MELBOURNE STATE COLLEGE 1979 HANDBOOK

THE UNIVERSITY OF MELBOURNE INSTITUTE OF EDUCATION E.R.C. CARLTON

757 Swanston Street Carlton, Victoria, 3053 Telephone 341 8111 The regulations and information printed in this Handbook are as approved by the College Council at 28 August 1978.

Subsequent changes may be introduced. Students involved will be notified of any such changes.

ISSN 0313 3257

Published by Melbourne State College, 757 Swanston Street, Carlton, Victoria, 3053. Printed by The Dominion Press, Joseph Street, North Blackburn, Vic. 3030.

Contents

Map of College (iv) Brief History 1 Principal Dates 1 Central Administration 1 College Schedule 1979 2 Council — Membership 5 Council Constitution 6 Council — Committees 9 Courses Offered — Summary 11 External Studies 15 General Regulations 19 Admission and Enrolment Procedures 21 Fees 25 Financial Assistance 26 Student Services 27 Academic Organisation — Summary 29 Board of Studies — Membership 33 Faculty Chairmen and Secretaries 34 Course Committees —Membership 35 Selection Officers and Course Advisers 40 Staff Teaching Departments 42 Staff — Administrative and Services 53 Staff — Honorary Academic 58 School Experience — Principles 59 Education Resource Centre 61 Noojee Outdoor Education Centre 62 Gryphon Gallery 63 Art Collection 63 Day Nursery 63 Open Stage 64 Students' Association 64 Details of Courses Bachelor of Education 67 Bachelor of Edudcation (Art and Crafts) 271 Diploma of Teaching (Primary) 319 Diploma in Education 459 Graduate Diploma in Drama in Education 485 Graduate Diploma in Inter-ethnic Studies. and Education 493 Graduate Diploma in Librarianship 503 Trained Teacher-Librarian's Certificate 533 Graduate Diploma in Special Education 545 Trained Special Teacher's Certificate 595 Graduate Diploma in Educational Studies 599 Master of Education 605 Form of Gift or Bequest 611 Monash MAP OF COLLEGE

Grattan Street

1, 2 Boom Gates 6 Cafeteria 10 Gryphon Gallery 3 General Office — inquiries 7 Cafeteria 11 Reception Office, 4 Student Records 8 Day Nursery Department of 5 Students' Association 9 Open Stage School Experiend

Brief History 1

A Brief History

In 1889 the Melbourne Teachers' College was established at the corner of Swanston and Grattan Streets, Carlton. The Secondary Teachers' Training Centre, later to become the Secondary Teachers' College, commenced operation in 1950 in temporary accommodation at the University of Melbourne. In 1959 it was relocated in a new building situated on what had been part of the site of the Melbourne Teachers' College. The two Colleges were amalgamated in 1972 to form the Melbourne College of Education which became a constituent college of the newly formed State College of Victoria in August 1973. The College is now known as Melbourne State College.

Principal Dates 1979

January 3 College re-opens. 8 Course advice and re-enrolment begin. 15 Summer term studies begin. 26 Summer term studies end. 29 Australia Day Holiday College closed. February 5 Diploma of Teaching (Primary) Year 3, Bachelor of Education (Art and Crafts) Years 2 and 3, Graduate Diploma in Librarianship, Graduate Diploma in. Inter-ethnic Studies and Education, and Trained Teacher-Librarian's Certificate courses begin. 12 Bachelor of Science (Education) Year 4 and Graduate Diploma in Drama in Education begin. 26 Orientation Week begins, and all other courses begin. April 13-17 Good Friday, Easter Holidays — College closed. • 25 Anzac Day Holiday — College closed. May 2-4 Award Conferment Ceremonies. 11 First term ends. June 4 Second term begins. 18 Queen's Birthday Holiday — College closed. August 17 Second term ends. September 10 Third term begins. October 1 Course advice for 1980 begins. 29 Study vacation for Bachelor of Education Years 1-3, and Bachelor of Science (Education) begins. November 5 Assessments begin. December 14 Issue of results begins. 21 College closes. Students should consult the College Schedule on the following pages, which provides the timetable for each course.

Central Administration Principal Graham J Allen, BCom MEd PhD Me/b Deputy Principal William Pye, MA BEd Me/b (Acting Principal 1978) Vice Principal John J Ryan, BSc PhD BEd Me/b ARACI (Deputy Principal 1978) Vice Principal Roger R Woock, BA Minnesota MA Columb EdD NYU Acting Vice Principal (1978) V Jean Russell, BA BEd PhD Me/b MAPsS Business Manager Neil G Maher, AASA ACIS AAIM AIBA RCA Registrar Geoffrey A Richards, BSc DipEd Me/b COLLEGE SCHEDULE 1979

BEd BEd & BSc(Ed) Spec Lib Week General DTP BEd(A&C) DipEd Ed Cri Monday — Friday Cri oo

Yr 1-3 Yr 4 1 Yr 1 Yr Wk Yr 1 Yr 2 Yr 3 Yr 1 Yr 2 Yr 3 Yr 4 Yr 1 Yr 2 Yr 3 Yr 4

(5) (6) (4) (5) 6ap (1) (II (1) 121 (3)

1 5 College opens 1 a January - Summer 8-12 3 Jan 2

term os 15 -19 3 studies

22-26 4 ay Aunt Day 29 Jan 5 29-2 ---,, Intro. Mel February 2-8 6 4:; :.w:.• 1 week

12-16 7 amp _ field work 19-23 8 `3::?'ri'r _ :..:% 26-2 9 Orien mien Weak ' Orientation Week March 5 -9 10 11-16 11 19-23 12 26-30 13 14 :j:j:. •• April 2-6 '•.. . . ::j ::: 9-13 Good Fri 13 Apr 15 •• •••••• 16 -20 Resume 18 Apr 16 ,,,,,•,,, 23-27 Anzac Day 25 Apr 17 30-4 18 Iir'füifl% Vacation 7-11 19 :...... May Study Vacation 14-18 Schl—Uni Vie 20 Study Vacation : Assessment 21-25 Schl-Uni Vac 21 Assessment ion Vacation 28-1 Uni Vac 22 tttrrrr•••'••• Excurs ...... June 4-8 23 .' .• .'. 11-15 24 ,. 18-22 Dueens B 18 June 25 ...... ;,;;;; ,,;;;;;• _ ...... •»:•:, 25-29 26

Key BEd Bachelor of Education; BEd(A&C) Bachelor of Education (Art & Shaded sections represent school experience or field work weeks. Crafts); BSc(Ed)Bachelor of Science (Education); DTP Diploma of Teaching Weeks not shaded are teaching weeks. (Primary); Lib Crs Graduate Diploma in Librarianship and Trained Teacher• College closed on public holidays shown. Librarian's Certificate; SpecEd Crs Graduate Diploma in Special Education and Trained Special Teacher's Certificate.

400000081.6t t>_ 9-13 111111-- — MEMO• ::::ï:ïi:i:'r- 16-20 23-27 30 30-3 31 ■ Study Au4utt . 6-10 32 Aeaarcnart ROM 13-17 Vim 33 I!— Vacation Uni . al SISIS WNW 20-24 Uni Vac 34 MN Study Vacation 27-31 Schl—Uni Vac 35 Aaaesrnent September 3-7 Schl Vac Eacunion ""7,17 rv v11r 10-14 37 i : 17-2 38 :.: ...... :...... 24-28 . 39 ...... October 1-5 Course Advice 40 8-12 Course Advice 41 ...:7:7V.,:.... 15-19 42 22-26 . 43 _ 29-2 44 Study Vacation . ••••• Study Vacation November 5-9 45 Amassment and Amassment :...... 12-16 46 m ,-_-_--, Assessment r shown in Univ. .... w: 19-23 47 M::::5 Timetable ._ + 28-30 48 1-7 49 . . :. Rests is submitted before 10 December , e December 10-14 50 available by 14 December 17-21 51 24-28 College Moses 52 21 December 27+4 28+8 25+10 28+3 28+6 28+6 31+0 28+0 26+2 26+2 22+9 25,13 17+10 26+8 27+8 . 31 36 35 31 34 34 31 28 28 28 31 27 34 . 35

102 130 15 `102 _J

Notes for School Experience 1. DTP Year 1 students also spend one day each week in the school during 5. School experience includes field work. op Terms 2 and 3. This is taken in conjunction with the subject School 6. BSc)Ed) students will be advised of the dates of school experience at the Studies A. The school experience program for each DTP 1 student is based start of the year. It is anticipated that Year 3 students will have an induc- 6all at one school. DTP 2 students are placed at two schools during the year. tion period from 14 February — 2 March, and that Year 4 students will a DTP 3 students go to the same school for the three week school experience have block rounds on 21 February — 2 March, 4 — 29 June, 9 July - at the beginning of their third year that they were at for Term 3 in Year 2. 3 August. os 2. Individual programs of school experience or professional experience are ay arranged for one day each week in Terms 1 and 2. Other Graduate Diploma Courses

3. DipEd, BEd/HDTS Year 4. Although three week blocks of experience are 1. Inter-ethnic Studies and Education: A course of 33 weeks, commences np

recorded, there are teams which have concurrent school experience of two 5 February, concludes 9 November. Requirements are (1) a five day ai or three days a week. For details refer to the Department of School metropolitan comparative visit program, 12) 30 full days longitudinal Experience Handbook. The preceding Wednesday morning is a preliminary experience in one school during the year, (3) 10 days comparative experi- visit for all students involved in block rounds. ence program or a concurrent program (e.g. two days a week). 4. Special Education Courses. All course members will be on school experi- 2. Drama in Education: A course of 34 weeks, commences 12 February, ence block programs at the same time. concludes 23 November.

Council 5

The Council

Membership of the Council at August 1978:

Appointed by the Governor in Council:

Duncan C Barton, BArch Me/b FRAIA John M Clark, BEng Me/b Robert C Clift, BEc Syd BSc (Econ) Lond MCom PhD Me/b AASA (Snr) Professor Emeritus Louis Goldberg, BA MCom LittD Me/b FASA ACIS Philippa M Hallenstein, 08E BA (Hone) LLM Me/b Sister Josephine Hoare, PBVM Myra E Roper, MA Canrab MA Me/b TD Lond

An officer of the Education Department, appointed by the Minister:

Richard L Senior, BA BEd Melb TPTC EdDeptVic FACE

A member of the Board of Studies:

Rosemary D Wentworth, BCom Melb BEd LaT TPTC EdDeptVic

A member of the academic staff, elected by the academic staff:

Frank T Hindley, BCom MEd Melb TPTC EdDeprVic

Two students of the College, elected annually by the students:

Margaret C Hutton Robyn McCahon

Persons appointed by co-option by the Council:

William H Eddington Albert R Morton, FRAIA John J Ryan, BSc PhD BEd Me/b ARACI James W Watson, BVSc Q/d MVSc Me/b PhD Q/d GDAH Q/d

Member ex officio:

William Pye, MA BEd Me/b

The Chairman elected by the Council is Mrs P M Hallenstein.

Secretary to Council:

Geoffrey A Richards, BSc DipEd Me/b 6 Council Constitution

Constitution of the Council of Melbourne State College

1. There shall be a council to be known as the Council of the State College of Victoria at Melbourne (hereinafter called 'the Council') which shall be a body corporate to manage and control the State College of Victoria at Melbourne (hereinafter called 'the College'). 2. (1) The Council shall consist of not more than twenty members and shall be constituted as follows: (a) Not more than seven shall be appointed by the Governor in Council of whom one shall be a principal or a teacher on the staff of a school which provides teaching practice for students of the College. (b) One shall be an officer of the Education Department appointed by the Minister. (c) The Principal of the College shall be a member ex officio. (d) Where there is a Board of Studies (whether called by that or any other name) of the College one shall be a member of the Board appointed by the Board in a manner determined by the Council. (e) One shall be a member of the academic staff of the College elected by the academic staff in a manner determined by the Council. (f) Two shall be students of the College elected annually by the students of the College in a manner determined by the Council. (g) Not more than seven shall be persons having a special interest in education from time to time appointed by co-option by the Council. (2) A member appointed by the Governor in Council may be removed by the Governor in Council. (3) Members of the Council (other than the Principal and the person elected by the students of the College) shall be entitled to hold office for four years from the dates of their respective appointments and elections: provided that in the case only of the first appointments not more than three of the members appointed pursuant to paragraph (a) of sub-clause (1) and not more than two of the members appointed pursuant to paragraph (g) of sub-clause (1) may be appointed to hold office for two years. (4) A member of the Council shall be eligible to be re-appointed or re-elected (as the case may be) but a member shall not be elected or appointed for more than three successive terms unless he is appointed by co-option for a further term under paragraph (g) of sub-clause (1). (5) If a member of the Council (other than the Principal) — (a) resigns his office by writing under his hand directed to the Chairman of the Council; (b) becomes of unsound mind or becomes a person whose person or estate is liable to be dealt with in any way under the law relating to mental health; (c) becomes bankrupt; (d) is convicted of any indictable offence; (e) without special leave previously granted by the Council absents himself from four consecutive meetings of the Council; (f) ceases to hold any qualifications required for his becoming or being a member of the Council; (g) being a member appointed by the Governor in Council is removed from office; or (h) dies - his office shall become vacant so as to create a casual vacancy. Council Constitution 7

(6) A member appointed or elected to fill a casual vacancy shall be entitled to hold off ice for the unexpired portion of the original term of office only. (7) Where for any reason the Council appoints a person to be Acting Principal the person so appointed shall, while holding such office, be entitled to attend and vote at any meeting of the Council and for that purpose shall have all the rights and privileges of the Principal.

(8) Notwithstanding anything to the contrary in sub-clause (1) of this clause, the said Council shall be properly constituted where there is a deficiency in the number of members or of members of any class whether originally or as the result of the occurrence of a vacancy. (9) No member of the Council shall be entitled to vote either in the Council or in a committee of the Council or in a joint committee of members of the Council and of officers of the College on any subject in which he has a direct pecuniary interest, and if any member does vote on any such subject his vote shall be disallowed.

Proceedings of Council 3. The following provisions shall apply to the Council of the College. (a) Six members of the Council shall constitute a quorum at any meeting. (b) The Council shall each year, or where a vacancy occurs during any year, on the occurrence of the vacancy, elect a member to be Chairman of the Council and the Chairman or, in his absence, another member elected to preside, shall preside at any meeting of the Council. (c) The Council shall meet at least six times in each year. (d) The decision of the majority of those present at any meeting of the Council shall be the decision of the Council. (e) In the event of equality of votes on any question, the member presiding shall have a second or casting vote. (f) The Council shall provide for the safe custody of the Seal, which shall be used only by authority of the Council, and every instrument to which the Seal .is affixed shall be signed by a member of the Council and shall be countersigned by the Secretary (if any) to the Council or by some other person appointed by the Council for that purpose.

Powers of Council

4. The Council shall have power to — (a) from time to time determine the terms and conditions on which students of the College and any other persons may attend classes or make use of any premises or equipment of the College; (b) employ members of the academic staff of the College on such terms and conditions as are for the time being fixed in respect of them by the Governor in Council on the recommendation of the Senate of the State College of Victoria; (c) employ members of the administrative technical and other staff of the College on such terms and conditions as are for the time being fixed in respect of them by the Senate of the State College of Victoria; (d) from time to time define the duties of members of the academic administrative technical and other staff of the College; (e) suspend or dismiss any member of the academic administrative technical or other staff of the College (but, in the case of dismissal of a member of the academic staff, only on a resolution of the Council passed by a majority consisting of not less than two-thirds of the total number of members of the Council); (f) charge fees in connexion with education provided, examinations held, and any other services provided by the College; 8 Council Constitution

(g) from time to time hold examinations in the several subjects and courses offered by the College and award diplomas certificates and other awards (except degrees) to students who reach the required standard in any subject or course; (h) grant scholarships on such terms and conditions as it thinks fit; (i) purchase take on lease or in exchange or hire, and sell mortgage lease or dispose of any real or personal property (which power to sell mortgage lease or dispose of property may, in the case of any real property, be exercised only with the • consent of the Senate of the State College of Victoria) and enter into agreements for the supply of services for the College; (j) engage architects and other professional advisers, and enter into contracts, for the erection of buildings, the making of improvements or alterations, or the carrying out of repairs, on any land or buildings vested in or occupied or used by the College; (k) borrow on overdraft of current account at any bank; (I) invest any moneys of the College not immediately required for its purposes in any securities which are authorised investments within the meaning of any law relating to trustees or, with the consent of the Senate of the State College of Victoria, in any other manner; (m) accept gifts of real or personal property to the College; (n) delegate, subject to such conditions as it thinks fit, any powers vested in the said Council to any member or committee of members of the Council, any officer or committee of officers of the College or any joint committee of members of the Council and officers of the College; (o) do all such things as advance the interests of the staff and students of the College; (p) do all such things as may be required to be done in order to render the College eligible to receive grants under any law of the Commonwealth of Australia or of the State of Victoria which provides for the making of grants to educational institutions; and (q) do all such other things as are necessarily incidental to the proper management and control of the College or the effective exercise of the powers conferred on the Council.

Duties of Council 5. (1) It shall be the duty of the Council to invite tenders by publishing an advertisement in a newspaper circulating generally throughout the State for the supply of any goods or services or the carrying out of any work the cost of which is estimated by the Council to exceed $5,000. (2) This clause shall not apply to the engagement of architects consultants and professional advisers whose charges are normally made at rates fixed and published by statutory bodies or professional associates.

Use of Land Buildings and Equipment by Council 6. The Council may use the land buildings and equipment vested in or under the management and control of the Minister of Education which when this Order takes effect constitute or are contained in the premises of the College, and any buildings or equipment subsequently erected or placed on or in the said land or buildings. Committees of Council 9

Committees of Council Membership of the Committees at August 1978:

Buildings

Duncan C Barton, BArch Me/b FRAIA (Chairman) B John Bird, ARIBA ARIAA ANZIA (ex officio) Philippa M Hallenstein, OBE BA Mons) LLM Me/b (ex officio) Neil G Maher, AASA ACIS AAIM AIBA RCA (ex officio) Fiona A Mi ttag Albert R Morton, FRAIA William Pye, MA BEd Me/b (ex officio) Peter J Ralph, DipArt RM/T TSTC EdDeptVic V Jean Russell, BA BEd PhD Me/b MAPsS (ex officio) Elaine Sullivan, Dip N'Craft TTTC EdDeptVic DipEd Bristol

Finance

Robert C Clift, BEc Syd BSc (Econ) Lond MCom PhD Me/b AASA (Snr) (Chairman) Jean Clark, BSc (Hons) Exon DPhil Oxon DipEd Mon FAIP Professor Emeritus Louis Goldberg, BA MCom LittD Me/b FASA ACIS Philippa M Hallenstein, OBE BA (Hons) LLM Me/b (ex officio) Neil G Maher, AASA ACIS AAIM AIBA RCA (ex officio) Mark T O'Dwyer William Pye, MA BEd Me/b (ex officio) John J Ryan, BSc PhD BEd Me/b ARACI (ex officio)

Legislation

Sister Josephine Hoare, PBVM (Chairman) Warwick Du Ve, BA (Hons). DipEd Me/b MA Keele Professor Emeritus Louis Goldberg, BA MCom LittD Me/b FASA ACIS Philippa M Hallenstein, OBE BA (Hons) LLM Me/b (ex officio) Geoffrey R Hargreaves, MSc DipEd Me/b (ex officio) Barry McCrae, BSc (Hons), DipEd Me/b Geoffrey M Poynter, BCom Me/b BEd Mon TPTC EdDeptVic William Pye, MA BEd Me/b (ex officio)

Staffing

John M Clark, BEng Me/b (Chairman) William H Eddington Philippa M Hallenstein, OBE BA (Hons) LLM Me/b (ex officio) Ian E Hawkins, BSc Me/b BEd Mon TPTC EdDeptVic Mary A Hoffmann Neil G Maher, AASA ACIS AAIM AIBA RCA (ex officio) David E Pownall, BM Wise MM Tulsa MALSc Indiana (ex officio) William Pye, MA BEd Me/b (ex officio) Geoff rey A Richards, BSc DipEd Me/b (ex officio) Myra E Roper, MA Cantab MA Me/b TD Lond V Jean Russell, BA BEd PhD Me/b MAPsS John J Ryan, BSc PhD BEd Me/b ARACI James W Watson, BVSc O/d MVSc Me/b PhD Old GDAH Old 10 Committees of Council

Students' Loan Fund

Professor Emeritus Louis Goldberg, BA MCom LittD Me/b FASA ACIS (Chairman) Philippa M Hallenstein, OBE BA (Hons) LLM Me/b (ex officio) Neil G Maher, AASA ACIS AAIM AIBA RCA (ex officio) Albert R Morton, FRAIA David J Nance, BA BEd LaT TSTC EdDeptVic William Pye, MA BEd Me/b (ex officio) Geoffrey K Williams Courses Offered 11

Courses Offered

Bachelor of Education (Art and Crafts) This four year course prepares students for teaching art and crafts in secondary schools. The course has four major components: Studio Practice in Art and Crafts, Education and Art Education, Fine Arts and School Experience. These studies are usually taken concurrently each year, the proportion of time spent on each changing only slightly throughout the course. After year one there is a progressive reduction in the number of subjects taken until, in the final year, students take a single academic study, work in one preferred studio, and spend one day each week on Professional Experience. Subjects available for study include: Drawing, Painting, Printmaking, Environmental Design, Garment Construction, Communication Design, Sculpture, Ceramics, Metalcraft, Woodcraft, Textilecraft, Fine Arts, Photography, and Education studies.

Bachelor of Education This is a course of four years' duration, incorporating studies in specialised areas, and in the foundations, principles and practice of education. There are eight streams leading to the award of Bachelor of Education. Students are enrolled in a particular stream and pursue specialised studies within that stream. Subject choice is not restricted to subjects offered only within the stream, but prerequisites and timetable limitations will restrict the choice of subjects from other streams.

The streams and the subjects available within them are: Arts (SMAT) — English, French, Geography, History, Philosophy, Politics, Psychology. Business Studies (SMBS) — Accountancy, Economics, Legal Studies, Stenographic Studies. Drama (SMDR) — Drama. Environmental Science (SMES) — Biology, Environmental Science, Geography. Librarianship (SMLA) — Librarianship. Music (SMMU) — Music, Practical Music. Science (SMSC) — Biology, Chemistry, Mathematics, Physics. Television and Film (SMTV) — Media Arts. In the first year students normally take studies in four subject areas. They then select two or three subject areas and specialise in these for a further two or three years. Education studies are taken mainly in third and fourth years. Students who specialise in Librarianship will be accredited by the Library Association of Australia as having equivalent to registration with the LAA. External studies are available in some subjects.

Diploma of Teaching (Primary)

The course prepares students for general teaching in primary schools, and in each of its three years combines experience in schools with education and personal studies. School Studies and School Experience are compulsory each year, and cover experience in primary schools, issues in education, studies in child development and in the learning and teaching of language and number, and a range of studies in curriculum and teaching. The subject, Foundation Studies in English and Mathematics is compulsory in first year. Students also choose subjects from options in the arts, sciences, humanities and education. Note: The College has made application for a four-year Bachelor of Education (Primary) course which incorporates the three-year Diploma of Teaching (Primary) course. 12 Courses Offered

Diploma in Education

A one year graduate course of professional studies available to applicants with an approved degree, or an approved art-craft diploma. Options offered in the course make it suitable for those intending to teach in either primary or post-primary schools. The course includes 45 days of practical experience under qualified teachers in various schools, and studies in the foundations, principles and methods of education. The pattern of the school experience and other studies varies. Six alternative course structures are offered to students in teams of 60-70. These include formally structured programs, programs incorporating elective studies, school-based and community-based programs, and contract-based programs.

Graduate Diploma in Drama in Education

This course offers a year of specialised study to qualified and experienced teachers who have undertaken little or no previous studies in drama in education. Various aspects of drama, such as sound, movement, and role-play, are explored through a series of practical workshops. The application of these aspects within primary and post-primary schools is also examined within the course. This involves students in planning, initiating and developing drama work with children through both group-initiated projects and through individual involvement with a class. It is anticipated that graduates of the course will apply their knowledge of drama in education at both the primary and post-primary levels, utilising drama in their teaching both as a subject and as a means of exploring other subjects.

Graduate Diploma in Inter-ethnic Studies and Education

This one year post-graduate course, for teachers with a three year teaching qualification, prepares teachers for English as a second language, multicultural education, and bilingual education programs. Students learn of the problems faced by teacher and learner in an inter-ethnic situation, and some possible solutions, through study in linguistics, English as a second language, social psychology, anthropology, history, curriculum theory, sociology, the study of a second language, and practical work in schools. The situation in Victoria is examined and compared with other places.

Graduate Diploma in Special Education

This one year course prepares teachers to work with children having behavioural and learning problems. The course is based on a core program which highlights the needs of exceptional children and the skills necessary to help them. A range of electives and a research study relevant to physical, intellectual, and social and emotional development, communication, and professional skills complement a clinical teaching practicum conducted in a variety of educational settings. Students may undertake a general course, or specialised studies in Learning Difficulties, Social-Emotional Welfare Studies, or Integrated Studies in Homecrafts or Art and Crafts. The course may be undertaken full-time or part-time, or by external study. Courses Offered 13

Trained Special Teacher's Certificate

A one year course designed for teachers who do not have the necessary entrance qualifications for admission to the Graduate Diploma in Special Education. It differs from the Diploma in that the research study is not required; instead, additional electives are undertaken.

Graduate Diploma in Librarianship

This one year course is available to graduates or approved diplomates (for those wishing to qualify as teacher-librarians an approved three year teaching qualification is a prerequisite). It includes studies in bibliography; library administration; children's literature; curriculum materials; reading interests; reference materials and services; history of books, printing and publishing; design and construction of programs and materials for individualised learning; writing for children; and the library and the arts. Practicum in libraries and/or school libraries, and research studies or a paper are incorporated. For graduate teachers the course is recognised by the LAA as equivalent to its registration examination.

Trained Teacher-Librarian's Certificate

A one year course available to teachers who do not have the qualifications necessary for entry to the Diploma course. Mature age applicants with considerable experience but lacking some of the formal prerequisites may also be admitted. The course is similar in content to the Diploma course, but no research paper is required. The certificate is accepted by the LAA as equivalent to five of its registration subjects.

Master of Education

Suitably qualified graduates with teacher training and teaching experience may gain admission to the Master of Education course which is two years full-time or the equivalent part-time. It involves work in a discipline area, education, and an integrated study designed to relate the discipline study to education.

Course in Conjunction with the University of Melbourne — Bachelor of Science (Education)

This four year course leads to a degree of the University of Melbourne. Much of the teaching in the course is undertaken by Melbourne State College; however, the course comes under the authority of the Faculty of Science at the University of Melbourne with the Faculty of Education responsible for certain sections of the course. Entry to this course is by selection through the Victorian Universities Admissions Committee. The course is similar to a Bachelor of Science/Diploma of Education sequence but differs from it in that education studies are undertaken from the second year onwards.

Subjects Undertaken at Other Institutions

In some instances it might be possible for students to enrol for a subject or subjects at another institution, and to have these studies included as part of their course at Melbourne State College. These arrangements are referred to as 'Negotiated Courses'. 14 Courses Offered

Each student desiring to undertake a negotiated course should apply, in the first instance, to the Registrar, room 248, East Wing, 1888 Building. Students must also obtain the approval of their course adviser.

Students who wish to study an Asian language may be able to do so at the University of Melbourne. Initial inquiries should be directed to Dr N Battye, room 210, 1888 Building. External Studies 15

External Studies

General Information

Melbourne State College offers facilities for external study through its Department of External Studies. Some information is given below. Further details are to be found in the Prospectus for External Students and in the course regulations. All inquiries should be directed to the Department of External Studies. External studies provide a mode of study for students who, for a variety of reasons (distance from the College, family responsibilities, employment ties, physical handicap, etc.), are unable to attend the College. External teaching involves the receipt of printed material, in the form of study guides and other information, which is to be used by the student in association with texts which the student is expected to purchase, and with other reference material. The Education Resource Centre of the College has established a special external loans collection for the exclusive use of external students. In some subjects the study guides are supplemented by other media such as cassette tapes, both audio and visual, and slides. In addition, as much personal contact between staff and students and between students as is practicable is considered an important element in the external studies approach. Laboratory classes and seminars may be arranged at the College or in a local area and, in some subjects, attendance by students is compulsory; usually this attendance requirement is arranged for weekends or during school vacations. Regular assignments submitted by the student for assessment and comment are an important part of all subjects, providing the student and lecturer with a guide to progress. In some circumstances, it may be possible to combine subjects taken externally with other subjects taken internally and to change enrolment from external to internal. In 1979 the provisions following will be made.

Courses for Secondary Teachers

Bachelor of Education and Higher Diploma of Teaching (Secondary) Within these courses, students may be able to complete the Group 1, 2 and 3 components by external studies. The following subjects will be offered for study externally in 1979 provided that staff are available and enrolments are adequate: Group 1 Group 2 Group 3 Asian Studies A Biology BO1 English C Biology Al Biology B06 French C English A Biology B11 French D French A Biology B12 Geography C2 Geography Al English B Geography C3 Geography A2 French B Geography C7 Geography A3 Geography 82 History C14 History All Geography B4 History C15 Librarianship Al Geography 86 Mathematics C01 Librarianship A2 History B14 Mathematics CO2 Librarianship A3 History B15 Mathematics CO3 Librarianship A4 Mathematics 801 Philosophy D Mathematics A01 Mathematics 611 Politics C11 Mathematics A02 Mathematics 812 Politics C13 Mathematics All Philosophy B2 Politics C15 Mathematics A41 Philosophy 63 Politics C17 Philosophy Al Politics B11 Politics C18 Politics A Politics 813 Psychology C 16 External Studies

Group 1 Group 2 Psychology A Politics B15 Science Al Politics B17 Social Science A Politics 818 Sociology A Psychology B Social Science B11 Social Science B12

Students who commence the course for the Bachelor of Education by external studies will be required to complete the Group 4 component (equivalent to one year of full-time study) by attendance at the College either as a full-time or part-time student after satisfactory completion of the points required for Groups 1, 2 and 3.

Bachelor of Education (Art and Crafts) Normally the College does not offer external studies in this course but for holders of the Higher Diploma of Teaching (Secondary) — Art and Crafts, who wish to upgrade their qualifications, special provisions have been made. In order to complete the Bachelor of Education (Art and Crafts) most holders of Higher Diploma of Teaching (Secondary) — Art and Crafts will need to enrol in one 6-hour studio at subject Year 3 level, as well as in one Year 4 level academic subject. The following academic subjects will be offered in 1979 at Year 4 level provided staff are available and enrolments are adequate: Philosophy of Art Philosophy of Education Sociology of Education Fine Arts D1 Studio subjects will not be available for study through the Department of External Studies. The College will, however, provide facilities to enable the completion of either Painting C or Textilecraft C by attendance at the College for night classes of three hours a week during term and two 10-day term vacation classes.

Courses for Primary Teachers

Diploma of Teaching (Primary) Subjects within the Diploma of Teaching (Primary) course will be available for study externally to enable experienced teachers, with or without formal teaching qualifications, to gain the Diploma of Teaching (Primary) award. Students of the course are required to gain 116 points in order to qualify for the award. Credit for up to 80 points will be allowed for previous teacher-training experience and for other approved tertiary studies. Primary teachers should note that the College currently has before the State College of Victoria a proposal for a Bachelor of Education (Primary) course. The proposed BEd (Primary) is a four year course of full-time study or equivalent part-time study incorporating the three year Diploma of Teaching (Primary) course described in this handbook. It is the intention of the College that experienced teachers who have completed the Diploma of Teaching (Primary) will be able to proceed directly to fourth year external studies leading to the Bachelor of Education award. The following subjects will be offered for study externally in 1979 provided that staff are available and enrolments are adequate:

Asian Studies A Comparative Education B11 Biology Al Educational Philosophy B08 Biology BO1 Educational Philosophy B09 Biology B06 Educational Psychology B02 Biology B11 Educational Psychology 603 Biology B12 Educational Sociology B01 External Studies 17

Foundation Studies in English Mathematics CO3 and Mathematics Mathematics C61 French A Philosophy Al Geography Al Philosophy B5 Geography A2 Philosophy B6 Geography A3 Philosophy 137 Geography B4 Philosophy B8 Geography B6 Philosophy B9 Geography C2 Philosophy Cl Geography C3 Politics A Geography C7 Politics 811 History A 1 1 Politics 813 History 814 Politics 815 History B15 Politics B17 History of Education B2 Politics B18 Language and Literature B2 Psychology A Mathematics A01 Psychology B Mathematics A02 Psychology C Mathematics A04 School Studies A2 Mathematics A05 School Studies 844 Mathematics All School Studies C27 Mathematics A22 School Studies C59 Mathematics A41 School Studies C60 Mathematics B01 School Studies C62 Mathematics 811 School Studies C65 Mathematics 812 Science Al Mathematics B22 Social Science Al Mathematics B61 Social Science B11 Mathematics 862 Social Science 612 Mathematics B71 Sociology A Mathematics CO1 Sociology C Mathematics CO2

Graduate Courses

Graduate Diploma in Special Education The following subjects will be offered for study externally in 1979, provided that staff are available and enrolments are adequate: Group 1 Physical Development Development of Professional Skills and Relationships Social-Emotional Development School Experience Program Group 2 Education of the Physically Handicapped Child Motor-Sensory Development Behaviour Modification in Special Education Parent Counselling Socialisation, Employment and Independent Living of the Handicapped The Culturally Different Child and the Teacher Psychotherapy Independent Study It is proposed to offer certain studies within the Graduate Diploma in Special Education by summer classes at the College between 8 January and 26 January 1979. Subject to confirmation, it is proposed to offer the following subjects: 18 External Studies

Group 1 Development of Communication Skills Intellectual Development Remediation Studies Group 2 The Culturally Different Child and the Teacher Parent Counselling

Application for Entry The method of application for external studies is to be found in the relevant Prospectus for External Students obtainable from the Department of External Studies. Persons wishing to obtain a Prospectus should indicate the course or courses in which they are interested when communicating with the Department. General Regulations 19

General Regulations

Regulation 1 — Enrolment

In these Regulations 'appropriate course committee' means the course committee constituted by the Board of Studies to govern the course in which the student is enrolled. Under the terms of the Regulations a student is a person who, in any year, has enrolled in: (il a course conducted by Melbourne State College, leading to an award of Melbourne State College or of the State College of Victoria; or (ü) such other studies as are prescribed by Council for purposes of these Regulations. 1.1 Subject to Regulations 2 and 3, and before commencing or continuing studies at the College in any year, a person shall enrol or re-enrol as a student. 1.2 Enrolment shall be taken to constitute acceptance of the Regulations of the College as published from time to time and the lawful instructions of the College and its agents. 1.3 A student enrolled for three-quarters or more of a one-year workload as prescribed by regulation or by the appropriate course committee shall be deemed a 'full course' student. 1.4 A student enrolled for less than three-quarters of a one-year workload as prescribed by regulation or by the appropriate course committee shall be deemed a 'part course' student. 1.5 Subject to any requirement of class attendance, a person who has obtained approval from the appropriate course committee to take all subjects in a year by external studies may so enrol and shall be deemed cn 'external' student. 1.6 A student enrolled for a course leading to an award may be permitted by the appropriate course committee to enrol for a subject in another course or institution. The course committee shall determine the credit to be given for that subject towards the award. 1.7 A student pursuing a combined course leading to two awards shall enrol for subjects of the combined course as prescribed by, and in a manner approved by, each of the appropriate course committees. 1.8 A student who wishes to withdraw from a course shall give notice of this intention in writing to the Registrar. The withdrawal shall be deemed to be in effect following confirmation by the appropriate course committee. A person who has withdrawn from a course under this Section may apply for re-admission to the course. 1.9 A student who wishes to obtain leave-of-absence for all or part of an academic year shall apply in writing to the appropriate course committee. The course committee shall have power to grant such application, subject to any requirements of the Board of Studies. Leave-of-absence shall not be granted for a period greater than one academic year without further application. 1.10 Subject to approval by the Board of Studies, a person may enrol for a single subject or subjects, and thereupon shall be deemed a 'non-course' student. A non course student shall not gain credit for single subjects in a subsequent enrolment for a course leading to an award, without the permission of the Board of Studies. 1.11 An officer of the Students' Association, not being enrolled for a course or subject, may be granted by the Board of Studies the status of a student. 1.12 Enrolment shall be effected as provided in this Regulation and in accordance with any other provision determined by Council. 1.13 A person whose enrolment has been discontinued under the terms of Sections 1.8 or 1.9 or 3.2 and 3.3 shall not have the status or rights of an enrolled student of the College until again enrolled. 20 General Regulations

Regulation 2 — Entry Quotas

2.1 On receipt of advice from the Board of Studies, the Council may determine the number of persons who shall be permitted to enrol in any course or subject in any year. Where a number is so determined, enrolments shall be accepted in accordance with principles prepared by the Board of Studies and approved by the Council. 2.2 No person seeking credit for studies in another institution shall be permitted to enrol as a student in any course or subject for which the number of enrolments has been determined, without the approval of the appropriate course committee. 2.3 Students enrolled for courses leading to an award shall be given preference over noncourse students for places in subjects for which entry quotas have been determined.

Regulation 3 — Suspension and Limitation for Unsatisfactory Progress

3.1 In the event of a student failing in one or more subjects in a year, a course committee may limit the workload of the student for the following year, and may specify the subjects to be taken within this workload. It may also specify the subjects to be taken, without limitation of workload. Prior to confirming a decision on such matters, the course committee shall consult the Heads of those departments in which failures have occurred, and extend to the student an opportunity to show cause why action under this Section should not be taken. Notification of any action shall be sent by certified mail to the address the student has registered with the course committee. 3.2 A course committee may suspend a student whose academic progress is unsatisfactory. Such action shall be taken only after consultation with the Heads of departments in.which the student has studied. Prior to confirming a decision on such matters, the course committee shall consult with the Heads of those departments in which failures have occurred and extend to the student an opportunity to show cause why action under this Section should nut be taken. Notification of any action shall be sent by certified mail to the address the student has registered with the course committee. 3.3 A student shall have a right of appeal against action taken under Sections 3.1 or 3.2 of this Regulation to the Appeals Committee of the Board of Studies (see Regulation 4). Such an appeal shall be lodged with the Secretary of the Board of Studies within twenty-eight days from the date of which notification of the course committee action is posted to the student. 3.4 A person suspended under Section 3.2 of this Regulation may apply to the appropriate course committee for re-admission after a period of one year or in special circumstances a shorter period. If the course committee is of the opinion that circumstances have changed to the extent that the person is likely to make satisfactory progress, it may authorise, with such conditions as it may specify, re-admission to a course or subject.

Regulation 4 — Appeals on Academic Matters

4.1 For the purpose of hearing from students appeals on academic matters, the Board of Studies shall appoint an Appeals Committee, to determine appeals and report its decision to the Board. The Appeals Committee shall consist of five members of the Board, of whom three shall constitute a quorum. At least one member of the Committee shall be a student who is a member of the Board. The period of appointment shall be two years. 4.2 The Committee shall determine its own procedures, save that each applicant shall have the right to appear before the Committee, to make written and/or verbal submissions to the Committee, and to be accompanied by an adviser. Admission and Enrolment Procedures 21

Admission and Enrolment Procedures

Information on Courses and Selection

General inquiries: These should be directed to the Office of the Registrar, East Wing, 1888 Building. Specific Inquiries: Applicants will be informed by mail as soon as possible and for most courses by early February, if their applications have been successful. It would be helpful if inquiries to Selection Officers were made only if special circumstances apply.

Information Concerning Particular Courses

For information on a particular course, contact one of the course advisers listed on page 40, or, for the following courses, make an appointment for advice through the appropriate Administrative Officer for the course. Course Administrative Officer Bachelor of Education (General) Ms J Brierley, Room 304B, 1959 Building Bachelor of Education Ms P Barber, Room 204A, Arts Centre (Art & Crafts) Diploma of Teaching (Primary) Ms F Clyne, Room 401, 1959 Building Diploma in Education Ms F Clyne, Room 401, 1959 Building External Studies Mr K Sharman (Head of Department), Hytone House, 538 Swanston Street, Carlton. Telephone: 347 9022

Applications for Admission to Courses

Application through the Victorian Universities Admissions Committee For entry as a full-time or part-time student to the first or later years of the courses listed below, application must be made through the Victorian Universities Admissions Committee (VUAC), 11 Queens Road, Melbourne, 3004, by the dates specified. Application forms are available from VUAC (send a self-addressed stamped envelope, together with a 60 cent stamp) or from secondary schools. Application forms are not available from the College. The application forms allow for the listing of up to eight courses in order of preference at the same or different tertiary institutions. Applicants for the Bachelor of Education course who are former students of the College holding the award of Trained Secondary Teacher's Certificate or Higher Diploma of Teaching (Secondary) should apply direct to the College. Course Closing Date for Application Bachelor of Education 27 October 1978 Bachelor of Education (Art and Crafts) 27 October 1978 Diploma of Teaching (Primary) 27 October 1978 Diploma in Education 24 November 1978

External Studies (for courses available, see pages 15-17). Applicants who have not been previously enrolled in courses at the College should apply in the manner indicated above and endorse the application 'External Studies'. Applicants who have been previously enrolled in courses at the College should apply through the Department of External Studies, on the forms available from the Department, by 17 November 1978. 22 Admission and Enrolment Procedures

Applications to the College

For entry as a full-time, part-time or external student to the courses listed below, application must be made direct to the College, on the forms available from the Office of the Registrar by the dates specified. Course Closing Date for Application Graduate Diploma in Drama in Education 9 October 1978 Graduate Diploma in Inter-ethnic Studies and Education 14 July 1978 Graduate Diploma in Special Education 14 July 1978 Trained Special Teacher's Certificate 14 July 1978 Graduate Diploma in Librarianship 9 October 1978 Trained Teacher-Librarian's Certificate 9 October 1978 Master of Education To be advised.

Application for Single Subject Enrolments Provided that there are vacancies in particular subjects after selection of students has been completed, enrolment in single subjects or a group of subjects may be accepted. These subjects may not be credited towards a College qualification. Applications for entry to single subjects should be made to the Office of the Registrar.

interviews and Auditions Prospective students may be called for interview as part of the application requirements for any course. In the case of the following courses, or course streams, students who are selected on the basis of the details supplied in their applications and On their academic results must also attend an interview or audition, the outcome of which finally determines selection to the course. Course Bachelor of Education: Drama Television and Film Music See VUAC Guide for Prospective Students 1979 for details.

Graduate Diploma in Drama in Education Graduate Diploma in Inter-ethnic Studies and Education Graduate Diploma in Special Education Trained Special Teacher's Certificate Graduate Diploma in Librarianship Trained Teacher-Librarian's Certificate.

Application for Admission with Advanced Standing

Students who are offered a place in a course and who have successfully completed previous studies at tertiary level may apply to the appropriate course committee for admission with advanced standing in the course in which they have gained a place. Course advisers will inform students of the extent of points score credit which might be granted; however, this preliminary advice is subject to approval by the appropriate course committee. Note: Advanced standing will not be granted unless an application for advanced standing is made. Applications should be submitted to the relevant course committee by 23 February 1979.

Deferment Students wishing to defer taking up a place for up to 12 months should apply in writing to the appropriate course committee prior to the date set for enrolment, or apply in person to the appropriate course adviser on the date set for enrolment. In general, deferments will not be granted if a student intends to undertake tertiary studies elsewhere. Admission and Enrolment Procedures 23

Enrolment Enrolment arrangements will be specified in the letter of offer of a place. Note: Students must attend the College on the date specified or, where special circumstances apply, ensure that a responsible person attends on their behalf. Failure to enrol on the date specified may result in the place being offered to another applicant. To complete an enrolment. students must: 1. On the first day, complete an enrolment form and pay the College fee which includes a $4.50 charge for the College handbook. Returning students are encouraged to purchase a current handbook. (See page 25 for details of fees.) 2. On the same or following day, after collecting further information on the subjects available, obtain course advice and an 'Authorisation to Enrol' from the designated course adviser. 3. Present the 'Authorisation to Enrol' at the enrolment centre. An enrolment is not completed or accepted until the 'Authorisation to Enrol' is presented. 4. Obtain a student card. Returning students are asked to bring their 1978 student card to the Enrolment Centre for updating.

Change of Name or Address All changes must be notified to the Students' Records Office (Level 2, East Wing, 1888 Building) on the form available for this purpose. Failure to notify such changes may result in important notices, such as examination results, not being received.

Change of Subject Changes of subject must be authorised by a course adviser and presented to the Students' Records Office on the form available for this purpose not later than seven days after the date of authorisation, otherwise no result in the new subject can be recognised. Similarly, withdrawals from subjects must be authorised by a course adviser and presented to the Students' Records Office on the form available for this purpose not later than seven days after the date of authorisation, otherwise an 'Absent' result in the subject will be recorded.

Change of Course or Course Stream

Applications to change course or course stream should be made on the form available from the Students' Records Office by 30 November 1978. No change of course or course stream will be recognised unless approved by the appropriate course committee and notified by the Students' Records Office.. Note: It is essential that students re-enrol in their present course/stream as given in the scheduled re-enrolment dates, regardless of any application to change course/stream. Only in this way will a place in the course be secured in the event of an application being unsuccessful.

Re-enrolment Dates

Re-enrolment will be in January, and students will be advised of re-enrolment days. Failure to re-enrol within the dates specified may result in exclusion from the College. Where special circumstances apply, and a late re-enrolment is permitted, a late fee of $10.00 is payable by those students who enrol up to two days late, and $20.00 by those students who enrol more than two days late. Prior to enrolment any student who has failed to pay the College fee, pay library fines, or return to the library any books still in the possession of the student concerned, must conform with the College requirements. 24 Admission and Enrolment Procedures

Leave of Absence

Students who are part way through their course and who wish to obtain leave of absence from their course for up to 12 months should apply in writing to the appropriate course committee through the Students' Records Office, or apply in person to the appropriate course adviser and/or the Student Services Officer. Reasons for seeking leave of absence should be stated.

Transcript of Academic Record

Transcripts of a student's academic record will be issued on request free of charge up to six months after completion of a College award. Thereafter, a charge of $3.00, and ten cents for each additional copy, is made. Requests for transcripts of an academic record should be made on the form available from the Students' Records Office. Normally a waiting time of seven to ten days applies.

Examinations

The details for assessment are given in the subject descriptions in this handbook. Where formal assessments are required, an examination timetable is published. It is the responsibility of students to attend for examination at the time and place so published.

Special Consideration

Where students, by reason of illness or other serious cause, have been impeded in their studies, or are unable to attend an examination, an application for special consideration, with a medical certificate attached if appropriate, should be submitted, as soon as practicable, to the Registrar, Level 2, East Wing, 1888 Building.

Appeals

A student who considers that he/she has cause to appeal against an assessment or other decision relating to his/her academic progress in the College may do so under provisions prescribed by the Board of Studies and published under General Regulations (see page 201. Appeals should be directed in writing to the Secretary of the Board of Studies.

Choice of Subjects

Students should seek guidance from their course advisers about the choice of subjects in relation to their future employment as teachers.

Fees 25

Fees

The College fee for 1979 is: New Students Full-time $62.50 (including $4.50 charge for Handbook) New Students Part-time $32.50 (including $4.50 charge for Handbook) New Students External $14.50 (including $4.50 charge for Handbook) Returning Students Full-time $58.00 Returning Students Part-time $28.00 Returning Students External $10.00 Single Subject Fees up to 12 point subject(s) $40.00 More than 12 point subjects) $80.00

The above fees are subject to confirmation by the College Council. Note: Returning students are encouraged to purchase a current Handbook, the cost is $4.50. Postage costs will be payable by persons placing mail orders.

Objection to Payment of Fees

Where a student on enrolment pays the College fees and objects to payment by the Students' Association of a subscription in respect of him/her to any organisation with which the Students' Association is affiliated land to which the Students' Association pays a fee calculated on a per capita basis) on any of the following grounds: (a) that he/she has an objection in principle to membership of any organisation to which it is not necessary for him/her to belong; lb) that he/she has a genuine and honest objection to any of the objects of the organisation as set out in its Constitution (in which case the object must be stated) ; (c) that he/she has a genuine and honest objection to supporting an organisation which has adopted a policy to which he/she genuinely and honestly objects (in which case the policy must be stated); He/she may make a Declaration in the form attached hereto. Upon receipt of any such Declaration the Students' Association shall: (i) pay to the Students' Loan Fund an amount equal to the annual subscription which it would, but for the objection, have paid to the organisation in respect of the student; notify the organisation of the names only of those students who do not complete the Declaration; lüi) notify the student that the requirements hereinbefore set out have been complied with. PROVIDED THAT if the Students' Association believes that an objection under paragraph (b) or paragraph (c) above is frivolous or obviously false it may by Statutory Declaration of the Secretary or other member of the Executive state the reasons for its belief that the objection is frivolous or obviously false and forward the declaration together with the objector's declaration to the Principal of the College with a request that he/she convene a meeting of an Appeal Board to consist of the Principal or his/her nominee and the Head of the Philosophy Department of the College or his/her nominee and the Chairperson of the Students' Association or his/her nominee. The decision of the majority of the Appeal Board shall be final. In such cases the Students' Association shall be required to make the payment to the Students' Loan Fund unless the Board upholds the challenge by the Students' Association to the student's objection. The following is the organisation to which the Students' Association is presently affiliated and to which it pays a fee on a per capita basis: The Australian Union of Students. 26 Financial Assistance

Financial Assistance

Information on the main avenues of financial assistance available to students will be available from the Student Services Officer at the beginning of the academic year.

Tertiary Education Assistance Scheme

This scheme assists students who are permanently resident in Australia, and who are enrolled full-time in approved courses at universities, colleges of advanced education, technical colleges and other approved institutions in Australia. The assistance is subject to a means test and to certain conditions of eligibility, including satisfactory progress in an approved course. A student who qualifies for assistance may receive a living allowance, an incidentals fees allowance, an allowance for dependent spouse and/or child, and, under special circumstances, a fares allowance. A student must qualify for a living allowance to be able to receive any of the other benefits. Applications for assistance are invited each year from students who are about to commence a course, from students who have partially completed their course, and from students who have already received benefits under the scheme. All students must apply to have their eligibility for assistance re-assessed each year. Application forms are available from the Office of the Registrar. Students are strongly advised to complete and return their application forms as soon as possible. Early submission of applications assists early payment of allowances. Inquiries about the scheme and requests for application forms should be addressed to the Director, Victorian State Office, Commonwealth Department of Education, 450 St Kilda Road, Melbourne, 3004. Telephone: 267 4700.

Students' Loan Fund

See page 28. Student Services 27

Student Services

Student Services Officer

The Student Services Officer, Mr Vince Callaghan, assists students who need help or information of any kind. Some areas of need dealt with by the Student Services Officer include student loans; housing; worries about future employment; information on the right person to see about a course, withdrawal from a course or change of course; student health and counselling. The Student Services Officer is located in room 104, 1888 Building. Telephone: 341 8580.

Careers and Employment Officer

The Careers and Employment Officer, Ms Noeline Milson, assists students who need help, advice, or information relating to employment or further study. Inquiries about matters such as employment opportunities within the teaching profession and other professional areas, job-seeking, writing applications, interview techniques, scholarships, further study, and part-time employment should be directed to the Careers and Employment Officer, room 105, 1888 Building. Telephone: 341 8580.

Student Health Service

The services of the Student Health Service of the University of Melbourne, located at 249 Grattan Street, are available to students. Students are able to consult the service on any matters of health. Full-time staff are available and visiting staff deal with particular specialities. Dressings, emergency treatment and immunisations against disease are available. Advice can also be obtained on health problems which may be encountered in other countries. Telephone: 341 6904/5.

Student Counselling Service

This service, located at 278 Faraday Street, Carlton, is provided free of charge to students of the College, of the University of Melbourne, and of the Lincoln Institute. Six full-time counsellors are available to help with general problems. Several counsellors maintain a special expertise and interest in such groups as country and overseas students, mature age students, part-time students, and married students. Programs are offered in relaxation training and examination anxiety management. The service is completely confidential. Telephone: 341 6927/8/9.

Student Housing Service

The Student Housing Service, 786 Swanston Street, Carlton, assists students from the College, the University of Melbourne, and from the Lincoln Institute, who have problems in finding accommodation, or who face difficulties as tenants. The service has published a number of pamphlets covering topics such as: what to look for in renting, which estate agent to contact, where to find cheap furniture, the least expensive removalists, vacating premises, etc. Telephone: 341 6930.

Education Department Accommodation

Information on Education Department residences is available from the Hostel Section, Victorian Education Department, Recruitment Branch, 7th Floor, Nauru House, 80 Collins Street, Melbourne, 3000. Telephone: 651 0140. 28 Student Services

Students' Loan Fund

This fund provides loans to students suffering from financial hardship, particularly those students in danger of 'dropping out' or failing academically as a consequence. Short term loans: Up to $100 to be repaid over a period of three months, or the remainder of the College year (whichever is the shorter). Long term loans: Up to $500 (larger loans will be considered in exceptional cases), generally to be repaid by the beginning of the following academic year. There is a small interest rate of 5 per cent per annum on all loans, and more than one loan may be granted during a student's course. Inquiries should be directed to Mr V Callaghan, Student Services Officer, room 104, 1888 Building. Telephone 341 8580. Academic Organisation 29

Summary of Academic Organisation

Preamble

The College Council is the body with ultimate responsibility for all College matters. The Board of Studies is the body in the academic government of the College which is recognised by the College Council as responsible for the development of broad policy and advice to Council on academic matters. Other College bodies may act independently in those academic matters where they have been so empowered by the Council or the Board of Studies. In all other academic matters they will make recommendations to the Board.

The Board of Studies

(a) Functions The authority of the Board derives from the Council of Melbourne State College, hereinafter called the Council. Under the Council, the Board shall exercise advisory and executive powers. In its advisory capacity the Board may consider, and make recommendations to Council upon any matters related to the functioning of the College. In its executive capacity the Board shall be responsible for implementation of Council decisions on academic matters. The responsibilities and obligations of the Board shall be: (il to formulate and implement the academic policies of the College; (ii) to co-ordinate teaching and research within the College; (iii) to make recommendations to Council on matters referred to it by the Council; (iv) to co-ordinate and review, and make recommendations to Council upon proposals submitted to it by faculties and other bodies within the College community; (v) to consider, and submit to Council resolutions upon, any matters deemed appropriate by the Board.

(b) Membership (i) Ex officio membership • the Principal; • the Deputy-Principal; • the Chairman of each faculty of the College; • the Academic Registrar; • the Chief Librarian. (ii) Faculty membership Each faculty of the College shall have the right to elect to the Board a number of faculty representatives, of whom at least one-fourth shall be Heads of Departments. The number of representatives each faculty may elect shall be determined annually by the Board at a meeting in September, at which a recommendation on this matter shall be presented by the Executive Committee. The Executive Committee shall prepare its recommendation in terms of the following: • the membership of the Board shall total no more than 50 persons; • each faculty shall have at least two representatives elected from and by the faculty; 30 Academic Organisation

• the number of representatives from each faculty shall be determined in relation to the teaching establishments of departments affiliated with the faculty; • the ratio of faculty representatives to the teaching establishments of departments affiliated with the faculty shall be, as near as practicable, identical for all faculties. (iii) Staff membership Teaching staff of the College shall have the right to elect four representatives to the Board annually. (iv) Student membership Students enrolled in courses of the College shall have the right to elect four representatives to the Board annually. (v) In the event of a member elected under categories (ii►, (iii) or (iv) above being elected Chairman of the Board, and notwithstanding the provisions of these clauses, the electorate returning that member shall have the right to elect an additional member. (vi) Persons not members of the College The Board shall have the right to appoint two members of the Board not being members of the College who shall be: • a member of staff from a college affiliated with the Victoria Institute of Colleges or a constituent college of the State College of Victoria; • one other person interested in education. (vii) Co-opted membership The Board by resolution may co-opt up to two additional members for a period not exceeding 12 months, but subject to renewal, provided that the membership of the Board does not thereby exceed 50 persons.

Faculties

(a) Departments shall be grouped into faculties. (b) Each faculty shall consist of all staff of its member departments, other staff, representatives of students and other members as provided by each faculty constitution. (c) Each faculty shall be recognised as the main body for discussion and recommendation to the Board on academic issues of interest to its member departments. (d) Teaching departments shall be allowed to join a faculty of their own choice, subject to the approval of such faculty. (e) The Board of Studies shall recommend to Council the placing of departments which are unable to make such a choice or which are not accepted by a faculty. (f) The Council shall determine from time to time which faculties it recognises for the purposes of receiving academic advice and forming the electorates for the Board of Studies. This recognition shall be made only after consideration by Council of the constitution of bodies wishing to be so recognised.

Course Committees

(a) For each course the Board of Studies shall form a Course Committee which shall include at least one member from each faculty and such other membership categories as determined by the Board. (b) The Course Committee shall be responsible for: (i) continuing development of the course; (ii) administering the regulations of the course; Academic Organisation 31

(iii) continuing review of regulations and recommending to the Board of Studies such amendments as may be required; (iv) appointment of course advisers and the allocation of students, usually on the basis of major studies to course advisers; (v) approval of guidelines for course advisers; (vi) selecting, in accordance with College policy, the students who will undertake the course; (vii) doing all those things which are necessary for the successful development and conduct of the course. (c) For each course, the Staffing Committee shall be requested to appoint a Co-ordinator of Studies or Executive Officer who shall, inter a/ia, (i) be, ex officio, a member of the Course Committee; (ii) provide appropriate information to enable the Course Committee to develop policy; (iii) initiate discussions on policy development; liv) provide appropriate information to enable the Committee to carry out its functions. (d) Each Course Committee shall elect a Chairman from among its members. (e) Each Course Committee shall elect an Executive. (f) The membership of the Executive shall be drawn from the Course Committee and include the Chairman and Co-ordinator of Studies or Executive Officer for the course. (g) The Executive shall have general responsibility for all those matters delegated to it by the Course Committee. (h) Where a course has more than one course arrangement the Course Committee may establish sub-committees associated with particular course arrangements. Such sub-committees shall be responsible for such matters as may be delegated by the Course Committee.

Course Development

For the purposes of course development, the Board shall establish a New Courses Development and Approval Committee (NCDAC), which shall be responsible for: (i) monitoring changes in demands for College graduates and changing patterns of subject choice, and advising the Board of Studies of their implications; (ii) fostering, monitoring and assisting in the preparation of proposals for new courses or variations to existing courses; (iii) recommending to the Board on proposals for approval or accreditation; (iv) advising the Board and its Committees on the structure and detail of approval and accreditation documents.

Relations Between the Various Bodies of the College Concerned with Academic Matters

(a) The Council The Council is the body with ultimate responsibility for all College matters. The Board shall advise Council on all matters of an academic nature within the College, and may offer an opinion on any other matter concerned with the affairs of the College. (b) The Relation of the Board of Studies to Faculties Faculties are not committees of the Board of Studies but are recognised as the main bodies for discussion and recommendation to the Board on academic issues, and particularly on those issues of interest to member departments. 32 Academic Organisation

Before considering matters which constitute new academic policy the Board shall ensure that faculties have had reasonable time to consider the proposals. When faculty opinion is sought by the Board such opinion shall be considered during Board debate if it is received in writing by the due date or if presented orally during the debate. Faculties may initiate policy proposals and make recommendations to the Board on any matter. Such recommendations either may be accepted by the Board or may be referred back to the originating faculty for further consideration. If, after such reference, the faculty or faculties fail to recommend to the Board in acceptable terms, the Board may resolve the issues as it sees fit. In such an event, a faculty may communicate directly with Council. (c) The Relation of the Board of Studies to Course Committees Course committees are committees of the Board and shall submit regular reports to the Board which summarise the deliberations and decisions of the committee. In addition, course committees regularly shall forward copies of all minutes to the Secretary of the Board. When a course committee wishes to recommend to the Board on development of academic policy or is required to report on the implementation of Board policy, such matters shall be the subject of a separate report. (d) The Relation of Course Committees to Faculties Course committees are committees of the Board of Studies. Under the membership provisions determined by the Board, each course committee has a majority of its members nominated by faculties. This membership from faculties permits the establishment of a reciprocal working relationship between course committees and faculties. The course committees draw on faculty views and opinion as expressed by faculty members; the faculties have a voice on course committees, and obtain information and opinion on course committee matters from their course committee members. Each course committee is responsible for reporting to the Board on the implementation of academic policy and for recommending to the Board on the development of new academic policy in its course. Each course committee shall send copies of such reports and recommendations to faculties at the time when they are forwarded to the Board. Faculties may forward recommendations and opinions to the Board as they see fit. When course committees are of the view that policy matters warrant discussion on a broader basis than that provided by their elected faculty memberships, they may submit proposed recommendations to faculties prior to making such recommendations to the Board. Replies received from faculties by dates specified by course committees shall be considered by the course committees before recommendations are sent to the Board. Board of Studies 33

The Board of Studies

Membership of the Board of Studies at 1 August 1978:

Chairman John J Ryan, BSc PhD BEd Me/b ARACI

Elected Faculty Members: Art Education William J Ferguson, ARMIT TSTC EdDeptVic Noel J Flood, DipArt FRMIT TTTC EdDeptVic David A Newbury, FRMIT TPTC EdDeptVic

Arts Noel A Battye, BA DipEd Me/b MA PhD Cornell Warwick Du Ve, BA (Hons) DipEd Melb MA Keele James Dooley, MA Mon DipEd Me/b Isabel O Haining, BCom BEd Me/b TPTC EdDeptVic Stella McB Lees, BA (Hons) Me/b BEd La T ARMIT TTLC EdDeptVic ALAA Clifford A Penniceard, BA (Hons) Mon MA Oxon DipEd Mon V Jean Russell, BA BEd PhD Me/b MAPsS

Creative Arts Ronald F Danielson, LSDA (Hons) AMEB TPTC EdDeptVic Lawrence J Hayden, BCom DipPhysEd Me/b BEd Mon TPETC EdDeptVic Bryan F Scott, DipPhysEd DipEd L'Borough

Education Eileen M Dethridge, BA DipEd Me/b MAPsS Desmond R Fraser, BA BEd Me/b Jocelyn Grant, BA WAust DipEd EdDeptVic Frank T Hindley, BCom MEd Melb TPTC EdDeptVic Edward R Rush, BA BEd Melb

Science A Grant Angus, BSc MEd Me/b TPTC EdDeptVic Jean Clark, BSc (Hons) Exon DPhil Oxon DipEd Mon FAIP Judith F Kinnear, MSc PhD Me/b BEd LaT

Elected Staff Member Geoffrey M Poynter, BCom Melb BEd Mon TPTC EdDeptVic Gail Tulloch, BA (Hons) Me/b DipEd Mon Rosemary Wentworth, BCom Melb BEd LaT TPTC EdDeptVic

Elected Student Members Lynne A Carruthers Barry J Gough Martin D O'Shea Geoffrey K Williams

Members ex officio Acting Principal William Pye, MA BEd Me/b Deputy Principal John J Ryan, BSc PhD BEd Me/b ARACI 34 Board of Studies

Faculty Chairmen:

Art Education Robert G Treseder, ARMIT DipTRP Melb TSTC (A&C) EdDeptVic AIDIA (Ed)

Arts Doreen A Rosenthal, BA (Hons) PhD Melb MAPsS

Creative Arts Geoffrey R D'Ombrain, MMus BEd Me/b

Education Roger D Hewitt, BSc (Hons) Melb BEd LaT TSTC EdDeptVic MAPsS

Science Robert J Prosser, BSc PhD BEd Me/b

Registrar Geoffrey A Richards, BSc DipEd Melb

Chief Librarian David E Pownall, BM Wisc MM Tulsa MALSc Indiana

Secretary Geoffrey R Hargreaves, MSc DipEd Me/b

Faculty Chairmen and Secretaries The Chairman of each Faculty is listed first in each group. Art Education Robert G Treseder, ARMIT DipTRP Me/b TSTC(A&C) EdDeptVic AIDIA (Ed) M Pamela Pilgrim, TSTC(A&C) EdDeptVic

Arts Doreen A Rosenthal, BA (Hons) PhD Me/b MAPsS Loris Perry, BA (Hons) Me/b

Creative Arts Geoffrey R D'Ombrain, MMus BEd Me/b Paul B Stevenson, BSc Me/b TSTC EdDeptVic

Education Roger D Hewitt, BSc (Hons) Me/b BEd LaT TSTC EdDeptVic MAPsS Suzanne E Downes, BA LaT BEd

Science Robert J Prosser, BSc PhD BEd Me/b Robin A Hirst, BSc (Hons) PhD DipEd Melb MAIP Course Committees 35

Course Committees Membership of the Board of Studies Course Committees at 1 August 1978:

Bachelor of Education Incorporating Higher Diploma of Teaching (Secondary)

Terry F Harrison, BSc (Hons) BEd Melb (Chairman) Norman L Head, BA DipEd Melb (Executive Officer) E Kathryn Alexander, BA DipPhysEd Me/b TPETC EdDeptVic Wesley H Blackmore, BCom BEd Me/b MA CSUH Richard J Bluck, BCom DipEd Me/b Gregory S J Brinsmead, MSc Melb DipAgSci L'nong HDTS Edwin T Conway, MSc DipEd Me/b Ronald F Danielson, LSDA (Hons) AMEB TPTC EdDeptVic James Dooley, MA Mon DipEd Melb Barry J Gough Jocelyn Grant, BA WAust DipEd EdDeptVic Isabel O Haining, BCom BEd Me/b TPTC EdDeptVic Kenneth B Hayes, BA WAust Ruth Hoadley J K L (Ken) Matchett, BA BSc BEd Melb Wendy Nankervis, BA Me/b TPTC EdDeptVic John J Ryan, BSc PhD BEd Melb ARACI Geoffrey K Williams

Jean Brierley, BA (Hons) LaT — Academic Officer

Bachelor of Education (Art and Crafts) Incorporating Higher Diploma of Teaching (Secondary) — Art and Crafts

Geoffrey R Scollary, MSc Melb PhD LeT BEd Me/b ARACI (Chairman) A William Harding, FRMIT TSTC EdDeptVic (Executive Officer) Janeen A Allan, BA (Hons) BEd LaT Albert H Blair, ATC DTSC TPTC EdDeptVic Lynne A Carruthers Geoffrey W Claque, FRMIT TSTC(A&C) EdDeptVic Eileen M Dethridge, BA DipEd Me/b MAPsS Lynette E Guersen, DipDrama N/DA ALCM IntTC Lond M Robert Hamilton, TPTC DTSC SATC EdDeptVic Geoffrey A Hammond, TSTC(A&C) EdDeptVic BEd Old PhD Mon Shirley Owen Hal L Peck, ARMIT ACCT Clifford A Penniceard, BA (Hons) Mon MA Oxon DipEd Mon Douglas K Smidt, ARMIT TSTC(A&C) EdDeptVic Elaine Sullivan, DipN'Craft TTTC EdDeptVic DipEd Bristol John W Teschendorff, DipArt FRMIT TPTC EdDeptVic W Howard Tozer, ARMIT TTC (Man'l Arts) EdDeptVic 36 Course Committees

Mark Weichardt Roger R Woock, BA Minnesota MA Columb EdD NYU

Pamela Barber — Administrative Officer

Diploma of Teaching (Primary)

Brian A Hogan, BA BEd Me/b AIE Lond TPTC EdDeptVic (Chairman) Geoffrey M Poynter, BCom Me/b BEd Mon TPTC EdDeptVic (Executive Officer) A Grant Angus, BSc MEd Me/b TPTC EdDeptVic Robin J Barke Hall, BA BEd Mon TPTC EdDeptVic Ralph W Biddington, BA BEd Me/b TPTC EdDeptVic Barbara M Champion, TITC EdDeptVic Edward P Connor John W Deverall, BA Mon DipDramaEd N'cast/e upon Tyne TPTC TTLC EdDeptVic LTCL Anthony L Dyer, FRMIT TSTC(A&C) EdDeptVic Louise Einfeld D Geoffrey Hill, BA DipPhysEd BEd Me/b TPTC EdDeptVic Belinda A Hollyer, BA CertT DipTeach. Auck/and Kenneth Lipzker,TPTC EdDeptVic Robert McLeod, BCom Me/b BEd Mon TPTC EdDeptVic M Pamela Pilgrim, TSTC(A&C) EdDeptVic Keith J Pigdon, BA (Hons) LaT TPTC EdDeptVic Janet E Pritchard, BSc Syd CertDiet RNH DipEd SCVH William Pye, MA BEd Me/b Michael J Quin, BA MEd Me/b Samuel J Snipe Constance M Warren, BA DipEd Me/b Daryl J Wilson

Fiona H Clyne, BA MSc Mon — Administrative Officer

Diploma in Education

Desmond R Fraser, BA BEd Me/b (Chairman) Peter G Fleming, BSc BEd Me/b (Executive Officer) Sue E Brennan, BA (Hons) Melb DipEd Denise M Bubb, BSc (Hons) Melb J Stewart Dickinson, MSc Oreg CertEd West Mid Penelope J Engish, DipArtFashDes RM/T John Ghiotti, BA (Hons) DipEd Me/b Geoffrey J Giddings, BSc BEd Melb Thomas S Nancy, DipFineArt RMIT BEd LaT SATC TSTC (A&C) EdDeptVic Kenneth B Hayes, BA WAust Roger Holdsworth, BSc (Hons) BEd LaT Dorothy Lang, BA (Hons) Me/b DipEd Evalynne D Manarin, BA Me/b DipEd David R Pontin, HDTS(A&C) Course Committees 37

Paula F M Seymour, BA (fions) DipEd Me/b ALAA ARMIT Elaine M Tisher, DipPhysEd TC Syd Janette K Trudgen, BA Mon Bruce W Wilson, BA DipEd WAust DipT STCWA TC EdDeptWA Roger R Woock, BA Minnesota MA Columb EdD NYU

Fiona H Clyne, BA MSc Mon — Administrative Officer

Graduate Diploma in Drama in Education

Paul R Roebuck, BA New Eng TCert NSW (Chairman) Paul B Stevenson, BSc Me/b TSTC EdDeptVic (Executive Officer) Connie M Barber, BA (Hops) Me/b DipT ATT/ Frank W Charlton, BCom MEd Melb Ronald F Danielson, LSDA (Hons) AMEB TPTC EdDeptVic James Dooley, MA Mon DipEd Melb Alison M French, BA Me/b Jude A Haines, BA DipEd Mon Brian A Hogan, BA BEd Me/b AIE Lond TPTC EdDeptVic Lynda) M Jones, BA DipEd Mon Elern Cert Laban Mvt Goldsmith' David G Lander, BFA Vic CertEd UK Christine J Pedersen, BMus Melb DipEd Chris L Reynolds, BA (Hons) Oxon DipEd Adel Dorothy M Reedijk, BA Mon TPTC EdDeptVic AMusA ALCM David P Taylor, BA Me/b BEd Mon Leanne R Thorpe, DTP SCVB Peter J Wakeham, BA (Hons) DipEd Me/b

Graduate Diploma in Inter-ethnic Studies and Education Bill K Hampel, BA DipEd Me/b AIE Lond (Chairman and Executive Officer) Ian J W Adams, BA Me/b BEd LaT TSTC EdDeptVic John R Brooks, BA Me/b DipEd SCVR Valerie J Boyd, BA (Hons) Tas DipEd Mon MAPsS Marianne Bodi, BA (Hans) DipEd Eoetvoes L (Budapest) MEd Mon John A Johnson, BA (Hons) DipEd Me/b Gary A Kakos, BSc PhD BEd Me/b Emma M Morrison, DTP SCVC Stan S Piperoglou, BA Me/b DipEd LaT Gloria A Taylor, BA GeorgianCourtCo/l Kenneth E Whidburn, BMus DipEd Me/b Roger R Woock, BA Minnesota MA Columb EdD NYU 38 Course Committees

Librarianship

Incorporating Graduate Diploma in Librarianship and Trained Teacher-Librarian's Certificate.

Walter R McVitty, BA DipEd Me/b TPTC TTLC EdDeptVic ALAA (Chairman) Beatrice M Fincher, BA BEd Me/b ARMIT TPTC EdDeptVic ALAA (Executive Officer) Cynthia Bayley, CertNZLA TSTC EdDeptVic Dianne Chitty, DTP John Corneliusen, TPTC EdDeptVic John Deverall, BA Mon DipDramaEd N'castle Upon Tyne TPTC TTLC EdDeptVic LTCL Neville Johnson, BA BEd MEd Mon TPTC EdDeptVic Geoffrey I Kelso, BCom DipEd MA Me/b PhD Johns Hopkins TPTC TTLC EdDeptVic MAPsS Paul McCarthy, BA Mon Peter F Metherall, BSocSci RMIT TPTC TTLC EdDeptVic N Fay Nicholson, BA Me/b DipEd SCVH ALAA ARMIT David E Pownall, BM Wisc MM Tulsa MALSc Indiana Barrett Reid, FLAA June E Senyard, BA (Hons) PhD Melb Barry D Sheen, BA Mon ARMIT TPTC TTLC EdDeptVic Helen G Simmonds, BA DipEd Mon Ronald J Welsh, BA BEd Mon

Special Education

Incorporating Graduate Diploma in Special Education and Trained Special Teacher's Certificate.

Daryl Greaves, BA Me/b BEd LaT MA(Ed) Leeds TPTC EdDeptNSW (Chairman) Kenneth F Runciman, BA BEd DipPsych Me/b MEd Mon TPTC EdDeptVic MAPsS (Executive Officer) Marc C Davey, BA MEd Mon TPTC EdDeptVic Suzanne E Downes, BA LaT BEd Bar ry J Fallon, BD BA (Hons) O/d MA PhD Sunyab MAPsS Keith Grainger, TSpTC Millicent M Henry, DipTP Mane TSpTC Christel Jensen, TPTC EdDeptVic Colin Laity, BEc Mon TTCTD TPTC EdDeptVic David J Nance, BA BEd LaT TSTC EdDeptVic Tilly S Piekirski, DTP SCVT A N (Bob) Pillay, BA CertRemEd UED Natal MEd T'nto Alison Robb, TPTC EdDeptVic John J Ryan, BSc PhD BEd Melb ARACI Naomi J Sibbing, BA Old John Streader, BA BEd Me/b TSpTC Margo P Turner, BA DipEd Mon Alan W Woo i • Course Committees 39

Higher Degrees Committee

John J Ryan, BSc PhD BEd Me/b ARACI Noel A Battye, BA DipEd Me/b MA PhD Cornell Peter G Clinch, LMusA MMus WAust Donald E Edgar, BA MEd Me/b PhD Stan Professor Samuel B Hammond, BA WAust PhD Me/b FAPsS William Pye, MA BEd Me/b Geoffrey Reid, BA MEd PhD Melb TPTC EdDeptVic V Jean Russell, BA BEd PhD Me/b MAPsS 40 Selection Officers and Course Advisers

Selection Officers and Course Advisers

Bachelor of Education

Selection Officers

Arts Gregory Brinsmead, room 220, ERC Business Studies Graeme Taylor, room 414, 1959 Building Drama Jim Lewis, room 216, Arts Centre Environmental Science Terry Harrison, room 803, Science Education Bull Librarianship Allan Thomas, room 312, 1888 Building Music Peter Clinch, room 610, Arts Centre Science Terry Harrison, room 803, Science Education But Television and Film Brian Sheedy, room 302, 1922 Building

Course Advisers

Arts Gregory Brinsmead, room 220, ERC Business Studies Isabel Haining, room 413, 1959 Building Drama Lynette Geursen, room 210, Arts Centre Environmental Science Terry Harrison, room 803, Science Education Buil Librarianship Allan Thomas, room 312, 1888 Building Music Lynette Geursen, room 210, Arts Centre Science Terry Harrison, room 803, Science Education Bull Television and Film Lynette Geursen, room 210, Arts Centre

Bachelor of Education (Art and Crafts) Selection Officer Geoffrey Clague, room 615, Arts Centre Course Advisers First Year Ken Wach, room 313, Arts Centre Second Year Wendy Watson, room 412, Arts Centre Third Year Wendy Watson, room 412, Arts Centre Fourth Year Ron Upton, room 618, Arts Centre Part-time Fourth Year Ron Upton, room 618, Arts Centre Atypical Students Howard Tozer, room 622, Arts Centre

Diploma of Teaching (Primary)

Selection Officers

Donald Adams, room 1005, Science Education Building Cheryl McKinna, room 310, 1959 Building Barbara Wishart, room 403A, 1959 Building

Course Advisers

Kathie Alexander, room 205, 1922 Building Maxine Cooper, room 403B, 1959 Building Brian Davies, room 319, 1888 Building Dorothy Dunkle, room 530, ERC Ian Hawkins, room 1007, Science Education Building Jan Henry, room 121, 1939 Building Geoffrey Hill, room 203, 1922 Building Philip Johnson, 306B, 1959 Building David McFayden, c/o room 804, Science Education Building Selection Officers and Course Advisers 41

Kevin Mongan, room 321, 1959 Building Joy Peletier, room 243, 1959 Building Clifford Penniceard, room 208, 1922 Building David Rasmussen, room 601, Science Education Building David Schapper, room 306C, 1959 Building Vincent Taylor, room 508, ERC Peter Wakeham, room 507, ERC Stanley Watson, room 253, 1888 Building Barbara Wishart, room 403A, 1959 Building Wesley Young, room 239, 1888 Building

Part-time and External Students: Donald Adams, room 1005, Science Education Building.

Diploma in Education

Course Advisers

Des Fraser, room 409, 1959 Building Roger Hewitt, room 219, 1959 Building Jocelyn Grant, room 315, 1959 Building

Graduate Diploma in Drama in Education

Course Adviser/Selection Officer

Paul Stevenson, room 212, Arts Centre

Graduate Diploma in Inter-ethnic Studies and Education

Course Adviser/Selection Officer

Bill Hempel, room 318, 1959 Building

Graduate Diploma in Librarianship/Trained Teacher-Librarian's Certificate

Selection Officer

Stanley Watson, room 253, 1888 Building Course Advisers Teacher Stream: Neville Johnson, room 301, 1888 Building. Generalist Stream: Beatrice Fincher, room 318, 1888 Building

Graduate Diploma in Special Education/Trained Special Teacher's Certificate

Selection Officers (located at 538 Swanston Street, Carlton) Patricia Long Daryl Greaves Kenneth Runciman

Course Advisers (located at 538 Swanston Street, Carlton) lshwar Desai Bob Pillay Kenneth Runciman Robert Semmens 42 Staff

Staff

Teaching Departments The following list is compiled at 30 August 1978. The name of the Head of each Department is printed at the beginning of each list. Part-time staff within departments are indicated by an asterisk (•1. Staff whose duties are shared between departments are indicated by an obelisk (t).

Art and Design Teaching William J Ferguson, ARMIT TSTC EdDeptVic Jeremy Barrett*, DipArt Nat'l Gall BEc Adel Stuart Black, DipArt TPTC EdDeptVic MA SFSU John L Borrack, FRMIT TPTC EdDeptVic Daryl J Carnahan*, DipArt RMIT Suzanne E Davies, BA Melb DipArt RMIT DipEd Melb Alan B Day, BA Me/b TSTC(A&C) EdDeptVic Tom Fantle, HDTS Noel J Flood, DipArt FRMIT TTTC EdDeptVic Alison M French, BA Me/b Rex N Keogh, FRMIT SATC EdDeptVic BEd LaT Alexander Leckie (Craftsman in Residence) DipFineArts PostDipFineArts Glasgow Robert G Martin, BA Melb TPTC EdDeptVic Melinda Mockridge•, BA(Hons) Me/b Clive J Murray-White, DipArt PIT TTTC EdDeptVic John R Neeson, TSTC EdDeptVic FRMIT David A Newbury, FRMIT TPTC EdDeptVic Reginald A Parker*, DipArt FRMIT TTC (Man'l Arts). EdDeptVic Hal L Peck, ARMIT ACCT Hertha K Pott, SATC EdDeptVic DipEd Berlin Graham R Reade, FRMIT TSTC(A&C) EdDeptVic BEd LeT AIDIA (Ed) Kenneth W Scarlett•, ARMIT TSTC(A&C) EdDeptVic Waldemar L Seybold, DipElecEngTech Hungary ARMIT TTC EdDeptVic BEd La T AIDIA Stephen B Spurrier, TSTC EdDeptVic FRMIT Mark Strizic James H Taylor, ARMIT TSTC EdDeptVic Robert G Treseder, ARMIT DipTRP Melb SATC EdDeptVic AIDIA (Ed) Ronald W Upton, SATC TSTC EdDeptVic Val Valentine, ARMIT AIAP MIPT Ken E Wach, DipArt FRMIT TTTC EdDeptVic Wendy Watson, ARMIT TSTC(A&C) EdDeptVic Donald W Wordsworth, DipArt FRMIT TPTC EdDeptVic Support Rosemarie Arceri Michael H Atkins Chris C Byrne John Payne, DipFineArt Gordon Lucy Wong Staff 43

Biology Teaching Judith F Kinnear, MSc PhD Melb BEd LaT Donald J Adams, BA BSc Me/b TPTC TSpTC EdDeptVic Ian J Allan, BSc (Hons) Me/b TPTC EdDeptVic John R Baird, MSc DipEd Me/b David A Beamish, BSc LaT William Gill, BSc (Hons) Me/b HDTS Linden R Gillbank•, BSc PhD DipEd Me/b Terry F Harrison, BSc (Hops) BEd Me/b Jennifer R McFadden, BSc (Ed) BSc (lions) PhD Me/b David G Morgan, BSc DipEd Me/b Alison M Murray, BSc DipEd Me/b Janet E Pritchard, BSc Syd CertDiet RNH DipEd SCVH John C Sampson, BSc (Hons) DipEd PhD WAust Murray W Seiffert, MAgrSc DipEd Melb Lila Smith, MHSc Otago ACTT EdDeptVic Eric J Willis, BSc (Hons) McGill Support Lorna M Beulke Sharon Flack Andrew C R Henderson, BSc Mon Ross V B Hortin Isabel J K Spencer Susan C Stott, CertApplSci Swinburne Adrian G A van den Brenk (Laboratory Manager) Lisa F Yugovic

Business Studies Teaching Peter C Joyce, BCom BEd Melb Richard J Bluck, BCom DipEd Melb Barbara I Cope, BCom BA Melb TPTC EdDeptVic Ross F Cowie, BJuris LLB Mon Dennis J Easton, BJuris LLB Mon DipEd Melb Stefanie Frolchenko•, DipS'Hand Ian R Greene, BCom DipEd Melb AASA (prov) Jean M Griffith, DipS'Hand Isabel O Haining, BCom BEd Me/b TPTC EdDeptVic David W Kimber•, BEc DipEd Mon David L Marshall, BCom DipEd Melb Eng C Riley, BEc Tas TSTC EdDeptVic AASA Phillip V Tahmindjis, BA LLB Syd LLM Lond Graeme A Taylor, BCom DipEd Me/b MEc Mon Support Rhonda M Taylor

Chemistry and Physics Teaching

Jean Clark, BSc (Hons) Exon DPhil Oxon DipEd Mon FAIP Christopher J Bigum, BSc Melb PhD ANU DipEd Me/b Marjorie L Cornelius, BSc (lions) BEd LaT MAIP John G Down, BSc (Hons) PhD DipEd Melb ARACI 44 Staff

Alan D Fowless, BSc (Hons) PhD Adel Geoffrey J Giddings, BSc BEd Melb Ian E Hawkins, BSc Melb BEd Mon TPTC EdDeptVic Robin A Hirst, BSc (Hons) PhD DipEd Melb MAIP Martin Houchin, BSc PhD Me/b Gary A Kakos, BSc PhD BEd Me/b W A F (Jacki) Lang•, DPhil Vienna FACE Clifford K Malcolm, BSc (Hons) Me/b PhD Sask BEd Melb Kevin E Mauger, BSc DipEd Melb MAIP David McFadyen, BSc (Hons) PhD Me/b DipEd Peter J Obendorf, BSc (Hons) PhD Melb Rex O'Brien, BSc (Hons) BEd Me/b MAIP John M Owen, BSc (Hons) MEd Melb MAIP Robert J Prosser, BSc PhD BEd Me/b Peter J Rogers, BSc (Hons) PhD Melb DipEd MAIP Carole E Scollary, MSc PhD BEd Me/b ARACI Geoffrey R Scollary, MSc Me/b PhD La BEd Me/b ARACI Russell Tytler, MSc BEd Melb Support Douglas W Bolton (Laboratory Manager) Marion Godfrey Christopher G Gray, DipApplChem RMIT (Laboratory Manager) Hector Kelly, ASAE Jean H Lyon Jean P Matthews Anthony McKinnon Geoffrey Millist• Elisabeth Milne Wesley R Neagle, BSc Me/b Colin Reid, AOCP Douglas M Taylor, BApplSci Vic Ivan Vit, DipApplChem RM/T Russell Walsh

Crafts Teaching Mona B Russell, SATC TTC (Man'l Arts) EdDeptVic R John Bisset, SATC EdDeptVic DipEdAdmin WAIT DTPC TPTC EdDeptVic Geoffrey W Clague, FRMIT TSTC(A&C) EdDeptVic Norman A Creighton, FRMIT TSTC(A&C) EdDeptVic Anthony L Dyer, FRMIT TPTC TACTC EdDeptVic Margaret Jasulaitis, FRMIT DipEd M Pamela Pilgrim, TSTC(A&C) EdDeptVic HDTS Carolyn P Roberts, ARMIT TSTC(A&C) EdDeptVic Raymond J Stebbins, FRMIT TPTC EdDeptVic Margaret A Stefanovic, DipN'Craft EMcP SATC TPTC EdDeptVic W Howard Tozer, ARMIT TTC (Man'l Arts) EdDeptVic Suzanne Walker, BA Me/b DipEd ATTI Alan Wilson, ARMIT TPTC DTSC EdDeptVic Victor G Wood, FRMIT TSTC(A&C) EdDeptVic Support Douglas R Asker Traci Beale Yvonne Diamond Staff 45

Rosemary Hale Charles D Holmes, ACTT Frank Mollira Roger Sprawson

Curriculum Studies Teaching Frank T Hindley, BCom MEd Melb TPTC EdDeptVic Jocelyn Grant, BA WAust DipEd EdDeptVic Kevin C Hall, BCom BEd Me/b TSTC EdDeptVic Geoffrey A Hammond, TSTC(A&C) EdDeptVic BEd Q/d PhD Mon Nancy M Hammond, TSTC(A&C) EdDeptVic HDTS(A&C) Bill K Hampel, BA DipEd Melb AIE Lond Thomas S Nancy, DipFineArt RM/T SATC TSTC(A&C) EdDeptVic BEd LaT Neville J Johnsont, BA MEd Mon TPTC EdDeptVic Evalynne D Manarin, BA Melb DipEd Peter J Markman, DipApplPhy RMIT TSTC EdDeptVic BEd LaT MEd James Cook Kevin F Mongan, BCom BEd Me/b TPTC EdDeptVic Gerald W Noble, BA MEd Melb Evan Patullock, BSc (Ed) Melb BEd Mon R Joy Peletier, BA BEd Me/b TPTC Q/dTC David R Pontin, HDTS(A&C) Hugh N Postema, BA BEd Me/b Michael J Quin, BA MEd Me/b Chris Shelton, TSTC(A&C) EdDeptVic HDTS (A&C) William N Stringer, BA BEd Me/b BEd Mon FRGS Mervyn K Vogt, BCom Me/b BEd Mon ACTT Graeme L Willcox, BA DipEd MEd Melb MA Sussex Marilyn Woolley, TITC EdDeptVic Support M June Carson Karin D Magika

Drama Teaching

Ronald F Danielson, LSDA (Hans) AMEB TPTC EdDeptVic Lindy B Davies, BA Mon TPTC EdDeptVic John W Deverall, BA Mon DipDramaEd N'castle Upon Tyne TPTC TTLC EdDeptVic LTCL Lynette E Geursen, DipDrama NIDA ALCM IntTC Lond John R Hillel•, MA Lancaster CertEd UK Lynda) M Jones, BA Mon DipEd ECLEM David G Lander, BFA Vic CertEd UK James K Lewis, TCert NSW Susan J Nevile•, BA (fions) Melb DipEd Mon DipCUIFRED Nancy Peter J Ralph, DipArt RM/T TSTC EdDeptVic Paul R Roebuck, BA NewEng TCert NSW Anita Sinclair•, TSTC(A&C) EdDeptVic Paul B Stevenson, BSc Melb TSTC EdDeptVic Support

Prudence A Sugden The Open Stage

Marjorie J Clifford Harold K Irwin 46 Staff

Carole A Sinclair Jeffrey Warren, BA NewJer Daryl J Wilkinson, DipDrama NIDA

Educational Psychology Teaching Graham Clunies-Ross, BA (Hons) Adel PhD James Cook MAPsS Lachlan D Arnott, BSc Melb TSTC EdDeptVic MAPsS Leo Brophy, BA BEd Melb TPTC EdDeptVic MAPsS Richard A Cartwright, BA BEd Me/b Peter Dakis, BCom BEd DipPsych Melb TPTC EdDeptVic MAPsS MASCEH Marc C Davey, BA MEd Mon TPTC EdDeptVic Eileen M Dethridge, BA DipEd Me/b MAPsS Michael J Faulkner, BA BEd Mon TPTC EdDeptVic Kathleen Funder`, BA Me/b BEd Mon TSTC EdDeptVic Ian F Gibson, BA BEd DipPsych Melb TPTC EdDeptVic MAPsS Roger D Hewitt, BSc (Hons) Melb BEd LaT TSTC EdDeptVic MAPsS Susan Kelly*, BA Tas DipEd CberraCAE Glenda M Levy, BA BEd Mon TPTC EdDeptVic Paul G Power, BA MEd DipPsych Melb MAPsS Mary Power*, BA BEd Melb MEd I// Monique Tammer, BA BEd Melb GradDipFTV Swinburne Lurline M Waters, BA Melb DipEd Mon Support Lesley W Buckleyt Felicity J Manfreda

Educational Sociology and Social Studies Teaching Desmond R Fraser, BA BEd Melb Janeen A Allan, BA (Hons) BEd La T Ralph W Biddington, BA BEd Melb TPTC EdDeptVic Mary L Bourne, BA (Hons) Mon TPTC EdDeptVic Maxine C Cooper, BA BEd Mon TPTC EdDeptVic John B Crook, BA (Hons) Mon FRMIT TTTC EdDeptVic John L Davies, MA La T DipT Oxon Suzanne E Downes, BA LaT BEd Peter J Dwyer, MA Fordham Graeme T Hoel, BA BEd LaT TPTC EdDeptVic J F Allen Inch, BA MEd Melb Philip Johnson, BA (Hans) LaT TPTC EdDeptVic Alfred B Kuen, MA Me/b TSTC EdDeptVic Timothy F Kupsch, MEnvSc BA (Hons) Mon Cheryl McKinna, DipCrim DipPhysEd MA Melb TSTC EdDeptVic David H Murphy, MA Me/b MEd Mon ATTI Dip Mercer House David J Nance, BA BEd LaT TSTC EdDeptVic Keith Pigdon, BA (Hons) LaT TPTC EdDeptVic Geoffrey M Poynter, BCom Melb BEd Mon TPTC EdDeptVic Eduards Silkalns, BA BEd Melb David Schapper, BA (Hons) Melb TPTC EdDeptVic Rosemary Wentworth, BCom Melb BEd LaT TPTC EdDeptVic Johanna G Willis, BA (Hons) Vict Bruce W Wilson, BA DipEd WAust DipT STCWA TC EdDeptWA Barbara L Wishart, BA (Hons) Mon TITC EdDeptVic Staff 47

Support Jill Cameron• Rosemary Clark Yvonne Thompsont

Environmental Science Program Teaching Gary H Scott (Co-ordinator) BSc PhD BEd Me/b ARACI Support Paul E McShane, BSc (Hons) WAust

External Studies Teaching Kevin J Sharman, BCom DipEd Melb

Support Pamela C Derbyshire Carol A Smith Sandra L Young

Film and Television Teaching

Brian J Sheedy, BCom Melb BEd LeT TPTC EdDeptVic Nadya Anderson Arthur S Cantrill Thomas P Ryan, BA (Hons) Mon-LeT BEd LsT TPTC EdDeptVic Support

Anne M Abbink• Stephen R Cozens Dennis W Claringbold Brian D Walsh

Geography Teaching

Kenneth G Boston, MA Me/b Juliet F Bird, MSc Lond Gregory S J Brinsmead, MSc Me/b DipAgSci L'nong HOTS Douglas G Esler, BA (Hons) Mon MSc Aberdeen DipEd Mon Douglas W Fox, BA (Hons) DipEd Me/b Robert A Gell, BSc (Hons) Melb FRGS Norman L Head•, BA DipEd Melb Gary T Johns, BEc MA Mon Malcolm H Mathias, BA. (Hons) Mon MSc Wisc DipEd Mon Geoffrey N May, BCom Melb TSTC EdDeptVic Jill Price*, BA DipEd Mon Roger J Southern, MA Cantab MSc Bristol Anthony B Stutterd, BA MEd Melb AIE Lond Michael S Williams, MSc Me/b 48 Staff

Support Neville E Green Jeanette R Miller

History and Politics Teaching Lloyd W Evans, MA DipEd Melb Ronald G Anderson, BA (Hons) DipEd Me/b Noel A Bettye, BA DipEd Me/b MA PhD Cornell Wesley H Blackmore, BCom BEd Melb MA CSUH Barry Collett, MA Melb TSTC EdDeptVic Neil A Day, BA (Hons) DipEd Melb MA Essex Warwick Du Ve, BA (Hons) DipEd Melb MA Keele Michael J Elliott, BA DipEd Me/b Robert D Ewins, BA (Hons) BEd Melb Donald S Garden, MA Mon DipEd Me/b Peter M Grant, MA DipEd Melb Dorothy J Lang, BA (Hons) Melb DipEd David C Littlewood, BA (Hons) DipEd Melb MA Essex Derek J McDougall, MA DipEd Me/b PhD Duke Paul L Nicholls, MA BEd Me/b David A Park, BA DipEd DipCrim Melb June E Senyard, BA (Hons) PhD Me/b Gary Smith, BA (Hons) Mon Andrew Theophanous, BA (Hons) Mon BLitt Oxon Support

Jennifer N Arnold Elizabeth A Dumps

Language and Literature Teaching James Dooley, MA Mon DipEd Melb Christopher J Calton, BA Me/b BEd Mon TPTC EdDeptVic Arthur N Cocks, BA Melb TPTC EdDeptVic Winifred M Cubbon, MA DipEd Manc Dorothy A Dunkle, BA (Hons) DipEd Me/b DipMontessori AMI Bergamo Helen M Fallaw, BA (Hons) DipEd Mon Peter J Holloway, BA DipEd Mon Belinda Hollyer, BA CertT DipT Auckland John A Johnson, BA (Hons) DipEd Melb Daniele Kemp, MA Me/b DipEd LaT Janet Milman, BA DipEd Melb Raymond J Misson, MA Melb Edward R Rush, BA BEd Melb Brian E J Symes, BA DipEd Melb Vincent Taylor, BA BEd Me/b TPTC EdDeptVic Helen K Tippett, BA (Hons) DipEd Me/b Anita M Treloar, BA DipEd Mon TPTC EdDeptVic Peter J Wakeham, BA (Hons) DipEd Melb Constance M Warren, BA DipEd Melb W James Young, MA DipEd Melb

Support

Marion Brown Staff 49

Librarianship Teaching Graham P Corr, BCom BEd Melb DipLib RM/T TTLC TPTC EdDeptVic Eve Andre, BSc Mon DipLib NSW DipEd LaT Gordon E Bate, BSocSci RM/T TTLC TPTC EdDeptVic ALAA Catherine Coleman, BA (Hons) Hull CertEd Birm DipLib Brian R Davies, DipTESL PNG TPTC TTLC EdDeptVic BEd Let GDET SCVT DipT Geneva Douglas W Down, BSocSci RM/T TTLC TPTC EdDeptVic ALAA H Anne Duket, DipLib RM/T HDTS Beatrice M Fincher, BA BEd Melb ARMIT TPTC EdDeptVic ALAA Kerrie Grosser*, BA Melb ALAA DipEd Melb ARMIT Deane K Hardwick, BA Melb DipLib NSW TSTC EdDeptVic Neville J Johnsont, BA MEd Mon TPTC EdDeptVic Wendy A Johnstone, DipDomArts EMcP TSTC EdDeptVic GDET SCVT BEd Let Stella McB Lees, BA (Hons) Melb BEd La T ARMIT TTLC EdDeptVic ALAA Walter R McVitty, BA DipEd Melb TPTC TTLC EdDeptVic ALAA Peter F Metherall, BSocSci RM/T TPTC TTLC EdDeptVic H Fay Nicholson, BA Me/b DipEd SCVH ALAA ARMIT Paula F M Seymour, BA (Hons) DipEd Me/b ALAA ARMIT Joy Sheehan*, BA Syd ALAA Mary P Stansfield, BA Me/b BEd Mon ALAA Allan J Thomas, BA Mon ARMIT TPTC TTLC EdDeptVic Stanley Watson, BCom Me/b BEd Mon TPTC TTLC EdDeptVic ALAA Wesley A Young, BSocSci RM/T TPTC TTLC EdDeptVic Support Georgina M Bowman Anna Brzozek• Rosemary Nairn•

Mathematics Teaching A Grant Angus (Acting Head), BSc MEd Melb TPTC EdDeptVic Gary P Asp, BSc Min'sota MA N'Western Angelina H J Byrne, MSc PhD Melb DipEd Mon Neal F Byrne, BSc (Hons) Me/b TPTC EdDeptVic Alistair R Carr•, BSc (Hons) Me/b Edwin T Conway, MSc DipEd Melb Brian D Dempsey, BSc MEd Mon John Dowsey, BA Me/b MScEd WAust TSTC EdDeptVic Barry Harridge, BSc (Hons) DipEd Me/b Millicent M Henry, DipTP Manc TSpTC Helen Hutchens, MSc DipT Adel Barry J McCrae, BSc (Hons) DipEd Melb Terence J Malone, MA Massey TPTC PalmerstonNth Meei Pyng Ng, BSc Malaya MSc PhD Warwick Shirley Milne, DTP SCVT John S Murnane, BAppSc RM/T TPTC EdDeptVic Geoffrey Orrin, BSc (Hons) DipEd Melb Raymond J Overton, BA BSc (Hons) Me/b BEd Let ARMIT David I Rasmussen, BEe Mon BEd Let TPTC Old Gerhard Schnabl•, BSc DipEd Mon Michael W Sorrell, BSc Me/b BEd Mon TSTC EdDeptVic Michel S Thompson, BSc (Hons) Tas DipEd La Ronald J Welsh, BA BEd Mon TPTC EdDeptVic 50 Staff

Support Irene B Dickson Donna M Mann Judith A Neil

Music Teaching Geoffrey R D'Ombrain, MMus BEd Me/b Trevor J Barnard, ARCM GradMIMIT Lond Peter G Clinch, LMusA MMus WAust William G Desailly Catherine A Falk, BA (Hons) Mon Alan J Murphy, BMus DipEd Me/b Allan W Nuske, BMus DipEd Me/b Christine J Pedersen, BMus Melb DipEd Adrian A Thomas, AMusA BMus BEd Me/b Dawn M Vickery, BMus DipEd Me/b William E Watkins, BMus Me/b TPTC EdDeptVic Kenneth E Whidburn, BMus DipEd Melb Alan W Woods, BMus BEd Me/b

Support Timothy J Robinson, AOLCP Barbara J Wayn

Noojee Outdoor Education Centre Teaching Bryan F Scott, DipPhysEd DipEd L'borough David M Bray, BSc (Hons) Syd John H Brewster, BSc Rec'n & Park Mg'ment Oregon TPTC EdDeptVic David J Tune, DipEd Torrens Support

Heather Craven, BSc (Hons) Dip Ed Mon Peter Ebsworth, MA BSc Mon Helen Jefferst

Philosophy Teaching

Ian H Moore, BA Me/b BEd Mon TPTC EdDeptVic Douglas A Adeney, MA Mon PhD StAndrews Robin J Barke Hall, BA BEd Mon TPTC EdDeptVic Lindsay L Jones, BA (Hons) DipEd Me/b Robin J McCormack, BA Cantab DipEd Mon Clifford A Penniceard, BA (Hons) Mon MA Oxon DipEd Mon Valina Rainer, BA Syd TSTC EdDeptVic John F Weckert, BA (Hons) Adel MA LaT Alexander Yule, BA (Hons) Melb BD (Hons) MelbCol/Div ThD PrincetonTheolSem Gail Tulloch, BA (Hons) Melb DipEd Mon Support

Ida Epstein Staff 51

Physical Education, Health and Recreation Teaching D Geoffrey Hill, BA DipPhysEd BEd Me/b TPTC EdDeptVic E Kathryn Alexander, BA DipPhysEd Me/b TPETC EdDeptVic J Stewart Dickinson, MSc Oreg CertEd WestMid John E Elligate, DipPhysEd Melb TPETC EdDeptVic Lawrence J Hayden, BEd Mon BCom DipPhysEd Melb TPETC EdDeptVic Jan Henry, BEd Mon BA DipPhysEd Me/b TPETC EdDeptVic Val J Lewis`, DipPhysEd Me/b TPETC EdDeptVic Support Malcolm J Girdwood Catherine Hooton

Psychology Teaching V Jean Russell, BA BEd PhD Melb MAPsS Doreen A Rosenthal (Acting Head 1978), BA (Hons) PhD Me/b MAPsS Robert J Barker, BA DipPsych Melb TPTC EdDeptVic MAPsS Valerie J Boyd, BA (Hons) Tas DipEd Mon MAPsS Diane C Chapman, BS Madison MEd Virginia CAS Harvard Barry J Fallon, BD BA (Hons) Q/d MA PhD Sunyab MAPsS Susan F Morrison, BSc (Hons) MEd Melb MAPsS Loris Perry, BA (Hone) Melb David Rawlings, BA (Hons) NewEng DipEd C'berraCAE MA Flinders MEd Melb MAPsS Melinda Schneider, MA Melb Rodney Woolcock, BA (Hons) DipEd Melb Support Lesley W Buckley Karmel McEvey

School Experience Teaching Brian A Hogan, BA BEd Me/b AIE Land TPTC EdDeptVic Elaine Sullivan, DipN'Craft TTTC EdDeptVic DipEd Bristol Support Helen Bennett, MA (lions) Auckland Marianne Bodi, BA (lions) DipEd EoetvoesL(Budapest) MEd Mon Anne Duke, Dip Lib RMIT HDTS Denise Gale Susan Haycox, TPTC EdDeptVic DTP Kaye Jeffs Pat Klemm, TPTC EdDeptVic DTP Marjorie H Matheson Wendy Nankervis, BA Me/b TPTC EdDeptVic Michael Pierce Alison Robb, TPTC EdDeptVic Margaret Summersgill, BA Q/d DipEd Mon Elaine Tisher, DipPhysEd Syd 52 Staff

Special Education Teaching Kenneth F Runciman, BA BEd DipPsych Melb MEd Mon TPTC EdDeptVic Peter N Clarke, BA Me/b MEd Mon DipT NZ lshwar Desai, BA BEd Natal MEd Columb DipESN Cantab CertRemEd UED Natal John W Deverallt, BA Mon DipDramaEd N'castle Upon Tyne TPTC TTLC EdDeptVic LTCL Phyllis Fischer, BS MA PhD Minnesota Kay Frith, TPTC THTC EdDeptVic Daryl F Greaves, BA Me/b BEd LaT MA Leeds TPTC NSW Kenneth W Henry, MHTC Melb BEd LaT TSpTC John M Hibbet, BA Melb TPTC TSpTC EdDeptVic Bessana Keir, GTC Old ATCLSp AdvCertEd AdvDipTchg ATTI TSpTC Patricia K Long, BA BEd Me/b MEd M'land Michael F McKay, BA ANU MEd Mon TPTC EdDeptVic Judith Magliocca, BS MSpEd Coppin Larry Magliocca, BS MEd Pittsburgh AdProfCert Coppin PhD Ohio John K Munro, BSc Melb BEd Mon John Phemister, MA Lond Cert TEFL RSA TPTC EdDeptVic A N (Bob) Pillay, BA CertRemEd UED Natal MEd T'nto Mervyn L Rees, BCom Melb BEd Mon MEd James Cook TPTC EdDeptVic Robert A Semmens, BA DipCrim DipSocStud DipEd Melb Support Virginia Paul Flor Zubiri Staff 53

Administration and Services

Part-time staff are indicated by an asterisk (1, staff whose duties are shared between departments are indicated by an obelisk (t).

Office of the Principal

Principal Graham J Allen, BCom MEd PhD Me/b Secretary Moyle De Rosario Deputy Principal William Pye, MA BEd Me/b Secretary Joan A Wilmot Vice Principal John J Ryan, BSc PhD BEd Melb ARACI Secretary Anna R Ostello Vice Principal Roger R Woock, BA Minnesota MA Co/umb EdD NYU Secretary Anne Bridge Acting Vice Principal (1978) V Jean Russell, BA BEd PhD Melb MAPsS Administrative Officer Kathleen Massey, BA (Hone) SUNYB Secretary Helen Jefferst Staff Officer Jan F Law Assistant Staff Officer Chris Long Secretary Susan J Arnold Typist/Clerical Assistant Lana M Kugler• Receptionist/Typist Andreina Morot Academic Officer Janeen Milne

Co-ordinators of Studies Bachelor of Education

Co-ordinator Norman L Head, BA DipEd Melb Academic Officer Jean Brierley, BA (fions) LeT Secretary F Carole Wassail

Bachelor of Education (Art and Crafts) Co-ordinator A William Harding, FRMIT TSTC EdDeptVic Administrative Officer Pamela Barber Secretary Pamela J Jenkins

Diploma of Teaching (Primary)

Co-ordinator Geoffrey M Poynter, BCom Melb BEd Mon TPTC EdDep Administrative Officer Fiona H Clynet, BA MSc Mon Secretary Jennifer J Fletcher

Diploma in Education Co-ordinator Peter G Fleming, BSc BEd Melb Administrative Officer Fiona H Clynet, BA MSc Mon Secretary J A (Prue) Green

Education Faculty

Secretary Mary A Hoffmann 54 Staff

Student Services

Student Services Officer Vince Callaghan, BA (lions) WAust Careers and Employment Officer Noeline Milson, BA ANU Secretary Andreina Moroi

Tertiary Education Research Unit Research. Director Gerald R Elsworth, BSc Me/b TTTC EdDeptVic MAPS Computer Education Officer Andrew Rothfield, BSc Melb Research Assistant Rosalind E Hurworth, BA (Hons) Wa/es PGCE Nott hi Secretary Dianelita G Collaga

Centre for Media Studies and Services

Head of Department John G Mitchell, BA BEd Me/b TPTC EdDeptVic Teaching C Lloyd Junor, BA BEd Melb TPTC EdDeptVic MSci La Colin A Lawn, BCom BEd Melb TPTC EdDeptVic David B Ritchie, TPTC Q/d Support: Chief Technical Officer .Max A Goode, Radio & TV Cert RMIT TV Technician Mark S Gunther Learning Laboratory Supervisor Peter J Taylor Photographer Anthony J Boyd Projectionist Keith S Carroll Loans Officer Monica M Moore Graphic Designer A Elizabeth Hannay, DipArt Swinburne Audio Technician Stephen J Shergis, DipApplPhys GIT Secretary Eril W Miller

Education Resource Centre

Chief Librarian David E Pownall, BM Wisc MM Tulsa MALSc Indiana Secretary Mary Barrett Administrative Services Douglas J Manning, BA BEd Melb ALAA TTLC TPTC Librarian EdDeptVic Reader Services Division

Reader Services Eugenie M Halls, BA BEd Me/b ALAA TTLC ACTT Librarian EdDeptVic Reference Section Professional Judith Brophy, BA BLitt (Educ) NewEng ALAA Joan Almeida, ALAA Pamela L Gibson, BA Mon BEd LaT ARMIT ALAA Jean M L Liggett, BA Melb ARMIT Helen Noyes, BA NewEng ALAA Theodor J Strehlow, BA Adel MLib UNSW ALAA Curriculum Materials Section Professional Lesley Skinner, BSc (Hons) Adel ARMIT ALAA Pamela Winston, BA DipLib NSW TPTC EdDeptVic

Support Jane M Burgess Olive M Farrington Rick G Youseff Staff 55

Loans Section Professional June Scotton, ARMIT Barbara D Cranston, ARMIT ALAA Support Anne I Errey John F Foley, DipFineArts RMIT Jennifer Hoskens, LibTechCert Whitehorse Sidney C Lumsden Garry N McBain Patrick L Miller Dianne M Minter, BA Melb Margaret L Robertson S (Claire) Nordman, BA Melb Robert L Wilson Technical Services Division Technical Services William T Cations, BA Mon MSc CityULond Librarian ALAA AIIS Cataloguing Section Professional Christine Butler, TSTC EdDeptVic ALAA Guna R Kulnieks, BA Melb ARMIT ALAA Mayzie F Lynn, ARMIT ALAA Joan L McMicken, BA Mon ALAA TTLC TPTC EdDeptVic Jennie S T Tang, BA NewEng DipLib Cberra Ronald P Wakeham, BA BEd Me/b ARMIT Support Stephanie Creighton Kathleen de Kretzer Vineeta Deoki Barbara Edgar Bronwyn J Kristanta, BA Melb Philomena Major Rita Steinherds, BA Me/b Acquisitions Section

Professional Anthony J Arthur, BA Melb ARMIT ALAA Robert L Griffiths, BA Mon ARMIT Priscilla F Pearson, BA Otago Dip NZLS Support Alison Bailey, LibTechCert Whitehorse Joan Beard, MA Edin Barbera Fewster, LibTechCert Whitehorse Marika Livermore, LibTechCert Prahran Luigina Paolacci Judith Perkal John B Simmons Dorothy Wilks

Office of the Registrar

Registrar Geoffrey A Richards, BSc DipEd Melb Secretary Wendy L Cosser Deputy Registrar Geoffrey R Hargreaves, MSc DipEd Melb Secretary Helen M Banks Assistant Registrar Margaret F Ellis, BA DipEd LaT Academic Officer Jeanette A Wilson, BA DipEd Mon Admissions Officer Thomas W C Kean 56 Staff

Student Records Officer Nan Armstrong Student Records Officer Maree Sullivan Student Records Officer (EDP) Maree Rymer Assistant Student Records Officer Kim Walker Information Officer Jean Kassimates Publications Officer Penny Cutner, BA Syd Assistant Publications Officer Rivka Frank Graphic Designer Luba Baksheev Registry Officer Hugh E Markwick Timetable/Statistics Officer Angela Brenton, BSc DipEd Me/b Typist/Clerks Brigitte Carevic Glenys Fraser

Office of the Business Manager Business Manager Neil G Maher, AASA ACIS AAIM AIBA RCA Secretary Margaret Malcolmson Finance Department Accounting Manager John Vander Pal, AASA DipAccy PTC Management Accountant Peter F Gilson Secretary Maricia Evans Accountant Jacques F Urruty, BA (Hone) Leic ACIS Purchasing Officer Lynette Barkas Typist Issy P Bryczman Storeman John McIntyre Finance Officer Paul R Burgess, DipBus CIT Supervisor Accounts Payable Glenda J Kane Paymaster Horace de Run Payroll Officer Paul J Lucas Finance Officer Peggy E Woods Cashier and Superannuation Officer Keeran Mahoney Clerical Assistants Janette E Lilley Jessie A Neagle Commitals Clerk Sue Wilson Ledger Machinists Dianne M Love Sharon Bennie Buildings and Services Department Manager B John Bird, ARIBA ARAIA ANZIA Secretary Joan F Wightman• Buildings Office Buildings Superintendent Vivian R Stebbins Maintenance Engineer Colin J Excell Assistant Buildings Officer Ronald A Munro Receptionist Kaye D Barker Staff 57

Publishing Publishing Supervisor Brian A Nairn Typist Carmen F M Cassar Publishing Assistants R Melvyn Cook Lana C Osterfield

Information Office Information Officer Kenneth J Walker Receptionist Fay E Romeo Services Office Services Officer Alan J Davies Clerical Assistant Betty M Mansfield Telephonists Mares E Avent Diane F Roach Refreshment Services Frances M McDonald Betty Dean* Eileen A Taylor'

Porters Mail Alfred L Beaugard Ronald McCamley

General John M Brittain Robert T Stephen Bernard J Walker Commissionaires Car Park Les Clayton Security James White Caretaker Basil K Nibbs Carpenters Gregory Barker Terry B Milner E John Roberts Cleaners David Weir-Smith Helen Argyropoulos Peter Argyropoulos Amedeo Bezzarelli John F Casey Robert S Clarke Antonio Danzi Fillipo Danzi Gerard Di Pastina Sandra Di Pastina Giovanni Federico Lester Greene Fotula Halkias John Hal kiss Timo Izev Patrick Kelly Slavko Kostov Nicola Lettieri Pasquale Lettieri Carmela Mollica Mario Mucciacciaro Biagio Parisi Yvonne Shavelski Fillipe Siolis Rex Wilson 58 Staff

Fitter Stephen Hollings Gardeners John Kaul Ceasre Mallandra Painter Hadrian Mifsud

Honorary Academic Staff Manual Gelman, Chevalier de l'Ordre National du Merite, MA DipEd Me/b DSCF Paris Granted the award of Freedom of Melbourne State College, December 1974.

A Mary Kennedy, MusBac DipEd Me/b LRSM AMusA TPTC EdDeptVic Granted the award of Freedom of Melbourne State College, March 1976.

Professor Albert G Austin, MC BA MEd Me/b Granted the award of Freedom of Melbourne State College, April 1977.

Alan V Jones, BA BEd Me/b TPTC EdDeptVic

Granted the award of Freedom of Melbourne State College, April 1977.

The award of Freedom of the College confers the right for the recipient to be regarde for all purposes of courtesy and on ceremonial occasions as a member of the College.

School Experience 59

Principles for School Experience

1. Students should be given as much opportunity as possible to discover: (a) if working with younger people is what they desire (b) if working within an educational institution is a compatibility for them and for the institution lc) if they are more suited to working within the primary, or the secondary level. Students should be exposed to exploratory situations within the scope of their experience and development.

2. Initial experiences should be on a one-to-one basis to facilitate: (a) relating to a person (b) relating to age groups (c) learning to analyse needs Id) learning to develop learning procedures for an individual (e) learning to handle behavioural responses (f) establishing the notion of planned continuity (g) awareness of the scope of individual differences and of some of the ways of coping with them (h) opportunity to contribute as an aid in a relatively unskilled way, e.g. hearing a child read (i) opportunity to learn and contribute in one-to-one situations in which learning skills are observed, used and learned, e.g. hearing reading, knowing the way the teacher wants a particular child helped. In these instances, written preparation could begin as a record of sequences and an evaluation of progress. This would reinforce the importance of preparation in learning procedures even when it is concerned with one-to-one learning. It also helps the student form a sense of purpose and identity in a relatively unfamiliar setting, and to begirt to understand, relate to and communicate with children.

3. One-to-one experiences should be encouraged in a variety of ways throughout the student's course, and should not be regarded as an initial point only.

4. There should be a graduation to small groups, which in addition to the points made in 11), should involve an understanding of group dynamics. Opportunity should be given for variety in: la) size (b) age groups (cl activities — both content and method (d) sustained programs (e) short-term programs.

5. Small group experiences should be encouraged and developed throughout the student's course and should not be regarded as subsidiary.

6. Thorough study of large-group dynamics and organisation should be developed, with practice at an appropriate time for each student. Opportunity should be given for variety in: (a) size lb) age groups (c) activities — both content and method (d) sustained programs le) short-term programs.

7. A comprehensive view of education and school experience should be encouraged, with particular emphases determined by course backgrounds. For example: la) a student should have the opportunity to experience work at all levels of the primary school during the course

60 School Experience

(b) attention should be given to pre-school institutions, and students should be given the opportunity to study the pre-school — preparatory school transition (c) attention should be given to the grade six—form one transition, and to the relations between primary and secondary education.

8. Criteria for placement in schools should include students': (a) awareness of their home environment and the school's environment, their maturity and security (b) experience in unfamiliar environments (c) experience of different styles of school curricula, organisation and methodology (d) experience of school camps (e) experience of different systems, e.g., Catholic (f) experience interstate, etc. (g) experience in non-educational institutions, e.g. community centres (h) need to acquire identification with a particular school and staff, and liaison staff member.

9. Students should be given the opportunity to see expertise, and to work in their areas of strength and interest. There should be closer liaison with, and information from, subject departments: (a) students should be encouraged to review their areas of weaknesses or lack of interest, and should be assisted in these in the school by both school and college staff (b) the complexities of skill development and acquisition (literacy and numeracy) should be a continuing developmental school experience program throughout a student's course.

10. More emphasis should be given to 'team teaching' to reduce the isolation and 'my class' notion by, e.g. (a) students working with each other on projects in schools (b) working with College staff on projects in school (c) working as groups with peer groups at College (d) working with teachers in schools in a variety of ways rather than performing for them.

11. Awareness of the relationships of the school with the community. Many students will be placed in schools outside their home environment and will therefore be unaware of the community factors which help shape the school policy, although students placed in schools in areas with which they are familiar are also often unaware of these factors.

The School Experience Handbook

The School Experience Handbook will contain information for: 1, Students 2. Supervising teachers and organisers of student teaching practice in schools 3. College staff involved in school work. The information will include details of the nature and conduct of school experience programs, obligations and expectations of the parties involved, and administrative procedures. The School Experience Handbook will be available early in Term 1, 1979. Education Resource Centre 61

Education Resource Centre

The Education Resource Centre (ERC), operating as a department within the College structure, is organised into two divisions: Reader Services and Technical Services. The collections of the Resource Centre comprise approximately 150,000 volumes; 200,000 microforms; 2,250 continuous journal titles; and a growing collection of pictures, maps, charts, posters, filmstrips, filmslides, tapes, transparencies and records.

Shelf Arrangement and Location

The books and most of the non-book media are arranged according to the Dewey Decimal Classification. The reference collection, the microform collection, current and bound periodicals, and books in the social sciences are found on Level 3 of the Centre, school texts and non-book media on Level 4, and literature on Philosophy, Librarianship, Science, Behavioural Science, Fine Arts and Crafts, Language, Literature, History and Geography, Children's Literature, and pamphlets on Level 5. Public access to all levels is through the main entrance foyer on Level 3.

Reader Services

Loans All staff and students of the College are entitled to borrow from the Resource Centre's collection. The normal borrowing period for books is one week, but material in high demand may be restricted to overnight borrowing. Renewals of loans may be arranged. The Reader Services Librarian may vary the general rules for borrowing to meet special circumstances such as extension of loans during vacation and school experience periods. Students who fail to return books on time will be fined. Lost books will be charged for at cost. Reader Education A number of reader education programs is available. For new students, programs will be offered that show the general location of the library's resources, how to make use of the catalogue, and the basic reference tools. At more advanced levels, tutorials may be arranged for student education in the use of such resources as bibliographies, indexing, and abstracting tools in their own special areas, the purpose of which will be to assist them in a particular protect or assignment.

Technical Services

The Technical Services Division is concerned with the acquisition, cataloguing and classification of material for the ERC, together with the preparation of books for the shelves. Acquisition of New Materials Suggestions for the purchase of new material should be made on recommendation cards which are available from the reference librarians. Any member of the College,' staff or student, may make recommendations for the purchase of material. The Catalogues The Education Resource Centre main catalogue, on Level 3, contains entries for all books and serials. The Non-book Materials Catalogue is located on Level 4 and contains entries for all non-book media. Entries for material in this category, catalogued since 1975, can also be found in the main catalogue on Level 3. 62 Education Resource Centre

Alice Hoy Memorial Book Collection

In memory of the late Dr Alice Hoy, first Principal of the Secondary Teachers' Training Centre (later the Secondary Teachers' College) a memorial book collection was established within the ERC in October 1976. The books in the Collection are in the area of Australian educational and political history and related studies. Donations to the Collection are welcome, and donors are acknowledged by means of book plates in works donated or purchased.

Gladman Prize Collection

The Gladman Prizes were instituted in 1886 in recognition of the contribution made to the development of teacher education in Victoria by Frederick John Gladman. The Education Department of Victoria allocates the annual income for the Prizes to the College for purchase of works which form part of the Gladman Collection within the ERC.

Book Security System

To improve services an electronic book security system has been installed. Its purpose is to remind the student who has library materials which have not been charged out at the circulation desk, and to remind the student who has library materials which are not for loan, that these items should be either charged out or used only in the library. If the system is activated, then a chime will sound, and the exit gate will lock. When this happens, the student should return to the loans desk to be cleared. Students may bring their personal belongings into the ERC since the bag deposit area is no longer available.

ERC Hours

The ERC is open during term from 8.30 am to 10.00 pm Monday to Thursday, 8.30 am to 5.30 pm Friday and 1.30 pm to 5.00 pm every Sunday. During vacations the hours are 8.30 am to 5.30 pm Monday to Friday. For further information regarding services and facilities, do not hesitate to ask the reference staff.

ERC Guide

A printed guide to the ERC and its facilities is available to all staff and students.

Noojee Outdoor Education Centre

The Outdoor Education Centre, a department of the College, comprises approximately 65 hectares of mixed bushland and cleared pasture. It is located near Noojee, Gippsland, on the Nayook Road. The Centre has been developed to provide for simple outdoor living in a bush setting. Facilities include accommodation for 40 students and staff in ridge-pole tents, open-fire cooking amenities incorporating a bark and iron rotunda and camp kitchen, and an amenities block with showers, laundry and a drying room. Other facilities include a large log cabin and an art-craft shelter. Noojee Outdoor Education Centre 63

Since its inception the Centre has been used regularly by groups of students and staff, and has become an integral part of the College life. Work parties for both students and staff are organised each year by the Students' Association to continue the program of construction at the Centre. Activities offered in the outdoor education program include: Art and Craft — involving pottery, drawing, spinning, painting, weaving, and wood carving, using materials found locally and processed on site. Environmental science studies including geology, pond and stream life, alpine flora and fauna, forest biology, and the principles of conservation. Recreational activities such as bushwalking, lightweight camping, canoeing and Nordic skiing.

The Gryphon Gallery

Since it was first opened in 1972, the Gryphon Gallery has been steadily emerging as a force in the cultural life of Melbourne. Unlike most other galleries, the Gryphon Gallery mounts exhibitions covering a range of both arts and crafts. Exhibitions are mounted by organisations, tertiary institutions, and artist/craftsmen from outside the College as well as by students and staff. As a result, the Gallery is booked 18 months ahead. Future plans for the Gallery include some major exhibitions from overseas. Several exhibitions are planned in co-operation with Melbourne's five other tertiary institution galleries. Groups of Bachelor of Education (Art and Crafts) students gain valuable professional experience by working in the Gallery during the final year of their course. The Gryphon Gallery is open Monday to Friday, 10 am to 4 pm, and until 7.30 pm on Wednesdays.

Art Collection

The paintings, graphics and pottery owned by the College constitute one of the most important collections of art outside the major galleries in Victoria. As well as being of historical significance, the Collection enriches the College environment, and is a valuable asset in the education of students. The first paintings were purchased in 1939 by A J Law, a former Principal of the Melbourne Teachers' College. His inspiration led to the acquisition of many important early Australian paintings. Succeeding principals supported and extended the program he began. When the Melbourne Teachers' College amalgamated with the Secondary Teachers' College in 1972, this collection was united with a collection of almost 400 paintings and graphics. begun in 1959 by D M McDonell former Principal of the Secondary Teachers' College. Emphasis in this collection was placed on more recent works. Recent acquisitions in the Collection include a selection of ceramics, including objects by internationally acclaimed ceramists. Day Nursery

Melbourne State College Day Nursery Co-Operative is a State Government subsidised day care centre established for the children of students and staff of the College. Fully trained staff cater for 60 children a week. Applicants' names may be placed on the waiting list at any time of the year. 64 Day Nursery

Re-enrolment for 1979 will be Tuesday 6 February 1979 and enrolment for new applicants will be on Wednesday 7 February 1979. Immunisation books are to be presented on enrolment days. Any further inquiries should be directed to Anne Watkins, Sister in Charge, East Wing, 1888 Building. Telephone: 341 8583.

The Open Stage

Situated on the entrance level of the Arts Centre is The Open Stage, the theatre studio of the Drama Department. The studio has been designed to allow and encourage the full extension of dramatic creativity in a space unhindered by permanent fixtures or seating. The 124 seating capacity is provided in six blocks of tiered mobile seating modules which can be arranged in several configurations: thrust, arena, end stage, transverse or proscenium. The seating units can be telescoped and stored in minutes to allow an empty space for class work, exhibitions or environmental happenings. The theatre is professionally staffed with a manager, technician, carpenter and wardrobe mistress. There is a fully equipped workshop under the theatre for the construction of scenery and properties. Over the years since the Open Stage commenced operations in Bouverie Street, Carlton in 1969, a large stock of costumes has been gathered, with the wardrobe mistress continually adding to stock by sewing for each new show. Productions are presented every two or three weeks. The students from the Drama program perform in and comprise the technical crew for these productions, sometimes with direction from a member of staff. Included amongst equipment with which the students work are a Strand 60 way 3 preset lighting panel, a mobile stage manager's desk, and a hydraulic hoist for access to the lighting grid and paint frame. The lighting board is situated in a control room which overlooks the theatre. A smaller 20 way preset lighting board which can be plugged into remote points at floor level is used for rehearsals. A catwalk encompasses the theatre and provides either a production gallery or an additional acting area.

Since the move into the theatre at the beginning of 1974, 60 productions of scripted dramas, musicals, environmental happenings, group-written works, improvisations and puppetry have been given. During 1978 the following productions were presented at the theatre: (items with an asterisk were written or created by students), a dual bill of 'Coffee Spoons" and 'After Magritte', 'Life & Time= •, 'Stockade', 'Something to Be", 'An Environment", 'Open House Republic", 'Para Theatre Project", 'No Dance Ensemble", and 'When the Pie Was Opened', as well as many lunch-hour concerts, and poetry-readings.

Students' Association

The Students' Association exists to protect and advance students' rights and interests in all aspects of College life. All students enrolled in the College are members of the Students' Association (SA), and therefore benefit from the services, assistance and facilities that the SA offers. Regular student general meetings and weekly committee meetings are held, usually in the Green (Communications) Room, 1888 Building, and students may approach any elected SA officer or representative at any time if they wish to suggest any policies or activities. The elected officers of the SA are: Chairperson (full-time), Deputy Chairpersons (two), Secretary, Treasurer, and Assistant Secretary. Elections are held in October and March for these positions, and for representatives on the various SA committees. Students' Association 65

To assist students, the Association employs the following full-time staff:

Activities Officer: co-ordinates the general social activities of the SA and clubs and societies, etc., and acts as the property and equipment officer for the SA. Students may have access to equipment and organise social functions through the Activities Officer.

Education Officer: co-ordinates the activities of the SA in education and course matters, and assists students with administrative or course problems and with any student appeals.

Communications Officer: co-ordinates all media output and publicity of the SA, and assists students in collecting and disseminating information useful to all members. Students may publicise ' events and gain general information through the Communications Officer.

Business Manager: responsible for the financial administration and maintenance of finance records of the Association in conjunction with the Treasurer and other elected members.

Secretary/Receptionist: manages correspondence, telephone and personal inquiries, and maintains the Association's records and files.

Cafeteria Manager and Assistant: manages the SA cafeteria operations.

Shop Manager: manages the Association's retail outlet operations.

SA Offices

The offices of the Students' Association are situated next to the Green Room (student lounge) on Level 1, West Wing, 1888 Building. The SA is your Association and your involvement is warmly welcomed.

Elected Committees of the Students' Association

Education Committee This committee co-ordinates SA action on course and educational matters such as assessment, course content, etc. It also arranges guest speakers and forums on educational topics, and other activities.

Domestic Affairs Committee Lunch-time concerts, balls, debates, and any activities of a social nature are co-ordinated by this committee. It is also responsible for SA facilities, equipment, and conditions for students on campus. If you have a suggestion for an activity or wish to organise a social function, contact this committee.

Clubs and Societies Committee Any club or society in any interest area may be formed by at least 15 members of the Association. This committee co-ordinates the formation and financing of all clubs and societies on campus.

Publication and Information Co-operative This committee arranges publicity of all SA activities and services, and is responsible for the production of the weekly activities news-sheet 'Star' and for the students' newspaper 'Prot'. All information processing is co-ordinated by this body.

Administrative Committee This committee consists of all elected officers of the SA and is responsible for the day-to-day management of the Association's affairs. 66 Students' Association

Policy and Planning Committee

All elected officers and representatives, and student members on College academic committees are members of this committee. It is responsible for developing policy for recommendations to Student General Meetings and for planning and implementing the priorities of the Association.

Cafeterias

The SA manages the two cafeterias on campus: the 1959 main serving cafeteria with its hot meal servery and take-away kiosk, and the 1888 take-away snack and refreshment cafeteria.

Bullwinkle's Shop

The Association manages a student-run stationery and art/craft supplies shop, 'Bullwinkle's', which offers discounted prices in stationery supplies, cigarettes, calculators, newspapers and magazines, films, and art materials. Textbooks in certain areas are also sold through the shop which is located near the SA offices.

Bachelor of Education 67

Bachelor of Education

Contents

Regulations for the Course 69 Outline of Course Streams 76 Advice to Students 79 Advice to Students Enrolled in HDTS 82 Bridging Studies 82 Subject Descriptions Accountancy 83 Asian Studies 89 Biology 90 Chemistry 100 Computer Studies 106 Drama 106 Economics 116 Education 123 English 143 Environmental Science 149 French 151 Geography 155 History 175 Human Sexuality 184 Language in Education 185 Legal Studies 185 Librarianship 188 Mathematics 198 Media Arts 206 Methods of Teaching (see Education) Music (see also Practical Music) 215 Outdoor Education 228 Philosophy 228 Physical Education, Health and Recreation 233 Physical Science 233 Physics 234 Politics 243 Practical Music 255 Psychology 257 Science 261 Secretarial Studies 261 Social Science 263 Sociology 264 Visual Communication 264

Bachelor of Education 69

Regulations for the Course for the Bachelor of Education

1. To satisfy general entrance requirements for admission to the course for the Bachelor of Education, a candidate must: (a) satisfy the university entrance requirements of the Victorian Universities and Schools Examination Board. Applicants who have failed to satisfy the university entrance requirements of the Victorian Universities and Schools Examination Board, but who have applied for special consideration may be admitted if the appropriate selection committee deems such selection to be warranted after taking the case for special consideration into account; or (b) possess other formal qualifications approved by the Board of Studies; or (c) be able to demonstrate to the satisfaction of the Board of Studies that he/she has the motivation and capacity for tertiary studies.

2. To be awarded the Bachelor of Education a student shall have pursued his/her studies for at least four years.

3. The subjects of the course and the conditions on which such subjects may be taken shall be prescribed from time to time by the Board of Studies.

4. The regulations for the course together with the details of subjects and the prerequisite and special entry conditions shall be published in the Handbook of the Melbourne State College or supplement thereto.

5. No student may pursue a course of study or receive credit for subjects taken unless his/her proposed selection of subjects and the years of his/her course in which they are to be taken have been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on subjects.

6. (a) A student's progress in his/her course of study shall be expressed in terms of Years. Such Years shall be defined by a cumulative total of points to be scored as a credit for subjects passed. The points to be scored for each subject shall be as prescribed from time to time by the Board of Studies and published together with the details of subjects. (b) A student shall be: (i) in the first Year of his/her course until such time as his/her cumulative points score shall equal or exceed twenty-seven points; (ii) in the second Year of his/her course until such time as his/her cumulative points score shall equal or exceed fifty-seven points; (iii) in the third Year of his/her course until such time as his/her cumulative points score shall equal or exceed ninety-three points; (iv) in the fourth Year of his/her course until such time as his/her cumulative points score shall equal or exceed one hundred and thirty-eight points.

7. Except where special permission is granted by the Board of Studies for this to be exceeded, the maximum total number of points that may be attempted in one year is as follows: A student in the first Year of his/her course: 36 points A student in the second Year of his/her course: 45 points A student in the third Year of his/her course: 40 points except that a student in the third Year of his/her course who has scored at least 57 points in a maximum of two years of full-time study may enrol in studies of a maximum value of 45 points. A student in the fourth Year of his/her course: 45 points.

70 Regulations

8. A student who, having completed part or all of another course of study at the tertiary level, enrols in the course may, with the approval of the Board of Studies, be given credit for subjects the equivalent of which have been passed in the other course. Where there is no equivalent subject or subjects he/she may be credited with an appropriate points score to be determined by the Board of Studies. Such points shall be allocated to appropriate Groups when credited. 9. The Board of Studies may allow a student to include in his/her course subjects offered in another course of this institution or of another institution where such subjects are, in the Board's opinion, of an appropriate standard and relevant to the student's course of study. The points to be scored for passing in any such subject shall be as prescribed by the Board of Studies. Such points shall be allocated to appropriate Groups when credited. 10. The total number of points which may be credited to a student under Regulations 8 and 9 shall not exceed 84, including a maximum of 75 points in Groups 1, 2, and 3 and a maximum of 18 points in Group 4. 11. A student shall not gain credit for subjects in any one subject area in excess of the following: Group 1 9 points (a) Group 2 24 points (a) In Mathematics, Music and Physical Science, 18 points Note: For the purposes of this Regulation, each of the following constitutes one subject area: (a) Music, Practical Music (b) Social Science, Sociology. 12. A student shall not gain credit in Group 1 of more than a total of 18 points in subjects in the following group of subject areas: Asian Studies, History, Politics. 13. No student shall receive credit for a subject for which the prerequisite conditions have not been met prior to the year in which the subject is taken. Note: For 1979, this Regulation shall not apply to Mathematics A31. 14. Subjects with common content shall be as determined from time to time by the Board of Studies. No student may receive credit for more than one subject of a group of subjects so determined. 15. A student who does not pass in a subject may be credited by the Board of Studies with the points to be scored for that subject, having regard to his/her performance in all subjects taken by him/her (whether taken in one year or more), in accordance with principles determined by the Board of Studies. 16. The Bachelor of Education may be granted to a student who has complied with the prescribed conditions and: (a) has gained a cumulative score that equals or exceeds 138 points; (b) has in Groups 1, 2, and 3 gained a cumulative score that equals or exceeds 102 points including: (i) at least 57 points in Groups 2 and 3 of which at least 12 points are in Group 3; or (ii) at least 48 points in Groups 2 and 3 of which at least 24 points are in Group 3; (c) has in Group 4 gained at least 36 points, including a pass in School Experience. Group 1 comprises first Year studies in Arts, Business Studies, Drama, Environmental Science, Film and Television, Librarianship, Music and Science. Group 2 comprises studies for which the prerequisite conditions have been met as a result of studies in Group 1 in the same or a specified related area. Group 3 comprises studies for which the prerequisite conditions have been met as a result of studies in Group 2, or other studies in Group 3, in the same or a specified related area. Bachelor of Education 71

Group 4 comprises studies in Education. 17. The allocation of points scores is as follows: (See Table of Subjects on following pages). These regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. 72 Regulations

Table of Subjects*

Subject Group and Points Subject Area Group 1 Group 2 Group 3 Group 4

Accountancy A 9 B11 6 Cl 4 B22 6 C2 4 C3 4 C4 4 C5 4 C6 4 Asian Studies A 9 Biology Al 9 B01 3 CO1 6 A2 9 B02 3 CO2 6 B03 3 CO3 6 B04 3 C04 6 B05 3 C05 3 B06 3 CO6 3 B07 3 B08 3 B09 3 B10 3 B11 3 B12 3 Chemistry Al 9 B1 2 C 18 A2 3 B2 3 D 9 B3 2 B4 4 B5 2 B6 2 B7 3 Computer Studies 9 Drama Al 5 B11 6 C11 6 A2 4 B12 6 C12 6 B13 6 C13 6 B14 6 C14 6 B15 6 C15 6 B16 6 C16 6 D21 5 D22 4 Economics A 9 B1 12 Cl 4 Al 4 C2 4 A2 5 C3 4 C4 4 C5 4 C6 4 C7 1 C8 4 C9 4 English A 9 B 12 C 12 CF 9 D 9 Environmental B1 9 C 36 Science B2 9

*Students are advised to study the Table of Sub ects in conjunction with the section 'Advice to Students', page 79. Bachelor of Education 73

Table of Subjects* Subject Group and Points Subject Area Group 1 Group 2 Group 3 Group 4

French A 9 B 12 C 12 D 9 Geography Al 3 61 4 Cl 4 A2 3 B2 4 C2 4 A3 3 B3 4 C3 4 A4 3 84 4 C4 4 A5 3 B5 4 C5 4 A6 3 B6 4 C6 4 A7 3 B7 4 C7 4 A8 3 B8 4 C8 4 A9 3 B9 4 C9 4 A10 3 810 4 C10 4 B11 6 C11 3 B12 6 C12 3 813 6 C13 3 814 3 C14 3 B15 3 C15 3 B16 3 C16 3 C17 3 C18 3 C19 3 C20 3 History Al1 9 812 12 C12 12 A13 9 B13 12 C13 12 B14 12 C14 12 B15 12 C15 12 616 6 C16 6 B17 6 C17 6 818 6 C18 6 D 9 Human Sexuality 3 Language in Education 6 Legal Studies A 9 B 12 C 12 Librarianship Al 3 Bi 3 Cl 3 A2 2 82 3 C2 6 A3 2 83 6 C3 3 A4 2 C4 3 C5 3 C6 3 C7 3 C8 6 D 9 Mathematics A01 3 B01 4 CO1 4 A02 3 B02 4 CO2 4 A03 3 811 4 CO3 4 A11 3 612 4 C11 4 A21 3 621 4 C21 4 A22 3 631 4 C31 4 *Students are advised to study the Table of Sub ects in conjunction with the section, 'Advice to Students', page 79. 74 Regulations

Table of Subjects* Subject Group and Points Subject Area Group 1 Group 2 Group 3 Group 4 a Mathematics A31 3 B32 4 C32 t A41 3 833 4 C33 f a A61 3 841 4 C41 851 4 C51 a vrnm B61 4 C62 D Media Arts Al 3 B1 6 Cl m A2 3 B2 6 C2 m A3 3 B3 6 C3 mm A4 3 B4 6 C4 A5 3 B5 6 C5 mm A6 3 B6 6 C6 B7 6 C7 m B8 6 C8 co ccc 69 6 C9 Music Al-1 5 B1-1 6 C1-1 Al-2 5 81-2 6 C1-2 n Al-3 5 62 5 C2 '- A2 4 63 1 C3 MMMMM C4 C5 C6 C7

D Outdoor Education A2 3 A3 1 A4 1 A5 1

Philosophy Al 9 B1 12 C M

A2 3 B2 12 D A3 3 B3 12 A4 3 Physical Education, Health and Recreation A 9 Physical Science A 18 VaaNNN Physics A01 2 B01 5 CO1 A02 2 B02 4 CO2 A03 2 B03 3 CO3 All 3 604 2 C04 Al2 2 605 4 C05 B06 2 C06 .- 807 3 C07 MN B11 2 C08 C09 pN C10 C11 MtC C12 Politics A 9 B11 6 C11 f B12 6 C12 D (O(O B13 6 C13 B15 6 C15

816 6 C16

'Students are advised to study the Table of Subjects in conjunction with the section, Bachelor of Education 75

Table of Subjects* Subject Group and Points Subject Area Group 1 Group 2 Group 3 Group 4 . Politics 817 5 C17 6 818 6 C18 6 B19 6 C19 6 820 6 C20 6 B21 6 C21 6 B22 6 C22 6 D 9 Practical Music Al 4 B1 6 Cl 6 A2 5 B2 6 C2 6 Psychology A 9 B 12 C 12 D 9 Science Al 9 A3 9 Secretarial Studies A 9 B 12 C# 12

Social Science•• A 9 84 4 87 4 88 4 810 4 811 4 812 4 813 4 Sociology+ A 9 B 12 Visual Communication* A l 3 81 3 A2 3 B2 3 A3 3 B3 3 B4 3 Education 2 2 3 9 4A 27 4B 36 4D 6 4E 6

* Secretarial Studies C will be offered in 1979 subject to approval by the Senate of the SCV.

•• Application may be made for accreditation of major studies in Social Science. Students may undertake no more than 12 points in Social Science B subjects. + Application may be made for accreditation of major studies in Sociology, and the availability of studies in Sociology beyond Group 2 level will be subject to such accreditation and decisions of the Board of Studies. t The availability of studies in Visual Communication beyond Group 2 level will be subject to accreditation of major studies in this area. 'Students are advised to study the Table of Subjects in conjunction with the section, 'Advice to Students', page 79. 76 Outline of Course Streams

Outline of Course Streams

The Bachelor of Education course provides studies in a range of specialisations designed to prepare teachers in various areas in secondary and technical schools. The course comprises the equivalent of three years of study in discipline-based subjects and the equivalent of one year of study in education. There are eight course streams. Students are enrolled in one of these streams and pursue specialised studies within that stream. Subject choice is not restricted to subjects offered only within the stream; however, the choice of subjects will be restricted by subject quotas, prerequisites and timetable limitations. Course streams are outlined below.

Arts (SMAT)

The Arts stream provides a program of studies with a specialisation designed primarily to prepare teachers in humanities and social science subjects. A range of programs of study is offered, providing varying degrees of specialisation in particular subject areas. However, every program must include, in addition to studies in education, at least one major study; that is, a study in a subject area taken over three or four years. In the first year, studies are normally taken in four subject areas. The later years of the course comprise further studies in selected areas, together with studies in education. Studies may be taken for up to three or four years in biology, economics, English, French, geography, history, legal studies, mathematics, politics, philosophy, and psychology. A major study may be taken in either drama or music if taken in association with a major study from the above list. Studies may be taken for up to two years in social science, sociology, and visual communication. Studies may be taken for one year in accountancy, Asian studies, chemistry, computer studies, librarianship, media arts, physics, practical music, science, and secretarial studies. Normally, approval is not granted for the inclusion of studies in more than one of these latter areas,

Business Studies (SMBS)

The Business Studies stream provides a program of studies with a specialisation designed primarily to prepare teachers of secondary school economics and commercial subjects. Areas of specialisation offered in Business Studies are accountancy, economics, legal studies, and secretarial studies. In the first year, studies are normally taken in four subject areas. Accountancy, economics, and at least one of legal studies and secretarial studies are compulsory. Studies in one other area may be chosen from subjects offered in the Arts, Drama, Librarianship, Music, Science, and Television and Film course streams. In the later years of the course, the major areas of study are in subject areas selected from those taken in the first year, together with studies in education.

Drama (SMDR)

The Drama stream provides a program of studies with a specialisation designed primarily to prepare teachers of drama. Particular emphasis is placed on practical training relevant to working in schools, in community centres, and in recreation programs. In the first year, studies are normally taken in four subject areas. Drama is compulsory. Other subjects may be chosen from subjects offered in the Arts, Business Studies, Librarianship, Music, Science, and Television and Film course streams. Bachelor of Education 77

In the later years of the course, the main areas of study are drama (with the opportunity for students to specialise in areas of their own choice), education, and one or more other areas.

Environmental Science (SM ES)

The Environmental Science stream provides a program of studies with a specialisation designed primarily to prepare secondary school teachers of environmental science, science (junior forms), and biology or chemistry or geography.

The program, using the ecosystem concept as a basis, focuses on the place of man in his environment and on the study of selected environmental problems.

The first year comprises Biology Al, Geography A4, Geography A5, Geography A6, and Physical Science A.

The second year comprises Environmental Science B1 and B2, together with approved studies in biology or geography or chemistry.

The third and fourth years comprise studies in Environmental Science C, together with studies in Education.

Librarianship (SMLA)

The Librarianship stream provides a program of studies with a specialisation designed primarily to prepare teacher-librarians.

In the first year, studies are normally taken in four subject areas. Librarianship is compulsory, Other subjects may be chosen from subjects offered in the Arts, Business Studies, Drama, Music, Science, and Television and Film course streams.

In the later years of the course, the main areas of study are librarianship, education, and one or more other areas.

Graduates are qualified as secondary teachers and as professional librarians. The qualification received is equivalent to Registration of the Library Association of Australia.

Music (SMMU)

The Music stream provides a program of studies with a specialisation designed primarily to prepare teachers of music.

Principal subject divisions in music are practical music and performance, composition and improvisation, and musicology. •

For the student taking music at the specialist level, music studies comprise about 70 per cent of the discipline-based studies in the course. The specialist program is designed for the training of secondary school teachers in both classroom and instrumental music teaching. At the non-specialist level, music studies comprise up to 40 per cent of the discipline-based studies.

In the first year, studies are normally taken in four subject areas. Music and practical music are compulsory. Other subjects may be chosen from subjects offered in the Arts, Business Studies, Drama, Librarianship, Science, and Television and Film course streams.

In the later years of the course, the main areas of study are music, education, and one or more additional areas. 78 Outline of Course Streams

Science (SMSC)

The Science stream provides a program of studies with a specialisation designed primarily to prepare secondary teachers of biology, chemistry, earth science, mathematics, physics, and science. Areas of specialisation offered in Science are biology, chemistry, mathematics and physics. Studies in other areas of specialisation may also be included. In the first year, studies are normally taken in four subject areas chosen from the following: applied mathematics, biology, chemistry, earth science, geography, physical science, physics, psychology, pure mathematics, and one other subject offered in the Arts, Business Studies, Drama, Librarianship, Music, or Television and Film streams. Later years of the course must include studies in one or more of biology, chemistry, mathematics, and physics, as well as education. Studies from other areas may also be included.

Television and Film (SMTV)

The Television and Film stream provides a program of studies with a specialisation in television and film. The course is designed primarily to prepare teachers in the area of visual media. Studies in film and television comprise up to 50 per cent of the discipline-based studies in the course. The principal areas of activity are film-making, film and television studies, and video production, with emphasis on the new media technology of Super-8 film and portable video. There is a strong emphasis on self-directed production/learning activity. The program is designed to equip participants to be actively critical of visual media as well as to be able to take and teach media action. The course does not aim to prepare people to work in the commercial film and television industries. In the first year, studies are normally taken in four subject areas. Media Arts subjects are compulsory. Other subjects may be chosen from subjects offered in the Arts, Business Studies, Drama, Librarianship, Music, or Science course streams. In the later years of the course, the main areas of study are film and television, education, and one or more other areas. Students should note that subjects in film and television are listed as Media Arts subjects in this handbook. Bachelor of Education 79

Advice to Students

General

Students selected for admission to the course for the Bachelor of Education should read this handbook very carefully before enrolling. The variety of subjects available to students in their first and later years is not only wide and extensive but many of the subjects are not immediately recognisable from previous school experience, for example philosophy, psychology, computer studies, and so on. In addition, some of the subjects available at the College may not have been available for study at a particular school, e.g., accountancy, legal studies. This need not mean that students are unable to study these subjects — where previous study is required, detailed information is given in the subject entries in the following sections of this handbook.

Decisions made in choosing first year subjects are important because they lay the foundations for the degree as a whole. The course advisers are available to advise students on their choice of subjects prior to enrolment. Before enrolling in any subject, each student must have the course adviser's authorisation to enrol. Advice on courses will be most helpful if students have already made themselves familiar with all the subjects offered and have considered what their fields of interest are likely to be.. Similarly, when re-enrolling in later years of the course, students should discuss their choice of subjects with the course advisers, and again the course adviser's authorisation to enrol is required.

Course Advice

You should plan your entire course well in advance. Decide which subjects you most want to teach then consult your course advisers about planning a course which will not only prepare you for teaching in those areas, but will challenge and interest you as well. Keep in mind that you must gain the minimum points scores outlined in the table below. Each student is allocated to a course adviser. These advisers will provide assistance in planning a course of study, and can also assist in such matters as deferment of, or leave of absence from, studies; special consideration in the event of illness or death in the family; changing subjects, and so on. Course advisers must be consulted in the following instances:

Enrolment: Before enrolling or re-enrolling all students must obtain from their course adviser a signed authorisation to enrol. Change of subject: Students wishing to change their enrolment in subjects must obtain from their course advisers an authorisation to change subjects. The course advisers are listed on page 40.

Course Structure

The course comprises four years of full-time study. In the first year studies are normally taken in four subject areas. Later years of the course comprise further studies in selected areas, together with studies in education. Normally students commence some education studies in the second year, continuing to combine education studies with academic studies for the duration of the course; alternatively, they may complete three years of academic studies and then undertake education studies in the fourth year.

Subjects, Groups and Points

Each subject offered for study has a points value. When a student passes in a subject 80 Advice to Students

he/she is awarded the points score of that subject. Points awarded for passing in subjects are thus accumulated over the four years of the course. This cumulative points score must include minimum points scores obtained in the various Groups of subjects. The Groups are:

Group 1 First year studies in any of the subject areas offered.

Group 2 Studies requiring the completion of appropriate Group 1 subjects, e.g. to take History B13, a Group 2 subject, you must have completed History Al 1 or A13.

Group 3 Studies requiring the completion of the appropriate Group 2 subjects, or completion of other studies in Group 3, e.g. to take History D you must have completed Groups 1 and 2 or 3 history subjects having a total value of 21 points.

Group 4 Studies in education.

The table below outlines the minimum points scores needed in the various Groups. There are two distinct sequences, either of which may be followed depending on the course of study you are undertaking. Course advisers will advise you of the more appropriate sequence for your course.

TOTAL NO MINIMUM MINIMUM MINIMUM MINIMUM OTHER OF POINTS POINTS POINTS POINTS POINTS REQUIRE- NEEDED GROUP 1 GROUP 2 GROUP 3 GROUP 4 MENTS

SEQUENCE pass in 1 138 X X 24 36 School 48 Exp.

SEQUENCE pass in 2 138 X x 1122. 36 School 57 Exp. r Minimum total of points for 102 Groups 1.2.3.

The table shows that each student must obtain at least 138 points to qualify for the Bachelor of Education degree. In addition, each student must obtain: (a) at least 36 points in Group 4 subjects (education studies); (b) a pass in School Experience; k) a minimum cumulative score of at least 102 points in Groups 1, 2 and 3 subjects. In accumulating these 102 points (minimum) in Groups 1, 2 and 3 subjects, students may choose to follow the sequence (1) method or the sequence (2) method. In sequence (1), students must gain a minimum of 48 points in Groups 2 and 3, including a minimum of 24 points in Group 3. In sequence (2) students must gain a minimum of 57 points in Groups 2 and 3, including a minimum of 12 points in Group 3. There is no minimum number of points to be gained in Group 1. Students must, however, complete the appropriate prerequisite Group 1 subjects before being able to proceed to Group 2 subjects. Bachelor of Education 81

Points credit may be gained for subjects completed in another course of study at the tertiary level. Students seeking this credit should consult their course advisers. All of the subjects available for study, together with their Group allocation and points scores, are listed on pages 72-75 of this handbook.

Subjects Selected from Other Courses Available at the College

Students wishing to enrol for subjects available in the Bachelor of Education (Art and Crafts) or Diploma of Teaching (Primary) courses must obtain the approval of the Course Committee for the Bachelor of Education. Many of the subjects offered in the other courses will be timetabled at the same time as subjects in this course. Obviously, it is impossible to enrol for subjects which have classes at the same time. In addition, several of the subjects available in other courses may involve time commitments which would reduce the amount of time available for study of your main subjects.

Prerequisites

A prerequisite is a standard that students must reach before being able to undertake a particular subject. This standard is usually expressed as a subject, e.g. Prerequisite: HSC Pure Mathematics - this means you must have passed HSC Pure Mathematics to be eligible to enrol in the subject which lists HSC Pure Mathematics as a prerequisite. Sometimes the prerequisite is written as a points score, e.g. Prerequisite: at least 21 points in Geography — this means you must have gained previously at least 21 points in geography subjects at this College or received, from the Course Committee, credit equal to 21 points if you undertook geography subjects at another institution.

Books

The subject descriptions in the next section of this handbook include booklists. Students should read any material listed as preliminary reading before classes commence. Books marked with an asterisk (•) are set texts, and each student must have his or her own copy of each book so marked. Books listed as reference books are highly recommended and may be purchased if so desired.

Assessment

Each subject department formulates its own assessment procedures. Information on assessment methods can be found in the relevant subject descriptions in the next section of this handbook. These assessment procedures cannot be altered by a department without the written approval of each student enrolled in the relevant subject. Any student who considers that he/she has cause to appeal against an assessment may direct an appeal, in writing, to the appropriate head of department. An appeal against the decision of a head of department regarding assessment may be directed, in writing, to the Appeals Committee of the Board of Studies.

Methods of Teaching

Planning a course of study involves more than simple selection of enough subjects in the appropriate Groups to secure the necessary points scores. It is important to keep in mind that you are working towards being able to teach a particular subject or range of subjects. 82 Advice to Students

As part of your education studies in the course you will undertake units known as Methods of Teaching: These units are designed to acquaint you with various approaches to teaching. When planning your courses you should work towards obtaining the prerequisites necessary for undertaking method studies in the areas in which you intend to teach.

School Experience

Just as Methods of Teaching introduce you to the skills of teaching, so School Experience allows you the opportunity to apply your knowledge, skills and teaching methods in the real situation — schools. By working closely with teachers in schools you will gain additional skills and an appreciation of what it is really like to be a teacher.

The Course Committee for Bachelor of Education

The Course Committee for Bachelor of Education is responsible for continuing development of the course, for selecting students who will undertake the course, for administering the course regulations, for appointing course advisers, and for allocating students to course advisers. The Course Committee membership is provided on page 35 of this handbook. Students wishing to communicate with the Committee should contact the Academic Officer for the course or the Co-ordinator of Studies. Students wishing either to defer taking up their place in the course, or to obtain leave of absence from their studies, should apply to the Course Committee; such applications, in writing, should be forwarded through the Registrar. Students considering applying for leave of absence should consult with their course adviser before making application.

Advice to Students Enrolled in HDTS Regulations The regulations for the Higher Diploma of Teaching (Secondary) are as for the Bachelor of Education, except the words 'Higher Diploma of Teaching (Secondary)' should be substituted for the words 'Bachelor of Education', and the following subject should be added to the table of subjects: Education 4AP (Group 4, 20 points).

Subject Descriptions The subject descriptions in the following pages of this handbook are for both the Bachelor of Education course and the Higher Diploma of Teaching (Secondary). The subject description for Education 4AP is available from the course advisers.

Bridging Studies In December 1975, the State College of Victoria approved the introduction of the Bachelor of Education course at Melbourne State College and in April 1976 further approved that students who commenced the first year of the Higher Diploma of Teaching (Secondary) course at this College in 1974, and who subsequently met the Bachelor of Education course requirements, would be the first to qualify for the award of the Bachelor of Education. Students who undertook the subjects French B and Stenographic Studies B in 1975 will be required to undertake appropriate bridging studies in order to qualify for the award of Bachelor of Education by the completion of the 1979 academic year. Details of arrangements for the conduct of bridging studies will be available at enrolment in 1979. Bachelor of Education 83

ACCOUNTANCY A (ACA00) 9 points

A subject of two 1-hour lectures and two 1-hour tutorials a week throughout the year.

Special Requirement Class participation is an integral part of the subject and the submission of all assignment work is compulsory. Prerequisite: Nil.

Syllabus An introduction to the theory and practice of accounting through a consideration of the 'Accounting Cycle' for the following: Sole traders running service or retail businesses. Emphasis will be given to recording, reporting and evaluating accounting information together with an introduction to accounting principles and current accounting problems. Manufacturers. Emphasis will be given to budgeting and planning. Non-trading concerns, small businesses, partnerships and companies. Emphasis will be given to the special or different procedures encountered in each case.

Books Preliminary Reading: 3rd edn Melbourne: MUP 1966 Goldberg, L & Hill, V R Elements of Accounting Reference: 'Accountancy Exercises — First Year Melbourne: MUP 1974 3rd edn New York: Burns, T J & Hendrickson, H S (eds) The Accounting Sampler McGraw-Hill 1976 Sydney: Butterworths 1978 Clift, R C led) Accounting: Communication and Control Melbourne: Cassell 1971 Gibson, C J et al (eds) Accounting Concepts — Readings Goldberg, L Concepts of Depreciation Sydney: Law Book Coy 1960 Goldberg, L led) Fitzgerald's Accounting 5th edn Sydney: Butterworths 1967 Harrison, J et al Accounting — A Direct Approach 3rd edn Melbourne: Cheshire 1977 •Hunter, M H & Allport, N J Accounting Sydney: Holt, Rinehart & Winston 1973 Mathews, R The Accounting Framework 3rd edn Melbourne: Cheshire 1971 Monro, I led) Readings in Accounting Melbourne: VCTA 1976 Yorston, R K et al Accounting Fundamentals 7th edn Sydney: Law Book Coy 1977

Assessment Class assignments and tests will comprise 30 per cent of the assessment, one 2-hour examination paper in mid-year — 30 per cent of the assessment, and one 3-hour examination paper at the end of the year — 40 per cent of the assessment. Note: Students must perform satisfactorily in all areas of assessment to be credited with a pass in this subject.

Additional information: Inquiries should be directed to Miss I 0 Haining, subject adviser for Accountancy, room 413, 1959 Building.

ACCOUNTANCY B11 (ACB11) 6 points

Financial Accounting A subject of two 1-hour classes a week throughout the year.

Special Requirement Class participation is an integral part of the subject, and the submission of all assignment work is compulsory. Prerequisite: Accountancy A or an approved equivalent. 84 Subject Descriptions

Syllabus Data processing systems; manual, mechanical, and electronic. Financial accounting for persons with proprietary interests in each of the following forms of ownership: Sole trader: formation, recording, accounting for reports, profit appropriation, and sale of business. Partnership: legal authority, formation, operation, accounting for reports, profit appropriation, admission and retirement of partners, dissolution and acquiring an interest. Company: legal authority, techniques of recording and reporting for formation, profit distribution, re-organisation, holding companies, liquidations, taxation authorities and financial auditors; techniques of analysis and interpretation and their application; and evaluation of accounting reports in the maintenance of shareholder capital in times of changing prices. Estate: accounting procedures and special rules in recording and reporting income, capital, investments, beneficiary and life tenant entitlements, legacies and devises.

Books Reference: 'Accountancy Exercises — First Year Melbourne: MUP 1974 'Accountancy Exercises — Advanced Melbourne: MUP 1973 Barnett, W & Fitzgerald, K Australian Bookkeeping Fundamentals Sydney: McGraw-Hill 1970 Barton, A D Anatomy of Accounting 2nd edn St Lucia: UQP 1977 'Clift, R C led) Accounting: Communication and Control Sydney: Butterworths 1978 Clow, C A et al Gregg Accounting Advanced Course New York: McGraw-Hill 1969 Colditz, B T et a/ Australian Accounting Sydney: McGraw-Hill 1976 Harrison, J et al Accounting — A Direct Approach 3rd edn Melbourne: Cheshire 1977 Hunter, M H & Allport, N J Accounting Sydney: Holt, Rinehart & Winston 1973 Irish, R A Auditing 4th edn Sydney: Law Book Coy 1973 Johnston, T R et al Law and Practice of Company Accounting 3rd edn revised Sydney: Butterworths 1977 Mahoney, D et al Century 21 Accounting Aust edn Sydney: Ashton-Scholastic 1977 Porter, W T EDP Controls and Auditing Belmont (Calif): Wadsworth 1976 Yorston, K et al Advanced Accounting 7th edn Sydney: Law Book Coy 1974

Assessment Class assignments will comprise 20 per cent of the assessment, tests held during class time — 20 per cent of the assessment, presentation of seminar papers — 10 per cent of the assessment, and one 2-hour examination paper at the end of the year — 50 per cent of the assessment. Note: Students must perform satisfactorily in all areas of assessment to be credited with a pass in this subject.

ACCOUNTANCY B22 (ACB22) 6 points

Management Accounting A subject of two 1-hour classes a week throughout the year.

Special Requirement Class participation is an integral part of the subject, and the submission of all assignment work is compulsory. Prerequisite: Accountancy A or an approved equivalent.

Syllabus The contribution of accountancy to management including: The recording of cost information for job or process cost systems using historical and standard costs and absorption or variable cost methods for the purpose of product costing, inventory valuation and control. Bachelor of Education 85

Budgeting as an aid to planning and control. Variable costing, cost-volume-profit relationships, relevant data and incremental analysis as aids to planning and decision-making.

Books Reference: Accountancy Exercises — First Year Melbourne: MUP 1974 'Accountancy Exercises —Advanced Melbourne: MUP 1973 Anton, H R & Firmin, P A Contemporary Issues in Cost Accounting 2nd edn Boston: Houghton Mifflin 1972 Burke, W L & Smyth, E B Accounting for Management Sydney: Law Book Coy 1972 'Clift, R C led) Accounting: Communication and Control Sydney: Butterworths 1978 Horngren, C T Cost Accounting: A Managerial Emphasis 4th edn Englewood Cliffs: Prentice-Hall 1977 Mathews, R The Accounting Framework Melbourne: Cheshire 1971 Rosen, L S led) Topics in Managerial Accounting Toronto: McGraw-Hill 1974 Welsch, G A Bs•Cgeting: Profit Plsnning and Control 3rd edn Englewood Cliffs: Prentice-Hall 1971 Yorston, K et al Costing Procedures 5th edn Sydney: Law Book Coy 1976

Assessment Class assignments and tests will comprise 40 per cent of the assessment, and one 3-hour examination paper at the end of the year — 60 per cent of the assessment. Note: Students must perform satisfactorily in all areas of assessment to be credited with a pass in this subject.

ACCOUNTANCY Cl (ACC01) 4 points

Advanced Financial Accounting A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and the submission of all assignment work is compulsory. Prerequisite: Accountancy 811 and 822, or an approved equivalent.

Syllabus Consideration of financial accounting and reporting including: Objectives of a firm and their reflection in accounting reports. Accounting concepts and standards and their application to accounting reports. Company reconstruction, holding company and group reports. Methods of accounting for leaseholds, income tax, intangibles, liabilities and price level changes.

Books Reference: 'Accountancy Exercises —Advanced Melbourne: MUP 1973 Barton, A D Anatomy of Accounting 2nd edn St Lucia: UQP 1977 Bruce, J H & Dowd, J M Australian Company Accounting Milton (Old): Jacaranda 1975 Colditz, B T & Gibbins, R W Accounting Perspectives Sydney: McGraw-Hill 1972 'Cowan, T & Kenley, W Case Studies in Financial Accounting Sydney: Butterworths 1978 Garner, P & Berg, K Readings in Accounting Theory Boston: Houghton Mifflin 1966 Gibson, C J et al Accounting Concepts — Readings Melbourne: Cassell 1971 Johnston, T R et al Law and Practice of Company Accounting 3rd edn revised Sydney: Butterworths 1977 •Henderson, S & Peirson, G Issues in Financial Accounting Melbourne: Cheshire 1975 86 Subject Descriptions

Keller, T G & Zeff, S A Financial Accounting Theory II New York: McGraw-Hill 1969 Mathews, R Accounting Framework 3rd edn Melbourne: Cheshire 1971 Yorston, K et al Advanced Accounting 7th edn Sydney: Law Book Coy 1974 Zeff, S A & Keller, T F Financial Accounting Theory New York: McGraw-Hill 1963

Assessment Assignments and tests set during the year will comprise the assessment.

ACCOUNTANCY C2 (ACCO2) 4 points

Advanced Management Accounting A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and the submission of all assignment work is compulsory. Prerequisite: Accountancy 811 and B22, or an approved equivalent.

Syllabus Advanced management accounting including: Introduction to management theory, the role of the management accountant, and organisational structures within the firm. Recording of cost information for job or process cost systems using historical and standard costs and absorption or variable cost methods and including accounting for spoilage, wastage, defective units and scrap, accounting for joint and by-products and the problems of allocating manufacturing overhead and treatment of variances. Budgeting including capital budgeting. Pricing decisions and transfer pricing.

Books Reference: 'Accountancy Exercises — Advanced Melbourne: MUP 1973 Anthony, R N & Reece, J S Management Accounting: Texts and Cases 5th edn Homewood (Ill): Irwin 1975 Anton, H R & Firmin, P A Contemporary Issues in Cost Accounting Boston: Houghton Mifflin 1972 Byrt, W J & Masters, P R The Australian Manager Melbourne: Sun 1974 •Horngren, C T Cost Accounting: A Managerial Emphasis 4th edn Englewood Cliffs: Prentice-Hall 1977 Kulakauskas, E & Trotman, K Accounting and the Production Function Sydney: Butterworths 1978 Rosen, L S (ed) Topics in Managerial Accounting Toronto: McGraw-Hill 1970 Shillinglaw, G Cost Accounting: Analysis and Control Homewood (Ill): Irwin 1977 Thomas, W E (ed) Readings in Cost Accounting, Budgeting and Control 4th edn Cincinnati: South Western Publishing 1973 Welsch, G A Budgeting: Profit Planning and Control Englewood Cliffs: Prentice-Hall 1971

Assessment Assignments and tests set during the year will comprise the assessment.

ACCOUNTANCY C3 (ACC03) 4 points

Auditing A subject of one 2-hour seminar a week throughout the year. Classes are not held during periods of School Experience. Bachelor of Education 87

Special Requirement Seminar participation is an integral part of the subject and the submission of all assignment work is compulsory. Prerequisite: Accountancy B11 and 822, or an approved equivalent.

Syllabus A profile of a current audit practice; audit objectives; principles of internal control; systems analysis; development and implementation of audit techniques; review of EDP and sampling methods; legal requirements and the recommendations of the Australian Society of Accountants and the Institute of Chartered Accountants in Australia; current problems facing auditors; auditing and the future.

Books Reference: Brasseaux, J H & Edwards, J D (eds) Readings in Auditing Cincinnati: South Western Publishing 1973 Carmichael, D R & Willingham, J J (eds) Perspectives in Auditing New York: McGraw-Hill 1971 Cowan, T & Kenley, W Case Studies in Financial Accounting Sydney: Butterworths 1978 ICAA Members Handbook Sydney: ICAA 1976 Irish, R Auditing Melbourne: Law Book Coy 1972 Kenley, W J A Statement of Australian Accounting Principles Melbourne: Accountancy Research Foundation 1970 Porter, W T EDP Controls and Auditing Belmont (Calif): Wadsworth 1976 Porter, W T & Burton, J C Auditing — A Conceptual Approach Belmont (Calif): Wadsworth 1971

Assessment Assignments and tests set during the year will comprise the assessment.

ACCOUNTANCY C4 (ACC04) 4 points

Taxation A subject of one 2-hour seminar a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and the submission of all assignment work is compulsory. Prerequisite: Accountancy 811 and B22, or an approved equivalent.

Syllabus The law relating to income taxation and other tax impositions levied in Australia with emphasis on the conceptual and accounting implications, and their importance in the planning of business activities.

Books Reference: Australian Federal Tax Reporter Sydney: CCH 1979 Australian Income Tax Assessment Act Sydney: CCH 1979 Australian Tax Cases Sydney: CCH 1969-1979 Barrett, R Principles of Income Taxation Sydney: Butterworths 1975 Castro, H Understanding Income Tax Law Sydney: Butterworths 1978 Clyne, P New Horizons in Tax Avoidances Sydney: Rydges 1976 *Master Tax Guidé Sydney: CCH 1979 Mannix, E F & Harris, D W Australian Income Tax Guide Sydney: Butterworths 1978 88 Subject Descriptions

Mannix, E F & Harris, D W Australian Income Tax Leading Cases (with supplements) 2nd edn Sydney: Butterworths 1977 Mason, H et al Case Companion to Ryan's Income Tax Manual Sydney: Law Book Coy 1976 Ryan, K W Manual of Law of Income Tax in Australia Sydney: Law Book Coy 1976 Sweeney, C A & Telfer, J H Revenue Law in Australia Sydney: Butterworths 1975

Assessment Assignments and tests set during the year will comprise the assessment.

ACCOUNTANCY C5 (ACC05) 4 points

Business Finance A subject of one 2-hour seminar a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and the submission of all assignment work is compulsory. Prerequisite: Accountancy 811 and B22, or an approved equivalent.

Syllabus The financial problems facing a firm in the implementation of investment, financing and dividend decisions. Risk, uncertainty and portfolio theory in investment analysis; capital investment including leasing; current asset management; and financing and dividend policies.

Books Reference: Bennett, J W eta! Topics in Business Finance and Accounting Melbourne: Cheshire 1974 Chambers, R J Accounting Finance and Management Sydney: Butterworths 1969 Gleeson, J Case Studies in Financial Management Melbourne: Pitman 1973 Lincoln, M G & Burrows, G H Australian Case Studies in Business Finance Sydney: McGraw-Hill 1975 'Peirson, C G & Bird, R G Business Finance Sydney: McGraw-Hill 1976 `Scorgie, M et al Interest — A Programmed Approach Melbourne: GUS 1976 Van Horne, J C Financial Management and Policy 4th edn Englewood Cliffs: Prentice-Hall 1977 Weston, J R & Brigham, E F Managerial Finance 5th edn New York: Holt, Rinehart & Winston 1974

Assessment Assignments and tests set during the year will comprise the assessment.

ACCOUNTANCY C6 (ACC06) 4 points

Development of Accounting Thought and Practice A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and the submission of all assignment work is compulsory. Prerequisite: Accountancy B11 and B22, or an approved equivalent. Bachelor of Education 89

Syllabus Early developments in accountancy; the concepts and theories forming the basis of accounting practice; efforts to arrive at acceptable accounting principles; influences on the development of accounting thought and practice — such as legal, economic and social influences and the work of accounting bodies; contemporary issues and current thinking in accountancy; and developments in the teaching of accountancy.

Books Reference: Brown, R History of Accounting and Accountants London: Frank Cass 1968 Brown, R G & Johnston, R S Paciolo on Accounting New York: McGraw-Hill 1963 Chambers, R J Securities and Obscurities Melbourne: Gower Press 1973 Chatfield, M Contemporary Studies in the Evolution of Accounting Thought (Dickenson Series) Belmont (Calif): Wadsworth 1968 Chatfield, M A History of Accounting Thought Hinsdale (Ill): Dryden Press 1974 Colditz, B T & Gibbins, R W Accounting Perspectives Sydney: McGraw-Hill 1972 Gibson, C J et al Accounting Concepts — Readings Melbourne: Cassell 1971 Gibson, R W Disclosure by Australian Companies Melbourne: MUP 1971 Hendriksen, E S Accounting Theory (Willard J Graham Series) 3rd edn Homewood (Ill): Irwin 1977 Littleton, A C Essays on Accountancy Urbana (Ill): Univ of Illinois 1961 McNeal, K Truth in Accounting Lawrence (Kans): Scholars Book Coy 1970 Sweeney, H W Stabilized Accounting New York: Holt, Rinehart & Winston 1964 Publications of various accounting bodies. Information on additional references will be provided during the course of the subject.

Assessment Assignments set during the year will comprise the assessment.

ASIAN STUDIES

See also studies listed under History and Politics. Asian Studies, History, and Politics are taught and administered by the Department of History and Politics. Inquiries should be made to the Head of the Department of History and Politics through the Secretary, room H208A, 1888 Building. Telephone: 341 8593. Students interested in Asian Studies should note the opportunities for developing a major study in their interest, by referring to the studies listed under History and Politics.

ASIAN STUDIES A(ANA00) 9 points

Tradition and Modernity: An Introduction Three or four hours of class work a week throughout the year in the form of lectures, tutorials, seminars, and workshops. In Term 1 there will be two 1-hour lectures a week. Prerequisite: Nil.

Syllabus The subject is a study of Asian cultures — cultures defined in the anthropological sense — and change within those cultures. The material for study will be drawn from the cultures themselves and from the literature of the social sciences and oriental scholarship where these have made (or can make) important contributions to knowledge and understanding of Asian institutions and traditions. The subject will consist of a core, surveying the main traditional institutions of East and South Asia, and a set of electives — comparative studies of culture contact and change — focused especially on interactions between tradition and modernity, East and West. Students take the core program in Term 1 and choose two electives, one to be studied in Term 2 and the other in Term 3. 90 Subject Descriptions

Core Study: Chinese and Indian Traditions 1. China Cosmology and religion Language, identity, and patterns of thought Philosopher-teachers: Confucianism and Taoism The Confucian State: Emperor, bureaucracy, examination system and tributary states The elite family The family and the peasant tradition Art and literature. 2. India Hinduism Buddhism Caste The Hindu State: Kingship, Universal Empire, The Arthasastra in political thought The village The patriarchal family The Sanskrit literary tradition.

Electives Electives which will depend on availability of staff, and on student demand, may include: Modern Asian literature: tradition and response to the West Asian peasant societies Asian religious and philosophical thought Culture contact and change in traditional and early modern Southeast Asia Japan: tradition and successful modernisation Cultural revival movements in nineteenth and twentieth century Asia Pre-modern Asian economies Traditional Asian political thought Modern Asian political thought

Books Preliminary Reading: Dufty, D et al Seeing it Their Way Sydney: Reed 1975 Reference: Basham, A L The Wonder that was India London: Fontana 1975 Cao, X The Story of the Stone Harmondsworth: Penguin 1973 Cohn, B India: The Social Anthropology of a Civilization Englewood Cliffs: Prentice-Hall 1971 Mote, F Intellectual Foundations of China New York: Knopf 1971 Stover, L E The Cultural Ecology of Chinese Civilization New York: Mentor 1974

Assessment Students will be assessed on class work, written exercises, essays, and probably on unit tests.

BIOLOGY

Although brief information is given for some subjects, full details of prescribed texts, references, examinations and other requirements for each of the subjects below are available from the Department of Biology, Level 8, Science Education Building. Students should contact the Department before purchasing books; there may be several alterations to booklists as new books become available. Additional information: Inquiries should be directed to the Secretary, Department of Biology, room 804, Science Education Building. Bachelor of Education 91

BIOLOGY Al (BIA00) 9 points

A subject of 168 hours extending over three teaching terms: one lecture, one 2-hour and one 3-hour lecture/seminar and practical work class, and one 1-hour tutorial or demonstration a week. Credit may not be granted for this subject as well as for Science Al.

Special Requirements All students will be required to attend at least one excursion. Students' participation in discussion groups is an important part of the subject and by this means, students are able to make a personal contribution to the subject. Practical work is an integral part of the subject and students are expected to submit written reports of laboratory exercises. Laboratory work: Instructions can be obtained from the Department of Biology at the beginning of the academic year. Each student must provide him/herself with various items of equipment, a list of which will be available at the commencement of the year.

Prerequisite: Nil.

Syllabus An introduction to the diversity of living organisms: the major groups of organisms and their characteristics; and the cell theory. Cell and cell activities and progression to multicellularity: cell structure, basic biochemistry and biophysics of cells, cell and tissue types, cell reproduction (mitosis and meiosis), and development and differentiation. The living plant: the morphology, anatomy and physiology of the terrestrial green plant; plant nutrient requirements; cellular respiration; gaseous exchange; water relations and internal transport; chemical control of growth; and sexual reproduction and plant life cycles. Comparative animal structure and function: elements of embryology; nutrient requirements, procurement and processing; circulation; respiration; excretion and osmoregulation; muscular and skeletal systems; nervous and hormonal systems; and co-ordination, homeostasis and behaviour. Interactions between organisms and between them and their environments; factors affecting survival; and evolution. Microbiology: the characteristics and importance of micro-organisms. Genetics: Mendelian genetics, the nature of the gene; gene action; elementary population genetics; and genetics and evolution.

Books The title of the reference book for this subject will be available at the start of the year.

Assessment Assessment will be based on the following: participation in group discussion and practical work, written answers to problems and assignments, practical and excursion reports, and performance on short exercises held at the end of each unit of work. In exceptional circumstances, an additional written examination may be given to assess border-line students.

BIOLOGY A2 (BIA02) 9 points

Human Biology A subject of three 1-hour lecture-tutorial sessions and one 3-hour laboratory session a week throughout the year. Prerequisite: Nil.

Syllabus The subject is intended to provide students with an understanding of human beings as functioning and evolving organisms. 92 Subject Descriptions

Task-orientated discussion sessions, practical laboratory work and lectures will be integrated to develop cognitive, procedural and manipulative skills within the following areas: • structure and function of the human body: a study of aspects of human anatomy, physiology, metabolism, and nutrition; • growth and development of the human body: an outline of the developmental changes that occur during the human life cycle; pregnancy and lactation, childhood and adolescence; processes of aging; • human genetics: an introduction to inheritance in the human organism including human pedigree studies, and aspects of population genetics and genetics in medicine; • human evolution: a descriptive account of the evolution of the human organism; • ethology of anthropoids: an introduction to patterns of behaviour in primates; * personal and public health: an examination of the institution of public health measures including legislation relating to foodstuffs, vaccination and immunisation programs, drugs, smoking, venereal diseases; • man in the environment: human demography; investigations of the impact of man on the environment.

Books Preliminary Reading: Material suitable for preliminary reading could include a selection from the following: Clarke, C A Human Genetics and Medicine (Inst of Biol, Series in Biol, No 20) London: Edward Arnold 1970 de Coursey, R M The Human Organism New York: McGraw-Hill 1974 de Kriuf, P Microbe Hunters Harmondsworth: Penguin 1972 Nicol, H Microbes and Us Harmondsworth: Penguin 1972 Sinclair, D Human Growth After Birth 2nd edn London: OUP 1973

Assessment Assessment will be continuous and based on participation in course work including discussion sessions, seminar programs, and written assignments.

BIOLOGY B01 (BIB01) 3 points

Plant Diversity A subject of two 1-hour sessions and one 3-hour session a week for one term.

Special Requirement Students may be required to attend field excursions and to carry out individual assignments. Prerequisite: Biology A or an approved equivalent.

Syllabus Plants collected from local communities will be used to survey algae, fungi, lichens, mosses, ferns, conifers, grasses, shrubs and trees of Victoria with emphasis on their evolutionary relationships. The structure of vegetative parts, flowers, fruits and reproductive parts will be used to enable identification and classification of common plants including introduced plants, native plants and weeds. Topics of study will include: pollination and dispersal mechanisms, plants of agricultural interest, propagation and production of horticultural species, plants in industry and medicine, forest products, biodeterioration and plant evolution.

Books Preliminary Reading: Alexopoulos, C J & Bold, H C Algae and Fungi (Current Concepts in Biology) New York: Macmillan 1967 Bold, H C The Plant Kingdom 3rd edn Englewood Cliffs: Prentice-Hall 1970 Bachelor of Education 93

Reference: Scagel, R F et al Plant Diversity: An Evolutionary Approach Belmont (Calif): Wadsworth 1969

Assessment Assessment will be continuous and based on participation in course work, including group discussion and laboratory sessions, written reports and assignments, and one 2-hour examination.

BIOLOGY B02 (BIB02) 3 points Australian Fauna and Flora A subject of two 1-hour sessions and one 3-hour session a week for one term.

Special Requirement Students may be required to attend field excursions and to carry out individual assignments. Prerequisite: Biology A or an approved equivalent.

Syllabus The study will provide an introduction to the diversity and adaptations of selected groups of Australian animals and plants.

Books Reading lists will be available from the Secretary. Department of Biology, at the beginning of the year.

Assessment Assessment will be continuous and based on participation in course work, including group discussion and laboratory sessions, written reports and assignments, and one 2-hour examination.

BIOLOGY B03 (61603) 3 points Invertebrate Zoology A subject of two 1-hour sessions and one 3-hour session a week for one term.

Special Requirement Attendance at a single day excursion is compulsory. Prerequisite: Biology A or an approved equivalent.

Syllabus A study will be made of the functional anatomy of selected invertebrates emphasising the diagnostic features and evolutionary relationships of the major groups within the most important phyla. The laboratory sessions are so arranged that as well as illustrating the above points they will introduce the student to the local fauna.

Books Preliminary Reading: Hansen, E D Animal Diversity (Foundations of Biology) 3rd edn Englewood Cliffs: Prentice-Hall 1972 Reference: Barnes, R D Invertebrate Zoology 3rd edn London: Saunders 1974 Buchsbaum, R Animals Without Backbones 2nd edn Chicago: Univ of Chicago Press 1948 Williams, W D Australian Freshwater Life: The Invertebrates of Australian Inland Waters South Melbourne: Sun 1968

Assessment Assessment will be based on performance in laboratory work and also on assignments and/or a three hour examination. 94 Subject Descriptions

BIOLOGY B04 (BIB04) 3 points Vertebrate Zoology A subject of two 1-hour sessions and one 3-hour session a week for one term. Prerequisite: Biology A or an approved equivalent.

Syllabus A study will be made of the functional anatomy of selected vertebrates. Some aspects of the evolutionary relationships between the classes will be dealt with, and the student will be introduced to the families of Australian marsupials.

Books None prescribed. The student will be expected to make extensive use of material available in the Education Resource Centre. Details will be available from the lecturer in charge.

Assessment Assessment will be based on performance in laboratory work and also on assignments and/or a three hour examination.

BIOLOGY B05 (BIB05) 3 points Plant Physiology A subject of two 1-hour sessions and one 3-hour session a week for one term. Prerequisite: Biology A or an approved equivalent.

Syllabus Metabolic processes of plant cells, including those needed by the plant for its survival and those used by man; physiology of plant growth and development. Topics studied will include: photosynthesis and respiration; production of food, fuel and fibres, action of herbicides, flowering and plant hormones.

Books Preliminary Reading: Galston, A W The Life of the Green P/ant (Foundations of Modern Biology Series) London: Prentice-Hall 1972 Reference: Bidwell, R G S Plant Physiology New York: Macmillan 1974 OR Noggle, G R & Fritz, G J Introductory Plant Physiology Englewood Cliffs: Prentice-Hall 1976 OR Salisbury, F B & Ross, C P/ant Physiology Belmont (Calif): Wadsworth 1969

Assessment Assessment will be based on one 2-hour examination, practical reports and an assignment. BIOLOGY B06 (BIB06) 3 points

Animal Physiology A subject of two 1-hour sessions and one 3-hour session a week for one term. Prerequisite: Biology A or an approved equivalent.

Syllabus A study will be made of the basic elements of the physiology of animals with emphasis Bachelor of Education 95 on the way in which animals have adapted physiologically to marine, freshwater, and terrestrial environments.

Books Preliminary Reading. Schmidt-Nielsen, K Animal Physiology 3rd edn Englewood Cliffs: Prentice-Hall 1970 Reference: Folk, G E Jnr Textbook of Environmental Physiology 2nd edn Philadelphia: Lea & Febiger 1974 Hill, R W Comparative Physiology of Animals: An Environmental Approach New York: Harper & Row 1976 Marshall, P J & Hughes, G H The Physiology of Mammals and Other Vertebrates London: CUP 1972 Prosser, C L Comparative Animal Physiology 3rd edn London: Saunders 1973 •Schmidt-Nielsen, K Animal Physiology: Adaptation and Environment London: CUP 1975 Schmidt-Nielsen, K How Animals Work London: CUP 1972 Vander, A J et al Human Physiology — the mechanisms of body function 2nd edn New York: McGraw-Hill 1975

Assessment Assessment will be based on one 2-hour examination at the end of term, and on practical reports and assignments.

BIOLOGY B07 (BIB07) 3 points

Population Ecology A subject of two 1-hour sessions a week for one term, and one 3-hour session for five weeks of the term. Biology 807 can be taken as a separate subject but would preferably be taken in association with Biology 608.

Special Requirement Attendance at field excursions, including one of two days' duration taken immediately before or after the extended excursion in Biology BOB, is compulsory. Prerequisite: Biology A or an approved equivalent.

Syllabus An introduction to the ecology of natural populations of organisms, including: nature and characteristics of natural populations, the measurement of natural populations, population change, and effects of man on populations.

Books Reference: Kormondy, E J Concepts of Ecology 2nd edn Englewood Cliffs: Prentice-Hall 1976

Assessment Assessment will be based on one 1-hour examination at the end of term, and on practical reports and assignments.

BIOLOGY 608 (BIB08) 3 points

Community Ecology A subject of two 1-hour sessions a week for one term, and one 3-hour session for five weeks of the term. Biology B08 can be taken as a single subject but would preferably be taken in association with Biology 807. 96 Subject Descriptions

Special Requirement Attendance at field excursions, including one of two and a half days' duration taken immediately before or after the extended excursion in Biology BO7, is compulsory. Prerequisite: Biology A or an approved equivalent.

Syllabus An introduction to the ecology of natural communities and ecosystems, including the community concept, community classification, the ecosystem concept, aquatic and terrestrial ecosystems and their functioning, including ecosystem dynamics; the biosphere and effects of man on the biosphere.

Books Reference: Kormondy, E J Concepts of Ecology Englewood Cliffs: Prentice-Hall 1976

Assessment Assessment will be based on one 1-hour theory examination at the end of term, and on performance in, and reports of, practical work and excursions.

BIOLOGY B09 (BIB09) 3 points

Microbiology A subject of two 1-hour sessions and one 3-hour session a week for one term. Prerequisite: Biology A or an approved equivalent.

Syllabus The study will serve as a general introduction to procaryotic organisms (bacteria and blue-green algae), viruses and certain eucaryotic organisms (protozoa and fungi). Study of these organisms will include their properties as determined by laboratory cultivation and investigation, and their behaviour and importance in the natural environment and in the pathogenesis of disease in animals and plants.

Books Reference: • Levy, Jet al Introductory Microbiology New York: Wiley 1973 Stanier, R Y et al General Microbiology 4th edn London: Macmillan 1976

Assessment Assessment will be based on one 1'/z-hour theory and one 1-hour practical examination at the end of the term, and on assignments.

BIOLOGY B10 (BIB10) 3 points

Biochemistry A subject of two 1-hour sessions and one 3-hour session a week for one term. Prerequisite: Biology A or an approved equivalent.

Syllabus The study aims to provide an introduction to the relationship between structure and function of biological compounds at the levels of organisms, cells and molecules. It will emphasise the relevance of structures, reactions and metabolism of amino acids, lipids and carbohydrates. The laboratory work serves to introduce the student to methods and techniques. Bachelor of Education 97

Books Reference: Bohinski, R C Modern Concepts in Biochemistry Boston: Allyn & Bacon 1973 OR McGilvery, R W Biochemistry— a functional approach London: Saunders 1970 •Yudkin, M & Offord, R Biochemistry Boston: Houghton Mifflin 1975

Assessment Assessment will be based on one 2-hour examination at the end of the term, and on participation in course work, including practical work, and a literature review. BIOLOGY B11 (BIB11) 3 points Genetics A subject of two 1-hour sessions and one 3-hour session a week for one term.

Prerequisite: Biology A or an approved equivalent.

Syllabus This subject, in which lectures and practical work are integrated, is designed to serve as an introduction to the basic concepts of heredity. Topics covered will include Mendelian inheritance, polygenic inheritance, chromosomal studies and molecular aspects of genetics. Examples will be drawn from micro-organisms, plants and animals, with emphasis on studies of human genetics. Practical applications of genetic principles in crop and livestock improvement will be given in addition to clinical and commercial applications.

Books Reference: *Burns, G W The Science of Genetics 3rd edn New York: Macmillan 1976 Pai, A C Foundations of Genetics: A Science for Society New York: McGraw-Hill 1974 Stern, C Principles of Human Genetics 3rd edn San Francisco: Freeman 1973

Assessment Assessment is continuous and will be based on participation in course work, including regular assignments, problem sets, practical exercises, a selected field investigation, and on a written review of a selected topic. Twenty per cent of the assessment will be based on performance in one 2-hour examination at the end of term. BIOLOGY B12 (BIB12) 3 points Nutrition A subject of two 1-hour sessions and one 3-hour session a week for one term. Prerequisite: Biology A or an approved equivalent.

Syllabus The study will investigate the components of food and the function of the nutrients in the human body. Topics to be covered will include: the qutrient requirements of the living organism; the nutritional needs of different groups in the human population; problems associated with undernutrition, overnutrition, malnutrition; nutritional status and methods of assessing it; food selection and meal planning; nutrition education and public health.

Books Reference: Davidson, S et al Human Nutrition and Dietetics 6th edn New York: Longman 1975 •Robinson, C Fundamentals of Normal Nutrition 2nd edn New York: Macmillan 1973 •Thomas, S & Cordon, M Tables of C',mposition of Australian Foods Canberra: AGPS 1970 98 Subject Descriptions

Assessment Assessment will be based on one 2-hour written examination, and on participation in course work, including practical work and a literature review.

BIOLOGY CO1 (BIC01) 6 points

Advanced Genetics A subject of two 1-hour sessions and one 3-hour session a week for two terms. Prerequisite: Biology B11.

Syllabus A subject of integrated lectures, practical work and seminar work, based on both original research papers and reference books, for students who have a knowledge and understanding of the basic concepts of genetics. There will be emphasis on a study of genetics at the molecular level to complement earlier studies in classical Mendelian genetics. Topics to be covered will include a study of developmental genetics: regulation of gene activity in procaryotes and eucaryotes, differential gene function at the level of RNA synthesis and protein synthesis, isozymes, functional organisation of chromosomes and extra-nuclear inheritance. Topics relevant to an understanding of population genetics will also be examined: gene duplication in evolution and molecular study of gene mutation and recombination. Examples will be drawn from a variety of organisms, including man. By means of seminar programs and reference to original research papers, a study will be made of current issues in genetics including genetic engineering, mapping of human chromosomes, prenatal diagnosis of genetic disorders, and genetics in the control of insect pests.

Books Reference: Smith-Keary, P F Genetic Structure and Function London: Macmillan 1974 Stern, C Principles of Human Genetics 3rd edn San Francisco: Freeman 1973 Whitehouse, H L K Towards an Understanding of the Mechanism of Heredity 2nd edn San Francisco: Freeman 1969 An additional reading list will be distributed at the commencement of the subject.

Assessment Assessment is continuous and will be based on participation in course work, including regular assignments, problem sets, practical exercises, presentation of seminar topics, and written reviews of selected topics. Twenty per cent of the assessment will be based on performance in one 2-hour examination.

BIOLOGY CO2 (BICO2) 6 points

Advanced Physiology/Biochemistry A subject of two 1-hour sessions and one 3-hour session a week for two terms. Prerequisite: Biology B06.

Syllabus This subject makes a detailed study of the structure and function of the cell in relation to its own integrity and to that of the whole organism of which it is a part. Areas of study include: The structure, properties and functions of cell organelles and fluids. Cell nutrition and metabolic pathways: their control and integration. Biochemical and physiological mechanisms in specialised cells. Cellular communication and co-ordination. Bachelor of Education 99

Books Reading lists will be available from the Department of Biology at the beginning of the year.

Assessment Assessment will be based on performance in theoretical and practical work.

BIOLOGY CO3 (BIC03) 6 points

Advanced Ecology A subject of two 1-hour sessions and one 3-hour session a week for two terms. Field excursions may substitute for some of these sessions.

Prerequisite: Biology B07 and B08.

Syllabus Lectures, laboratory work and field studies in ecological dynamics, community ecology and in the ecology of freshwater ecosystems.

Books Reading lists will be available from the Secretary, Department of Biology, at the beginning of the year.

Assessment Assessment will be based on performance in theoretical and practical work, and on assignments.

BIOLOGY C04 (BIC04) 6 points

Selected Studies of Australian Fauna and Flora A subject of two 1-hour sessions and one 3-hour session a week for two terms. Field excursions may substitute for some of these sessions.

Prerequisite: Biology 801 and B04.

Syllabus This subject encompasses detailed studies of selected species of animals and plants found in the Australian region. These studies will serve to deepen and extend knowledge and understanding of general botany and zoology in an integrated treatment of the anatomical, physiological, biochemical, behavioural and biogeographical features of the organisms concerned. Field-based studies will be supplemented by laboratory investigations and research into the pertinent literature.

Books Reference: •Tyndale-Biscoe, H Life of Marsupials London: Arnold 1973 Reading lists will be available from the Secretary, Department of Biology, at the beginning of the year.

Assessment Assessment will be based on performance in theoretical and practical work, and on assignments. BIOLOGY C05 (BIC05) 3 points

Research Project in Biology A subject consisting of a research project of approximately 40 hours' duration. 100 Subject Descriptions

Special Requirement This subject is normally taken in conjunction with one of Biology C01, CO2, CO3, or C04.

Prerequisite: As for Biology C01, or CO2, or CO3, or C04.

Syllabus The details of the project, and the arrangement of the work schedule will be negotiated between the staff member responsible and the student.

Books Reading lists will be available from the staff member concerned.

Assessment Assessment will be based on participation, and on a written report.

BIOLOGY C06 (BIC06) 3 points

Evolution A subject of two 1-hour sessions and one 3-hour session a week, in which theoretical and practical work are integrated, for one term.

Prerequisite: One of Biology B01, B03 or B04.

Syllabus A study of the mechanisms of speciation and evolution. Evolutionary changes are examined in a variety of living organisms.

Books Reading lists will be available from the Department of Biology at the beginning of the year.

Assessment Assessment will be based on participation in course work, on assignments, and on performance in an examination at the end of term.

CHEMISTRY

Chemistry subjects are designed to cater for intending teachers of Science as well as Chemistry. The subjects in each year are directed to a common theme for the year. Thus, in first year the theme is Chemistry in the World. This is a year of study of basic chemical principles and their applications and relevance in the modern world. Chemistry Al deals with principles and applications that are valuable in the study of all the science subjects including aspects of Physical Geography. In second year the theme changes to Chemistry in Science. Subjects are designed to provide development of chemical principles established in first year, and establish the relations between Chemistry and other branches of science, including Biology, Environmental Science, Physical Geography, Mathematics, and Physics. At third year level, Chemistry studies focus on the subject as a discipline; this is the theme. The year is designed for students who choose to major in Chemistry.

The course of study culminates in fourth year where the theme, appropriately, is Chemistry — Education and Research. In a year in which Education studies assume dominant proportions, Chemistry will chiefly be concerned with a major research project in Chemical Education. This project is likely to constitute a useful contribution to Chemistry or Chemistry-oriented Science curricula in schools. Bachelor of Education 101

CHEMISTRY Al (CHA00) 9 points

Chemistry in the World A subject of four 1-hour lectures-tutorials and one 3-hour practical session a week throughout the year. Credit may not be granted for this subject as well as for Science Al.

Special Requirement Satisfactory progress in practical work is obligatory before being allowed to sit for final examinations. Prerequisite: There is no prerequisite, but a knowledge of chemistry to fifth form level is assumed.

Syllabus This subject deals with basic chemical principles and makes extensive use of contemporary applications in areas of applied chemistry, technology, and chemically-based issues of social importance. Chemical Kinetics and Reaction Mechanisms: Measurement of reaction rate; rate laws; effects of temperature, concentration, radiation, and catalysts on reaction rate. Simple collision theory model for reaction mechanisms; collision frequency, energy distribution; activation energy. Mechanisms of selected examples. Chemical Equilibrium: Homogeneous and heterogeneous equilibria in gases and solution. Free energy changes. . Electrochemistry: Conductance of electrolytes. Redox potentials and electrochemical cells. Electrolysis. Atomic Structure and Chemical Bonding: Nature of light and matter. Simple wave mechanical treatment of particle-in-a-box and of the electron. Energy levels in hydrogen-like and many-electron atoms. Electrovalent, covalent, hydrogen, metallic and van der Waal's bonding. Thermodynamics: A brief treatment of the first law, internal energy, heat, work, enthalpy, Hess's Law, Kirchoff's Law, enthalpies of formation. Organic Chemistry: The preparation, properties and reactions of simple aliphatic and aromatic compounds and the interpretation of these in terms of the principles of molecular structure and of reaction mechanisms. Nomenclature. Isomerism. Biological and industrial significant molecules. Inorganic Chemistry and the Periodic Classification: The properties of selected elements and their compounds; the relationship of these properties to each other, and their interpretation in terms of underlying molecular structure.

Books Reading guides are issued for each topic during the year.

Assessment Assignments, tutorial performance, practical work, short tests during the year, and final examinations will contribute to the final assessment.

Additional information: Inquiries should be directed to Or R Prosser, Senior Lecturer in Chemistry, room 513, Science Education Building.

CHEMISTRY A2 (CHA02) 3 points

Chemistry for Changing Times A subject of twenty-four 1-hour lectures and six 1-hour tutorials. This subject is designed primarily for non-science students. Prerequisite: Nil. 102 Subject Descriptions

Syllabus The subject provides a basic set of principles for interpreting a broad spectrum of contemporary issues which require some chemistry for their understanding and consequent decision-making. The chemical concepts essential for an understanding of modern chemical technology and its applications will be developed and applied to a selection of topics. Through a case study approach students will consider aspects of consumer chemistry such as detergents, food additives, pesticides, drugs, fuels, modern materials, and those social and political issues which have as their basis a significant chemistry component.

Books Selinger, B Chemistry in the Marketplace Canberra: ANU Centre for Continuing Education 1978

Assessment Assessment is based on tutorial participation, assignments, excursions, seminar papers, and resource material preparation.

Additional information: Inquiries should be directed to Dr C Bigum, Lecturer in Chemistry, room 406, Science Education Building. CHEMISTRY B1 (CHB01) 2 points

Structure and Properties of Materials A subject of sixteen 1-hour lectures and eight hours of tutorial/practical classes.

Prerequisite: Chemistry A, Physical Science A, or an approved equivalent.

Syllabus This subject is concerned with a consideration of the principles of bonding in chemistry, and their application to an understanding of the properties and structure of everyday materials, e.g. ceramics, glazes, wood, plastics, metals, paper, rubber, adhesives and paints. Introduction to the major theories of bonding in chemistry including qualitative molecular orbital theory and valence-bond theory. The nature of intermolecular and intramolecular bonding. Determination of structure.

Books Reading guides and departmental notes will be issued.

Assessment Assessment is based on assignments, participation in tutorials, and an examination.

Additional information: Inquiries should be directed to Dr C Scollary, Lecturer in Chemistry, room 201, Science Education Building.

CHEMISTRY B2 (CHB02) 3 points

Chemical Energetics A subject of twenty-four 1-hour lectures and twelve hours of tutorial/practical classes. Prerequisite: Chemistry A or an approved equivalent.

Syllabus This subject deals with the principles and applications of energy and electron transfer , selected reactions in chemistry. Applications will focus on biological energetics industrial processes, and corrosion problems. Brief review of the first law. The second law, entropy, the Carnot cycle, L S for reversible and irreversible changes, entropy changes in chemical reactions, the third law and absolute entropies. Bachelor of Education 103

Free energy, free energy and maximum work, free energy and equilibrium, free energy and e.m.f. Variations of free energy with pressure temperature and composition. Thermodynamics of electrochemical cells. Chemical potential, and equilibrium conditions, chemical and phase relationships. Thermodynamics of solutions — activities and activity coefficients, ideal and non-ideal solutions including electrolyte solutions. Conductance as a function of concentration in solvents of high and low dielectric constant, ionic mobilities and transport numbers. Ionic diffusion coefficients. Interactions between ions and solvents. Diffusion controlled charge transfer processes and analytical applications. Rate-controlling charge transfer. The Tafel equation. Overvoltage.

Books Reading guides and departmental notes will be issued during classes.

Assessment Assessment is based on assignments, performance in tutorials, and a final examination.

Additional information: Inquiries should be directed to Dr R Prosser, Senior Lecturer in Chemistry, room 513, Science Education Building.

CHEMISTRY B3 (CHB03) 2 points

The Chemistry of Aquatic Systems A subject of sixteen 1-hour lectures and six hours of tutorial/practical classes. Prerequisite: Chemistry A, Physical Science A, or an approved equivalent.

Syllabus This subject is concerned with the chemistry of the important inorganic species present in natural aquatic systems. It is designed to provide the relevant chemistry involved in geographical, biological and environmental studies of aquatic systems. Bonding theory and stereochemistry of inorganic complexes of natural aquatic systems. Co-ordination polyhedra, physical methods of structure determination, silicates, phosphates, stability constants. Methods of analysis.

Books Reading guides and departmental notes will be issued.

Assessment Assessment is based on assignments, tutorial performance, and a final examination.

Additional information: Inquiries should be directed to Dr G Scollary, Lecturer in Chemistry, room 205, Science Education Building.

CHEMISTRY B4 (CHB04) 4 points

The Chemistry of Biological Systems A subject of thirty-two 1-hour lectures and fourteen hours of tutorial/practical classes.

Prerequisite: Chemistry A, Physical Science A, or an approved equivalent.

Syllabus This subject deals with the fundamental aspects of organic chemistry and kinetics as they relate to an understanding of the structure and function of biologically important molecules. Elementary reaction mechanisms, including electrophilic and nucleophilic substitution. Introduction to the determination of structure by molecular spectroscopy. Introduction to stereochemistry and polyfunctional compounds. 104 Subject Descriptions

Experimental techniques and treatment of experimental results. Collision and transition state theories. Reaction mechanisms including steady state approximation. Homogeneous and heterogeneous catalysis.

Books Reading guides and departmental notes will be issued during classes.

Assessment Assignments, tutorial performance, and a final examination will contribute to the assessment.

Additional information: Inquiries should be directed to Dr J Down, Senior Lecturer in Chemistry, room 204, Science Education Building.

CHEMISTRY B5 (CHB05) 2 points • Chemistry Education for Science Teachers A subject of sixteen 1-hour lectures and one or two 1-hour seminars a week.

Prerequisite: Chemistry A, Physical Science A, or an approved equivalent.

Syllabus This subject provides a practical basis for the teaching of applied aspects of chemistry by science teachers in secondary schools. The topics are drawn from current areas of secondary school curricula and deal with consumer chemistry and local chemical industry. Evaluation of the popular chemical education literature. Decision-making in chemistry. Modelling, sampling, data-collection and computer applications in chemical education.

Books Reading guides and departmental notes will be issued during classes.

Assessment Production of a resource paper, participation in seminars, and assignments will comprise the final assessment.

Additional information: Inquiries should be directed to Dr C Bigum, Lecturer in Chemistry, room 406, Science Education Building.

CHEMISTRY B6 (CHB06) 2 points

Modern Advanced Techniques in Chemistry A subject of 36 hours laboratory work. Prerequisite: Chemistry A or an approved equivalent.

Syllabus This subject deals with practical work associated mainly with the concepts covered in Chemistry B4, and it is designed for students studying biology and chemistry concurrently. Emphasis is placed on basic organic chemistry, kinetics, spectroscopy and chromatography.

Books Departmental practical notes will be available before the series of practical sessions.

Assessment Students are assessed on the basis of laboratory performance and written reports. Bachelor of Education 105

Additional information: Inquiries should be directed to Dr J Down, Senior Lecturer in Chemistry, room 204, Science Education Building.

CHEMISTRY B7 (CHB07) 3 points

Analytical Environmental Chemistry A subject of eight lectures and 36 hours laboratory work/field trips. Prerequisite: Chemistry A, Physical Science A, or an approved equivalent.

Syllabus This subject is concerned with the development of analytical skills appropriate to the measurement of environmentally significant chemical parameters. The determination of chemical composition by classical and instrumental methods. Statistical analysis of data. Separation procedures. Electrochemical and spectrophotometric procedures.

Books Departmental practical notes will be available before the series of practical sessions, and reading guides will be issued.

Assessment Assessment is based on performance in laboratory work and on an assignment.

Additional information: Inquiries should be directed to Dr G Scollary, Lecturer in Chemistry, room 205, Science Education Building.

CHEMISTRY C (CHCOO) 18 points

A subject of three 1-hour lectures and two 1-hour tutorial/seminar classes a week during the year, together with a total of about 140 hours of practical work, evenly divided over about six weeks of each term.

Special Requirement Satisfactory progress in the practical work is obligatory before being allowed to sit for final examinations. Prerequisite: At least 12 points credit in Chemistry B subjects, including either Chemistry 86 or 87.

Syllabus Subject to certain restrictions, topics will be chosen from spectroscopic methods, statistical thermodynamics, valency theory, advanced inorganic, advanced organic, and advanced physical chemistry topics, and also from within industrial chemistry and literature appreciation.

Books Reading guides will be issued for each topic during the year.

Assessment Seminar, laboratory and assignment work during the year will be taken into account in a final assessment. Some topics will be examined at the end of each term, and some in the examination time at the end of the year.

Additional information: Inquiries should be directed to Dr J Down, Department of Chemistry, room 204, Science Education Building. 106 Subject Descriptions

CHEMISTRY D (CHD00) 9 points

A subject offered throughout the year except during periods of School Experience. To accommodate the time demands of Education studies, the program of 36 lectures and 80 hours of laboratory work is irregular in terms of time commitment each week, but is generally evenly divided over the available teaching weeks. Prerequisite: At least 12 points credit in Chemistry B subjects, including either Chemistry 66 or B7.

Syllabus About one-third of the subject will be devoted to each of organic, inorganic and physical chemistry. The particular aspects studied may be chosen from a variety of advanced topics after consultation with staff members involved.

Books Reading guides will be issued for each area, according to the topics chosen.

Assessment Practical work and assignments will be considered, together with any end-of-term examinations, in the final assessment.

Additional information: Inquiries should be directed to Dr G Kakos, Lecturer in Chemistry, room 202, Science Education Building.

COMPUTER STUDIES (COA00) 9 points

A subject of 72 lectures and twenty-four 2-hour practice classes held throughout the year. Prerequisite: Nil.

Syllabus A history of computers. The nature of computers and computing, a simple programming language (BASIC), simulation and games. Computers in business, data banks and information retrieval, Medibank and library systems, computers and the arts, cybernetics and artificial intelligence. Computers in education: computer-assisted instruction, computer-managed instruction, and computer education. Social implications of computers; job redundancy and the issues of privacy. A study of some area in depth, negotiated individually.

Books Martin, J & Norman, A The Computerized Society Harmondsworth: Penguin 1973 Woodrow, D R Beginning Basic Brisbane: St Peter's Lutheran College 1976

Assessment Assessment will be based on assignments (including programming exercises) and tests throughout the year.

Additional information: Inquiries should be directed to the Head of the Department of Mathematics, room 707, Science Education Building.

DRAMA

The following drama programs are available to students: A developmental program over three or four years within the specific discipline, Drama. Bachelor of Education 107

Single studies for students other than those taking the major sequence.

Method programs for students specialising in drama. Facilities include theatre, educational drama, rehearsal, movement and sound recording studios; and music, electronic, wardrobe, and theatre workshops. The student who successfully completes the program qualifies in Drama Methods. The embracing term, developmental drama, is most descriptive of the program. Briefly, it is concerned with the following major interdependent areas of interest: practical exploration of dramatic imagination, awareness, and interaction by the student, both individually and in groups; communication at verbal and non-verbal levels; dramatic interpretation of space; creation of original dramatic material; theatre practice in a range of contexts; critical and historical perspectives of drama; and drama in education.

Additional information: Inquiries should be directed to the Secretary, Department of Drama, room 211, Arts Centre.

DRAMA Al (DRA01) 5 points

This subject is conducted in the first half of the year, and comprises seven hours of practical drama workshops a week — three hours on one day of the week, and four hours on another. This subject is normally taken in conjunction with Drama A2.

Special Requirements Students must accept the demand for regular practical work and attendance.

Prerequisite: Nil.

Syllabus The first year program is seen as a general and practical introduction to the range of developmental drama. The main elements emphasised are dramatic form, improvisation, interpersonal awareness, language, and movement. These elements are to be seen wherever possible within the context of educational practice and theory. Additional elements arise out of these basic activities according to the needs of the group and teaching staff, and could include experience in varied media — puppetry, mask, make-up, theatre technology, sound, music, film, video, design and crafts. (it is emphasised that experience in any of these areas is limited in this introductory, group-oriented program. The opportunity for studies in depth is provided in the Drama B, C and D elective programs.)

Books There are no specific titles recommended for preliminary reading. Students will be referred to relevant texts from time to time throughout the program.

Assessment There are no formal examinations although students will be required to complete some written work such as assignments or class papers throughout the program. The progress of each student will be considered at the end of each subject unit, and recommendation to continue in the program will be given if all work has been completed satisfactorily. Stress is placed upon the student's ability to conceive, plan, carry out, and evaluate any project undertaken.

DRAMA A2 (DRA02) 4 points

This subject is conducted in the second half of the year, and comprises seven hours of 108 Subject Descriptions

practical drama workshops a week — three hours on one day of the week, and four hours on another. This subject is normally taken in conjunction with Drama Al.

Special Requirements Students must accept the demand for regular practical work and attendance. Prerequisite: NiI.

Syllabus There is a continuing emphasis on dramatic form, improvisation, interpersonal awareness, and language and movement as in Drama Al, to be seen within the context of educational practice and theory.

Books There are no specific titles recommended for preliminary reading. Students will be referred to relevant texts from time to time throughout the program.

Assessment As for Drama Al.

DRAMA B11 (DRB11) 6 points

Drama and Education The study comprises two 2-hour sessions a week throughout the year. These sessions may take a variety of forms, e.g. lecture, seminar, film-screening, discussion, or practical workshop with children. Note: This subject, or Drama C11, is a prerequisite for continuation to Drama Method in fourth year.

Special Requirements Students must accept the demand for regular practical work and attendance.

Prerequisite: Drama Al and A2, or an approved equivalent.

Syllabus Students enrolling in this subject will be engaged in a fundamental background study. The following areas will be covered: Consideration of the development of drama in primary and secondary education. A study of approaches to drama in primary and secondary education, involving observation and practical work in schools. Consideration of the relationship between drama, play and child development. Consideration of the use of drama as a teaching method in education as well as a subject area in its own right. Examination of the relationship between drama and other areas of the school curriculum, e.g. physical education, music, English.

Books There are no specific titles recommended for preliminary reading. Students will be referred to relevant texts from time to time throughout the year.

Assessment There are no formal examinations although students will be required to complete some written work such as assignments or class papers throughout the year. Each student pursues the subject program by entering into a written contract with the relevant staff, for which the two parties are mutually responsible. The completion of the tasks specified in the contract is to be to their mutual satisfaction. Bachelor of Education 109

Each of the following aspects of the student's work will be specified in the contract: (a) quality of day to day participation in each of the group activities; (b) reading and individual research which, together with group findings, must be documented; (c) an individual assignment based on particular application of the work studied in the subject; (d) contribution to the preparation and conduct of a group-based activity.

DRAMA B12 (DRB12) 6 points

Core Study: Drama and Theatre The core study comprises the equivalent of one 2-hour session a week throughout the year. The session may take a variety of forms, e.g. lecture, seminar, discussion, or practical workshop.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama and Theatre, students enrolling in Drama B12 must also select the appropriate weighting of Ideas Project elective studies from those offered during the year.

Prerequisite: Drama Al and A2, or an approved equivalent. Syllabus The subject aims to provide a firm theatrical ontology for any teacher of drama, provide an overview of theatre in human culture, reveal the theatre of ourselves, relate the theatre of the past to modern theatre, develop theatrical consciousness within the group, share the joy of theatre, and develop an understanding of the variety of approaches to performances, both in the past and present. These aims form a framework for the content and structure of the subject. Specific content will depend on performances available in 1979 and on the interests, needs and desires of the lecturer and students. Students will be required to read a variety of plays, writings on theatrical theory, and accounts of contemporary and past performances; attend a number of performances and relevant films; contribute regular written submissions on performances attended; participate actively in class discussions and workshop activities; and submit a special project, written or practical, in the area of theatre or performance. It is strongly recommended that students enrolling in this subject participate in performance work in 1979.

Books • Brook, P The Empty Space Harmondsworth: Penguin 1973 Croydon, M Lunatics, Lovers and Poets New York: Dell 1977

Assessment As for Drama B11.

DRAMA B13 (DRB13) 6 points

Core Study: Drama — Sound and Language The core study comprises the equivalent of one 2-hour session a week throughout the year. The sessions may take a variety of forms, e.g. lecture, seminar, discussion group, or practical workshop. Credit may not be granted for this subject as well as for Drama C13.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama — Sound and Language, students enrolling in Drama 813 must also select the appropriate weighting of Ideas Project elective studies from those offered during the year. 114 Subject Descriptions

Prerequisite: Drama Al and A2, or an approved equivalent.

Syllabus This study aims to explore, in theory and practice, the wide scope of sound and language within dramatic situations, particularly through an intensive investigation of the expressive potential of body and voice as instruments of communication. A practicum of verbal dynamics will link sounds and words with rhythms, movement, design, and music for consideration of the experiences in the context of drama in education and theories of creativity. The subject will be conducted in three ways: small group workshop/tutorial sessions in verbal communication to meet individual student's needs, large group workshop discussion sessions exploring verbal and non-verbal communication, and individual practice independent of class hours.

Books Reference: Burnisten, C & Bell, J Into the Life of Things London: English Speaking Board 1972 Linklater, K Freeing the Natural Voice New York: Drama Book Specialists 1976 Seely, J In Context London: OUP 1976 Wilkinson, A Language and Education London: OUP 1975 Wise, A Communication in Speech London: Longman 1965

Assessment As for Drama B11.

DRAMA B14 (DRB14) 6 points

Core Study: Drama and Movement The core study comprises the equivalent of one 2-hour session a week throughout the year. The sessions may take a variety of forms, e.g. lecture, seminar, discussion, or practical workshop. Credit may not be granted for this subject as well as for Drama C14.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama and Movement, students enrolling in Drama B14 must also select the appropriate weighting of Ideas Project elective studies from those offered during the year. Prerequisite: Drama Al and A2, or an approved equivalent.

Syllabus The subject aims to provide a developmental structure for the teaching of creative movement, develop a personal level of movement skills based on correct body alignment, and a clear anatomical understanding of human movement; develop personal improvisational and choreographic skills, share the enjoyment of exploring movement Possibilities, provide a historical overview of dance and movement, form a personal movement philosophy applicable to movement education in the school, and to develop a critical understanding of the variety of approaches to movement and movement education,

Books Fulkerson, M Language of the Axis Totnes (Devon): Dartington 1977 Todd, M The Thinking Body New York: Dance Horizons 1972 Preston, V A Handbook of Modern Educational Dance London: MacDonald & Evans 1963 Langer, S Feeling and Form London: Routledge & Kegan Paul 1967

Assessment As for Drama B11. Bachelor of Education 111

DRAMA B15 (DRB15) 6 points

Core Study: Drama and Improvisation The core study comprises the equivalent of one 2-hour session a week throughout the year. Credit may not be granted for this subject as well as for Drama C15.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama and Improvisation, students enrolling in Drama 615 must also select the appropriate weighting of Ideas Project elective studies from those offered during the year. Prerequisite.- Drama Al and A2, or an approved equivalent.

Syllabus The subject aims to enable students to experience and understand spontaneity and the operation of their own intuition in various situations — social, educational, and artistic. To achieve the above aim the structure of the subject will evolve with the students' development. Since confidence from operating spontaneously as a teacher or performer derives from practice, this subject provides opportunity for that practice. Students will be expected to recognise and rely on their own resources, and to assess their own growth in terms of effort and commitment. Improvisation, the practice of spontaneity, will take many forms. Content-based workshops will be initiated and, from these, students will be encouraged to follow their own creative impulses. Students will gain practical experience in role-play and in techniques for beginning and shaping children's improvisations.

Assessment As for Drama B11.

DRAMA B16 (DRB16) 6 points

Core Study: Drama and Visual Communication The core study comprises the equivalent of one 2-hour session a week throughout the year. The sessions may take a variety of forms, e.g. lecture, seminar, discussion group, practical workshops, and excursions. Credit may not be granted for this subject as well as for Drama C16.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama and Visual Communication, students enrolling in Drama B16 must also select the appropriate weighting of Ideas Project elective studies from those offered during the year. Prerequisite: Drama Al and A2, or an approved equivalent.

Syllabus The subject aims to provide a firm background in the elements of the visual arts, and the relationship they may have to drama activities; to heighten the sense of visual perceptions, particularly of nature and the day to day environment; to explore the inherent relationships between things natural, man-made, musical, dramatic, visual, and emotional; to provide ways and means of working with material and media; and to enable a conscious choice to be made in the selection and creation of things visual. Practical workshops will be offered in: • pure design exercises (in combination with observation and discussion) in elements of shape, line, colour, texture, etc; 1 12 Subject Descriptions

• puppetry, mask and make-up, in which the design elements are directly related to the medium; and simultaneously an opportunity is provided to explore the means and materials involved. Included in the subject are observation of nature; the man-made environment; slides, films, and other visual material; exhibitions (excursions); and activities and objects provided by members of the group. Analytical consideration is an essential element of each activity.

Assessment As for Drama B11.

DRAMA C11 (DRC11) 6 points

Drama and Education The subject comprises two 2-hour sessions a week throughout the year. These sessions may take a variety of forms, e.g. lecture, seminar, film-screening, discussion group, practical workshop with children. Note: This subject, or Drama B11, is a prerequisite for continuation to Drama Method in fourth year.

Special Requirements Students must accept the demand for regular practical work and attendance.

Prerequisite: Credit of 6 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus As for Drama 611. Advanced studies will be offered for students who have completed Drama B11, in which special emphasis will be placed on practical work within educational institutions of various kinds.

Books As for Drama B11.

Assessment As for Drama B11.

DRAMA C12 (DRC12) 6 points

Core Study: Drama and Theatre The core study comprises the equivalent of one 2-hour session a week throughout the year. These sessions may take a variety of forms, e.g. lecture, seminar, discussion, or practical workshop.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama and Theatre, students enrolling in Drama C12 must also select appropriate Ideas Project elective studies from those offered during the year. Prerequisite: Credit of 6 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus As for Drama B12. Advanced studies will be available for students who have completed Drama B12, in which special emphasis will be placed upon theatre forms in the educational process.

Bachelor of Education 11 3

Books As for Drama B12.

Assessment As for Drama 812.

DRAMA C13 (DRC13) 6 points

Core Study: Drama — Sound and Language The core study comprises the equivalent of one 2-hour session a week throughout the year. These sessions may take a variety of forms, e.g. lecture, seminar, discussion, or practical workshop. Credit may not be granted for this subject as well as for Drama B13.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama — Sound and Language, students enrolling in Drama C13 must also select appropriate Ideas Project elective studies from those offered during the year.

Prerequisite: Credit of 6 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus As for Drama B13.

Books As for Drama B13.

Assessment As for Drama 813.

DRAMA C14 (DRC14) 6 points

Core Study: Drama and Movement The core study comprises the equivalent of one 2-hour session a week throughout the year. The sessions may take a variety of forms, e.g. lecture, seminar, discussion, or practical workshop. Credit may not be granted for this subject as well as for Drama B14.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama and Movement, students enrolling in Drama C14 must also select appropriate Ideas Project elective studies from those offered during the year.

Prerequisite: Credit of 6 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus As for Drama 814.

Books As for Drama 814.

Assessment As for Drama 814. 114 Subject Descriptions

DRAMA C15 (DRC15) 6 points

Core Study: Drama and Improvisation The core study comprises the equivalent of one 2-hour session a week throughout the year. The sessions may take a variety of forms, e.g. lecture, seminar, discussion, or practical workshop. Credit may not be granted for this subject as well as for Drama B15.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama and Improvisation, students enrolling in Drama C15 must also select appropriate Ideas Project elective studies from those offered during the year.

Prerequisite: Credit of 6 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus As for Drama B15.

Assessment As for Drama B15.

DRAMA C16 (DRC16) 6 points

Core Study: Drama and Visual Communication The core study comprises the equivalent of one 2-hour session a week throughout the year. The sessions may take a variety of forms, e.g. lecture, seminar, discussion, or practical workshop. Credit may not be granted for this subject as well as for Drama B16.

Special Requirements Students must accept the demand for regular practical work and attendance. In addition to the Core Study: Drama and Visual Communication, students enrolling in Drama C16 must also select appropriate Ideas Project elective studies from those offered during the year.

Prerequisite: Credit of 6 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus As for Drama B16.

Assessment As for Drama B16.

DRAMA B AND DRAMA C SUBJECTS — IDEAS PROJECT ELECTIVE STUDIES

Provision is made in these studies for integrated activities regardless of the student's place in the course, and for sustained and concentrated work in certain areas. These studies are designed to provide students with the opportunity to participate in a group task which involves either the exploration of a specific theme using dramatic techniques, or a sustained exploration of a specific aspect of drama or drama in education. Each Ideas Project study will involve the group in presenting its work to a larger group. A member of the Drama staff will be involved with each Ideas Project in Bachelor of Education 11 5

either a leadership, consultant or participant capacity. Students are encouraged to devise, initiate and develop their own Ideas Projects. The requirement for approval is that the Project should involve a group of students and a staff member. Provision will be made in the organisation of the year for students to complete the Ideas Project requirements during timetabled hours. Students are able to choose Ideas Projects which are timetabled at any times when they are free from other commitments. It is anticipated that a number of these projects will be offered exclusively within timetabled hours and that others will be offered which will involve work in the evenings.

Performance projects (usually in the 'Open Stage', the theatre space facility conducted by the Department of Drama) fit into this category of Ideas Project elective studies.

DRAMA 021 (DRD21) 5 points

This fourth year drama subject for those students wishing to pursue a special project or research study involves the equivalent of four hours a week throughout the year but, as it is an individual project, the time can be covered within one or two semesters.

Special Requirements All projects undertaken in Drama D21 will be student-initiated and only those students with positive submissions involving original thought and approach will be enrolled in the subject. All students applying to undertake Drama D21 will be interviewed for selection by the coordinating staff members and consultant. Submissions should include statements covering: (a) past activities in the Drama Department (b) reasons for wishing to undertake a research study or special project (c) an outline of the proposed study or project. Prerequisite: Credit of 12 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus Each student will nominate the method of presentation for his/her project or study, e.g. written submission, film, tape, performance, seminar with appropriate professional group, etc. If the finding does not take the form of a written submission, an outline of work done is required for Drama Department records. Submissions and outlines must be typed and two copies submitted. The project will be seen as an individual concern, even though it may involve work done within a group project.

Books Each student will be referred to the texts relevant to his/her project or study.

Assessment Each student will be allocated to a member of the teaching staff of the Drama Department who will act as a consultant. The consultant will observe the development of the work undertaken and will be available for regular discussions. Students must consult regularly as required by the consultant. Emphasis is placed upon self-assessment in terms of the initial contract. The student may renegotiate the terms of the original contract; however, this renegotiation must occur with co-ordinating staff and the consultant immediately it is obvious that the terms of the original contract cannot be met or need to be modified.

DRAMA D22 (DRD22) 4 points

This subject which consists of student-initiated drama workshops involves the equivalent of three hours a week throughout the year. Initial workshops will be conducted by staff. 116 Subject Descriptions

Special Requirement Students must accept the demand for regular practical work and attendance. Prerequisite: Credit of 12 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus The workshop program will be decided by students enrolled in the subject in consultation with members of staff, e.g. in 1979 a one-year consideration of theatre-in-education will be offered.

Books There are no specific titles recommended for preliminary reading. Students will be referred to relevant texts from time to time throughout the year.

Assessment There are no formal examinations although students will be required to complete some written work such as assignments or class papers throughout the year. Each student pursues both the specialised educational studies and the workshops by entering into contracts with the relevant staff, for which the two parties are mutually responsible. The completion of the tasks specified in the contract is to be to their mutual satisfaction. Stress is placed upon the student's ability to conceive, plan, carry out and evaluate any project undertaken.

ECONOMICS Al (ECA01) 4 points

Introduction to Macro-economics A subject of one 2-hour tutorial class a week throughout the second half of the year. The substance of the subject matter to be studied will be derived from both lectures and cassette tapes. There will be a maximum of two 1-hour lectures in any one week. Credit may not be granted for this subject as well as for Economics A.

Special Requirements Tutorial work is an integral part of the subject and attendance at tutorial classes is compulsory. A satisfactory standard of work must be attained for a pass in the subject. Prerequisite: Nil.

Syllabus An introductory subject in macro-economics incorporating two main aims: (a) an understanding of basic macro-economic theory and its applications to the Australian environment and institutions (b) the provision of a foundation for more advanced studies of macro-economic theory in second year. The subject is specifically concerned with the major determinants of the level of employment of productive resources in a mixed economy, and will include topics such as employment, inflation, banking and monetary policy, fiscal policy, external policy and incomes policy.

Books Reading lists will be available at the commencement of the subject.

Assessment A two-hour paper at the end of the subject will comprise 80 per cent of the assessment, and performance in classes and submissions associated with those classes — 20 per cent of the assessment. Bachelor of Education 117

ECONOMICS A2 (ECA02) 5 points

Introduction to Micro-economics A subject of one 2-hour tutorial class throughout the first half of the year. The substance of the subject matter to be studied will be derived from both lectures and cassette tapes. There will be a maximum of two 1-hour lectures in any one week. Credit may not be granted for this subject as well as for Economics A.

Special Requirements Tutorial work is an integral part of the subject and attendance at tutorial classes is compulsory. A satisfactory standard of work must be attained for a pass in the subject.

Prerequisite: Nil.

Syllabus An introductory subject in micro-economics incorporating two main aims: (a) an understanding of basic micro-economic principles and their application to the Australian economy (b) the provision of a foundation for further studies in micro-economic theory. The subject will examine the actions of individual consumers, groups of consumers, and firms in a predominantly market economy, with special attention given to the pricing, product and output decisions of firms and industries, their implications for public welfare for resources allocation, and for government policies aimed at controlling the economic environment within which such decisions are made. The impact of competitive forces, non-competitive forces, the Prices Justification Act, the Trade Practices Act, the Industries Assistance Commission, the Conciliation and Arbitration Commission, and consumer behaviour will be studies included within the subject.

Books Preliminary Reading: Maher, J E What is Economics? New York: Wiley 1969 Reading lists will be available at the commencement of the subject.

Assessment A two-hour paper at the end of the subject will comprise 80 per cent of the assessment, and performance in classes and submissions associated with those classes — 20 per cent of the assessment.

Additional information: Inquiries should be directed to Mr R J Bluck, subject adviser for Economics, room 4208, 1959 Building.

ECONOMICS B1 (ECB01) 12 points

Macro-economics A subject of two 1-hour lectures and one 2-hour tutorial class a week throughout the year.

Special Requirements Tutorial work is an integral part of the subject and attendance at classes is compulsory. A satisfactory standard of tutorial work must be attained for a pass in the subject. Prerequisite: Economics Al and A2, or an approved equivalent.

Syllabus A subject in advanced macro-economic theory and policy with the aim of the student being able to analyse, interpret and evaluate the economic policy of the Australian market capitalist system. The major emphasis will be on inflation and unemployment. 118 Subject Descriptions

Books Preliminary Reading: Trevithick, J A Inflation Harmondsworth: Penguin 1977 Reference: Hagger, A J Inflation Theory and Policy London: Macmillan 1977 Keiser, N F Macroeconomics 2nd edn New York: Random House 1975 OECD Towards Full Employment and Price Stability Paris 1977 Additional reading lists will be distributed during the course of the subject.

Assessment. Assessment will comprise one 2-hour examination in mid-year, one 2-hour examination at the end of the year, and two essays set during the year.

ECONOMICS Cl (ECC01) 4 points Public Finance A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and attendance at classes is compulsory. Prerequisite: Economics B1 or an approved equivalent.

Syllabus The subject will examine: (a) the economic, equity and welfare effects of government monetary and fiscal policies upon the political-economic system (b) the economic and functional effects of inter-government finance (c) the impact of government policy upon the structure and path of the Australian economy during the past decade.

Books Reference: Musgrave, R A & Musgrave, P B Public Finance in Theory and Practice New York: McGraw-Hill 1973 Singer, N M Public Microeconomics Boston: Little, Brown & Coy 1976 Additional reading lists will be distributed throughout the course of the subject.

Assessment Assignments set during the year and class participation will comprise the assessment.

ECONOMICS C2 (ECCO2) 4 points

International Economics A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and attendance at classes is compulsory. Prerequisite: Economics B1 or B2, or an approved equivalent.

Syllabus A study of theories of free trade and protection; the Australian Balance of Payments; exchange rates, tariffs and other weapons of balance of payments control; the conflict between internal and external balance, international capital movements; the international monetary system; and current international issues. Bachelor of Education 119

Books Reference: Bhagwati, J led) International Trade Harmondsworth: Penguin 1969 Einzig, P The Destiny of the Dollar London: Macmillan 1972 Heller, H R International Trade: Theory and Empirical Evidence Englewood Cliffs: Prentice-Hall 1973 Kindleberger, C P International Economics 5th edn Homewood (Ill): Irwin 1973 McColl, G D Overseas Trade and Investment Ringwood (Vic): Penguin 1972 Perkins, J O N Australia in the World Economy latest edn Melbourne: Sun Snape, R H International Trade and the Australian Economy latest edn Croydon (Vic): Longman Sodersten, B International Economics student edn London: Macmillan 1971

Assessment Assignments set during the year and class participation will comprise the assessment.

ECONOMICS C3 (ECC03) 4 points

Industrial Relations A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and attendance at classes is compulsory. Prerequisite: Economics 81 or 82, or an approved equivalent.

Syllabus Industrial relations systems, industrial conflict, strikes and strike patterns in Australia, methods of settlement of industrial disputes in Australia, trade unionism, employers associations, and overseas industrial relations systems.

Books Reference: Chamberlain, N W The Labor Sector New York: McGraw-Hill 1971 •Hyman, R Strikes London: Fontana 1972 •Isaac, J E & Ford, G W (eds) Australian Labour Relations: Readings 2nd edn Melbourne: Sun 1971 *Martin, R M Trade Unions in Australia Ringwood (Vic): Penguin 1975 McCarthy, W E J led) Trade Unions Harmondsworth: Penguin 1972 Sutcliffe, J T A History of Trade Unionism in Australia Melbourne: Macmillan 1967 Sykes, E I & Glasbeck, H J Labour Law in Australia Sydney: Butterworths 1972 'Walker, K F Australian Industrial Relations Systems Cambridge (Mass): Harvard Univ Press 1970 Additional reading lists will be distributed during the course of the subject.

Assessment Assignments set during the year and class participation will comprise the assessment.

ECONOMICS C4 (ECC04) 4 points

Economic Growth and Development A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and attendance at classes is compulsory. 120 Subject Descriptions

Prerequisite: Economics B1 or an approved equivalent.

Syllabus The subject will begin with an introductory section on the meaning and measurements of economic growth and development. Examination of models of economic growth will provide a theoretical framework for the analysis of the growing economy. Consideration of the desirability of economic growth as a policy objective and 'the costs of economic growth' will be made. Major emphasis in the subject will be given to the problems facing less developed countries in their attempts to formulate policies for their development. The role of planning, the government and social institutions will be considered within this framework.

Books Preliminary Reading: Baldwin, R E Economic Growth and Development 2nd edn New York: Wiley 1972 Reference: Meier, G M (ed) Leading Issues in Economic Development 3rd edn New York: OUP 1976 Additional reading lists will be distributed throughout the course of the subject.

Assessment Assignments set during the year and class participation will comprise the assessment.

ECONOMICS C5 (ECC05) 4 points

Comparative Economic Systems A subject of three 1-hour seminars a week during Terms 2 and 3. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and attendance at classes is compulsory. Prerequisite: Economics B1 or B2, or an approved equivalent.

Syllabus A comparative study of different economic systems in terms of their goals, methods of allocating resources, organisation and institutions. Particular emphasis will be given to the following systems: (a) competitive capitalism (b) competitive socialism (c) contemporary capitalism (USA, France and Australia) (d) market socialism (Yugoslavia and Hungary) (e) centrally administered socialism (USSR)

Books Preliminary Reading: Grossman, G Economic Systems 2nd edn Englewood Cliffs: Prentice-Hall 1974 Reference: Bornstein, M (ed) Comparative Economic Systems 3rd edn Homewood (Ill): Irwin 1974 Carson, R L Comparative Economic Systems New York: Macmillan 1973 Gruchy, A G Comparative Economic Systems 2nd edn Boston: Houghton Mifflin 1977 Nove, A The Soviet Economic System London: Allen & Unwin 1977 Wara, I D S & Wright, J C G An Introduction to Market Capitalism Melbourne: Longman-Cheshire 1977 Wiles, P J Economic Institutions Compared Oxford: Blackwell 1977 Additional reading lists will be distributed throughout the course of the subject. Bachelor of Education 121

Assessment Assignments set during the year and class participation will comprise the assessment.

ECONOMICS C6 (ECC06) 4 points

History of Economic Thought A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and attendance at classes is compulsory. Prerequisite: Economics 81 or B2, or an approved equivalent.

Syllabus A study of the development of economic ideas and theory in order that current theory land practice) of economics may be seen in historical perspective. Economic theories of money, aggregate demand and supply, and the whole of government and welfare will be traced from the Renaissance to the present day. Schools and individuals to be studied include the Mercantilists, the Physiocrats, Adam Smith, the classical and neo-classical economists, Karl Marx and John Maynard Keynes.

Books Preliminary Reading: Barber, W History of Economic Thought Harmondsworth: Penguin 1967 Reference: Blaug, M Economic Theory in Retrospect London: Heinemann 1970 Oser, J The Evolution of Economic Thought New York: Harcourt Brace & World 1970 •Roll, E A History of Economic Thought London: Faber 1973 Schumpeter, J A History of Economic Analysis London: Allen & Unwin 1972 Spiegel, H W The Growth of Economic Thought Englewood Cliffs: Prentice-Hall 1971 Taylor, O H A History of Economic Thought New York: McGraw-Hill 1960

Assessment Assignments set during the year and class participation will comprise the assessment.

ECONOMICS C7 (ECC07) 1 point

Current Issue A subject of two 1-hour seminars a week for four weeks of third term. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and attendance at classes is compulsory. Prerequisite: Economics 81 or 82, or an approved equivalent.

Syllabus An analysis of a current economic problem.

Books A detailed reading list will be issued at the commencement of the subject.

Assessment One essay to be submitted after completion of the subject. 122 Subject Descriptions

ECONOMICS C8 (ECC08) 4 points

Urban Economics A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and attendance at classes is compulsory. Prerequisite: Economics B2 or A2 and Economics 81, or an approved equivalent.

Syllabus An economic study of current urban issues and relevant theory. Special reference will be made to: the city of Melbourne, urban land-use and land-use controls, industrial location, urban expansion, the urban housing market, urban transport, urban poverty, city size and decentralisation.

Books Reference: Burnley, I H led) Urbanisation in Australia: The Post War Experience London: CUP 1974 Edel, M & Rothenberg, J (eds) Readings in Urban Economics London: Collier-Macmillan 1972 •Mills, E S Urban Economics Glenview (Ill): Scott-Foresman 1972 McMaster, J C & Webb, G R (eds) Australian Urban Economics Sydney: A & NZ Book Coy 1976 Neutze, M Urban Development in Australia Sydney: Allen & Unwin 1977 Richardson, H W Urban Economics Harmondsworth: Penguin 1972 Stilwell, F J B Australian Urban and Regional Development Sydney: A & NZ Book Coy 1974 Urban Research Unit Urban Development in Melbourne Canberra: Al US 1973

Assessment Assignments set during the year and class participation will comprise the assessment.

ECONOMICS C9 (ECC09) 4 points

Social Economics A subject of two 1-hour seminars a week throughout the year. Classes are not held during periods of School Experience.

Special Requirement Seminar participation is an integral part of the subject and attendance at classes is compulsory. Prerequisite: Economics B1 or 82, or an approved equivalent.

Syllabus This subject provides an economic approach to social questions and includes an examination of the relevance and contribution of economic concepts to the problems of resource allocation and the distribution of income. The goals of economic policy, together with the methods and scope of government intervention, are examined in terms of the possible conflict between society's values and market forces. The issues raised will be illustrated by reference to some current Australian welfare policies including the relief of poverty, health services, housing, and education.

Books Reference: Atkinson, A 8 led) The Economics of Inequality Oxford: Clarendon Press 1975 Bachelor of Education 123

Henderson, R F et al Pecple in Poverty: A Melbourne Survey Melbourne: Cheshire 1972 Musgrave, R A & Musgrave, P B Public Finance in Theory and Practice New York: McGraw-Hill 1973 Pen, J Income Distribution Harmondsworth: Penguin 1971 Rohrlich, G F led) Social Economics for the 1970s: Programs for Social Security, Health and Manpower New York: Dunellan 1970 Winch, D M Analytical Welfare Economics Harmondsworth: Penguin 1971

Assessment Assignments set during the year and class participation will comprise the assessment.

EDUCATION

Under the Regulations for the BEd and HDTS courses, each student is required to take a minimum of 36 points in Group 4 Education subjects. Subjects offered are as follows: Education 2 2 points Education 3 9 points Education 4A 27 points Education 48 36 points Education 40 6 points ) available only to HDTS diplomates Education 4E 6 points ) admitted to the BEd course. In addition to the above subjects, students in the second year of their course undertake a two-week period of school experience in a primary school, and students in the third year of their course undertake a two-week period of school experience in a secondary school. In each instance, school experience is normally undertaken at the end of Term 2. Education subjects are offered under the auspices of the Education Faculty, with lecturing staff drawn from the co-operating Departments of Curriculum Studies, Educational Psychology, Educational Sociology and Social Studies, and School Experience, with a number of staff drawn from other appropriate departments. EDUCATION 2 (EDB00) 2 points

Syllabus Students undertake one of the following options in the latter half of the year: 1. An elective study, involving two hours a week for eight to ten weeks. 2. An individual project, planned with, and supervised by, a member of staff. 3. 'The Creative Arts in Education' (for Creative Arts students only), a unit offered by the Departments of Drama, Film and Television, and Music, in conjunction with the Education Faculty. The options listed above involve 16-20 hours of work.

Assessment Assessment in the options will vary according to the option selected.

Additional information: Inquiries should be directed to Mrs M Bourne, Education 2 subject adviser, Department of Educational Sociology and Social Studies.

EDUCATION 3 (EDC01) 9 points

Educational Sociology: The School and Society A subject of three contact hours a week throughout the year.

Syllabus The aim of this syllabus is the development of a sociological awareness, and the application of this awareness to the study of education in general and of Australian education in particular. The study therefore aims at enabling students to add to an 124 Subject Descriptions

understanding of the importance of the individual, an awareness of the social forces that also affect people's lives and shape their approach to reality. To achieve these aims, the following areas of study will be covered: An examination of the social factors that have influenced the origin and development of Australian education until the recent past. An examination of the social factors that currently influence Australian education. Discussion of the social factors that influence the personal development and education of the members of society. An introduction to basic sociological concepts and methods of research. A study of major educational issues, both theoretical and practical, from a sociological point of view. An analysis of the school as a 'social institution' — its functions, roles, style and authority, and relationships to other institutions and groups in society.

Books Preliminary Reading: Kohl, H 36 Children Harmondsworth: Penguin 1973 Mills, C W The Sociological Imagination Harmondsworth: Penguin 1973 Reference: Reference lists will be distributed throughout the year.

Assessment Assessment will be based on class participation and the completion of assigned work studies involving approximately 7,000 words.

Additional information: Inquiries should be directed to Mr D Murphy, Department of Educational Sociology and Social Studies, room 408, 1959 Building.

EDUCATION 4A (EDD00) 27 points

The time commitment in this subject is understood to be 75 per cent of a full year's workload.

Syllabus Students undertake this subject within one of the programs offered by the Education Faculty. The programs are described on pages 126 to 128. Students are offered the foundation studies in education which are drawn from communication, curriculum studies, educational philosophy, educational psychology, educational technology and two methods of teaching. All students also undertake a minimum of 45 days supervised school experience. While each of the programs embodies these two component areas, the approach to these studies and the arrangements for school experience differ according to the program undertaken.

Assessment Details appear as part of each component statement below.

Additional information: Inquiries should be directed to Mr D Fraser, room G409, !959 Building. EDUCATION 4B (EDD40) 36 points

The time commitment in this subject represents a full year's workload.

Syllabus Students undertake this subject within one of the programs offered by the Education Faculty. The programs are described on pages 126 to 128. Students are offered the foundation studies in education which are drawn from communication, curriculum Bachelor of Education 125

studies, educational philosophy, educational psychology, educational sociology, educational technology and two methods of teaching. All students also undertake a minimum of 45 days supervised school experience. While each of the programs embodies these two component areas, the approach to these studies and the arrangements for school experience differ according to the program undertaken.

Assessment Details appear as part of each component statement below.

Additional information: Inquiries should be directed to Mr D Fraser, room G409, 1959 Building.

EDUCATION 4D (EDD03) 6 points

Contemporary Education Issues Students will be required to choose one unit for four hours a week for 14 weeks; this will involve two 2-hour sessions, organised for the most part as lecture-seminars. Classes will be held in the late afternoon. Prerequisite: Higher Diploma of Teaching (Secondary).

Syllabus This subject consists of a number of alternative units, each of which is concerned with a major contemporary educational issue. It is intended that students be able to explore one unit in considerable depth over half the year, so that they have the opportunity to explore recent research and theories concerning the related broad issues. Units will be offered in such areas as: Contemporary problems in teacher education. The history and operation of teachers' unions in Victoria. Theories of curriculum development. Poverty end education. Governmental decision-making in Australian education. Sexual discrimination in education in Australia. Not more than six units will be offered in any one year.

Assessment The method of assessment may vary from unit to unit, and will be based on such requirements as participation in classes, presentation of seminar papers, essays, and research projects.

EDUCATION 4E (EDD04) 6 points

Advanced School Studies Students will be required to choose one unit for four hours a week for 14 weeks; this will involve two 2-hour sessions, organised for the most part as lecture-seminars. Classes will be held in the late afternoon. Prerequisite: Higher Diploma of Teaching (Secondary).

Syllabus This subject consists of a number of alternative units, each of which is concerned with a specific issue relating to teaching and learning. Students will undertake in substantial depth one unit related to their own work or interests. Units will be offered in such areas as: Advanced method studies. Recent research on teaching styles. Language and schooling. 126 Subject Descriptions

Developments in curriculum planning. Social constraints on success and failure. Remedial education. Not more than six units will be available in any one year.

Assessment The method of assessment may vary from unit to unit, and will be based on such requirements as participation in classes, presentation of seminar papers, essays, and research projects.

EDUCATION 4 PROGRAMS

The following have been approved as programs which Education Faculty might make available for 1979: Type A: Subject-based Type B: Core-elective Type C: School-based Type D: Contract-based. The diversity of programs offered assumes that no single way of teacher preparation is superior to all others, and that the student is likely to benefit if able to help determine the style of program in which he/she would prefer to work. In addition, programs differ from each other in such significant features as: Flexibility of content — student choice is greater in some programs than others Flexibility of structure — some programs have a regular timetable throughout the year, whilst others have varying degrees of negotiated arrangements School Experience — some programs require three 3-week teaching rounds and others concurrent School Experience, e.g. two days a week. The minimum requirement for all students is satisfactory completion of 45 days of School Experience. Location — education studies in most programs are undertaken at the College, but students in some programs are required to spend some time each week outside the College using other resources.

A. Subject-based Program This program aims to ensure that students are systematically introduced to, and involved in, the study of a range of themes and issues in the following education areas: Curriculum Studies, Educational Philosophy, Educational Psychology, Educational Sociology, Educational Technology, Communication, Methods of Teaching and School Experience.

A student's weekly commitment is clearly defined from the beginning of the year. All timetabled activities in Education cease for the duration of teaching rounds. The program is conducted through lecture-discussions, seminars, films, guest speakers and visits to educational institutions. There will be some flexibility in content and approach according to student interest and needs: A considerable degree of student choice and initiative will be facilitated through assignments, seminar papers, practical work and small-group discussions. Assessment in foundation studies is continuous, making use of essays, assignments and tutorial papers. School Experience is normally undertaken in three 3-week teaching rounds, and assessment in this component is co-ordinated by the Department of School Experience. Bachelor of Education 127

B. Core-elective Program This program is organised in two sections, (1) foundation studies in education, and (2) electives. Foundation studies are undertaken in classes and tutorials on a regular basis throughout the year, except during teaching rounds. These studies are taken from the areas of Curriculum Studies, Educational Philosophy, Educational Psychology, Educational Sociology, Educational Technology and Methods of Teaching. Assessment in this section is continuous, making use of assignments, tutorial papers, and essays. Elective studies are developed to enable students to pursue studies of interest and relevance. They are of sufficient number to allow the student flexibility in timetable arrangements. Each Education 4A student must complete seven modules, while Education 4B students must complete 12 modules. A module represents eight hours of class work or its equivalent. Electives may be offered as multiples of modules, e.g. 16 hours of class work or its equivalent represents two modules. The selection of electives is supervised by members of staff to ensure that a sufficient variety of content is undertaken. Assessment for each elective is described in the list of electives offered. School Experience is normally undertaken in three 3-week teaching rounds, and assessment in this component is co-ordinated by the Department of School Experience.

C. School-based Program Basic studies in Curriculum Studies, Educational Philosophy, Educational Psychology, Educational Sociology and Educational Technology are conducted through school-based seminars, College-based study groups and seminars, and by individually contracted work. In addition, students undertake Methods of Teaching and School Experience. In Term 3 each student negotiates an individually contracted study, supervised by a staff member. The contract may include further school experience, research projects, theoretical studies or specific projects related to the student's needs or interests. Contracted studies are school-based, but can involve participation in seminars at the Col lege. Assessment in the basic studies is continuous, and is set out by the staff responsible for the areas of work being undertaken. Final assessment in the program is stated as 'Ready to Teach', or 'Not Ready to Teach'. Students will be located in the program's schools in groups of 8-13, and will spend two and a half days (4A students) or three days (4B students) each week in Terms 1 and 2 in schools. Two days each week are concerned with classroom experience. The additional time is set aside for seminar work and educational studies.

D. Contract-based Program

The program is an integrated course of education studies, with elements of Curriculum Studies, Educational Philosophy, Educational Psychology, Educational Sociology, Educational Technology, Methods of Teaching and School Experience. The program is flexible, with topics and activities negotiated with students in terms of their relevance and interest. Each student is required to contract in advance into approximately 30 hours of education work each week. This includes sessions offered by the team staff, sessions offered by team students, additional school experience, and individual work which includes reading and assignments. Every student is required to undertake a minimum of 45 days of School Experience during the year, and usually this is undertaken in three 3-week teaching rounds, although alternatives may be negotiated. Assessment in School Experience is co-ordinated by the Department of School Experience. 128 Subject Descriptions

Assessment is the responsibility of the team staff, and is made following a review of the student's work for the year. Assessment is stated as 'satisfactorily completed' or 'not satisfactorily completed'. At the beginning of the year each student is assigned to it tutorial leader who is responsible for supervising the work and programs of that student, including the arrangement and team ratification of the student's contracts, supervision of the student's progress by frequent meetings, visits during teaching rounds, and pastoral care.

Note: Each of the programs described is subject to further review during 1978. Some changes may occur in the detail of each program.

EDUCATION 4 TEAMS

In 1979, the programs offered by Education Faculty will be conducted in teams of staff and students. The number of teams and their size and intake is determined each year by Education Faculty. Each team is committed to a particular program and it is intended that the team approach will facilitate more effective communication between the staff and student involved, and that a learning environment suited to the final year of pre-service teacher education will be established. The intake into some programs has to be confined as the College has limited access to the resources necessary for the operation of some programs. Furthermore, the College believes that an optimum size for a unit of students and staff does exist, and it attempts to approach the optimum within the organisational constraints imposed.

EDUCATION 4 — METHODS OF TEACHING

All students enrolled in Education 4A or Education 4B undertake the equivalent of two methods of teaching. Each method of teaching involves a program of up to two contact hours a week throughout the year. Method of Teaching makes a direct contribution to the strengthening of professional competence. This includes the following objectives, to: • acquaint students with a wide range of teaching materials, strategies and curriculum ideas so that they in turn can select those which are consistent with their own developing educational philosophies and their own capacities • indicate both the unique and interdisciplinary nature of various curriculum areas • suggest the practical ramifications of educational theory • develop enthusiasm for, and competence in teaching and learning • indicate recent developments in the practice of teaching • encourage students to evaluate critically their assumptions about methods of teaching. Broadly there are six main categories into which any program can be divided, though these decisions may not be considered separately: • philosophical and psychological issues teaching approaches and techniques • teacher-pupil interaction • language, literacy and the learner • curriculum issues • resources for learning. School Experience provides students with the opportunity of implementing and , evaluating Method work developed in College sessions. Consequently Methods of Teaching and School Experience are closely related components of a student's course.

Bachelor of Education 129

METHOD OF TEACHING — CLASSROOM MUSIC AND INSTRUMENTAL MUSIC

A lecture/discussion program combined with workshop sessions for up to three hours a week. Method of Teaching — Classroom Music is available as either a single or a double method. Method of Teaching — Instrumental Music is available as a single method. Prerequisite: Classroom Music taken as a single method: 21 points in Music, including 12 points at Group 2 or 3 level. Classroom Music taken as a double method: 42 points in Music. Classroom Music (single method) taken in conjunction with Instrumental Music: 42 points in Music. Instrumental Music taken as the only music method study: 27 points in Practical Music.

Students taking Classroom Music must have some vocal or instrumental performing competence. Students taking Instrumental Music must have competence on one orchestral instrument and experience on a second orchestral instrument. (Where experience on a second instrument is inadequate, students may be admitted to Instrumental Music if they are prepared to attend class instruction in a second orchestral instrument concurrently.)

Syllabus The method study deals with the methods and materials of music education in relation to the needs of students in modern secondary education. World trends in music education will be examined and related to the situation in Victoria. The approach to sessions is through tutorials/discussions and workshop activities.

Books A comprehensive reading guide will be distributed at the beginning of the academic year.

Assessment Assessment will be based on participation in classes together with the completion of assignments and other set tasks arising from the study.

METHOD OF TEACHING — COUNSELLING

Special Requirement As students who undertake this method spend one teaching round in the Counselling, Guidance and Clinical Services Division of the Education Department, they must select an education program which permits a three-week school experience block.

Prerequisite: Psychology D, or Psychology C together with a concurrent enrolment in Psychology D, or an approved equivalent prerequisite.

Syllabus The method of study is intended, within the limits of time available, to provide some of the knowledge and skills appropriate for pastoral counselling in combination with normal teaching duties in schools. It is not intended to be a preparation for counselling as a full time professional specialty. Topics will include: an introduction to theories and techniques of counselling, examination of educational and environmental factors underlying pupil: difficulties at school, and guidelines for appropriate action which teachers may take in supporting children in difficulty. 130 Subject Descriptions

Books Preliminary Reading: Cantwell, P W Counselling Today's Youth Melbourne: Spectrum 1973 Lett, W R (ed) Counselling for What? Sydney: Angus & Robertson 1973 Reference: To be advised.

Assessment Assessment will be made progressively throughout the year and will be based on seminar participation, a written assignment, and experience in the Counselling, Guidance and Clinical Services Division. There will be no final examination although, in certain circumstances, students may be required to take unit tests.

Additional information: Inquiries should be directed to Mr R Barker, Lecturer in Psychology, room 422, ERC.

METHOD OF TEACHING DRAMA

The method study comprises one 2-hour session a week (or its equivalent) throughout the year. The session may take a variety of forms, e.g. lecture, seminar, discussion, or practical workshop. Sessions at College will include and be supplemented by examination of the work of experienced teachers in the classroom, individual and group research projects, and community-centred activity.

Special Requirement Students must accept the demand for regular practical work and attendance. Prerequisite: Credit of 33 points in Drama including either Drama B11 or C11. A concurrent enrolment in Drama D21 and/or D22 may be counted towards prerequisite credit.

Syllabus The study deals with the methods and materials of drama education in relation to the needs of children in secondary schools.

Books There are no specific titles recommended for preliminary reading. Students will be referred to relevant texts from time to time throughout the year.

Assessment There are no formal examinations although students will be required to complete some written work such as assignments or class papers throughout the year.

Additional information: Inquiries should be directed to the Secretary, Department of Drama, room 211, Arts Centre.

METHOD OF TEACHING — ECONOMICS AND COMMERCE

Each unit will occupy the equivalent of one hour a week throughout the year.

Special Requirements Double Method Students undertaking all their Method studies in the Department of Business Studies will select any four units from the six available. Single Method Students who wish to undertake the equivalent of only one Method subject in the Department of Business Studies may select any two units from the six available. Bachelor of Education 131

All students enrolled in Method of Teaching — Economics and Commerce will be required to attend: (a) a core program held during the weeks preceding the first school experience as a general orientation to school experience with specific reference to business studies (b) scheduled classes throughout the year after the first teaching round.

Method Units Available 1. Method of Teaching — Accountancy (Senior Secondary Teaching Area) Prerequisite: Accountancy 611 and 822, or their equivalent 2. Method of Teaching — Consumer Education (Middle Secondary Teaching Area) Prerequisite: Nil 3. Method of Teaching — Economics (Senior Secondary Teaching Area) Prerequisite: Economics 61 or its equivalent 4. Method of Teaching — Legal Studies (Senior Secondary Teaching Area) Prerequisite: Legal Studies A or its equivalent 5. Method of Teaching — Secretarial Studies (Middle and Senior Secondary Teaching Area) Prerequisite: Secretarial Studies A or its equivalent 6. Methodology of Economics and Commerce (Middle and Senior Secondary Teaching Area) Prerequisite: This unit is only available to students enrolled in three of the above five Method units, and is not available to those students able to meet the prerequisites for at least four of the above Method units.

Syllabus Units 1 to 5 should be seen as an introduction to the teaching of business studies subjects in Victorian secondary schools. Each unit will consider the basic teaching model: objectives, method, content, resources, and evaluation in terms of teaching and pupil learning within the area bounded by economics and commercial subjects. Unit 6 considers the rationale and teaching of business subjects at secondary level. Present and possible future developments are examined, including business mathematics, distributive education, awareness of computers, and the art of selling and serving.

Journals Compak Fitzroy (Vic): VCTA 1976-9 Narration Fitzroy (Vic): VCTA 1970-5

METHOD OF TEACHING — ACCOUNTANCY

Prerequisite: Accountancy B 11 and B22 or an approved equivalent.

Syllabus Topics include: objectives in accounting, courses at HSC and 11th year (recommended and alternative), strategies for the introduction of accounting concepts, methods of teaching and their applicability to accounting, analysis and interpretation — the continued emphasis, evaluation of commercially available materials, availability and use of community resources, and evaluation of objectives.

Books Popham, E L et a/ Teaching-Learning System for Business Education New York: McGraw-Hill 1975 Tonne, H A et al Methods of Teaching Business Subjects 3rd edn New York: McGraw-Hill 1965

Assessment Assessment is based on the year's work with participation in class constituting 50 per cent. Assignments, exercises and completion of materials also constitute 50 per cent. These include critical analyses of selected articles, seminar papers, production of teaching/learning materials, and preparation of a syllabus. 132 Subject Descriptions

METHOD OF TEACHING — CONSUMER EDUCATION

Prerequisite: Nil.

Syllabus Topics include: development of consumer education, content and aims of recommended and alternative courses (Education for Living compared with Education for Employment), strategies involving structured pupil-centred learning, methods of teaching and their applicability to middle-level commerce, the pupil as a key resource, evaluation of commercially available materials, availability of community resources and their value in learning, and evaluation of objectives in consumer education.

Books Davison, A et al Strategies and Methods Fitzroy (Vic): VCTA 1977 Greene, I R Resource Materials in Consumer Education Fitzroy (Vic): VCTA 1977 National Committee of Social Science Teaching Evaluation in the Social Sciences for Secondary Schools Canberra: AGPS 1977 A collection of community resources is housed in a file at the College and is available to students.

Assessment As for Methods of Teaching — Accountancy.

METHOD OF TEACHING — ECONOMICS

This unit is co-ordinated closely with the unit Method of Teaching — Consumer Education, so providing a range of learning experience and activities. Prerequisite: Economics B1 or an approved equivalent.

Syllabus Topics include: the development and place of economics in the secondary school curriculum; economics course of study for junior, middle and senior levels; syllabus planning, topic and lesson planning; methods of teaching and their applicability to economics; availability of resources and aids for teaching economics, text and resource evaluation; evaluation and assessment in economics; and Economic Education Movement — future developments including APEL and the Radical Critique.

Books Lee, N (ed) Teaching Economics London: Economics Association 1967 Lumsden, K G (ed) New Developments in the Teaching of Economics Englewood Cliffs: Prentice-Hall 1967 Prehn, E C Teaching High School Economics: The Analytical Approach New York: Pitman 1968 Whitehead, D Curriculum Development in Economics London: Heinemann 1974

Assessment As for Method of Teaching — Accountancy.

METHOD OF TEACHING — LEGAL STUDIES

Prerequisite: Legal Studies A or an approved equivalent in 1979. Legal Studies B or an approved equivalent in 1980. Bachelor of Education 133

Syllabus Topics include: review of school-based experiences and observations; critical review of content of level 11 and HSC syllabuses; adoption and expression of objectives in legal studies; resources in legal studies: a critical assessment; assessment items in legal studies; and strategies in presenting material such as 'chalk and talk', lecture, student papers, 'the debate', the 'mock trial', excursions, games and role-playing.

Books Fifth Year Commercial and Legal Studies Guide Melbourne: VCTA 1978 Hartnett, J Sixth Year Commercial and Legal Studies Guide Melbourne: VCTA 1978

Assessment As for Method of Teaching — Accountancy.

METHOD OF TEACHING — SECRETARIAL STUDIES

This unit enables students to plan and conduct classes in personal typewriting, shorthand/typewriting, secretarial practice and typewriting and communication at all levels in secondary schools. Prerequisite: In 1979, Secretarial Studies A or equivalent. In 1980, Secretarial Studies B or equivalent.

Syllabus Topics include: Course organisation — examination and evaluation of secretarial and related courses in schools, course and lesson planning, facilities and equipment, resources and services. Skill learning and development — keyboard introduction, development of typewriting technique, speed, accuracy, production skills, audio typing and listening skills; communication courses, language development program, personal and vocational courses; shorthand introduction, development of note-taking and transcription speed and accuracy, dictation procedure. Integrating skills — office style assignments, simulated office experience, work experience, career prospects; evaluation of performance, catering for individual differences and learning difficulties.

Books • Holden, A led) Readings in Method of Teaching Typewriting Melbourne: VCTA 1976 • Moore, G Courses of Study in Shorthand and Typewriting Melbourne: VCTA 1977 Rosen, S fed) Typewriting Methods in the Seventies New York: NBEA 1970 Russon, A & Wanous, S Philosophy and Psychology of Teaching Typewriting Cincinatti: South-Western 1973

Assessment As for Method of Teaching — Accountancy.

METHOD OF TEACHING — METHODOLOGY OF ECONOMICS AND COMMERCE

Special Requirement This unit is not available to those students who are able to meet the prerequisites for any four of the above Method studies. Prerequisite: Enrolment in three of the above five Method studies.

Syllabus Topics include: use of microteaching in the development of the teaching skills involved in introducing a lesson, question and answer, and maintaining pupil interest within the discipline of economics and commerce; rationale and past development of business subjects in pre-tertiary education; future developments of business studies in pre-tertiary education; and role of a co-ordinator in economics and commerce. 134 Subject Descriptions

Assessment As for Method of Teaching — Accountancy.

METHOD OF TEACHING — ENGLISH

Prerequisite: English B or an approved equivalent.

Syllabus Traditional topics incorporated in activities during the year include approaches to reading, writing, listening and speaking as part of secondary schooling, and approaches to the teaching of literature, including poetry, the novel, drama, and other literary forms. These will be investigated in such a way as to indicate that the relevant skills and approaches depend on the persons involved, especially the adolescent with whom the teacher deals, and on the context within which learning takes place. Activities will include investigation of important pedagogical ideas and procedures, with particular reference to the role of language in learning, as these affect the English class room, the teacher, and the learner. Much of the inquiry will centre on the pragmatic context of class room teaching and learning, and students will be asked to relate their insights and questions to the school situation.

Books Australian Association of Teachers of English Resources I, ll, 111 Parkside (Sth Aust) 1974-8 Barnes, D eta! Language, the Learner, the School Harmondsworth: Penguin 1971 Committee of Inquiry into Reading and the Use of English (UK) A Language for Life (Bullock Report) London: HMSO 1975 Hippie, T W Readings for Teaching English in Secondary Schools New York: Macmillan 1973 Saunders, M Developments in English Teaching London: Open Books 1976 Watson, K D & Eagleson, R (eds) English in Secondary Schools Today and Tomorrow Ashfield (NSW): English Tchrs Assocn 1977

Assessment Assessment is based on class exercises and assignments negotiated between student and lecturer and, unless other acceptable arrangements are made, on participation in organised classes.

METHOD OF TEACHING — FILM AND TELEVISION

A program of one 2-hour class a week except during 3-week blocks of School Experience. Prerequisite: Credit of 21 points in Film and Television or Media Arts subjects, or an approved equivalent.

Syllabus/Treatment The main concerns of this program are the role of studies of film and television, and the ways in which activity in the area might best be initiated and conducted in a secondary school. Of particular concern will be ways of integrating such activity into activities in other areas. There will be a series of workshops which explore classroom materials within typical classroom limitations, discussions including a range of visiting speakers from schools, and visits to schools and other institutions.

Books Appropriate reading will be recommended during the year. Some or all of the following will be used: Bachelor of Education 135

Arnheim, R Visual Thinking London: Faber 1970 Ferguson, R Group Film Making London: Studio Vista 1969 Gattegno, C Towards a Visual Culture New York: Discus/Avon 1971 Korot, B & Schneider, I leds) Kids and Video — Radical Software New York: Gordon & Breech 1974 Lowndes, D Film Making in Schools London: Batsford 1968

Assessment Assessment is based on participation in workshop and discussion sessions; on several short assignments deriving from workshops and usually involving a production in film, sound or other media; and on one major project with a child or small group of children.

METHOD OF TEACHING — GEOGRAPHY

This program has the following structures: 1. For students other than Environmental Science students, this subject occupies two hours a week, except during block School Experience. 2. For Environmental Science students this subject occupies one hour a week, except during block School Experience. Prerequisite: Credit of 21 points in Geography including 12 points beyond Group 1 level, or approved equivalent studies.

Syllabus The study seeks to acquaint students with a wide range of teaching materials, strategies and curriculum ideas so that they in turn can select those which are consistent with their own developing educational philosophies and their own capacities. The use of discussion techniques, inquiry and expository modes, field work, simulations, group work, and a range of audiovisual materials enable the staff and students to explore a number of approaches which might also be appropriate at the secondary school level. The program will include consideration of philosophical and theoretical issues, teaching approaches and techniques, curriculum issues, teacher-student interaction, resources for learning, language and literacy.

Books Bacon, P led) Focus on Geography Washington: NCSS 1970 Graves, N Geography in Education London: Heinemann 1975 Graves, N led) New Movements in the Study and Teaching of Geography Melbourne: Cheshire 1972

Assessment Assessment will be negotiated with individual students or groups of students.

METHOD OF TEACHING — HISTORY

Prerequisite: Credit of 12 points in History at the Group 2 level, or an approved equivalent.

Syllabus The major areas covered are: objectives, testing, selection and organisation of learning activities, selection and organisation of subject matter, the development of thinking skills, the development of values, evaluation, and planning.

Books Ehman, L Toward Effective Instruction in Secondary Social Studies Boston: Houghton Mifflin 1974 Fraenkel, J Helping Students to Think and Value Englewood Cliffs: Prentice-Hall 1973 136 Subject Descriptions

Raths, L E et al Teaching for Thinking Columbus (Ohio): Merrill 1967 Watts, D G The Learning of History London: Routledge & Kegan Paul 1972

Assessment Assessment will be negotiated with individual students.

Additional information: Inquiries should be directed to the Secretary, Department of History and Politics, room 208A, 1888 Building.

METHOD OF TEACHING — LIBRARIANSHIP

Prerequisite: 18 points in Librarianship at the Group 3 level, together with a pass or concurrent enrolment in Librarianship D or equivalent.

Syllabus The development of skills to enable students to work effectively with pupils, teachers, and library staff in the educational program of a school; and to evaluate the effectiveness of the library program in the school. Case studies and seminar discussions drawn from films, texts, and the local experience of students, staff and practising teacher-librarians form the basis of this study. Issues to be considered include: resource centres in the previous decade; the roles of the teacher-librarian; implications of different teaching and learning styles for the teacher-librarian and the resource centre; communication, display and the resource centre.

Books Alderman, B Y School Library Media Centres: an annotated bibliography Canberra: Schools Commission 1976 Focus on People: Selected Papers (ASLA 3rd Conference, Brisbane 1972) Carlton: ASLA 1973 McNally, P T Non-Book Materials: A Guide for Teachers and Librarians Melbourne: Sun Books 1973 Roe, E Teachers, Librarians and Children: A Study of Libraries revised edn Melbourne: Cheshire 1972 Sullivan, P Problems in School Media Management New York: Bowker 1971 The Role of Libraries in Secondary Education Canberra: AGPS 1971

Assessment Assessment is based on participation in seminars, preparation of practical exercises, presentation of seminar papers, and submission of written exercises. The total written work for assessment will be 3,000-4,000 words.

Additional information: Inquiries should be directed to Mrs B Fincher, Senior Lecturer in Librarianship, room 317, 1888 Building.

METHOD OF TEACHING — MODERN LANGUAGES

This study is available as either a single or double method. Prerequisite: Either the successful completion of three years of tertiary study, or fluency as a native speaker in a particular language. The double method may be undertaken by students who have met the above prerequisite with respect to two languages. Students taking the double method follow the same program as those taking the single method, but are required to undertake one extra compulsory assignment. Bachelor of Education 137

Syllabus This method study involves a study of principles and practice in modern language teaching, with special emphasis on the teaching of the language skills by means of audio-oral techniques, material and equipment. The three methods thoroughly discussed are Modified Direct, Audio-Lingual and Audio-Visual. Such topics as listening comprehension, conversation, reading comprehension, vocabulary, grammar, pattern practice, composition, and testing are treated in context. Text books and other materials available are critically examined. Other topics include group work and individualisation, singing and games, the use of the felt-board, and ABC radio and television language programs. The method study includes a consideration of the aims and objectives of modern language teaching, the choice of foreign languages to be taught in Australian schools, and the place of cultural studies and activities.

Books Allen, E D & Vallette, R M Classroom Techniques: Foreign Languages and English as a Second Language New York: Harcourt Brace & Jovanovich 1977

Assessment Single Method: Assessment is based on two assignments, each of 1,500-2,000 words, and on the student's personal record of lessons taught. Double Method: The same as for a single method as well as the satisfactory completion of one extra assignment of 1,500-2,000 words.

METHOD OF TEACHING — SCIENCE/MATHEMATICS

The Methods of Teaching in the areas of science and mathematics are organised as single methods in two groups. Group 1 Method of Teaching — Environmental Science in the Secondary School Method of Teaching — Science in the Secondary School Method of Teaching — Junior Secondary Mathematics Group 2 Method of Teaching — Senior Secondary Biology Method of Teaching — Senior Secondary Chemistry Method of Teaching — Senior Secondary Physics Method of Teaching — Mathematics in the Secondary School. Each of the studies above occupies two class hours a week throughout the year. Students intending to take a double method study in this area may select any one method from Group 1 and one from Group 2, or two from Group 1, but not two from Group 2. Students intending to take a single method study in this area can take any one except Method of Teaching — Mathematics in the Secondary School. Note: Method of Teaching - Mathematics in the Secondary School cannot be taken without Method of Teaching — Junior Secondary Mathematics.

METHOD OF TEACHING — ENVIRONMENTAL SCIENCE IN THE SECONDARY SCHOOL (Group 1)

This method will centre on the teaching of Environmental Science in secondary schools. Students with appropriate backgrounds will be given an opportunity to pursue studies in Earth Science and Agricultural Science. Prerequisite: Either a pass or a concurrent enrolment in Environmental Science C or an approved equivalent. 138 Subject Descriptions

Syllabus The nature of environmental education especially as it relates to the teaching of Environmental Science. Relevant curricular materials are examined and evaluated. Students gain experience in the preparation of courses and units of work for a variety of levels. There is emphasis on the teaching techniques necessary for the classroom, laboratory and excursions. The HSC Environmental Science syllabus is considered in detail.

Books Reference lists will be provided.

Assessment Assessment is based on participation during the year, and on three assignments.

METHOD OF TEACHING — SCIENCE IN THE SECONDARY SCHOOL (Group 1)

This method study is designed to introduce students to the teaching of science in secondary schools.

Prerequisite: Credit of 18 points from one or more of the following areas: Science, Biology, Chemistry, Physics, Environmental Science (preferably, students should have undertaken studies in at least three of the above areas); or an approved equivalent.

Syllabus The development and implementation of school science programs, and commonly used curricular materials. Emphasis will be placed on the development of various classroom skills needed by science teachers, especially in relation to laboratory work.

Books 'A Guide to ASEP (available from the lecturer concerned) Birch, C Confronting the Future Ringwood (Vic): Penguin 1975 Dixon, B What is Science For? Harmondsworth: Penguin 1976 Hedges, W D Testing and Evaluation for the Sciences in the Secondary School Belmont (Calif): Wadsworth 1966 Lee Dow, K Teaching Science in Australian Schools Carlton: MUP 1971 Romey, W Inquiry Techniques for Teaching Science Englewood Cliffs: Prentice-Hall 1968

Assessment Assessment is based on three or more assignments during the year and on satisfactory participation in class work.

METHOD OF TEACHING — JUNIOR SECONDARY MATHEMATICS (Group 1)

Prerequisite: Credit of at least 18 points in Mathematics subjects.

Syllabus Topics include an overview of the interrelationships between junior and middle school mathematics together with an analysis of the methods of presenting important concepts in the class room; the use of concrete and visual aids in mathematics teaching; current trends in curriculum design; teaching methodology for junior and middle school courses; primary background and problems associated with the transition to secondary schools; and remedial mathematics. Bachelor of Education 139

Books Butler, D H & Wren, F L The Teaching of Secondary Mathematics New York: McGraw-Hill 1972 Dienes, Z P Building up Mathematics London: Hutchinson 1971 Foley, J Individualizing Mathematics Reading (Mass): Addison-Wesley 1970 School Mathematics Project London: CUP 1969-75 Schools Council Mathematics for the Majority: Continuation Project St Albans (Herts): Chatto & Windus 1970-74 Scopes, P G Mathematics in Secondary Schools. A Teaching Approach London: CUP 1973 The Slow Learner in Mathematics 35th Yearbook Washington: National Council of Teachers of Mathematics 1972

Assessment Assessment will be based on a paper of approximately 1,500 words or equivalent; the successful conduct of microteaching sessions; the completion of a unit of work to be tried out in a school situation; and active participation in all class work.

METHOD OF TEACHING — SENIOR SECONDARY BIOLOGY (Group 2)

This method study provides an introduction to the methods and approaches appropriate to teaching Biology at the senior secondary level with emphasis on curricula and materials designed for Australian pupils. Prerequisite: Either credit of 15 points in Biology at Group 2 level, together with credit of 9 points in Biology at Group 3 level; or credit of 12 points in Biology at Group 2 level, together with a pass or concurrent enrolment in Environmental Science C.

Syllabus The curricular materials produced by the Australian Academy, of Science, namely The Web of Life, are examined closely with respect to the philosophy and rationale of this study and its implications for the biology teacher. Some attention is given to other biology resource materials with a view to developing in students an ability to assess their effectiveness. The specific skills and attitudes required to teach Biology as inquiry are investigated.

Books Anderson, O R Teaching Modern Ideas of Biology New York: Teachers College Press 1972 Falk, D F Biology Teaching Methods: An Investigative Approach New York: Wiley 1971 Klinckman, E BSCS: Biology Teachers' Handbook 2nd edn New York: Wiley 1970 Morgan, D G led) Biological Science: The Web of Life — Text 2nd edn 1973, Students' Manual Parr I 7th edn 1976, Teachers' Guide Part 1 1976 Canberra: Australian Academy of Science. Pullan, M A Handbook of Biology Teaching Methods London: OUP 1973

Assessment Assessment is based on participation in sessions during the year and on the submission of three assignments each of not more than 2,000 words.

METHOD OF TEACHING — SENIOR SECONDARY CHEMISTRY (Group 2)

Part 1 of the method study is concerned with the rationale and techniques appropriate to the teaching of Chemistry at the senior secondary school level. 140 Subject Descriptions

Part 2 of the method study consists of a series of advanced lectures on the teaching of Chemistry at all school levels as well as a chemical education research project. Prerequisite: Credit of 15 points in Chemistry at Group 2 level, or an approved equivalent.

Syllabus Topics include: Aids to Chemistry teaching — models/films/loops/programmed materials Alternative courses and curricula materials Demonstration techniques Teaching strategies Lesson, unit and syllabus planning Classroom interactions Laboratory organisation, management and safety Assessment, evaluation and diagnosis Item writing and test construction Criterion referenced testing, mastery learning.

Books A reading guide consisting of titles under the following listings is issued to students: official documents of VUSEB on Victorian courses; textbooks for Victorian courses; publications concerned with recent courses outside Victoria; journals and periodicals; chemical quantities and units; chemical theory references; demonstration, laboratory organisation and experimental work.

Assessment Part 1: Assessment is based on the submission of a number of assignments. Part 2: Students are assessed on individually contracted projects.

METHOD OF TEACHING — SENIOR SECONDARY PHYSICS (Group 2)

Prerequisite: Credit of 15 points in Physics at Group 2 level, or an approved equivalent.

Syllabus This is an introduction to the various aspects of a secondary Physics course and its place in the total curriculum. It includes discussion of the part Physics could and should play in junior school science courses, and an outline of the rationale, methodology and learning materials associated with each of the alternative approaches recommended for the HSC Physics course. Topics include: The general principles involved in the design, supervision and assessment of school-based options The recognition of, and the catering for, individual differences in physics classes Laboratory management and safety Use of audiovisual aids, e.g. films, film loops, overhead projectors and stroboscopic photography Review of current journal articles on physics education.

Books Haysom, J F & Sutton, C R (eds) Theory into Practice London: McGraw-Hill 1974 Holton, G & Roller, D H D Foundations of Modern Physical Science Reading (Mass): Addison-Wesley 1958 Jenkins, E W & Whitfield, R (eds) Readings in Science Education London: McGraw-Hill 1975 Lewis, J L Teaching School Physics Harmondsworth: Penguin 1972 Nuffield Advanced Science: Physics Teachers' Handbook Harmondsworth: Penguin 1968 Bachelor of Education 141

Physical Science Study Committee PSSC Physics: Teachers' Resource Book 4th edn Lexington (Mass): Heath 1976 Project Physics: Teacher's Guides Units 1-6 New York: Horowitz 1973 Theobold, J H An Introduction to the Principles of Classroom Testing Edinburgh: Oliver & Boyd 1974

Assessment Assessment is based on participation in sessions throughout the year, the completion of three assignments (totalling approximately 4,000 words), and on a number of brief assignments.

METHOD OF TEACHING — MATHEMATICS IN THE SECONDARY SCHOOL (Group 2)

Prerequisite: Credit of at least 36 points in Mathematics subjects, preferably including studies in each of Pure Mathematics, Applied Mathematics, and Statistics. In addition, students are required to have passed, or be currently enrolled in, Method of Teaching — Junior Secondary Mathematics.

Syllabus Topics include: The methods of teaching some of the important topics in secondary school Mathematics with emphasis on the senior level Skills and concepts, and their interconnection, which one can realistically expect of students at the various stages of their secondary schooling Concepts found to present special difficulties in secondary school, and discussion of several teaching strategies for each. Resources available to teachers and students of mathematics at the senior level. Problem solving. Examination techniques. Assessment procedures.

Books Butler, D H & Wren, F L The Teaching of Secondary Mathematics New York: McGraw-Hill 1972 Fawcett, H P & Cummins, K B The Teaching of Mathematics from Counting to Calculus Columbus (Ohio): Merrill 1970 Griffiths, H B & Howson, A G Mathematics: Society and Curricula London: CUP 1974 Johnson, D A & Rising, G R Guidelines for Teaching Mathematics Belmont (Calif): Wadsworth 1972 Marjoram, D T E Teaching Mathematics London: Heinemann 1974 Polya, G How To Solve It Princeton (NJ): Princeton Univ Press 1973

Assessment Assessment is based on a seminar paper of approximately 1,500 words; an assignment of approximately 1,500 words or equivalent; a major project under the direction of the lecturer, such as: an individual tutoring project together with a journal as a record of progress and lesson planning, or lesson plans for one assigned topic as taught at four different levels of sophistication; participation in class work.

METHOD OF TEACHING — SOCIAL STUDIES AND POLITICS

This study constitutes a single method, and is organised in a core-elective structure. It is designed to prepare teachers for teaching integrated studies programs in junior and middle forms in secondary and technical schools, together with either integrated programs, or politics at the senior level. 142 Subject Descriptions

The program comprises two class-hours a week throughout the year, made up of a core study of appropriate social studies methodologies with electives offered later in the year in politics units and senior social studies units. Class hours are organised as seminars, discussion, tutorials, and field work. Prerequisite: Students should have at least 12 points at Group 2 level in one of the academic disciplines appropriate to the methods, i.e., anthropology, criminology, economics, geography, history, philosophy, politics, psychology, or sociology. A credit of 12 points in Politics at the Group 2 level, or an approved equivalent is required for the Politics method elective.

CORE (Social Studies Method for Junior and Middle Schools)

Syllabus This program is a preparation for the teaching of social studies, general studies, and aspects of history and geography at junior and middle levels in secondary and technical schools. Issues considered will include: contemporary definitions of social studies in secondary education; educational objectives that might be pursued through social studies; possible course structures relevant to a study of society by adolescents; the teacher-pupil relationship, group methods, selection of subject content, and evaluation techniques available to people in the area of social studies. Approaches include: conventional classes, and interdisciplinary sessions in which Methods of Teaching — History, and Social Studies may be joined around common issues.

Books Boutwell, C E Getting it All Together in the New Social Studies San Rafael: Leswing Press 1972 Dufty, D G (ed) Teaching about Society: Problems and Possibilities Kent Town (SA): Rigby 1970 Dufty, D G et al Seeing it Their Way — Ideas, Activities and Resources for Intercultural Studies Terrey Hills (NSWI: Reed 1975 Morrisett, I led) Concepts and Structure and the New Social Science Curricula New York: Rinehart & Winston 1967 Partridge, P H et al Social Science for the Secondary Schools Hunters Hill (NSW): Novak 1969 Tonkin, C B Innovation in Social Education: Social Science Curricular Development in Victoria 1967-1974 Carlton: Pitman 1975

Assessment Assessment is based on participation in classes, and the submission of written work which may be either: 1 (a). The progressive preparation of a notebook of observations about, and reflections upon, the teaching of the subject; (b). The eventual review of a program of learning experience already designed for students in schools, presented in any of the following forms — as assignment, a unit of work, a text book, a syllabus, a school curriculum, etc. or 2. An equivalent piece of work as negotiated by staff member and student.

ELECTIVES

1. Politics Method

Syllabus Teaching strategies appropriate for senior students, the identification of objectives in understanding concepts in politics, the management of resources, and the consolidation of skills in research and expression. Bachelor of Education 143

Books As for core study above.

Assessment As for core study above.

2. Senior Social Studies Method (This elective is offered as an alternative to the Politics method elective.)

Syllabus A preparation for teaching integrated social studies programs at the senior level. Attention is given to integrated studies programs currently offered in schools; the choice and development of topics; approaches to the design of assignments; activities and resources to cater for ranges of individual difference, including language and literacy.

Books As for core study above.

Assessment As for core study above.

ENGLISH A (ENA0O) 9 points

A subject of one or two 1-hour discussion classes, depending on staffing, and two 1-hour lectures a week throughout the year. Attendance at tutorials is obligatory unless other arrangements are made.

Prerequisite: Although there are no prerequisites for this subject, intending students should have a background of some success in the study of English literature, and a preparedness to work at a post-HSC level.

SECTION A LITERATURE

Syllabus This is essentially an introduction to the concentrated study and critical evaluation of works of literature. The subject is designed to acquaint students with a wide range of literature, and to involve a consideration of the various possibilities of artistic expression. The texts to be studied are predominantly English; however, some significant works will be studied in translation.

Books Books marked with an asterisk (•) will be given special study. Preliminary Reading: Coombes, H Literature and Criticism Harmondsworth: Penguin 1970 Drew, E Poetry: A Modern Guide New York: Dell 1965 Macleish, A Poetry and Experience Harmondsworth: Penguin 1965 Prescribed: Poetry •Donne, J Poems led Hayward, J) Harmondsworth: Penguin 1970 Dickinson, E Selected Poems London: Heinemann 1973 Fiction •Austen, J Emma Harmondsworth: Penguin 1966 •Tolstoy, L Anna Karenin Harmondsworth: Penguin 1969 •Forster, E M A Passage to India Harmondsworth: Penguin 1969 Woolf, V To The Lighthouse St Albans (Herts): Panther 1977 Waugh, E Decline and Fall Harmondsworth: Penguin 1969 Vonnegut, K Jnr Mother Night St Albans (Herts): Panther 1975 144 Subject Descriptions

Drama *Aeschylus Agamemnon (trans MacNeice, L) London: Faber 'Shakespeare, W Macbeth New York: Signet 1975 Wycherley, W The Country Wife in Davison, D (ed) Restoration Comedies London: OUP 1970 Chekhov, A The Cherry Orchard Harmondsworth: Penguin 1970 Shaw, G B Heartbreak House Harmondsworth: Penguin 1967

Assessment Assessment will be based on written assignments, class papers and one 3-hour paper at the end of the year.

SECTION B LANGUAGE STUDIES

Syllabus A brief introduction to some aspects of the study of the English language. A detailed syllabus will be supplied at the beginning of the year.

Assessment Assessment will be based on written assignments.

Additional information: Inquiries should be directed to Mr B E Symes, room 506, ERC or Mr J Young, room 525, ERC.

ENGLISH B (ENBOO) 12 points

A subject of two or three 1-hour lectures and two 1-hour tutorials a week throughout the year. Attendance at tutorials is obligatory unless other arrangements are made. (The electives Modern Drama and English in Education will take in a series of two-hour sessions.) Each student will undertake the study of the core course in literature and language, together with one elective element — chosen from those listed in Section B. There may also be some informal work in school-orientated areas such as creative writing and adolescent literature. Prerequisite: English A or an approved equivalent.

SECTION A: CORE STUDIES

LITERATURE

Syllabus The study of selected nineteenth and twentieth century English poetry and fiction.

Books Books marked with an asterisk (') should be purchased by students. Preliminary Reading: Furst, L R Romanticism London: Methuen 1969 Leavis, F R New Bearings in English Poetry London: Chatto & Windus 1950 Leavis, F R Revaluation London: Chatto & Windus 1936 (Students are strongly advised to read the novels in the core course before lectures begin. Elective placement cannot be arranged until the beginning of the teaching year.) Prescribed: Poetry in the late eighteenth and nineteenth centuries: Price, M led) The Restoration and the Eighteenth Century (The Oxford Anthology of English Literature Part 3) New York: OUP 1973 (useful though not essential, but will be used later in English C) 'Bloom, H & Trilling, L (eds) Romantic Poetry and Prose (The Oxford Anthology of English Literature Part 4) New York: OUP 1973 Bachelor of Education 145

(The selections from Blake in this anthology need to be supplemented by the Penguin text below, and any student making a special study of Wordsworth, Coleridge or Keats should purchase the particular, more comprehensive, volume listed below.) • Blake, W Songs of Innocence and Experience Harmondsworth: Penguin Wordsworth, W Selected Poetry New York: Modern Library 1974 Coleridge, S T The Portable Coleridge New York: Viking 1961 Keats, J Complete Poetry and Selected Prose New York: Modern Library c 1951 or Barnard, J (ed) John Keats — The Complete Poems Harmondsworth: Penguin Bloom, H & Trilling, L (eds) Victorian Prose and Poetry (The Oxford Anthology of English Literature Part 5) New York: OUP 1973 Poetry in the twentieth century: •Jeffares, A N (ed) WB Yeats — Selected Poetry London: Macmillan Educ 1974 • Eliot, T S Collected Poems 1909-1962 new edn London: Faber 1974 'Auden, W H Collected Shorter Poems 1927-1957 London: Faber 1966 Fiction — The nineteenth and twentieth century novel: • Austen, J Persuasion Harmondsworth: Penguin 1970 • Bronte, E Wuthering Heights London: Everyman Paperback 1975 `Dickens, C Bleak House Harmondsworth: Penguin 1971 • Eliot, G Middlemarch Harmondsworth: Penguin 1970 'Hardy, T Tess of the D'Urbervilles London: Papermac 1971 'Conrad, J Victory Harmondsworth: Penguin 1970 *Joyce, J A Portrait of the Artist as a Young Man Harmondsworth: Penguin 1969 • Lawrence, D H Women in Love Harmondsworth: Penguin 1969 • Golding, W The Inheritors London: Faber 1973

LANGUAGE

Syllabus 1. The language of literature. 2. Grammar, traditional and modern.

Books Preliminary Reading: Nowottny, W The Language Poets Use London: Athlone 1962 Palmer, F Grammar Harmondsworth: Penguin 1971 Prescribed: • Bailey, R F A Survival Kit for Writing English Hawthorn: Longman 1976

SECTION B: ELECTIVE ELEMENTS

Each student must choose one of these electives to complement the core studies. (Note: All external students in English B will study the Australian Literature elective.)

LITERATURE

Elective — Australian Literature: Syllabus This elective will cover the two hundred years of Australian poetry and fiction through a study of key texts.

Books Preliminary Reading: Serte, G From Deserts the Prophets Come Melbourne: Heinemann 1973 Prescribed: • McAuley, J A Map of Australian Verse Melbourne: OUP 1975 • Hope, A D Collected Poems Cremorne (NSW): Angus & Robertson 1972 'Wright, J Collected Poems Cremorne INSW): Angus & Robertson 1971 146 Subject Descriptions

•Matthews, B led) Henry Lawson — Selected Stories Kent Town (SA): Rigby t'Richardson, H H Australia Felix Ringwood (Vic): Penguin 1971 t'Stead, C The Man Who Loved Children Ringwood (Vic): Penguin 1975 t'White, P The Tree of Man Ringwood (Vic): Penguin 1961 'Johnston, G My Brother Jack Sydney: Fontana 1964 • Keneally, T The Chant of Jimmy Blacksmith Ringwood (Vic): Penguin 1973 • Malouf, DJohnno Ringwood (Vic): Penguin 1976 Books marked with a dagger (t) will be given special study, but at least two of the other four works of fiction should be studied.

Elective — American Literature: Books Preliminary Reading: Cunliffe, M The Literature of the United States Harmondsworth: Penguin 1960 Prescribed: `Hawthorne, N The Scarlet Letter New York: Signet 1960 `Melville, H Moby Dick Harmondsworth: Penguin 1972 'Twain, M The Adventures of Huckleberry Finn Harmondsworth: Penguin 1970 `James, H What Maisie Knew Harmondsworth: Penguin 1966 •Fitzgerald, F S The Great Gatsby Harmondsworth: Penguin 1969 `Nabokov, V Lolita London: Corgi 1961 'Faulkner, W As I Lay Dying Harmondsworth: Penguin 1960 "Bellow, S Herzog Harmondsworth: Penguin 1969 `Whitman, W Leaves of Grass New York: Signet 1955 'Raban, J led) Robert Lowell's Poems: A Selection London: Faber 1974 'Moore, G led) The Penguin Book of American Verse Harmondsworth: Penguin 1977

Elective — Modern Drama: Books Preliminary Reading: Williams, R Drama from Ibsen to Brecht Harmondsworth: Penguin 1973 Prescribed: "Ibsen, H Hedda Gabler Harmondsworth: Penguin 1961 "Strindberg, A The Dance of Death New York: Doubleday 1955 • Shaw, G B Heartbreak House Harmondsworth: Penguin 1964 'Brecht, B Mother Courage and her Children London: Methuen 1962 `O'Neill, E The Iceman Cometh London: Cape 1966 'Williams, T A Streetcar Named Desire Harmondsworth: Penguin 1962 "Pinter, H The Caretaker London: Methuen 1960 'Weiss, P Marat-Sade London: Calder & Boyars 1965 • Lowell, R The Old Glory New York: Farrar Strauss & Giroux 1968 `Bond, E Lear London: Methuen 1972 'Bergman, I Scenes from a Marriage New York: Bantam 1974 `Williamson, D The Removalists Sydney: Currency Press 1972 •Hibberd, J A Stretch of the Imagination Sydney: Currency Press 1973

ENGLISH IN EDUCATION

Elective — English in Education: Syllabus This elective is an introduction to the teaching of English, to the place of English in education, and to the uses of English in the community. It will investigate issues of particular relevance to students intending to teach in secondary schools. Those who, at a later date, undertake Education 4A, or Education 4B, and School Experience, will find that this elective provides a context within which to consider the practical issues associated with teaching literature and English language in schools. Bachelor of Education 147

Topics for this elective will centre on: (a) the historical development of the teaching of English in Australia; (b) the aims, content and methodology of English in Australia, particularly in secondary school curricula: (c) the uses of English in the community, including a consideration of the concept of literacy. A range of approaches to teaching and learning will be used in the classes held, including formal approaches, group work, seminars, workshops and individual papers.

Books Reference: ACER Australian Studies in School Performance: Literacy and Numeracy in Australian Schools Vols 1-3 Canberra: AGPS 1976-77 Barnes, D, Britton, J & Rosen, H Language, the Learner, and the School Harmondsworth: Penguin 1971 Committee of Inquiry into Reading and the Use of English (UK) A Language for Life (Bullock Report) London: HMSO 1975 Crocker, W J & Gill, M (eds) English in Teacher Education Armidale (NSW): Univ of New England 1977 Saunders, M Developments in English Teaching London: Open Books 1976 Whitehead, F The Disappearing Dais London: Chatto & Windus 1966

Assessment Assessment for English B will be based on tests, essays and class papers, and on examinations at the end of the year.

Additional information: Inquiries should be directed to Mr A N Cocks, room 526, ERC.

ENGLISH C (ENC00) 12 points

A subject of four or five hours a week throughout the year. Attendance at tutorials is obligatory unless other arrangements are made. Each student will undertake a study of the core course in literature and language, together with one elective element chosen from those listed in Section B. There will be some informal work in areas such as creative writing and adolescent literature.

Prerequisite: English B or an approved equivalent.

SECTION A: CORE STUDIES

LITERATURE

Syllabus The study of selected poetry, prose and drama from the sixteenth to the eighteenth century.

Books Preliminary Reading: Holbrook, D English for Maturity London: OUP 1967 Leavis, F R The Common Pursuit Harmondsworth: Penguin 1973 Thompson, D (ed) Discrimination and Popular Culture Harmondsworth: Penguin 1970 Prescribed: 'Hollander, J & Kermode, F leds) The Literature of Renaissance England (The Oxford Anthology of English Literature Part 2) New York: OUP 1973 'Price, M led) The Restoration and the Eighteenth Century (The Oxford Anthology of English Literature Part 3) New York: OUP 1973 Much of the work in the subject is based on the above volumes which include the complete texts of two plays to be studied: Dr Faustus by Christopher Marlowe, and The 148 Subject Descriptions

Tempest by William Shakespeare. Students making a special study of a particular author will generally need a more comprehensive collection of the author's works than the anthology provides; in these cases the following texts are recommended: Muir, K led) Collected Poems of Sir Thomas Wyatt London: RKP 1949 Warnke, R led) Donne: Complete Poetry and Selected Prose New York: Random House Parfitt, J led) Ben Jonson — The Complete Poems Harmondsworth: Penguin 1975 Summers, J H led) George Herbert New York: Signet 1964 Donno, E S led) Andrew Marvell — The Complete Poems Harmondsworth: Penguin 1976 All students must also have the following texts: `Shakespeare, W Antony and Cleopatra New York: Signet 1964 *Shakespeare, W Hamlet New York: Signet •Shakespeare, W Henry IV, Part 1 New York: Signet 1964 •Shakespeare, W Troilus and Cressida New York: Signet 1963 *Shakespeare, W Sonnets New York: Signet 1964 •Jonson, B Volpone in Three Comedies Harmondsworth: Penguin 1966 •Middleton, T The Changeling in Salgado, G led) Three Jacobean Tragedies Harmondsworth: Penguin 1966 *Milton, J Paradise Lost New York: Rinehart 1951 •Pope, A Complete Poems London: Methuen 1963 or Collected Poems London: Everyman 1963 •Swift, J Gulliver's Travels Harmondsworth: Penguin 1970

LANGUAGE STUDIES

Syllabus The study of selected Middle English texts.

Books Prescribed: •Chaucer, G Troilus and Criseyde London: Everyman 1975 'Cawley, A C led) Everyman and Medieval Miracle Plays London: Everyman 1965

SECTION B: ELECTIVE ELEMENTS

An elective taken in English B may not be repeated in English C. (Note: All external students in English C will study the American Literature elective.)

Syllabus Each student must choose one of these electives to complement the core studies: (a) Australian Literature (b) American Literature (c) Modern Drama (d) English in Education

Books Prescribed texts are listed for the four electives — Australian Literature, American Literature, Modern Drama, and English in Education — under English B, Section B.

Assessment Assessment will include consideration of students' essays, papers, and contributions to tutorial discussion, together with a final examination.

Additional information: Inquiries should be directed to Ms H Tippett, room 510, ERC or Mr R Misson, room 509, ERC. ENGLISH CF (ENC70) 9 points

A subject of four hours a week, except during periods of School Experience. Attendance at tutorials is obligatory unless other arrangements are made. Bachelor of Education 149

Prerequisite: English B or an approved equivalent.

Syllabus This subject conists of selected topics from the syllabus in English C, with an emphasis on Section A, Literature — Poetry, prose and drama from the sixteenth to the eighteenth century. The subject is designed for fourth year students who are unable to take English C and are ineligible for English D.

Books As selected from those for English C.

Assessment As for English C.

ENGLISH D (END00) 9 points

A subject of one 2-hour and one 1-hour seminar a week, except during periods of School Experience. Attendance at seminars is obligatory unless other arrangements are made. Prerequisite: English C or an approved equivalent.

Syllabus This subject will examine the relationship between literature and literary criticism. Section A: Issues and problems of literary studies. Section 8: The novel in the twentieth century. Section C: A unit of the student's choice.

Books Prescribed: • Bradbury, M & Palmer, D (eds) Contemporary Criticism London: Arnold 1975 • Dorsch, T S led) Classical Literary Criticism Harmondsworth: Penguin 1974 • Wellek, R & Warren, A Theory of Literature Harmondsworth: Penguin 1975 •Camus, A The Outsider Harmondsworth: Penguin 1963 *Waugh, E Brideshead Revisited Harmondsworth: Penguin 1968 • Kafka, F The Trial Harmondsworth: Penguin • Peake, M Titus Groan Harmondsworth: Penguin 1973 • Mann, T Dr Faustus Harmondsworth: Penguin 1973 *Joyce, J Ulysses Harmondsworth: Penguin 1974 • Nabokov, V Pale Fire Harmondsworth: Penguin • Fowles, J The French Lieutenant's Woman London: Panther 1973 • Amis, K Lucky Jim Harmondsworth: Penguin 1974 'Waterhouse, K Billy Liar Harmondsworth: Penguin

Assessment Assessment will be based on written work on the three sections during the year.

Additional information: Inquiries should be directed to Mr P Holloway, room 527, ERC.

ENVIRONMENTAL SCIENCE BI (ESB01) 9 points

The subject is taught for one year in approximately 100 class hours (or equivalent) of lectures, tutorials, seminars, laboratory classes, projects and reading assignments. It is intended that students gain some experience in research using library and other resources. Credit may not be granted for this subject as well as for Science A3.

Special Requirements Participation in all class activities and the completion of all assignments and projects is required. 150 Subject Descriptions

Prerequisite: Physical Science A or an approved equivalent.

Syllabus The content of the subject is concerned with the earth as man's environment, and brings together the physics of radiation and energy balance, atmospheric dynamics, large and small scale weather systems and air pollution, and aspects of the geology and geophysics of the earth's crust.

Books Full details of all references and reading material will be given during the year.

Assessment Students are assessed by means of two 2-hour and one 1%-hour examinations lone a term), and on the quality of assignment, seminar and project work throughout the year.

ENVIRONMENTAL SCIENCE B2 (ESB02) 9 points

A subject of three 2-hour classes a week throughout the year. Prerequisite: The subjects of the first year of the Environmental Science program or an approved equivalent prerequisite.

Syllabus In these studies, emphasis is placed upon individual, pair or group work that centres on the exploration of aspects of the role of social sciences in the environments of people. For the economics part of the subject, students work as a class in the study of a set syllabus. Students are encouraged to utilise a range of resources in their consideration of social science issues, including documents, texts, field work, interviews with relevant people, guest speakers, etc.

Books Reference: Rapopart, A led) Australia as Human Setting — Approaches to the Designed Environment Melbourne: Angus & Robertson 1972 Samuelson, P etal Economics 2nd Aust edn Sydney: McGraw-Hill 1975

Assessment Assessment criteria will be developed and implemented in a manner that is appropriate to each learner. For economics, students will be assessed on compulsory practical exercises handed in throughout the year.

Additional information: Inquiries should be directed to Mr T Kupsch, Department of Educational Sociology and Social Studies, room 4078, 1959 Building.

ENVIRONMENTAL SCIENCE C (ESCOO) 36 points

A subject of lectures, tutorials, seminars, laboratory work and field trips throughout the year.

Syllabus All timetabled class hours are compulsory.

Prerequisite: Because this subject aims to build upon and extend the work covered in the first two years of the environmental science program, the prerequisites are all the subjects listed for the first and second years of the environmental science program, see Page 77. Students who do not fulfil the above prerequisite requirements may apply to the Environmental Science Standing Committee for some or all of the prerequisites to be waived, Bachelor of Education 151

Syllabus Students will work with staff in small research groups on laboratory and field-based projects. The projects are designed to apply and extend the work covered in the first and second years of the environmental science program, and have been developed as systematic studies of specific environmental problems. Scope will be given for students to pursue their areas of major interest in contributing to the overall work of the groups. In pursuing the major projects, any necessary course work will be given when and where necessary. The projects will give a broad and comprehensive training in field and laboratory techniques, compilation, analysis and interpretation of data, and report writing.

Books Full details of all reference and reading material will be given during the year.

Assessment All field and laboratory work, seminar participation, assignment work and a final report will form the basis of the final assessment.

Additional information: Inquiries should be directed to Dr G Scott, Co-ordinator of Environmental Science Program, room 603, Science Education Building.

FRENCH

French studies have three elements — language, literature, and civilisation — which are present in all years. There is a definite emphasis towards satisfactory performance in spoken and written French, and all sections of the subjects are used to this end.

Books The following books are recommended for reference in all French subjects: Dictionaries: Dubois, J et al Dictionnaire du francais contemporain 'Special Enseignement' Paris: Larousse 1971 Mansion, J E led) Harrap's New Standard French and English Dictionary Part 1 3 vols London: Harrap 1972 Mansion, J E led) Harrap's Shorter French and English Dictionary London: Harrap 1967 Mansion, J E led) Harrap's Standard French and English Dictionary 2 vols London: Harrap 1968 Robert, P Le Petit Robert Paris: SNL 1968 Robert, P Micro Robert Paris: SNL 1968 Grand Larousse encyclopedique Paris: Larousse 1965 Nouveau Petit Larousse Paris: Larousse 1968 Grammars: Farrar, H A A French Reference Grammar London: OUP 1967 Grevisse, M Le Bon Usage Gembloux: Duculot 1959 Mansion, J E A Grammar of Present Day French London: Harrap 1952 Martinon, P Comment on parle en francais Paris: Larousse 1913

FRENCH A (FRA00) 9 points

A subject of six classes a week, using class-participation techniques.

Special Requirement Regular attendance at classes and submission of written exercises are essential requirements of this subject which stresses the development of language skills. Prerequisite: HSC French or an approved equivalent. Native speakers who have not studied French as a school subject are encouraged to apply for admission to the subject, and should arrange an interview with the lecturer in charge. 152 Subject Descriptions

Syllabus 1. Language (a) An audio-lingual course: This will consolidate the linguistic material acquired by students at the secondary level. (Two hours a week.) (b) Reconstruction and dictation exercises: The aim of this class will be to improve students' aural comprehension, and to practise oral and written composition. (One hour a week.) (c) Phonetics, pronunciation and reading: Students will be made aware of the usefulness of phonetics in the understanding of the organisation of a language. There will be individual tuition with pronunciation exercises and reading practice. (One hour a week.) 2 Literature Selected novels, a play from the twentieth century, a French opera and selected poems will provide a basis for literary discussion and written exercises in French. (One hour a week.) 3. Civilisation A study of the cultural history of France. The same study is offered to French A and B students over two years: In 1979 the study will be cultural history and in 1980 regional geography. (One hour a week.)

Books Texts provided: Regional study: La France Aerienne Paris: Documentation francaise IPN 1966 Historical study: Brodin, P & Ernst, F La France and les Francais New York: Holt, Rinehart & Winston 1970 Reference: Section 1: • Harris, J & Leveque, A Intermediate Conversational French New York: Holt, Rinehart & Winston 1972 Section 2: • Alain-Fournier Le Grand Meaulnes Paris: Livre de Poche 1968 • Pagnol, M Marius Paris: Livre de Poche 1968 `Sagan, F La Chamade Paris: Livre de Poche 1972 • Vercors Le Silence de la Mer Paris: Livre de Poche 1959 'Goesch, K J & Dutton, K R Poemes de France New York: McGraw-Hill 1972

Assessment Section 1: A set of written exercises from Intermediate Conversational French to be handed in weekly, one written test in prose composition at the end of each term, and reconstruction or dictation exercises every three weeks. Pronunciation and reading will be tested at the end of each term. Section 2: A written exercise in French of 600 words to be set on each book. Section 3: Each student will be encouraged to speak in French in chosen aspects of the study in two individual sessions during Terms 1 and 2.

FRENCH B (FRBOO) 12 points

A subject of six classes a week, using class-participation techniques.

Special Requirement Regular attendance at classes and submission of written exercises are essential requirements of this subject. Prerequisite: French A or an approved equivalent. Bachelor of Education 153

Syllabus 1. Language (a) Intensive study of French vocabulary and syntax, with reference to: Boy, M Formes structurales du francais Paris: Hachette-Larousse 1971. (One hour a week.) (b) Reconstruction and dictation exercises are used to assist aural comprehension, and to correct written and oral expression in French. (One hour a week.) (c) Oral-aural practice: conversation in small groups based on prepared topics. (One hour a week.) 2. Literature A broad study of the theatre from the seventeenth century to the twentieth century, based upon five representative plays. (One hour a week.) .1 Civilisation A study of French cultural history. (See French A.) 4. Students will take one unit (one hour a week) from the second year program at the French Department, University of Melbourne. This unit will be selected for students at the end of the studies in French A.

Books Section 2(a): • Racine Phedre (Nouveaux Classiques Larousse) Paris: Larousse • Moliere Le Misanthrope (Nouveaux Classiques Larousse) Paris: Larousse 1961 Paris: • Beaumarchais, P A C de Le Barbier de Seville (Nouveaux Classiques Larousse) Larousse • Rostand, E Cyrano de Bergerac Garnier-Flammarion • Anouilh, J Antigone London: Methuen 1951

Assument Section 1 (a): One written exercise a week. Section 1 (b): One written exercise every three weeks. Section 2: Two written exercises of 1,200 words in French on set literary topics. Section 3: An oral test at the end of Terms 1 and 2. Section 4: This assessment will be conducted by the French Department, University of Melbourne.

FRENCH C (FRCOO) 12 points

A subject of six classes a week, using class-participation techniques.

Special Requirement Regular attendance at classes and submission of written exercises are essential requirements of this subject. Prerequisite: French B or an approved equivalent.

Syllabus 1. Language (a) This section of the study will be divided into five units of five weeks. (One hour a week.) li) Linguistics and language learning (ii) French as a second language pedagogy (iii) Socio-linguistics (iv) Contrastive linguistics (v) Elementary Italian (b) Reconstruction exercises with training in the use of this technique in the classroom. (One hour a week.) 154 Subject Descriptions

2. Literature (a) (i) Twentieth century fiction (One hour a week) (ii) Twentieth century theatre. (b) Apart from the novels and plays treated in class, students will also select one extra work a term for individual discussion with a staff member. A list of books will be provided by the Department and this list will concentrate on works from the important entre-deux-guerres period. (One hour a week.) 3. Civilisation A miscellany of topics involving many aspects of contemporary life in France — the economy, politics, educatit,n, and cinema. (One hour a week.) 4. Students wilt take one unit (one hour a week) from the third year program at the French Department, University of Melbourne. This unit will be selected for students at the end of the studies in French B.

Books Reference Section 1: Fromkin, V & Rodman, R An Introduction to Language New York: Holt, Rinehart & Winston 1974 Prescribed: Section 2(a) (i): •Proust, M Ou cote de chez Swann (Folio) Paris: Gallimard 1954 •Gide, A La Symphonie Pastorale Paris: Livre de Poche Section 2(a) (ii): 'Cocteau, J Thomas, l'Imposteur Paris: Livre de Poche `Sartre, J-P Les Sequestres d'Altona Paris: Livre de Poche Section 3: • Michaud, G & Torres, G Guide France Paris: Hachette 1974 •Ardagh, J The New France: De Gaulle and After Harmondsworth: Penguin 1970 `Cobban, A A History of Modern France vols 2 & 3 Harmondsworth: Penguin 1961

Assessment Section 1(a): One 1-hour written test at the end of each five week unit. Section 1(b): One written reconstruction exercise every three weeks. Section 2(a) (i): One written exercise of 1,500 words in French. Section 2(a) (ii): One written exercise of 1,500 words in French. Section 3: An oral test at the end of Terms 1 and 2. Section 4: This assessment will be conducted by the French Department, University of Melbourne.

FRENCH D (FRD00) 9 points

A subject of five classes a week, using discussion and other class-participation techniques. Prerequisite: French C or an approved equivalent.

Syllabus 1. Language A course based on the completion of language skills necessary for the secondary teacher, and experimentation by the student under the guidance of staff in the techniques of language acquisition. This section will be closely tailored to studies undertaken in the Method of Teaching: Modern Languages. (Two hours a week.) 2. Literature A study of contemporary literature on a three part basis of two novelists, two playwrights and selected poets, treated by discussion. (Two hours a week.) 3. Civilisation Topics directly associated with the teaching of this subject in the secondary schools. (One hour a week.) Bachelor of Education 155

Books Prescribed: Novels: • Malraux, A La Condition Humaine Paris: Livre de Poche •Camus, A La Chute Paris: Livre de Poche • Mauriac, F Therese Desqueyroux Paris: Livre de Poche Theatre: • Ionesco, E Rhinoceros (Folio) Paris: Gallimard Poetry: Duplicated material will be provided on the following poets: Brassens, G Ferre, L Milosz, O V de L

Assessment Section 1: Language — One assignment of a practical nature related to the teaching of French. Section 2: Literature — One written exercise in French of 1,200 — 1,500 words, and oral assessment throughout the year during the study of the literature.

GEOGRAPHY

Geography subjects are each one term in length. While most students select three geography subjects a year, students may choose to take fewer or more than this number. The normal pattern of selection is as follows: 3 points First year Geography Al (Term 1) 3 points Geography A2 (Term 2) Geography A3 (Term 3) 3 points

Total for year 9 points All first year students are eligible for this program, except environmental science students who must take Geography A4, A5, A6. The prerequisite for entry to second year subjects is 6 points in Geography at the Group 1 level, or an approved equivalent. Science A3 is an approved equivalent prerequisite for entry to Geography B1, B4 and 85. Second year: Any subjects chosen from Geography B1, B2, B3, B4, 85, B6, 89. Each subject carries 4 points: A student wishing to take 12 points would select three subjects. The second year subjects for environmental science students are Geography 811, B12, B13. Third year: Any subjects chosen from Geography Cl, C2, C3, C7, C8, C9. Each subject carries 4 points. Fourth year: Any subjects chosen from Geography C10/C20, C11, C12, C13, C17, C18, C19, provided that the subjects do not correspond to similar subjects taken at third year level. All subjects except C10 (4 points) carry three points. The list of books in the details of subjects below is likely to change as new material becomes available; for this reason students should contact the Department of Geography before purchasing any texts.

Additional information: Inquiries should be directed to the Secretary, Department of Geography, room 228, ERC. A timetable giving the terms in which each subject is to be offered is available from the Secretary.

GEOGRAPHY Al (GPA01) 3 points

Physical Geography A subject of one term's duration, comprising three 1-hour lectures and one 2-hour 156 Subject Descriptions

laboratory/seminar class a week, together with approximately 20 hours of field activities. Credit may not be granted for this subject as well as for Geography A4. Prerequisite: Nil.

Syllabus The subject is designed as an introduction to tertiary studies in physical geography. This introduction has a breadth appropriate for students who do not intend to take studies in geography beyond first-year level, but at the same time it provides a basis for further studies in more specialised fields of physical geography which are available to students who proceed to later years. The subject is concerned with the systematic study of physical processes operative at the surface of the earth. From initial consideration of the formation of the earth's crust, it examines components of the atmosphere, hydrosphere, biosphere, and lithosphere, largely within the context of processes causing variation in land surface form. The lectures and laboratory/seminar classes are designed to acquaint students with the fundamental principles and methodology of physical geography, while the field studies will be used to integrate aspects of the subject within the context of Victorian examples. Training is provided in a range of field techniques and in methods of data analysis.

Books Information on references will be provided at the beginning of the subject.

Assessment Assessment will be based on participation in all activities, laboratory/seminar assignments, field assignments, and on one 3-hour examination paper. Satisfactory completion of each component of assessment is required.

Additional information: Inquiries should be directed to the Secretary, Department of Geography, room 228, ERC.

GEOGRAPHY A2 (GPA02) 3 points

Human Geography A subject of one term's duration, comprising two 1-hour lectures, one 1-hour seminar, and one 2-hour laboratory class a week, together with approximately 20 hours of field activities. Credit may not be granted for this subject as well as for Geography A5. Prerequisite: NiI.

Syllabus The subject is designed as an introduction to tertiary studies in human geography. It is designed to provide a breadth of studies appropriate for students who do not intend to proceed with geography beyond first-year level, and at the same time to form a basis for further studies in more specialised fields of human geography which are available to students in later years of the course. The subject provides a substantial introduction to the content and methodology of human geography through consideration of the following topics: population structure and distribution; settlement patterns; urban structure; agricultural land-use; manufacturing systems; transport networks; the movement of goods, people and information. The lectures and seminar classes are designed to acquaint students with the fundamental principles and methodology of human geography, while the field studies and laboratory work are used to integrate aspects of the subject within the context of a regional study in Victoria.

Books Reference: Haggett, P Geography: A Modern Synthesis 2nd edn New York: Harper & Row 1975 Bachelor of Education 157

Kolors, J F & Nystuen, J D Geography: The Study of Location, Culture and Environment New York: McGraw-Hill 1974 Reading lists outlining additional references will be distributed during the course of the subject.

Assessment Assessment will be based on laboratory and field work reports, seminar assignments, and on one 2-hour examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY A3 (GPA03) 3 points

Applied Geography A subject of one term's duration, comprising three 1-hour lectures, and one 2-hour seminar class a week, together with up to 20 hours of field activities. Credit may not be granted for this subject as well as for Geography A6. Prerequisite: Nil.

Syllabus The subject is designed to link the physical and human aspects of geography through the study of man's impact on the environment. In the search for food and water, for minerals and energy, and for scenic and recreational amenities, man has modified most of the natural ecosystems of the world. The subject reviews some of the changes that have taken place in Australia and overseas, and examines the ways in which planning and technological progress can control unexpected and often unwelcome side effects.

Books Reference: Miller, G T Living in the Environment: concepts, problems and alternatives Belmont (Calif) Wadsworth 1975 Reading lists outlining additional references will be distributed throughout the term.

Assessment Assessment will be based on written assignments, part icipation in laboratory and field activities, and on one 2-hour examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY A4 (GPA04) 3 points

Physical Geography A subject of one term's duration, comprising three 1-hour lectures and one 2-hour laboratory/seminar class a week, together with approximately 20 hours of field activities. Credit may not be granted for this subject as well as for Geography Al. Prerequisite: NiI.

Syllabus This subject is designed for students in the environmental science program. The lecture component of the subject is identical to Geography Al, but the laboratory/seminar work is different in emphasis. Attention is given to a range of problems appropriate to students in environmental science, chosen partly in terms of the extent to which they relate to other subjects in the first year of the environmental science program.

Books Information on references will be provided at the beginning of the subject. 158 Subject Descriptions

Assessment As for Geography Al.

GEOGRAPHY A5 (GPA05) 3 points

Human Geography A subject of one term's duration, comprising two 1-hour lectures, one 1-hour seminar and one 2-hour laboratory class a week, together with approximately 20 hours of field activities. Credit may not be granted for this subject as well as for Geography A2.

Prerequisite: Nil.

Syllabus This subject is designed for students in the environmental science program. The lecture component of the subject is identical to Geography A2, but the laboratory and seminar work is different in emphasis. Attention is given to a range of problems appropriate to studies in environmental science, chosen partly in terms of the extent to which they complement other subjects in the first year of the environmental science program.

Books As for Geography A2.

Assessment As for Geography A2.

GEOGRAPHY A6 (GPA06) 3 points

Applied Geography A subject of one term's duration, comprising three 1-hour lectures and one 2-hour seminar class a week, together with up to 20 hours of field activities. Credit may not be granted for this subject as well as for Geography A3. Prerequisite: Nil.

Syllabus This subject is designed for students in the environmental science program. The lecture component of the program is identical to Geography A3, but the laboratory and seminar work is different in emphasis. Attention is given to a range of problems appropriate to studies in environmental science, chosen partly in terms of the extent to which they relate to other subjects in the first year of the environmental science program.

Books As for Geography A3.

Assessment As for Geography A3.

GEOGRAPHY B1 (GPB01) 4 points

Geology: Petrology and Geological Mapping A subject of one term's duration, comprising two 1-hour lectures and one 2-hour laboratory class a week, together with approximately 30 hours of field activities. Bachelor of Education 159

Prerequisite: Credit of 6 points in Geography at Group 1 level including Geography Al, or Science A3, or approved equivalent studies.

Syllabus The subject is concerned with the study of petrology and stratigraphy. A series of lectures and laboratory classes is designed to acquaint students with knowledge and methodology in analysing the origin and composition of rocks and geological successions with special emphasis on methods of microscopic petrology, sedimentology and geological mapping. Field surveys and practical sessions are designed to complement the lecture program by providing specific knowledge of Victorian petrology and stratigraphy and by developing competence in a range of analytical techniques.

Books Details will be provided early in the year.

Assessment Assessment will be based on participation in laboratory and field exercises. The major part of assessment will involve submission of reports discussing the petrology and stratigraphy of mapped areas together with completed geological maps. Students will be expected to show competence in the preparation of rock-thin sections and their interpretations.

Additional information: Inquiries should be directed to Mr I Hawkins, Co-ordinator of Integrated Science, room 1006, Science Education Building.

GEOGRAPHY B2 (GPB02) 4 ponts

Economic Geography A subject of one term's duration, comprising two 1-hour lectures, one 1-hour seminar and one 2-hour laboratory class a week, together with approximately 20 hours of field activities. Prerequisite: Credit of 6 points in Geography at Group 1 level, or an approved equivalent.

Syllabus The subject is concerned with analysis of the spatial organisation of economic activities. Principal topics include: Empirical evidence of spatial order in the economic landscape. Economic location theory, with particular reference to the organisation of economic activities in a simplified model landscape; the classic location models; the effects of spatial variations in resource availability, transport and production costs, demand, scale and agglomeration economies on the organisation of economic activities; and the economic deterministic approach to analysing locational decision-making. Behavioural aspects of decision-making in economic geography, with reference to the role of non-economic factors such as spatial variations in knowledge levels, motivations, skills and attitudes. Throughout the subject, attention will be given to examples drawn from agricultural,. manufacturing and retailing activities. All students will participate in a group research project, based on field work.

Books Reference: Berry, B J L, Conkling, E C & Ray, D M The Geography of Economic Systems Englewood Cliffs: Prentice-Hall 1976 Eliot Hurst, M E A Geography of Economic Behaviour Belmont (Calif): Duxbury Press 1972 160 Subject Descriptions

Lloyd, P E & Dicken, P Location in Space: A Theoretical Approach to Economic Geography New York: Harper & Row 1972 Smith, D M Industrial Location London: Wiley 1971 Smith, R H et al Readings in Economic Geography London: Rand-McNally 1968 Reading lists outlining additional references will be distributed throughout the course of the subject.

Assessment Assessment will be based on laboratory and field reports, seminar participation and seminar assignments, and on one 2-hour examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY B3 (GPB03) 4 points

Population Geography A subject of one term's duration, comprising five class hours a week, including lectures, laboratory and tutorial work, together with up to 20 hours of field activities. Prerequisite: Credit of 6 points in Geography at Group 1 level, including Geography A2 or approved equivalent studies.

Syllabus The subject is concerned with the analysis and interpretation of the spatial characteristics of population. Topics include: Population distribution at global, regional and local scales: numbers and characteristics (including age, sex, fertility, mortality and ethnicity). Techniques of measurement of population characteristics and relationships. Population movement: international, regional and local movement; movement and migration theory, including gravity and behavioural models. Population dynamics: characteristics and measurement of population growth; the demographic transition model; prospects for future growth at global, national and regional scales; population projections.

Books Reference: Australia, Parliament Population and Australia: A Demographic Analysis and Projection: First Report of the National Population inquiry (Chairman: W D Borrie) Canberra: AGPS 1975 Bogue, D J Principles of Demography New York: Wiley 1969 Borrie, W D Population, Environment and Society Auckland Univ Press 1973 Wilson, M G A Population Geography Melbourne: Nelson 1968 Information on additional references will be provided at the beginning of the subject.

Assessment Assessment will be based on prescribed class and field work, including essays, class papers and laboratory and research reports, and on a written examination. Satisfactory completion of all components of assessment is required.

GEOGRAPHY B4 (GPB04) 4 points

Geomorphology A subject of one term's duration, comprising two 1-hour lectures, one 2-hour laboratory class, and one 1-hour tutorial/seminar class a week, together with approximately 20 hours of field activities. Credit may not be granted for this subject as well as for Geography B12. Bachelor of Education 161

Prerequisite: Credit of 6 points in Geography at Group 1 level including Geography Al, or Science A3, or approved equivalent studies.

Syllabus The subject is concerned with the analysis of areal variation in land surface morphology, and with the interpretation of this variation in terms of the underlying geology and associated geomorphological processes. Emphasis is given to the identification and description of geological and morphological systems, and to processes operative in different climatic regimes. The subject includes training in field survey and laboratory techniques.

Books Preliminary Reading: Dury, G H The Face of the Earth Harmondsworth: Penguin 1966 Reference: Hills, E S Physiography of Victoria Sydney: Whitcombe & Tombs 1976 Holmes, A Principles of Physical Geology Melbourne: Nelson 1972 Pitty, A F Introduction to Geomorphology London: Methuen 1971 Thornbury, W D Principles of Geomorphology London: Wiley 1969 Twidale, C R Analysis of Landforms London: Wiley 1976 Twidale, C R Geomorphology Melbourne: Nelson 1974

Assessment Assessment will be based on participation in all activities, laboratory and field work reports, seminar papers and on one 2-hour written examination. Satisfactory completion of all components of assessment is required.

GEOGRAPHY B5 (GPB05) 4 points

Meteorology and Climatology A subject of one term's duration, comprising three 1-hour lectures, one 2-hour laboratory class and one 1-hour tutorial/seminar class a week, together with approximately 20 hours of field activities. Prerequisite: Credit of 6 points in Geography at Group 1 level including Geography Al, or Science A3, or approved equivalent studies.

Syllabus The subject is concerned with analysis of the spatial organisation of weather and climate patterns at both the macroclimatic and microclimatic scales, and with interpretation of these patterns in terms of relevant meteorological processes. At the macroclimatic scale the subject examines global aspects of energy, moisture and atmospheric motion. Selected areas are then investigated at a microclimatic scale, in relation to the modification of climate caused by man or other animals and plants. The subject includes a study of climatic variability, past and present climatic trends, and climate fluctuations. Books Reference: Barry, R G & Chorley, R J Atmosphere, Weather and Climate London: Methuen 1968 Cole, F W Introduction to Meteorologytondon: Wiley 1970 Gates, D M Man and His Environment: Climate New York: Harper & Row 1972 Gentilli, J Australian Climate Patterns Melbourne: Nelson 1972 Linarcre, E & Hobbs, J The Australian Climatic Environment Sydney: Wiley 1976 Oliver, J E Climate and Man's Environment New York: Wiley 1973 Trewartha, G T An Introduction to Climate London: Methuen 1968 Assessment Assessment will be based on participation in all activities, required papers and exercises, field work and on one 2-hour written examination at the end of the term. Satisfactory completion of all components of assessment is required. 162 Subject Descriptions

GEOGRAPHY B6 (GPB06) 4 points

Recreational Geography A subject of one term's duration, comprising two 1-hour lectures and one 2-hour seminar a week in addition to 30 hours of project work. The project work will include up to 20 hours of field activities. Credit may not be granted for this subject as well as for Geography B11. Prerequisite: Credit of 6 points in Geography at the Group 1 level, or an approved equivalent.

Syllabus This subject considers: Work and leisure in Australian society. The factors influencing patterns of formal and informal recreational demand in Australian urban and rural areas. Research methods in recreational geography. Planning and policy issues relating to land use conflicts arising from recreational and other demands. Trends in, and patterns of, international tourism and its impacts.

Books Reference: Matley, I The Geography of international Tourism Washington DC: Association of American Geographers (Resource paper No. 76-1) 1976 Mercer, D C led) Leisure and Recreation in Australia Melbourne: Sorrett 1977

Assessment Assessment will be based on written assignments, participation in project work and on one 2-hour examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY B9 (GPB09) 4 points

Studies in the Teaching of Geography A subject of one term's duration, comprising six class hours a week. Credit may not be granted for this subject as well as for Geography C9. Prerequisite: Credit of 6 points in Geography at Group 1 level, or an approved equivalent.

Syllabus The subject comprises an introduction to the study of the teaching of geography. This is seen as a specialist field of applied geography appropriate for consideration by second or third year students prior to undertaking the majority of education studies and programs of school experience. The subject will include the following: vocabulary acquisition in geographic education, spatial visualisation, children's perception and understanding of their environment, conceptualisation and logical thinking, values and environmental concern in geographic education, the use of the local community as a teaching resource, a critical review of the objectives and methodology of commercially available learning programs. A range of teaching approaches will be used, including seminar discussions of an open or directed nature, inquiry and expository methods, guest speakers, field work, and group or individual projects.

Books Graves, N Geography in Education South Yarra: Heinemann 1975 Graves, N WI New Movements in the Study and Teaching of GeographY Melbourne: Cheshire 1972 Bachelor of Education 163

Tuan, Yi-Fu Topophilia Englewood Cliffs: Prentice-Hall 1974

Assessment Assessment will be based on prescribed class work.

GEOGRAPHY B11 (GPB11) 6 points

Recreational Geography A subject of one term's duration, comprising two 1-hour lectures, one 1-hour seminar and one 2-hour laboratory class a week, in addition to 30 hours of project work. The project work will include up to 20 hours of field activities. Credit may not be granted for this subject as well as for Geography B6. Prerequisite: Credit of 6 points in Geography at Group 1 level, or an approved equivalent.

Syllabus The subject is designed for students in the environmental science program. The lecture component of the program is identical to Geography B6, but the laboratory, seminar and project work is different in emphasis. Particular attention is given to applied aspects of recreation research and planning, with reference to a range of problems appropriate to studies in environmental science.

Books As for Geography 86.

Assessment As for Geography 86.

GEOGRAPHY B12 (GPB12) 6 points

Applied Geomorphology A subject of one term's duration, comprising two 1-hour lectures, one 2-hour laboratory class and one 2-hour tutorial/seminar class a week, together with approximately 30 hours of field activities. Credit may not be granted for this subject as well as for Geography 84. Prerequisite: Credit of 6 points in Geography at Group 1 level including Geography A4 or Science A3, or approved equivalent studies.

Syllabus This subject is designed for students in the environmental science program. The lecture component of the subject is identical to Geography 84, but the laboratory and tutorial/seminar work is different in emphasis. Attention is given to applied aspects of geomorphology, with particular reference to a range of problems appropriate to studies in environmental science, and as a background to research problems to be undertaken within the subject Environmental Science C.

Books As for Geography 84.

Assessment Assessment will be based on participation in all activities, submitted laboratory and field work reports, seminar papers and on one 3-hour written examination at the end of the term. Satisfactory completion of all components of assessment is required. 164 Subject Descriptions

GEOGRAPHY B13 (GPB13) 6 points

Aquatic Systems: A Geographical Analysis A subject of one term's duration, comprising two 1-hour lectures, one 2-hour seminar and one 2-hour laboratory class a week, together with approximately 30 hours of field activities. Prerequisite: Credit of 6 points in Geography at Group 1 level (including Geography A6) or Science A3, or approved equivalent studies.

Syllabus The subject is designed for students in the environmental science program, and seeks to relate to studies in ecology, plant and animal biology, chemistry, physics, and geology undertaken in other sections of that program. The subject is an analysis of human impact on the spatial organisation of selected components of aquatic systems. Particular attention is given to estuaries and to other systems characterised by a high intensity of interaction between man and aquatic environment. The subject covers a series of interrelated topics, including the spatial and ecological effects of domestic sewage, agriculture and forestry, industrial wastes, engineering projects, and recreation on estuaries and other aquatic systems.

Books Reference: Bayly, I A E & Williams, W D Inland Waters and Their Ecology New York: Longman 1973 Ketchum, B H (ed) The Water's Edge: Critical Problems of the Coastal Zone Cambridge (Mass): MIT Press 1972 Lauff, G H (ed) Estuaries AAAS 1967 Perkins, E J The Biology of Estuaries and Coastal Waters London: Academic Press 1974 UNESCO 'Program on Man and the Biosphere' Final Report on Project 5: ecological effects of human activities on the value and resource of lakes, marshes, rivers, deltas, estuaries and coastal zones London: HMSO 1972

Assessment Assessment will be based on prescribed class work, seminars, and on one 2-hour written examination at the end of the term. Satisfactory completion of all components of assessment is required.

GEOGRAPHY Cl (GPC01) 4 points

Coastal Geomorphology A subject of one term's duration, comprising two 1-hour lectures, one 3-hour laboratory class and one 1-hour seminar a week, together with approximately 20 hours of field activities. Credit may not be granted for this subject as well as for Geography C11.

Prerequisite: Credit of 8 points in Geography at Group 2 level, or approved equivalent studies.

Syllabus The subject comprises studies at an advanced level in coastal geomorphology. The main emphasis of the subject is on a series of lectures, seminars and laboratory classes designed to acquaint students with the broad spectrum of knowledge and methodology in the discipline, and also with recent research and developments in specialist areas.

Books Preliminary Reading: Bird, E C F Coasts: An Introduction to Systematic Geomorphology Vol 4 2nd edn Canberra: ANU Press 1976 Bachelor of Education 165

Reference: King, C A M Beaches and Coasts 2nd edn London: Arnold 1972 Komar, P D Beach Processes and Sedimentation Englewood Cliffs: Prentice-Hall 1976 Shepard, F P Submarine Geology 3rd edn New York: Harper & Row 1973 Zenkovich, VP Processes in Coastal Development ed Steers, J A London: Oliver & Boyd 1967

Assessment Assessment will be based on participation in all activities, laboratory and field work reports, seminar papers and one 3-hour examination paper. Satisfactory completion of all components of assessment is required. GEOGRAPHY C2 (GPCO2) 4 points

Regional Planning A subject of one term's duration, comprising one lecture, one 2-hour seminar and one project workshop a week, together with up to 20 hours of field activitie s. Credit may not be granted for this subject as well as for Geography C12. Prerequisite: Credit of 8 points in Geography at Group 2 level, or an approved equivalent.

Syllabus The subject is concerned with the principles and methods of regional planning and their application. Particular atention will be paid to ecological principles underlying strategic planning and resource management. Case studies will be drawn from Australia and overseas. Topics may include: Formal and functional analyses of regional systems, land-use and information systems and inventory techniques for regional systems data. Criteria for determining planning policies and strategies, conservation aspects of planning activities, and relationships between economic and environmental considerations. Social and political aspects of regional planning and public participation in the planning process.

Books Preliminary Reading: Hall, P Urban and Regional Planning Harmondsworth: Penguin 1974 Reference: McHarg, I L Design with Nature Philadelphia: Natural History Press 1969 McLoughlin, J B Urban and Regional Planning: A Systems Approach London: Faber 1969 Lovejoy, D led) Land Use and Landscape Planning New York: Leonard Hills 1973

Assessment Assessment will be based on essays, written assignments and on participation in laboratory and field activities. There may be an examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY C3 (GPC03) 4 points

Agricultural Geography A subject of one term's duration, comprising one 1-hour lecture, one 2-hour seminar and one 2-hour laboratory class a week, together with approximately 20 hours of field activities. Credit may not be granted for this subject as well as for Geography C13. Prerequisite: Credit of 8 points in Geography at Group 2 level, or an approved equivalent. 166 Subject Descriptions

Syllabus This subject is a study of the use of land for agricultural purposes. It includes the following topics: the structure and spatial organisation of agricultural systems — primitive, subsistence and commercial systems; processes determining the location of agricultural activities — environmental, economic, social, political; agricultural location theory — economic, behavioural; competition for agricultural land; sources of agricultural data and techniques of regional analysis; and the capacity of the earth to provide man with food and fibre — population and food supply.

Books Reference: Allaby, M Who Will Eat? Stacey 1972 Duckham, A N & Masefield, G B Farming Systems of the World New York: Praeger 1970 Found, W D A Theoretical Approach to Rural Land Use Patterns London: Arnold 1971 Symons, L Agricultural Geography London 1969 Tarrant, J R Agricultural Geography North Pomfret (Vermont): David & Charles 1974

Assessment Assessment will be based on laboratory, seminar and field work submissions, and on project reports. There may be an examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY C4 (GPC04) 4 points

Historical Geography A subject of one term's duration, comprising two 1-hour lectures, one 1-hour tutorial and one 2-hour laboratory class a week, together with up to 20 hours of field activities. Credit may not be granted for this subject as well as for Geography C14. Prerequisite: Credit of 8 points in Geography at Group 2 level, or an approved equivalent.

Syllabus The subject will examine the impact of man on the landscape of Victoria, beginning with the time of aboriginal occupation and extending into the twentieth century. Some comparison will be made with other parts of the world. Emphasis will be placed on the interpretation of primary source material where this is available.

Books Preliminary Reading: Kiddie, M Men of Yesterday Melbourne: MUP 1967 Reference: Peel, L J Rural Industry in the Port Phillip Region. 1835-1880 Melbourne: MUP 1974 Powell, J M & Williams, M (eds) Australian Space. Australian Time. Melbourne: OUP 1975 Other references will be given at the start of, and during, the term.

Assessment Assessment will be based on seminar papers, laboratory reports and essays. There may be an examination paper. Note: This subject will not be offered in 1979 but may be offered in 1980.

GEOGRAPHY C5 (GPC05) 4 points

Biogeography A subject of one term's duration, comprising two 1-hour lectures, one 1-hour tutorial and one 2-hour practical class a week, together with approximately 20 hours of field activities. Bachelor of Education 167

Credit may not be granted for this subject as well as for Geography C15.

Prerequisite: Credit of 8 points in Geography at Group 2 level, or an approved equivalent.

Syllabus The subject is concerned with analysis and interpretation of plant distributions at a variety of scales. Topics include: the biosphere, elements and interrelationships; principles and methods of plant population and community analysis; plant-habitat relationships at regional and local scales; the evolution, structure and distribution of Australian flora; studies of selected ecosystems; and the impact of man.

Books Preliminary Reading: Cox, C B, Healey, I N & Moore, P D Biogeography — an ecological and evolutionary approach London: Blackwell 1973 Kellman, M C Plant Geography London: Methuen 1975 Dansereau, P Biogeography: An Ecological Perspective New York: Ronald Press 1957

Assessment Assessment will be based on participation in all activities, laboratory, field work and tutorial reports, and on a two-hour examination paper. Satisfactory completion of all components of assessment is required. Note: This subject will not be offered in 1979 but may be offered in 1980.

GEOGRAPHY C6 (GPC06) 4 points

Urban Geography A subject of one term's duration, comprising two 1-hour lectures, one 1-hour seminar and one 2-hour workshop a week, together with approximately 20 hours of field activities. Credit may not be granted for this subject as well as for Geography C16.

Prerequisite: Credit of 8 points in Geography at Group 2 level including Geography A2 and one of either Geography B2 or 83, or approved equivalent studies.

Syllabus The aim of the subject is to understand the nature of urbanism as a productive and social force, and to analyse its socio-spatial manifestations as exhibited in the post-industrial city. The distributive consequences for the inhabitants of the city are discussed under the heading of a number of 'urban' problems.

Books Preliminary Reading: Woods, S The Man in the Street Harmondsworth: Penguin 1975 Reference: Goodman, R After the Planners Harmondsworth: Penguin 1972 Harvey, D Social Justice and the City London: Arnold 1972 Pahl, R E Whose City? Harmondsworth: Penguin 1975 Reissman, L The Urban Process New York: Free Press 1970 Stretton, H Ideas for Australian Cities Melbourne: Georgian House 1971

Assessment Assessment will be based on two major essays and a project report, and participation in seminars. Note: This subject will not be offered in 1979 but may be offered in 1980. 168 Subject Descriptions

GEOGRAPHY C7 (GPC07) 4 points

Fluvial Geomorphology A subject of one term's duration, comprising two 1-hour lectures, one 3-hour laboratory class and one 1-hour seminar a week, together with approximately 20 hours of field activities. Credit may not be granted for this subject as well as for Geography C17. Prerequisite: Credit of 8 points in Geography at Group 2 level. Geography 84, while not a compulsory prerequisite, provides a useful background for Geography C17.

Syllabus The subject comprises comparative studies at an advanced level in both glacial and fluvial geomorphology with particular reference to erosion and deposition of fluvial and fluvioglacial sediments. The main emphasis of the subject is on a series of lectures, seminars and laboratory classes designed to acquaint students with the broad spectrum of present knowledge and methodology in this major component of land form studies. In addition, minor research projects will give students an opportunity to concentrate on topics of particular interest.

Books Preliminary Reading: Morisawa, M Streams New York: McGraw-Hill 1968 Reference: Embleton, C & King, C A M Glacial Geomorphology London: Arnold 1975 Gregory, K J & Walling, D E Drainage Basin Form and Process London: Arnold 1973 Leopold, L B et al Fluvial Processes in Geomorphology London: Freeman 1964

Assessment Assessment will be based on participation in all activities, laboratory and field work reports, seminar papers and on one 3-hour examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY C8 (GPC08) 4 points

Third World Geography A subject of two 1-hour lectures and one seminar class a week, together with up to 20 hours of project work and other special activities, including films and visiting speakers. Credit may not be granted for this subject as well as for Geography C18. Prerequisite: Credit of 8 points in Geography at Group 2 level, or approved equivalent studies.

Syllabus The subject considers the processes and patterns which have shaped the contemporary human geographies of nations that have experienced colonialism. Consideration will be given to such factors as: settlement systems and transport development, land tenure and agricultural change, rural-urban migration and urbanisation, regionalism and political structures, and international economic relationships. Major case studies will be from the island nations and territories of the South West Pacific.

Books Preliminary Reading: Howlett, D R Papua New Guinea: Geography and Change Sydney: Nelson 1973 Crocombe, R G The New South Pacific Canberra: ANU Press 1972 Reference: Brookfield, H C Colonialism, Development and Independence London: CUP 1972 Brookfield, H C & Hart, P Melanesia: A Geographical Interpretation of an Island World London: Methuen 1971 Bachelor of Education 169

Assessment Assessment will be based on written assignments, seminar work and one 2-hour examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY C9 (GPC09) 4 points

Studies in the Teaching of Geography A subject of one term's duration, comprising six class hours a week. Credit may not be granted for this subject as well as for Geography 89.

Prerequisite: Credit of 8 points in Geography at Group 2 level, or an approved equivalent.

Syllabus As for Geography B9.

Books As for Geography B9.

Assessment As for Geography 69.

GEOGRAPHY C10 (GPC10) 4 points

Geography in Education A subject of one term's duration, comprising one 2-hour lecture and two 2-hour tutorials throughout one term.

Prerequisite: Credit of 21 points in Geography including 12 points beyond Group 1 level, or an approved equivalent, together with either a pass or a concurrent enrolment in Method of Teaching — Geography, or a pass in an approved equivalent subject. This subject is not available to students with school experience commitments in 1979, but may be undertaken by teachers on part-time study leave.

Syllabus This subject seeks to integrate tertiary studies in geography with methods of learning appropriate at the secondary school level. A range of programs of study will be offered. Specific programs will be adopted on the basis of student and staff interests. Study programs might include: Development of a regional study appropriate at secondary school level. Development of a systematic study appropriate at secondary school level. Development of a unit which involves fieldwork. Development of a geography curriculum after a study of several courses currently in use in secondary schools. Development of a project in which extensive use is made of 'inquiry' techniques. An analysis of the issues of language and literacy development in geography.

Books Information on references will be provided as the nature of students' programs becomes apparent. Preliminary Reading: Graves, N Geography in Education South Yarra: Heinemann 1975 Graves, N led) New Movements in the Study and Teaching of Geography Melbourne: Cheshire 1972 Walford, R led) New Directions in Geography Teaching London: Longman 1973 170 Subject Descriptions

Assessment Assessment will be based on the satisfactory completion of programs undertaken by students. Assessment will therefore be negotiated with individual students or groups of students.

GEOGRAPHY C11 (GPC11) 3 points

Geomorphology A subject of one term's duration, comprising two 1-hour lectures, one 3-hour laboratory class and one 1-hour seminar a week, together with approximately 20 hours of field activities. The subject is available only to students with school experience commitments in 1979. There will be no class commitment during three-week block periods of School Experience. Students undertaking School Experience on the basis of two or three days a week throughout the term may enrol for either the complete Geography Cl program (4 points) or the complete Geography C11 program (3 points). Credit may not be granted for this subject as well as for Geography Cl. Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or an approved equivalent.

Syllabus As for Geography Cl.

Books As for Geography Cl.

Assessment As for Geography Cl.

GEOGRAPHY C12 (GPC12) 3 points

Regional Planning A subject of one term's duration, comprising two 1-hour lectures, one 3-hour laboratory class and one 1-hour seminar a week, together with approximately 20 hours of field activities. The subject is available only to students with school experience commitments in 1979. There will be no class commitment during three-week block periods of School Experience. Students undertaking School Experience on the basis of two or three days a week throughout the term may enrol for either the complete Geography C2 program (4 points) or the complete Geography C12 program (3 points). Credit may not be granted for this subject as well as for Geography C2. Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or approved equivalent studies.

Syllabus As for Geography C2.

Books As for Geography C2.

Assessment As for Geography C2. Bachelor of Education 171

GEOGRAPHY C13 (GPC13) 3 points

Agricultural Geography A subject of one term's duration, comprising two 1-hour lectures, one 3-hour laboratory class and one 1-hour seminar a week, together with approximately 20 hours of field activities. The subject is available only to students with school experience commitments in 1979. There will be no class commitment during three-week block periods of School Experience. Students undertaking School Experience on the basis of two or three days a week throughout the term may enrol for either the complete Geography C3 program (4 points) or the complete Geography C13 program (3 points). Credit may not be granted for this subject as well as for Geography C3. Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or approved equivalent studies.

Syllabus As for Geography C3.

Books As for Geography C3.

Assessment As for Geography C3.

GEOGRAPHY C14 (GPC14) 3 points

Historical Geography A subject of one term's duration, comprising two 1-hour lectures, one 2-hour laboratory class and one 1-hour seminar a week, together with approximately 20 hours of field activities. The subject is available only to students with school experience commitments. There will be no class commitment during three-week block periods of School Experience. Students undertaking School Experience on the basis of two or three days a week throughout the term may enrol for either the complete Geography C4 program (4 points) or the complete Geography C14 program (3 points). Credit may not be granted for this subject as well as for Geography C4.

Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or approved equivalent studies.

Syllabus As for Geography C4.

Books As for Geography C4.

Assessment As for Geography C4.

Note: This subject will not be offered in 1979 but may be offered in 1980. 172 Subject Descriptions

GEOGRAPHY C15 (GPC15) 3 points

Biogeography A subject of one term's duration, comprising two 1-hour lectures, one 2-hour practical class and one 1-hour tutorial a week, together with approximately 20 hours of field activities. The subject is available only to students with school experience commitments. There will be no class commitment during three-week block periods of School Experience. Students undertaking School Experience on the basis of two or three days a week throughout the term may enrol for either the complete Geography C5 program (4 points) or the complete Geography C15 program (3 points). Credit may not be granted for this subject as well as for Geography C5. Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or approved equivalent studies.

Syllabus ' As for Geography C5.

Books As for Geography C5.

Assessment As for Geography C5.

Note: This subject will not be offered in 1979 but may be offered in 1980.

GEOGRAPHY C16 (GPC16) 3 points

Urban Geography A subject of one term's duration, comprising two 1-hour lectures, one 2-hour workshop, and one 1-hour seminar a week, together with approximately 20 hours of field activities. The subject is available only to students with school experience commitments. There will be no class commitment during three-week block periods of School Experience. Students undertaking School Experience on the basis of two or three days a week throughout the term may enrol for either the complete Geography C6 program (4 points) or the complete Geography C16 program (3 points). Credit may not be granted for this subject as well as for Geography C6.

Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, together with Geography A2 and Geography B2 or B3, or approved equivalent studies.

Syllabus As for Geography C6.

Books As for Geography C6.

Assessment As for Geography C6.

Note: This subject will not be offered in 1979 but may be offered in 1980. Bachelor of Education 173

GEOGRAPHY C17 (GPC17) 3 points

Fluvial Geomorphology A subject of one term's duration, comprising two 1-hour lectures, one 3-hour laboratory class, and one 1-hour seminar a week, together with approximately 20 hours of field activities. The subject is available only to students with school experience commitments in 1979. There will be no class commitment during three-week block periods of School Experience. Students undertaking School Experience on the basis of two or three days a week • throughout the term may enrol for either the complete Geography C7 program (4 points) or the complete Geography C17 program (3 points). Credit may not be granted for both this subject and Geography C7. Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or approved equivalent studies. Geography B4, while not a compulsory prerequisite, provides a useful background for Geography C17.

Syllabus As for Geography C7.

Books As for Geography C7.

Assessment As for Geography C7.

GEOGRAPHY C18 (GPC18) 3 points

Third World Geography A subject of two 1-hour lectures and one seminar class a week, together with up to 20 hours of project work and other special activities, including films and visiting speakers. The subject is available only to students with school experience commitments in 1979. There will be no class commitment during three-week block periods of School Ex perience. Students undertaking School Experience on the basis of two or three days a week throughout the term may enrol for either the complete Geography C8 program (4 points) or the complete Geography C18 program (3 points). Credit may not be granted for this subject as well as for Geography C8. Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or approved equivalent studies.

Syllabus As for Geography C8.

Books As for Geography CS.

Assessment As for Geography C8.

GEOGRAPHY C19 (GPC19) 3 points

Project in Geography A subject of 100 hours project work. The project may extend over any period, but not beyond the end of the 1979 academic year. 174 Subject Descriptions

Prerequisite: Credit of 21 points in Geography including 12 points beyond Group 1 level, or an approved equivalent. The subject is available only to students undertaking School Experience in 1979.

Syllabus The subject offers students an opportunity to engage in group or individual research projects under the direction and supervision of members of staff. Project topics must be in substantive research fields related to studies taken earlier in the course. Topics may be suggested by staff or by students, however detailed proposals must be approved by the Department of Geography before work is allowed to proceed. The progress of each project is to be supervised closely by members of staff. Interim reports are to be made to the supervisors assigned to each project. While students may be required to present seminar papers on their project topics, there will be few regular classes. However, students will have full access to the laboratory and equipment facilities of the Department of Geography during the course of their projects.

Books Information on references will be provided at the beginning of the subject.

Assessment Assessment will be based on the final submission. Students may be required in addition to take an oral or written examination on the subject of the project.

GEOGRAPHY C20 (GPC20) 3 points

Geography in Education A subject of one term's duration, comprising one 2-hour lecture and two 2-hour tutorials throughout the term (during weeks not committed to School Experience) or an equivalent program of study designed to make an appropriate workload allowance for weekly School Experience commitments concurrent with the subject. Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level or approved equivalent studies, together with either a pass or concurrent enrolment in Method of Teaching — Geography, or a pass in an approved equivalent subject.

Syllabus As for Geography C10. Geography C10 and Geography C20 will have the same class timetable. Students enrolled for Geography C20 will either not undertake that part of Geography C10 which continues during three-week periods of School Experience or will be given a workload of three-quarters of that for students enrolled in Geography C10 if undertaking School Experience on a weekly basis concurrent with the subject.

Books As for Geography C10.

Assessment Assessment will be based on the satisfactory completion of the program undertaken by the students. Assessment will therefore be negotiated with individual students or groups of students. Bachelor of Education 175

HISTORY

See also Asian Studies and Politics.

Subjects in History, Asian Studies, and Politics are listed alphabetically. They are administered by the Department of History and Politics, and all inquiries should be directed to the Head of the Department through the Secretary, room 208A, 1888 Building. Telephone: 341 8593. Students interested in Asian Studies should note the opportunities for developing major studies in this area in the various subjects offered at Year 1, 2 and 3 levels in Asian Studies, History and Politics. Students should also note the opportunities offered for developing major studies in either History or in Politics or by taking a combination of subjects from Asian Studies, History or Politics. First year subjects in Asian Studies, History, and Politics are each full year studies worth 9 points. Second and third year subjects are either full year studies, each worth 12 points, or half year studies, each worth 6 points. Fourth year subjects are full year studies worth 9 points. The offering of subjects at second and third year levels depends upon the availability of staff in the department to provide the subjects. Assessment procedures in each subject are stated in the subject descriptions; the procedures will be discussed with students at the beginning of each subject. Studies in Methods of Teaching — History and Method of Teaching — Social Studies and Politics, are available in the fourth year.

HISTORY All (HIA11) 9 points

Modern British A subject of one 1-hour lecture and two 2-hour tutorials a week throughout the year.

Special Requirement Students will be expected to attend 80 per cent of tutorials in this subject. Prerequisite: Nil.

Syllabus The subject covers the years approximately 1832.1945. 1. Initially the subject will orientate students to: (a) the necessary skills and methods required to study a tertiary history; (b) the relevance of the subject to modern society, while providing an historical and knowledge framework within which the material can be comprehended. 2. Students will then examine a number of themes related to aspects of change in Britain 1832.1945. These themes will include: (a) changing social structure; (b) social attitudes; (cl political philosophies and social responsibility; (d) political developments towards greater popular participation; (e) Britain's international and imperial relations.

Books Preliminary Reading: Harrison, J F C The Early Victorians St Albans (Herts): Panther 1973 176 Subject Descriptions

Perkin, H The Origins of Modern English Society 1780-1880 London: Routledge & Kegan Paul 1972 Webb, R K Modern England London: Allen & Unwin 1969 Reference: Students are not required to purchase any particular reference, but it is recommended that all students should purchase one thorough general history of the whole period, e.g. Arnstein, W L Britain Yesterday and Today Farnborough: Heath 1971 Webb, R K Modern England London: Allen & Unwin 1969 It is also suggested that students purchase: Perkin, H The Origins of Modern English Society 1780-1880 London: Routledge & Kegan Paul 1972 The following books are of value: Best, G Mid-Victorian Britain 1851-1875 St Albans (Herts): Panther 1973 Briggs, A The Age of Improvement 1783-1867 Harlow: Longman 1960 Graves, R & Hodge, A The Long Weekend Harmondsworth: Penguin 1971 Hobsbawn, E J Industry and Empire Harmondsworth: Penguin 1975 Markwick, A Britain in the Century of Total War Harmondsworth: Penguin 1968 Pearsall, R The Worm in the Bud Harmondsworth: Penguin 1969 Robinson, R & Gallagher, J Africa and the Victorians London: Macmillan 1965 Taylor, A J P English History 1914-1945 Harmondsworth: Penguin 1970 or RKP edn

Assessment Exercises submitted throughout the year comprise 60 per cent of assessment, and an examination — 40 per cent.

Additional information: Inquiries should be directed to Mr D Garden, room 202, 1888 Building.

HISTORY A13 (HIA13) 9 points

The Foundations of Western Civilisation A subject of four hours of class work a week throughout the year in the form of two 1-hour lectures and one 2-hour tutorial. Prerequisite: Nil.

Syllabus The subject will involve an introduction to the historical discipline, and to work intended to develop the skills of inquiry appropriate to the study of history. These theoretical and practical studies will be associated with a survey of the stages in the development of Western Civilisation, intended to provide students with an appropriate perspective for an understanding of their own times and/or further historical study. The subject covers prehistory to the end of the Roman Empire. Studies in 1979 will concentrate on the following: Prehistory. Culture and civilisation (3,500-1,000 BC). Classical civilisation (1,000 BC-500 AD). Islamic civilisation (600-800 AD). Students will be expected to involve themselves in a critical appraisal of issues that arise out of these studies; for example democracy, authority, leaders and leadership, social values, role of women and war.

Books Preliminary Reading: 'Cantor, N E & Schneider, R I How to Study History New York: Crowell 1967 Reference: 'McNeill, W H A World History New York: OUP 1971 McNeill, W H Readings in World History — Vol 1: The Origins of Civilization. Vol 2: The Ancient Near East Vol 3: The Classical Mediterranean World. Vol 6: The Islamic World Bachelor of Education 177

Assessment Students will be assessed on class work, written exercises and essay work, and possibly on unit tests.

Additional information: Inquiries should be directed to Mr W Blackmore, Lecturer in History, room 225, 1888 Building.

HISTORY B12 (HIB12) 12 points

European: The Old Regime and The French Revolution A subject of three to four hours of class work a week throughout the year in the form of two 1-hour lectures and one 2-hour tutorial. Attendance at class is compulsory. This subject is not available to students who have passed History Al2. Credit may not be granted for this subject as well as for History C12. Prerequisite: Credit of 9 points in History or an approved equivalent.

Syllabus The subject is primarily concerned to elucidate the origins, phases and effects of the Great French Revolution. It therefore involves a study of selected aspects of French history in the seventeenth, eighteenth and early nineteenth centuries set against a European background. The areas of detailed work are: (a) the social, economic and political structure of the Ancien Regime as it stood during the seventeenth and the first half of the eighteenth centuries; and elements of dislocation and transition within it, especially from about 1750; (b) the intellectual framework of the Ancien Regime with special reference to the European Enlightenment and its influence on the French Revolution; Ic) the origins end development of the French Revolution, 1789-1799, and its effects on Europe; (d) the age of Napoleon in France and Europe, 1799-1815; (e) the revolutionary 'balance sheet' and the revolutionary aftermath.

Books Students will need to become thoroughly familiar with the following works and should have access to them throughout the year. Goubert, P The Ancien Regime London: Weidenfeld & Nicolson 1973 Hampson, N Social History of the French Revolution London: RKP 1966 Lefebvre, G The Coming of the French Revolution Princeton (NJ): Princeton Univ Press 1954 Markham, F Napoleon New York: Mentor 1963 Martin, K French Liberal Thought in the Eighteenth Century New York: Harper & Row 1963 Palmer, R R Twelve Who Ruled Princeton (NJ): Princeton Univ Press 1959 Rousseau, J J The Social Contract (trans Cranston, M) Harmondsworth: Penguin 1969 Sydenham, J The First French Republic 1772-1804 London: Batsford 1974 Sydenham, J The French Revolution London: Batsford 1965 Voltaire, F M A de Candide Harmondsworth: Penguin 1970 or Signet edition The following books are of value: . Brinton, C Decade of Revolution New York: Harper & Row 1963 Bruun, G Europe and the French Imperium New York: Harper & Row 1965 Cobban, A A History of Modern France vols 1 & 2 Harmondsworth: Penguin 1969 Hazard, P European Thought in the Eighteenth Century Harmondsworth: Penguin 1965 Palmer, R R The Age of the Democratic Revolution 2 vols Princeton (NJ): Princeton Univ Press 1959-64 Rude, G The Crowd in the French Revolution London: OUP 1968 Paperback Rude, G Revolutionary Europe 1783-1815 London: Fontana 1969 Voltaire, F M A de Philosophical Dictionary Harmondsworth: Penguin 1975 Williams, E N The Ancien Regime in Europe Harmondsworth: Penguin 1972 Specific reading guides drawing on ERC resources are issued for lectures and tutorials. 178 Subject Descriptions

Assessment Assessment is continuous, and the final assessment will be based on short written essays and/or exercises in the early part of the year, a major essay later in the year, a final examination paper of three hours, covering the whole year's work. (This paper constitutes approximately half the total assessment.)

HISTORY B13 (HIB13) 12 points

Early Modern European History A subject of two 1-hour lectures and one 2-hour tutorial a week throughout the year. Credit may not be granted for this subject as well as for History C13. Prerequisite: Credit of 9 points in History, or an approved equivalent.

Syllabus A detailed examination of certain cities and regions, especially of fifteenth and sixteenth century Italy and Germany. The subject corresponds to some sections of the HSC syllabus and is designed to provide historical training, specifically for prospective teachers. Close attention will be paid to economic and political analysis and to religious questions of the period. The writings of particular men — especially Machiavelli, Erasmus, More, Luther and the reformers — will be studied in detail. Students will be required to become familiar with philosophical issues and the latest research. Independent study programs are encouraged. Foreign languages are not necessary.

Books Preliminary Reading: Elton, G R Reformation Europe 1515-1559 London: Fontana 1963 Hay, D The Italian Renaissance in its Historical Background Cambridge: The Univ Press 1970 Keen, M The Pelican History of Medieval Europe Harmondsworth: Penguin 1969 Reference: Brucker, G led) The Society of Renaissance Florence New York: Harper & Row 1971 Burckhardt, J The Civilization of the Renaissance in Italy (Any edition) Burke, P Tradition and Innovation in Renaissance Italy London: Fontana 1974 Chadwick, O The Reformation Harmondsworth: Penguin 1964 Crick, B led) Machiavelli: The Discourses Harmondsworth: Penguin 1970 Dillenberger, J led) Martin Luther New York: Anchor 1961 Dolan, J P led) The Essential Erasmus New York: Mentor-Omega 1964 Elton, G R Renaissance and Reformation 1300-1648 New York: Macmillan 1976 Gilbert, A led) The Letters of Machiavelli New York: Capricorn 1961 Guicciardini, F The History of Florence New York: Harper & Row 1970 Guicciardini, F The History of Italy New York: Collier-Macmillan 1966 Hillerbrand, H J led) The Protestant Reformation New York: Harper & Row 1968 Molho, A led) The Social and Economic Foundations of the Italian Renaissance New York: Wiley 1969 More, T Utopia Harmondsworth: Penguin 1973 Plamenatz, J led) Machiavelli: The Prince and Selections from the Discourses London: Fontana 1972 Ross, J B & McLaughlin, M M (eds) The Portable Renaissance Reader New York: Viking Press 1968 Rupp, E G & Drewery, B Martin Luther London: Arnold 1970 Spitz, L W led) The Protestant Reformation Englewood Cliffs: Prentice-Hail 1966

Assessment Assessment, usually based on three supervised research essays, may be negotiated.

Additional information: Inquiries should be directed to Dr N Battye, Lecturer in History, room 210, 1888 Building. Bachelor of Education 179

HISTORY B14 (HIB14) 12 points

European History 1870-1950 A subject of two 1-hour lectures and one 2-hour tutorial a week throughout the year. Credit may not be granted for this subject as well as for History C14.

Prerequisite: Credit of 9 points in History, or an approved equivalent.

Syllabus The syllabus for external students differs from this one, which is for internal students. External students should consult the Prospectus for External Students 1979, available from the Department of External Studies. The subject consists of a study of aspects of European history between 1870 and 1950. The year will be divided into three major areas of study: 1. War and revolution 1914-1923: the impact of the Great War on Russia and Germany. The approach will be comparative, examining the structural changes resulting from war and revolution. 2. Social history, with special reference to the European peasantry, and to the USSR after the revolution. 3. German National Socialism: the nature of the movement, its relationship with German society and with European Fascism.

Books Preliminary Reading: Barraclough, G An Introduction to Contemporary History Harmondsworth: Penguin 1976 Reference: • Jolt, J Europe Since 1870: An International History New York: Harper & Row 1973

Assessment Assessment will be based on essays and/or tests submitted throughout the year.

HISTORY B15 (HIB15) 12 points

Australian History A subject of two 1-hour lectures and one 2-hour tutorial a week throughout the year. Credit may not be granted for this subject as well as for History C15.

Special Requirement Attendance at tutorial classes is compulsory.

Prerequisite: Credit of 9 points in History, or an approved equivalent.

Syllabus A study of selected aspects of the history of Australia from 1788 until modern times. Particular attention will be paid first to the system of convict transportation, secondly to the social and political growth of New South Wales and Victoria in the late nineteenth century, and thirdly to the development of nationalism and the working of federalism.

Books Preliminary Reading: Clark, CM H A History of Australia vol 1 Melbourne: MUP 1962 Crowley, F K (ed) A New History of Australia Melbourne: Heinemann 1974 Beever, M & Smith, F B (eds) Historical Studies: Selected Articles. Series 2 Melbourne: MUP 1967 Eastwood, J & Smith, F B (eds) Historical Studies: Selected Articles. Series 1 Melbourne: MUP 1967 Greenwood, G led) Australia: A Social and Political History Sydney: Angus & Robertson 1955 180 Subject Descriptions

Ritchie, J Punishment and Profit Melbourne: Heinemann 1970 Serte, G The Golden Age Melbourne: MUP 1968 Shaw, A G L Convicts and the Colonies London: Faber 1966 Reference: Detailed lists will be distributed throughout the year.

Assessment Assessment will be based on essays set during the year and on a final examination. All essays set during the year must be completed satisfactorily and be submitted prior to the final examination. This should be taken to mean the date of the first examination paper, should there be more than one.

Additional information: Inquiries should be directed to Mr P Nicholls, room 211, 1888 Building.

HISTORY B16 (HIB16) 6 points

Vietnam This subject is conducted in the first half of the year with two 1-hour lectures and two 2-hour practical classes lone seminar, one workshop) a week. Credit may not be granted for this subject as well as for History C16. Prerequisite: Credit of 9 points in History, or an approved equivalent. Syllabus The subject is designed as a survey of Vietnamese history, commencing with an examination of traditional Vietnam before proceeding to more detailed work on the national movement, the wars of resistance and US involvement. During the study emphasis will be placed on the skills used by historians and on the teaching of history involving work in media and/or documentary theatre.

Books Reference: Marr, D G Vietnamese Anticolonialism 1885-1925 Berkeley: Univ of Calif Press 1971 Nguyen Khac Vien Tradition and Revolution in Vietnam Indochina Resource Centre 1974 Sheehan, N led) The Pentagon Papers New York: Bantam 1974 Woodis, J (ed) No Chi Minh: Selected Articles and Speeches 1920-1967 London: Lawrence 1970

Assessment Requirements will be determined by staff and students according to the work undertaken during the half-year.

HISTORY B17 (HIB17) 6 points

Indonesia A subject conducted in the second half of the year, with two 1-hour lectures and two 2-hour practical classes (one seminar, one workshop) a week. Credit may not be granted for this subject as well as for History C17. Prerequisite: Credit of 9 points in History, or an approved equivalent.

Syllabus The subject is designed as a survey of Indonesian history, commencing with an examination of traditional Indonesia before proceeding to more detailed work on the nationalist movement, the foundation of the Republic, Guided Democracy, and the New Order. Bachelor of Education 181

During the study emphasis will be placed on the skills used by the historian and on the teaching of history involving work in media and/or documentary theatre.

Books Legge, .1D Indonesia Sydney: Prentice-Hall 1977 Mortimer, R Showcase State Sydney: Angus & Robertson 1973 Polomka, P Indonesia Since Sukarno Ringwood (Vic): Penguin 1971

Assessment Requirements will be determined by staff and students according to the work undertaken during the half-year.

HISTORY B18 (HIB18) 6 points

China A subject of three to four hours a week in the first half of the year. Credit may not be granted for this subject as well as for History C18. Prerequisite: Credit of 9 points in History, or an approved equivalent.

Syllabus A study of selected topics in Chinese History from the decline of the Ch'ing Dynasty until the establishment of the People's Republic of China. This subject provides an alternative or a complementary study to Politics 813 or C13.

Books Preliminary Reading: Schram, S Mao Tse-tung Harmondsworth: Penguin 1974 Suyin, H The Crippled Tree St Albans (Hems): Panther 1972 Reference: Fairbank, J K, Reischauer, E O & Craig, A M East Asia: Tradition and Transformation London: Allen & Unwin 1973 Hsu, I C Y The Rise of Modern China London: OUP 1970 Levenson, J R Modern China London: Macmillan 1971 Schurmann, F & Schell, O (eds) China Readings, Vol 1 (Imperial China) and Vol 2 (Republican China) Harmondsworth: Penguin 1967 Reading lists will be issued during the year.

Assessment Assessment is based on class exercises and one long essay.

Additional information: Inquiries should be directed to the Secretary, Department of History and Politics, room 222, 1888 Building.

HISTORY C12 (HIC12) 12 points

European: The Old Regime and The French Revolution A subject of three to four hours of class work a week throughout the year in the form of two 1-hour lectures and one 2-hour tutorial. Attendance at classes is compulsory. This subject is not available to students who have passed History Al2. Credit may not be granted for this subject as well as for History 812. Prerequisite: Credit of 12 points in History at Group 2 level, or an approved equivalent.

Syllabus As for History 812. 182 Subject Descriptions

Books As for History B12.

Assessment As for History B12.

HISTORY C13 (HIC13) 12 points

Early Modern European History A subject of two 1-hour lectures and one 2-hour tutorial a week throughout the year. Credit may not be granted for this subject as well as for History 813. Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent. Syllabus As for History 813.

Books As for History B13.

Assessment As for History B13.

HISTORY C14 (HIC14) 12 points

European History 1870-1950 A subject of two 1-hour lectures and one 2-hour tutorial a week throughout the year. Credit may not be granted for this subject as well as for History B14. Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent.

Syllabus As for History 814.

Books As for History B14.

Assessment As for History B14.

HISTORY C15 (HIC15) 12 points

Australian History A subject of two 1-hour lectures and one 2-hour tutorial a week throughout the year. Credit may not be granted for this subject as well as for History 815.

Special Requirement Attendance at tutorial classes is compulsory. Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent.

Syllabus As for History B15.

Books As for History 815.

Assessment As for History B15. Bachelor of Education 183

HISTORY C16 (HIC16) 6 points

Vietnam A subject conducted in the first half of the year, with two 1-hour lectures and two 2-hour practical classes (one seminar, one workshop) a week. Credit may not be granted for this subject as well as for History B16. Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent.

Syllabus As for History B16.

Books As for History 816.

Assessment As for History 816.

HISTORY C17 (HIC17) 6 points

Indonesia A subject conducted in the second half of the year, with two 1-hour lectures and two 2-hour practical classes (one seminar, one workshop) a week. Credit may not be granted for this subject, as well as for History B17. Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent.

Syllabus As for History 817.

Books As for History B17.

Assessment As for History 817.

HISTORY C18 (HIC18) 6 points

China A subject conducted in the first half of the year, with three to four hours of classes a week. Credit may not be granted for this subject as well as for History B18. Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent.

Syllabus As for History 818.

Books As for History 818.

Assessment As for History 818.

HISTORY D (HID00) 9 points

Historians, the French Revolution and Napoleon A subject of three contact hours a week throughout the year (except during periods of School Experience), involving assignment work, individual and group tutorials, and seminars. 184 Subject Descriptions

Prerequisite: Credit of 21 points in History, or in History and an approved equivalent.

Syllabus - There are two intimately related aspects of the subject: 1. Theory: An investigation of the principal elements comprising the historical discipline, with special emphasis on the nature and problems of historical explanation. 2. Practice: A study of selected aspects of French Revolutionary and Napoleonic history in the late eighteenth and early nineteenth centuries, with a special emphasis on the problems confronted by historians in explaining and interpreting significant events and an analysis of their 'solutions'.

Books Preliminary Reading: Cronin, V Napoleon Harmondsworth: Penguin 1973 Elton, G R The Practice of History London: Fontana 1969 Rude, G Europe in the Eighteenth Century London: Cardinal 1973 Rude, G Revolutionary Europe 1783-1815 London: Fontana 1969 Reference: •Godechot, J et al The Napoleonic Era in Europe New York: Holt Rinehart& Winston 1971 • Hampson, N The Social History of the French Revolution London: Routledge & Kegan Paul 1966 • Sydenham, M J The French Revolution London: Batsford 1965 •Sydenham, M J The First French Republic 1792-1804 London: Batsford 1974 *Walsh, W H Introduction to Philosophy of History London: Hutchinson 1964

Assessment Students will be assessed on class papers and on a major essay.

HUMAN SEXUALITY (HSA00) 3 points

A subject of the equivalent of two 2-hour sessions a week for one term. The sessions may take a variety of forms, e.g. lecture, group discussion, or workshop.

Prerequisite: Nil.

Syllabus The subject is intended to introduce students to an understanding of important issues in human relationships and sexuality. Task-orientated discussion sessions and lectures are integrated, and designed to introduce topics in the following areas: methods of communication; factors influencing attachments and relationships; att itudes, feelings, and emotions; human growth and development; sexuality in the different ages of man; physiological, psychological, and sociological aspects of sexuality; varieties of sexual expression; birth control; sexually transmitted diseases; sex and the law.

Books Full details of a reading and resources list will be available at the commencement of the subject. Material suitable for preliminary reading could be selected from: Goldstein, B Human Sexuality Sydney: McGraw-Hill 1976 Llewellyn-Jones, D Everywoman 2nd edn London: Collier-Macmillan 1977 Mead, M Male and Female Ringwood (Vic): Penguin 1962 Oakley, A Sex, Gender and Society Melbourne: Sun Books 1972

Assessment There are no formal examinations. Students will be required to undertake a literature review, as well as a survey or investigation of a selected topic. Assessment will be based on these activities, as well as on participation in seminars and course work. Bachelor of Education 185

LANGUAGE IN EDUCATION (LLA00) 6 points

A subject of two hours a week throughout the year, except for the weeks set aside in Year 4 for block School Experience. This subject is designed to be taken in the later years of the course. Prerequisite: Nil.

Syllabus Theoretical studies, with related practical exercises, from the following areas: 1. Introduction to the nature of language; language as a system of rules; accent and dialect; 'standard English'. 2. Language and social context; language and social control. 3. Relationship of language to thought; ways in which language is said to structure reality; language and culture. 4. Acquisition of language; relationship of language to learning, including concept development; child-adult dialogue. 5. Language in the classroom; explanatory language and classroom organisation as a determinant of linguistic interaction; language across the curriculum; technical vocabularies of subjects; the language of the teacher. 6. The reading process; reading in the context of other linguistic skills; reading for meaning; individual differences affecting reading.

Books Preliminary Reading: Barnes, D From Communication to Curriculum Harmondsworth: Penguin 1976 Barnes, D, Britton, J & Rosen, H Language, the Learner and the School Harmondsworth: Penguin 1974 Britton, J Language and Learning Harmondsworth: Penguin 1970 Reference: Burgess, C et al Understanding Children Writing Harmondsworth: Penguin 1974 Committee of Inquiry into Reading and the Use of English (UK): A Language for Life (Bullock Report) London: HMSO 1975 Crystal, D Child Language, Learning and Linguistics London: Edward Arnold 1976 Dixon, J Growth Through English London: OUP 1974 Marland, M Language Across the Curriculum London: Heinemann Educ 1977 Martin, N et al Understanding Children Talking Harmondsworth: Penguin 1976 Thornton, G Language, Experience and the School London: Edward Arnold 1976 Wilkinson, A Language and Education (Oxford Studies in Education) London: OUP 1975

Assessment Assessment will be based on tests, exercises, class papers or essays done throughout the year.

LEGAL STUDIES A (LSA00) 9 points

What is Law? A subject of four 1-hour classes a week throughout the year. Credit may not be granted for this subject as well as for Social Science B11.

Special Requirement Attendance at classes is compulsory. Prerequisite: NiI.

Syllabus The theme of the subject is the operation of law in society as an instrument of social control. This overriding aspect of the subject will be studied by an examination of: The concept of society and the evolution of a legal system within society, 186 Subject Descriptions

An analysis of the various definitions of law and their relationship to the society in which they were developed. A study of the historical development of the Common Law. An analysis of the relationship, if any, between the concept of a legal system and the concepts of justice and morality. A study of the legal institutions and of the legal process in Australia in order to develop an awareness of the purpose of the law-making and law-enforcing agencies. The international legal system. Law reform.

Books Preliminary Reading: Friedmann, W Law in a Changing Society Ringwood (Vic): Penguin 1972 Derham, D, Maher, F & Waller, L An Introduction to Law Sydney: Law Book Coy 1970 Nettheim, G & Chisholm, R Understanding Law Sydney: Butterworths 1978 Toffler, A Future Shock London: Pan (Optional) Reference: Castles, A C An Introduction to Australian Legal History Melbourne: Law Book Coy 1971 Friedman, M & MacAuley, S Law and the Behavioural Sciences New York: Bobbs-Merrill 1969 Lloyd, D An Introduction to Jurisprudence 3rd edn London: Stevens 1972 Maher, F, Waller, L & Derham, D Cases and Materials on the Legal Process Sydney: Law Book Coy 1971 Pearce, D C Statutory Interpretation in Australia Melbourne: Butterworths 1974 Radcliffe, G R Y & Cross, G The English Legal System 5th edn London: Butterworths 1971 A detailed guide will be issued at the beginning of the year.

Assessment Submissions during the year will comprise 50 per cent of the assessment, and one examination at the end of the year will comprise 50 per cent of the assessment.

LEGAL STUDIES B (LSBOO) 12 points

Law and the Individual A subject of two 1-hour classes and one 2-hour tutorial a week throughout the year. Credit may not be granted for this subject as well as for Social Science B11.

Special Requirement Attendance at classes is compulsory. Prerequisite: Legal Studies A.

Syllabus Consideration of the link between social objectives and two aspects of the law involving the individual: 1. The individual as a member of a legal and social institution — the family• 2. The individual as a member of society — consideration will be limited to the area of criminal law and its social objectives.

1. The Individual in Family Law The individual establishing formal family relationships, engagements, marriage and adoption. His/her role in the family unit — his/her marital rights and duties toward other members, particularly in regard to maintenance, property, custody end child-rearing. buse, illegitimacy, Termination of marriage. Consideration of child neglect and a non-legal and institutional reforms and the social policies they encourage. Bachelor of Education 187

2. The Individual and Criminal Law Examination of the rationale for, and content of, criminal law as it affects the individual. The law's development, with emphasis on the requisite mental element. Consideration of homicide, offences against the person, crimes without victims and public offences. The procedure in criminal law and its use as a means of controlling and influencing the individual's behaviour. Operation of police forces and courts, and the function of punishment in enforcing society's intentions on the individual.

Books Preliminary Reading: Goode, W J The Family Englewood Cliffs: Prentice-Hall 1964 Friedmann, W Law in a Changing Society Ringwood (Vic): Penguin 1972 Reference: Brett, P & Waller, L Cases and Materials on Criminal Law 3rd edn Melbourne: Butterworths 1971 Broun, M & Fowler, S Australian Family Law and Practice Sydney: CCH 1978 Chappell, D & Wilson, P R The Australian Criminal Justice System Melbourne: Butterworths 1972 Hambly, D & Turner, N Cases and Materials on Australian Family Law Sydney: Law Book Coy 1971 Johnston, N et al Sociology of Punishment and Correction 2nd edn New York: Wiley 1970 Nygh, P E Guide to the Family Law Act Sydney: Butterworths 1975 Royal Commission on Human Relationships Final Report 5 vols (Chairman: Justice Elizabeth Evatt) Canberra: AGPS 1978 South Australia, Parliament Criminal Law and Penal Methods Reform Committee: First, Second and Third Reports (Chairman: Hon Justice Mitchell) Adelaide: SA Govt Printer 1973 Wilson, P The Sexual Dilemma Brisbane: Univ of Old Press 1973 A detailed reading list will be issued at the beginning of the year.

Assessment Submissions during the year will comprise 50 per cent of the assessment, and one examination at the end of the year will comprise 50 per cent of the assessment.

LEGAL STUDIES C (LSCOO) 12 points

Law and Government A subject of four class hours a week throughout the year.

Special Requirement Attendance at classes is compulsory. Prerequisite: Legal Studies B.

Syllabus This subject is an extension of Legal Studies B in that it will continue to explore the role of law in society by examining the links between social objectives and the use of the law in the attainment of those objectives. Reference will be made to the relationship between social-economic policy and the law, particularly in Australia and the Soviet Union. A study of federalism will be made to explore the relationship between Federal and State institutions. A study will also be made of the rules of administrative law as they apply to the regulation-making process and administrative tribunals generally. The exercise of governmental powers will be examined primarily through trade practices and consumer affairs legislation. Additional optional topics will be studied to illustrate in detail the convergence of law with a government's economic and social policies. 188 Subject Descriptions

Books Preliminary Reading: Friedmann, W Law in a Changing Society Ringwood (Vic): Penguin 1972 Braham, R Soviet Politics and Government New York: Knopf 1965 Marx, K & Engels, F Manifesto of the Communist Party Moscow: Progress 1975 Reference: An Introduction to Trade Practices and Consumer Protection in Australia Sydney: CCH 1974 Benjafield, D G & Whitmore, H Principles of Australian Administrative Law Melbourne: Butterworths 1971 Evans, G Labor and the Constitution Melbourne: Heinemann 1975 Howard, C Australian Federal Constitutional Law 2nd edn Melbourne: Law Book Coy 1972 Lane, P H A Students Manual of Australian Constitutional Law Melbourne: Law Book Coy 1972 Sawer, G eta/Australian Federalism in the Courts Melbourne: MUP 1967 Taperell, G Q, Vermeesch, R B & Harland, D J Trade Practices and Consumer Protection Melbourne: Butterworths 1974 Tracy, R S & Sykes, E I Cases and Materials on Administrative Law Melbourne: Butterworths 1975 A detailed guide will be issued at the beginning of the year.

Assessment Submissions during the year will comprise 50 per cent of the assessment, and one examination at the end of the year will comprise 50 per cent of the assessment.

LIBRARIANSHIP Al (LIA01) 3 points The Education Resource Centre Multi-Media Concept of School Library Provision A subject of one 2-hour seminar/workshop a week for one semester. Prerequisite: Nil.

Syllabus The general objective of this subject is to introduce students to the field of school librarianship so that they can outline the relationship between educational practice, resource-based learning, and library resource centre development. Areas examined include: 1. Educational Trends and ERC Development (a) curriculum development (b) the teaching-learning process (c) school organisation 2. Resources in Learning (a) Educational/technical characteristics of media (b) the learner and resources of learning 3. Education Resource Centres (a) design, plans, facilities and furniture (b) services and programs for students and staff (c) co-operation with other centres of learning resources (d) education resource centre research projects (e) staffing within the ERC. 4. Resource Centres in Practice (a) visits to a range of school education centres.

Books Brown, W et al Administering Education Media: Instructional Technology and Library Services Sydney: McGraw-Hill 1972 Bachelor of Education 189

Moller, H Media for Discovery Melbourne: Angus & Robertson 1974 Roe, E Teachers, Librarians and Children Melbourne: Cheshire 1972

Assessment Students must complete all sections of the course of study to a satisfactory level to achieve a pass in this subject. Assessment is based on: Attendance and participation in seminars, workshops and all visits to school ERCs. Written report on primary school ERC visited. Presentation of a seminar topic. Production of non-print material: (a) a series of overhead projector transparencies using three different techniques (b) one set of six slides (c) one cassette tape recording. A paper of 1,000 words outlining the role and functions of the education resource centre in relation to the schoors educational program.

Additional in-formation: Inquiries should be directed to the Head of Department of Librarianship, room 231, 1888 Building.

LIBRARIANSHIP A2 (LIA02) 2 points

Introduction to Reference Services A subject of one 2-hour lecture/workshop a week for one semester. Prerequisite: Nil

Syllabus Content: Definition, evaluation and use of reference materials. Biographical, geographical and word sources. Encyclopaedias, yearbooks, almanacs, handbooks, directories and manuals. Indexing and abstracting services. Systematic searching for information. Objectives: Upon completion of this subject each student should be able to locate information in reference materials selecting the most appropriate source. In order to meet this major objective students must be able to: (a) identify different types of reference materials (b) evaluate specific titles in terms of their usefulness for finding information (c) develop a search procedure for the location of specific information.

Books Cheney, F N Fundamental Reference Sources Chicago: American Library Association 1971 Katz, W A Introduction to Reference Work: Vol 1: Basic Information Sources 2nd edn New York: McGraw-Hill 1974

Assessment Assessment is continuous and is based on attendance, participation, and completion of workshop activities; three short assignments; and announced and unannounced short answer tests.

LIBRARIANSHIP A3 (LIA03) 2 points Introduction to Bibliographic Organisation A subject of two hours a week for one semester. Prerequisite: Nil. 190 Subject Descriptions

Syllabus This introduction to bibliographic organisation entails a study of the basic principles and practices of descriptive cataloguing for a range of materials.

Books Anglo-American Cataloging Rules (North American Text) Chicago: ALA 1967

Assessment Each student will be assessed on the basis of three open-book tests. LIBRARIANSHIP A4 (LIA04) 2 points Introduction to Reading for Young People A subject of one 2-hour seminar a week for one semester. Prerequisite: Nil.

Syllabus An introduction to the fiction read and/or recommended to students aged 11-18 in post-primary schools. The area is treated from (a) a historical viewpoint, i.e. early streams, and developments and changes in attitudes and methods of presentation; and (b) a study of genres (e.g. historical fiction, fantasy, science fiction) and content (e.g. individual authors, particular themes and styles). Attention is given also to methods of presentation and to ways of encouraging fiction-reading in schools.

Books Arbuthnot, M H Children and Books Glenview: Scott Foresman 1972 Cameron, E The Green and Burning Tree Boston: Little Brown 1969 Egoff, S et al Only Connect Toronto: OUP 1969 Fader, D Hooked on Books Oxford: Pergamon 1969 Fisher, M Intent Upon Reading Leicester: Brockhampton 1964 Haviland, V Literature for Children Glenview: Scott Foresman 1973 Hansen, I V Young People Reading Melbourne: MUP 1973 Hildick, E W Children and Fiction London: Evans 1970

Assessment Students are expected to participate in all seminar discussions and prepare: A reading diary: a record of reading in a specified form arranged as a professional tool to aid future selection. A tutorial paper: presented to a tutorial group on a selected topic. An essay on a selected topic or six fortnightly presentations on previously agreed topics. LIBRARIANSHIP B1 (LIB01) 3 points Education Resource Centre Studies A subject of two 1-hour lectures and one 1-hour tutorial a week for one semester. Prerequisite: Librarianship Al.

Syllabus Section 1: History of Books and Printing A series of 12 lectures designed to show the development of the book from ancient times to the present. (a) The Modern Book: (i) the physical make-up of a modern book, with historical origins (ii) publishing: the book from author's manuscript or typescript to finished marketable product, publishing in Australia, and typography (iii) printing processes: letterpress, intaglio and offset, hand and machine composition of type; and stages in book manufacture. Bachelor of Education 191

(b) Prelude to Printing: (i) development of written communication (pictograms, ideograms, cuneiform writing, hieroglyphics, Sinaiaic, Phoenician, Greek, Etruscan and Roman alphabets, uncials and half uncials, Caroline minuscules, Blackletter, and Humanistic script) (ii) the production of hand-made books in medieval monasteries (iii) writing instruments and surfaces, from cave walls to paper. (c) Development of Printing in Europe: (i) invention of printing from movable type; incunabula; developments in printing and type design in Germany, Italy, France, Spain and England (ii) William Morris and the Private Press movement in England (iii) some modern developments and future trends (phototypesetting, computers, microfilm, etc.). (d) Objectives On completion of Section 1, the student should be able to perform at least five of the following tasks: (i) accurately name the physical parts of a book and relate each to the whole (ii) outline the stages in book production in a publishing house, naming the functions of editorial, design and production departments (iii) identify books of typographical excellence, justifying choice (iv) trace the evolution of our present alphabet (v) identify characteristic features of medieval manuscript books (vi) explain simply how paper is made (vii) place selected people (e.g. Gutenberg, Aldus Manutius, William Morris) accurately in the context of historical bibliography (viii) predict likely future trends in printing, publishing and book development. Section 2: History of Libraries A series of 12 lectures with associated seminars, briefly surveying the history of libraries in the Western world. A the conclusion of this section the student should be able to: (a) recognise stages in the accumulation and refinement of written records and the influence of these on the growth of libraries (b) appreciate the influence of some historical factors on library development (c) recognise stages in library development which are related to particular historical periods and/or events in national histories (d) estimate the contributions of some outstanding individuals to the development of libraries and librarianship (e) discuss the factors which have influenced the establishment of libraries in Australia (f) comment on the growth of librarianship towards professional status (g) consider libraries of the future.

Books Preliminary Reading: Section 1: Jennett, S The Making of Books 5th edn London: Faber 1973 McMurtrie, D The Book, the story of printing and bookmaking New York: OUP 1943 Section 2: Hessell, A A History of Libraries New Brunswick: Scarecrow 1955 Jackson, S L Libraries and Librarianship in the West: a brief history New York: McGraw-Hill 1974 Johnson, E D & Harris, M H History of Libraries in the Western World 3rd edn Metuchen (NJ): Scarecrow 1976 No texts are prescribed but further reading will be indicated in lectures.

Assessmen t Section 1: (a) All students must participate in tutorial sessions. This will mainly entail preparatory reading to assist informed discussion, with submission of brief notes for each session (b) period tests. 192 Subject Descriptions

Section 2: (a) Attendance and participation in seminars is required. Preparatory reading will generally be set. Written submissions of 150-200 words will be handed in at each seminar (6 submissions) (b) one period test.

LIBRARIANSHIP B2 (LIB02) 3 points

Reference Services A subject of one 2-hour workshop a week for one semester. Prerequisite: Librarianship A2.

Syllabus Content: History, theory and evaluation of reference services. Reference interview and systematic searching. Bibliographies. Compiling a bibliography. Reference literature for humanities, social sciences, science and technology. Computers, networks and automation. Objectives: This subject is a continuation of Librarianship A2 in that students are expected to apply their knowledge of reference books to the location of information and the provision of a reference service. Upon completion of this unit each student should be able to: (a) recognise the characteristics and purposes of different services (b) relate reference service to other library activities (c) conduct a reference interview (d) locate information in reference sources selecting the most appropriate source (e) identify and evaluate the reference sources of specified subject areas.

Books Cheney, F N Fundamental Reference Sources Chicago: American Library Association 1971 Katz, W A Introduction to Reference Work Vol 1: Basic Information Sources 2nd edn New York: McGraw-Hill 1974 Katz, W A Introduction to Reference Work Vol 2: Reference Services 2nd edn New York: McGraw-Hill 1974

Assessment Assessment is continual. Formal assessment will take the form of two 1-hour tests and two assignments. Specified workshop exercises must be submitted upon completion. Participation in workshops is expected because many of the materials examined are made available and certain activities are planned to assist in meeting the unit objectives. Weekly preparation is required. LIBRARIANSHIP B3 (LIB03) 6 points

Bibliographic Organisation A subject of three class hours a week throughout the year. Prerequisite: Librarianship A3.

Syllabus The objectives of this subject are to study and apply the principles underlying various methods of indexing a wide range of materials, and to analyse the problems involved in bibliographic control of library material. Topics will include subject analysis, cataloguing codes, classification schemes and bibliographic standards. Bachelor of Education 193

Books Anglo-American Cataloguing Rules (North American text) Chicago: ALA 1967 Balnaves, J A Workbook in Information Retrieval Canberra: College of Advanced Education 1974 Brown, A G Introduction to Subject Indexing. Vol f Subject Analysis London: Bingley 1976 Dewey, M Dewey Decimal Classification and Relative Index 18th edn New York: Forest Press 1971 Homer, J Cataloguing London: AAL 1970 Needham, C D Organizing Knowledge in Libraries 2nd rev edn London: Deutsch 1971 Westby, B N (ed) Sears List of Subject Headings 10th edn New York: Wilson 1972

Assessment The student must reach a satisfactory standard in a range of assessment requirements including tests, an essay, and assignments involving the construction of catalogues and indexes.

LIBRARIANSHIP C1 (LIC01) 3 points

Developments in Librarianship A subject of one 1-hour lecture and one 2-hour workshop a week for one semester.

Prerequisite: Credit of 9 points in Librarianship at Group 2 level.

Syllabus The subject will involve the examination of current developments in areas of librarianship. As developments vary and change, so will the content and emphasis of the subject. The subject will include, as a major component, a series of workshops on the use of media equipment and materials.

Books Reading lists will be made available as they are required in the development of the subject.

Assessment Assessment will be based on attendance, an essay, and satisfaction of the criteria-based program of the media component.

LIBRARIANSHIP C2 (LICO2) 6 points

Resource Materials — Selection and Collection Building A subject of one 1-hour lecture and one 2-hour seminar a week for two semesters. Prerequisite: Librarianship 82.

Syllabus The syllabus covers the general principles of collection building with special attention to school resources. Students will become familiar with a variety of materials, handling them, examining them, and starting to become familiar with the range and variety available. The use of selection aids and tools, and familiarity with supplies and suppliers of material will be stressed. Building of confidence based on knowledge of resources is necessary so that selection principles can be applied as and when necessary.

Resource Materials — Selection and Evaluation A student of this section will: Appreciate the principles of selection and their application in school resource centres. Comprehend some of the general issues which impinge on the selection of resource centre materials for schools. Consider systems of selection and the selection policies of particular libraries. 194 Subject Descriptions

Analyse a selection policy, establish its elements and, using these as a guide, devise a policy for a given set of circumstances. Become familiar with examples of resource centre materials usually collected in his/her particular category of school (primary or post-primary) — (a) by discipline (b) by form (c) by format. Discern some of the pitfalls in selection. Discuss collection building in schools including the use of community resources. Consider the principles and practice of surveying and weeding resource centre collections. Resource Materials — Selection and Evaluation will be completed in the first semester. In the second semester two electives will be offered — either Resource Materials — Social Science and Humanities or Resource Materials Science and Mathematics. All students must choose one of these electives, which involve a survey and examination of current school studies, particularly at the levels of grade 5 to form 3. Included are studies of materials developed using advanced technology.

Books Australian Audio-Visual Reference Book Melbourne: Thorpe (annual) Boyer, C J Book Selection Policies in American Libraries Austin (Texas): 1971 Carter, M D et al Building Library Collections 4th edn Metuchen (NJ): Scarecrow 1972 Fisher, M Matters of Fact Leicester: Brockharnpton 1972 Gaver, M V (comp) Background Readings in Building Library Collections 2 vols Metuchen (NJ): Scarecrow 1969 Hicks, W B & Tillin, A M Developing Multi-Media Libraries New York: Bowker 1970 Hunt, F J et al Social Science and the School Curriculum Sydney: Angus & Robertson 1971 McNally, P Non-book Materials Melbourne: Sun Books 1973 Moon, E Book Selection and Censorship in the Sixties New York: Bowker 1969 Price, A G (ed) The Humanities in Australia Sydney: Angus & Robertson 1959 Ward, J (ed) Collection Building Melbourne: School Library Association of Victoria 1969 White, C M et al Sources in Information in the Social Sciences, a guide to the literature Totowa (NJ): Bedminster Press 1964 Science and Mathematics references to be advised.

Assessment Resource Materials — Selection and Evaluation Assessment will be cumulative, based on written assignments which must be completed by the dates specified when set (unless an extension of time has been granted before the due date). It is not expected that there will be a formal examination, but provision may be made for one if the lecturer(s) concerned require(s) additional evidence on which to base assessment of a student's work. Resource Materials — Social Science and Humanities Assessment will be based on students' presentations of relevant materials. These will include both book materials and audio-visual software. Written evidence of sources of supply of these and other materials will be required. It is not expected that a formal examination will be required, but provision may be made for one if the lecturerls) concerned requires) additional evidence on which to base an assessment of a student's work. Resource Materials — Science and Mathematics To be advised.

LIBRARIANSHIP C3 (LIC03) 3 points

Bibliographic Organisation II A subject of three hours a week for one semester. Bachelor of Education 195

Prerequisite: Librarianship 83.

Syllabus This subject will look at some of the systems of bibliographic organisation which are alternatives to those already studied. Possible future influences of these systems on library practice will be explored. Section 1: (a) an examination of the inner and outer forms of the catalogue, including the advantages and disadvantages of each kind (b) the compilation and organisation of a classified catalogue (c) an examination of the effects of the computer on library cataloguing and filing procedures (d) an examination of the PRECIS system of indexing (e) standards adopted in Victorian schools. Section 2: (a) an examination of the use of chain indexing in the compilation of subject indexes (b) an examination of alternative classification schemes to Dewey Decimal Classification (c) an examination of various methods of pre- and post-co-ordinate indexing. In addition, each student will be required to do some further study of an aspect of bibliographic organisation of his/her own choice in order to write an essay on the topic.

Books Coates, E J Subject Cataloguing London: LA 1960 Foskett, A C The Subject Approach to Information London: Bingley 1969 Mills, J The Universal Decimal Classification New Brunswick: Rutgers 1964 Sharp, J Some Fundamentals of Information Retrieval London: Deutsch 1965

Assessment Assessment will be based on an assignment involving practical bibliographic organisation work, an essay of approximately 1,500 words, progressive tests and on participation in the lecture/seminar program. LIBRARIANSHIP C4 (LIC04) 3 points

Literature for Young People — Advanced Studies A subject of one 1-hour lecture and one 2-hour seminar a week for one semester. Prerequisite: Librarianship A4 and credit of 9 points in Librarianship at Group 2 level.

Syllabus Familiarising students with the range of fiction of interest to middle and older adolescents, including literature of Australia, Britain and the United States, dealing with different genres and themes. Examining current writing for young people and adults. Exploring the problem areas in fiction (such as censorship and controversial themes) in the school library. An introduction to the understanding of the psychology of the adolescent.

Books Egoff, S et al Only Connect Toronto: OUP 1969 Fader, D Hooked on Books Oxford: Pergamon 1969 Hildick, E W Children and Fiction London: Evans 1970 Meek, M et al (eds) The Cool Web: the Pattern of Children's Reading London: Bodley Head 1977

Assessment Assessment will be based on a reading diary: an expanded diary based on the compilation made in the first year, a tutorial paper on a selected topic, an essay or fortnightly presentation, and on a research assignment aimed at discovering the reading interests of 20 young people.aged between 11 and 1B years. 196 Subject Descriptions

LIBRARIANSHIP C5 (LIC05) 3 points

Selectives A subject of three contact hours a week for one semester. Prerequisite: Credit of 9 points in Librarianship at Group 2 level.

Syllabus Students will elect to do one of a range of topics offered. Topics which may be offered are as follows: Reading Writing for children Comparative librarianship Design and construction of materials for individualised learning Designing programs for individualised education The library and the arts. This list may be expanded or diminished depending upon facilities and staff available.

Books Reading lists will be provided by each topic co-ordinator.

Assessment Assessment will be based on attendance, essays, class papers and exercises, and class tests. The combination of these elements will vary from topic to topic.

LIBRARIANSHIP C6 (LIC06) 3 points

Selectives I A subject which may be taken in three class hours a week for one semester or by contract. Prerequisite: Higher Diploma of Teaching (Secondary).

Syllabus Students will elect to take studies in one of a range of topics offered. Students may not select a topic for which they have been credited in Librarianship C5 in the HOTS course. Topics which may be offered as as follows: Reading Writing for children Design and construction of materials for individualised learning Designing programs for individualised learning Australian bibliography Advanced audio-visual production Libraries and computerisation Comparative librarianship Drama and the library Language skills - oral and aural Graphic communication The library and special groups Librarianship's response to change. The precise nature of the study will be subject to contract with the topic co-ordinator.

Books Reading lists will be provided by each topic co-ordinator.

Assessment Assessment will be based on attendance, essays, class papers and exercises, and a class test. The combination of these elements will vary from topic to topic. Bachelor of Education 197

LIBRARIANSHIP C7 (LIC07) 3 points Selectives II A subject which may be taken in three class hours a week for one semester or by contract. Prerequisite: Higher Diploma of Teaching (Secondary)

Syllabus As for Librarianship C6. Students may not select a topic for which they have been credited in Librarianship C5 in their HDTS, or a topic studied in Librarianship C6.

Books As for Librarianship C6.

Assessment As for Librarianship C6.

LIBRARIANSHIP C8 (LIC08) 6 points

School Librarianship — A Major Paper Prerequisite: Higher Diploma of Teaching (Secondary)

Syllabus A major paper (6,000 words/ the subject of which will be a matter of negotiation between a supervising lecturer and the student. The paper will show evidence of primary research.

Assessment Satisfactory completion of the major paper.

LIBRARIANSHIP D (LID00) 9 points Resource Centre Administration A subject of one 1-hour lecture and one 2-hour seminar a week for two semesters. Prerequisite: Successful completion of all Librarianship B subjects and Librarianship CT, C2, C3, C4 and CS.

Syllabus A study of the principles of management, administration and organisation as applied to education resource centres. Areas of Study: Administration, organisation of the collection, processing and service systems, finance and budgeting, records and reports. Accessibility, timetabling, planning and design, educational and physical specifications, location, interior design, furniture and fittings. Personnel management; categories of staff; selection, training, supervision and evaluation of staff; task analysis, job descriptions, monitors. Co-operation; school, public libraries and community resources. Public relations, publications, display. Professional associations, professional development.

Books Preliminary reading will be required for certain seminars during the subject. Reference lists will be issued for major areas of study. 198 Subject Descriptions

Assessment Assessment will be based on attendance at, and participation in, seminars; a procedures manual; on submission of a plan of major research and an interview with a lecturer; submission of a major paper of 3,000 words or equivalent; and on submission of a written report of 750-1,000 words. A final examination may be held if criteria are not successfully completed. To achieve a pass in the subject, students must obtain a satisfactory assessment in all assessment requirements.

MATHEMATICS

Books Detailed references will be given in lectures. For interested students a list of texts for preliminary reading can be found on the noticeboard in the Department of Mathematics, level 7, Science Education Building.

Assessment Assessment in each subject will be by examination and/or assignment. Full details will be given at the commencement of each subject.

Additional information: Inquiries should be directed to the Secretary, Department of Mathematics, room 707, Science Education Building.

MATHEMATICS A SUBJECTS

Each of the Mathematics A subjects offered is one equivalent to 24 lectures, together with tutorials and practice classes taken over a period of one term. Each subject has a value of 3 points. In 1979, A level subjects will be offered according to the following timetable arrangements: Stream Term 1 Term 2 Term 3 1 A01 All A02 2 A21 A41 A31 The subjects within each Stream will have a common timetable during the three terms.

MATHEMATICS A01 (MAA01) 3 points

Linear Algebra Prerequisite: HSC General Mathematics or Pure Mathematics.

Syllabus Geometric vectors: scalar, vector and scalar triple products, three dimensional geometry. Vector spaces: space and subspaces, dependence, basis. Matrices: solution of systems of linear equations, row echelon form and rank, linear transformations, eigenvalues, eigenvectors and applications, determinants.

Assessment Assessment will be based on examination and assignments.

MATHEMATICS A02 (MAA02) 3 points

Number Systems and Abstract Algebra Prerequisite: HSC General Mathematics or Pure Mathematics. Bachelor of Education 199

Syllabus Number systems, residue classes, induction, complex numbers. Group theory: definitions, symmetry groups, cyclic groups, sub-groups, permutation groups, isomorphisms.

Assessment As for Mathematics A01.

MATHEMATICS A03 (MAA03) 3 points

Introductory Geometry See subject description on page 384.

MATHEMATICS All (MAA11) 3 points

Real Analysis I

Prerequisite: HSC General Mathematics or Pure Mathematics.

Syllabus Functions of one real variable: elementary functions and their inverses, parametric co-ordinates, differentiation and integration with applications, Taylor series. Functions of two real variables: surfaces, partial derivatives, integration.

Assessment As for Mathematics A01.

MATHEMATICS A21 (MAA21) 3 points

Probability and Statistics I

Prerequisite: HSC General Mathematics or Pure Mathematics.

Syllabus Probability theory. Random variables; standard distributions. Sampling; distribution of sample statistics.Estimation of population parameters; confidence intervals; hypothesis testing. Distribution-free methods.

Assassnwnt As for Mathematics A01.

MATHEMATICS A22 (MAA22) 3 points

Statistics for Teachers See subject description on page 385.

MATHEMATICS A31 (MAA31) 3 points

Mechanics

Prerequisite: Mathematics A01 and Al1. These may be taken concurrently with this subject.

Syllabus Applications of vector addition and subtraction, scalar and vector products, and vector calculus to dynamics. 200 Subject Descriptions

The principles of linear and angular momentum and work-energy, with applications to the motion of particles. The application of certain types of first and second order differential equations to problems of mechanics and other areas of applied mathematics.

Assessment As for Mathematics A01.

MATHEMATICS A41 (MAA41) 3 points

Computer Programming Prerequisite: HSC General Mathematics or Pure Mathematics.

Syllabus Algorithms, programs and computers; basic programming and program structure. Programming in the Pascal and Fortran high level languages. Note: Students' attention is drawn to the subject Computer Studies, see page 106.

Assessment As for Mathematics A01.

MATHEMATICS A61 (MAA61) 3 points

Number Sense and the Young Child See subject description on page 386.

MATHEMATICS B SUBJECTS

Each of the Mathematics B subjects offered is one equivalent to 24 lectures together with tutorials and practice classes taken over a period of one term. Each subject has a value of 4 points. In 1979, B level subjects will be offered according to the following timetable arrangements:

Stream Term 1 Term 2 Term 3 1 B12 811 801 2 B41 B21 B51 3 B32 833 B31 The subjects within each Stream will have a common timetable during the three terms.

MATHEMATICS B01 (MAB01) 4 points

Linear Algebra

Prerequisite: Mathematics A01.

Syllabus Vector spaces. Linear transformations, matrix representations and ranks, change of bases; normal forms. Eigenvectors and eigenvalues, diagonalisation and triangularisation with applications, Cayley-Hamilton Theorem.

Assessment Assessment is based on examination and assignments. Bachelor of Education 201

MATHEMATICS B02 (MAB02) 4 points

Geometry See subject description on page 387.

MATHEMATICS B11 (MAB11) 4 points

Real and Complex Analysis Prerequisite: Mathematics A01, A02 and A11.

Syllabus Complex functions: Exponential and related functions, continuity and differentiability, Cauchy Riemann equations, analytic functions, mapping with applications. Sequences and series: s, N (s) notation, convergence tests.

Assessment As for Mathematics 801.

MATHEMATICS B12 (MAB12) 4 points

Real Analysis II Prerequisite: Mathematics A01, A02 and Al 1.

Syllabus Functions of two variables; differentiability, chain rules, Jacobians, stationary points (ordinary and constrained, via Lagrange multipliers), Taylor series. Integration; infinite and improper integrals, repeated integrals and their applications, line integrals in the plane and in space, Green's theorem.

Assessment As for Mathematics B01.

MATHEMATICS B21 (MAB21) 4 points

Probability and Statistics II Prerequisite: Mathematics A01 end A21.

Syllabus Probability theory. Distribution theory, moments and central moments, generating functions, bivariate and multivariate distributions. Estimation: Method of moments, maximum likelihood. Statistical inference; analysis of variance.

Assesanent As for Mathematics B01.

MATHEMATICS B31 (MAB31) 4 points

Mechanics I1

Prerequisite: Mathematics A31 and one other Mathematics A subject.

Syllabus Motion of rigid bodies in 2 and 3 dimensions. Principles of linear momentum, angular momentum and work energy. Rotating frames of reference: centrifugal and Coriolis force and applications. 202 Subject Descriptions

Classical mechanics: generalised co-ordinates; classification of systems; generalised forces; Lagrange equations for conservative and non-conservative systems; small oscillations and normal modes of oscillation.

Assessment As for Mathematics B01.

MATHEMATICS B32 (MAB32) 4 points

Vector Calculus

Prerequisite: Mathematics A01 and Al1.

Syllabus Scalar and vector point functions, gradient, divergence and curl in cartesian and curvilinear co-ordinates; cartesian tensors; theorems of Gauss and Stokes with appl icat ions.

Assessment As for Mathematics B01.

MATHEMATICS B33 (MAB33) 4 points

Boundary Value Problems and Differential Equations Prerequisite: Mathematics Al1.

Syllabus Ordinary differential equations of second order: constant coefficients, Euler-type; series solutions. Legendre functions, orthogonality. Bessel functions, zeros, orthogonality; Fourier series; half-range series; applications. Partial differential equations: Standard types, separation of variables, application to vibrating strings, membranes, heat conduction.

Assessment As for Mathematics B01.

MATHEMATICS B41 (MAB41) 4 points

Computer Science Prerequisite: Mathematics A41 and one other Mathematics A subject.

Syllabus Searching and sorting techniques. Assembly language programming. Boolean algebra. Fundamentals of computer design, memory systems. Introduction to data structures.

Assessment As for Mathematics B01.

MATHEMATICS B51 (MAB51) 4 points

Numerical Methods I Prerequisite: Mathematics A01, A11, and A41.

Syllabus A mathematical discussion (including error analysis) and programming of selected Bachelor of Education 203

numerical methods from the following general fields: solution of non-linear equations, systems of linear equations, numerical integration. Difference equations; programmable calculators.

Assessment As for Mathematics B01.

MATHEMATICS B61 (MAB61) 4 points School Mathematics See subject description on page 390.

MATHEMATICS C SUBJECTS

Each of the Mathematics C subjects offered is one equivalent to 24 lectures, together with tutorials and practice classes taken over a period of one term. Each subject has a value of 4 points. In 1979, C level subjects will be offered according to the following timetable arrangements (subject to enrolment numbers):

Stream Term. 1 Term 2 Term 3 1 CO2 CO1 CO3 2 C32 C21 C33

The subjects within each Stream will have a common timetable during the three terms.

MATHEMATICS CO1 (MAC01) 4 points Algebra II

Prerequisite: Mathematics B01 and one other Mathematics B subject.

Syllabus Abstract algebra; groups and normal sub-groups, conjugacy, homomorphisms, rings and ideals, fields. Linear algebra; vector spaces, linear transformations, similar matrices, diagonalisation and triangularisation, applications of matrices.

Assessment Assessment is based on examination and assignments.

MATHEMATICS CO2 (MACO2) 4 points Combinatorics and Number Theory

Prerequisite: Any two Mathematics B subjects.

Syllabus General rules of combinatorics; samples; permutations and combinations, distributions and part itions; occupancy problems; recurrence relations; generating functions. Number systems; postulates for the positive integers, prime numbers and the fundamental theorem of arithmetic; congruences; diophantine equations; continued fractions.

Assessment As for Mathematics CO1. 204 Subject Descriptions

MATHEMATICS CO3 (MAC03) 4 points

Geometry Prerequisite: Any two Mathematics B subjects.

Syllabus Axiomatic systems. Various geometries such as Euclidean, affine, projective, finite and topological.

Assessment As for Mathematics C01.

MATHEMATICS C11 (MAC11) 4 points

Complex Functions Prerequisite: Mathematics B11 and B12.

Syllabus Integration: Definition, Cauchy's integral formulae, Taylor and Laurent series, singularities, residues, contour integration. Conformal mapping.

Assessment As for Mathematics C01.

MATHEMATICS C21 (MAC21) 4 points

Probability and Statistics Ill Prerequisite: Mathematics B01 and B21.

Syllabus A selection of topics from: 1. Introductory stochastic processes: Markov processes in discrete time; classification of discrete and finite Markov chains; limiting distributions. 2. Simulation: random number generation; deterministic simulation; probabilistic simulation; Monte Carlo methods. 3. Decision theory: decision theory and game theory; prior and posterior distributions; loss functions and Bayesian decisions; Bayes and minimax principles for the choice of decision rules. 4. Traffic theory: introduction to theories of traffic flow; dynamic, hydrodynamic and queuing theory aspects. 5. Experimental design: randomisation and blocking; Latin squares; factorial designs; analysis of experiments.

Assessment As for Mathematics C01.

MATHEMATICS C31 (MAC31) 4 points

Mathematical Methods Prerequisite: Mathematics 612 and B33.

Syllabus A selection of topics from: 1. Calculus of variations: Fundamental problem, natural boundary conditions, variable end-point problems; constraints and Lagrange multipliers, selected applications. Bachelor of Education 205

2. Solution of first order linear partial differential equations, hyperbolic, elliptical and parabolic second order partial differential equations as typified by the wave equation, Laplacé s equation and the heat equation. Selected methods of solution including the method of characteristics, integral transform techniques, and separation of variables involving trigonometric Fourier series. Boundary value problems. 3. Special relativity. 4. Differential geometry.

Assessment As for Mathematics C01. MATHEMATICS C32 (MAC32) 4 points

Linear Programming

Prerequisite: Mathematics B01 and one other Mathematics B subject.

Syllabus The simplex method; duality; parametric linear programming; sensitivity analysis; integer linear programming; the transportation problem; game theory.

Assessment As for Mathematics C01.

MATHEMATICS C33 (MAC33) 4 points

Graph Theory

Prerequisite: Any two Mathematics B subjects and Mathematics A02.

Syllabus Basic concepts, planar graphs and connected graphs. Euler and Hamilton circuits, isomorphic graphs, automorphism group of a graph, composition of graphs and associated groups. Directed graphs and applications.

Assessment As for Mathematics C01.

MATHEMATICS C41 (MAC41) 4 points

Computer Science II

Prerequisite: Mathematics B41 and one other Mathematics B subject.

Syllabus History of computers and computing. Simulation and its uses in education. Turing machines. Computers: data structures, operating systems, compiler techniques, social implications; computers in education.

Assessment As for Mathematics C01.

MATHEMATICS C51 (MAC51) 4 points

Numerical Methods II

Prerequisite: Mathematics B01 and 851. 206 Subject Descriptions

Syllabus A mathematical discussion (including error analysis), and programming of selected numerical methods from the following general fields: interpolation and approximation of functions, solution of ordinary differential equations, eigenvalues and eigenvectors, solution of part ial differential equations. Continued fractions.

Assessment As for Mathematics C01.

MATHEMATICS C62 (MAC62) 4 points

Readings and Research in Mathematics Education See subject description on page 394.

MATHEMATICS D (MADOO) 9 points

A subject of 45 lectures together with tutorials taken over three terms. Classes are not held during block periods of School Experience. Prerequisite: Any two Mathematics C subjects.

Syllabus This subject is concerned with the history and philosophy of mathematics, and with modern developments in mathematics education. In addition, a seminar paper must be prepared on a selected mathematics topic under the supervision of a member of staff.

Assessment Assessment will be by assignment and seminar participation.

MEDIA ARTS

Studies in Media Arts have four main elements — film-making, video production, radio production, and critical and cultural studies in film, mass media, and popular culture. The emphasis in the program is on the development of personal expression and communication through these media, and on increasing an awareness of their social, political and educational significance rather than on the acquisition of skills. The first year subjects may be taken in alternative forms (see Media Arts Al, A2, A3 and Media Arts A4, A5, A6) both of which are general introductions to production and Criticism in the main mass media (other than print). In later years students work in areas of particular personal interest by selecting from a range of subjects (see Media Arts B1-B9 and C1-C9). A program in Method of Teaching — Film and Television is available in fourth year.

Assessment Assessment in all subjects is continuous and is based on attendance and involvement, individual contribution to group activity, and evidence of personal endeavour and development in individual work. The work required for each subject is assessed in a manner appropriate to the content and may include audio tapes, videotapes, film, folios, and essays.

MEDIA ARTS Al-A3

These subjects are normally taken in sequence in the same year with no discrete content boundaries. The pattern for the first year sequence is a weekly film screening, a weekly lecture/seminar of two hours, and a three hour workshop/discussion session in small groups. Some individual creative work, both written and in production, is required, and Bachelor of Education 207

extensive cinema-going is expected. First year studies are concerned more and more with media ideas than with media skills, but ample opportunities exist to develop both according to personal interest and level of development.

Additional information: Inquiries should be directed to the Secretary, room 301, 1922 Building.

MEDIA ARTS Al (MSA01) 3 points

Beginnings A program of lectures and workshops in Term 1. This subject is normally taken in conjunction with Media Arts A2 and A3.

Prerequisite: Nil.

Syllabus The main strands of image analysis, criticism and production are introduced in the context of the mass media's role in contemporary society. Production possibilities include super-8 film-making, audio production for personal or radio use, and television production, especially portable video and including some studio work. Critical discussion is centred on films — both commercial and independent — and television programs.

Assessment The most important requirement is participation in the form of active involvement in classes and project work. Some personal production in critical and/or original sound or image production will be required, the nature of this varying from group to group.

MEDIA ARTS A2 (MSA02) 3 points

Developments A program of lectures and workshops throughout Term 2. This subject is normally taken in conjunction with Media Arts Al and A3.

Prerequisite: Nil.

Syllabus The subject develops the ideas and potentials initiated in Media Arts Al.

Assessment As for Media Arts Al.

MEDIA ARTS A3 (MSA03) 3 points

Extensions A program of lectures and workshops throughout Term 3. This subject is normally taken in conjunction with Media Arts Al and A2.

Prerequisite: Nil.

Syllabus This subject provides for the extension of group and individual work in criticism and production. Provision may be made for specialist workshops in specific areas.

Assessment As for Media Arts Al. 208 Subject Descriptions

MEDIA ARTS A4-A6

This sequence is offered, through evening classes, as an alternative first year to the following students: • part-time students or students who have regular employment; • students from courses in which fixed commitments prohibit or make extremely difficult part icipation in Media Arts Al, A2, or A3 subjects; • students whose intention is to take Media Arts for one year only; • mature age students and students with previous work experience in the media area. Normally students who are enrolled in the Arts, Drama, Music, or Television and Film streams undertake Media Arts Al, A2, and A3.

The usual pattern in which Media Arts A4, A5 and A6 are taught is a weekly screening and two weekly evening classes — lecture/tutorial/workshop — each of two hours. Media Arts A4 is taught in Term 1, and AS and A6 are taught concurrently in Terms 2 and 3. Certain production elements of Media Arts A6 may require some full day workshops in vacation time or at weekends. There is a greater emphasis on private study (including project work) in these subjects than in Media Arts Al, A2 and A3. These subjects are normally taken together in the one year.

MEDIA ARTS A4 (MSA04) 3 points

Media as Messenger A program of lectures and tutorials, usually offered in Term 1. This subject is normally taken in conjunction with Media Arts AS and A6. Prerequisite: Nil.

Syllabus Mass media as the mainstreams of popular culture. Students examine the ways in which the mass media — film, television, radio and print — work as instruments for transmitting information, entertainment and values; how media messages are packaged and how they are received; potentials for mass education, mass stimulation, mass manipulation.

Books Arnheim, R Visual Thinking London: Faber 1970 Berger, J Ways of Seeing Harmondsworth: Penguin-BBC 1972 Gattegno, C Towards a Visual Culture New York: Ed Solutions 1969 Jung, C A Man and His Symbols New York: Dell 1964 McQuail, D Sociology of Mass Communication Harmondsworth: Penguin 1972

MEDIA ARTS A5 (MSA05) 3 points

Screen Studies A program of one 2-hour class a week, and a screening, usually taken over Terms 2 and 3. This subject is normally taken in conjunction with Media Arts A4 and A6. Prerequisite: Nil.

Syllabus An introduction to the methods of film criticism. This subject will attempt to provide a general framework in which particular films might be discussed. Several films will be selected from the realm of popular cinema and examined in relation to the process of reading the image, the role of conventions, the generic tradition, the structuring of the narrative, and general notions of film as industrial product (the studio, the star, the selling of the film). Specific methods of particular critics and the critical positions they represent will be studies within the structure. Requirements will be attendance at screenings and weekly seminars and directed reading progress. Bachelor of Education 209

Books Cameron, I led) Movie Reader London: November Books 1972 Cinema Papers Film Comment Monaco, J How to Read a Film New York: OUP 1977 Screen Education

MEDIA ARTS A6 (MSA06) 3 points

Production Exercises One 2-hour workshop a week throughout Terms 2 and 3. This subject is normally taken in conjunction with Media Arts A4 and A5.

Prerequisite: Nil_

Syllabus Opportunities will be provided to produce material on a group or individual basis in Super-8 film, portable video, studio television, radio, and photography. Normally a student will select any three of these media. For some, weekend or vacation workshops may be held. The production of individual work in one or more of these media is required.

MEDIA ARTS B1-B9

These subjects are normally offered over two semesters although in some cases they may be taken intensively for one semester only. The normal pattern is one class or workshop of two or three hours duration a week. In most cases there will be continuous development throughout the year; however students may choose from a range of electives within the 6 point framework, e.g. in Media Arts B4 — Combined Media Production there may be a choice between film, video, radio, studio television, and photography. Each subject description below is a guide only — full details, reading guides and descriptions may be obtained from the Department after 1 December in the year preceding enrolment. Attention is drawn to assessment details which precede A level descriptions above.

Additional information: Inquiries should be directed to the Secretary, room 301, 1922 Building.

MEDIA ARTS B1 (MSB01) 6 points

Film-Making A subject of one class a week, comprising one hour of theory and two hours of individual practical work and assistance throughout the year. Credit may not be granted for this subject as well as for Media Arts B4.

Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus A practical subject to develop skills in super-8mm camera use and editing, the originating of film ideas, and techniques of scripting. Each student is expected to produce several individual films during the year including one with an original sound track.

Books Lipton L The Super-8 Book San Francisco: Straight Arrow 1975 210 Subject Descriptions

MEDIA ARTS B2 (MSB02) 6 points Video Production After a series of weekly workshops (three hours a week) in first semester, small production groups are formed to follow specific program goals for the remainder of the year. Credit may not be granted for this subject as well as for Media Arts B4.

Special Requirements Some weekend work and/or a vacation week may be required for studio workshops/productions.

Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus This subject provides opportunities for work both in portable video and in studio television. A finished tape is expected from each group.

MEDIA ARTS B3 (MSB03) 6 points Radio Production A subject of one 3-hour workshop a week throughout the year. Credit may not be granted for this subject as well as for Media Arts B4. Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus This subject introduces students to basic recording techniques used in the production of radio programs. Not only will programs be produced for broadcast, but participants in the workshop will be encouraged to involve themselves actively as volunteers in the workings of a public broadcasting station. Although this is a production subject, radio as an information and entertainment medium will also be explored from cultural, social and political viewpoints, especially with regard to public broadcasting and its place within the existing broadcasting spectrum. Each participant will be required to produce individual program work.

Books Gillet, G Sounds of the City Rosenbloom, H Politics and the Media Brightlingsea (UK): Scribe 1978

Journals Rolling Stone, New Musical Express, Trouser Press, Pulp and any other popular music magazines.

MEDIA ARTS B4 (MSB04) 6 points Combined Media Production A subject of three hours a week, comprising two hours of theory and additional individual and supervised practical work throughout the year. Credit may not be granted for this subject as well as for Media Arts B1, B2 or B3. Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus This subject is designed to provide additional production experience for those whose prime interest is in non-practical areas. It is concerned with production skills in film-making, video, and radio, with the aim of discovering and comparing the unique capabilities of each medium. Some individual work in each medium is required. Note: This subject will not be offered in 1979. Bachelor of Education 211

MEDIA ARTS B5 (MSB05) 6 points

Photography A subject of three hours a week throughout the year.

Special Requirements Students enrolling in this subject are expected to have a 35mm SLR camera for private use. Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus The subject aims, through a series of classes/workshops, to develop skills in the taking of pictures, developing, and printing. Participants are required to submit a folio of photographic works and to undertake set photo-essay assignments from time to time. Note: This subject will not be offered in 1979.

MEDIA ARTS B6 (MSB06) 6 points

Popular Culture A subject of one 2-hour lecture/tutorial a week throughout the year.

Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus The reference point for this study of television, radio, popular music, journalism, and particular strands of popular fiction is their shared status as examples of popular culture. The subject will examine samples of the material within a critical and cultural framework — their standards of excellence, the modes of their production and presentation, their place within a particular society. Individual work for assessment may be in the form of essay, tape or folio.

Books Barthes, R Mythologies St Albans (Herts): Paladin 1974 Hall, S & Whannel, P The Popular Arts London: Hutchinson 1964 Thompson, D led) Discrimination and Popular Culture 2nd edn London: Heinemann 1973 Williams, R Communications Harmondsworth: Penguin 1969 Note: This subject will not be offered in 1979.

MEDIA ARTS B7 (MSB07) 6 points

Media, Education and Society A subject of one 2-hour lecture/tutorial a week throughout the year.

Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus This subject is concerned with the central role mass media play in the social and political life of a community. There will be an emphasis on broadcasting in Australia, especially television — its structures and content, and its implicit attitudes and values. Work for assessment will require at least one major essay and additional research using both reading and interview techniques.

Books Hall, S Supertoy Melbourne: Sun Books 1976 Howkins, J Understanding Television London: Sundial 1976 212 Subject Descriptions

Johnson, N & Armstrong, M Two Reflections on Australian Broadcasting Bundoora (Vic): La Trobe Media Centre 1977 McQueen, H Australia's Media Monopolies Hawthorn (Vic): Widescope 1977 Williams, R Communications Harmondsworth: Penguin 1969 Williams, R Television — Technology and Cultural Form London: Fontana 1974

MEDIA ARTS B8 (MSB08) 6 points

Film History and Criticism A subject of weekly screenings, supported by extensive personal film-going, and a two hour lecture/tutorial a week throughout the year. Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus This subject provides a general framework for film analysis. One area of study will be the technological and aesthetic developments in the cinema from its birth in the late nineteenth century up to the coming of sound at the end of the 1920s. Another will be the various ways in which films, both silent and sound, have been examined within a critical-theoretical methodology. Questions of context, both historical and ideological, will provide the basis for discussion of the films screened weekly. The subject is centrally focused on American cinema, though attention will be paid to films from Europe, Japan, and Australia. Each student is normally required to complete a major essay or two minor essays (or equivalent).

Books Barthes, R Mythologies St Albans (Hens): Paladin 1974 Harcourt, P Six European Directors Harmondsworth: Penguin 1973 Haskell, M From Reverence to Rape Harmondsworth: Penguin 1974 Lawder, S D The Cubist Cinema New York: Anthology 1974 Perkins, V F Film as Film Harmondsworth: Penguin 1972 Robinson, D The History of World Cinema New York: Stein.& Day 1974 Wood, R Personal Views London: Gordon Fraser Gallery 1976

MEDIA ARTS B9 (MSB09) 6 points

Contemporary Cinema A subject of regular screenings, extensive independent film-going, and a two-hour weekly class throughout the year. Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus This subject will explore concerns of contemporary cinema — its impact on, and reflection of, modern society, and the evolution of contemporary film aesthetics. Units may deal separately with such areas as recent Australian cinema, German cinema, American cinema, contemporary avant-garde cinema, etc. Independent work for assessment will normally take the form of a major essay or two minor essays but alternative forms of expression (e.g. tapes, films) may be approved.

Books Reading will vary according to the specific areas being studied. Bachelor of Education 213

MEDIA ARTS C1-C9

The range of subjects offered at C level (Group 3) is identical in title to those offered at the B level (Group 2). Students are able to extend studies in a particular area by choosing the same area(s) in both years, e.g. Media Arts B1 — Film Making and Media Arts Cl — Film Making which provide a development in depth in film production as well as extensions into specific areas such as animation. Where appropriate, development in breadth is also provided — e.g. Media Arts CS and Media Arts C9 provide for studies of cinema, contemporary or historical, from a range of countries and directions, or in a variety of genre. All subjects consist of a weekly two or three hour class or workshop, and run throughout the year except where indicated. Attention is drawn to the general statements about assessment which precede the A level descriptions. At the C level, greater stress is placed on the quality of production or critical work than at previous levels.

MEDIA ARTS Cl (MSC01) 6 points Film-Making A subject of one 2-hour workshop a week throughout the year. Credit may not be granted for this subject as well as for Media Arts C4.

Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts 131, or an approved equivalent.

Syllabus Advanced techniques of super-8mm and 16mm film-making are developed. Animation and optical printer work are covered and may be taken as specialisations. Substantial independent work and a completed film of high quality are required.

Books Anderson, Y Teaching Film Animation to Children New York: Van Nostrand 1970 Lipton, L Independent Film Making San Francisco: Straight Arrow 1972 Marsden, R Animated Film New York: Interland 1969

MEDIA ARTS C2 (MSCO2) 6 points

Video Production In this subject formal workshops and classes are of less importance than group-initiated activity — in general, each student is required to commit approximately 100 hours to this project. Credit may not be granted for this subject as well as for Media Arts C4.

Special Requirements Studio work could involve some weekends and/or a vacation week,

Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts 82, or an approved equivalent.

Syllabus Opportunities are available to extend both location video and television studio work. A major, production may be undertaken in the studio by those with studio interests, and work with outside groups may be available to those concerned with portable video. Increased specialisation in one area is normally required. Each individual's contribution to the group effort will be assessed. MEDIA ARTS C3 (MSC03) 6 points

Radio Production A subject of one 3-hour workshop a week throughout the year, or six hours a week for one semester. Credit may not be granted for this subject as well as for Media Arts C4.

Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts 83, or an approved equivalent. 214 Subject Descriptions

Syllabus The subject will concentrate on programming for radio. Existing programming formats will be analysed and discussed, and new ones designed to meet specific needs. Participants will produce particular programming inputs from a wide range of possibilities — radio journalism, documentaries, music programs, spot announcements, film reviews, radio drama, etc. for broadcast on a public station. Each participant will be responsible for the production of one substantial program.

MEDIA ARTS C4 (MSC04) 6 points

Mixed Media Production A subject of three hours a week, comprising two hours of theory and additional individual and supervised practical work. Credit may not be granted for this subject as well as for Media Arts Cl, C2 or C3. Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts B4, or an approved equivalent.

Syllabus A subject in which more advanced techniques of film-making, video (including studio work) and radio are explored, with a view to defining the potentialities of each medium. Individual productions in selected media will be required. Note: This subject will not be offered in 1979.

MEDIA ARTS C5 (MSC05) 6 points

Photography A subject of one 3-hour class a week throughout the year. Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts B5, or an approved equivalent.

Syllabus Work of increasing sophistication in both monochrome and colour is required, and certain special effects are explored. A folio of photographs is expected from each student. Note: This subject will not be offered in 1979.

MEDIA ARTS C6 (MSC06) 6 points

Popular Culture A subject of one 2-hour class a week throughout the year. Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts B6, or an approved equivalent.

Syllabus This subject will be an extension of the material outlined in Media Arts 86, but will focus on specific aspects of popular culture selected from television comedy, programming patterns in commercial and alternative radio, recent developments in popular music, the control and contents of particular newspapers, the detective novel. Work for assessment may take a variety of forms including presentation of a tape, film, folio, and essays. Note: This subject will not be offered in 1979.

Bachelor of Education 215

MEDIA ARTS C7 (MSC07) 6 points

Media, Education and Society A subject of one 2-hour class a week throughout the year. Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts B7, or an approved equivalent.

Syllabus Following the general explorations of Media Arts B7, this subject will provide the opportunity to examine certain media issues and/or media content in greater depth. Areas of specific interest might include children's television, public broadcasting, radio and popular music, television news and current affairs, audience research in radio and television, the effects of the media on audiences and others. A research essay, developed from prime sources of available material including programs, or from investigations, interviews, surveys, etc, is required. Alternative forms of presentation, e.g. tape or film, may be approved.

MEDIA ARTS C8 (MSC08) 6 points

Film History and Criticism A subject of weekly screenings, independent film-going, and one 2-hour class a week throughout the year. Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts 88, or an approved equivalent.

Syllabus A development of those issues introduced in Media Arts B8, this study will encourage more specialised studies of film history and criticism. Particular areas for study will be early documentary film, animation, the growth of particular Hollywood genres, the films of particular directors (e.g. Jean Renoir, John Ford, Jean-Luc Godard), early avant-garde film, methods of evaluative criticism, structuralism and semiology. A major essay or two minor essays will be required.

MEDIA ARTS C9 (MSC09) 6 points

Contemporary Cinema A subject involving weekly screenings, independent film-going, and one 2-hour class a week throughout the year.

Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts 89, or an approved equivalent.

Syllabus An extension of Media Arts 89 involving a study in greater depth of areas dealt with in that subject. The work of a specific director, or films falling within a particular genre, may be studied. A major essay or two minor essays will be required.

MUSIC Al-1 (MUA11) 5 points

A subject of one 2-hour workshop, one 1-hour seminar and one 1-hour tutorial a week. Credit may not be granted for this subject as well as for Music Al-2 or Music A1-3.

Prerequisite: Approximately HSC level of performance in Practical Music, determined by audition. 216 Subject Descriptions

Syllabus The content of the workshops consists of compositional and improvisational tasks designed to explore sound as a creative medium. Students may elect within the program to work in a variety of media — electronic, tape, instrumental, and vocal — and apply both determinate and indeterminate processes. The construction and discovery of unconventional instruments or sound sources is also stressed in the program as part of composition and improvisation. The content of the seminar consists of guidance in individual composition exercises, and the discussion of original compositions by students taking the subject. The content of the tutorial is the examination of part-writing with the aim of giving students sufficient resources to meet their present needs in the area of composition. Western, non-Western and contemporary approaches to part-writing are investigated from the conceptual point of view.

Books Seay, A Music in the Medieval World Englewood Cliffs: Prentice-Hall 1965

Assessment Assessment is based on regular weekly preparation, involvement in group activities, assignments and course work.

MUSIC Al-2 (MUA12) 5 points

A subject of one 2-hour workshop, one 1-hour instrumental class and one 1-hour basic musicianship tutorial a week. Credit may not be granted for this subject as well as for Music Al-1 or A13.

Special Requirements Students undertaking this subject must be prepared to give special attention to the development of their individual musical competence. Enrolment approval is subject to an interview with a Department of Music adviser. Prerequisite: Nil.

Syllabus The content of the workshop is described in Music Al-1. The instrumental class consists of weekly lessons, generally in guitar, designed to give students skills in an accompanying instrument. Where students have a background of study on other approved instruments, continued study on these instruments will be made available. The basic musicianship tutorial is designed to relate closely to work undertaken in the instrumental class and the workshop. Specific areas covered include aural perception, music reading and harmonisation.

Books Holst, I An ABC of Music London: OUP 1963

Assessment Assessment is based on regular weekly preparation, involvement in group activities. assignments, and on course work. In practical work, performance development is also assessed.

MUSIC Al-3 (MUA13) 5 points

A terminal subject involving one 2-hour workshop and a basic notation class a week. The subject does not lead to second year studies. Credit may not be granted for this subject as well as for Music Al-2 or Al-1. Bachelor of Education 217

Special Requirements Enrolment is subject to an interview with a Department of Music adviser.

Prerequisite: Nil.

Syllabus The content of the workshop is described in Music Al-1. The basic notation class is designed to introduce students to the reading and notation of music. Note: This subject will not be offered in 1979.

MUSIC A2 (MUA02) 4 points

A subject of one 2-hour lecture/discussion with demonstrations each week.

Prerequisite: The subject is divided into three streams according to background: Stream A — A strong notational background. Stream B — Some notational background. Stream C — No notational background. Prerequisites are applicable to streams within the subject and not the subject itself. Music staff are available to advise students in relation to appropriate streams.

Syllabus Studies in the subject are in three areas: pre-twentieth century Western music, non-Western music, and contemporary music. The aim of the subject content is to aid students in the development of a flexible definition of music by studying its nature and function in a variety of cultural settings. Discovery from listening is the basis of the approach, but reference work and, in some cases, practical exercises are also important. The teaching of the subject is organised as follows:

Segment 1: Stream A: An introduction to major concepts in contemporary music. Stream B: An introduction to major concepts in non-Western music. Stream C: An introduction to major concepts in pre-twentieth century Western music.

Segment 2: Stream A: An introduction to major concepts in non-Western music. in pre-twentieth century Western music. Stream B: An introduction to major concepts Stream C: An introduction to major concepts in twentieth century music.

Segment 3: eam A: An introduction to major concepts in pre-twentieth century Western music. Str Stream B: An introduction to major concepts in twentieth century music. Stream C: An introduction to major concepts in non-Western music.

Books 2nd edn London: Heinemann 1976 Ape', W Harvard Dictionary of Music New York: Holt, Rinehart & Winston 1968 Deri, O Exploring Twentieth Century Music Grout, D J A History of Western Music New York: Norton 1960

Assessment Assessment is based on course work and a 1,500 word essay for each segment of the study.

MUSIC B1-1 (MUB11) 6 points

A subject of one 2-hour workshop, one 1-hour seminar, and one 1-hour tutorial a week. Credit may not be granted for this subject as well as for Music B1-2.

Prerequisite: Music Al-1. 218 Subject Descriptions

Syllabus The two-hour creative music workshop builds on the experience gained in the first year workshop activities. Students have the opportunity to work in a range of media, both in improvisation and composition. The content of the seminar consists of guidance in individual composition exercises and the discussion of original compositions by students taking the subject. The content of the tutorial is an in-depth development of the systems of part-writing studies described in Music Al-1.

Assessment Assessment is based on regular weekly preparation, involvement in group activities, assignments and course work.

MUSIC B1-2 (MUB12) 6 points

A subject of one 2-hour workshop, one 1-hour instrumental class, and one 1-hour basic musicianship tutorial a week. Credit may not be granted for this subject as well as for Music B1-1.

Prerequisite: Music Al-1 or Al-2.

Syllabus The content of the workshop is described in Music B1-1. The instrumental class consists of weekly lessons in the instrumental area approved for Music Al-2. The program of instruction is related to the musical requirements of the workshop. The basic musicianship tutorial is designed to relate closely to work undertaken in the instrumental class and the workshop. The specific areas commenced in Music Al-2 are developed in further depth.

Assessment Assessment is based on regular weekly preparation, involvement in group activities, assignments and course work. In practical work, performance development is also assessed.

MUSIC B2 (MUB02) 5 points

One 2-hour lecture/discussion with demonstrations each week. The year is divided into three 9-week segments and one study is to be selected for each segment. Prerequisite: Music A2.

Syllabus The general approach to studies in this subject is described under Music A2. The studies available are as follows:

Segment 1 A. Aspects of Early to Middle Baroque Music

Syllabus The period studied is approximately 1600 to 1680, and a broad selection of music types will be examined: music for church, the state and the palace, from Italian, Dutch, German, Austrian, French and English sources.

Books Bukofzer, M Music in the Baroque Era London: Dent 1960 chs I-I V

Assessment Assessment is based on course work and an essay. Bachelor of Education 219

B. Indian Music

Syllabus An introduction, with some historical perspective, to the performance practices of the Hindusthani and Camatic art traditions of Indian music. The Kathakali dance drama and the folk music of Rajasthan will also be discussed.

Books A reading and listening guide will be distributed in the first session.

Assessment Assessment is based on course work and an essay.

C. Medieval Music to Ars Nova

Syllabus A survey of the development of Western music, its notation and performance, from the early Christian period to the period of Ars Nova.

Books Reese, G Music in the Middle Ages London: Dent 1941 Seay, A Music in the Medieval World Englewood Cliffs: Prentice-Hall 1965

Assessment Assessment is based on course work and an essay.

D. Music Drama

Syllabus There will be an examination of a wide range of music drama from musical, dramatic,. literary and mixed-media standpoints. Work covered will be from 'L'Orfeo' by Monteverdi to 'Wozzeck' by Berg.

Books Dent, E J Opera Harmondsworth: Penguin 1949 Kerman, J Opera as Drama New York: Vintage 1956 Pauly, R G Music and the Theatre Englewood Cliffs: Prentice-Hall 1970 Smith, P J The Tenth Muse London: Gollancz 1971

Assessment Assessment will be based on course work and an essay.

E. Electronic Music

Syllabus The study consists of an examination of electronic music compositions which have arisen from classical studio techniques through to computer-generated and controlled compositions. The development of analytical listening is a basic aim.

Books Cope, D New Directions in Music New York: Brown 1971 Sear, W The New World of Electronic Music New York: Alfred 1972 Strange, A Electronic Music New York: Brown 1972

Assessment Assessment is based on course work and an essay. 220 Subject Descriptions

F. Spanish and South American Music

Syllabus A study of the traditional music of Spain, with emphasis on Moorish and Gypsy aspects of the music of Andalusia; and of Spanish/Portuguese, West African, and Amerindian elements in the music of South America.

Books Chase, G The Music of Spain New York: Dover 1959 Nettl, B Folk and Traditional Music of the Western Continents Englewood Cliffs: Prentice-Hall 1967 chs 6 & 8-10

Assessment Assessment is based on course work and an essay.

G. Blues, Dixieland and Ragtime

Syllabus An examination of the distinctive characteristics of traditional forms of jazz with respect to beat, rhythm, melody, harmony and instrumentation.

Books Feather, L The Encyclopedia of Jazz New York: Horizon 1955 Mezzrow, M Really the Blues London: Corgi 1961

Assessment Assessment is based on course work and an essay.

H. Music of Java and Bali

Syllabus The music of Central and West Java and Bali will be examined in its social and cultural contexts. The aim of the study is to develop an ability in listening to and understanding both the courtly and folk musical traditions of these areas.

Books A reading list will be distributed in the first session.

Assessment Assessment is based on course work and an essay.

Segment 2 A. Twentieth-Century Vocal and Instrumental Music — Post-Webern to the Present

Syllabus Music of the present will be the focus, and many new techniques of composition and aesthetic positions will be examined.

Books Austin, W W Music in the Twentieth Century London: Dent 1966 Cope, D New Directions in Music New York: Brown 1971 Deli, O Exploring Twentieth Century Music New York: Holt, Rinehart & Winston 1968 Hansen, P S An Introduction to Twentieth Century Music 3rd edn Boston: Allyn & Bacon 1972 Machlis, J Introduction to Contemporary Music New York: Norton 1961 Myers, R H Twentieth Century Music: A Symposium London: Calder 1960 Wornor, K Stockhausen — Life and Work London: Faber 1973 Bachelor of Education 221

Assessment Assessment will be based on course work and an essay.

B. The Sonata Principle — Classical

Syllabus An examination of the nature of the sonata principle and its application to significant idioms of instrumental composition in the classical period.

Books Einstein, A Mozart London: Cassell 1959 Grout, D J A History of Western Music New York: Norton 1960 Harman, A & Mellers, W Man and His Music London: Barrie & Jenkins 1971

Assessment Assessment is based on course work and an essay.

C. Pre-Classical Chamber Music

Syllabus The domestic music as required in a noble household of the Italian Renaissance, in Tudor England, and at the Court of Louis XIV will be used to illustrate a historical approach to form. The 'Morley Consort Lessons', the 'Purcell Fantasias', the 'Sonata de Camera' and the 'Baroque Suite' will be assessed as links to Haydn, but also as works in their own right.

Books Crocker, R L A History of Musical Style New York: McGraw-Hill 1966 rvard Davison, A T & Apel, W Historical Anthology of Music 2 vols Cambridge (Mass): Ha Univ Press 1950 Donnington, R The Interpretation of Early Music London: Faber Grout, D A History of Western Music London: Dent 1973 Palisca, C Baroque Music Englewood Cliffs: Prentice-Hall 1968 Rowen, R H Early Chamber Music New York: Da Capo Press 1949 Spink, I An Historical Approach to Musical Form London: Bell 1967

Assessment Assessment is based on course work and an essay.

D. Music of the Islamic World

Syllabus An introduction to the theory and practice of art music in Iran, Turkey and Saudi Arabia, and to the folk musics of North Africa, Afghanistan, and Turkey. The influence of Islamic music on European and non-Western music will also be discussed.

Books A reading list will be distributed in the first session.

Assessment Assessment is based on course work and an essay.

E. The Sonata Principle — Romantic

Syllabus An examination of the nature of the sonata principle and its application to significant idioms of instrumental composition in the period from late Beethoven to Brahms. 222 Subject Descriptions

Books Einstein, A Music in the Romantic Era London: Dent 1947 Longyear, R M Nineteenth Century Romanticism in Music Englewood Cliffs: Prentice-Hall

Assessment Assessment is based on course work and an essay.

F. Folk Song

Syllabus An examination of the foundations of folk song with particular emphasis on the folksong in England. The study will also include some comparative references to European and North American folk songs and the folk song in Australia.

Books Lloyd, A L Folk Song in England St Albans (Herts): Panther 1969

Assessment Assessment is based on course work and an essay.

G. Swing and Bop

Syllabus An examination of the big band era of written jazz from swing through to the new sounds and extended harmonic framework of the late 1940s and early 1950s.

Books Feather, L The Encyclopedia of Jazz New York: Horizon 1955 Russell, R Bird Lives! London: Quartet 1973

Assessment Assessment is based on course work and an essay.

H. Choral Music

Syllabus An examination of major choral forms and styles from early classical works through to works of the twentieth century.

Books Jacobs, A Choral Music Harmondsworth: Penguin 1963

Assessment Assessment is based on course work and an essay.

Segment 3 A. The Climate of Change — Debussy, Stravinsky, Schoenberg, Bartok

Syllabus An examination of the changing approaches to musical composition in the early years of the twentieth century with particular emphasis given to the composers mentioned above, their approaches to melody, rhythm, harmony, texture and construction, will form the basis of the study, and particular attention will be given to Schoenberg and the Viennese school. Comparative reference will be made to late nineteenth century works.

Books Austin, W W Music in the Twentieth Century London: Dent 1966 chs 1-3, 12-14, 16-18 & 27 Bachelor of Education 223

Deri, O Exploring Twentieth Century Music New York: Holt, Rinehart & Winston 1968 chs 1-11 Hansen, P S An Introduction to Twentieth Century Music 3rd edn Boston: Allyn & Bacon 1972 chs 1-4, 9-12 Machlis, J Introduction to Contemporary Music London: Norton 1961 chs 1-10, 17-19, 24-28, 53-55, & 60 Stevens, H The Life and Music of Be/a Bartok New York: OUP 1972 Vlad, R Stravinsky London: OUP 1971

Assessment Assessment is based on course work and an essay.

B. Sub-Saharan African Music

Synabus African music south of the Sahara — linguistic and music areas; characteristics of African music — rhythmic, melodic and polyphonic; instruments and their functions; tone languages and the talking drums', Afro-American music.

Books A reading list will be distributed in the first class.

Assessment Assessment will be based on course work and an essay.

C. Poetry and Music

Syllabus The study begins by looking briefly at some of the problems involved in attempting a synthesis of poetry and music, and continues by examining various approaches to combinations of poetry and music by some major composers in the genre from 1800 to the present. The emphasis in the sessions will be on discovery through aural and visual analysis of works presented. Works to be presented in whole or part include: Romantic: Schubert (The Winter's Journey); Schumann (A Poet's Love); Brahms (Alto Rhapsody, lieder); Wolf (Morike and Goethe lieder); Mahler (Songs of a Wayfarer); Richard Strauss (Four Last Songs). Impressionist: Debussy (Early songs). Twentieth Century: Schoenberg (Pierrot Lunaire op.12); Berg (Alternburg Lieder); Webern (selected songs); Sir William Walton (Facade); Luciano Berio (Homage to Joyce); Nigel Butterley (In the Head the Fire).

Books Austin, W W Music in the Twentieth Century London: Dent 1966 Barford, P Mahler Symphonies and Songs London: BBC Music Guides 1970 Harrison, M The Lieder of Brahms New York: Praeger 1970 Reich, W Alban Berg New York: Vienna House 1974 Sams, E Brahms Songs London: BBC Music Guides 1972 Whittell, A Schoenberg Chamber Music London: BBC Music Guides 1972

Assessment Assessment is based on course work and an essay.

D. Solo Keyboard Music

Syllabus An examination of major forms of keyboard music from early classical works through to works of the twentieth century. 224 Subject Descriptions

Books Hutcheson, E The Literature of the Piano London: Hutchinson 1969 Matthews, D led) Keyboard Music Devon: David & Charles 1972

Assessment Assessment is based on course work and an essay.

E. New Directions in Jazz and Popular Music

Syllabus A study of the innovative music of popular music and contemporary jazz idioms from the late fifties to the present day.

Books Roxon, L Rock Encyclopedia New York: Grosset 1972 Shaw, A Rock Revolution New York: Macmillan 1969 Journals Downbeat, The Contemporary Music Magazine Chicago Rolling Stone San Francisco: Straight Arrow Publishers

Assessment Assessment is based on course work and an essay.

F. Music in Renaissance Life

Syllabus The forms of the study will be on the remarkable variety and development of instruments from about 1450 to 1600. The program will trace the relationship between vocal and instrumental music from Dutch composers to the late Renaissance.

Books Crocker, R L A History of Musical Style New York: McGraw-Hill 1966 Harman, A & Mellers, W Man and His Music parts 1 & 2 London: Barrie & Rockliff 1962 Parrish, C & Ohl, J Masterpieces of Music Before 1750 London: Aber 1952

Assessment Assessment is based on course work and an essay.

G. Aspects of Late Baroque Music

Syllabus The period studied is approximately 1680 to 1760, and a broad selection of music types will be examined: music for church, the state and palace, from German, Italian, French, and English composers.

Books Bukofzer, M Music in the Baroque Era London: Dent 1960 chs VII & IX Grout, D J A History of Western Music London: Dent 1960 chs X, XI & XII Harman, A & Mellers, W Man and His Music part 1 London: Barrie & Jenkins 1962 pp 498-569 Palisca, C V Baroque Music Englewood Cliffs: Prentice-Hall 1968 ch 11

Assessment Assessment is based on course work and an essay. Bachelor of Education 225

H. Chamber Music

Syllabus An examination of major forms of chamber music and the range of instrumental groupings from early classical works through to works of the twentieth century.

Books Harman, A & Mellers, W Man and His Music London: Barrie & Jenkins 1971 pp 581-709 Newman, W S The Sonata in the Classic Era Chapel, Hill: Univ of Nth Carolina Press 1963 Robertson, A led) Chamber Music Harmondsworth: Penguin 1967 Robertson, A & Stevens, D (eds) The Pelican History of Music vol 3 Harmondsworth: Penguin chs 3 & 4

Assessment Assessment is based on course work and an essay.

MUSIC B3 (MUB03) 1 point

Performance Skills A subject of one hour a week for 14 weeks.

Prerequisite: Either Music Al-1 or Al-2 or A2 or Practical Music Al or A2.

SyNabus The content of studies in this area is related to performance practice and preparation, or the development of special techniques leading to performance. The range of electives offered is variable and related to demand. The following is included as a guide: Electronic music studio techniques, jazz/rock group, madrigal group, Renaissance ensemble, recording studio techniques, accompanying workshop, chamber music groups, South American music group, part-singing group, sound and light, string orchestra, symphonic wind ensemble, folk music group, Indonesian music group, recorder consort, jazz singing group, vocal studio techniques, jazz piano.

Assessment Assessment is based on regular weekly preparation.

MUSIC C1-1 (MUC11) 6 points

A subject of one 2-hour workshop, one 1-hour seminar, and one 1-hour tutorial a week. Credit may not be granted for this subject as well as for Music C1-2.

Prerequisite: Music 81-1.

Syllabus The emphasis in the workshop is on student-initiated creative ventures with a broadening of the musical activity to embrace media other than sound. This involves extensions into mixed-media areas using light, colour, film, poetry, movement, and theatre. The content of the seminar consists of guidance in individual composition exercises and the discussion of original compositions by students taking the subject. The content of the tutorial involves a study of contemporary approaches to part-writing. Considerable emphasis is placed on student composition.

Assessment Assessment is based on regular weekly preparation, involvement in group activities, assignments and course work. 226 Subject Descriptions

MUSIC C1-2 (MUC12) 6 points

A subject of one 2-hour workshop, one 1-hour instrumental class, and one 1-hour basic musicianship tutorial a week. Credit may not be granted for this subject as well as for Music C1-1. Prerequisite: Music B1-1 or B1-2.

Syllabus The content of the workshop is described in Music C1-1. The instrumental class and the basic musicianship tutorial are a continuation of the work described in Music B1-2.

Assessment Assessment is based on course work, regular weekly preparation and, in the practical areas, on performance development.

MUSIC C2 (MUCO2) 5 points

A 2-hour lecture/discussion with demonstrations each week. The year is divided into three 9-week segments and one study is to be selected for each segment. Prerequisite: Music B2.

Syllabus The studies available are listed under Music B2 and from these students must make a selection of areas not undertaken in Music B2.

Assessment Assessment in each elective is based on course work and an essay.

MUSIC C3 (MUC03) 1 point

Performance Skills A subject of one hour a week for 14 weeks.

Prerequisite: Either Music B1-1 or B1-2 or 82, or Practical Music 131 or 82.

Syllabus The range of performance and special skills electives is indicated in Music 83.

Assessment Assessment is based on regular weekly preparation.

MUSIC C4 (MUC04) 3 points

A subject of one 2-hour choral workshop and a 1-hour vocal tutorial each week. Credit may not be granted for this subject as well as for more than one of Music C5, C6 and C7. This provision does not apply to HDTS diplomates.

Prerequisite: Credit of 12 points in Music at Group 2 level.

Syllabus The syllabus will consist of an examination of the literature in the field of choral music and voice, with particular attention given to arranging, directing, conducting and performance. The program will also include a study of selected school choral literature.

Assessment Assessment will be based on regular weekly attendance and two assignments selected from the following areas — conducting, arranging, direction and repertoire. Bachelor of Education 227

MUSIC C5 (MUC05) 3 points

A subject of one 2-hour big band workshop and a 1-hour jazz tutorial each week. Credit may not be granted for this subject as well as for more than one of Music C4, C6 and C7. This provision does not apply to HDTS diplomates.

Prerequisite: Credit of 12 points in Music at Group 2 level.

Syllabus The syllabus will consist of an examination of the literature in the field of big band music and jazz, with particular attention given to arranging, improvisation, directing, conducting, and performance. The program will also include a study of material particularly suited to school use.

Assessment Assessment will be based on regular weekly attendance and two assignments selected from the following areas — conducting, improvisation, direction, arranging, and repertoire.

MUSIC C6 (MUC06) 3 points

A subject of one 2-hour symphonic workshop and one 1-hour instrumental tutorial each week. Credit may not be granted for this subject as well as for more than one of Music C4, C5 and C7. This provision does not apply to HDTS diplomates.

Prerequisite: Credit of 12 points in Music at Group 2 level.

Syllabus The syllabus will consist of an examination of the literature in the field of instrument-playing with particular attention given to conducting, arranging, directing, and performance. The program will also include a study of material particularly suited to school use. The instrumental tutorials will be divided on the basis of instruments of similar kind, e.g. all clarinets, all flutes, etc. Work in direction will be associated with these tutorials.

Assessment Assessment will be based on regular weekly attendance and two assignments selected from the following areas — conducting, direction, arranging, and repertoire.

MUSIC C7 (MUC07) 3 points

A subject of one 2-hour ensemble workshop and one 1-hour ensemble tutorial each week. Credit may not be granted for this subject as well as for more than one of Music C4, C5 and C6. This provision does not apply to HOTS diplomates.

Prerequisite: Credit of 12 points in Music at Group 2 level.

Syllabus The syllabus will consist of an examination of the literature in the field of ensemble music with particular attention given to arranging, directing, and performance. Selection and adaptation of material for school use will also be examined. Ensemble workshops and tutorials could range from traditional chamber music groupings to early music arrangements, and ensembles within ethnic areas such as South America.

Assessment Assessment will be based on regular weekly attendance and two assignments selected from the following areas - arranging, direction, and repertoire. 228 Subject Descriptions

MUSIC D (MUDOO) 9 points

A subject of one 2-hour music workshop each lecture week and a special study, or two special studies, together with one 1-hour vocal/instrumental workshop.

Prerequisite: Credit of 12 points in Music at Group 2 or Group 3 levels.

Syllabus Special study topics are to be selected after consultation with lecturers concerned, and are to be chosen from the following areas: Musicology Children or Adolescents and Music Music in Culture — Field Study.

Assessment Assessment is based on an essay or report related to each special study undertaken, on involvement and course work in the workshop area, and on performance development in the practical studies.

OUTDOOR EDUCATION A2 (OEA02) 3 points

Basic Skills of Outdoor Living See subject description on page 400.

OUTDOOR EDUCATION A3 (OEA03) 1 point

Bushcraft See subject description on page 401.

OUTDOOR EDUCATION A4 (OEA04) 1 point

Snowcraft See subject description on page 401.

OUTDOOR EDUCATION A5 (OEA05) 1 point

Watercraft See subject description on page 402.

PHILOSOPHY Al (PIA00) 9 points

A subject of three hours a week throughout the year.

Prerequisite: Nil.

Syllabus The aim of this subject is to encourage careful reflection on important theoretical questions. In the first term we consider such questions as the following: Are there good reasons for believing that God exists, or does not exist? What really are religious beliefs? What is the relation between faith and reason, and that between religion and morality? In second term, we investigate such issues as these: The basis of our obligation to obey the law, the relation between law and morality, the nature and value of democracy, the proper extent of individual liberty, and the respects, if any, in which all men are equal or ought to be. Bachelor of Education 229

In third term there will be a choice between — (a) Logic, which deals with the characterisations of good and bad reasoning and methods of determining whether or not arguments of certain kinds are valid, and (b) Existentialism, in which some of the main themes of writers such as Kierkegaard, Sartre, Heidegger, and Marcel will be introduced. Issues of personal authenticity, commitment, truth, the absurd, nihilism, and the mystery of being will be discussed.

Books Preliminary Reading: Hick, J Philosophy of Religion 2nd edn Englewood Cliffs: Prentice-Hall 1973 Mabbott, J D The State and the Citizen 2nd edn London: Hutchinson 1967 Raphael, D D Problems of Political Philosophy London: Macmillan 1970 Warnock, M Existentialism London: OUP 1970 Reference: *Hick, J The Existence of God New York: Collier-Macmillan 1964 • Mill, J S On Liberty led Spitz, D) New York: Norton 1975

Assessment Assessment will be based on assignments completed throughout the year. Where these are unsatisfactory an examination may be used as a supplement.

Additional information: Inquiries should be directed to the Secretary, Department of Philosophy, room 207, 1922 Building.

PHILOSOPHY A2 (PIA02) 3 points

Miracles A subject of two hours a week during Term 1.

Prerequisite: Nil.

Syllabus This subject explores the various belief-systems of science, religion and magic with respect to abnormal phenomena concerning behaviour of material objects, healings, and the natural world in general. It focuses on the connections between individual and cultural perceptions, paradigms of thought and their relation to experience, the limits of empiricism, and the credibility of individual experience.

Books Hume, D 'Miracles' in Inquiry Concerning Human Understanding led Steinberg, E) Indianapolis: Hackett 1977 Watson, L The Romeo Error London: Coronet Books 1976 Watson, L Supernature London: Coronet Books 1974

Assessment Assessment will be based on participation in class, and on one 2,500 word essay or equivalent.

PHILOSOPHY A3 (PIA03) 3 points

Psychic Phenomena A subject of two hours a week during Term 2.

Prerequisite: Nil.

Syllabus This subject explores the various belief-systems of science, religion and magic with respect to psychic phenomena, particularly 'seeing', telepathy and psychokinesis. It focuses on the similarities and differences between Western science and Eastern 230 Subject Descriptions

mysticism, the conflicts between interpretation of events in anthropological societies and their explanation in Western terms, as well as the differing accounts of the nature of thought and matter.

Books Broad, C D Lectures on Psychical Research London: RKP 1 962 Castaneda, C Tales of Power Harmondsworth: Penguin 1976 Castaneda, C Journey to lxtlan Harmondsworth: Penguin 1975

Assessment Assessment will be based on participation in class, and on one 2,500 word essay or equivalent.

PHILOSOPHY A4 (PIA04) 3 points

Life Beyond Death A subject of two hours a week during Term 3.

Syllabus This subject explores the various belief-systems of science, religion and magic with respect to reincarnation, immortality of the soul, resurrection of the body, and spiritual powers. It focuses on the nature of the claims which people make concerning knowledge of these areas, problems concerning the rationality of the belief systems, and the definition of reality which each of these ways of interpreting the world offers us.

Books Hume, D 'On the Immortality of the Soul' in Philosophical Works 4 vols (eds Green, T H & Grose, T H) New York: International Publications Service 1964 Moody, R Life After Death London: Corgi 1977 Plato Phaedo London: CUP 1972 Watson, L The Romeo Error London: Coronet Books 1974

Assessment Assessment will be based on participation in class, and on one 2,500 word essay or equivalent.

PHILOSOPHY B1 (PI B01) 12 points

Marx, Freud and Nietzsche A subject of two 1-hour lectures and one 1-hour tutorial a week throughout the year. Prerequisite: Philosophy A or approved equivalent studies.

Syllabus This subject consists of a detailed study of Marx, Freud and Nietzsche and their revolutionary contributions to the understanding of ourselves and the modern world. The problem of modernity — what distinguishes the modern world from that of the past — and its varied treatment in the writings of these authors provides the central linking theme of this study.

Books Reference: Tucker, R (ed) The Marx-Engels Reader New York: Norton 1972 Freud, S Introductory Lectures on Psychoanalysis Harmondsworth: Penguin 1973 Nietzsche, F Beyond Good and Evil Harmondsworth: Penguin 1973 Nietzsche, F The Anti-Christ in The Twilight of the Idols and the Anti-Christ Harmondsworth: Penguin 1969 Nietzsche, F Thus Spake Zarathustra Harmondsworth: Penguin Bachelor of Education 231

Assessment Assessment will be based on written work completed throughout the year, There will be a final essay of 4,000 — 5,000 words.

Additional information: Inquiries should be directed to Mr L Jones, room 210, 1922 Building.

PHILOSOPHY B2 (PIB02) 12 points

Morals and Man A subject of two 1-hour lectures and one 1-hour tutorial a week throughout the year.

Prerequisite: Philosophy A or approved equivalent studies.

Syllabus This subject deals with some important philosophical issues concerning the nature of man and his status as a moral agent. Among these issues are the problem of the nature of the mind and its relation to the body; the criteria of personal identity; the question of whether or not we really have 'free will'; the criteria of moral responsibility for our actions; the nature and rational status of moral judgements and principles; and the nature of happiness.

Books Preliminary Reading: Mabbott, J D An Introduction to Ethics London: Hutchinson 1969 Shaffer, J A Philosophy of Mind Englewood Cliffs: Prentice-Hall 1968 Taylor, R Metaphysics Englewood Cliffs: Prentice-Hall 1963 Warnock, G J Contemporary Moral Philosophy London: Macmillan 1967 Reference: Campbell, K Body and Mind London: Macmillan 1970 Descartes, R Meditations on First Philosophy in Descartes' Writings (eds Anscombe & Geach) Edinburgh: Nelson 1954 Edwards, P & Pap, A (eds) A Modern Introduction to Philosophy 3rd edn New York: Free Press 1973 Feinberg, J led) Moral Concepts London: OUP 1969 Flew, A led) Body, Mind and Death New York: Collier-Macmillan 1964 Foot, P led) Theories of Ethics London: OUP 1970 Hare, R M Freedom and Reason London: OUP 1963 Mill, J S Utilitarianism (any edition)

Assessment Assessment will be on the basis of approximately six essays of 1,200-1,500 words each, done throughout the year.

Additional information: Inquiries should be directed to Dr D Adeney, room 209, 1922 Building.

PHILOSOPHY B3 (PIB03) 12 points

Scientific Explanation A subject of four hours of lecture/tutorial/seminar sessions a week throughout the year. Prerequisite: An introductory Philosophy subject or a minimum of 18 points in Science subjects, or an approved equivalent.

Syllabus The subject will introduce some of the important questions in Philosophy of Science, including — What is the nature of 'scientific method'? Can scientific theories ever be verified? Can scientific theories ever be falsified? 232 Subject Descriptions

An attempt will be made to answer these questions, not only by philosophical argument, but also by an examination of some examples from the history of science. Elective Case Studies: For a major part of the year students will be involved in researching a case history of a problem in science, in an attempt to reach their own conception of what is meant by 'scientific explanation'. Maximum consideration will be given to students' backgrounds and preferences in the choice of research topics.

Books Chalmers, A F What Is This Thing Called Science? St Lucia: Un iv of QId Press 1976 Howe, G M Man, Environment and Disease in Britain Harmondsworth: Penguin 1976 Kuhn, T S The Structure of Scientific Revolutions Chicago: Univ of Chicago Press 1970 Watson, J The Double Helix Harmondsworth: Penguin

Assessment Assessment will be based on written work submitted during the year as well as on participation in the weekly seminar program. Two essays of 2,000 words and one essay of at least 4,000 words (or the equivalent) will be required. Honours will not be awarded.

Additional information: Inquiries should be directed to Mr W Gill, room 1002, Science Education Building, or Mr J Weckert, room 213, 1922 Building.

PHILOSOPHY C (PIC00) 12 points

Classical Greece — Philosophy and Tragedy A subject of three class hours a week throughout the year. Prerequisite: Credit of 12 points in Philosophy at Group 2 level, or an approved equivalent.

Syllabus The aim of this subject is to examine the philosophy of Plato and Aristotle in its cultural and historical setting, as an interpretation of that culture and as a response to the problems of the age. There will be an introductory study of the drama of Aeschylus, Sophocles and Euripides to illuminate some aspects of the civilisation of Classical Greece. The historic transition from the poetic-tragic vision to the rational-philosophical view of life will be considered in relation to the political background — the critical period of the Peloponnesian War and the decline of Athens. It is hoped that these perspectives will provide a better understanding of Platonic and Aristotelian Philosophy and its significance.

Books Preliminary Reading: Homer The Iliad Harmondsworth: Penguin 1969 Plato The Last Days of Socrates Harmondsworth: Penguin 1954 Reference: 'Aeschylus The Oresteian Trilogy Harmondsworth: Penguin 1971 • Aristotle The Nicomachean Ethics London: OUP 1953 • Aristotle The Politics Harmondsworth: Penguin 1969 'Euripides The Trojan Women and The Bacchae in Medea and Other Plays Harmondsworth: Penguin 1970 *Plato The Republic London: Dent 1976 •Sophocles The Theban Plays Harmondsworth: Penguin

Assessment Assessment will be based on written work done throughout the year. Where this is unsatisfactory, an examination may be used as a supplement. Bachelor of Education 233

PHILOSOPHY D (PID00) 9 points

Contemporary Philosophy A subject of three seminar-hours a week throughout the year, except during periods of block School Experience. Prerequisite: A pass in a Philosophy subject at the Group 2 level, or an approved equivalent.

Syllabus The subject is designed to involve students in a study of important developments in twentieth century philosophy. The study focuses on issues raised by the writings of Ludwig Wittgenstein.

Books Preliminary Reading: Passmore, J A Hundred Years of Philosophy Harmondsworth: Penguin 1968 Pears, D Wittgenstein London: Fontana 1970 Reference: A reading list is available from the Department of Philosophy.

Assessment Assessment will be based on seminar participation and written work done throughout the year. One essay of about 1,500 words will be required each term.

PHYSICAL EDUCATION, HEALTH AND RECREATION A (PEA00) 9 points

See subject description on page 409.

PHYSICAL SCIENCE A (PSA00) 18 points

A subject of 14 class hours a week, comprising six hours of lectures, six hours of laboratory work and field trips, and two hours of tutorials and/or seminars throughout the year. Credit may not be granted for this subject as well as for Science Al.

Special Requirement All timetabled dass hours are compulsory. Prerequisite: There is no prerequisite, but mathematics to form 5 standard is assumed.

Syllabus The subject aims to develop understanding of basic concepts of physical science, examine selected environmental issues in relation to physical science, and develop an appreciation of the nature of science. The subject draws primarily on the disciplines of chemistry and physics. Those mathematical concepts which are fundamental to physical science and those required for data treatment and interpretation will be introduced throughout the subject. Major topics to be covered will include reference frames and relativity, chemical equilibrium and kinetics, energy and energy transformations, nature of light and sound; nuclear, atomic and molecular structure; and aspects of air, water, soil, thermal and noise pollution.

Books Details of reference and reading guides will be issued early in 1979. 234 Subject Descriptions

Assessment Examinations will be held at the end of each term and at the end of the year. In addition, seminar, laboratory and assignment work during the year will be taken into account in the final assessment.

Additional information: Inquiries should be directed to Dr G Scott, Environmental Science Co-ordinator, room 603, Science Education Building.

PHYSICS

Physics subjects are of one term's duration with the exception of the first year laboratory program, Physics All, which runs for the entire year. While most students would choose the four Physics A subjects listed below in their first year, this is not essential and a student may choose to take only one or two. The normal first year pattern would be as follows:

Physics A01 2 points Term 1 Physics A02 2 points Term 2 Physics A03 2 points Term 3 Physics Al 1 3 points All year There are no formal prerequisites for these subjects, but it is generally assumed that students will have studied Physics or Physical Science and a Mathematics subject at the HSC level.

In their second year students would normally follow the program below:

Physics B02 4 points Term 1 Physics B03 3 points Term 2 Physics B11 2 points Term 2 Physics B01 5 points Term 3 Several other Physics subjects are available. Mathematics must be studied concurrently if students wish to take Physics in their third year. Students should normally have 9 points of Physics from first year if they wish to enter a full second year program, but will be allowed to take individual second year Physics subjects if they have met the prerequisites for those subjects. The third year Physics program at present concentrates on the areas of electronics, astronomy, and solid materials. Third year Physics students should consult staff to discuss individual programs.

Additional information: Inquiries should be directed to the Secretary, Department of Chemistry and Physics, room 412, Science Education Building.

PHYSICS A01 (PHA01) 2 points

Mechanics A subject of 24 lectures and weekly tutorials in Term 1. Credit may not be granted for this subject as well as for Science Al.

Prerequisite: There is no formal prerequisite, but it is assumed that students will have taken a mathematics subject and a physical science subject at Form 6 level.

Syllabus This subject is concerned with developing an understanding of the ideas of classical mechanics of translation and rotation of rigid bodies and systems of particles. Throughout the subject the application of mechanics is shown in areas of everyday life such as athletics, road safety, and transportation. Topics studied include momentum, force, work-energy relations, torque, moment of inertia, angular momentum and conservation principles. Bachelor of Education 235

Books Weidner, R T & Sells, R L Elementary Physics, Classical and Modern Boston: Allyn & Bacon 1975

Assessment Assessment will be based on assignment work during the term, and on a 2-hour examination at the end of the subject.

PHYSICS A02 (PHA02) 2 points

Electricity and Magnetism A subject of 24 lectures and weekly tutorials taken in Term 2. Credit may not be granted for this subject as well as for Science Al . Prerequisite: There is no formal prerequisite but it is assumed that students have taken a mathematics subject and a physical science subject at Form 6 level. Students wishing to enrol in Physics A02 are advised to take Physics A01 and Physics All also.

Syllabus The central concern of this subject is the development of electric and magnetic field theory leading to the formulation of Maxwell's equations in integral form. Applications of electric and magnetic phenomena will be treated in detail. The subject will include the analysis of simple circuits and networks.

Books Weidner, R T & Sells, R L Elementary Physics, Classical and Modern Boston: Allyn & Bacon 1975

Assessment Assessment will be based on assignment work during the term, and on a 2-hour examination at the end of the subject.

PHYSICS A03 (PHA03) 2 points

Waves and Modern Physics A subject of 24 lectures and weekly tutorials taken in Term 3. Credit may not be granted for this subject as well as for Science Al.

Prerequisite: There is no formal prerequisite, but it is assumed that students have taken a mathematics subject and a physical science subject at Form 6 level. Students wishing to enrol in Physics A03 are advised to take Physics A01 also.

Syllabus The subject is designed to develop an understanding of the general properties of waves, to apply this to a study of sound and electromagnetic waves, and to extend the wave model into quantum mechanics and an introductory study of atomic and nuclear systems. Topics include the reflection, refraction and diffraction of waves, the superposition principle and Huygen's principle, resonance, matter waves and the uncertainty principle, atomic structure, atomic spectra, X-rays, nuclear structure and stability, nuclear reactions and nuclear energy.

Books Weidner, R T & Sells, R L Elementary Physics, Classical and Modern Boston: Allyn & Bacon 1975

Assessment Assessment will be based on assignment work during the term, and on a 2-hour examination at the end of the subject. 236 Subject Descriptions

PHYSICS A11 (PHA11) 3 points

Laboratory The subject consists of one 3-hour laboratory session a week throughout the year (a total of 72 hours).

Special Requirement Attendance at all sessions is compulsory. Prerequisite: Nil.

Syllabus The general aim of the subject is to develop skills in the design and performance of experiments, the analysis and interpretation of data, the evaluation of experiments, and the recording and reporting of experimental work. The exercises include both small and large group project work. In each term the laboratory work is related to the concurrent theory study.

Books A laboratory manual is available from the department for students enrolled in the subject.

Assessment Assessment is continuous and includes written and laboratory tests.

PHYSICS Al2 (PHAl2) 2 points

Astronomy A subject of 12 lectures and 12 hours of related laboratory work (including night observations) in Term 3. Credit may not be granted for this subject as well as for Science A3. Prerequisite: Nil

Syllabus The subject provides an introduction to astronomy and is designed especially for students taking most of their subjects from outside the physical science area. Topics in this subject include a study of the motion of the sun, sundials, time, the apparent motion of the planets through the constellations of the Zodiac, the interpretation and use of star maps, the optics and use of telescopes. Books Students will be advised of appropriate references during the subject.

Assessment Assessment will be based on assignment work and practical exercises.

PHYSICS B01 (PHB01) 5 points

Electronics A subject of 27 one-hour lectures and tutorials and 8 six-hour laboratory sessions. Prerequisite: Physics A02 and All, and Mathematics A02 and Al 1.

Syllabus This integrated lecture-laboratory program is designed to develop understanding, both practical and analytical, of circuits involving passive and active components. In part icular, the operation and applications of semi-conductor diodes, bipolar transistors, Bachelor of Education 237

field effect transistors and operational amplifiers are studied together with the use of feedback, negative to improve amplifier perf ormance and positive to obtain oscillation.

Books The level of treatment of this subject is comparable to the level of treatment in Brophy, J J Basic Electronics for Scientists 3rd edn New York: McGraw-Hill 1976

Assessment Assessment is continuous and is based on laboratory participation and assignments, and an examination at the end of the subject.

PHYSICS B02 (PHB02) 4 points

Optics A subject of 16 one-hour lectures, 8 tutorials and 7 six-hour laboratory sessions.

Prerequisite: Physics A03, and Mathematics A02 and A11.

Syllabus The lectures, tutorials and laboratory work comprise an integrated subject which is designed to develop an understanding of the nature of light, its propagation, its interference effects in thin films, its diffraction by various apertures, and the applications and limitations of optical instruments.

Books The level of treatment of this subject is comparable to the level of treatment in Hecht, E & Zajak, A Optics Reading (Mass): Addison-Wesley 1974.

Assessment Assessment is continuous and is based on laboratory participation and assignments, and an examination at the end of the subject.

PHYSICS B03 (PHB03) 3 points

Quantum Mechanics A subject of 24 one-hour lectures and weekly tutorials. Credit may not be granted for this subject as well as for Physics B06. Students intending to study Physics C08 or C12 are advised to take Physics B03 rather than Physics B06. Prerequisite: Physics A01 and A03, and Mathematics A01 and All. Students are advised to take Mathematics B33 concurrently.

Syllabus The subject is designed to develop an understanding of wave mechanical ideas and their application. Topics include the study of wave packets, solution of Schroedinger's equation for simple potential fields (including the simple harmonic oscillator and the hydrogen atom) and consideration of the mathematics of differential operators in the description of physical systems.

Books The level of treatment of this subject is comparable to that in Scharff, M Elementary Quantum Mechanics New York: Wiley-Interscience 1975.

Assessment Assessment is continuous, and is based on assignments during the term, and an examination at the end of the subject. 238 Subject Descriptions

PHYSICS B04 (PHB04) 2 points

Thermal Physics A subject of two 1-hour lectures and one 1-hour tutorial a week. Prerequisite: Physics A01 and Mathematics Al l.

Syllabus The subject is designed to develop an understanding of ideal and real gas properties, the laws of Thermodynamics and their applications, and transport phenomena. Books The level of treatment of this subject is comparable to the level of treatment in Sears, F W & Salinger, G L Thermodynamics, Kinetic Theory of Gases and Statistical Mechanics Reading (Mass): Addison-Wesley.

Assessment Assessment is continuous, and is based on assignments during the term, and an examination at the end of the subject.

PHYSICS B05 (PHB05) 4 points

Astronomy A subject of 12 lectures and three hours a week of laboratory work or night observation.

Prerequisite: Any two of Physics A01, A03, All.

Syllabus This is an introductory study of astronomy, and topics covered include solar and sidereal time, co-ordinate systems in astronomy, use and interpretation of star maps, optics of telescopes and cameras, astrophotography, the sun and sunspot motion, and classification of stellar objects. Throughout the subject there is emphasis on the practical aspects of astronomy.

Books Students will be advised of appropriate references during the subject.

Assessment Assessment is continuous and includes assignment work, and an examination at the end of the subject.

PHYSICS B06 (PHB06) 2 points

Quantum Mechanics A subject of 16 lectures and five tutorials. Credit may not be granted for this subject as well as for Physics B03. Students intending to study Physics C08 or C12 are advised to take Physics B03 rather than Physics B06. Prerequisite: Physics A01 and A03, and Mathematics A01 and All . Students are advised to take Mathematics 8 33 concurrently.

Syllabus The subject is designed to develop an understanding of wave mechanical ideas and their application. Topics include the study of wave packets, solution of Schroedinger's equation for simple potential fields (including the simple harmonic oscillator and the hydrogen atom) and consideration of the mathematics of differential operators in the description of physical systems. Bachelor of Education 239

Books The level of treatment of the subject is comparable to that in Scharff, M Elementary Quantum Mechanics New York: Wiley-Interscience 1975

Assessment Assessment is continuous, and is based on assignments during the term, and an examination at the end of the subject.

PHYSICS B07 (PHB07) 3 points

Modern Physics A subject of eight lectures, 42 hours of laboratory work, and fortnightly tutorials. Credit may not be granted for this subject as well as for Physics B11. Prerequisite: Physics A03 and Al1.

Syllabus The subject is designed to build on the knowledge of nuclear physics gained by students in Physics A03. The lectures will revise the relevant work of Physics A03 and then continue with the physics and physical techniques of nuclear accelerators and reactors. Aspects of nuclear power generation and safety will be discussed. The associated laboratory program will give students experience in using nuclear radiation detectors and other forms of nuclear instrumentation.

Books Students will be advised of appropriate references during the subject.

Assessment Assessment is continuous, and is based on laboratory participation and assignments, and an examination at the end of the subject.

PHYSICS B11 (PHB11) 2 points

Modem Physics Laboratory A subject of seven 6-hour laboratory sessions. Credit may not be granted for this subject as well as for Physics B07. Prerequisite: Physics A03 and All.

Syllabus This subject is purely laboratory-based. It aims to give students hands-on experience of some of the techniques and instrumentation now used in the study of nuclear radiation detection, pulse height analysis and coincidence measurements. The laboratory demonstrates very clearly the reliance placed on electronics in all aspects of measurement.

Books A laboratory manual for students is available from the Department.

Assessment Assessment is continuous, and is based on laboratory participation and laboratory reports.

PHYSICS C SUBJECTS

Books The Department of Chemistry and Physics regularly reviews text references for the 240 Subject Descriptions

subjects listed below, and in some cases relies on journal articles or internally produced notes. Details of references and any further information may be obtained from the Department before the beginning of the academic year.

Assessment The assessment methods will match the manner in which each subject is presented. Students in theoretical subjects (or components) will, in general, be assessed by a final examination and by continually assessed assignment work. The assessment in applied subjects (or components) will be based mainly on laboratory work.

PHYSICS CO1 (PHC01) 4 points

Physics of Materials A subject of 16 one-hour lecture/seminars or the equivalent, and 42 hours of laboratory work. Prerequisite: Physics B02, B03 or 806, and Mathematics B33.

Syllabus The subject is designed to develop an understanding of elementary crystallography, the use of X-ray diffraction techniques in structure determinations, and the mechanical, thermal, electrical and magnetic properties of solids, liquids and gases, and the technological applications of these properties.

PHYSICS CO2 (PHCO2) 4 points

Applied Spectroscopy A subject of 16 one-hour lectures/seminars and 42 hours of laboratory work or the equivalent. Prerequisite: Physics B02, B03 or B06, and Mathematics B33.

Syllabus This subject is an introduction to the area of spectroscopy with emphasis placed on optical spectroscopy. The theory relevant to both atomic and molecular spectroscopy will be presented. The associated laboratory program will examine both simple and complex spectra, and the use made of spectroscopy in chemical analysis.

PHYSICS CO3 (PHCO3) 4 points

Applied Electronics and Instrumentation A subject of 16 lectures/seminars and 42 hours of laboratory work or their equivalent.

Prerequisite: Physics B01.

Syllabus nderstanding of This subject is an integrated study which is designed to give a working u electronics and its application to instrumentation. After developing a deeper general understanding of analogue and digital electronics and transducers, specific instruments are studied which combine these three areas of electronics.

Books New York: Lion, K S Elements of Electrical and Electronic Instrumentation McGraw-Hill 1975 Bachelor of Education 241

PHYSICS C04 (PHC04) 2 points

Medical Physics A subject of eight 1-hour lectures/seminars and 20 hours of laboratory work. Prerequisite: Physics B01 and B11.

Syllabus The areas of biophysics and medical physics are becoming more important as medicine adopts the approaches of science and technology. In this subject the body is viewed as a physical system — a system which can be described and understood in physical terms. The effects of various types of energy, for example thermal, acoustic, electromagnetic and nuclear, falling on the body will be studied as will the related medical technology.

PHYSICS C05 (PHC05) 2 points

Physics in School Laboratories A subject of 30 hours of laboratory sessions/seminars/discussion. Prerequisite: Credit of 18 points in Physics B subjects.

Syllabus This subject is concerned with trends in the development of the physics curriculum, through a study of research into various aspects of physics education. This is a study of research papers and other current literature, in particular those which pertain to the evaluation of the impact of such projects as PSSC, Nuffield Physics and Project Physics. In addition, the problems of school-based development of programs in physics are considered, particularly in relation to the design and management of school physics laboratories.

PHYSICS C06 (PHC06) 2 points

Electromagnetism A subject of 20 one-hour lectures/seminars, or their equivalent.

Prerequisite: Physics A02 and Mathematics B32.

Syllabus In this subject the techniques of vector calculus are applied to electromagnetic phenomena in order to increase our understanding of the electromagnetic field, and electric and magnetic properties of water. The subject culminates in a detailed consideration of Maxwell's equations (in differential form) and the propagation of electromagnetic waves.

PHYSICS C07 (PHC07) 1 point

Relativity A subject of eight lectures and three tutorials, or equivalent.

Prerequisite: Physics A01 and at least two of the Physics subjects 801, B02, B03 or 806, and B04.

Syllabus The subject studies the basis of Einstein's special relativity postulates and the consegüiences of accepting them. Special Relativity and the 4-vector model is developed and compared with Galilean Relativity and the 3-vector model. 242 Subject Descriptions

PHYSICS C08 (PHC08) 3 points

Advanced Quantum Mechanics A subject of 24 one-hour lectures or equivalent. Prerequisite: Physics B03 or 806, and Mathematics 801 and B33.

Syllabus This subject is designed to introduce students to the more elegant and sophisticated techniques, concepts, and applications of quantum mechanics. Included in the subject will be an analysis and appraisal of the more important approximation methods, such as perturbation theory and variational techniques. A study of matrix mechanics as proposed and developed by Heisenberg will also be studied, and the use of matrix formulation as applied to the angular momentum states of atomic and nucleus systems will be considered.

PHYSICS C09 (PHC09) 2 points

Classical Mechanics A subject of 16 one-hour lectures or equivalent. Credit may not be granted for this subject as well as for Mathematics B31. Prerequisite: Physics A01 and Mathematics All and B33. Students wishing to enrol in Physics C09 are advised to take Physics B03 or B06 also.

Syllabus This subject is especially designed for intending physics teachers. It reviews basic Newtonian mechanics and critically examines Newton's Laws of motion. The subject further contrasts and compares the Newtonian vector formulation with the scalar, energy epproach as presented by Lagrange and Hamilton. Throughout the subject an understanding of the similarities and differences in these approaches is emphasised. The subject concentrates on physical interpretation but overlaps to some extent with Mathematics B31.

PHYSICS C10 (PHC10) 4 points

Advanced Astronomy and Astrophysics A subject of eight 1-hour lectures/seminars and 42 hours of laboratory/observation.

Prerequisite: Physics B05.

Syllabus A laboratory-based program including UBV stellar photometry of bright sources and variable stars. A discussion of recent advances in astronomy.

PHYSICS C11 (PHC11) 2 points

Thermodynamics and Statistical Mechanics A subject of two 1-hour lectures/seminars a week. Prerequisite: Physics B04.

Syllabus The subject is designed to develop an understanding of the laws of Thermodynamics and their applications, the statistical foundations of Thermodynamics, and the statistics of many body systems. Bachelor of Education 243

PHYSICS C12 (PHC12) 3 points Nuclear Physics and Elementary Particles A subject of 24 one-hour lectures or equivalent.

Prerequisite: Physics 803 or 806. Students are advised it would be valuable to have completed Physics CO8 prior to a study of this subject.

Syllabus The properties of the nucleus are studied and simple models developed for nuclear structure and nuclear reactions. The search for elementary particles, their properties and classifications are studied.

POLITICS

See also Asian Studies and History.

Subjects in History, Asian Studies, and Politics are listed alphabetically. They are administered by the Department of History and Politics, and all inquiries should be directed to the Head of the Department through the Secretary, room 208A, 1888 Building. Telephone: 341 8593. Students interested in Asian Studies should note the opportunities for developing major studies in this area in the various subjects offered at year 1, 2 and 3 levels in Asian Studies, History, and Politics. Students should also note the opportunities offered for developing major studies in either History or in Politics or by taking a combination of subjects from Asian Studies, History or Politics. First year subjects in Asian Studies, History, and Politics are each full year studies worth 9 points. Second and third year subjects are either full year studies, each worth 12 points, or half year studies, each worth 6 points. Fourth year subjects are full year studies worth 9 points. The offering of subjects at second and third year levels depends upon the availability of staff in the department to provide the subjects. Assessment procedures in each subject are stated in the subject descriptions. The procedures will be discussed with students at the beginning of each subject. Studies in Method of Teaching — History and Method of Teaching — Social Studies and Politics are available in fourth year.

POLITICS A (POA00) 9 points

A subject of two 1-hour lectures and one 2-hour tutorial a week throughout the year.

Special Requirement Students are required to submit two essays during the year.

Prerequisite: Nil.

Syllabus An introduction to politics which stresses an integrated approach to theory, political behaviour and political institutions — with a detailed application to the Australian state and society. The subject includes: (a) A discussion of democratic theory and the critics of democracy. Theories of the modern state concerning its relations to capitalist economy and to socio-cultural structures are explored. (b) The differences between conservative, liberal and socialist party programs, and the problems they encounter within a Western democratic society. 244 Subject Descriptions

(c) Consideration of the processes of socialisation and legitimation which lead children and adults to accept the political system and to vote in particular ways, and their relation to the causes of crises within society. Each of the above is applied to the explanation of the Australian socio-political situation.

Books Preliminary Reading: Emy, H The Politics of Australian Democracy Melbourne: Macmillan 1978 Playford, J & Kirsner, D (eds) Australian Capitalism Ringwood (Vic): Penguin 1972 Reference: Barker, E led) Social Contract: Essays by Locke, Hume, Rousseau London: OUP 1971 Connell, R W Ruling Class, Ruling Culture Cambridge: CUP 1977 Habermas, J Legitimation Crisis London: Heinemann Educ 1976 Mayer, H S & Nelson, H (eds) Australian Politics: A Fourth Reader Melbourne: Cheshire 1976

Assessment Students are offered a choice between assessment by essays and project work, and assessment by essays and examination.

Additional information: Inquiries should be directed to Mr A Theophanous, Department of History and Politics, West Wing, 1888 Building. POLITICS B AND C SUBJECTS

In second and third years a range of studies in Politics is available. Each area of study may be taken as a B or C subject, but students should note the prerequisites that apply to C subjects, and the difference in the method of assessment. The range of subjects offered each year depends on availability of staff and on student enrolments. Departmental policy is to rotate subject offerings in order to maximise students' choice over these two/three years of studies in Politics, and to provide opportunities for students to combine studies in Asian Studies, History and Politics. When planning courses and at the beginning of each year, students should consult with the Head of the Department of History and Politics to ascertain which subjects will be available. POLITICS B11 (POB11) 6 points

An Introduction to United States' Government and Politics Two 1-hour lectures and one 2-hour tutorial a week, probably during the first half of the year. Credit may not be granted for this subject as well as for Politics C11. Prerequisite: Politics A or an approved equivalent.

Syllabus A comparative introduction to US institutions of government especially the Presidency, the Congress and the Supreme Court, with some examination of US politics.

Books Preliminary Reading: Beloff, M The American Federal Government 2nd edn London: OUP 1969 Lees, J D The Political System of the United States London: Faber 1975 Reference: Carr, R K eta/American Democracy 8th edn Hinsdale (I11): Dryden 1974 Irish, M D et al The Politics of American Democracy 6th edn Englewood Cliffs: Prentice-Hall 1977 Vile, M J C Politics in the USA Harmondsworth: Penguin 1970 Additional reading lists will be distributed during the course of the study. Bachelor of Education 245

Assessment Assessment will be based on an essay of 2,000-2,500 words, and on various other items of written work. Specific details of assessment will be made available at the beginning of the study. Class participation will be considered important.

Additional information: Inquiries should be directed to Mr W Du ye, Department of Politics, West Wing, 1888 Building.

POLITICS B12 (POB12) 6 points

Problems in United States' Politics Two 1-hour lectures and one 2-hour tutorial a week, for half of the year. Credit may not be granted for this subject as well as for Politics C12. Prerequisite: Politics A or an approved equivalent.

Syllabus A study of certain aspects of US society such as mass society, social class, bureaucracy, democracy, civil liberties and problems in the cities.

Books Preliminary Reading: Cleaver, E Soul on Ice New York: McGraw-Hill 1968 Lewis, A Portrait of a Decade New York: Bantam 1964 Additional reading lists will be distributed during the course of the study.

Assessment Assessment will be based on an essay of about 2,000 to 2,500 words, and on various other items of written work. Class participation will be considered important. Note: This subject will not be offered in 1979.

POLITICS B13 (POB13) 6 points

Chinese Politics A subject of three to four hours of classes a week in the second half of the year. Credit may not be granted for this subject as well as for Politics C13.

Prerequisite: Politics A or Asian Studies A, or an Asian History subject, or an approved equivalent.

Syllabus A study of contemporary Chinese politics with particular emphasis on the operations of the Communist Party and party-society relations. Students will be encouraged to research current Chinese press and radio material.

Books Preliminary Reading: Houn, F A Short History of Chinese Communism Englewood Cliffs: Prentice-Hall 1973 Pye, L China: An Introduction Boston: Little Brown 1972 Schram,S R led) Mao Tse-tung Harmondsworth: Penguin 1966 Suyin, H China in the Year 2001 Harmondsworth: Penguin 1971 Reference: Lewis, J W led) Party Leadership and Revolutionary Power in China London: CUP 1973 Schram, S fed) Authority, Participation and Cultural Change in China London: CUP 1973 Schram, S led) The Political Thought of Mao Tse-tung New York: Praeger 1975 Schurmann, F Ideology and Organization in Communist China 2nd edn Berkeley: Univ of Calif Press 1971 246 Subject Descriptions

Starr, J B Ideology and Culture: An Introduction to the Dialectic of Contemporary Chinese Politics New York: Harper & Row 1973 Townsend, J Politics in China Boston: Little Brown 1974 Reading guides will be issued at the beginning of the study.

Assessment Assessment is based on one long essay and on various other items of written work. Specific details of assessment will be made available at the beginning of the study.

Additional information: Inquiries should be directed to Mr D Littlewood, Lecturer in Politics, West Wing, 1888 Building.

POLITICS B15 (POB15) 6 points

Indian Politics A subject of three to four hours a week, conducted in the first half of the year. Credit may not be granted for this subject as well as for Politics C15. Prerequisite: Politics A, or Asian Studies A, or an approved equivalent.

Syllabus An introductory study of Indian government and politics. Particular emphasis will be paid to the origins and development of the party system, studies of the electorate, the nature of politics and problems of political economy.

Books Preliminary Reading: Hanson, A India's Democracy London: Weidenfeld & Nicolson, chs 14 Wilson, D Asia Awakes Harmondsworth: Penguin Reference: Hardgrave, R India: The Government and Politics in a Developing Nation New York: Harcourt Brace & World 1970 Kothari, R Politics in India Boston: Little Brown 1970 Morris-Jones, W H The Government and Politics of India London: Hutchinson Palmer, N D The Indian Political System 2nd edn Boston: Houghton Mifflin 1971 Reading guides will be issued at the beginning of'the study.

Assessment Assessment will be based on one long essay and on various other items of written work. Specific details of assessment will be made available at the beginning of the study.

Additional information: Inquiries should be directed to Mr D Littlewood, Lecturer in Politics, West Wing, 1888 Building.

POLITICS B16 (POB16) 6 points

Japanese Politics Credit may not be granted for this subject as well as for Politics C16. This subject will not be offered in 1979.

POLITICS B17 (POB17) 6 points

The Foreign Policies of the Great Powers A subject of three hours a week during the second half of the year. Credit may not be granted for this subject as well as for Politics C17. Prerequisite: Politics A or History A or Asian Studies A or an approved equivalent. Bachelor of Education 247

Syllabus A study of the foreign policies of the United States, the Soviet Union, and China. Particular attention will be given to the following topics: 1. The American, Russian and Chinese foreign policy traditions 2. The origins of the Cold War 3. The Cuban missile crisis 4. The period of detente in Soviet-American relations 5. Sino-American relations since the 1940s 6. The Sino-Soviet conflict 7. Australian and US-USSR-China relations.

Books Preliminary Reading: Robertson, C L International Politics Since World War II: A Short History 2nd edn New York: Wiley 1975 Reference: Divine, R A led) The Cuban Missile Crisis Chicago: Quadrangle Books 1971 FitzGerald, S China and the World Canberra: ANU Press 1977 La Feber, W America, Russia and the Cold War 1945-1975 3rd edn New York: Wiley 1976 MacFarquar, R led) Sino-American Relations 1949.1971 Melbourne: Wren 1972 Macridis, R C led) Foreign Policy in World Politics 5th edn Englewood Cliffs: Prentice-Hall 1976 Northedge, F S led) The Foreign Policies of the Powers 2nd edn London: Faber 1974 Paterson, T G led) The Origins of the Cold War 2nd edn Lexington (Mass): Heath 1974 Rosenau, J N, Thompson, K W & Boyd, G (ads) World Politics: An Introduction New York: Free Press 1976 Wilson, 1 led) China and the World Community Sydney: Angus & Robertson 1973

Assessment Assessment is based on an essay of 2,000-2,500 words, and on other written work relating to the subject as a whole. Specific details of assessment will be made available at the beginning of the study.

Additional information: Inquiries should be directed to Dr D McDougall, Lecturer in Politics, room 204, 1888 Building.

POLITICS B18 (POB18) 6 points

The Third World in International Politics A subject of three hours of classes a week during the first half of the year. Credit may not be granted for this subject as well as for Politics C18 or Social Science B8. Prerequisite: Politics A or History A or Asian Studies A or an approved equivalent.

Syllabus A study of the position of the Third World in the general context of international politics. Particular attention will be given to the following topics: The European empires in Asia and Africa in the late nineteenth and early twentieth centuries. The rise of nationalism and the process of decolonisation in Asia and Africa. The contemporary conflict in Southern Africa. The non-aligned movement. The contemporary North-South conflict. Australia and Third World issues. 248 Subject Descriptions

Books Preliminary Reading: Tinker, H R Conflict and the International Order: From Empire to United Nations London: Macmillan 1977 Reference: Barnet, R J Intervention and Revolution: The United States in the Third World London: Paladin 1972 Davidson, B, Slovo, J & Wilkinson, A R Southern Africa: The New Politics of Revolution Harmondsworth: Penguin 1976 Emerson, R From Empire to Nation: The Rise of Self-Assertion of Asian and African Peoples Boston: Beacon Press 1967 Fanon, F The Wretched of the Earth Harmondsworth: Penguin 1970 Harris, J E Africans and their History New York: Mentor 1972 Rosenau, J N, Thompson, K W & Boyd, G lads) World Politics: An Introduction New York: Free Press 1976 Worsley, P The Third World 2nd edn London: Weidenfeld & Nicolson 1967

Assessment Assessment is based on an essay of 2,000-2,500 words, and on other written work relating to the subject as a whole. Specific details of assessment will be made available at the beginning of the study.

Additional information: Inquiries should be directed to Dr D McDougall, Lecturer in Politics, room 204, 1888 Building.

POLITICS B19 (POB19) 6 points

Political Development A subject of three to four hours of classes a week, probably during the first half of the year. Credit may not be granted for this subject as well as for Politics C19 or Social Science B8. Prerequisite: Politics A or an approved equivalent.

Syllabus A comparative study of selected aspects of political development in the Afro-Asian area; particular attention will be paid to single party systems of government, military rule, and the politics of plural societies.

Books Preliminary Reading: Dodd, C H Political Development London: Macmillan 1972 Finer, S Comparative Government Harmondsworth: Penguin Pye, L Aspects of Political Development Boston: Little Brown 1966 Reference: Enloe, C H Ethnic Conflict and Political Development Boston: Little Brown 1973 Finkle, J & Gable, R W (ads) Political Development and Social Change New York: Wiley 1971 Heeger, G A The Politics of Underdevelopment London: Macmillan 1974 Palmer, M Dilemmas of Political Development Itasca: Peacock 1973 Welch, C E (ed) Political Modernization: A Reader in Comparative Political Change Belmont (Calif): Wadsworth 1971 Welch, C E Soldier and State in Africa: Analysis of Military Intervention and Political Change Evanston (Ill): Northwestern Univ Press 1970 Reading lists outlining additional references will be available from the Department of History and Politics. Bachelor of Education 249

Assessment Assessment will be based on one long essay and on various other items of written work. Specific details of assessment will be made available at the beginning of the study.

Additional information: Inquiries should be directed to Mr D Littlewood, Lecturer in Politics, West Wing, 1888 Building.

POLITICS 620 (POB20) 6 points

Political Theory Two 1-hour lectures and one 1-hour tutorial during the first half of the year. (Students should inquire at the Department of History and Politics whether this subject will be offered in 1979.) Credit may not be granted for this subject as well as for Politics C20.

Prerequisite: Politics A or Philosophy A or History A, or an approved equivalent.

Syllabus A study of selected themes in political thought, e.g. revolution, order, conservatism, liberalism, socialism (the themes chosen will depend on the availability of staff),

Books Preliminary Reading: Berki, R N Socialism London: Dent 1975 Fromm, E Marx's Concept of Man New York: Ungar 1966 Plamenatz, .1 Man and Society vol 2 London: Longman 1963 Additional reading lists will be available during the course of the study.

Assessment Assessment will be based on an essay of 2,000-2,500 Words, and on various other items of written work. Specific details of assessment will be made available at the beginning of the study. Class part icipation will be considered important.

Additional information: Inquiries should be directed to the Head of the Department of History and Politics, West Wing, 1888 Building.

POLITICS B21 (P0621) 6 points

Political Behaviour A subject of three to four hours of classes a week probably during the second half of the year. (Students should inquire at the Department of History and Politics whether this subject will be offered in 1979.) Credit may not be given for this subject as well as for Politics C21.

Prerequisite: Politics A or an approved equivalent.

Syllabus This subject will involve an examination of recent electoral behaviour research in Australia, Britain and the United States. Studies of voting behaviour, political participation, and political att itudes will be explored in detail. The study will involve some discussion of the problems of methodology associated with survey research, and will include some training in elementary statistics. Students will have the opportunity to undertake secondary analysis of selected surveys, and will be introduced to computer-based data analysis. 250 Subject Descriptions

Books Preliminary Reading: Aitkin, D Stability and Change in Australian Politics Canberra: ANU 1977 Butler, D & Stokes, D Political Change in Britain 2nd edn if available in paperback, otherwise 1st edn Harmondsworth: Penguin 1971 Nie, N H The Changing American Voter Cambridge (Mass): Harvard Univ Press 1976 Tufte, E R Data Analysis for Politics and Policy Englewood Cliffs: Prentice-Hall 1974 Detailed reading guides will be available before the study begins.

Assessment Assessment will be based on an essay of 2,000-2,500 words or an equivalent project, and on various other items of written work. Specific details of assessment will be made available at the beginning of the study. Class participation will be considered important.

Additional information: Inquiries should be directed to the Head of the Department of History and Politics, West Wing, 1888 Building. Note: This subject will not be offered in 1979.

POLITICS B22 (P0B22) 6 points

Problems in Australian Politics A subject of three class hours a week for half the year. (Students should inquire at the Department of History and Politics about which themes will be offered in 1979.) Credit may not be granted for this subject as well as for Politics C22.

Prerequisite: Politics A, History B15 or History C15, or an approved equivalent.

Syllabus The subject will involve study of one or more selected themes in Australian politics; e.g. federalism, political parties, political culture, politics of education, Australia in the world, Australian political economy.

Books Preliminary Reading: Mandle, W F Going It Alone: Australia's National Identity in the Twentieth Century Ringwood (Vic): Allen Lane 1978 References recommended will depend upon the themes to be offered in a particular year. Detailed lists will be available at the commencement of the study.

Assessment Assessment will be based on an essay of 2,000-2,500 words and on other written work. Details of assessment will be made available at the commencement of each topic.

Additional information: Inquiries should be directed to the Head of the Department of History and Politics, West Wing, 1888 Building.

6 points POLITICS C11 (POC11)

An Introduction to United States' Government and Politics Two 1-hour lectures and one 2-hour tutorial a week during the first half of the year. Credit may not be granted for this subject as well as for Politics 611.

Prerequisite: Credit of 6 points in Politics at Group 2 level, or an approved equivalent.

Syllabus As for Politics B11.

Books As for Politics 811. Bachelor of Education 251

Assessment Assessment is based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a whole. Details of assessment will be provided at the beginning of the study.

Additional information: Inquiries should be directed to Mr W Du Ve, Department of History and Politics, West Wing, 1888 Building.

POLITICS C12 (POC12) 6 points

Problems in United States' Politics Two 1-hour lectures and one 1-hour tutorial a week for half of the year. Credit may not be granted for this subject as well as for Politics 812.

Prerequisite: Credit of 6 points in Politics at Group 2 level, or an approved equivalent.

Syllabus As for Politics 812.

Books As for Politics 812.

Assessment Assessment is based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a whole. Note: This subject will not be offered in 1979.

POLITICS C13 (POC13) 6 points

Chinese Politics A subject of three to four hours of classes a week during the second half of the year. Creek t may not be granted for this subject as well as for Politics 813.

Prerequisite: Credit of 6 points in Politics or in an Asian History subject at Group 2 level, or an approved equivalent.

Syllabus As for Politics 813.

Books As for Politics 813.

Assessment Assessment is based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a whole. Specific details of assessment will be made available at the beginning of the study.

Additional information: Inquiries should be directed to Mr D Littlewood, Lecturer in Politics, West Wing, 1888 Building.

POLITICS C15 (POC15) 6 points

Indian Politics A subject of three to four hours a week during the first half of the year. Credit may not be granted for this subject as well as for Politics 815.

Prerequisite: Credit of 6 points in Politics or in Asian History subjects at Group 2 level, or an approved equivalent. 252 Subject Descriptions

Syllabus As for Politics 815.

Books As for Politics 815.

Assessment Assessment will be based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a whole. Specific details of assessment will be provided at the beginning of the study.

Additional information: Inquiries should be directed to Mr D Littlewood, Lecturer in Politics, West Wing, 1888 Building.

POLITICS C16 (POC16) 6 points

Japanese Politics Credit may not be granted for this subject as well as for Politics B16. This subject will not be offered in 1979.

POLITICS C17 (POC17) 6 points

The Foreign Policies of the Great Powers A subject of three hours of classes a week during the second half of the year. Credit may not be granted for this subject as well as for Politics B17. Prerequisite: Credit of 6 points in Politics or History at the Group 2 level, or an approved equivalent.

Syllabus As for Politics B17.

Books As for Politics B17.

Assessment Assessment is based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a whole. Specific details of assessment will be made available at the beginning of the study.

Additional information: Inquiries should be directed to Dr D McDougall, Lecturer in Politics, room 204, 1888 Building.

POLITICS C18 (POC18) 6 points

The Third World in International Politics A subject of three hours of classes a week during the first half of the year. Credit may not be granted for this subject as well as for Politics 818 or Social Science B8.

Prerequisite: Credit of 6 points in Politics or History at the Group 2 level, or an approved equivalent.

Syllabus As for Politics 818.

Books As for Politics 818. Bachelor of Education 253

Assessment Assessment is based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a whole. Specific details of assessment will be made available at the beginning of the study.

Additional information: Inquiries should be directed to Dr D McDougall, Lecturer in Politics, room 204, 1888 Building.

POLITICS C19 (POC19) 6 points

Political Development A subject of three to four hours of classes a week during the first half of the year. Credit may not be granted for this subject as well as for Politics B19 or Social Science B8. Prerequisite: Credit of 6 points in Politics at the Group 2 level, or an approved equivalent.

Syllabus As for Politics B19.

Books As for Politics B19.

Assessment Assessment is based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a whole. Specific details of assessment will be provided at the beginning of the study.

Additional information: Inquiries should be directed to Mr D Littlewood, Lecturer in Politics, West Wing, 1888 Building.

POLITICS C20 (POC20) 6 points

Political Theory Two 1-hour lectures and one 1-hour tutorial probably during the first half of the year. (Students should inquire at the Department of History and Politics whether this subject will be offered in 1979.) Credit may not be granted for this subject as well as for Politics B20.

Prerequisite: Credit of 6 points in Politics at the Group 2 level, or an approved equivalent.

Syllabus As for Politics 820.

Books As for Politics 820.

Amassment Assessment is based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a whole. Specific details of assessment will be provided at the beginning of the study.

Additional information: Inquiries should be directed to the Secretary, Department of History and Politics, West Wing, 1888 Building. 254 Subject Descriptions

POLITICS C21 (POC21) 6 points

Political Behaviour A subject of three to four hours of classes a week probably during the second half of the year. (Students should inquire at the Department of History and Politics whether this subject will be offered in 1979.) Credit may not be granted for this subject as well as for Politics 621.

Prerequisite: Credit of 6 points in Politics at Group 2 level, or an approved equivalent.

Syllabus As for Politics B21.

Books As for Politics B21.

Assessment Assessment will be based on an essay of 3,000-3,500 words or an equivalent project, and on other written work relating to the subject as a whole. Specific details of assessment will be provided at the beginning of the study.

Additional information: Inquiries should be directed to the Head of the Department of History and Politics, West Wing, 1888 Building. Note: This subject will not be offered in 1979. POLITICS C22 (POC22) 6 points

Problems in Australian Politics A subject of three class hours a week for half the year. (Students should inquire at the Department of History and Politics about which themes will be offered in 1979.) Credit may not be granted for this subject as well as for Politics B22.

Prerequisite: Credit of 6 points in Politics or Australian History at Group 2 or 3 level, or an approved equivalent.

Syllabus As for Politics 622.

Books As for Politics 822.

Assessment Assessment is based on an essay of 3,000-3,500 words and on other written work. Specific details of assessment will be made available at the commencement of the study.

Additional information: Inquiries should be directed to the Head of the Department of History and Politics, West Wing, 1888 Building.

POLITICS D (POD00) 9 points

Advanced Studies in Politics A study taken over a whole year. Prerequisite: Credit of 12 points in Politics at Group 2 level, or an approved equivalent.

Syllabus This subject provides an opportunity for students to arrange an individual program of study under the supervision of a member of the Department of History and Politics. Possible areas of study include: international politics, theory of politics, United States' politics, Asian politics, and Australian politics. Bachelor of Education 255

Books Preliminary Reeding: Mayer, H (comp) The Art of Research (Occasional Monograph No 7) Sydney: Department of Government and Public Administration Univ of Sydney 1974 Mills, C W The Sociological Imagination Harmondsworth: Penguin 1970 Reference: Advice on books will be provided by the supervising staff member.

Assessment Assessment is based on one or more research essays.

Additional information: Inquiries should be directed to Dr D McDougall, Lecturer in Politics, room 204, 1888 Building.

PRACTICAL MUSIC Al (MUA51) 4 points

A subject of one 2-hour group music class and one 1-hour commitment in performance or special skills electives a week.

Prerequisite: Approximately HSC level of performance in Practical Music, determined by audition.

Syllabus The content of the group music class consists of music-reading, arranging, conducting, transposition, extemporisation, and the practical application of these skills in ensemble playing. A fundamental aspect of the subject is the development of aural perception skills essential in group music-making. The range of perf ormance and special skills electives is indicated in Music 83. A different area may be selected for each semester, or one area for the whole year.

Assessment Assessment is based on course work, regular weekly preparation, and on performance development.

PRACTICAL MUSIC A2 (MUA52) 5 points

A subject of one 2-hour seminar, one 1-hour practical lesson, and one 1-hour vocal or instrumental workshop a week.

Prerequisite: As for Practical Music Al.

Syllabus The content consists of seminar discussions based on perf ormance of works by students and other available performers. The emphasis in discussion is on interpretation, style and technical demands. The practical lesson consists of class instruction in the area of a student's practical competence. This instruction culminates in the presentation of a performance program at the end of the academic year. The instruction is closely related to the seminar in that works are regularly prepared for performance in the seminar. Jazz practical study is offered as an alternative to the practical lesson described in the paragraph above. It is available to students whose special field of perf ormance is jazz. The content of the jazz practical study is a practical instrumental class where the major part of the repertoire is taken in jazz literature, and a one-hour class taken with all students involved in the study in jazz-playing and improvisation. A vocal or instrumental workshop is designed to give students the opportunity of developing a second practical area, but essentially in a group learning situation. The following is a guide to the workshop areas offered, but the actual classes conducted will depend upon demand: brass, early music, guitar/lute, introductory keyboard, percussion, string, vocal and woodwind. 256 Subject Descriptions

Assessment Assessment is based on course work, regular weekly preparation and on performance development.

PRACTICAL MUSIC B1 (MUB51) 6 points

A subject of one 2-hour music class and one 1-hour commitment in performance or special skills electives a week. Prerequisite: Practical Music Al.

Syllabus The content of the group music class is designed to develop the techniques necessary for group music-making, and involves a continuation of activities referred to under Practical Music Al. The range of performance and special skills electives is indicated in Music B3. A different area may be selected for each semester, or one area selected for the whole year.

Assessment Assessment is based on course work, regular weekly preparation, and performance development.

PRACTICAL MUSIC B2 (MUB52) 6 points

A subject of one 2-hour seminar, one 1-hour practical lesson, and one 1-hour vocal or instrumental workshop a week. Prerequisite: Practical Music A2.

Syllabus This is a continuation of the areas and electives described under Practical Music A2. As the work in this field is developmental, activities are geared to a more advanced perf ormance level.

Assessment Assessment is based on course work, regular weekly preparation and on performance development.

PRACTICAL MUSIC Cl (MUC51) 6 points

A subject of one 2-hour class in musical arranging and directing, and one 1-hour commitment in performance or special skills electives a week. Prerequisite: Practical Music B 1.

Syllabus The content of the arranging and directing class is designed to give opportunities for the development of student initiative and leadership in group music-making. A substantial part of the subject is directed towards group music-making in schools. The range of performance and special skills electives is indicated in Music B3. A different area may be selected for each semester, or one area selected for the whole year.

Assessment Assessment is based on course work, regular weekly preparation, and on performance development. Bachelor of Education 257

PRACTICAL MUSIC C2 (MUC52) 6 points

A subject of one 2-hour seminar, one 1-hour practical lesson, and one 1-hour vocal or instrumental workshop a week. Prerequisite: Practical Music 82.

Syllabus This is a further continuation of the areas and electives described under Practical Music A2, but with a special emphasis in the seminar and main practical study on contemporary idioms. In addition, performance preparation is based upon individual research.

Assessment Assessment is based on course work, regular weekly preparation, and on performance development.

PSYCHOLOGY

Studies in psychology can be seen as contributing to the preparation of a classroom teacher, especially in the social science area, and as providing the initial training of a counsellor or psychologist. The four year sequence of studies in psychology (i.e. Psychology A, 8, C and D) has been granted accreditation by the Australian Psychological Society. This means that students who complete this sequence of studies can, upon the completion of further training, become psychologists or counsellors. Thus, the opportunity is provided for a student to enter two allied professions, i.e. teaching and, subsequently, psychology.

PSYCHOLOGY A (PYA00) 9 points

Psychological Processes and Their Development A subject of two 1-hour lectures, one 1-hour tutorial, and one 2-hour laboratory class a week throughout most of the year.

Special Requirements To be eligible to be considered for a pass in Psychology A, students must have attended the weekly two-hour laboratory class throughout the year. Prerequisite: Nil.

Syllabus The subject is designed to enable students to: (a) become acquainted in general with the fields of study and varied approaches that are collected together under the term psychology and, in particular, with the field of human development (b) understand basic psychological concepts (c) use and evaluate scientific methodology, to understand the importance of measurement, to apply simple relevant statistical techniques Id) read and evaluate psychological literature. Introduction: The meaning of the term 'psychology'; the nature of the person; child development — developmental concepts, aspects of development. Social psychology: An introduction to social psychology; socialisation — agents of socialisation, effects of socialisation; social class influences on development; and attitudes, beliefs and values — their development and change. Cognition: Biological bases, learning, sensation and perceptual development, language acquisition, and the structure and development of intelligence. Personality: The concept 'personality', developmental theories of personality and influences on personality development. 258 Bachelor of Education

Design and statistics: The research process, levels of measurement, descriptive and inferential statistics, elementary tests: t-test, chi-square, correlation. Elective: There will be one 3-week elective. Laboratory work: Practical application of statistics and research methodology.

Books Chaplin, J P Dictionary of Psychology New York: Dell 1975 Krech, D et al Elements of Psychology 3rd edn New York: Knopf 1974 Miller, S Experimental Design and Statistics London: Methuen 1975 Students will also be required to purchase a number of articles. Titles to be advised.

Assessment Assessment will take place progressively throughout the year and may be based on two essays, three laboratory reports, two laboratory proformas and two examinations. To be awarded a pass in Psychology A, students must also satisfy the special requirement listed above.

Additional information: Inquiries should be directed to the Secretary, Department of Psychology, room 415, ERC.

PSYCHOLOGY B (PYB00) 12 points

Theories in Psychology Lectures, tutorials and laboratory work for a total of five hours a week throughout the year, and a two-hour a week fieldwork placement for Terms 1 and 2.

Special Requirements To be eligible to be considered for a pass in Psychology B, students must have: (a) attended the weekly two-hour laboratory classes throughout the year (b) supplemented their studies with a two-hour a week fieldwork placement in a primary school (c) reached a satisfactory standard both in the end of year assessment and work assessed throughout the year. Prerequisite: Psychology A or an approved equivalent.

Syllabus The subject is designed to enable students to: (a) attain an understanding of the basic concepts and theories in the areas of cognition, social interaction and personality (b) have an appreciation of the nature of scientific methodology and its usefulness in dealing with questions raised in the study of these three main areas (c) develop the ability to read and evaluate psychological literature. Introduction: Theories in psychology — the structure and value of theories, their contrasting approaches and their different models of man. Cognition: Theories of learning and their application, thinking and conceptual processes, influences on cognition, perception, language-thought relationships, memory, theories of intelligence and influences on intellectual development. Social interaction processes: Behaviour in groups, group pressure, decision-making and Problem-solving, impression formation and stereotyping, non-verbal communication. Personality: Theories of personality — structure and dynamics; and cognitive, dynamic, trait and factorial theories. Electives: There will be one 3-week elective. Laboratory work: Students will undertake appropriate experimental work. Part of the laboratory course will be concerned with methodology and statistics. Non-parametric statistics and one-way and two-way analyses of variance will be introduced. Bachelor of Education 259

Books Preliminary Reading: Bannister, D & Fransella, F Inquiring Man: a theory of personal constructs Harmondsworth: Penguin 1971 Butcher, H J Human Intelligence: its nature and assessment London: Methuen 1970 Eysenck, H J Eysenck on Extraversion London: Crosby, Lockwood, Staples 1973 Greene, J Thinking and Language London: Methuen 1975 Hall, C S & Nordby, V J A Primer of Jungian Psychology New York: Mentor Norman, D A Memory and Attention 2nd edn New York: Wiley 1974 Raven, B & Rubin, J Social Psychology: people in groups New York: Wiley 1976 These books will also provide useful resource material during the year. Reference: To be advised.

Assessment Assessment will be made progressively throughout the year and will include three laboratory reports, three laboratory proformas, one essay, one elective assignment, and a fieldwork diary. Assessment at the end of the year will be either by an examination or an equivalent number of short essays. To be awarded a pass in Psychology B, students must also satisfy the special requirements listed above.

PSYCHOLOGY C (PYCOO) 12 points

Problems in Development and Behaviour Lectures, tutorials and laboratory/workshop classes for a total of five hours a week throughout the year, and three hours a week fieldwork placement for 14 weeks.

Special Requirements To be eligible for a pass in Psychology C, students must have: (a) attended the weekly two-hour laboratory/workshop throughout the year (b) supplemented their studies with a three-hour a week fieldwork placement (c) completed a case study (d) demonstrated their competence in area assessed. Prerequisite: Psychology B or an approved equivalent.

Syllabus The subject is designed to enable the student to: (a) attain an understanding of the problems which arise in human development and which can be seen in human behaviour (b) increase students' knowledge and experience of community facilities which cater for individuals with intellectual handicaps and/or adjustment problems (c) give students some limited opportunity to interact in a teaching or helping capacity in circumstances different from, and generally more difficult than, those provided in normal teaching rounds (d) be aware of, and evaluate the various methodologies used in psychological and educational research (e) read and evaluate psychological literature. Introduction: What is abnormal behaviour? What tools have we for the study of behaviour deviance? Methodology: Experimental method, internal and external validity of experimental designs, types of experimental design, use of analysis of variance. 'Quasi' experiments. Issues in testing and measurement. 'Experiential' methods in psychology. Advantages and disadvantages of the various methodologies. Cognition: Problems in cognitive development and cognitive processing. Personality: Psychopathology — theories and their implications. Theories and techniques of counselling and therapy. Social psychology: Social problems and social determinants, and deviance as a social concept. 260 Subject Descriptions

Electives: There will be one 3-week elective. Case study: Intensive study of an individual case.

Books Preliminary Reading: Axline, V [Jibs: In Search of Self Harmondsworth: Penguin 1973 Brenner, C An Elementary Textbook of Psychoanalysis New York: International Univ Press 1973 Freud, S New Introductory Lectures on Psychoanalysis Harmondsworth: Penguin 1973 Goff man, E Stigma Harmondsworth: Penguin 1970 Hannam, C Parents and Mentally Handicapped Children Harmondsworth: Penguin 1975 Laing, R D The Politics of Experience and The Bird of Paradise Harmondsworth: Penguin 1968 Maher, B (ed) Contemporary Abnormal Psychology Harmondsworth: Penguin 1973 Meyerson, S (ed) Adolescence and Breakdown London: Allen & Unwin 1975 Reference: 'Campbell, D T & Stanley, J C Experimental and Quasi-Experimental Designs for Research Chicago: Rand McNally 1966 Other references to be advised.

Assessment Assessment will be made progressively throughout the year and will be based on three essays of 2,000-3,000 words; three laboratory reports, research assignments, or elective essays of 1,500-2,000 words each; two methodology assignments of 500-1,000 words each; and a case study.

PSYCHOLOGY D (PYD00) 9 points

Seminars and individual supervision for a total of six hours a week throughout the year, except during periods of School Experience. Prerequisite: Psychology C or an approved equivalent.

Syllabus The subject is designed to enable students to: (a) develop a framework within which an overview of psychological theories may be obtained (b) acquire a knowledge of designs and methodologies which are — appropriate to different types of problems (ii) feasible for use in schools by researchers who have limited research facilities and experience (c) put into practice knowledge of methodology (d) gain further experience in — (i) presenting and evaluating information in seminar groups (ii) leading and participating in such seminar discussions. The subject consists of three elements: 1. Seminar: Research Methods A review of the research process and the more usual research paradigms and statistical analyses. Practice is given in examining the relationship between the hypothesis, the design, and the statistics used in published research articles. Opportunity is provided for designing appropriate research strategies for particular investigations. An introduction to methods other than the usual experimental approach is given: program evaluation, survey research, multivariate analyses. Training is provided in the use of the computer for statistical analyses. Prescribed Text: 'Robinson, P W Fundamentals of Experimental Psychology Englewood Cliffs: Prentice-Hall 1976 Bachelor of Education 261

2. Seminar: Theories and Issues in Psychology A brief review of the history of psychology. The major systems of psychology: associationism, structuralism, functionalism, behaviourism, gestalt psychology. psychoanalysis, humanist psychology. Three issues: the mind-body problem, levels of analysis (experiential, physiological, behavioural), the nature of psychology. Theories in psychology: the nature of theories, scientific evaluation, values and value judgements, verstehen. Recent problems and issues. Prescribed Text: 'Marx, M H & Goodson, F E (eds) Theories in Contemporary Psychology New York: Macmillan 1976 3. One research project

Books Preliminary Reading: Rudner, R S Philosophy of Social Science Englewood Cliffs: Prentice-Hall 1966 Shotter, J Images of Man in Psychological Research London: Methuen 1975 Reference: See prescribed texts designated with an asterisk (•) above. Throughout the year students will also be directed to reference material available in the library.

Assessment Assessment will be made in terms of the presentation of class papers and participation in seminar discussions, and one research project of about 7,500 words.

SCIENCE Al (SCA01) 9 points

Introduction to Scientific Thought See subject description on page 446.

SCIENCE A3 (SCA03) 9 points

Earth Science A See subject description on page 447.

SECRETARIAL STUDIES A (STA00) 9 points

A subject of one 1-hour lecture, and four practical class hours a week throughout the year. Prerequisite: Nil.

Syllabus The reading and writing of Dacomb shorthand including a detailed knowledge of the theory and structure of the shorthand system, the ability to read fluently, and the ability to write shorthand at speeds up to 65 words a minute for three minutes, transcribing at the tyepwriter at 15-20 words a minute with 95 per cent accuracy. Touch typing at speeds up to 35 words a minute from printed matter and up to 30 words a minute from audio sources for five minutes with 95 per cent accuracy. Typewriting from handwritten notes, audio sources, shorthand outlines, rough drafts and display copy. Integration of shorthand and typewriting skills through the completion of stenographic assignments.

Books Reference: 'Fielding, J E Vocational Typing — An Australian Complete Course Sydney: McGraw-Hill 1967 'Joy, J Oacomb the Australian Shorthand Melbourne: Dacomb College 1974 262 Subject Descriptions

•Joy, J Dacomb Key to the Exercises Melbourne: Dacomb College 1967 *Joy, J Dacomb Speed Development Melbourne: Dacomb College 1973 Additional references and departmental notes will be issued during the year.

Assessment Assessment is based on prescribed class work completed during the year, unit tests to be held during the year, and on a final examination of not more than two hours in shorthand theory at the end of the year. To be eligible to be considered for a pass in this subject, a satisfactory level of achievement is required in both shorthand and typewriting.

Additional information: Inquiries should be directed to Mrs J M Griffith, subject adviser for Stenographic Studies A, room 421, 1959 Building.

SECRETARIAL STUDIES B (STB00) 12 points

A subject of two 2-hour lecture/seminar sessions and one 2-hour stenographic laboratory class a week throughout the year.

Special Requirement Field study in business organisation of five days' duration, and work programs in Secretarial Studies Production Centre. Prerequisite: Secretarial Studies A.

Syllabus The subject comprises three units: 1. Secretarial Practice: The practical application of secretarial skills to a variety of simulated office situations designed to develop understanding of, and expertise in, secretarial practice. 2. Office Management: An analysis of the functions of the office staff and a study of modern office procedures and services. 3. Business Administration: An introduction to the major concepts of business administration and an evaluation of modern administrative techniques and practices.

Books Reference: • Byrt, W J & Masters, P R The Australian Manager Melbourne: Sun Books 1974 *Day, T fed) The Secretary in Australia Melbourne: Pitman 1973 Dessler, G Management Fundamentals — A Framework Reston: Prentice-Hall 1977 Kast, F E & Rosenzweig, J E Organisation and Management — A Systems Approach New York: McGraw-Hill 1974 Massie, J & Douglas, J Managing — A Contemporary Introduction Englewood Cliffs: Prentice-Hall 1977 Mills, G & Standingford, O Office Organisation and Method London: Pitman 1972 'Saville, J Australasian Office Administration Melbourne: Macmillan 1977 •Sheerly, M I Take a Letter Melbourne: Pitman 1975 Additional references and departmental notes will be issued during the year.

Assessment Subject units are weighted for assessment as: Secretarial Practice — 30 per cent, Office Management - 35 percent, and Business Administration — 35 per cent. Assessment is based on assignment work, seminar papers, research reports, unit tests and on stenographic laboratory and production centre work. To be eligible to be considered for a pass in this subject, a satisfactory level of achievement is required in each of the three subject units. Bachelor of Education 263

SECRETARIAL STUDIES C (STC00) 12 points

A subject of two 2-hour lecture/seminar sessions a week throughout Terms 1 and 2, and one 2-hour seminar a week during Term 3.

Special Requirement Work experience in a business organisation for a minimum of ten days during Term 3.

Prerequisite: Secretarial Studies B.

Syllabus The subject comprises three units: 1. Administrative Secretarial Practice: The practical application of administrative and secretarial skills to a variety of simulated office situations. 2. Business Administration: An examination of the behavioural aspects of administration, in business organisations and in the educational context. 3. Work Experience and Case Study: Practical secretarial/office experience in the business environment and detailed study of administrative aspects of that environment.

Boob Reference: *Anderson, R et al The Administrative Secretary: Resource New York: McGraw-Hill 1976 Byrt, W J People and Organisations Sydney: McGraw-Hill 1971 Hanna, J, Popham, E & Tilton, R Secretarial Procedures and Administration Cincinatti: South-Western 1973 Joske, P E The Law and Procedure at Meetings Sydney: Law Book Coy 1976 Medcalf, W Understanding People in Business: Human Relations in Australian Management Melbourne: Sun Books 1977 Neuner, J W & Keeling, B L Administrative Office Management Cincinatti: South-Western 1973 'Schein, E H Organisational Psychology Englewood Cliffs: Prentice-Hall 1970 • Vroom, V H & Deci, E L (eds) Management and Motivation (Modern Management Readings) Harmondsworth: Penguin 1970 Additional references and departmental notes will be issued during the year.

Assessment Subject units are weighted for assessment as: Administrative Secretarial Practice — 35 per cent, Business Administration —35 per cent, and Work Experience and Case Study - 30 per cent. Assessment is based on assignment work, seminar papers and reports submitted throughout the yew, and on unit tests. To be eligible to be considered for a pass in this subject, a satisfactory level of achievement is required in each of the three subject units.

SOCIAL SCIENCE A (SSA00) 9 points

See subject description on page 452.

SOCIAL SCIENCE B4 (SSB04) 4 points

Teacher in Society See subject description on page 453.

SOCIAL SCIENCE B7 (SSB07) 4 points

Migrant Studies See subject description on page 453. 264 Subject Descriptions

SOCIAL SCIENCE B8 (SSB08) 4 points

The Third World See subject description on page 454.

SOCIAL SCIENCE B10 (SSB10) 4 points

Young People in Society See subject description on page 454. SOCIAL SCIENCE B11 (SSB11) 4 points

An Introduction to Criminology See subject description on page 455.

SOCIAL SCIENCE B12 (SSB12) 4 points

Women's Studies See subject description on page 455.

SOCIAL SCIENCE B13 (SSB13) 4 points

Aboriginal Studies See subject description on page 456. SOCIOLOGY A (SOA00) 9 points

See subject description on page 456.

SOCIOLOGY B (SOB00) 12 points

See subject description on page 457.

VISUAL COMMUNICATION Al (VCA01) 3 points

Visual Perception A subject of one 1-hour lecture and one 2-hour tutorial/workshop a week for one term. Methods of presentation will include lectures, discussions, demonstrations, practical work, and student presentations. Prerequisite: Nil.

Syllabus The subject is designed to enable students to: acquire a knowledge of the physiological basis of vision; • understand the basic concepts in the area of visual perception; • become aware of the perceptual processes involved in visual functioning and influences on these; • acquire knowledge of the development of visual perception in the child as a basis for evaluation of the suitability of visual materials for different developmental levels; become aware of individual differences in visual perception. The subject includes the following: Physiological basis of vision: the optical mechanism, the photo-sensitive mechanism, the Bachelor of Education 265

conduction of mechanism, the central mechanisms. Theories of colour vision. Basic concepts in visual perception: absolute and differential thresholds, stimulus and stimulus object, hue, brightness, saturation, colour mixture, visual sensitivity, visual acuity, visual adaptation. Aspects of visual perception: perceptual constancies; perceptual organisation — figure and ground, grouping and patterning, visual illusions; real and apparent motion; depth perception; pattern recognition; attention and perception; the interaction of the senses; perception in strange environments; the influence of motivation and emotion on perception. The development of perception: visual perception in infants, innate and learned abilities, restored vision, visual deprivation and its effects, perception and general cognitive development, the development of imagery in the child. Individual differences in perception and information processing: abilities and disabilities; the influence on perception of learning, motivation, personality and culture; the influences of perception on problem-solving and productive and creative thinking.

Books Reference: Bryant, P Perception and Understanding in Young Children: an experimental approach London: Methuen 1974 Day, R H Human Perception Sydney: Wiley 1969 Forgus, R H Perception: a cognitive stage approach New York: McGraw-Hill 1976 Gregory, R L Eye and Brain: the psychology of seeing London: Weidenfeld & Nicolson 1973 Gregory, R L & Gombrich, E H (eds) Illusion in Nature and Art London: Duckworth 1973

Assessment Students will be assessed on the basis of one major assignment (of approximately 1,500 words) and two minor assignments (of approximately 750 words each), which are to be presented in visual and/or verbal form.

VISUAL COMMUNICATION A2 (VCA02) 3 points

Visual Thinking A subject of one 3-hour lecture/workshop a week for one term. Methods of presentation will include lectures, discussions, demonstrations and practical work.

Prerequisite: Nil.

Syllabus The subject is designed to develop an understanding of the processes underlying thinking, with particular reference to visual thinking abilities and to the use of visual methods in problem solving; and an understanding of theoretical and empirical approaches to the nature of representation and creativity. The subject includes the following: Memory and attention as processes in thinking: three memory stores; decision processes and organisational factors in memory; means of facilitating retrieval, selective attention; theories of attention. Categories of thinking: discrimination learning; concepts as units of human conceptual activity; task variables in concept learning; models of problem-solving; factors inhibiting Problem-solving; logic and thought; effects of motivation on thinking. Nature of representation: symbolism, images as unconscious representations of experience; primary Process thinking; imagery — iconic storage, the effects of set and order, 'subliminal' perception; visual memory — imagery and syntheses; the functions of imagery; imageless thought; the development of imagery; signs and symbols. Creativity: what is meant by creativity; relation between intelligence and creativity; lateral and divergent thinking; personality correlates of creativity; environmental influences on creativity; theories of creativity; enhancing creativity — e.g. brainstorming, synetics; parallel and multiple processing. 266 Subject Descriptions

Aesthetics: instinctual response — the notion of 'good' form; acquired response — effects of culture and socialisation.

Books Arnheim, R Visual Thinking London: Faber 1970 Bolton, N The Psychology of Thinking London: Methuen 1972 McKim, R H Experiences in Visual Thinking Monterey (Calif): Brooks/Cole 1972 Neisser, U Cognitive Psychology New York: Appleton-Century-Crofts 1967 Norman, D A Memory and Attention: an introduction to human information processing 2nd edn New York: Wiley 1976

Assessment Students will be assessed on the basis of two major assignments (of approximately 1,500 words each); these may be presented in visual and/or verbal form.

VISUAL COMMUNICATION A3 (VCA03) 3 points

Basic Practical Studies A subject of two-hour lecture/workshops a week throughout the year. Methods of presentation will include discussions, demonstrations, practical work and field studies. Prerequisite: Nil.

Syllabus The aims of the subject are to: • develop design skills in areas related to visual communication through problem-solving exercises; • develop technical competencies relevant to the teaching of Graphic Communication, particularly in the area of drawing; • provide students with a wide range of experiences with various graphic media and to familiarise students with various drawing techniques and systems; • develop the student's ability to recognise and evaluate the creative component in the design process; • develop the student's visual vocabulary and ability to compose in various arrangements the visual elements towards solving particular communication problems. The subject includes the following: Visual Composition Visual language — form vocabulary (the graphic elements of point, line, tone, texture, shape, colour); space grammar (special organisations such as plane, multi-plane, continuous); image phrasing (modes of visual interaction including relationship, differentiation, emphasis). The graphic statement — visual concepts (objective, symbolic and abstract translation); visual character (appearance, structure, organisation, movement, system, process, size, quantity, trend, division, area, location, position); visual editing (language errors, statement errors, economy); image meaning (content, placement, character), graphic figures (simple, compound, complex). Drawing Techniques Basic drawing — representational drawing (pictorial, symbol, abstracts, including oblique, axonometric, perspective drawing); subjective and objective drawing (expressive and functional processes).

Books Bowman, W J Graphic Communication New York: Wiley 1968 Chilton, E G Design and Graphics New York: Macmillan 1973 De Sausmarez, M Basic Design London: Studio Vista 1972 Dubery, F & Willats, J Drawing Systems London: Studio Vista 1972 Hayes, C Grammar of Drawing London: Studio Vista 1969 Bachelor of Education 267

Asesnsent Students will be assessed on the basis of six projects of which two are to be submitted each term.

VISUAL COMMUNICATION B1 (VCB01) 3 points

Visual Literacy A subject of one 1-hour lecture and one 2-hour practical workshop a week for one term. Methods of presentation will include lectures, tutorials, discussions, practical work, and student presentations.

Prerequisite: Visual Communication Al and A2, or approved equivalent studies.

Syllabus The subject is designed to develop: • students' visual competencies; • students' fluency in the use of drawing as a means of extending thinking; • students' vocabulary of visual resources; • an understanding of visual and graphic elements and their use in non-linguistic sign systems. The subject includes the following: Graphic ideation: drawing to extend thinking as distinct from drawing to communicate a well formed idea; seeing, imagining and drawing as a cyclic feedback process; visual brainstorming; interaction of thought and language. Visual language: arrangement and interrelationship of visual elements to communicate concepts and information; examination of syntactic and semantic aspects of visual image; semiotics; language as communication of a perceptual/cognitive idea or event; language as presented visually in order to enhance perceptual meaning; language as invention or systematic structure.

Books Bowman, W Graphic Communication New York: Wiley 1963 Guiraud, P Semiology London: Routledge & Kegan Paul 1975 Kepes, G led) Education of Vision New York: Braziller 1960 Kepes, G (ed) Sign, Image and Symbol New York: Braziller 1965 McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks/Cole 1972

Assessment Students will be assessed on the basis of one major assignment (of approximately 1,500 words) and two minor assignments (of approximately 750 words each).

VISUAL COMMUNICATION B2 (VCB02) 3 points

Communication Studies A subject of one 3-hour lecture/workshop a week for one term. Methods of presentation will include lectures, discussions, demonstrations, and practical work.

Prerequisite: Visual Communication Al and A2, or approved equivalent studies.

Syllabus The subject is designed to enable students to: • understand the basic concepts and principles of the communication process; • acquire knowledge of verbal and non-verbal forms of communication and the interactions between them; • explore the interrelationships of language, thought, non-verbal communication, perception, emotion and motivation, and the effects on these of such variables as culture, social class, and gender; • determine criteria which may be used in evaluating the effectiveness of communication. 268 Subject Descriptions

The subject includes the following: Communication: definition, purposes, outcomes; animal and human communication; information-processing models of the communication process — source, encoding, message, channel, receiver, decoding, feedback and controls, noise, storage and retrieval; communication in dyads, groups of different sizes, organisations, mass communication. Language and verbal communication: definition, structure of language; functions of language; phonology, syntax, semantics; comprehension and production, ambiguity, language acquisition; left and right hemisphere functions; the relations between language and thought. Non-verbal communication: definition; types of non-verbal communication; vocal, non-vocal; the development of non-verbal communication; individual differences; non-verbal communication and the classroom; the interrelation of verbal communication, non-verbal communication and imagery. Social communication — awareness of self and others: interaction processes — person perception, impression formation, stereotypes, attribution of motives and intention; attitudes, values, beliefs, prejudice; group dynamics. Interrelationships: the interrelationships of language, thought, non-verbal communica- tion, perception, emotion and motivation; the effects on each of these of such variables as culture, social class and gender.

Books Reference: Aranguren, T L Human Communication London: Weidenfeld & Nicolson 1967 Argyle, M Bodily Communication London: Methuen 1975 Clark, H H & Clark, E V Psychology and Language: an introduction to psycholinguistics New York: Harcourt Brace & Jovanovich 1977 Greene, J Thinking and Language London: Methuen 1975 Mortensen, C D Communication: the study of human interaction New York: McGraw-Hill 1972

Assessment Students will be assessed on the basis of four minor assignments (of approximately 750 words each), which are to be presented in visual and/or verbal form.

VISUAL COMMUNICATION B3 (VCB03) 3 points

Design Methods A subject of one 3-hour lecture/workshop a week for one term. Methods of presentation will include lectures, discussions, demonstrations, and practical work. Prerequisite: Credit of 6 points in Visual Communication at Group 1 level, including Visual Communication A2, or approved equivalent studies.

Syllabus The subject is designed to develop an understanding of the need to employ systematic method in solving communication design problems, and competency in the selection and use of the appropriate methods in attempting to solve specific communication or educational design problems. The subject includes the following: The need for, and development of, methodology in design; the development of design problems from self-made objects to dealing with 'organised complexity'. The nature of design problems; design as 'meaningful ordering' (Papanet), 'tame' and 'wicked' problems (Rittel), design as choice (Rapaport). Context-bound participatory design. Models and structure of the design process: the models of Asimow, Archer, Alexander; the cybernetic, the communication and general systems theory models of designing.

Books Beakley, G C & Chilton, E G Introduction to Engineering Design and Graphics New York: Macmillan 1973 Bachelor of Education 269

Hamilton, E A Graphic Design for the Computer Age New York: Van Nostrand Reinhold 1970 Hocking, P led) Principles of Visual Anthropology The Hague: Mouton 1975 Jones, C J Design Methods: Seeds of human futures New York: Wiley-lnterscience 1970

Assessment Students will be assessed on the basis of three minor assignments (of approximately 750 words each).

VISUAL COMMUNICATION B4 (VCB04) 3 points

Basic Practical Studies II A subject of one 2-hour lecture/workshop a week throughout the year. Methods of presentation will include discussions, demonstrations, practical work, and field studies. Prerequisite: Credit of 6 points in Visual Communication at Group 1 level, including Visual Communication A3, or approved equivalent studies.

Syllabus The subject is designed to further the skills and competencies developed in Visual Communication A3. The subject includes the following: Basic Drawing: representational drawing (pictorial), symbol, abstracts, including oblique, axonometric, perspective drawing; subjective and objective drawing (expressive and functional processes). Conventional drawing: diagrams (conventions, applications, techniques, presentation of statistical and explanatory diagrams); symbols (standard conventions and signs, logos, corporate images, etc); typography (development of the alphabetical form; typefaces — nomenclature and production categories, measuring system, calculation and specification, proof correction). Special drawing techniques: drafting (architectural, engineering — familiarisation with materials, equipment, methods); rendering (architectural, product, figure, etc, reflections, shadow projection, simulated texture); illustration (zoological, botanical, anatomical, etc); computer graphics.

Books Beakley, G C & Chilton, E G Introduction to Engineering Design and Graphics New York: Macmillan 1973 Bowman, W J Graphic Communication New York: Wiley 1968 Chilton, E G Design and Graphics New York: Macmillan 1973 Monkhouse, F J & Wilkinson, H R Maps and Diagrams 3rd edn London: Methuen 1971 Murgio, M P Communication Graphics New York: Van Nostrand Reinhold 1969 Reekie, R F Draughtsmanship: drawing techniques for graphic communication in architecture and building 2nd edn Port Melbourne (Vic): Edward Arnold 1974

Assessment Students will be assessed on the basis of six projects of which two are to be submitted each term. I Bachelor of Education (Art and Crafts) 271

Bachelor of Education (Art and Crafts)

Contents

Regulations for the Course 273 Advice to Students 278 Subject Descriptions 280 Art Curriculum Studies 280 Art Education 280 Ceramics 281 Communication Design 285 Drama Ideas Project 287 Drawing 287 Education 288 Educational Psychology 290 Environmental Design 291 Fine Arts 294 Garment Construction 299 Human Sexuality 301 Metalcraft 302 Painting 303 Philosophy of Art 305 Philosophy of Education 305 Photography 305 Printmaking 308 Professional Experience 309 School Experience 309 Sculpture 310 Sociology of Education 312 Studio Practice 313 Textilecraft 314 Woodcraft 316

Bachelor of Education (Art and Crafts) 273

Regulations for the Course for the Bachelor of Education (Art and Crafts) 1. To satisfy the general entrance requirements for admission to the course for the Bachelor of Education (Art and Crafts) a candidate must: (a) satisfy the university entrance requirements of the Victorian Universities and Schools Examination Board; or (b) possess other formal qualifications approved by the Board of Studies; or (c) be able to demonstrate to the satisfaction of the Board of Studies that he/she has the motivation and capacity for tertiary studies. 2. To be awarded the Bachelor of Education (Art and Crafts) a student shall have pursued his/her studies for at least four years. 3. The subjects for the course and the conditions on which such subjects may be taken shall be as prescribed from time to time by the Board of Studies. 4. The regulations for the course together with the details of subjects and the prerequisite and special entry conditions shall be published in the Handbook of the Melbourne State College or supplement thereto. 5. No student may pursue a course of study or receive credit for subjects taken unless the proposed selection of subjects and the years of the course in which they are to be taken have been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on subjects. 6. (a) A student's progress in the course of study shall be expressed in terms of Years. Such Years shall be defined by a cumulative total of points to be scored as a credit for subjects passed. The points to be scored for each subject shall be as prescribed from time to time by the Board of Studies and published together with the details of subjects. (b) A student shall be: (i) in the first Year of the course until such time as his/her cumulative points score shall equal or exceed twenty-seven points; (ii) in the second Year of the course until such time as his/her cumulative points score shall equal or exceed sixty-three points; (iii) in the third Year of the course until such time as his/her cumulative points score shall equal or exceed ninety-nine points; (iv) in the fourth Year of the course until such time as his/her cumulative points score shall equal or exceed one hundred and forty-four points. 7. Except where special permission is granted by the Board of Studies for this to be exceeded, the maximum total number of points that may be attempted in one Year is as follows: A student in the first Year of the course 36 points A student in the second Year of the course 45 points A student in the third Year of the course 45 points A student in the fourth Year of the course 45 points 8. A student who, having completed part or all of another course of study at the tertiary level, enrols in the course may, with the approval of the Board of Studies, be given credit for subjects the equivalent of which have been passed in the other course. Where there is no equivalent subject or subjects he/she may be credited with an appropriate points score to be determined by the Board of Studies. Such points shall be allocated to the appropriate Areas when credited. 9. The Board of Studies may allow a student to include in his/her course subjects offered in another course of this institution or by another institution which are,

274 Regulations

in its opinion, of an appropriate standard and relevant to the student's course of study. The points to be scored for passing in any such subject shall be prescribed by the Board of Studies. Such points shall be allocated to appropriate Areas when credited. 10. The total number of points which may be credited to a student under Regulations 8 and 9 shall not exceed 108. 11. Subjects with common content shall be as determined from time to time by the Board of Studies. No student may receive credit for more than one subject of a group of subjects so determined. 12. A student who does not pass in a subject may be credited by the Board of Studies with the points to be scored for that subject, having regard to his/her performance in all subjects taken by him/her (whether taken in one year or more), in accordance with principles determined by the Board of Studies. 13. The Bachelor of Education (Art and Crafts) may be awarded to a student who has complied with the prescribed conditions and (a) has gained a cumulative score that equals or exceeds 144 points; (b) has in Area 1 gained at least 69 points; (c) has in Area 2 gained at least 29 points; (d) has in Area 3 gained at least 18 points; (e) has in Area 4 gained at least 12 points; and (f) has in Area 5 gained at least 16 points. 14. The subjects, their Areas and points scores in the course shall be:

Table of Subjects

Subject Area Points

Ceramics B 1 3 Ceramics C 1 6 Ceramics D 1 18 Communication Design B 1 3 Communication Design C 1 6 Communication Design D 1 18 Drawing A 1 2 Drawing B 1 2 Drawing C 1 2 Drawing D 1 2 Garment Construction B 1 3 Garment Construction C 1 6 Garment Construction D 1 18 Introduction to Environmental Design 1 5 Environmental Design B 1 3 Environmental Design C 1 6 Environmental Design D 1 18 Metalcraft B 1 3 Metalcraft C 1 6 Metalcraft D 1 18 Painting B 1 3 Painting C 1 6 Painting D 1 18 Photography B 1 3 Photography C 1 6 Photography D 1 18 Bachelor of Education (Art and Crafts) 275

Subject Area Points

Printmaking B 1 3 Printmaking C 1 6 Printmaking D 1 18 Sculpture B 1 3 Sculpture C 1 6 Sculpture D 1 18 Studio Practice — Arts 1 7 Studio Practice — Crafts 1 7 Textilecraft B 1 3 Textilecraft C 1 6 Textilecraft D 1 18 Woodcraft B 1 3 Woodcraft C 1 6 Woodcraft D 1 18

Art Education B 2 4 Art Education C 2 4 Education A 2 7 Education B 2 7 Education C 2 7

FineArtsA 3 6 FineArtsB 3 6 Fine Arts C 3 6

Art Curriculum Studies 4 12 Educational Psychology 4 12

Fine Arts D1 4 12 Fine Arts D2 4 12 Philosophy of Art 4 12 Philosophy of Education 4 12 Sociology of Education 4 12

School Experience A 5 2 School Experience B 5 5 School Experience C 5 5 Professional Experience D 5 4

These regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. First Year Second Year Third Year Fourth Year

Drawing A Drawing B Drawing C Drawing D r1S Introduction to Environmental Design` Ceramics B 1 Ceramics C ) Ceramics D 1 Studio Practice — Arts Communication ) Communication ) Communication 1 2n.

Studio Practice — Crafts Design B ) Design C n1. 1 Design D ► i Garment Garment Garment

► ► ► a.

Construction B ) Construction C ) Construction D 1 o /

Environmental ) Four Environmental 1 Two Environmental ) One Design B ) Studies Design C ) Studies Design D ) Study Metalcraft B ) Onlyt Metalcraft C 1 Only! Metalcraft D 1 Only Painting B ) Painting C 1 Painting D ) 11703

Photography B 8S. 1 Photography C 1 Photography D ► Printmaking B I Printmaking C 1 Printmaking D ► Sculpture B 1 Sculpture C 1 Sculpture D ► Textilecraft B 1 Textilecraft C 1 Textilecraft D 1 Woodcraft B 1 Woodcraft C ) Woodcraft D 1

Art Education B Art Education C Art Curriculum Studies 1 Education A Education B Education C Educational Psychology 1► One Fine Arts A, B or C+ Fine Arts A, B or C+ Fine Arts A, B or C+ Fine Arts D1 or 02 1 Study Philosophy of Art I Only Philosophy of ► Education ► Sociology of 1 Education )

School Experience School Experience School Experience School Experience

Notes: • Includes the equivalent of one hour a week for one year in photography, taken over a period of eight weeks. + All students must complete at least two Fine Arts subjects. An approved subject or subjects with a minimum total value of six points, offered by Departments in Faculties other than Education and Art Education, may be taken as an alternative to Fine Arts A, B, or C. The points awarded for the subject Is) shall be allocated to Area 3.

t Studies in the second year should be selected in complementary pairs. Approval will be given for substitution of an equivalent B to one of these studies from subjects offered by the Creative Arts Faculty. ach I It is expected that two of the second year studies will be followed by similar six hour studies in the third year. Given the endorsement of the Course Committee, a student may elect to take a single twelve hour study as an alternative. One of these el studies will then be undertaken as the twelve hour study in the fourth year. or of Ed ucati on (A rt and C raf t s) 278 Advice to Students

Advice to Students

Students selected for admission to the course for the Bachelor of Education (Art and Crafts) should read this section very carefully before enrolling.

Course Advisers

Each student is allocated to a course adviser. These advisers will provide assistance in planning a course of study, and can also assist in such matters as deferment of, or leave of absence from, studies; special consideration in the event of illness, or death in the family; changing subjects; and so on. The course advisers are listed on page 40.

Structure of the Course

The course comprises four years of full-time study. Students undertake education studies concurrently with other studies in each year of the course. An outline of the structure of the course is provided on page 276. This outline indicates the various subjects available in each year of the course. Each subject offered for selection has a points value; when a student passes in a subject he/she is awarded the points score of the subject. Points awarded for passing in subjects are thus accumulated over the four years of the course. To qualify for the award of Bachelor of Education (Art and Crafts) a cumulative total of 144 points is necessary. This total must include a minimum number of points scored by passing subjects in each of the five 'Areas of Study'. The effect of this requirement of the Regulations is to make enrolment in significant subjects such as Education and Art Education (Area 2) compulsory. Points scored in excess of the minimum required in any Area are not transferable. The subjects available for selection, together with their Area allocation, are listed in the Table of Subjects on pages 274-5. Where the structure of the course indicates that an alternative subject may be taken, the points scored for passing will be allocated in the same Area as the subject replaced. The minimum number of points in each Area is: Total No. Minimum Minimum Minimum Minimum Minimum of Points Points Points Points Points Points Needed Area 1 Area 2 Area 3 Area 4 Area 5

144 69 29 18 12 16

Credit may be granted for subjects completed in another course of study at the tertiary level. See section on Admission and Enrolment procedures, page 22.

Selection of Subjects

Decisions made in choosing subjects are important because they determine the areas in which students intend to specialise during the course. The course advisers are available to advise students on their choice of subjects prior to enrolment. This advice will, however, be most helpful if students have already made themselves familiar with the Regulations, with the subject descriptions outlined in the following pages of this Handbook, and have considered what their fields of interest are likely to be. Bachelor of Education (Art and Crafts) 279

Prerequisites

Before applying for enrolment in any subjects, students should ensure that they have fulfilled the necessary Prerequisite conditions for enrolment in those subjects. Prerequisites are indicated in the subject descriptions provided in the following pages.

Subjects Selected from other Courses at the College

A student wishing to enrol for a subject available within other courses offered by the College must obtain the approval of his/her course adviser and of the Head of the Department offering the subject. Many of the subjects offered in the other courses will be timetabled at the same time as subjects in this course. Obviously, it is impossible to enrol for subjects which have classes at the same time. In addition, several of the subjects available in other courses may involve time commitments which would reduce the amount of time available for study of your main subjects.

Assessment

Each subject department formulates its own assessment procedures. Information on. assessment methods can be found in the relevant subject descriptions in the following pages of the Handbook. These assessment procedures cannot be altered by a department without the written approval of each student enrolled in the relevant subject.

Books

The subject descriptions in the next section of this Handbook include booklists. Students should real any material listed as 'preliminary reading' before classes commence. Books marked with an asterisk (') are set texts, and each student must have his/her own copy of each book so marked. Books listed as 'reference' books are highly recommended and may be purchased if so desired. 280 Subject Descriptions

ART CURRICULUM STUDIES (ASD00) 12 points

This elective study offered to fourth year students involves one lecture-seminar discussion of three hours a week throughout the year. Prerequisite: Credit of at least 99 points in the course.

Syllabus Art in schools is examined from the point of view of the curriculum theorist and involves philosophical, sociological, psychological, and historical considerations. The subject thus draws together many of the issues examined by students in Education studies during preceding years. There is a brief introduction to recent curriculum theory, followed by an investigation of past and present thinking about the nature and value of art and craft subjects in schools. The values most commonly attributed to art as an educational activity are examined through reading and discussion. Students are expected to undertake a detailed examination of an aspect of art education chosen in consultation with the lecturer.

Books Preliminary Reading: Albrecht, M C et al (eds) The Sociology of Art and Literature London: Duckworth 1970 Arnheim, R Art and Visual Perception London: Faber 1972 Eisner, E W (ed) The Arts, Human Development and Education Berkeley (Calif): McCutchan 1976 Eisner, E W & Ecker, D W (eds) Readings in Art Education London: Ginn-Blaisdell 1966 Field, D Change in Art Education London: Routledge & Kegan Paul 1970 Macdonald, S The History and Philosophy of Art Education London: Univ of London 1970 Pappas, G (ed) Concepts in Art and Education London: Collier-Macmillan 1970 Tanner, D & Tanner, L N Curriculum Development New York: Macmillan 1975 Whitfield, R C led) Disciplines of the Curriculum London: McGraw-Hill 1971

Assessment Assessment is based on individual student research projects and report writing, and on seminar discussion sessions.

ART EDUCATION B (ADBOO) 4 points

This compulsory study for all second year students enrolled in BEd (A&C) involves two hours of classwork a week throughout the year. Prerequisite: NiI.

Syllabus This introductory study is designed to encourage an awareness of the variety of problems involved in the teaching of art and craft, and to prepare students for their school experience sessions.

Books Eisner, E W Educating Artistic Vision London: Collier-Macmillan 1972 Lansing, K M Art, Artists and Art Education New York: McGraw-Hill 1965 Palmer, F Art and the Young Adolescent Oxford: Pergamon 1970 Tritten, G Teaching Colour and Form in Secondary School New York: Van Nostrand-Reinhold 1975 Wachowiak, F & Hodge, D Art in Depth New York: International Textbook Coy 1970

Assessment Assessment is based on student participation and one major and one minor assignment. Bachelor of Education (Art and Crafts) 281

ART EDUCATION C (ADC00) 4 points

This compulsory study for all third year students enrolled in BEd (A&C) involves two hours of Glasswork a week throughout the year.

Prerequisite: Art Education B.

Syllabus This study is an extension of work taken in second year, with an emphasis on problems associated with actual teaching situations. Topics studied include ways of relating studio practice to teaching, the function and importance of art within the curriculum as a whole, types of activities appropriate for a secondary art-craft program, and various possible approaches to the teaching of art-craft.

Books In addition to the Art Education B reading list, the following books are recommended: Arnheim, R Art and Visual Perception London: Faber 1972 Berger, J Ways of Seeing Harmondsworth: Penguin 1972 London: Routledge & Field, D & Newick, J (eds) The Study of Education and Art Kegan Paul 1973 Eisner, E W (ed) The Arts, Human Development and Education Berkeley (Calif): McCutchan 1976 Piper, D W (ed) After Hornsey London: Davis-Poynter 1973 Richardson, J A Art: The Way It Is New York: Abrams 1973

Assessment Assessment is based on student participation and one major and one minor assignment.

CERAMICS

Ceramics is essentially a studio program aiming to provide opportunity for personal development through various experiences with clay and associated media. Although emphasis is placed on the practical aspects of ceramics, students are encouraged to experiment widely with the various methods of technical production essential to their personal expression. Students are able to select activities and areas of investigation, appropriate to their individual needs, from the following course development — ceramics syllabus.

COURSE DEVELOPMENT — CERAMICS SYLLABUS

Clay and Body Preparation (a) The Physical Nature of Clay The Origin of clay from feldspar. Geology, sedimentary and metamorphic rocks. Primary and secondary clays. Clay mineralogy. Plasticity. (b) Body Preparation and Testing Kaolin and Ball clays: sources and application. Refractories and their role in body preparation. Raku (low fire earthenware), earthenware, stoneware, and porcelain bodies. Formulation and testing procedure: thermal expansion and dimensional change; evaluation and adjustment.

Books Bennett, W Geological Map (Vic Aust) 1:1000000-Insert Melbourne 2%" = 10m Melbourne: Mines Department Keeble, R & Watson, J Memoir 18: Clay and Shale Deposits of Victoria Melbourne: Mines Department 1952 282 Subject Descriptions

McMeekin, I Raw Materials and Clay Bodies (Notes for Potters in Australia vol 1) Sydney: Univ NSW 1967 Worrall, W E Clays: Their Nature, Origin and Properties London: McLaren 1968

Glazes and Glazing (a) Classification By temperature/by formulae. (b) Geological and Mineral Sources of Raw Materials Ash/Silica as used by Egyptians (c3000 BC). Lead glazes. Ash glazes. Fritted glazes: historical and safety considerations. Salt glazes: industrial applications. (c) Calculation of Recipes or Formulae Molecular formulae — RO, R2O3, RO2. Testing and adjustment procedures. Colouring agents for glazes. Influence of kiln atmosphere on metallic oxides. Common glaze defects. (d) Preparation and Application of Glazes Methods. Safety precautions.

Books Crespi, D Ceramic Glaze Formulas Santa Fe Springs: Davlin Art Sales 1970 Fraser, H Glazes for the Craft PotterLondon: Pitman 1973 Goldberg, S Glaze Calculations San Jose: Billiken Press 1970 Green, D Understanding Pottery Glazes London: Faber 1963 Parmelee, C W Ceramic Glazes Chicago: Independent Publications 1948 Singer, F & German, W L Ceramic Glazes London: BCL 1969

Kilns and Kiln Management (a) Historical Development. (b) Classification Continuous, intermittent. Design, i.e. draught considerations. Fuel basis: electric, gas, or solid fuel. (c) Design and Construction Theory of refractory material applications. Construction techniques. Note: All third and fourth year students are encouraged to participate in the design, construction, and operation of a solid fuel kiln. (d) Operation of Kilns Theory of firing, cooling and defects. Kiln atmosphere. Pyrometrics: measurement and control of temperature. Safety precautions, emphasis on school environment. (d) Kiln Furniture Design and application. Placing and setting of ware.

Books Ford, W F The Effect of Heat on Ceramics (lnst of Ceramics Series 4) London: McLaren 1967 Fraser, H Kilns and Kiln Firing for the Craft Potter London: Pitman 1969 Rhodes, D Kilns, Design, Construction and Operation London: Pitman 1969 Bachelor of Education (Art and Crafts) 283

Ceramic Decoration (a) Historical Development. (b) Techniques Clay prior to forming. Leather hard state. Clay in the dry state. Clay in the bisque state. Enamelling and third firing techniques. Moulds and mou ld-maki ng — cast ware.

Books Kemp, D Slipware: How to Make It London: Faber 1962 Kenny, J Ceramic Design London: Pitman 1964 Kosloff, A Ceramic Screen Printing Cincinatti: Signs of the Times 1970 Rottger, E Creative Clay Craft London: Batsford 1963

Workshop Studio Practice (a) Sources of Raw Materials. (b) Costing. (c) School Ceramics: Studio Development and Operation. (d) Operation and Maintenance Clay preparation machinery. Wheels. Kiins and drying equipment. (e) Organisation and Community Groups. (f) Industrial Ceramics and Mass Production Techniques.

Select Bibliography A more comprehensive book list is available at the start of each year. Cardew, M Pioneer Pottery London: Longman 1909 Charleston, R J World Ceramics London: Hamlyn 1971 Cox, W E Pottery and Porcelain New York: Brown 1944 French, N Industrial Ceramics London: OUP 1972 Green, D Pottery — Materials and Techniques London: Faber 1967 Green, D Experimenting with Pottery London: Faber 1971 Hamilton, D Pottery and Ceramics London: Thames & Hudson 1974 Hood, K, Gamsey, W & Thompson, G Australian Pottery Melbourne: Macmillan 1973 Kulasiewicz, F Glassblowing London: Pitman 1974 Leach, B A Potters Book London: Faber 1940 Leach, B A Potter's Work London: Faber 1967 Lewenstein, E & Cooper, E New Ceramics London: Studio Vista 1974 Littlemore, A Nine Artist Potters Sydney: Pollard 1973 Lucie-Smith, E The World of the Makers New York: Paddington 1975 Memmott, H The Australian Pottery Book Sydney: Hamlyn 1970 Nelson, G Ceramics New York: Holt 1966 Nordness, L Objects USA London: Thames & Hudson 1970 Norton, H Elements of Ceramics London: Wesley 1957 Petterson, H Creating Form in Clay New York: Reinhold 1968 Reigger, H Raku Technique London: Studio Vista 1970 Rhodes, D Clay and Glazes for the Potter London: Pitman 1957 Rhodes, D Stoneware and Porcelain London: Pitman 1960 Savage, G Porcelain Through the Ages London: Penguin 1968 Savage, G Pottery Through the Ages London: Penguin 1959 Schuler, F W & Schuler, L Giessforming London: Pitman 1971 Smith, A C Tin Glaze Pottery London: Faber 1973 Vardon, M Pottery for Beginners Adelaide: Rigby 1970 Wilcox, D New Design in Ceramics New York: Reinhold 1970 A comprehensive range of Australian and international periodicals is available through the Education Resource Centre. 284 Subject Descriptions

Additional information: Inquiries should be directed to Mr W Ferguson, Head of the Department of Art and Design, room 712, Arts Centre.

CERAMICS B (CEBOO) 3 points

This elective subject offered to second year students involves three hours of class and studio work a week throughout the year.

Syllabus This subject continues to develop the broad practical approach of the first year. The program is strongly student-centred, and the individual is encouraged to develop ideas further and to express them in ceramic terms. Although emphasis is placed on experience with a wide range of techniques, students may choose to extend their involvement with one or more specific approaches as personal forms of expression develop. Students are expected to further basic technical studies in the following areas: Body preparation and testing. Glazing: classification, sources of raw materials, calculation and recipe formulation. Kilns and kiln management: firing techniques and reaction of ceramic materials to heat.

Books Refer to list in Ceramics Course Development, page 281.

Assessment Assessment is continuous and is based on each student's participation throughout the subject, largely in terms of involvement and response. Students will be encouraged to engage in the process of self-assessment. It is the student's responsibility to show evidence of the work produced in order to secure a pass. Any student who is rated 'unsatisfactory' by his/her lecturer should know that his/her position will be discussed at length in conference between the Head of the Department, the staff member, and the student concerned, both at the half year and at the end of the year.

CERAMICS C (CECOO) 6 points

This elective subject offered to third year students involves six hours of class and studio work a week throughout the year. Prerequisite: Ceramics B.

Syllabus Students are expected to develop a more personal manner of expression and to investigate the potential of combining other media with ceramics. As part of their involvement, students are required to participate in the organisation and maintenance of the ceramics studio. Students electing a major study in ceramics are expected to undertake more detailed technical studies in the following areas: Clay and Body Preparation — each student is expected to prepare, test and evaluate a clay body suitable for studio application. Glazes and Glazing — geological and mineral sources of raw materials and calculation of recipes or formulae. Each student is expected to develop, test and evaluate high temperature (+1300°C) glaze base and detail the following: colouring agents, influence of kiln atmosphere and reaction to various clays and bodies. Kilns and Kiln Management — students are encouraged to participate in the design, construction and operation of a solid fuel kiln. Operation of kilns - specific reference to the theory of firing and to pyrometrics. Kiln furniture. Workshop and Studio Practice — this area is an essential background study for students wishing to undertake Ceramics D in fourth year. Bachelor of Education (Art and Crafts) 285

Books Refer to list in Ceramics Course Development, see page 281.

Assessment As for Ceramics B.

CERAMICS D (CED00) 18 points

This major study occupies twelve hours a week anq is offered to fourth year students.

Prerequisite: Ceramics C.

Syllabus Students in the fourth year are expected to be self-actualising and autonomous in every way. They are given absolute freedom of approach to studio practice — assistance and advice being given only when requested. All fourth year students are required to participate in the organisation and maintenance of the ceramics studio. At this level, technical involvement within the five syllabus areas will consist of extending and developing those techniques essential to professional studio pract ice. Students are encouraged to undertake an in-depth study of one specific area and to experiment with more sophisticated ceramic techniques such as enamelling, mould-making, slip casting, and kiln desig n and construction. Workshop and studio practice is considered an essential involvement, with emphasis on school ceramics and studio development and operation. Senior students are encouraged to participate in exhibitions and to establish communication with professional organisations.

Books Refer to list in Ceramics Course Development, see page 281.

Assessment As for Ceramics 8.

COMMUNICATION DESIGN B (GMB00) 3 points

A subject of one 3-hour class a week throughout the year.

Prerequisite: Introduction to Environmental Design.

Syllabus Methods of representation, drawing procedures and conventions, visual perception, communication design, semiotics, visual aids, and basic charting devices will be examined through lectures, tutorials, practical classes and research assignments.

Books Reference: Bowman, W J Graphic Communication Chicester: Wiley 1968 Dubery, F & Willats, J Drawing Systems London: Studio Vista 1972 Engineering Drawing Practice North Sydney: Standards Assoc of Aust 1972 Kepes, G led) Sign, Image and Symbol New York: Braziller 1965 *McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks-Cole 1972 Moorhouse, C E led) Visual Education New York: Pitman 1974 Murgio, M Communication Graphics New York: Van Nostrand 1969 Reekie, R Draughtsmanship London: Arnold 1969 Reading lists outlining additional references will be distributed throughout the year.

Assessment Assessment will be determined by class part icipation as well as by progressive assessment of prescribed projects. 286 Subject Descriptions

Additional information: Inquiries should be directed to Mr W Ferguson, Head of the Department of Art and Design, room 712, Arts Centre.

COMMUNICATION DESIGN C (GMC00) 6 points

A subject of two 3-hour classes a week throughout the year. Prerequisite: Communication Design B.

Syllabus Program planning, history and philosophical aspects, consumer graphics, objective drawing and rendering, technical drawing, statistical graphics, and publications design will be examined through tutorials, practical classes and individual research assignments.

Books Reference: Bowman, W Graphic Communication Chicester: Wiley 1968 Kepes, G (ed) Education of Vision London: Studio Vista 1965 Moorhouse, C E (ed) Visual Education New York: Pitman 1974 Powell, L Communication and Learning: London: Pitman 1976 Reekie, R Draughtsmanship London: Arnold 1969 Reading lists outlining additional information will be distributed throughout the year.

Assessment Assessment will be determined by class participation as well as by progressive assessment of prescribed projects.

COMMUNICATION DESIGN D (GMD00) 18 points

A subject of twelve contact hours a week throughout the year.

Special Requirement It is expected that students will spend an amount of time —equivalent to the prescribed contact hours — in library, research, field and studio activities. Prerequisite: Communication Design C.

Syllabus Sociological aspects of communication, community needs, program planning, visual literacy, objective drawing and rendering, publications design, exhibition design, reprographics, and film graphics will be examined through tutorials, field work, and individual research and practical projects.

Books Reference: Garland, K Graphics Handbook London: Studio Vista 1968 Gill, R Rendering with Pen and Ink London: Thames & Hudson 1973 McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks-Cole 1973 Moorhouse, C E Visual Education New York: Pitman 1974 Pocket Pal 2nd Aust edn Melbourne: Assood Pulp & Paper Mills 1973 Style Manual Canberra: AGPS 1972 Reading lists outlining additional references will be distributed throughout the year.

Assessment Assessment will be determined by class participation and presentation of selected projects at the completion of the subject. Bachelor of Education (Art and Crafts) 287

DRAMA IDEAS PROJECT (DRZOO) 3 points

An elective subject of three hours a week throughout the year or its equivalent, offered to students in the second year of their course.

Special Requirement To be eligible for assessment a student must have attended 80 per cent of classes.

Prerequisite: NiI.

Syllabus Students will be expected to participate as a group member in one or more of the Drama Department Ideas Project Electives. A number of these units will be offered during the course of a year, and many will culminate in a public presentation in the Open Stage Theatre. Each project is designed to provide students with the opportunity to participate in a group task which involves either (a) the exploration of a specific theme using dramatic techniques, or (b) a sustained exploration of a specific aspect of Drama or Drama in Education, or (c) the exploration of areas of intersection between drama and the various related arts. Each Ideas Project unit will involve the group in presenting its work, in whatever way it sees as appropriate, to a larger group. A number of the Drama staff will be involved with each project in either a leadership, consultancy or participatory capacity.

Books . , There are no set texts for the subject, but students will be advised of special reading requirements at the commencement of projects elected.

Assessment Each student pursues the subject program by entering into a written contract with the relevant staff , for which the two parties are mutually responsible. The completion of the tasks specified in the contract is to be to their mutual satisfaction. Each of the following aspects of the student's work will be specified in the contract: (a) quality of day to day part icipation in each of the group activities; (b) reading and individual research which, together with group findings, must be documented; (c) an individual assignment based on particular application of the work studies in the subject; (d) contribution to the preparation and conduct of a group-based activity.

DRAWING A (DGA00) 2 points

A subject of two hours a week throughout the year.

Syllabus Initial experiences in imaginative experimental drawing and drawing from life. Drawing in mass, tone and line: 2, 3, 5, 10, 20 minute figure drawing; initial experience in control of three dimensional illusion, rhythm and unity; exercises involving size and placement, and contour.

Assessment Presentation of folios twice during the year.

Addition., information: Inquiries should be directed to Mr W Ferguson, Head of the Department of Art and Design, room 712, Arts Centre.

DRAWING B (DGB00) 2 points

A subject of two hours a week throughout the year.

Prerequisite: Credit of at least 21 points in the course. 288 Subject Descriptions

Syllabus Drawing in mass, tone and line; 2, 5, 10, 20, 40 minute figure drawing; methods of obtaining three dimensional illusion; awareness of design problems (rhythm, tonal distribution, size, shape, line, etc)', and emphasis on observation.

Assessment Assessment will be based on presentation of folios twice during the year.

DRAWING C (DGC00) 2 points

A subject of two hours a week throughout the year.

Prerequisite: Credit of at least 63 points in the course.

Syllabus Development of an awareness of design problems and emphasis on development of technical skills and their application to graphic problems.

Assessment Students will submit folios at the end of the academic year.

DRAWING D (DGD00) 2 points

A subject of two hours a week throughout the year.

Prerequisite: Credit of at least 99 points in the course.

Syllabus Further development of technical skills — manipulative, and their application to design problems. An attempt to develop a personal line of inquiry, i.e. drawing as a vehicle for personal expression.

Assessment Students will submit folios at the end of the year.

EDUCATION A (EDA80) 7 points

A subject of three hours a week throughout the year.

Prerequisite: Nil.

Syllabus The aim of this subject is to foster a greater awareness and understanding of educational issues through studies of human development and behaviour, by exploration of the social and cultural settings within which schools function, and by investigation of the assumptions and values which underpin educational endeavour. The subject is an integrated program offered by staff from the departments of Educational Sociology and Social Studies, Educational Psychology, and Philosophy.

Books Aries, P Centuries of Childhood Harmondsworth: Penguin 1973 D'Urso, S & Smith, R A (eds) Changes, Issues and Prospects in Australian Education St Lucia: UQP 1978 Green, M Teacher as Stranger Belmont (Calif ): Wadsworth 1973 Hilgard, E R & Atkinson, R Introduction to Psychology 6th edn New York: Harcourt Brace & Jovanovich 1975 Mussen, P H et al Child Development and Personality 3rd or 4th edn New York: Harper & Row 1969 Bachelor of Education (Art and Crafts) 289

Oakley, A Sex, Gender and Society Melbourne: Sun Books 1972 Sandstrom, C I The Psychology of Childhood and Aolescence Harmondsworth: Penguin 1968

Assessment Assessment is based on written work satisfactorily completed throughout the year, and participation in set worksheet assignments. One essay (3,000 words) and two book reviews (1,000 words each), or their equivalent will be required.

Additional information: Inquiries should be directed to Mr C Penniceard, Department of Philosophy, room 208, 1922 Building.

EDUCATION B (EDB80) 7 points

A subject of three hours a week throughout the year.

Prerequisite: Credit of at least 27 points in the course.

Syllabus Current educational issues and problems, some of which may have been raised in Education A, will be explored through studies in Comparative Education, Educational Psychology, Educational Sociology, and Philosophy. There will be an introduction to these disciplines as such, familiarisation with their scope and methods, and a development of awareness of ways in which each may be employed to study both art and education. Effort will be made to exploit links among units and with Art Education B during the year.

Books Comparative Education: Reference: Connell, W F et al China at School Sydney: Novak 1973 Grant, N Soviet Education Harmondsworth: Penguin 1972 Jones, P E Comparative Education: purpose and method St Lucia: UQP 1971 Educational Psychology: Reference: Arnheim, R Art and Visual Perception London: Faber 1956 Bruner, J S Toward a Theory of Instruction Cambridge (Mass): Belknap-Harvard 1966 LeFrancois, G R Psychology for Teaching: A Bear Sometimes Faces the Front 2nd edn Belmont (Calif): Wadsworth 1975 Educational Sociology: Preliminary Reading: Thompson, K & Tunstall, J (ed) Sociological Perspectives Richmond (UK): Open Univ Press 1974 Reference: Browne, R K, Foster, L E & Simpkins, W S A Guide to the Sociology of Australian Education South Melbourne: Macmillan 1974 Philosophy: Reading and reference lists are available from the Secretary, Department of Philosophy. Further reading lists for this subject will be distributed from time to time.

Assessment Details of texts, assignments, seminar papers and individual projects will be available from the lecturers concerned. A final examination may be set if the result of progressive assessment is unsatisfactory.

EDUCATION C (EDC80) 7 points

A subject of three hours a week throughout the year. 290 Subject Descriptions

Prerequisite: Credit of at least 65 points in the course.

Syllabus Students choose two units from the four studies in Education B, viz Comparative Education, Educational Psychology, Educational Sociology, and Philosophy. It should be noted that lack of numbers may preclude the formation of classes in any one of the units. In the selected units, students will pursue, to a greater depth, studies in the disciplines which relate closely to art and/or education. Comparative Education: A review of both descriptive studies and problem studies with a selection from both styles of comparative analysis. Topics may include a comparative cross-cultural examination of the forms of schooling in Western society, education and society in past eras, comparative studies of innovation and strategies of teaching and learning, and studies of education in Asian and communist countries. Educational Psychology: Lectures and seminars are used to examine a variety of approaches to teaching and learning, and the understanding and explanation of human behaviour. Topics receiving special emphasis are learning difficulties and classroom management, literacy, creativity and the development of art/craft skills. Educational Sociology: After an introduction to several major sociological perspectives, students will explore the concept of the social construction of reality and the implications of this concept for both education and the sociology of art. Philosophy: An examination of problems of perception, epistemological theories and implications for any theory of education or art.

Books Educational Psychology: Reference: Bruner, J S The Relevance of Education Harmondsworth: Penguin 1974 Connell, W F et al 12 to 20 Studies of City Youth Sydney: Hicks, Smith & Sons 1975 Hogg, J Psychology and the Visual Arts Harmondsworth: Penguin 1969 Educational Sociology: Preliminary Reading: Berger, P Invitation to Sociology: A Humanist Approach Harmondsworth: Penguin 1963 Reference: Berger, J Ways of Seeing Harmondsworth: Penguin 1973 Berger, P & Luckmann, T The Social Construction of Reality New York: Anchor Books 1967 Philosophy: Reading and reference lists are available from the Secretary, Department of Philosophy. Further reading lists for this subject will be distributed from time to time.

Assessment Details of texts, assignments, seminar papers and individual projects will be available from the lecturers concerned. A final examination may be set if the result of progressive assessment is unsatisfactory. An unsatisfactory result in one or more units will result in failure in the subject. If the degree of failure in the case of a one unit failure is not considered serious by the Department concerned, a pass may be awarded in the subject.

EDUCATIONAL PSYCHOLOGY (DPD80) 12 points

An elective study offered to fourth year students, comprising one lecture-seminar of three hours a week throughout the year. Note: A quota of 15 students will be imposed on this subject. Prerequisite: Credit of at least 99 points in the course. Bachelor of Education (Art and Crafts) 291

Syllabus The central theme is concerned with educational success and failure. A variety of approaches will be employed including critical analysis of theories, and practical community involvement. The initial approach is a study of J S Bruner's writings on the nature of knowing; the evolution of intellect in primates including men; the development of intellect from childhood, and the nature of knowledge as it becomes codified and organised in cultural settings. There is consideration of recent debates on educability and deprivation and disadvantage, and a consideration of the applicability of these perspectives to Australia; a consideration of ways in which school organisation, curriculum design and teachers' perspectives and styles influence educational success and failure; a study of children considered to be at risk in terms of educational success and failure in Australian schools; and a detailed study of approaches to art/craft learning and problems of achieving, and assessing success and failure in this area of knowledge.

Books Preliminary Reading: Giglioli, P led) Language and Social Context Harmondsworth: Penguin 1972 Hill, B The Schools Ringwood (Vic): Penguin 1977 Reference: Bernstein, M pass, Codes and Control London: Paladin 1973 Bruner, J S Going Beyond the Information Given London: Allen & Unwin 1974 Fitzgerald, R T Poverty and Education in Australia (Commission of Enquiry into Poverty) Canberra: AGPS 1976 Gardner, H The Arts and Human Development New York: Wiley 1973 Hargreaves, D H Interpersonal Relations and Education London: Routledge & Kegan Paul 1973 Open University Deprivation and Disadvantage Milton Keynes: Open Univ Press 1973 Open University Sorting Them Out: Two Essays on Social Differentiation Milton Keynes: Open Univ Press 1972 Wright, A & Hedlam, F Youth Needs and Public Policies Melbourne: Dept of Youth, Sport & Recreation 1977

Assessment Assessment will be based on seminar presentations, and a major assignment which may take the form of a critical analysis of one theoretical area or a report of a small research project or community or school involvement project.

Additional information: Inquiries should be directed to Ms E Dethridge, room 206, 1959 Building.

ENVIRONMENTAL DESIGN

Additional information: Inquiries should be directed to Mr W Ferguson, Head of the Department of Art and Design, room 712, Arts Centre.

INTRODUCTION TO ENVIRONMENTAL DESIGN (DNA00) 5 points

This compulsory subject for all first year students enrolled in BEd (A&C) involves one 3-hour class and one 1-hour lecture a week throughout the year.

Prerequisite: Nil.

Syllabus This introduction to environmental design incorporates aspects of industrial design, communication design and photography; including history and philosophy of design, 292 Subject Descriptions

problem-solving strategies, visual anthropology, information processing, visual semantics, and control factors in communication. Work in the subject centres on a major design project through which students are introduced to the nature of design and the design process as it is applicable to forming and controlling the man-made environment.

Books Preliminary Reading: Papanek, V & Hennessy, J How Things Don't Work New York: Pantheon Books 1977 Reference: Adams, J L Conceptual Blockbusting San Francisco: Freeman 1972 •Beakley, G C & Chilton, E G Introduction to Engineering Design and Graphics New York: Macmillan 1973 Collier, J Jr Visual Anthropology New York: Holt Rinehart & Winston 1967 Jones, J C Design Methods London: Wiley 1970 McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks-Cole 1972 Spradley, J P & McCurdy, D W The Cultural Experience New York: SRA 1972

Assessment Assessment is determined by class participation and by progressive assessment of two major assignments.

ENVIRONMENTAL DESIGN B (DNBOO) 3 points

A subject of one 3-hour class a week throughout the year.

Special Requirement Some field work is necessary in this subject. Prerequisite: Introduction to Environmental Design.

Syllabus Design Method, Design Process and Design Factors This unit examines the design process, methods, and the various factors affecting them, with particular emphasis on the notion that design is context-bound, people-oriented, dynamic and open-ended. Required work consists of discussion based on reading, short exercises and a project — the area of investigation decided by the group — involving research analysis and photographic presentation of a problematic area of existing design. Possible fields for investigation are pregnant females, the aged, the handicapped, exceptional children and their needs. Technology, Materials and Processes In this unit students are introduced to some of the tools and materials that are used in, or have to be considered in, designing for production. Work centres on the designing and building of a self-regulating device that incorporates electronic, optical, magnetic or chemical elements, and which is manufactured using various machine tools and methods including vacuum-forming. The use of computers in design is included at an introductory level. Visual Anthropology Field Study During non-teaching weeks in August a field study of 7-10 days in the outback or in an industrial area of the country is planned. The study enables students to acquire first-hand information about actual problems and situations. During the study, visual material — recorded photographically and associated with written data — will take the form of a project prepared and submitted for assessment in Term 3.

Books Preliminary Reading: Waddington, C H Tools for Thought London: Paladin 1977 Bachelor of Education (Art and Crafts) 293

Reference: Beakley, G C & Chilton, E G Introduction to Engineering Design and Graphics New York: Macmillan 1973 Reading lists outlining additional references will be distributed at the start of each study.

Assessment Assessment is progressive and is determined by class participation and by individual work.

ENVIRONMENTAL DESIGN C (DNC00) 6 points

A subject of two 3-hour classes a week throughout the year.

Special Requirement Up to one-third of this subject may be undertaken as a field study.

Prerequisite: Industrial Design B or Communication Design B or Environmental Design B.

Syllabus The history and philosophy of design, human factors in design, methods of production, and design in education will be examined through lectures, tutorials, field work, and practical classes.

Books Reference: • Beakley, G C & Chilton, E G Design Serving the Needs of Man New York: Macmillan 1974 Reading lists outlining additional references will be distributed throughout the year.

Assessment Assessment will be determined by class part icipation as well as by progressive assessment of individual work.

ENVIRONMENTAL DESIGN D (DND00) 18 points

A subject of twelve hours a week throughout the year.

Prerequisite: Industrial Design C or Communication Design C or Environmental Design C.

Syllabus A further examination of sociological aspects of design, community needs, and design education will take place through tutorials, field work, and individual research and practical projects.

Books Reference: Baynes, K led) Attitudes in Design Education London: Lund Humphries 1969 • Beakley, G C & Chilton, E G Design Serving the Needs of Man New York: Macmillan 1974 Green, P Design Education London: Batsford 1974 Reading lists outlining additional references will be distributed throughout the year.

Assessment Assessment will be determined by class participation and the presentation of selected projects at the completion of the subject. 294 Subject Descriptions

FINE ARTS

The following subjects are presently prescribed for the Bachelor of Education (Art and Crafts) course: Fine Arts A, Fine Arts B, Fine Arts C, Fine Arts D1, and Fine Arts D2. To fulfil the course requirements, students must complete at least two subjects from Fine Arts A, Fine Arts B or Fine Arts C. The academic content of the subjects has been carefully structured to meet both the needs of personal professional development and the current teaching situation in the secondary school.

Additional information: Inquiries should be directed to the Head of the Department of Art and Design, room 712, Arts Centre.

FINE ARTS A (FAA00) 6 points

A subject of one 1-hour lecture and two 1-hour tutorials a week throughout the year.

Special Requirement Students are required to attend the lecture program and participate in tutorials. Prerequisite: Nil.

Syllabus This subject provides a general survey of art movements, mainly in the Western world, from antiquity to the rise of contemporary art. The cultural milieu of the periods presented will be studied in conjunction with the varied manifestations of the visual arts. An indication of some of the themes which may be covered in the subject is given below. Area A (i) Prehistory and the Beginnings of Civilisation. Scientific thought and its role in archaeology, archaeology as a means of interpreting the past, archaeological techniques, prehistoric artefacts and neolithic artefacts — with specific references to Sumer and Egypt. (ii) The Evolution of Greek and Roman Culture up to 312AD. Greek Gods and the Olympic Games, Panathenian Festival in Periclean Athens, Roman Empire under Augustus, and Roman ceremony and architecture. Area B — Christian Art to 1400AD. The development of religious and secular art forms in Europe and the Near East: Early Christian — an underground movement, Byzantine — the Golden Age of Byzantium, Carolingian — the culture of Charlemagne, Romanesque — Romanesque Europe, Gothic — cathedral cities, and International Gothic — rise of the guilds. Area C — The Renaissance. Art from the Proto-Renaissance to 1600, with emphasis on the following: Giotto; Florentine Humanism; discovery of perspective and objective fidelity; Neo-Platonism and the High Renaissance; Michelangelo, Raphael and Leonardo; and Mannerist schools. Area D — European Art Styles, 1600 to 1874. An introduction to the Baroque — Bernini, Rubens and Rembrandt; aspects of Neo-Classicism and Romanticism (from David to Delacroix); attitudes towards art and nature in landscape — Turner; and Naturalism and Realism in late nineteenth century France, the rise of contemporary movements.

Books Preliminary Reading: Area A: Gideon, S The Eternal Present London: OUP 1964 Piggott, S The Dawn of Civilisation London: Thames & Hudson 1961 Area B: Grabar, A The Beginnings of Christian Art London: Thames & Hudson 1967 Male, E Religious Art New York: Noonday 1968 Bachelor of Education (Art and Crafts) 295

Schugg-Wille, G Art of the Byzantine World New York: Abrams 1969 Area C: Hartt, F A History of Italian Renaissance Art London: Thames & Hudson 1970 Molesworth, H European Sculpture London: Thames & Hudson 1965 Wolfflin, H Renaissance and Baroque London: Collins 1964 Area O: Bazin, G Baroque and Rococo London: Thames & Hudson 1964 Seweter, A Neo-Classicism, Romanticism and Realism London: Thames & Hudson Reference: • Fleming, W Arts and Ideas new abridged edn New York: Holt-Rinehart 1974 *Holt, E A Documentary History of Art 3 vols New York: Doubleday Anchor 1957 Huyghe, R led) Larousse Encyclopedias 4 vols London: Hamlyn 1967 Osborne, H led) Oxford Companion to Art Oxford: Clarendon Press 1970 • Pevsner, N An Outline of European Architecture Ringwood (Vic): Penguin 1972 World Encyclopedia of Art 13 vols New York: McGraw-Hill 1959 Reading lists outlining additional references will be provided at the beginning of the year.

Assessment Assessment is progressive and is based on the following: two tutorial presentations, both of an oral and written nature; one research assignment; one tutorial test of a visual or written nature; and a final three-hour examination if required.

FINE ARTS B (FABOO) 6 points

A subject of one 1-hour lecture and two 1-hour tutorials a week throughout the year.

Special Requirement Students are required to attend the lecture program and to participate in tutorials throughout the year.

Syllabus Fine Arts B is an elective subject which is designed to introduce the student to a spectrum of relevant art and ideas around three main areas: Modern Art, Australian Art, and Asian Art. In these studies, emphasis, is placed upon schools of thought and their interrelationships rather than upon a strict historical chronology of art movements. An indication of some of the topics which may be covered in the subject is given below. Area E — Late Nineteenth and Twentieth Century Developments in the Mainstream of European and American Art. The Pre-Raphaelites, Symbolism, Antoni Gaudi, Photography and Impressionism, Cubism, Fauvism, Expressionism, Rise of Abstraction in Western European Art, Dada and Surrealism, Pop and Kitsch, Abstract Expressionism, Minimal, New Realism, Contemporary trends, and Later concepts. Area F — The Arts in Australia from the Beginnings of the Colony to the Present Day. Early phases, late nineteenth century landscape tradition, Australian Impressionism, turn of the century trends, the rise of Modernism, contemporary forms and themes, and recent developments.

Area G — Art and Ideas in Early China, India and Japan. Taoist cosmology, Confucian concepts, aspects of Hindu Vedic thought and art, and Buddhism and its art.

Books Preliminary Reading: Area E: Haftmann, W Painting in the Twentieth Century 2 vols London: Lund Humphries 1968 Hamilton, G Painting and Sculpture in Europe 1880-1900 Harmondsworth: Penguin 1967 Novotny, F Painting and Sculpture in Europe 1780-1800 Harmondsworth: Penguin 1960 296 Subject Descriptions

Richardson, A & Stangos, N (eds) Concepts of Modern Art Harmondsworth: Penguin 1973 Area F: Hughes, R The Art of Australia Ringwood (Vic): Penguin 1970 Serte, G From Deserts the Prophets Come: the creative spirit in Australia 1788-1972 Melbourne: Heinemann 1973 Smith, B Australian Painting 1788-1970 Melbourne: OUP 1971 Area G: Lee, S History of Far Eastern Art London: Thames & Hudson 1967 Parrinder, E G An Introduction to Asian Religions London: SPCK 1962 Willetts, W Foundations of Chinese Art London: Thames & Hudson 1968 Reading lists outlining prescribed texts and references will be provided at the beginning of the year.

Assessment Assessment is progressive and is based on the following: two tutorial presentations, one research assignment, and one tutorial test. Some students may be required to present for a three-hour final examination.

Later Studies Students are reminded that Fine Arts B is a subject which may serve as an introduction to more detailed study in the third and fourth years of the course. Students considering later research in the Modern Art, Eastern Art, and Australian Art areas are strongly advised to enrol in Fine Arts B.

FINE ARTS C (FAC00) 6 points

A subject of one 3-hour class a week throughout the year. Prerequisite: A creditable standard achieved in Fine Arts A or Fine Arts B.

Syllabus This is an elective subject divided into two sections, both of which are to be taken to fulfil the requirements of the subject. Section 1 consists of a study of the Surrealist movement, its meanings, techniques, and its importance. It is a study based upon a critical appraisal of works and relevant texts, in order to give the student a fuller understanding of the movement and its achievements. Section 2 consists of a study of problems and issues in art that are relevant to an understanding of Modern Art and its development. Section 1: Area A — Surrealism and its Definitions Area B — Surrealism and its Manifestos Area C — Surrealism and the Past Area D - Surrealism and Freud Area E — Surrealism and its Influence. Section 2: Areas of study in this section will consist of themes arising from students' previous study and the lecturer's selection for development of the course.

Books Preliminary Reading: Matthews, J H An Introduction to Surrealism University Park: Penns State Univ Press 1965 Waldberg, P Surrealism London: Thames & Hudson 1965 Reference: Area A: •Balakian, A Literary Origins of Surrealism New York: New York Univ Press 1966 •Balakian, A Surrealism: The Road to the Absolute London: Unwin 1972 'Duplessis, Y Surrealism trans Capon, P New York: Walker & Coy 1962 Bachelor of Education (Art and Crafts) 297

*Gauss, C E The Aesthetic Theories of French Artists: from Realism to Surrealism Baltimore: Johns Hopkins 1970 •Gershman, H S The Surrealist Revolution in France Ann Arbor: Univ of Michigan Press 1969 • Rubin, S W Dada and Surrealist Art London: Thames & Hudson 1969 Area B: • Breton, S Manifestos of Surrealism Ann Arbor: Univ of Michigan Press 1971 • Lippard, L led) Surrealists and Art Englewood Cliffs: Prentice-Hall 1970 *Matthews, J E led) An Anthology of French Surrealist Poetry London: Univ of London Press 1966 *Read, H led) Surrealism London: Faber 1971 Area C: • Balakian, A The Symbolist Movement: A Critical Appraisal New York: Random House 1967 *Grossman, M L Dada: Paradox, Mystification and Ambiguity in European Literature New York: Pegasus 1971 • Motherwell, R ledl The Dada Painters and Poets New York: Wittenborn Shultz 1951 • Nadeau, M The History of Surrealism trans Howard, R Harmondsworth: Penguin 1973 • Ritcher, H Dada: Art and Anti-Art New York: Abrams 1965 Area D: • Alquie, F The Philosophy of Surrealism Ann Arbor: Univ of Michigan 1972 • Dali, S Diary of a Genius trans Howard, R London: Hutchinson 1966 • Des Charnes, R The World of Salvador Dali New York: Harper & Row 1962 • Freud, S The Interpretation of Dreams London: Allen & Unwin 1954 • Wollheim, R Freud London: Fontana/Collins 1971 Area E: • Breton, A Surrealism and Painting trans Taylor, S London: Macdonald 1972 • Edwards, H Surrealism and its Affinities Chicago: Art Institute of Chicago 1956 • Rubin, W S Dada: Surrealism and its Heritage New York: Museum of Modern Art 1958 •Zyla, W T fed) From Surrealism to the Absurd Luddock: Texas Tech Univ Press 1970

Assessment Assessment is based on two 3,000 word essays, one from each section of the subject, one seminar presentation and one visual test.

FINE ARTS D1 (FAD01) 12 points

Thesis Course A subject of three hours a week throughout the year.

Special Requirement Students are required to attend seminars, interviews or assessment meetings. Prerequisite: Intending students for this subject should have shown an aptitude for research in Fine Arts.

Syllabus The subject aims to allow students the opportunity to research an acceptable topic or area, and to present a thesis in support of their work. Students are required to select an approved topic and to progress with research, unhampered by formal lecture or tutorial commitments. Occasional reports and/or interviews are necessary, and students may be required to present for an interview with an examining panel.

Books Reference: 'La Nauze, J A Presentation of Historical Theses Melbourne: MUP 1972 *Ryan, P The Presentation of Manuscripts Melbourne: MUP 1972 *Teitelbaum, H How to Write Theses — A Guide to the Research Paper New York: Monarch Press 1966 298 Subject Descriptions

Assessment Assessment is based on the submission of one 10,000 word thesis and on interviews during the year. These will be conducted by the members of an examining panel.

Additional information: Available from Mr A Day, Department of Art and Design.

FINE ARTS D2 (FAD02) 12 points

Studies in Asian Art and Culture A subject of one 1-hour lecture followed by one 2-hour seminar-tutorial a week throughout the year. It is not assumed that students have previously studied aspects of this subject.

Syllabus The subject will develop Asian visual studies with specific reference to Asian literary sources in translation related to a variety of art forms. Artefacts considered throughout the illustrated lecture program will be interpreted from the viewpoint of Asian scholarship in art historical studies, together with Western scholarly investigations of Asian art. The areas to be presented are treated in the form of both ancient and modern Asian traditional cultural units; and the calligraphy, fresco and miniature painting, sculpture, architecture and other associated arts of the Asian continent will be shown.

Units of Study Section A: Non-extant Cultures — Western Asia Area 1 — Sumero-Akkadian Art and Culture (Ancient Mesopotamia) Themes: Sumerian concepts of the universe; Gods and Goddesses — their names and functions; The Epic of Gilgamesh — The Universal Deluge; Sumerian and Akkadian Kingship; the emergence of Sumero-Akkadian art forms — biscuit figurines, cylinder seal motifs, sculpture, 'Kudurru' stones, the ziggurat. Area 2 — Ancient Egyptian Art and Culture: Old, Middle and New Kingdoms Themes: Rosetta and Palermo Stones; Narmer Palette and its significance; Ancient Egyptian religico-philosophic concepts — Ma'at, Ankh, Ka, 'Ba bird' and the tomb as a link between the dead and the living. The Pyramid Texts and Cartouche analysis. Gods and Goddesses, Osiris — Set, Isis, Horus, Hathor, Anubis, etc. The Sacred Scarab and the principle of regeneration. The Amarna Revolution and Akhnaton, the Tomb of Tutankhamen, jewellery — iconography, tomb paintings, pyramid and the 'Ben' House. Section B: Extant Cultures of Asia, Western and Eastern Asia Area 1 — Islamic Art and Culture Themes: Islam — its interpretation, conquest and culture distribution, Muslim time concepts, Muhammad — Seal of the Prophets, aspects of Islamic architecture of the Muslim — Mosque, Minaret, Dome, Qibla, Mihrab, Minbar, Sahn, etc. Relationship of the prayer rug to architecture, sites of Hajj (pilgrimage) — Kâ aba Mecca, Prophet's Mosque Medina, royal patronage — Caliph, Imam, Sultan and Theocratic concepts. Sunnah, Shiah, Sufi components of Umma (Islamic Community), calligraphy, Qur'an, and their relevance to the arts and crafts. Metal and textiles, principles of Islamic ornamentation, analysis of Indo-Muslim Culture or Islam in Iranian Culture and aesthetic influences — Islamic miniature painting. Area 2 — Buddhist Art and Culture (Theravada and Mahayana) Themes: 'Oikoumene' of Buddhism; Anicca, Dukkha, Anatta concepts; Tritatna, Buddha, Dhamma, Sangha, Pali textual connotations, Arhat ideals; Theravada Symbolism — Foot Print, Lotus, Throne, Swastika, Tree, Garland and Mudras; Gandharan art forms; Hellenic contact; Ashoka and Kaniska as patrons of art; Mahayana ideals; Bodhisattva; fire and iconography concepts — Urna, Ushnisha and Mudras; evolution of the Buddha image, Maitreya forms, development of Stupa forms; votive and architectural forms; rock cliff figures and sanctuaries — Chaitya and Vihara, Bamiyan-Afghanistan; Ajanta, Ellora, India. Bachelor of Education (Art and Crafts) 299

Area 3 — Hindu Art and Culture Themes: Pre-Vedic Art — Harappa and Mohenjo/Daro, Vedic Pantheon and art, Brahma, Vishnu (Varaha, Vamana, Krishna), Siva (Pasupati, Mahadeva, Rudra, Nataraja, Trimurti), Vahanas e.g. Siva — Nandi, Siva — Sakti, Durga, Uma, Parvati Kali, Surya, Ganesh, Tree Worship, Devi and their manifestations in art.

Books Students should purchase or have ready access to the following texts, keeping in mind a selection of two areas for specialised study from the subject. Reference: Areas 1 and 2 Section A: *Clark, G Archaeology and Society London: Methuen 1960 • Edwards, I E S The Early Dynastic Period in Egypt Cambridge: Cambridge Fascicle 1973 • Frankfort, H The Art and Architecture of the Ancient Orient (The Pelican History of Art) new sin Harmondsworth: Penguin 1971 • Frankfort, H Ancient Egyptian Religion New York: Harper & Row 1975 *Frankfort, H Intellectual Adventure of Ancient Man — An Essay on the Speculative Thought in the Ancient Near East Harmondsworth: Penguin 1949 *Gardiner, A H Egypt of the Pharaohs New York: OUP 1961 *Kramer, S N Sumerian Mythology — A Study of Spiritual and Literary Achievement in the Third Millenium BC New York: Harper & Row 1972 • Kramer, S N The Sumerians: Their History, Culture and Character Chicago: Univ Chicago Press 1963 *Parrot, A Sumer vol 1 New York: Golden Press 1961 *Pritchard, J B Ancient Near Eastern Texts Related to the Old Testament 3rd edn Princeton: Princeton Univ Press 1969 *Sanders, N K Epic of Gilgamesh Harmondsworth: Penguin 1970 'Stevenson-Smith, A Art and Architecture of Ancient Egypt (The Penguin History of Art) Further specified article reading and bibliographies will be issued during the year. Areas 1,2 and 3 Section B: 'Arnold, T W Painting in Islam: A Study of the Place of Pictorial Art in Muslim Culture New York: Dover 1965 *Boner, S Principles of Composition in Hindu Sculpture Leiden: Brill 1962 • Brown, P Indian Architecture: The Islamic Period Bombay: Taraporevala 1956 • Brown, P Indian Painting (Heritage of India Series) Calcutta: YMCA 1947 • Eliade, M & Kitagawa, J M (eds) Religions of the East (History of Religions) new edn Chicago: Univ of Chicago Press 1973 • Hal lade, M The Gandharan Style and the Evolution of Buddhist Art London: Thames & Hudson 1908 *Morgan, K The Path of the Buddha New York: Ronald Press 1956 • Parrinder, E G Introduction to Asian Religions London: SPCK 1962 *Rowland, B Art and Architecture of India Harmondsworth: Penguin 1971 *Schacht, J & Bosworth, C E lads) Legacy of Islam London: OUP 1974 •Seckel, D Art of Buddhism (Arts of the World Library) New York: Crown • Zaehner, R C Hinduism London: OUP 1962 Further specified article reading and bibliographies will be issued during the year.

Assessment Assessment in this elective subject is cumulative, comprising the results of two 3,000 word essays chosen from different areas of the subject, one visual test, and one oral examination on aspects of the areas studied.

GARMENT CONSTRUCTION B (GNBOO) 3 points

This elective subject offered to all second year students involves three hours a week throughout the year. 300 Subject Descriptions

Syllabus This subject is the second part of a major sequence in garment construction and fashion design which includes elementary pattern cutting and basic block adjustments to enable students to develop their own designs. Construction techniques associated with students' own designs are demonstrated during the subject.

Books Reference: Barrowman, A C & EM Advanced Step by Step Sewing Melbourne: Macmillan 1965 Bradshaw, A World Costume London: Black 1968 Chaudhry, A G Designing and Cutting Modern Leisure and Cotton Garments for Men London: Tailor & Cutter 1964 Contini, M Fashion — From Ancient Egypt to Present Day London: Hamlyn 1965 Grey, S A Successful Sewing Melbourne: Whitcombe & Tombs 1971 Hansen, H Costume Cavalcade London: Macmillan 1964 McCall's Sewing in Colour Feltham: London 1968 Stanley, H Modelling and F/at Cutting for Fashion: From Design to Pattern London: Hutchinson 1972 Whife, A A First Course in Gentlemen's Garment Cutting London: Tailor & Cutter 1968 Reading lists outlining additional references will be provided during the year.

Assessment Students will be assessed progressively throughout the year by submitting each unit of work, as it is completed, to their lecturers. Participation and involvement are essential, and fundamental to achieving a satisfactory assessment. There will not be a final examination, but a folio of work completed during the year will be submitted for final assessment. Students whose final assessment is considered unsatisfactory by their lecturer shall have their work also assessed by a second lecturer and the Head of Department and they, in conjunction with the group lecturer, shall make a final decision.

Additional information: Inquiries should be directed to Mrs M Russell, Head of the Department of Crafts, room 208, Arts Centre.

GARMENT CONSTRUCTION C (GNC00) 6 points

This elective subject offered to third year students involves six hours a week throughout the year.

Prerequisite: Garment Construction B.

Syllabus This subject is the third part of a major sequence in garment construction and fashion design which includes the craft skills as used in garment construction and tailoring. Students develop their own original designs from sketches and make patterns by use of a basic block to their own measurements. Basic pattern drafting.

Books Reference: Chaudhry, A G Designing and Cutting Modern Leisure and Cotton Garments for Men London: Tailor & Cutter 1964 Gouldburn, M Introducing Pattern Cutting, Grading and Modelling London: Batsford 1971 Ireland, P Fashion Design Drawing London: Batsford 1970 Margolis, A P The Complete Book of Tailoring for Women who like to Sew New York: Doubleday 1964 Mori, M Basic Pattern Cutting London: Batsford 1970 Bachelor of Education (Art and Crafts) 301

Morris, F R Cutters' Practical Guide 12th edn London: Tailor & Cutter 1965 Stanley, H Modelling and Flat Cutting for Fashion: From Design to Pattern London: Hutchinson 1972 Svtner, R The Art of Fitting Gentlemen's Garments London: Tailor & Cutter 1967 Whife, A A First Course in Gentlemen's Garment Cutting London: Tailor & Cutter 1968 Current Fashion Magazines: Burda Elle English Vogue Linea Italia L'Officiel

Assessment A folio of practical work to be presented at the end of the year will form the basis of the final assessment.

GARMENT CONSTRUCTION D (GND00) 18 points

This elective study offered to fourth year students involves twelve hours a week throughout the year.

Prerequisite: Garment Construction C.

Syllabus Students undertake construction of garments at an advanced level to their own designs, prepare fashion sketches of designs, and undertake supervised research with construction techniques and pattern cutting.

Books Reference: Bray, M Dress Pattern Designing London: Crosby Lockwood 1967 Bray, M More Dress Pattern Designing London: Crosby Lockwood 1968 Kopp, E et al How to Draft Basic Patterns New York: Fairchild 1968 Kopp, E et al Designing Apparel through the Flat Pattern New York: Fairchild 1971 Kopp, E et al New Fashion Areas for Designing Apparel through the Flat Pattern New York: Fairchild 1972 Moulton, B Garment Cutting and Tailoring for Students London: Batsford 1967 Books related to selected designs will be available. Current Fashion Magazines: Burda Elle English Vogue Linea Italia L'Officiel

Assessment Assessment will be based on a folio of work to be presented at the end of the year.

HUMAN SEXUALITY (HSA00) 3 points

See subject description on page 184. 302 Subject Descriptions

METALCRAFT B (MTB00) 3 points This elective subject offered to all second year students involves three hours a week throughout the year. Syllabus A logical development and extension of work covered in Studio Practice — Crafts. Further tuition in techniques and processes will be offered to enable students to develop and expand more fully their personal concepts. The subject will be less structured than in the first year and students will be able to follow personal directions. Instructions in the correct and safe use of equipment will be given as required.

Books Reference: Bovin, M Centrifugal or Lost Wax Casting New York: Bovin 1971 Bovin, M Jewelry-making for Schools, Tradesmen, Craftsmen revised edn New York: Bovin 1971 Choate, S Creative Casting, Jewellery, Silverware, Sculpture London: Allen & Unwin 1966 Clarke, G Technique of Enamelling London: Batsford 1967 Gooden, R Silversmithing London: OUP 1971 Meyerowitz, P Jewelry and Sculpture through Unit Construction London: Studio Vista c1967 Morton, P Contemporary Jewelry — A Craftsman's Handbook New York: Holt, Rinehart & Winston 1970 Seller, M The Art of Enamelling: How to Shape Precious Metal and Decorate It New York: Van Nostrand-Reinhold c1969 Story, M Centrifugal Casting as Jewelry Process Scranton (Penn): International Textbook Coy c1963 Ulrich, H Creative Meta/craft London: Batsford 1968 Untracht, O Enameling on Metal Philadelphia: Chilton 1957 Untracht, O Metal Techniques for Craftsmen New York: Doubleday cl968 Von Newman, R The Design and Creation of Jewelry London: Pitman 1966 Willcox, D Body Jewelry Chicago: Regency 1973 Willcox, D New Design in Jewelry New York: Van Nostrand-Reinhold 1970 Assessment Students will be assessed progressively throughout the year by submitting each unit of work, as it is completed, to their lecturers. Participation and involvement are essential and fundamental to achieving a satisfactory assessment. There will not be a final examination. Students whose final assessment is considered unsatisfactory by their lecturer shall have their work also assessed by a second lecturer and the Head of Department and they, in conjunction with the group lecturer, shall make a final decision. Additional information: Inquiries should be directed to Mrs M Russell, Head of the Department of Crafts, room 208, Arts Centre. METALCRAFT C (MTC00) 6 points This elective study offered to third year students involves six hours a week throughout the year. Prerequisite: Metalcraft B. Syllabus An intensive program in which students have opportunity to develop and extend selected aspects of the subject in depth. Illustrated lectures will be given on specific techniques and processes relating to student needs, and generally students will be encouraged to develop and research personal concepts. Work direction (lecturer or student initiated) may encompass one or more of the following: Jewellery objects Functional objects Non-functional objects — two dimensional Non-functional objects — three dimensional. Bachelor of Education (Art and Crafts) 303

Some emphasis will be placed on twentieth century development of art concepts, materials and associated technologies.

Books Refer to Metalcraft B.

Assomment Students will submit their work at the conclusion of the year for assessment by a panel of Metalcraft staff chaired by the lecturer in charge of the year.

METALCRAFT D (MTD00) 18 points

This elective study offered to fourth year students involves twelve hours a week throughout the year.

Prerequisite: Metalcraft C.

Syllabus A variety of materials and approaches will be presented to cater for the differing backgrounds of students, but general requirements for successful completion of the subject will be the same. Generally, the needs of the course require students to design and execute a number of objects employing metal and associated materials, and to prepare research material on a selected aspect of metalcraft or associated technology. The nature of the works produced, or the research, is to be negotiated with the lecturer responsible.

Practical Work A number of well conceived and imaginatively produced art forms, executed to a high degree of finish, will be expected. Experiments and prototypes will have limited assessment value.

Research Project Presentation of evidence of research into any aspects of metalcraft or an associated technology, e.g. processes, historical, educational, experimental or investigatory. This project will be prepared in presentation form — slides, booklet, photographs, thesis or drawings. It is expected that presentation will be of a standard consistent with a fourth year of study.

Books Refer to Metalcraft B.

Assessment Assessment will be made by a panel of lecturers from the Metalcraft area, convened by the lecturer responsible for the particular group. Practical work will comprise 80 per cent, and research work 20 per cent of the final assessment.

PAINTING B (PAB00) 3 points

This elective subject offered to second year students involves three hours a week throughout the year.

Prerequisite: Satisfactory completion of Painting Unit of Studio Practice — Arts.

Syllabus Further exercises in composition and imagination, development of skills and expression, and further understanding of materials and methods. Areas of study will include an extension and development of the introductory painting course, and study from the human figure with strong emphasis on specific design problems. 304 Subject Descriptions

Books Doerner, M The Materials of the Artist trans Neuhaus, E New York: Rupert Hart-Davis 1969 Mayer, R The Artist's Handbook London: Faber 1969

Assessment Assessment is based on the presentation of both a folio of paintings and a folio of ideas twice a year.

Additional information: Inquiries should be directed to Mr W Ferguson, Head of the Department of Art and Design, room 712, Arts Centre.

PAINTING C (PAC00) 6 points

This elective subject offered to third year students involves six hours a week throughout the year. An alternative of three hours a week in the evening, as well as term vacation classes will be available in 1979. Prerequisite: Painting B.

Syllabus Creative composition — approximately half a day a week. Painting from life figure, head, still life, landscape — approximately half a day a week. Folios of related drawings and sketches, knowledge of art, materials and methods of production. Study of Australian and overseas painters. Specific lectures in methods. The areas of study will be selected by the lecturers and the students involved. The aim will be to encourage individual areas of development in depth.

Books Doerner, M The Materials of the Artist trans Neuhaus, E New York: Rupert Hart-Davis 1969 Mayer, R The Artist's Handbook London: Faber 1969

Assessment Assessment is based on the presentation of a folio of work and notes on methods, processes and appreciation at the end of the year.

PAINTING D (PADOO) 18 points

This elective subject offered to fourth year students involves twelve hours a week throughout the year. Prerequisite: Painting C.

Syllabus Creative composition - approximately half a day a week. Studies from life — approximately half a day a week. Materials and method of production. Study of Australian and overseas painters. Mural painting — approximately half a day a week. Areas of study will include an individual work program selected by the students. Advice and guidance will be provided by at least two lecturers. The aim will be to develop skills, techniques and concepts in depth.

Books Doerner, M The Materials of the Artist trans Neuhaus, E New York: Rupert Hart-Davis 1969 Bachelor of Education (Art and Crafts) 305

Gettens, R J & Stout, G L Printing Materials: A Short Encyclopedia New York: Dover 1966 Mayer, R The Artist's Handbook London: Faber 1969

Assessment Assessment is based on the presentation of a folio of work and notes on methods, processes and appreciation at the end of the year.

PHILOSOPHY OF ART (PTD00) 12 points

A subject of three hours a week throughout the year. Prerequisite: Credit of at least 99 points in the course.

Syllabus A philosophical inquiry into conceptual problems related to art, and the justification of aesthetic judgements. Particular topics to be studied include the question of what art is, the art-craft distinction, representation, expression, imagination, creativity, symbolism, and the relationship between art and knowledge. The place of art in society and social influences upon art and aesthetic response are considered. Issues in the philosophy of art are related to problems in art education, its aims and its desirable role in schools.

Books Hovers, J led) Introductory Readings in Aesthetics New York: Free Press 1969 Philipson, M Aesthetics Today New York: Meridian 1961

Assessment Assessment will be based on three written submissions, each of approximately 2,000 words.

PHILOSOPHY OF EDUCATION (PDD00) 12 points

This elective study offered to fourth year students involves one lecture-seminar discussion of three hours a week throughout the year.

Syllabus An examination of the philosophical origins and contemporary expressions of progressive and radical thought. Particular attention will be paid to the libertarian, anarchist, social reconstructionist, and revolutionary positions in the contemporary debate.

Books Dewey, J Democracy and Education New York: Free Press 1966 Freire, P Education for Critical Consciousness New York: Seabury Press 1973 Gross, R & Gross, B leds) Radical School Reform New York: Simon & Schuster 1969 Neill, A S Summerhill St Albans (Hens): Hart 1964

Assessment Assessment will be based on written work completed throughout the year. Two essays of about 1,500 words or their equivalent will be required. Honours will not be awarded. PHOTOGRAPHY B (PGB00) 3 points

A subject of three hours a week throughout the year.

Special Requirement To be eligible for assessment a student must have attended 80 per cent of classes. 306 Subject Descriptions

Prerequisite: Design A or Introduction to Environmental Design.

Syllabus The subject aims to further the experience of students in the use of photography as a means of expression and communication, to introduce photographic theory, to provide assistance in the preparation of communicative materials, and to initiate a basis for the application of photographic design and experimentation. The following program will be dealt with in lectures, tutorials, demonstrations and practical workshops: Develart drawing and photograms; the pin hole camera; sensitised materials, monochrome processes, fundamentals of photographic sensitometry and introduction to advanced darkroom techniques; nature of light; light sources employed in photography, and studio lighting techniques; camera composition; portraiture.

Books Reference: Croy, O The Complete Art of Printing and Enlarging London: Focal Press 1976 Croy, O The Photographic Portrait London: Focal Press 1975 Haffer, V Making Photograms London: Focal Press 1969 Horder, A Manual of Photography London: Focal Press 1971 Langford, M Basic Photography London: Focal Press 1974 Mante, H Camera Composition London: Focal Press 1971 Nurnberg, W Lighting for Portraiture London: Focal Press 1969 Nurnberg, W Lighting for Photography London: Focal Press 1975 •Swedlund, C Photography New York: Holt, Rinehart & Winston 1974 The Print New York: Time-Life International 1972 The Studio New York: Time-Life International 1972

Assessment Student progress through Photography B will be determined by equal weighting of class participation in lectures, tutorials and studio workshops and progressive assessment of individual work in prescribed photographic exercises and assignments. Assessment of each experience will be based on the student's concepts and skills in the application of his/her knowledge and understanding of particular aspects of the syllabus.

PHOTOGRAPHY C (PGC00) 6 points

A subject of six hours a week throughout the year.

Special Requirement To be eligible for assessment a student must have attended 80 per cent of classes. Prerequisite: Photography B.

Syllabus Photography C will provide the opportunity for experimentation with more advanced techniques and materials, the aim of which is to extend the student's theoretical knowledge and skills and to encourage creative innovation. The following program will be dealt with in lectures, tutorials, demonstrations and practical workshops: monochrome photographics of continuous tone elimination Process, pseudo-solarisation, bas relief, posterisation and tone line process, Agfa contour film process, toning and colour coupler processes, gum bichromate process; photographic equipment, studio and darkroom design; land and seascape photography or architectural and industrial photography, photographic design, montage and collage.

Books Reference: Croy, O Camera Close Up London: Focal Press 1970 Croy, O Croy's Creative Photography London: Focal Press 1975 Croy, 0 Design by Photography London: Focal Press 1972 Bachelor of Education (Art and Crafts) 307

Croy, O Graphic Effects by Photography London: Focal Press 1973 Feininger, A Photographic Seeing London: Thames & Hudson 1973 Frontiers of Photography New York: Time-Life International 1972 Kodak Creative Darkroom Techniques Rochester: Eastman Kodak Coy 1973 Langford, M Advanced Photography London: Focal Press 1974 Lundquist, P Photographies London: Focal Press 1974 Photographing Nature New York: Time-Life International 1973 •Swedlund, C Photography New York: Holt, Rinehart & Winston 1974 Woodhead, H Creative Photographic Printing Methods London: Focal Press 1975

Assessment Student progress will be determined by equal weighting of class part icipation in lectures, tutorials and studio workshops, and fieldwork, and progressive assessment of individual work in prescribed photographic exercises and assignments. Assessment of each experience will be based on the student's concepts and skills in the application of his/her knowledge and understanding of particular aspects of the syllabus.

PHOTOGRAPHY D (PGD00) 18 points

A subject of twelve hours a week throughout the year.

Special Requirement To be eligible for assessment a student must have attended 80 per cent of classes.

Prerequisite: Photography C.

Syllabus Photography D aims to foster individual expression, the ability to discover and recognise new relationships, to formulate ideas and feelings, and to develop new means and approaches to artistic realisation. Students will be encouraged to participate in exhibitions, to undertake commissions and excursions, and generally to operate in a professional manner. The following program will be dealt with in lectures, tutorials, demonstrations, practical workshops and field work, and will be primarily concerned, at this level, with creative photography and development of the student's perception of colour and composition: history of subject; photography as an art form; the role of the photographer in society; colour theory and analysis of modern colour processes; monocolour process; experimentation in colour photographics and applied infra-red photography; colour composition and psychological factors in colour photography; creative illustrative photography or photojournalism; figure and movement photography; creative, technical and theoretical aspects of teaching photography up to secondary school level.

Books Reference: Beaton, C & Buckland, G The Magic Image Boston: Little Brown & Coy 1975 Coke, Van Deren The Painter and the Photograph Albuquerque: Univ of New Mexico 1975 Feininger, A The Complete Colour Photographer London: Thames & Hudson 1972 Gemsheim, H & Gemsheim, A A Concise History of Photography London: Thames & Hudson 1971 Jay, B Views on Nudes London: Focal Press 1971 Kodak Handbook for the Professional Photographer vols 1-3 London: Kodak 1974-76 Langford, M Professional Photography London: Focal Press 1974 Lyons, N led) Photographers on Photography Englewood Cliffs (NJ): Prentice-Hall 1966 Mante, H Colour Design London: Focal Press 1972 Newhall, B History of Photography London: Secker & Warburg 1972 Scharf, A Art and Photography New York: Allen Lane 1974 •Swedlund, C Photography New York: Holt, Rinehart & Winston 1974 The Art of Photography New York: Time-Life International 1973 Color New York: Time-Life International 1973 308 Subject Descriptions

Great Photographers New York: Time-Life International 1973 The Great Themes New York; Time-Life International 1972 Photojournalism New York: Time-Life International 1972 Photography as a Tool New York: Time-Life International 1973 Special Problems New York: Time-Life International 1972

Assessment Student progress will be determined by equal weighting of class participation in lectures, tutorials and studio workshops, field work, progressive assessment of individual work in prescribed photographic exercises and assignments, and by submission at the completion of the subject of a folio of selected photographic works for inclusion in a group exhibition. Assessment of each experience will be based on the student's concepts and skills in the application of his/her knowledge and understanding of particular aspects of the syllabus.

PRINTMAKING B (PRBOO) 3 points

This elective subject offered to second year students involves three hours a week throughout the year. Prerequisite: Satisfactory completion of the Printmaking Unit of Studio Practice — Arts.

Syllabus A sequential, practical introduction to major printmaking techniques: (a) Single and Multicolour linocuts (b) Woodcuts and relief prints (c) Dry point line etching and aquatint (d) Screen printing. Theoretical studies of processes, materials and equipment.

Books Reference: •Edmondson, L Etching Wokingham: Van Nostrand-Reinhold 1973 •Elliott, B Silkscreen Printing London: OUP 1971 •Peterdi, G Printmaking London: Macmillan 1959 *Ross, J & Romano, C The Complete Printmaking London: Collier-Macmillan 1971

Assessment Assessment is based on the presentation of folios, and notes on processes, materials and equipment twice a year as well as on a final unaided project.

Additional information: Inquiries should be directed to Mr W Ferguson, Head of the Department of Art and Design, room 712, Arts Centre. PRINTMAKING C (PRCOO) 6 points

This elective subject offered to third year students involves six hours a week. Prerequisite: Printmaking B.

Syllabus A study of the main relief, intaglio and planographic processes. Intensive block-making for all purposes. Block-making related to other areas of study such as drawing from life, painting and design. Presentation and editioning, appreciation of contemporary printmaking — Australian and overseas, history of methods, lectures in methods of production.

Books As for Printmaking B. Bachelor of Education (Art and Crafts) 309

Assessment Assessment is based on the presentation of a folio of prints, proofs, ideas, notes on methods, processes and appreciation at the end of the year.

PRINTMAKING D (PRD00) 18 points

This subject offered to fourth year students involves twelve hours a week.

Prerequisite: Printmaking C.

Syllabus Intensive study of relief, intaglio and planographic processes. Mounting and preparation, storage and collection of prints, editioning, appreciation of contemporary prints — Australian and overseas, history of methods and study of methods of production. Development of a personal aesthetic related to printmaking.

Assessment Assessment is based on presentation of a folio of work, and notes on methods, processes, appreciation and ideas at the end of the year.

PROFESSIONAL EXPERIENCE D (SED80) 4 points

One day a week for 20 weeks or its equivalent. The requirements for completing this subject may be satisfied in a number of ways. 1. By attending a school for additional supervised teaching 2. By attending a school or other institution for studies or research related to the Year Four academic study 3. By attending a school for practice specifically related to the Year Four studio study undertaken 4. By working as an assistant/apprentice in an approved private or public studio/gallery/workshop or non-teaching department of this College 5. By such variations of the above which may be approved from time to time. For administrative purposes students will be attached to either the Department of Art and Design or the Department of Crafts according to enrolment in a Year Four studio study. Assessment is based on participation and involvement over the 20 days.

SCHOOL EXPERIENCE

School Experience is a compulsory component of the course in Years One, Two, and Three and allows students the opportunity to apply their acquired knowledge and developing skills while, at the same time, gaining an appreciation and awareness of the role of the art/craft teacher in the classroom and in the total school community. Over the three years, school experience of 70 days is allocated either in a block or on a concurrent basis, according to the year. Assessment, on a 'Satisfactory' or 'Unsatisfactory' basis is dependent on reports from supervisors at the schools of placement, from College Method of Teaching staff, College supervisors, and from the Head of the Department of School Experience. It is envisaged that the assessment at the conclusion of the final School Experience program will indicate that the particular student is ready for unsupervised teaching.

SCHOOL EXPERIENCE A (SEA80) 2 points

This component involves students in a two-week induction program in a primary school and a similar one week program in a secondary school. Students are encouraged to observe, in the broad sense, so that they are made aware of the many facets of a school, 310 Subject Descriptions its organisation, and its community involvement. Teaching may be attempted on a one to one basis initially, progressing from small to large groups at the discretion of the supervising teacher.

Assessment Assessment is based on the student's participation and involvement over the 15 days.

SCHOOL EXPERIENCE B (SEB80) 5 points

This component involves students in two block programs each of three weeks' duration. The first program involves induction into the secondary school as well as introduction to practice teaching; the second program places the emphasis on practice teaching. Preliminary and follow-up instruction for these programs is undertaken during Method studies in Art Education B.

Assessment Assessment is based on the student's participation and involvement over the 30 days.

SCHOOL EXPERIENCE C (SEC80) 5 points

This component involves students in two block programs each of three weeks' duration. Preliminary and follow-up instruction for these programs is undertaken during Method studies in Art Education C.

Assessment Assessment is based on the student's participation and involvement over the 30 days.

SCULPTURE

The approach in Sculpture is strongly student-centred. The autonomous student is able to experience the art of sculpture in a broad way, taking in any of the activities listed below. It is expected that students taking Sculpture B be concerned with a broad experience, while Sculpture C and D students spread themselves less and concentrate on depth studies in their selected areas.

Areas of Sculptural Experience The following gives detailed information relating to the main areas in Sculpture, and the activities students may follow in these areas: Constructed Sculpture The materials — aluminium, copper, brass, mild steel, tinplate, soft and hard plastics, acrylic, flexible materials and fabrics, and wood — constructed into works by various processes: glued, welded, sewn, soldered, rivetted, bolted, brazed, forged, nailed or screwed. Modelled or Carved Works Plaster, clay, wax, resin and cement are used in modelled works. Polyurethane, styrene, cast stone, lime-stone, composite stones and wood are used for carving. Kinetic Works Motor driven devices; works based on leverage, linkage, gears, belts, and power transmission; liquids as power and design media; objects to be moved by the spectator; and sound in relation to movement. Light Sculptures Natural light, artificial light, and polished and mirror surfaces. Environmental Works and Happenings To transcribe reality as authentically as possible (tableaux type), physical environments to which the body can relate, and happenings concerned with time segments as separate events or a juxtaposition of time sequence. Bachelor of Education (Art and Crafts) 311

Additional information: Inquiries should be directed to Mr W Ferguson, Head of Department of Art and Design, room 712, Arts Centre.

SCULPTURES (SRBOO) 3 points

This elective study offered to second year students involves three hours a week.

Syllabus The program is strongly student-centred, and the individual is encouraged to develop his/her ideas and express them in sculptural terms. Students are able to select activities and area of investigation appropriate to their individual needs. Students may specialise to some degree with studies in depth rather than being wide-ranging as in the first year. Experiences will be selected from the constructed, modelled, carved, kinetic, light, environmental and happening areas.

Books Reference: Battcock, C The New Art New York: Dutton 1966 Bowness, A Modern Sculpture London: Studio Vista c1965 Burnham, J Beyond Modem Sculpture: The Effects of Science and Technology on the Sculpture of this Century London: Lane 1968 Burnham, J The Structure of Art New York: Braziller 1971 Clarke, G & Comock, S A Sculptor's Manual London: Studio Vista c1968 Hunter, S American Art of the Twentieth Century London: Thames & Hudson 1973 Maillard, R A Dictionary of Modern Sculpture London: Methuen 1962 Maillard, R led) New Dictionary of Modern Sculpture 2nd edn New York: Tudor 1971 Meilach, D Soft Sculpture New York: Crown 1974 Meyer, U Conceptual Art New York: Dutton 1972 Muller, G The New Avant Garde London: Pall Mall Press 1972 Myers, B Sculpture: Form and Method London: Studio Vista c1965 Newman, T Plastics as sn Art Form London: Pitman 1965 Percy, H M New Materials in Sculpture 2nd edn London: Tiranti 1965 Read, H A Concise History of Modern Sculpture London: Thames & Hudson c1964 Journals: Art Forum Art International Studio International

Assessment In all Sculpture subjects, assessment will be continuous throughout the year without emphasis on any particular work. A capacity for self-assessment is necessary. No final examination. It is the student's responsibility to show evidence of the work produced in order to secure a pass. Any student who rates 'unsatisfactory' should know that his/her position will be discussed at length in conference between the Head of the Department, the staff member and the student concerned both at the half year and at the end of the year.

SCULPTURE C (SRCOO) 6 points

This elective subject offered to third year students involves six hours a week.

Prerequisite: Sculpture B.

Syllabus Students will be expected to be largely self-actualising and autonomous in their work. They will find opportunity to question traditional and experimental forms of expression as well as to consider the suitability of materials and techniques. The opportunity will still exist for students to work in any of the main areas of sculptural expression, but it would be expected that the student would select fewer areas and work at greater depth. 312 Subject Descriptions

Books As for Sculpture B.

Assessment As for Sculpture B.

SCULPTURE D (SRD00) 18 points

This elective subject offered to fourth year students involves twelve hours a week.

Prerequisite: Sculpture C.

Syllabus Students at this level will be expected to be self-actualising and autonomous in every way. They will be given absolute freedom of approach — assistance and advice being given only when requested.

Practical Work Practical work will be carried out in the appropriate work areas. Facilities of the ceramics areas will be made freely available to sculpture students. ,

Books As for Sculpture B.

Assessment As for Sculpture B.

SOCIOLOGY OF EDUCATION (DSD00) 12 points

This elective study offered to fourth year students comprises one lecture/seminar of three hours a week throughout the year. Prerequisite: Educational Sociology Unit of Education C or approved preliminary studies.

Syllabus The study provides the opportunity to specialise in three ways — The opportunity to study particular aspects of Australian Society particularly as they relate to current issues and developments in education. These could include alternatives in education, ideology in society, culture, the concept of equality of opportunity, parent involvement in education, the Schools Commission Reports — Poverty and Education and Education and the Arts. Development of a sociological perspective which will assist in the understanding of the above aspects of contemporary society might be developed through a critical examination of the schooling process, particularly as it relates to concepts of freedom in 'open' education and innovation, and how it reflects contemporary social and cultural issues. In Term 3 students will initiate and conduct an individual research project arising from an area of interest developed in the above topics. This will occasion the examination and use of research techniques developed in the social sciences.

Books Preliminary Reading: Aries, P Centuries of Childhood Harmondsworth: Penguin 1974 Mills, C W The Sociological Imagination Harmondsworth: Penguin 1973 Reference: Bernbaum, G Knowledge and Ideology in the Sociology of Education London: Macmillan 1977 Bessant, B & Spaull, A Politics of Schooling Carlton: Pitman 1976 Bachelor of Education (Art and Crafts) 313

Broom, L & Selznick, P Essentials of Sociology New York: Harper & Row 1975 Education and the Arts (A Joint Study of the Schools Commission and the Australia Council) Canberra: Summit Press 1977 Fitzgerald, R T Poverty and Education in Australia (Commission of Inquiry into Poverty Fifth Main Report ) Canberra: AGPS 1976 Fromm, E Fear of Freedom London: Routledge & Kegan Paul 1960 Williams, R Culture and Society 1780-1950 Harmondsworth: Penguin 1971 Wiseman, A & Aron, C P Field Projects for Sociology Students London: Shenkman 1970 Young, M led) Knowledge and Control London: Collier-Macmillan 1975

Assessment Assessment is based on student involvement in an extensive program of reading and discussion, and on the presentation of a research report of approximately 4,000 words.

Additional information: Inquiries should be directed to Ms Jan Allan, room 405, 1959 Building.

STUDIO PRACTICE — ARTS (SAA00) 7 points

This subject is taken by first year students and involves six hours a week.

Syllabus A broadly based introduction to the arts, in which students undertake work in four basic units. In each of these units, while the notion of art as a personal activity is encouraged, there will be some emphasis on the development of sound techniques and procedures. Units 1 and 2. Sculpture — Ceramics A studio-based program designed to introduce students to the concepts underlying contemporary sculpture and ceramics. Students are able to select activities and areas of investigation appropriate to their own needs from the main areas of sculptural experience and basic technical studies in ceramics. Unit 3. Painting Introduction to painting in both figurative and non-figurative modes and initial studies in direct painting from reality using a simple and permanent technique. Emphasis is placed on structural analysis. Unit 4. Printmaking An introduction to the major printmaking techniques such as intaglio and planographic processes, and to editioning, presentation of prints, history and methods, and studio organisation. Note: A half-day a week for one semester will be the usual time span for each unit, although by arrangement a student may proceed to the next if proficiency is proven. The full day each week may be used for a more flexible approach to integrated studies as arranged by the department concerned.

Books As specified by the lecturers concerned.

Assessment It should be noted that it is the student's responsibility to submit a folio, individual items of work and/or assignments as notified. An unsatisfactory result in one or more units will result in failure in the subject. If the degree of failure in the case of a one unit failure is not considered serious by the lecturer concerned, a pass may be awarded.

Additional information: Inquiries should be directed to Mr W Ferguson, Head of the Department of Art and Design, room 712, Arts Centre. 314 Subject Descriptions

STUDIO PRACTICE — CRAFTS (CRA00) 7 points

This subject is taken by first year students and involves six hours a week.

Syllabus A broadly-based introduction to the crafts, in which students undertake work in four basic units. The subject is intended to provide students with the opportunity to acquire essential skills and a firm understanding of basic procedures with various materials while undertaking meaningful personal projects consistent with the foregoing. In all units instruction in the correct and safe use of equipment will be given. Participation and involvement in the studio programs are essential and fundamental to achieving a satisfactory assessment. Unit 1. Garment Construction This unit is the first part of a major sequence in garment construction and fashion design, which includes the basic techniques for making simple garments, thus enabling students to gain an understanding of the various types of fabric. Unit 2. Metalcraft An introductory unit involving various techniques and processes suitable for working a diverse range of materials, but with emphasis on metals. Experiences will offer the opportunity to integrate materials and allow students the freedom to develop personal ideas and attitudes to the above knowledge. Unit 3. Textilecraft This unit forms an introductory study of basic textile techniques and processes, involving the following areas: stitchery, spinning, weaving, and knotting. Emphasis will be placed on development of individual skills and a personal approach. Unit 4. Woodcraft Within the limitations imposed by learning the various techniques and processes appropriate to making functional and non-functional objects in wood, students will be free to solve the problems posed in an individual manner to assist their personal development. The studio experience will offer opportunities to integrate diverse materials but with the emphasis placed on the working of timber in its various forms. Note: A half-day a week for one semester will be the usual time span for each unit although by arrangement a student may proceed to the next if proficiency is proven.

Books As specified by the lecturers concerned.

Assessment Student progress will be determined by progressive assessment in accordance with instructions issued before commencing each project. It should be noted that it is the student's responsibility to submit a folio, individual items of work and/or assignments as notified. An unsatisfactory result in one or more units will result in a failure in the subject. If the degree of failure in the case of a one unit failure is not considered serious by the department or lecturer concerned, a pass may be awarded.

Additional information: Inquiries should be directed to Mrs M Russell, Head of the Department of Crafts, room 308, Arts Centre.

TEXTILECRAFT B (TEBOO) 3 points

This elective subject offered to second year students involves three hours a week throughout the year.

Syllabus This subject involves a further development of, and intensive studies in, related textile areas covered in Studio Practice — Crafts. The following textile techniques form the basis for a more personalised investigation: Bachelor of Education (Art and Crafts) 315

Fires and Threads Fabric Structures (Primitive) Stitchery Textile Printing (Improvised) Books Reference: Atwater, M Byways in Handweaving New York: Macmillan 1973 Belfer, N Designing in Batik and Tie Dye Boston: Davis 1972 Birrell, V The Textile Arts New York: Schocken 1973 Collingwood, P The Techniques of Sprang London: Faber 1974 Crockett, C Cardweaving London: Pitman 1973 Fannin, A Handspinning New York: Van Nostrand-Reinhold 1970 Geddes, E & McNeill, M B/ackwork London: Mills & Boon 1965 Harvey, V Macrame New York: Van Nostrand-Reinhold 1967 Hein, G Fabric Printing London: Batsford 1972 Held, S Weaving — A Handbook for Fibre Craftsmen New York: Holt, Rinehart & Winston 1973 Mackenzie, D New Design in Crochet New York: Van Nostrand-Reinhold 1973 McNeill, M Pu/led Thread London: Mills & Boon 1972 Maile, A Tie & Dye Made Easy London: Mills & Boon 1971 Melen, N Drawn Threadwork London: Van Nostrand-Reinhold 1972 Springhall, D Canvas Embroidery London: Batsford 1969 Timmins, A Simple Patchwork London: Batsford 1973

Assessment Students will be assessed progressively throughout the year by submitting each unit of work on completion. The folio submitted for final assessment should include completed basic work from each of these four units. The award of 'pass' which will cover the majority of students will be decided by the lecturer in charge of the group. The review of failed candidates' work and the award of 'honours' will be made by a panel consisting of the Head of Department and all lecturers taking the particular aspect of craft in the current year.

Additional information: Inquiries should be directed to Mrs M Russell, Head of the Department of Crafts, room 308, Arts Centre.

TEXTILECRAFT C (TECOO) 6 points

This elective study offered to third year students involves six hours a week throughout the year. An alternative of three hours a week in the evening, as well as term vacation classes will be available in 1979. Prerequisite: Textilecraft B.

Syllabus A subject incorporating textile studies at an advanced level, within which opportunities are provided for the development of individual concepts and research in specific areas of study. Thread Forms Textile Printing Fabric Structures Embroidery.

Books Reference: Atwater, M Byways in Handweaving New York: Macmillan 1973 Belfer, N Designing in Stitching and Applique Boston: Davis 1972 Belfer, N Weaving — Design and Expression Boston: Davis 1975 Birrell, V The Textile Arts New York: Schocken 1973 316 Subject Descriptions

Black, M New Key to Weaving New York: Bruce 1971 Constantine, M & Larsen, J L Beyond Craft — The Art Fabric New York: Van Nostrand-Reinhold 1973 Gibbs, J Batik Unlimited London: Pitman 1974 Gray, J Machine Embroidery London: Batsford 1973 Hutton, H Textile Structures London: Batsford 1975 Meilach, D Creative Art from Fibres and Fabric London: Pitman 1972 Meilach, D Macrame Creative Design in Knotting London: Allen & Unwin 1971 Robinson, SA History of Dyed Textiles London: Studio Vista 1969 Robinson, S A History of Printed Textiles London: Studio Vista 1969

Assessment Students are to submit a folio of work at the conclusion of the year for final assessment by a panel consisting of the Head of Department and all lecturers taking the particular aspects of craft in the current year.

TEXTILECRAFT D (TED00) 18 points

This elective subject offered to fourth year students involves twelve hours a week throughout the year. Prerequisite: Textilecraft C.

Syllabus This subject enables students to undertake an intensive course of study in a specific area of textiles. Emphasis will be placed on personal involvement and the development of individual concepts in the area of specialisation. Supervised research into any related aspects of textilecraft is to form part of the final folio.

Books Reference: Atwater, M Byways in Handweaving New York: Macmillan 1973 Belfer, N Weaving — Design and Expression Boston: Davis 1975 Birrell, V The Textile Arts New York: Schocken 1973 Bress, H The Macrame Book New York: Scribners 1973 Collingwood, P The Techniques of Rug Weaving London: Faber 1968 Constantine, M & Larsen, J L Beyond Craft — The Art Fabric New York: Van Nostrand-Reinhold 1973 Davison, M A Handweaver's Pattern Book London: Swarthmore 1971 Gibbs, J Batik Unlimited London: Pitman 1974 Harcourt, R D Textiles of Ancient Peru and their Techniques Seattle: Univ of Washington Press 1974 Hutton, H Textile Structures London: Batsford 1975 Risley, C Macrame Embroidery -A Complete Guide London: Studio Vista 1973 Robinson, SA History of Dyed Textiles London: Studio Vista 1969 Robinson, SA History of Printed Textiles London: Studio Vista 1969 Storey, J Textile Printing London: Thames & Hudson 1974

Assessment Students are to submit a folio of work at the conclusion of the year for final assessment by a panel consisting of the Head of Department and all lecturers taking the particular aspect of craft in the current year.

WOODCRAFT B (WOB00) 3 points

This elective subject offered to all second year students involves three hours a week. Bachelor of Education (Art and Crafts) 317

Syllabus This subject involves a development and extension of the work covered in first year Studio Practice — Crafts. Further tuition in techniques and processes will be offered in the form of open-ended problem-solving activities which will enable students to develop and extend more fully their personal concepts and work direction. Stress will be placed on the importance of acquiring background knowledge and the necessary skills to assist the students as craftsmen and teachers. The safe use and maintenance of equipment, particularly power machines, will be a compulsory unit of work.

Books Reference: Collier, J W Wood Finishing Oxford: Pergamon 1967 Cox, P Rude Timber Buildings in Australia London: Thames & Hudson 1971 Forgione, J Wood Inlay New York: Van Nostrand-Reinhold 1973 Hartung, R Plywood London: Batsford 1971 James, G Woodturning Design and Practice London: Murray 1966 Joyce, E The Techniques of Furniture Making London: Batsford 1970 Keable, J Australian Woodworking Sydney: McGraw-Hill 1974 Laic, L Designing in Wood London: Harrap 1968 Matthews, J Pictorial Woodwork 3 vols London: Arnold 1963 Meilach, D Contemporary Art with Wood New York: Crown 1968 Molesworth, H D Three Centuries of Furniture in Colour London: Joseph 1972 Nilson, A Woodware London: Mills & Boon 1967 Nordness, L (ed) Objects USA New York: Viking 1970 Rottger, E 0-earire Woodcraft London: Batsford 1963 Soderberg, G Finishing Technology New York: McKnight 1969 Stokes, G Beginners' Guide to Woodturning London: Pelham 1974 Stokes, G Modern Woodturning London: Evans 1973 Wallis, N Australian Timber Handbook Sydney: Angus & Robertson 1970 Walton, J Woodwork in Theory and Practice Sydney: Austn Publ Coy 1972 Wilcox, D New Designs in Wood New York: Van Nostrand-Reinhold 1970 Zenker, F Design and Craft in Education Enfield: Dryad 1971 Zanker, F Foundations of Design in Wood Enfield: Dryad 1967

Assessment Students will be assessed progressively throughout the year by submitting each unit of work, as it is completed, to their lecturers. Participation and involvement are essential and fundamental to achieving a satisfactory assessment. There will not be a final examination. Students whose final assessment is considered unsatisfactory by their lecturer shall have their work also assessed by a second lecturer and the Head of Department and they, in conjunction with the group lecturer, shall make a final decision. WOODCRAFT C (W0000) 6 points

This elective subject offered to third year students involves six hours a week throughout the year. Prerequisite: Woodcraft B.

Syllabus An intensive program in which students will have the opportunity to develop and extend selected aspects of the subject in depth. Illustrated lectures will be given on specific techniques and processes related to student needs, and generally students will be encouraged to develop and research personal concepts. Work direction (lecturer and student initiated) may encompass one or more of the following: Small-scale forms Functional objects Non-functional objects — two dimensional 318 Subject Descriptions

Non-functional objects — three dimensional. Students will be expected to research materials and their associated technologies wherever the need arises some emphasis will be placed on twentieth century development of art concepts, materials, and their respective technologies.

Books As for Woodcraft B.

Assessment Students will submit their work at the conclusion of the year for assessment by a panel of Woodcraft staff chaired by the lecturer in charge of the year.

WOODCRAFT D (WOD00) 18 points

This elective subject offered to fourth year students involves twelve hours a week throughout the year. Prerequisite: Woodcraft C.

Syllabus This is a personal development subject in the area of woodcraft. It is intended to offer the individual the greatest possible degree of autonomy in order that personal involvement is developed and extended to a maximum. It is a year of specialisation, combining techniques of one's own choice with concepts and craftsmanship. Each student will determine his/her course commitment with the lecturer responsible. It is the responsibility of the student to acknowledge his/her commitment by presenting the product of his/her involvement at the conclusion of the year.

It is envisaged that students will engage in the development of highly personal concepts leading to the production of art objects. Such activity, whilst considering wood as a material, may draw extensively upon diverse media and technological systems. Students are expected to draw upon the skills and experience of other lecturers in the Department of Crafts, the resources of other departments on the College campus, and outside resources (industry).

Books As for Woodcraft B.

Assessment Students will submit their work at the conclusion of the year. It may take the form of all or any part of the following: writing, research, drawings and/or objects. The assessment will be undertaken by a panel of Woodcraft staff, chaired by the lecturer in charge of the year.

Diploma of Teaching (Primary) 319

Diploma of Teaching (Primary)

Contents

Regulations for the Course 321 Advice to Students 332 Subject Descriptions 336 Art 336 Asian Studies 338 Biology 338 Ceramics 340 Chemistry 342 Comparative Education 342 Computer Studies 345 Crafts 345 Design and Photography 350 Drama 353 Early Childhood Education 354 Economics 356 Educational Philosophy 357 Educational Psychology 360 Educational Sociology 362 Foundation Studies in English and Mathematics 367 French 368 Geography 368 History 370 History of Education 371 Human Sexuality 374 Language and Literature 374 Legal Studies 383 Mathematics 383 Media Arts 395 Music 397 Outdoor Education 400 Painting 405 Philosophy 406 Physical Education, Health and Recreation 409 Physics 417 Politics 418 Printmaking 419 Psychology 420 School Experience 421 School Studies 423 Science 446 Sculpture 451 Social Science 452 Sociology 456

Diploma of Teaching (Primary) 321

Regulations for the Course for the Diploma of Teaching (Primary)

1. To satisfy general entrance requirements for admission to the course for the Diploma of Teaching (Primary) a student must: (a) satisfy the university entrance requirements of the Victorian Universities and Schools Examination Board or its successor. Applicants who have failed to satisfy such requirements, but who have applied for special consideration may be admitted if the appropriate selection committee deems such selection to be warranted after taking the case of special consideration into account; or (b) possess other formal qualifications approved by the Board of Studies; or (c) be able to demonstrate to the satisfaction of the Board of Studies the motivation and capacity for tertiary studies. 2. To be awarded the Diploma of Teaching (Primary) a student shall have pursued studies for at least three years. 3. The subjects of the course and the conditions on which such subjects may be taken shall be prescribed from time to time by the Board of Studies. 4. The regulations for the course together with details of subjects and the prerequisite and special entry conditions shall be published in the Handbook of the Melbourne State College or supplements thereto. 5. No student may pursue a course of study or receive credit for subjects taken during a year of the course unless his/her selection of subjects has been approved by the Board of Studies. Approval will not be granted for a student to receive credit for two or more subjects determined by the Board of Studies as having substantial common content. It is the responsibility of each student to obtain approval of his/her selection of subjects. 6. (a) Progress in a student's course shall be expressed in terms of Years. The Years are defined by the cumulative totals of points credited to Study Categories. The points to be gained for each subject and their apportionment to Study Categories shall be prescribed from time to time by the Board of Studies and published together with details of subjects. (b) The Study Categories shall be: I School Experience Il Curriculum and Teaching Studies Ill Child Development and Learning Studies IV Discipline-based Education Studies V Discipline-based Studies VI Community Involvement. 7. A student shall be: (a) in Year 1 of the course until his/her cumulative total of points equals or exceeds 30; (b) in Year 2 of the course until his/her cumulative total of points equals or exceeds 71; lc) in Year 3 of the course until his/her cumulative total of points equals or exceeds 116.

8. Except where special permission is granted by the Board of Studies: la) a student in Year 1 of the course shall receive approval to enrol for subjects totalling no more than 42 points; (b) a student in Year 2 or Year 3 of the course shall receive approval to enrol for subjects totalling no more than 45 points. 322 Regulations

9. A student who has completed part or all of another course of study at the tertiary level or who has achieved professional experience relevant to the course may, with the approval of the Board of Studies, be given credit for this study or experience. 10. A student may be allowed to include in his/her course subjects offered in another course of this institution or of another institution providing the Board of Studies considers such subjects to be of an appropriate standard and relevant to the course, 11. (a) The points to be gained under Regulations 9 and 10, and the allocation of these points to appropriate Study Categories, shall be determined by the Board of Studies. (b) Except where special permission is granted by the Board of Studies the total number of points which may be gained by a student under Regulations 9 and 10 shall not exceed 80 towards the award of the Diploma of Teaching (Primary). 12. A student who does not satisfactorily complete a subject may be credited by the Board of Studies with points to be gained for that subject having regard to his/her performance in all subjects taken by him/her (whether taken in one year or more) in accordance with principles determined by the Board of Studies. 13. The Diploma of Teaching (Primary) may be granted to a student who has completed the prescribed conditions and who has: (a) completed the subjects: School Studies Al School Experience A Foundation Studies in English and Mathematics

School Studies B1 School Experience B

School Studies Cl School Experience C; (b) completed other School Studies B and C subjects which have been approved by the Board of Studies as ensuring coverage of designated aspects of the primary school curriculum (see Note 1); (c) by completion of these and other subjects attained a cumulative total of points that equals or exceeds 116 within which — (i) in Category 1, School Experience, there be at least 24 but not more than 26 points; (ii) in Category II, Curriculum and Teaching Studies, there be at least 21 points; (iii) in Category Ill, Child Development and Learning Studies, there be at least 6 points; (iv) in Category IV, Discipline-based Education Studies, there be at least 8 points; (v) in Category V, Discipline-based Studies, there be at least 39 points of which not less than 21 points be for a sequence of related studies approved by the Board of Studies (see Note 2) taken over two or three years of the course and which includes no more than 9 points for A level subjects; (vi) in Category VI, Community Involvement, there be not more than 9 points.

14. The allocation and categorisation of point scores appears in the table of subjects. 'A' coded subjects are first year level studies which may be taken by students in any year of the course. 'B' coded subjects comprise studies for which the prerequisite conditions have been met and may be taken by students enrolled in Year 2 or 3 of the course. Diploma of Teaching (Primary) 323

'C coded subjects comprise studies for which the prerequisite conditions have been met and may be taken by students enrolled in Year 3 of the course. Note 1: The designated aspects of the primary school curriculum are: (i) art-craft, music, drama in the primary school; (ii) movement and physical education in the primary school; (iii) science and social science studies in the primary school; (iv) media and resources in the primary school.

Note 2: (i) Related Study Area 1 — art, ceramics, crafts, design and photography, painting, printmaking, and sculpture subjects; (ii) Related Study Area 2 — communication-media, drama, language, and literature subjects; (iii) Related Study Area 3 — mathematics subjects; (iv) Related Study Area 4 — music subjects; (v) Related Study Area 5 — outdoor and physical, health and recreation education subjects; (vi) Related Study Area 6 — biology, chemistry, geography, physics, and science subjects; (vii) Related Study Area 7 — economics, geography, history, legal studies, philosophy, politics, psychology, social science, and sociology subjects.

These regulations should be read and interpreted in conjunction with all documents • relating to procedures of the Board of Studies. 324 Table of Subjects

Table of Subjects Categories and Points Subjects -- Total I II III IV V VI

School Experience and School Studies Subjects

•School Experience A 3 3 B 8 8 C 9 9 School Studies Al 9 4 3 2 A2 5 5 B1 12 6 6 B3 6 6 B44 4 4 Cl 4 4 C2 2 2 C13 2 2 C14 2 2 C15 2 2 C17 2 2 C18 2 2 C21 2 2 C22 4 4 C25 2 2 C26 2 2 C27 2 2 C28 2 2 C29 2 2 C32 4 4 C35 2 2 C42 2 2 C43 2 2 C45 4 4 C47 4 4 C48 4 4 C49 4 4 C51 2 2 C52 2 2 C58 2 2 C59 2 2 C60 2 2 C61 2 2 C62 2 2 C65 2 2 C66 2 2 C67 2 2 C68 2 2 C69 2 2 C72 2 2 C84 2 2 Diploma of Teaching (Primary) 325

Categories and Points

Subjects A Total I Il Ill IV V VI

C85 4 4 C86 2 2 C87 2 2

Education Subjects Comparative Education 811 9 9 812 4 4 B13 4 4 814 4 4 815 4 4 B16 4 4 B17 8 4 4 Early Childhood Education C 12 4 4 4 Educational Philosophy 81 9 9 82 6 6 83 6 6 B4 6 6 B6 6 6 87 6 6 88 6 6 B9 4 4 Educational Psychology B1 12 6 6 82 9 3 6 C 12 6 6 Educational Sociology 81 4 4 B3 4 4 B4 4 4 B11 9 9 Cl 4 4 C2 4 4 C3 4 4

History of Education 81 9 9 B2 9 9 83 4 4 B4 4 2 2 85 4 4 B6 4 4

Related Study Area 1 — Art, Crafts Subjects Art A 9 3 6 81 6 6 B2 6 6 Ceramics 81 6 6 Cl 12 12 Crafts 81 6 6 82 6 6 83 6 6 326 ,Table of Subjects

Categories and Points Subjects Total I II III IV V VI

B4 6 6 Cl 12 12 C2 12 12 C3 12 12 C4 12 12 Design and Photography Al 6 6 A2 3 3 B1 6 6 B2 6 6 B3 6 6 Painting B1 6 6 Cl 12 12 Printmaking B1 6 6 Cl 12 12 Sculpture B1 6 6 Cl 12 12

Related Study Area 2 — Communication, Language, Literature Subjects Drama Al 5 5 A2 4 4 B11 6 6 B12 6 6 B13 6 6 B14 6 6 B15 6 6 816 6 6 French A 9 9 Language and Literature A2 9 9 A3 9 2 7 A11 3 3 Al2 3 3 A16 3 3 B2 12 12 B3 12 12 B4 12 12 B5 12 12 ! B6 4 4 B7 4 4 B8 4 4 C2 12 12 C3 12 2 2 8 C4 12 12 Media Arts A4 3 3 A5 3 3 A6 3 3 B1 6 6 B2 6 6 Diploma of Teaching (Primary) 327

Categories and Points Subjects Total I II III IV V VI

B3 6 6 84 6 6 86 6 6 87 6 6 88 6 6 89 6 6 810 12 2 10 811 12 12

Related Study Area 3 — Mathematics Subjects Computer Studies A 9 9 Mathematics A01 3 3 A02 3 3 A03 3 3 A04 3 3 A05 3 3 A11 3 3 A21 3 3 A22 3 3 A31 3 3 A41 3 3 A61 3 3 B01 4 4 B02 4 4 804 4 4 805 4 4 811 4 4 B12 4 4 B21 4 4 822 4 4 831 4 4 832 4 4 B33 4 4 841 4 4 842 4 4 B51 4 4 B61 4 4 ,r-L) B62 4 4 1371 4 4 C01 4 4 CO2 4 4 CO3 4 4 C04 4 4 C11 4 4 C21 4 4 C31 4 4 C32 4 4 C33 4 4 C41 4 4 328 Table of Subjects

Categories and Points Subjects Total I Il Ill IV V VI

C51 4 4 C61 4 4 C62 4 4

Related Area Study 4 — Music Subjects Music Al 9 9 A92 9 9 B1 12 12 B92 12 12 C 12 12

Related Study Area 5 — Outdoor and Physical Health and Recreation Education Subjects Outdoor Education Al 1 1 A2 3 3 A3 1 1 A4 1 1 A5 1 1 B10 3 3 B11 5 5 C 10 10 Physical Education, Health and Recreation A 9 3 6 B1 8 2 6 B2 4 1 3 B3 4 1 3 B4 3 3 C1 4 4 C2 4 4 C3 4 2 2 C4 4 2 2 C5 4 4 C6 4 4 C7 4 4

Related Study Area 6 - Science Subjects Biology Al 9 9 A2 9 9 B01 3 3 B02 3 3 B03 3 3 B04 3 3 B05 3 3 B06 3 3 Diploma of Teaching (Primary) 329

Categories and Points Subjects Total I II III IV V VI

B07 3 3 B08 3 3 B09 3 3 B10 3 3 B11 3 3 B12 3 3 C01 6 6 CO2 6 6 CO3 6 6 C04 6 6 C05 3 3 C06 3 3 Chemistry Al 9 9 A2 3 3 Geography Al 3 3 A2 3 3 A3 3 3 B1 4 4 B4 4 4 B5 4 4 Cl 4 4 C5 4 4 C7 4 4 Physics A01 2 2 A02 2 2 A03 2 2 A11 3 3 Al2 2 2 Science Al 9 9 A2 9 9 A3 9 9 B 12 12 Cl 12 12 C2 12 12 Related Study Area 7 — Social Sciences, Humanities Subjects Asian Studies A 9 9 Economics Al 4 4 A2 5 5 B1 12 12 Cl 4 4 C2 4 4 C3 4 4 C4 4 4 C5 4 4 C6 4 4 C8 4 4 C9 4 4 330 Table of Subjects

Categories and Points Subjects Total I II Ill IV V VI

Geography Al 3 3 A2 3 3 A3 3 3 B2 4 4 B3 4 4 B6 4 4 C2 4 4 C3 4 4 C4 4 4 C6 4 4 History All 9 9 A13 9 9 B12 12 12 B13 12 12 B14 12 12 B15 12 12 B16 6 6 B17 6 6 B18 6 6 Legal Studies A 9 9 Philosophy Al 9 9 A2 3 3 A3 3 3 A4 3 3 B1 12 12 B5 6 6 B6 6 6 B7 6 4 2 B8 3 3 B9 3 3 Cl 9 9 Politics A 9 9 811 6 6 B12 6 6 B13 6 6 815 6 6 816 6 6 817 6 6 B18 6 6 B19 6 6 B20 6 6 B21 6 6 B22 6 6 Diploma of Teaching (Primary) 331

Categories and Points Subjects Total I II III IV V VI

Psychology A 9 9 B 12 12 C 12 12 Social Science A 9 7 2 B4 4 2 2 B7 4 4 . 88 4 4 B10 4 4 B11 4 4 B12 4 4 B13 4 4 Sociology A 9 9 B 12 12 C 12 12

Other Subjects Foundation Studies in 9 9 English and Mathematics Human Sexuality 3 3

Community Involvement Programs as Category VI approved by the points allocated Course Committee to programs on the basis of no more than 1 point for 4.5 days successfully completed.

'School Experience: Programs as arranged and approved by the Course Committee in consultation with the Department of School Experience. Category I points allocated to programs on the basis of 1 point for 4.5 days successfully completed. 332 Advice to Students

Advice to Students

Students commencing the course in 1979 undertake the three years of the Diploma of Teaching (Primary) course as described in this handbook. It should be noted however that the College has made application to the State College of Victoria (SCV) for the introduction of a four-year Bachelor of Education (Primary) course in 1979. If this application is successful, the effect would be that students who complete the three years of the course described in this handbook [thereby gaining the award of Diploma of Teaching (Primary) J would be eligible, after teaching experience of not less than one year, to proceed to fourth year studies. Successful completion of such studies would lead to the award of the Bachelor of Education. As soon as accreditation is received from the SCV, details of the Bachelor of Education (Primary) course will be made available to students enrolled in the Diploma of Teaching (Primary) course. Students selected for admission to, or re-enrolling in, the course for the Diploma of Teaching (Primary) (DTP) should carefully examine the course information contained in this handbook, and thoroughly discuss the structure of the course with their course adviser before making their subject selections. The DTP course offers a 'concurrent' program of school experience, education and teaching studies, and personal development studies. By exercising choice in subject selection the student has opportunity to determine the precise content and balance of his/her course of study. A particular effort is made to ensure that all students in their first year, through experience in primary schools, have an opportunity to assess their commitment to teaching.

General

The DTP course provides a basic preparation for general classroom teaching in a primary school. The Diploma has national recognition as a basic three year teacher education course, and qualifies the holder for registration by the Primary Teachers' Registration Board of Victoria. The Diploma also qualifies the holder for admission to a number of specialist graduate diploma teacher education courses and, together with some teaching experience, to other fourth years of study including studies leading to the award of the SCV Bachelor of Education degree.

Course Advisers

On admission to the course each student is allocated to a course adviser. The advisers provide information and assistance relevant to the course, and counselling in course planning and subject selection. They must authorise a student's subject enrolments and subsequent amendments to these. The course advisers are listed on pages 40-41.

Subjects and Points

Each subject taken in the course carries a points allocation which reflects the overall time involvement which it demands. Time involvement includes lectures, tutorials, practical sessions, field work, library work, and private study. On successful completion of a subject, the points value is credited on the student's course record in one or more of these categories: I School Experience II Curriculum and Teaching Studies Ill Child Development and Learning Studies IV Discipline-based Education Studies V Discipline-based Studies VI Community Involvement. Diploma of Teaching (Primary) 333

The categories enable an analysis and summary to be made of the content of the student's course in terms of the major elements of a teacher education and training program. Requirements of the course are expressed in the Regulations (see pages 321-323) through minimum points to be gained in these categories, and the table of subjects (see pages 324-331) shows the points allocation for each subject.

Course Structure

Within the overall requirement of 116 points students must complete the following specific studies: • Major Study A: Professional Study and Practice Program — In each year of the course students must enrol for the appropriate School Experience and School Studies subjects in order to complete this major study requirement which will normally total 46 points in Categories I, II, III, and IV. • Foundation Studies in English and Mathematics — This is a compulsory Year 1 subject for 9 points in Category V. • Major Study B: Discipline-based Personal Development Study — By the end of Year 3 students must have gained at least 21 Category V points in one of the Related Study Areas (see Regulation Note 2, page 323) with no more than 9 of the points for A level subjects. These points may be attained over two or three years. • Education Study — By the end of Year 3 students must have gained at least 8 Category IV points for discipline-based education study.

First Year Studies

Students commence their Major Study A (Professional Study and Practice Program) by enrolling for School Studies Al (9 points) and for School Experience A for at least 3 points. They must also enrol for Foundation Studies in English and Mathematics (9 points). Two other 9 point subjects or their equivalent must be selected. Students are advised to select 9 point A level studies from each of two Related Study Areas. Normally the Major Study B (Discipline-based Personal Development Study) will be developed within one of the areas selected in Year 1. In the interests of breadth of study and consistent with the course's generalist aim, Year 1 students are advised to select A level studies as follows: • 9 points in one of the Related Study Areas 1, 2, 4, or 5; • 9 points in one of the Related Study Areas 3, 6 or 7.

Second Year Studies

Students continue their Major Study A by enrolling in School Studies B1 (12 points) and School Experience B for at least 8 points. This provides for the required minimum coverage of the language arts and mathematics aspects of the primary school curriculum in conjunction with child development and learning studies. It is recommended that students select a subject or subjects which will gain them 6, 9 or 12 Category IV points (Discipline-based Education Studies). Students are advised to extend their Major Study B through selection of B level subject(s) in one of the Related Study Areas from which A level studies were selected in Year 1 It is possible for students to commence A level studies in a new Related Area in Year 2 and to develop their Major Study B in this area over Years 2 and 3. 334 Advice to Students

Third Year Studies

Students complete their Major Study A by enrolling in School Studies Cl (4 points), other School Studies C subjects, and School Experience C for at least 9 points. Each student's Year 3 School Studies program must be approved to ensure that his/her course of study includes a comprehensive coverage of all those aspects of the primary school curriculum not otherwise incorporated within their Major Study A. Enrolments must be made in each of the School Studies C subjects in a basic set except where equivalent content has been covered through enrolment in some other subject. Course advisers use the following guidelines in determining an approved program.

Curriculum Aspect Required Minimum Coverage Provided by Satisfactory Completion of —

General School Studies Cl

Art Craft Education School Studies C21 or Art A

Music Education School Studies C25 or C26

Movement and School Studies C27 or Physical Education, Physical Education Health and Recreation A

Science and Social School Studies C60 Science Studies

Media and Resources School Studies C84 or C85

Enrolment in School Studies C2 is recommended for Year 3 for students who have not taken Educational Psychology subjects. Once the requirements defined above have been met, students should expand their Year 3 School Studies program by selecting further subjects which extend the depth and breadth of their curriculum and teaching studies. Selections should take account of the student's strengths and weaknesses, and the most recent information on the needs of employing authorities and the schools. Students must select other subjects to ensure that by the end of Year 3 they will have accrued not less than 8 points for Category IV studies and not less than 39 points for Category V studies of which 21 points must be achieved towards the Major Study B.

General Guideline

(a) Subject selections must ensure that all course requirements detailed in the Regulations are met. After selection of subjects in each year to ensure conformity with the basic subject requirements of the course, the selection of 1, 2, 3 or 4 point subjects is encouraged as a means of providing increased breadth of study. The year by year maximum enrolments are 42, 45 and 45 points respectively. (b) Subject selections in the first year of the course should allow for the later completion of the discipline-based personal development study (Major Study B) and may establish the foundations for a specialisation which will be taken up at some future time in the teacher's career. In planning second and third year studies within the course, and in providing for a possible fourth year course of study in some future years, students should familiarise themselves with information on prerequisite subjects, and with any recommendations regarding prior studies. Diploma of Teaching (Primary) 335

(c) Subject selections should achieve a course of study which maximises prospects for employment of the graduate as a generalist primary teacher. As far as possible, course advisers are supplied with up to date information on the criteria being used by employers in offering positions to qualified primary teachers, and on projected demands for teachers. This information is communicated to students in the form of recommendations at the time of subject selection.

Course Administration

The Diploma of Teaching (Primary) Course Committee is responsible for the administration, evaluation and development of the DTP course on behalf of the Board of Studies. The Committee (see membership, page 36) recommends to the Board on course structure, regulations, content, and enrolment. It administers selection and credit policies and course advice recommendations. It monitors students' progress through the course and the quality of teaching within the course. It recommends on appointment of selection officers and course advisers, and establishes special committees to investigate and recommend on particular issues. Students wishing to communicate with the Course Committee should do so through the DTP Course Office, room 401, 1959 Building, where they can consult the Co-ordinator of Studies (Mr G Poynter) or the Course Committee Secretary (Ms F Clyne).

Assessment

Within the general guidelines that all subjects in the course should be assessed on a progressive basis rather than through a single assignment or examination, each department has its own assessment procedures and policy on grading of results. Basic information on assessment procedures for each subject is included with the subject descriptions in this handbook. This information cannot be altered by a teaching department without the written approval of each student enrolled in the subject. Many departments consult with their students before finalising the details of assessment procedures. Full details of assessment procedures must be available within the first third of a subject's duration. Result gradings which may be used for a subject are 'Distinction', 'Credit', 'Pass', 'Fail'. In some subjects only 'Pass' and 'Fail' are used. Results for every subject attempted are entered on each student's record and, after completion of the course, transcripts of these results are supplied to the student on request. The transcripts are often required by employers as they provide more detailed information than is given on the actual Diploma award.

Course Procedures

Procedures are set down for deferring entry to the course, applying for credit for previous studies, seeking permission for enrolment in a subject outside the course Regulations, changing enrolments, withdrawing from subjects, seeking leave of absence from the course, and for receiving special assistance or consideration. Information and guidance on these and related matters can be obtained from course advisers and the Co-ordinator of Studies at the DTP Course Office. Students who are experiencing any difficulties with their studies through personal circumstance or other reasons should consult their course adviser, the Co-ordinator, or the Student Services Officer (Mr V Callaghan) at an early stage.

Books

The subject descriptions in the next section of this handbook include booklists. Students are advised to read any material listed as preliminary reading before classes commence. Books marked with an asterisk ('1 are set texts, and each student must have his/her own copy of each book so marked. Books listed as reference books are highly recommended and may be purchased if so desired. 336 Subject Descriptions

ART A (ATA00) 9 points

A subject of six hours a week throughout the year. Three hours will be devoted to Art Education and three hours will be taken up with studio practice. This subject seeks to establish and develop considered attitudes and responses to art, artists and art education, and to provide opportunity for the student to develop a personal involvement in two art and crafts forms.

Prerequisite: Nil.

Subject Structure Students will undertake the course work syllabus detailed below, and select two studio units, one of which must be taken in each half year unit.

Assessment — General Assessment is based on a satisfactory result in coursework and in two studio units. The overall result will be expressed as 'unsatisfactory', 'pass', 'credit' or 'distinction'.

Course Work Three hours of class work a week. Major topics will be introduced to combined lecture groups. Lectures will be further developed in tutorial sessions involving the students in discussions, reports and investigations.

Syllabus Development: A study of the characteristic ways in which children develop visual concepts and ways in which children perform in art. Experience: The relationship between environment and individual expression. Motivation: Studies in the ways an adult may assist children in both their art thinking and their art skills. Expression: Art as a means of personal expression with provision for the expression of both normal and exceptional children. Art, Man and Environment Art and Communication: Individual responses to art.

Practical Sessions Practical sessions involve exploration of the possibilities and limitations of media suitable for primary school children. Areas of activity will include: Drawing and Painting Printmaking Threads and Textiles Clay and Constructions.

Assessment Each student will contract to submit one essay orientated towards child art, carry out an investigation into some aspect of art education decided by the student in consultation with the tutor, contribute to the tutorial program and become personally involved in the practical sessions. Assessment will be progressive throughout the year. Each aspect of the contract must be completed satisfactorily.

Books Reference: Eisner, E Educating Artistic Vision London: Collier-Macmillan 1972 Eisner, E & Ecker, D Readings in Art Education Waltham (Mass): Blaisdell 1966 Gaitskell, C & Hurwitz, A Children and Their Art New York: Harcourt Brace & Jovanovich 1975 Lansing, K Art, Artists and Art Education New York: McGraw-Hill 1965 Linderman, E & Herberholz, D Developing Artistic and Perceptual Awareness Iowa: Brown 1975 Diploma of Teaching (Primary) 337

Lowenfeld, V & Brittain, W L Creative and Mental Growth New York: Macmillan 1972 McFee, J Preparation for Art San Francisco: Wadsworth 1970

Studio Units Students are to select both units 1 and 2, or any other two units in combination, within the limitations of enrolment quotas and timetable availability. Broadly based introductions to art: In each of these units, while the notion of art as a personal activity is encouraged, there will be some emphasis on the development of sound techniques and procedures. Units 1 and 2: Sculpture & Ceramics A studio-based program designed to introduce students to the concepts underlying contemporary sculpture and ceramics. Students are able to select activities and areas of interest appropriate to their own needs from the main areas of sculptural experience and basic technical studies in ceramics. Unit 3: Painting Introduction to painting in both figurative and non-figurative modes and initial studies in direct painting from reality using a simple and permanent technique. Emphasis is placed on structural analysis. Unit 4: Printmaking An introduction to the major printmaking techniques such as intaglio and planographic processes, and to editioning, presentation of prints, history and methods, and studio organisation. Unit 5: Garment Construction This unit is the first part of a major sequence in garment construction and fashion design which includes the basic techniques for making simple garments, thus enabling students to gain an understanding of the various types of fabric. Unit 6: Metalcraft An introductory unit involving various techniques and processes suitable for working a diverse range of materials, but with emphasis on metals. Experiences will offer the opportunity to integrate materials and allow students the freedom to develop personal ideas and attitudes in relation to the above knowledge. Unit 7: Textilec raft This unit forms an introductory study of basic textile techniques and processes, involving the following areas: stitchery, spinning, weaving, and knotting. Emphasis will be placed on development of individual skills and a personal approach.

Unit 8: Woodcraft Within the limitations imposed by learning the various techniques and processes appropriate to making functional and non-functional objects in wood, students will be free to solve the problems posed in an individual manner to assist their personal development. The studio experience will offer opportunities to integrate diverse materials but with the emphasis placed on the working of timber in its various forms.

Assessment Student work in a unit will be assessed as 'satisfactory' or 'unsatisfactory' according to the criteria for assessment set by the department offering the unit.

Additional information: Inquiries should be directed to Mr J Bisset, room 616, Arts Centre. ART B1 (ATB01) 6 points

A subject of three hours a week throughout the year. This subject is designed for students wishing to extend their studies of art education.

Prerequisite: Art A.

Syllabus Themes introduced in the art education section of Art A will be developed by 338 Subject Descriptions

examination and discussion of recent writings, reports and investigations related to the teaching of art to children of primary school age. Amongst the themes to be examined are the nature of child art, the role of the teacher in art, curriculum development, current developments, current practice, appreciation, aesthetics, and classroom management. Arising from these themes practical projects, such as curriculum materials, will be planned, prepared and their use evaluated. At least one of these practical projects will be a group or team project.

Books Arnheim, R Visual Thinking San Francisco: Univ of Calif Press 1969 Jefferson, B Teaching Art to Children Boston: Allyn & Bacon 1969 Pappas, G Concepts in Art Education Toronto: Macmillan 1970 Reading lists outlining additional references will be provided at the commencement of the subject.

Assessment Each student will contract to submit one essay oriented towards art in the primary school, carry out and evaluate a project in art education as decided by the student in consultation with the lecturer, and contribute to and become personally involved in the seminar program. Assessment will be progressive throughout the year. Each aspect of the contract must be completed satisfactorily.

ART B2 (ATB02) 6 points

A subject of three hours a week throughout the year. This subject is designed for students wishing to extend their personal experience in work with materials in ways not covered by other B level Art or Crafts subjects. Prerequisite: Art A.

Syllabus In practical sessions students will develop selected material studies based on activities presented in Art A. The subject offers experiences which are considered to be of particular relevance to primary art education and which involve the integration of materials in activities such as puppetry and picture-making. At least one practical unit will be a group or team project.

Books Gaitskell, C & Hurwitz, A Children and Their Art New York: Harcourt Brace & Jovanovich 1975 Linderman, E W & Linderman, M M Crafts for the Classroom New York: Macmillan 1977 Sparkes, R Teaching Art Basics London: Batsford 1973 Reading lists relevant to the areas selected will be provided at the commencement of the subject. Students will also be required to compile a suitable annotated bibliography.

Assessment Assessment will be determined by participation during sessions, folio content, and presentations to the group.

ASIAN STUDIES A (ANA00) 9 points

Tradition and Modernity: An Introduction See subject description on page 89.

BIOLOGY Al (BIA00) 9 points

See subject description on page 91. Diploma of Teaching (Primary) 339

BIOLOGY A2 (BIA02) 9 points

Human Biology See subject description on page 91.

BIOLOGY B01 (BIB01) 3 points

Plant Diversity See subject description on page 92.

BIOLOGY B02 (BIB02) 3 points

Australian Fauna and Flora See subject description on page 93.

BIOLOGY B03 (BIB03) 3 points

Invertebrate Zoology See subject description on page 93.

BIOLOGY B04 (BIB04) 3 points

Vertebrate Zoology See subject description on page 94.

BIOLOGY B05 (BIB05) 3 points

Plant Physiology See subject description on page 94.

BIOLOGY B06 (BIB06) 3 points

Animal Physiology See subject description on page 94.

BIOLOGY B07 (BIB07) 3 points

Population Ecology See subject description on page 95.

BIOLOGY B08 (BIB08) 3 points

Community Ecology See subject description on page 95. BIOLOGY B09 (BIB09) 3 points Microbiology See subject description on page 96. 340 Subject Descriptions

BIOLOGY B10 (BIB10) 3 points Biochemistry See subject description on page 96.

BIOLOGY B11 (BIB11) 3 points

Genetics See subject description on page 97.

BIOLOGY B12 (BIB12) 3 points

Nutrition See subject description on page 97. BIOLOGY CO1 (BIC01) 6 points

Advanced Genetics See subject description on page 98.

BIOLOGY CO2 (BICO2) 6 points

Advanced Physiology/Biochemistry See subject description on page 98.

BIOLOGY CO3 (BIC03) 6 points

Advanced Ecology See subject description on page 99.

BIOLOGY C04 (BIC04) 6 points

Selected Studies of Australian Fauna and Flora See subject description on page 99.

BIOLOGY C05 (BIC05) 3 points

Research Project in Biology See subject description on page 99. BIOLOGY C06 (BIC06) 3 points

Evolution See subject description on page 100.

CERAMICS

Students should read the outline of the Ceramics Course Development, provided on pages 281-3 of this handbook, in conjunction with the following subject descriptions. Diploma of Teaching (Primary) 341

CERAMICS B1 (CEB90) 6 points

A subject of three hours a week.

Prerequisite: Art A with demonstrated aptitude in Ceramics.

Syllabus This subject continues to develop the broad practical approach of the first year. The program is strongly student-centred, and the individual is encouraged to develop ideas further and to express them in ceramic terms. Although emphasis is placed on experience with a wide range of techniques, students may choose to extend their involvement with one or more specific approaches as personal forms of expression develop. Students are expected to further basic technical studies in the following areas: Body preparation and testing. Glazing: classification, sources of raw materials, calculation and recipe formulation. Kilns and kiln management: firing techniques and reaction of ceramic materials to heat.

Books Refer to lists in Ceramics Course Development, pages 281-3.

Assessment Assessment is continuous and is based on each student's participation throughout the subject, largely in terms of involvement and response. Students will be encouraged to engage in the process of self-assessment. Each student will be assessed as 'satisfactory' or 'unsatisfactory'. It is the student's responsibility to show evidence of the work produced in order to secure a pass. Any student who is rated 'unsatisfactory' by his/her lecturer should know that his/her position will be discussed at length in conference between the Head of the Department, the staff member and the student concerned, both at the half year and at the end of the year.

Additional information: Inquiries should be directed to Mr W Ferguson, Head of the Department of Art and Design, room 712, Arts Centre.

CERAMICS Cl (CEC90) 12 points

A subject of six hours a week.

Prerequisite: Ceramics B.

Syllabus Students are expected to develop a more personal manner of expression and to investigate the potential of combining other media with ceramics. As part of their involvement, students are required to participate in the organisation and maintenance of the ceramics studio. Students electing a major study in ceramics are expected to undertake more detailed technical studies in the following areas: Clay and Body Preparation: Each student is expected to prepare, test and evaluate a clay body suitable for studio application. Glazes and Glazing: Geological and mineral sources of raw materials and calculation of recipes or formulae. Each student is expected to develop, test and evaluate high temperature (+1300°C) glaze base and detail the following — colouring agents, influence of kiln atmosphere, and reaction to various clays and bodies. Kilns and Kiln Management: Students are encouraged to participate in the design, construction and operation of a solid fuel kiln. Operation of kilns — specific reference to the theory of firing and to pyrometrics. Kiln furniture. Workshop and Studio Practice: This area is an essential background study for students wishing to undertake Ceramics D in fourth year.

Books Refer to lists in Ceramics Course Development, pages 281-3. 342 Subject Descriptions

Assessment As for Ceramics B.

CHEMISTRY Al (CHA00) 9 points

Chemistry in the World See subject description on page 101.

CHEMISTRY A2 (CHA02) 3 points

Chemistry for Changing Times See subject description on page 101.

COMPARATIVE EDUCATION B11 (CDB11) 9 points

Comparative Issues in Education — England and Australia A subject of four class hours a week throughout the year. Prerequisite: Nil. Syllabus After a brief examination of the purpose and methodology of comparative education, students in this cross-cultural study will concentrate on a selection of the current issues in education in Australia and England. The issues may include progressive schooling, religion and education, equality and educational opportunity, the supply and training of teachers, and teacher unionism and politics. During the year information will be provided on the background to the issues, and the educational structure of each country.

Books Australia: D'urso, S Changes, Issues and Prospects in Australian Education St Lucia: Univ of Q'Id Press 1978 Fitzgerald, R T Through a Rear Vision Mirror Melbourne: ACER 1975 Jones, P E Education in Australia Sydney: Nelson 1974 Spaull, A D Australian Teachers from Colonial Schoolmasters to Militant Professionals Melbourne: Macmillan 1977

England: Bell, R Education in Great Britain and Ireland London: Routledge & Kegan Paul 1973 Dent, H C The Education System of England and Wales London: Univ of London Press 1969 Gosden, P H The Evolution of a Profession Oxford: Blackwell 1972 King, R Education London: Longman 1977 Osborne, G S Scottish and English Schools London: Longman 1966 Pratt, J Your Local Education Harmondsworth: Penguin 1973

Assessment Assessment will be based on class participation and exercises, and two major assignments. Assessment details will be finalised in consultation with students.

Additional information: Inquiries should be directed to Mr R Biddington, room 301, 1959 Building.

COMPARATIVE EDUCATION B12 (CDB12) 4 points

School and Society in a European State A subject of four class hours a week for one term. Diploma of Teaching (Primary) 343

Prerequisite: Nil.

Syllabus In this study, students will concentrate on the educational practices in a European state, and some incidental comparative references will be made to similar practices in Australia. The European state to be studied will be selected by the lecturer in consultation with students.

Books Books will depend upon the European state chosen; the following journals will be used: Comparative Education, Comparative Education Review, Educational Forum, International Review of Education.

Assessment Assessment will be based on class participation and exercises, and one major assignment. Assessment details will be finalised in consultation with students.

COMPARATIVE EDUCATION B13 (CDB13) 4 points

School and Society in China A subject of four class hours a week for one term.

Prerequisite: Nil.

Syllabus In this study, students will concentrate on the educational practices in China, and some incidental comparative references will be made to similar practices in Australia.

Books Chen, J The Maoist Educational Revolution New York: Praeger 1975 Fraser, S Education and Communism in China London: Pall Mall Press 1971 Gamberg, R Red and Expert New York: Schocken Books 1977 Price, R F Education in Communist China London: Routledge & Kegan Paul 1975 Seybolt, P J Revolutionary Education in China New York: International Arts & Sciences 1973

Assessment Assessment will be based on class participation and exercises, and one major assignment. Assessment details will be finalised in consultation with students.

COMPARATIVE EDUCATION B14 (CDB14) 4 points

School and Society in the USSR A subject of four class hours a week for one term. Prerequisite: Nil.

Syllabus In this study, students will concentrate on the educational practices in the USSR, and some incidental comparative references will be made to similar practices in Australia. Books Grant, N Inside Soviet Schools Harmondsworth: Penguin 1972 Harasymiw, B Education and the Mass Media in the Soviet Union and Eastern Europe New York: Praeger 1974 Jacoby, S Inside Soviet Schools New York: Hill & Wang 1974 Nozhko, K Educational Planning in the USSR Paris: UNESCO c1968 Price, R F Marx and Education in Russia and China New York: Groom Helm 1977 Wallace, G R Context for Soviet Education Today New York: MSS Information Corp c1974 344 Subject Descriptions

Assessment Assessment will be based on class participation and exercises, and one major assignment. Assessment details will be finalised in consultation with students.

COMPARATIVE EDUCATION B15 (CDB15) 4 points

School and Society in the USA A subject of four class hours a week for one term. Prerequisite: Nil.

Syllabus In this study, students will concentrate on the educational practices in the USA, and some incidental comparative references will be made to similar practices in Australia.

Books De Young, C A American Education New York: McGraw-Hill 1972 Dropkin, S Contemporary American Education New York: Macmillan 1970 Karier, C J Roots of Crises: American Education in the Twentieth Century Chicago: Rand-McNally 1955 Shields, J Foundations of Education: Dissenting Views Chicago: Wiley 1974 Van Til, W Education: A Beginning Boston: Houghton Mifflin 1971

Assessment Assessment will be based on class participation and exercises, and one major assignment. Assessment details will be finalised in consultation with students.

COMPARATIVE EDUCATION B16 (CDB16) 4 points

School and Society in a Developing Country A subject of four class hours a week for one term. Prerequisite: Nil.

Syllabus In this study, students will concentrate on the educational practices in a developing country, and some incidental comparative reference will be made to similar practices in Australia. The developing country will be selected by the lecturer in consultation with students.

Books Books will depend upon the developing country chosen; the following journals will be used: Comparative Education, Comparative Education Review, Educational Forum, International Review of Education.

Assessment Assessment will be based on class participation and exercises, and one major assignment. Assessment details will be finalised in consultation with students.

COMPARATIVE EDUCATION B17 (CDB17) 8 points

School and Delinquency in Two Countries — USA and Australia A subject of four class hours a week for two terms. Credit may not be granted for this subject as well as for Social Science 611. Prerequisite: Nil. Diploma of Teaching (Primary) 345

Syllabus An examination of the relationship between schools and delinquency in the USA and Australia. A school system and, therefore, part icipants in it can view pupil delinquency from either a 'system-blame" model or a 'person-blame' model. The subject will study these models and their application in the two countries. Pupil behaviour to be studied will include delinquency both in and out of school, in addition to behaviour sometimes termed 'pre-delinquent' such as truancy and lack of commitment to school.

Books Challinger, D O Young Offenders Melbourne: VACRO 1977 Claydon, L F The Urban School Melbourne: Pitman Pacific Books 1975 Elliott, D S & Voss, H L Delinquency and Dropout Lexington (Mass): Lexington Books 1974 Polk, K & Schafer, W E Schools and Delinquency Englewood-Cliffs: Prentice-Hall 1972 Report on Juvenile Justice and Consultants Papers, President's Commission on Law Enforcement and Administration of Justice, Task Force Report: Juvenile Delinquency and Youth Gime Washington: US Government Printing Office 1967 Stratton, J R & Terry, R M Prevention of Delinquency New York: Macmillan 1968 Wilson, P (ed) Delinquency in Australia: A Critical Appraisal St Lucia: Univ of D'id Press 1977

Assessment Assessment will be based on class part icipation and exercises, and one major assignment. Assessment details will be finalised in consultation with students. COMPUTER STUDIES A (COA00) 9 points

See subject description on page 106. CRAFTS B1 (CRB01) 6 points Garment Construction B A subject of three hours a week. Prerequisite: Art A and demonstrated capacity in work in threads and textiles and garment construction.

Syllabus This subject is the second part of a sequence in garment construction and fashion design, which includes elementary pattern cutting and basic block adjustments to enable students to develop their own designs. Construction techniques associated with these designs are demonstrated during the subject.

Books Textbooks and other requirements will be indicated during the year, however the following are useful basic references: Barrowman, A C & Barrowman, E M Advanced Step by Step Sewing Melbourne: Macmillan 1965 Bradshaw, A World Costume London: Black 1968 Chaudhry, A G Designing and Cutting Modern Leisure and Cotton Garments for Men London: Tailor & Cutter 1964 Contini, M Fashion — From Ancient Egypt to Present Day London: Hamlyn 1965 Grey, S A Successful Sewing Melbourne: Whitcombe & Tombs 1971 Hansen, H Costume Cavalcade London: Macmillan 1964 McCall's Sewing in Colour Feltham: Hamlyn 1972 Stanley, H Modelling and Flat Cutting for Fashion: From Design to Pattern London: Hutchinson 1972 White, A A A First Course in Gentlemen's Garment Cutting London: Tailor & Cutter 1968 346 Subject Descriptions

Assessment Students will be assessed progressively throughout the year by submitting each unit of work, as it is completed, to their lecturers. Participation and involvement are essential and fundamental to achieving a satisfactory assessment. There will not be a final examination. Students whose final assessment is considered unsatisfactory by their lecturer shall have their work assessed by a second lecturer and the Head of Department and they, in conjunction with the group lecturer, shall make a final decision.

Additional information: Inquiries should be directed to Mrs M Russell, Head of the Department of Crafts, room 308, Arts Centre.

CRAFTS B2 (CRB02) 6 points

Metalcraft B A subject of three hours a week. Prerequisite: Art A and demonstrated capacity in work with materials, especially metal.

Syllabus A development and extension of work covered in Art A. Further tuition in techniques and processes will be offered to enable students to develop and expand more fully their personal concepts. The subject will be less structured than in the first year and students will be able to follow personal directions. Instruction in the correct and safe use of equipment will be given as required.

Books Bovin, M Centrifugal or Lost Wax Casting New York: Bovin 1971 Bovin, M Jewelry-making for Schools, Tradesmen, Craftsmen revised edn New York: Bovin 1971 Choate, S Creative Casting, Jewellery, Silverware, Sculpture London: Allen & Unwin 1966 Clarke, G Techniques of Enamelling London: Batsford 1967 Gooden, R Silversmithing London: OUP 1971 Meyerowitz, P Jewelry and Sculpture through Unit Construction London: Studio Vista 1967 Morton, P Contemporary Jewelry — A Craftsman's Handbook New York: Holt, Rinehart & Winston 1970 Seller, M The Art of Enamelling: How to Shape Precious Metal and Decorate It New York: Van Nostrand-Reinhold 1969 Story, M Centrifugal Casting as a Jewelry Process Scranton (Penn): International Textbook Coy 1963 Ulrich, H Creative Meta/craft London: Batsford 1968 Untracht, O Enameling on Metal Philadelphia: Chilton 1957 Untracht, O Metal Techniques for Craftsmen New York: Doubleday 1968 Von Newman, R The Design and Creation of Jewelry London: Pitman 1966 Willcox, D Body Jewelry Chicago: Regency 1973 Willcox, D New Design in Jewelry New York: Van Nostrand-Reinhold 1970

Assessment Students will be assessed progressively throughout the year by submitting each unit of work, as it is completed, to their lecturers. Participation and involvement are essential and fundamental to achieving a satisfactory assessment. There will not be a final examination. Students whose final assessment is considered unsatisfactory by their lecturer shall have their work assessed by a second lecturer and the Head of Department and they, in conjunction with the group lecturer, shall make a final decision. Diploma of Teaching (Primary) 347

CRAFTS B3 (CRB03) 6 points

Textilecraft B A subject of three hours a week. Prerequisite: Art A and demonstrated capacity in work with threads and textiles.

Syllabus This subject involves further development of, and intensive studies in, related textile areas covered in Art A. The following textile techniques form the basis for a more personalised investigation: Fibres and Threads Textile Printing (Improvised) Fabric Structure (Primitive) Stitching Forms.

Books Atwater, M Byways in Handweaving New York: Macmillan 1973 Crockett, C Cardweaving London: Pitman 1973 Geddes, E & McNeill, M Clockwork London: Mills & Boon 1965 Harvey, V Macrame New York: Van Nostrand-Reinhold 1967 Held, S Weaving — A Handbook for Fibre Craftsmen New York: Holt, Rinehart & Winston 1973 McNeill, M Pulled Thread London: Mills & Boon 1972 Melen, N Drawn Threadwork London: Van Nostrand-Reinhold 1972 Springall, D Canvas Embroidery London: Batsford 1969 Timmins, A Simple Patchwork London: Batsford 1973

Assessment A folio of practical work will form the basis of the final assessment.

CRAFTS B4 (CRB04) 6 points

Woodcraft B A subject of three hours a week. Prerequisite: Art A and demonstrated capacity in work with materials, especially wood.

Syllabus This subject involves a development and extension of the work covered in Art A. Further tuition in techniques and processes will be offered in the form of open-ended problem-solving activities which will enable students to develop and extend more fully their personal concepts and work direction. Stress will be placed on the importance of acquiring background knowledge and the necessary skills to assist the students as craftsmen and teachers. The safe use and maintenance of equipment, particularly power machines, will be a compulsory unit of work.

Books Collier, J W Wood Finishing Oxford: Pergamon 1967 Cox, P Rude Timber Buildings in Australia London: Thames & Hudson 1971 Forgione, J Wood Inlay New York: Van Nostrand-Reinhold 1972 Hartung, R Plywood London: Batsford 1971 James, G Woodrurning Design and Practice London: Murray 1966 Joyce, E The Techniques of Furniture Making London: Batsford 1970 Keable, J Australian Woodworking Sydney: McGraw-Hill 1974 Laic, L Designing in Wood London: Harrap 1968 Matthews, J Pictorial Woodwork 3 vols London: Arnold 1963 Meilach, D Contemporary Art with Wood New York: Crown 1968 Molesworth, H D Three Centuries of Furniture in Colour London: Joseph 1972 Nillson, A Woodware London: Mills & Boon 1967 348 Subject Descriptions

Nordness, L fed) Objects USA New York: Viking 1970 Rottger, E Creative Woodcraft London: Batsford 1963 Soderberg, G Finishing Technology New York: McKnight 1967 Stokes, G Beginners' Guide to Woodturning London: Pelham 1974 Stokes, G Modern Woodturning London: Evans 1973 Wallis, N Australian Timber Handbook Sydney: Angus & Robertson 1970 Walton, J Woodwork in Theory and Practice Sydney: Aust Publ Coy 1970 Wilcox, D New Designs in Wood New York: Van Nostrand-Reinhold 1970 Zanker, F Design and Craft in Education Enfield: Dryad 1971 Zanker, F Foundations of Design in Wood Enfield: Dryad 1967

Assessment Students will be assessed progressively throughout the year by submitting each unit of work, as it is completed, to their lecturers. Part icipation and involvement are essential and fundamental to achieving a satisfactory assessment. There will not be a final examination. Students whose final assessment is considered unsatisfactory by their lecturer shall have their work assessed by a second lecturer and the Head of Department and they, in conjunction with the group lecturer, shall make a final decision.

CRAFTS Cl (CRC01) 12 points

Garment Construction C A subject of six hours a week.

Prerequisite: Crafts B1.

Syllabus This subject is the third part of a sequence in garment construction and fashion design, which includes the craft skills as used in garment construction and tailoring. Students develop their own original designs from sketches and make patterns by use of a basic block to their own measurements. Basic pattern drafting.

Books Textbooks and other requirements will be indicated during the year, however the following are useful references: Chaudhry, A G Designing and Cutting Modern Leisure and Cotton Garments for Men London: Tailor & Cutter 1964 Goulbourn, M Introducing Pattern Cutting, Grading and Modelling London: Batsford 1971 Ireland, P J Fashion Design Drawing London: Batsford 1970 Margolis, A P The Complete Book of Tailoring for Women who like to Sew New York: Doubleday 1964 Mori, M Basic Pattern Cutting London: Batsford 1970 Morris, F R Cutters' Practical Guide 20th edn London: Tailor & Cutter 1973 Stanley, H Modelling and Flat Cutting for Fashion: From Design to Pattern London: Hutchinson 1972 Sytner, S The Art of Fitting Gentlemen's Garments London: Tailor & Cutter 1967 Whife, A A A First Course in Gentlemen's Garment Cutting London: Tailor & Cutter 1968 Current Fashion Magazines: Burda English Vogue Linea Italia L'Officiel

Assessment A folio of practical work will form the basis of the final assessment. Diploma of Teaching (Primary) 349

CRAFTS C2 (CRCO2) 12 points

Metalcraft C A subject of six hours a week. Prerequisite: Crafts 82.

Syllabus An intensive program in which students have opportunity to develop and extend selected aspects of the subject in depth. Illustrated lectures will be given on specific techniques and processes relating to student needs, and generally students will be encouraged to develop and research personal concepts. Work direction (lecturer or student initiated) may encompass one or more of the following: Jewellery objects Functional objects Non-functional objects — two dimensional Non-functional objects — three dimensional. Some emphasis will be placed on twentieth century development of art concepts, materials, and associated technologies.

Books Refer to Crafts 82.

Asessment Students will submit their work at the conclusion of the year for assessment by a panel of Metalcraft staff chaired by the lecturer in charge of the year.

CRAFTS C3 (CRC03) 12 points

Textilecraft C A subject of six hours a week. Prerequisite: Crafts 83.

Syllabus A subject incorporating textile studies at an advanced level, within which opportunities are provided for the development of individual concepts and research in specific areas of study. Thread Forms Textile Printing Fabric Structures Embroidery.

Books Atwater, M Byways in Handweaving New York: Macmillan 1973 Belfer, N Designing in Stitching and Applique Boston: Davis 1972 Black, M New Key to Weaving New York: Bruce 1971 Constantine, M & Larsen, J L Beyond Craft — The Art Fabric New York: Van Nostrand-Reinhold 1973 Grey, J Machine Embroidery London: Batsford 1973 Keller, I Batik — The Art and Craft Rutland (Vermont): Tuttle 1971 Meilach, D Creating Art from Fibres and Fabric London: Pitman 1972 Meilach, D Macrame Creative Design in Knotting London: Allen & Unwin 1971 Storey, J Textile Printing London: Thames & Hudson 1974

Assessment A folio of practical work will form the basis of the final assessment. 350 Subject Descriptions

CRAFTS C4 (CRC04) 12 points

Woodcraft C A subject of six hours a week.

Prerequisite: Crafts 84.

Syllabus An intensive program in which students will have the opportunity to develop and extend selected aspects of the subject in depth. Illustrated lectures will be given on specific techniques and processes related to student needs, and generally students will be encouraged to develop and research personal concepts. Work direction (lecturer and student initiated) may encompass one or more of the following: Small-scale forms Functional objects Non-functional objects — two dimensional Non-functional objects — three dimensional. Students will be expected to research materials and their associated technologies wherever the need arises — some emphasis will be placed on twentieth century development of art concepts, materials, and their respective technologies.

Books As for Crafts B4.

Assessment Students will submit their work at the conclusion of the year for assessment by a panel of Woodcraft staff chaired by the lecturer in charge of the year. DESIGN AND PHOTOGRAPHY Al (DNA91) 6 points Environmental Design A A subject of two 1 4-hour lectures, tutorials or practical classes a week throughout the year and one 3-hour class a week for one term. Credit may not be granted for this subject as well as for Design and Photography A2.

Prerequisite: Nil.

Syllabus This introduction to environmental design incorporates studies in industrial design, communication design and photography. Industrial Design: An introduction to the history and philosophy of design, problem-solving strategies and human factors in design through visual anthropology. Communication Design: An introduction to control factors in communication, information, processing, and visual semantics. Photography: An introduction to photography, the camera, film processing, contact printing, projection printing, copying and finishing.

Books Preliminary Reading: Papanek, V Design for the Real World London: Thames & Hudson 1972 Reference: Beakley, G C & Chilton, E G Design Serving the Needs of Man New York: Macmillan 1974 `McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks-Cole 1972 Reading lists outlining additional references will be distributed throughout the year.

Assessment Assessment will be determined by class participation as well as by progressive assessment of individual work. Diploma of Teaching (Primary) 351

Additional information: Inquiries should be directed to Mr G Reade, Department of Art and Design, room 414, Arts Centre.

DESIGN AND PHOTOGRAPHY A2 (DNA92) 3 points

Photography A A subject of three hours a week for 12 weeks involving one 1-hour lecture/tutorial and two hours of practical work. Credit may not be granted for this subject as well as for Design and Photography Al. Prerequisite: Nil.

Syllabus An introduction to photography, the camera, film processing, contact printing, copying and finishing. The following program will be covered in lectures, tutorials, demonstration and practical workshops: The Camera: The functioning of the camera, types of lenses and shutter systems, and the practical application of depth of field. Exposure Meter Systems: The interpretation of exposure values and application of various metering methods. The choice and selection of panchromatic film materials. Camera Practice: Photography of simple objects. Film Processing, Contact and Projection Printing: An introduction to the basic principles of emulsion behaviour to light, its relation to chemical reactions, and the formulae and rules leading to predictable results by temperature and time control. The forming of a visible image within processing procedures, common faults, effects and remedies. The functioning of printing apparatus, timers and masking boards. Copying: The photographic reproduction of two dimensional images in black and white or colour using negative or positive films. Finishing: Practical application - retouching, spotting, knife etching, trimming, dry mounting and presentation.

Books Prescribed Reading: 'Swedlund, C Photography: A Handbook of History, Materials and Processes New York: Holt, Rinehart & Winston 1974 Reference: Croy, O Camera Copying and Reproduction London: Focal Press 1975 Hedgecoe, J & Langford, M Photography: Materials and Methods London: OUP 1971 The Camera New York: Time-Life 1972

Assessment Student progress will be determined by part icipation in lectures, tutorials and studio workshops, and by progressive assessments of prescribed photographic exercises and assignments. Students will be required to present five 10" x 8" photographs mounted to 10" x 12". Assessment of each experience will be based on the student's concepts and skills in the application of his/her knowledge of particular aspects of the syllabus.

DESIGN AND PHOTOGRAPHY B1 (DNB91) 6 points

Environmental Design B A subject of one 3-hour class a week throughout the year.

Special Requirement Some field work is necessary in this subject. 352 Subject Descriptions

Prerequisite: Design and Photography Al.

Syllabus Lectures, tutorials, field work and practical classes in which design methodology, sociological aspects of design, intuition and creativity are examined.

Books Reference: Beakley, G C & Chilton, E G Design Serving the Needs of Man New York: Macmillan 1974 Reading lists outlining additional references will be distributed at the commencement of each unit of study.

Assessme nt Assessment is progressive and is determined by class participation and by individual work.

DESIGN AND PHOTOGRAPHY B2 (DNB92) 6 points

Communication Design A subject of one 3-hour class a week throughout the year.

Prerequisite: Design and Photography Al.

Syllabus Lectures, tutorials, practical classes and research assignments in which methods of representation, drawing procedures and conventions, visual perception, communication design, semiotics, visual aids, and basic charting devices are examined.

Books Reference: Australian Engineering Drawing Handbook Institution of Engineers 1976 Bowman, W Graphic Communication Chichester: Wiley 1968 Dubery, F & Willats, J Drawing Systems London: Studio Vista 1972 Kepes, G (ed) Sign, Image and Symbol New York: Braziller 1965 'McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks-Cole 1972 Moorhouse, C (ed) Visual Education New York: Pitman 1974 Murgio, M Communication Graphics New York: Van Nostrand 1969 Reekie, R Draughtsmanship London: 1969 Reading lists outlining additional references will be distributed throughout the year.

Assessment Assessment is progressive and is determined by class part icipation and by individual work on prescribed projects.

DESIGN AND PHOTOGRAPHY B3 (DNB93) 6 points

Photography B A subject of one 3-hour class a week throughout the year in the form of lectures, tutorials, demonstrations and practical workshops.

Special Requirement To be eligible for assessment a student must have attended 80 per cent of classes.

Prerequisite: Design and Photography Al or A2.

Syllabus The subject aims to further the experience of students in the use of photography as a means of expression and communication, to introduce photography theory, to provide Diploma of Teaching (Primary) 353

assistance in the preparation of communicative materials, and to initiate a basis for the application of photographic design and experimentation. Topics covered: Develart drawing and photograms; the pin hole camera; sensitised materials, monochrome processes, fundamentals of photographic sensitometry and introduction to advanced darkroom techniq ues; nature of light; light sources employed in photography, and studio lighting techniques; camera composition; portraiture.

Books Croy, O The Complete Art of Printing and Enlarging London: Focal Press 1976 Croy, 0 The Photographic Portrait London: Focal Press 1975 Haffer, V Making Photograms London: Focal Press 1969 Horder, A Manual of Photography London: Focal Press 1971 Langford, M Basic Photography London: Focal Press 1974 Mante, H Camera Composition London: Focal Press 1971 Nurnberg, W Lighting for Photography London: Focal Press 1975 Nurnberg, W Lighting for Portraiture London: Focal Press 1969 'Swedlund, C Photography New York: Holt, Rinehart & Winston 1974 The Print New York: Time-Life International 1972 The Studio New York: Time-Life International 1972

Asssssmen t Student progress will be determined by equal weighting of class part icipation in lectures, tutorials and studio workshops, and fieldwork; and progressive assessment of individual work in prescribed photographic exercises and assignments. Assessment of each experience will be based on the student's concepts and skills in the application of his/her knowledge and understanding of particular aspects of the syllabus.

DRAMA

The following drama programs are available to students: a developmental program over three years within the specific discipline, Drama; and single studies for students other than those taking the major sequence. Facilities include theatre, educational drama, rehearsal, movement and sound recording studios; and music, electronic, wardrobe, and theatre workshops. The embracing term, developmental drama, is most descriptive of the program. Briefly, it is concerned with the following major interdependent areas of interest: practical exploration of dramatic imagination, awareness and interaction by the student, botn individually and in groups. communication at verbal and non-verbal levels; dramatic interpretation of space; creation of original dramatic material; theatre practice in a range of contexts; critical and historical perspectives of drama; and drama in education.

Additional information: Inquiries should be directed to the Secretary, Department of Drama, room 211, Arts Centre.

DRAMA Al (DRA01) 5 points

See subject description on page 107.

DRAMA A2 (DRA02) 4 points

See subject description on page 107.

DRAMA B11 (DRB11) 6 points

Drama and Education 354 Subject Descriptions

See subject description on page 108. The prerequisite for DTP students is completion of 9 points in Drama.

DRAMA B12 (DRB12) 6 points

Core Study: Drama and Theatre See subject description on page 109. The prerequisite for DTP students is completion of 9 points in Drama.

DRAMA B13 (DRB13) 6 points

Core Study: Drama — Sound and Language See subject description on page 109. The prerequisite for DTP students is completion of 9 points in Drama.

DRAMA B14 (DRB14) 6 points

Core Study: Drama and Movement See subject description on page 110. The prerequisite for DTP students is completion of 9 points in Drama.

DRAMA B15 (DRB15) 6 points

Core Study: Drama and Improvisation See subject description on page 111. The prerequisite for DTP students is completion of 9 points in Drama.

DRAMA B16 (DRB16) 6 points

Core Study: Drama and Visual Communication See subject description on page 111. The prerequisite for DTP students is completion of 9 points in Drama.

DRAMA B SUBJECTS - IDEAS PROJECT ELECTIVE STUDIES

See page 114.

EARLY CHILDHOOD EDUCATION C (EECOO) 12 points

Special Requirements Students will be required to have school experience in a kindergarten or nursery and in the lower section of the primary school. Prerequisite: School Studies Al or B1 or an approved equivalent.

Syllabus Objectives of this subject are to extend students' understanding of the needs and abilities of this age group and of expected knowledge and skills; to develop the students' ability to plan learning situations that will allow young children's needs to be met and their potentialities developed; to give students a knowledge of the range, diversity and Diploma of Teaching (Primary) 355

suitability of instructional materials, and skill in devising them; and to give students further opportunities to develop skills in relating to young children. Treatment A fluid organisation growing out of the students' needs is envisaged. The subject is seen as having four organisational dimensions interacting and overlapping to achieve the stated objectives. The presentation of a core of knowledge through: (a) lecture and seminar sessions (b) required and suggested readings (c) audio-visual presentations Id) visits to schools, kindergartens, nurseries and material centres. Opportunities to relate this knowledge to actual practice and procedures in the school situation by observation, and the opportunity to gather relevant materials. Opportunities to develop attitudes through experiences with young children and selected teachers, and discussion with supervisors. Refinement and extension of the students' concepts and their ability to evaluate methods and media through tutorial discussion, and the planning and carrying out of teaching projects involving continuous interaction with individuals and/or groups. Content The Child and the School (a) the abilities, skills, temperament and experiences the child brings to the school situation (b) the role of the school. Learning and Teaching in the Infant School An investigation of the kinds of experiences provided by schools, their function and effectiveness. (a) the curriculum (b) the program; child-centred, society-centred, subject-centred, learning-centred (c) the integrated day Id) activity methods (e) play (f) instruction in the infant school (g) grouping (h) learning mechanisms and materials (i) innovation and change in the infant school. The Total Environment The relationship between experiences in the classroom and the lives of children. The home, classroom, playground and community will be considered.

Books Anderson, R H & Shane, H G As the Twig is Bent: Readings in Early Childhood Education Boston: Houghton Mifflin 1971 Bereiter, C & Engleman, S Teaching Disadvantaged Children in the Pre-School Englewood Cliffs: Prentice-Hall 1966 Bronfenbrenner, U Is Early Intervention Effective? vol 2 of A Report on Longitudinal Evaluation of Pre-School Programs 1974 Brown, M & Precious, N The Integrated Day in the Primary School London: Ward Loch Education 1961 Deloria, D, Coelen, C & Ruopp, R National Home Start Evaluation, Interim Report 1974 Edgar, P & Edgar, D et al Under 5 in Australia Melbourne: Heinemann 1973 Evans, E D Contemporary Influence in Early Childhood Education New York: Holt, Rinehart & Winston 1971 Gordon, I & Guinagh, B et al Child Learning through Child Play New York: St Martin's Press 1972 Helping Young Children Develop Language Skills Council for Exceptional Children 1968 Leeper, S H & Dales, R J et a/ Good Schools for Young Children 3rd edn London: Collier-Macmillan 1964 MacMillan, M The Nursery School revised edn London: Dent 1930 Montessori, M The Discovery of the Child Adyar Madras: Kalaksheila 1958 Orem, R C (ed) Montessori Today New York: Putnam 1971 356 Subject Descriptions

Ryan, S led) Longitudinal Evaluations vol 1 of A Report on Longitudinal Evaluation of Pre-School Programs 1974 Sebesta,S L & Inverson, W J Literature for Thursday's Child Palo Alta: SRA 1974

Assessment Assessment will be progressive and will include part icipation in group sessions and formal and informal presentation of projects and papers.

Additional information: Inquiries should be directed to Ms J Peletier, room 243, 1959 Building.

ECONOMICS Al (ECA01) 4 points

Introduction to Macro-economics See subject description on page 116.

ECONOMICS A2 (ECA02) 5 points

Introduction to Micro-economics See subject description on page 117.

ECONOMICS B1 (ECB01) 12 points

Macro-economics See subject description on page 117.

ECONOMICS Cl (ECC01) 4 points

Public Finance See subject description on page 118.

ECONOMICS C2 (ECCO2) 4 points

International Economics See subject description on page 118.

ECONOMICS C3 (ECC03) 4 points

Industrial Relations See subject description on page 119.

ECONOMICS C4 (ECC04) 4 points

Economic Growth and Development See subject description on pages 119-120.

ECONOMICS C5 (ECC05) 4 points

Comparative Economic Systems See subject description on page 120. Diploma of Teaching (Primary) 357

ECONOMICS C6 (ECC06) 4 points

History of Economic Thought See subject description on page 121.

ECONOMICS C8 (ECC08) 4 points

Urban Economics See subject description on page 122.

ECONOMICS C9 (ECC09) 4 points

Social Economics See subject description on page 122.

EDUCATIONAL PHILOSOPHY B1 (DHB01) 9 points

Philosophy of Education A subject of three hours a week throughout the year. This is a general introductory study in the philosophy of education.

Syllabus Through a critical examination of recent writings in the philosophy of education, students will be introduced to issues and ideas currently receiving philosophical attention. Amongst the range of ideas and theories to be explored would be those concerning values in education, aims and objectives, roles of the teacher, equality and authority, moral and religious education, and the role of education within society.

Books Dearden, R F The Philosophy of Primary Education London: Routledge & Kegan Paul 1968 Dearden, R F et al Education and the Development of Reason London: Routledge & Kegan Paul 1972 Greene, M Teacher as Stranger Belmont (Calif): Wadsworth 1973 Gribble, J Introduction to the Philosophy of Education Boston: Allyn & Bacon 1969 Peters, R S The Philosophy of Education London: OUP 1973 Phillips, D C Theories, Values and Education Melbourne: MUP 1971

Assessment Assessment will be based on written work completed throughout the year. One essay of about 1,500 words or its equivalent will be required each term.

EDUCATIONAL PHILOSOPHY B2 (DHB02) 6 points

Development of Educational Thought A subject of one 2-hour lecture/seminar a week during the first half of the year.

Syllabus A variety of educational theories will be studied, from Plato to contemporary writings. The types of changes in educational theory will be related to views of the nature of man and his society. Within this framework it is hoped to explore in some depth particular ideas and assumptions of all who are involved in the subject. 358 Subject Descriptions

Books Cohen, B Educational Thought: An Introduction London: Macmillan 1969 Lawrence, E The Origins and Growth of Modern Education Harmondsworth: Penguin 1970 Nash, P et al The Educated Man Chicester: Wiley 1967 Winge, G M Philosophies of Education: An Introduction Lexington: Heath 1974

Assessment Assessment will be based on written work submitted during the year. Two essays of about 1,500 words or their equivalent will be required.

EDUCATIONAL PHILOSOPHY B3 (DHB03) 6 points

Morality and Education A subject of three hours a week during the second half of the year. This subject might be taken in conjunction with certain Philosophy subjects but may not be taken in conjunction with Educational Philosophy 91.

Syllabus This subject has two main concerns: 1. A study of the status of moral values — the extent to which they are subjective — and the ways in which they bear on the concept of education. Topics discussed will include the distinction between education and indoctrination, the nature of moral education, the nature and desirability of religious education, and the possibility and value of neutrality. 2. A study of various moral and political ideals such as democracy, freedom, and equality, and their bearing on the proper conduct of education.

Books D'Cruz, J V & Sheehan, P J (eds) Concepts in Education Melbourne: Dove 1973 French, E L led) Melbourne Studies in Education 1963 Melbourne: MUP 1964 Gribble, J Introduction to the Philosophy of Education Boston: Allyn & Bacon 1969 Hollins, T H B (ed) Aims in Education Manchester: Univ Press 1964 Jeffreys, M V C Beyond Neutrality London: Pitman 1953 Langford, G & O'Connor, D J (eds) New Essays in the Philosophy of Education London: Routledge & Kegan Paul 1973 Peters, R S Ethics and Education London: Allen & Unwin 1966 Wilson, J et al Introduction to Moral Education Harmondsworth: Penguin 1967

Assessment Assessment will be based on writen work completed throughout the year. Two essays of about 1,500 words or their equivalent will be required. Honours will not be awarded.

EDUCATIONAL PHILOSOPHY B4 (DHB04) 6 points

Existentialism and Education A subject of one and a half hours a week throughout the year.

Syllabus This subject will explore themes in existentialism, such as personal freedom and authenticity, death, dialogue and the search for meaning, through discussion, play readings, novels, etc. in relation to educational theory and practice.

Books Colomon, R S Existentialism New York: Random House 1974 Macquarrie,J Existentialism Harmondsworth: Penguin 1972

Assessment Assessment will be on the basis of participation in class discussions, and written assignments (two 1,500 word essays or negotiated equivalent). Honours will not be awarded. Diploma of Teaching (Primary) 359

EDUCATIONAL PHILOSOPHY B6 (DHB06) 6 points

Contemporary Educational Thought A subject of one and a half hours a week throughout the year.

Syllabus An examination of the philosophical origins and contemporary expressions of progressive and radical educational thought. Particular attention will be paid to the libertarian, anarchist, social reconstructionist, and revolutionary positions in the contemporary debate.

Books Freire, P Education for Crit,cal Consciousness New York: Seabury Press 1973 Kohl, H Half the House New York: Dutton 1974 Kohl, H On Teaching New York: Dutton 1976 Kozol, J Free Schools New York: Bantam 1976 Reimer, E School is Dead Harmondsworth: Penguin 1973

Assessment Assessment will be based on written work completed throughout the year. Two essays of about 1,500 words or their equivalent will be required. Honours will not be awarded.

EDUCATIONAL PHILOSOPHY B7 (DHB07) 6 points

Culture and Education A subject of one and a half hours a week throughout the year.

Syllabus The major aim of this subject is to examine critically some of the assumptions underlying the way we see and consequently interpret our experience of the world and others. Part icipants in a specific culture learn not only its rituals and ways of ordering their experience but also the fundamental sets of thought categories which allow them to interpret, criticise and evaluate their experiences of the social and natural worlds. Attention will be given to this learning, and in particular to what we can identify as 'cultural categories of thought' which underlie our claims about what we believe and know, and which therefore form the basis for what is taught in schoôls.

Books Berger, J Ways of Seeing Harmondsworth: Penguin 1972 Castenada, C The Teachings of Don Juan Harmondsworth: Penguin 1972 Castenada, C A Separate Reality Harmondsworth: Penguin 1974 Castenada, C Journey to lxtlan Harmondsworth: Penguin 1975 Castenada, C Ta/es of Power Harmondsworth: Penguin 1974 Henry, J Essays on Education Harmondsworth: Penguin 1974 Henry, J Culture Against Man Harmondsworth: Penguin 1975 Illich, I Deschoo/ing Society Harmondsworth: Penguin 1972 Long, M & Fry, P Beyond the Mechanical Mind Sydney: ABC 1977 Persign, R Zen and the Art of Motorcyle Maintenance New York: Bantam 1975 Reimer, E School is Dead Harmondsworth: Penguin 1973 Watson, L Super Nature New York: Coronet 1974 Watson, L The Romeo Error New York: Coronet 1974 Watson, L Gift of Unknown Things New York: Coronet 1976

Assessment Assessment will be based on written work completed throughout the year. Two essays of about 1,500 words or their equivalent will be required. Honours will not be awarded. 360 Subject Descriptions

EDUCATIONAL PHILOSOPHY B8 (DHB08) 6 points

Introduction to Philosophy in Education This subject is available by external study only, and will be conducted in the first half of the year. Students will be expected (though not required) to attend two 1-day seminars which will be arranged on weekends during the half-year. Credit may not be granted for this subject as well as for Educational Philosophy B1.

Syllabus A critical examination of selected writings in philosophy of education will be used to introduce students to current debates in education. Amongst the range of ideas and theories to be explored would be those concerning values in education, roles of the teacher, the role of education in society, and the nature and value of schools.

Books Preliminary Reading: Gribble, J Introduction to Philosophy of Education Boston: Allyn & Bacon 1971 Reference: Greene, M Teacher as Stranger Belmont (Calif): Wadsworth 1973 Phillips, D C Theories, Values and Education Melbourne: MUP 1971

Assessment Assessment is based on three essays of approximately 1,500 words each.

EDUCATIONAL PHILOSOPHY B9 (DHB09) 4 points

Philosophy and the Curriculum This subject is available by external study only, and will be conducted in the second half of the year. Students will be expected (though not required) to attend two 1-day seminars which will be arranged on weekends during the half-year.

Prerequisite: Educational Philosophy B8 or approved equivalent studies.

Syllabus Starting with an examination of the variety of meanings assigned to the term 'curriculum' this subject will move through an exploration of the nature and significance of aims and objectives for curriculum development, the connections between society and school as sources of cultural experiences, the concept of 'need' in relation to individuals, and of the ethical dimensions of education. A brief study of the processes of curriculum development will be undertaken, and various models for curriculum development will be critically evaluated.

Books Barrow, R Common Sense and the Curriculum London: Allen & Unwin 1976 Golby, M, Greenwald, J & West, R (eds) Curriculum Design London: Groun Helm 1975 Richmond, W K The School Curriculum London: Methuen 1972 White, J P Towards a Compulsory Curriculum London: Routledge & Kegan Paul 1973

Assessment Assessment is based on two essays of approximately 1,500 words each.

EDUCATIONAL PSYCHOLOGY B1 (DPB01) 12 points

A subject of two 1-hour lectures and one 2-hour seminar a week throughout the year.

Prerequisite: Psychology A or an approved equivalent. Diploma of Teaching (Primary) 361

Syllabus This subject consists of two units: The social psychology of education: An introduction to the study of the social bases of behaviour, focusing on those specific social factors which influence the behaviour, aspirations and achievement of individuals. Topics will include attitude formation and change, conformity, aggression, anxiety and affiliation. Each topic will be studied in relation to behaviour in leaning settings. Learning in schools: An introduct ion to a range of theories of learning, including those arising from associationist, cognitive and humanistic psychology, and the relation of these to an examination of the theory and research associated with the social-psychological view of classroom dynamics.

Books Deese, J & Hulse, S The Psychology of Learning New York: McGraw-Hill 1975 Watson, G & Johnson, D Social Psychology: Issues and Insights 2nd edn New York: Lippincott 1972 White, W Psychological Principles Applied to Classroom Teaching New York: McGraw-Hill 1969

Assessment Students will be assessed by means of assignments, laboratory reports, one essay and written examinations.

Additional information: Inquiries should be directed to the Secretary, Department of Educational Psychology, 1959 Building.

EDUCATIONAL PSYCHOLOGY B2 (DPB02) 9 points

A subject of one 1-hour lecture and one 2-hour seminar a week throughout the year.

Prerequisite: There is no prerequisite for this subject, however it will be available only to students who have not undertaken any previous studies in psychology or educational psychology. Students may take this subject in either the second or third year of the course.

Syllabus A general introduction to the field of psychology and its application to the educational process, and an examination of the uses of the scientific method in psychological and educational research. Topics will include: psychology as a science, aspects of child and adolescent development and behaviour, motivation, learning, memory, the psychology of individual differences, psychology in education. These topics will serve as a general introduction to the field of educational psychology, a discussion of the educational implications of psychological theory and research, and their applications to classroom practice.

Books Lovell, K Educational Psychology and Children 11th edn London: Univ of London Press 1973 Morrison, A & McIntyre, D Teachers and Teaching 2nd edn Harmondsworth: Penguin 1973 Pallant, D J Child Development: selected readings from Australasian research Melbourne: Macmillan 1975 Power, P G Adolescent Development: selected Australasian readings Melbourne: Macmillan 1976

Assessment Students will be assessed by assignments, seminar presentations and practical reports. There may be progressive tests and/or a final examination. 362 Subject Descriptions

Additional information: Inquiries should be directed to the Secretary, Department of Educational Psychology, 1959 Building.

EDUCATIONAL PSYCHOLOGY C (DPC00) 12 points

A subject of two 1-hour lectures and one 2-hour seminar a week throughout the year. Prerequisite: Educational Psychology B1 or an approved equivalent.

Syllabus This subject will be divided into two units. The first will be devoted to a consideration of topics within the broad areas of instructional procedures and the assessment of academic performance. The second will consider topics within the areas of classroom management and the study of personality in the classroom.

Books De Cecco, J P & Crawford, W R The Psychology of Learning and Instruction 2nd edn Englewood Cliffs: Prentice-Hall 1974 Smith, M D Educational Psychology and its Classroom Applications Boston: Allyn & Bacon 1975

Assessment Students will be assessed by seminar papers, assignments, practical reports and written examinations.

Additional information: Inquiries should be directed to Mr M Faulkner, room 201, 1959 Building.

EDUCATIONAL SOCIOLOGY B1 (DSB01) 4 points

Research Methods in Educational Sociology A subject of two 2-hour seminar/workshop sessions during Term 2. Prerequisite: Nil.

Syllabus This subject is designed to introduce students to a number of basic sociological research methods that are useful for an understanding of education, children and schools. Research methods will include sociometry, questionnaire construction, projective techniques, interviewing, observation, documentary analysis, and content analysis. In studying these research methods, use will be made of a number of studies of communities and schools to examine the approaches used by sociologists.

Books Preliminary Reading: Berger, P Invitation to Sociology Harmondsworth: Penguin 1966 Mills, C Wright The Sociological Imagination Harmondsworth: Penguin 1973 Reference: Bryson, L & Thompson, F An Australian Newtown Malmsbury: Kibble 1972 Oppenheim, A N Questionnaire Design and Attitude Measurement London: Heinemann 1968 Seltiz, C et al (eds) Research Methods in Social Relations New York: Holt 1964 Wild, R A Bradstow Sydney: Angus & Robertson 1974 Wiseman, J P & Aron, M S Field Project for Sociology Students Cambridge (Mass): Schenkman 1970

Assessment Assessment will be based on seminar participation and the completion of workshop assignments throughout the subject. Diploma of Teaching (Primary) 363

Additional information: Inquiries should be directed to Ms Maxine Cooper, room 403B, or Ms Barbara Wishart, room 403A, 1959 Building.

EDUCATIONAL SOCIOLOGY B3 (DSB03) 4 points

Minority Groups and Education A subject of two 2-hour seminar/workshop sessions during Term 3. Prerequisite: Nil. Although there are no formal prerequisites for this subject, it is recommended that students complete Educational Sociology B1 or have had previous experience in sociological research methods.

Syllabus This subject is designed to develop an understanding of minority groups and the process of discrimination, and to apply this understanding to the teaching/learning situation with particular emphasis on the problems of integration. Students will be required to undertake a major fieldwork project to explore one of the major problems or groups discussed in this unit.

Books Brotherhood of St Laurence Two Worlds School and the Migrant Family Melbourne: Stockland Press 1971 Gale, F Urban Aborigines Canberra: ANU Press 1976 Goffman, E Stigma Harmondsworth: Penguin 1968 Isaacs, E Greek Children in Sydney Canberra: ANU Press 1976 Poverty and Education in Australia Canberra: AGPS 1976 Report of the Committee on Care of the Aged and the Infirm Canberra: AGPS 1977 Rimmer, B 'Children with Handicaps — an aspect of educational inadequacy' VTU Journal vol 53 April 1970 pp 101-108 Royal Commission on Human Relationships Final Report vols 4 & 5 Canberra: AGPS 1977 Schools Commission Study Group Girls, School and Society Canberra: AGPS 1975

Assessment Assessment will be based on seminar part icipation and the satisfactory completion of a major fieldwork project.

Additional information: Inquiries should be directed to Ms Maxine Cooper, room 403B, or Ms Barbara Wishart, room 403A, 1959 Building.

EDUCATIONAL SOCIOLOGY B4 (DSB04) 4 points

The Classroom and the School — A Sociological Approach A subject of two 2-hour seminar/workshop sessions during Term 1.

Prerequisite: Nil.

Syllabus This subject is designed as a sociological study of the classroom and the school as social units, exploring in particular the way various social factors such as social class values, language, teacher expectation, race, sex roles, authority, and power influence the nature of the interaction that takes place. Students will be expected to participate in various group activities that will help them to apply the concepts from this unit to their role as a teacher.

Books Reference: Brookover, W B & Erickson, E L Society, Schools and Learning Boston: Allyn & Bacon 1969 364 Subject Descriptions

Chanan, G & Gilchrist, L What School is For London: Methuen 1976 Connell, W F et al 12 to 20: Studies of City Youth Sydney: Hicks Smith 1975 Creker, J W P Lost for Words: Language and Educational Failure Harmondsworth: Penguin 1972 Delamont, S Interaction in the Classroom London: Methuen 1976 Dreikurs, M D, Grunwald, B B & Pepper, F C Maintaining Sanity in the Classroom: Illustrated Teaching Techniques New York: Harper & Row 1971 Holt, J The Underachieving School Harmondsworth: Penguin 1972 Open University School & Society: A Sociological Reader London: Routledge & Kegan Paul 1971 Postman, N & Weingarten, C Teaching as a Subversive Activity Harmondsworth: Penguin 1972 Shipman, M D Sociology of the School London: Longman 1968

Assessment Assessment will be based on seminar participation, one discussion paper, and one practical activity (to be decided by the student in consultation with the staff member) which applies the themes of this subject to the teaching/learning situation.

Additional information: Inquiries should be directed to Ms Barbara Wishart, room 403A or Ms Maxine Cooper, room 4036, 1959 Building.

EDUCATIONAL SOCIOLOGY B11 (DSB11) 9 points

Educational Issues in Australian Society A subject of four hours a week throughout the year. Prerequisite: N il.

Syllabus This subject is designed to provide a sociological appraisal of the nature of post-war Australian society, comparing and contrasting the prevailing images with the reality as a means of raising and exploring the key social and educational issues facing Australians in the 1970s. The subject will cover three developmental stages: (a) an examination of current ideas, images, theories and myths about Australians, the Australian way of life, and Australian education; (b) a detailed scrutiny of the available research data on Australian society with particular reference to government reports followed by a re-appraisal of the ideas discussed in (a); (c) an exploration of the basic social and educational issues raised in (a) and (b) including the following questions: What is and what should be the role of Australian schools? What is meant by 'education' and 'schooling'? How do groups with competing definitions and interests resolve their conflicts? What are the economics and politics of Australian schooling? What is the changing nature of the relations between education and work in Australia? How do particular personal/socio- economic characteristics shape the life chances and educational opportunities of individuals and groups?

Books Preliminary Reading: Conway, R The Great Australian Stupor Melbourne: Sun Books 1971 Reference: Andersen, W & Cleverley, J Exploring Education Carlton: Pitman 1975 Browne, R K & Magin, D J (eds) Sociology of Education South Melbourne: Macmillan 1970 Dwyer, P How Lucky Are We? Australia in the 1970s Carlton: Pitman 1977 Freire, P Pedagogy of the Oppressed Harmondsworth: Penguin 1972 Poverty and Education in Australia Canberra: AGPS 1976 Reimer, E School is Dead: Alternatives in Education Harmondsworth: Penguin 1971 Diploma of Teaching (Primary) 365

Assessment Assessment will be in the form of seminar participation, and three pieces of work induding an evaluation of a collection of materials on images of Australian life, an academic essay, and an exploration of one of the educational issues discussed through assignments such as community involvement, creation of a video or film, or a field work project.

Additional information: Inquiries should be directed to Ms Maxine Cooper, room 403B, or Ms Barbara Wishart, room 403A, 1959 Building.

EDUCATIONAL SOCIOLOGY Cl (DSC01) 4 points

Education: The Institution and its Victims A subject of two 2-hour seminars throughout the term in which it is offered.

Prerequisite: Educational Sociology 81 and one of Educational Sociology 82 or 83.

Syllabus The aim of the subject is to examine education as an institution. The subject will be concerned with students who do not share the values which seem necessary for institutionally defined success in school. A study will thus be made of discipline problems and other non-standard behaviours. Such behaviours will be explored within the context of commitment to institutional values.

Books Preliminary Reading: Ryan, W Blaming the Victim New York: Random House 1971 Reference: Goffman, I Asylum Harmondsworth: Penguin 1968 Holt, J How Children Fail Harmondsworth: Penguin 1969

Assessment Assessment will be based on seminar part icipation and two written assignments. Final results will be expressed as 'satisfactory' or 'unsatisfactory'.

Additional information: Inquiries should be directed to Mr G Hoel, room 403D, 1959 Building.

EDUCATIONAL SOCIOLOGY C2 (DSCO2) 4 points

The Social Construction of Teaching and Learning A subject of two 2-hour seminars throughout the term in which it is offered.

Prerequisite: Educational Sociology 81 and one of Educational Sociology B2 or 83.

Syllabus The subject will commence with an analysis of learning and learning difficulties in terms of the construction of the learning situation. While other models will be drawn upon, the focus will be predominantly phenomenological. Several approaches to the creation of 'learning environments' will be explored. The emphasis will be upon ways in which learning may be promoted within more total and integrated contexts. Issues such as motivation, attention and discipline, are treated within the context of the learning environment which is created by the teacher.

Books Preliminary Reading: Holt, J How Children Learn Harmondsworth: Penguin 1974 Pring, R Knowledge and Schooling Melbourne: Macmillan 1976 366 Subject Descriptions

Reference: Berger, P L & Luckmann, T The Social Construction of Reality Harmondsworth: Penguin 1966 Esland, G The Construction of Reality Milton Keynes: Open Univ Press 1971

Assessment Assessment will be based on modifying and devising games or similar educational material, and on one written essay of 3,000 words. Final results will be expressed as 'satisfactory' or 'unsatisfactory'.

Additional information: Inquiries should be directed to Mr G Hoel, room 403D, 1959 Building.

EDUCATIONAL SOCIOLOGY C3 (DSC03) 4 points Education and Liberation A subject of two 2-hour seminars throughout the term in which it is offered.

Prerequisite: Educational Sociology B1 and one of Educational Sociology B2 or B3.

Syllabus The subject will examine education as: Culture transmission Personal growth Transformation — of personal and social reality. Attention will be given to the personal-social structures which characterise and expedite these respective orientations. Particular attention will be given to the more radical positions and their potential for liberation.

Books Preliminary Reading: Freire, P Cultural Action for Freedom Harmondsworth: Penguin 1972 Spring, J A Primer of Libertarian Education New York: Free Life 1975 Reference: Chomsky, N Problems of Knowledge and Freedom New York: Vintage-Random House 1971 Esland, G The Construction of Reality Milton Keynes: Open Univ Press 1971

Assessment Assessment will be based on seminar part icipation and two written assignments. Final results will be expressed as 'satisfactory' or 'unsatisfactory'.

Additional information: Inquiries should be directed to Mr G Hoel, room 403D, 1959 Building. Note: This subject will not be offered in 1979. EDUCATIONAL SOCIOLOGY C4 (DSC04) 4 points

Social Change and its Educational Implications A subject of two 2-hour lecture-seminar sessions throughout the term in which it is offered.

Prerequisite: Educational Sociology B1 and one of Educational Sociology B2 or B3.

Syllabus In this subject, students will undertake a review and an appraisal of the literature dealing with the problem of social change and its educational implications. Special reference will be made to the difficulties associated with the implementation of educational innovations, with focus on the role of change agents. This subject will also consider the relationship between socioeconomic change and Diploma of Teaching (Primary) 367

curriculum change, and will examine the question of how formal education selects from knowledge that is available at a particular time, a process involving conscious or unconscious choices. Attention will also be given to the school's response to internal and external pressures for curriculum change.

Books Preliminary Reading: Musgrave, P W Knowledge, Curriculum and Change Melbourne: MUP 1973 Reference: Berger, P L & Luckmann, T The Social Construction of Reality Harmondsworth: Penguin 1966 Dahrendorf, R The New Liberty: Survival and Justice in a Changing World London: Rout ledge & Kegan Paul 1975 Edgar, D led) Social Change in Australia: Readings in Sociology Melbourne: Cheshire 1974

Assessment Assessment will be based on seminar participation and two written assignments of 3,000 words each. Final results will be expressed as 'satisfactory' or 'unsatisfactory'.

Additional information: Inquiries should be directed to Mr D Murphy, room 408, 1959 Building.

FOUNDATION STUDIES IN ENGLISH AND MATHEMATICS (FSA00) 9 points

A subject of five hours a week. School Studies A will normally be taken concurrently with this subject. Successful completion of the subject is accepted as a prerequisite for Media Arts B11.

Prerequisite: Nil.

Syllabus The subject involves reading, discussion, lectures and practical activities to investigate the rationale underlying the learning and teaching of English and Mathematics. Th is subject is seen as the base from which all extension studies in these areas are developed. The subject will be implemented by the two departments involved. It will be conducted in two parallel sections throughout the year, and, where appropriate, correlation between units of the two sections. The subject includes: The development and consolidation of the student's own abilities. The manner in which children acquire and develop language and mathematical abilities. The relationship between the two areas above with its implications for the school teacher.

English 1. Background Studies for the School Situation. Language development, children's linguistic environment, including printed matter and examination and assessment of children's writing and speaking. 2. Acquisition of Teaching Skills. Storytelling; communication with children; speaking and use of the voice; approaches to teaching the language arts, especially reading and writing; and adjuncts to language teaching, e.g. drama, tapes and film. 3. Theoretical Studies at Student Level. Linguistics; learning the mother tongue; conceptualisation through language; criteria of literary taste and functions of English — grammar, punctuation, spelling and vocabulary.

Books Jones, A & Mulford, J (eds) Children Using Language London: OUP 1972 368 Subject Descriptions

Way, B Development through Drama London: Longman 1969 Wilkinson, A Foundations of Language New York: OUP 1970

Mathematics The mathematics component will include the study of: 1. The role and use of sets in primary school mathematics. 2. The development of the concept of number, place value and numeration systems. 3. The meaning of the four operations and their algorithms. 4. The construction, understanding and solution of mathematical sentences. 5. The search for pattern in elementary mathematics. 6. Measurement and the metric system. 7. Spatial relations.

Books Preliminary Reading: Kline, M Why Johnny Can't Add New York: Vintage 1974 Sawyer, W Vision in Elementary Mathematics Harmondsworth: Penguin 1964 Reference: Bell, M, Fuson, K & Lesh, R Algebraic and Arithmetic Structures, a Concrete Approach for Elementary School Teachers New York: Free Press 1976 Copeland, R W Mathematics and the Elementary Teacher 2nd edn Philadelphia: Saunders 1976 Dubisch, R Basic Concepts of Mathematics for Elementary Teachers Sydney: Addison-Wesley 1977 Education Department, Victoria Mathematics for Primary Schools Melbourne: EDV 1972 Education Department, Victoria Background in Mathematics 2nd edn Melbourne: EDV 1972 Williams, E M & Shuard, H Primary Mathematics Today Melbourne: Longman 1971

Assessment Students will be required to participate in classwork and seminars, and to complete class exercises, assignments and written tests.

Additional information: Inquiries should be directed to Ms W Cubbon (English), room 521, ERC, and Mr R Welsh (Mathematics), room 713, Science Education Building.

FRENCH A (FRA00) 9 points

See subject description on page 151. Credit may not be granted for this subject as well as for Language and Literature A16.

GEOGRAPHY

Where necessary to avoid timetable clashes with School Studies and School Experience, special classes in first year Geography subjects (i.e. A level subjects) will be held for DTP students. GEOGRAPHY Al (GPA01) 3 points

Physical Geography See subject description on pages 155-156.

GEOGRAPHY A2 (GPA02) 3 points

Human Geography See subject description on pages 156-157. Diploma of Teaching (Primary) 369

GEOGRAPHY A3 (GPA03) 3 points

Applied Geography See subject description on page 157.

GEOGRAPHY B1 (GPB01) 4 points

Geology: Petrology and Geological Mapping See subject description on page 158. The prerequisite for DTP students is credit of 6 points in Geography at A level, or Science A3, or an approved equivalent.

GEOGRAPHY B2 (GPB02) 4 points

Economic Geography See subject description on pages 159-160. The prerequisite for DTP students is a credit of 6 points in Geography at A level or an approved equivalent.

GEOGRAPHY B3 (GPB03) 4 points

Population Geography See subject description on page 160. The prerequisite for DTP students is credit of 6 points in Geography at A level including Geography A2 (1977), or approved equivalent studies.

GEOGRAPHY 84 (GP804) 4 points

Geomorphology See subject description on page 160. The prerequisite for DTP students is credit of 6 points in Geography at A level including Geography Al, or Science A3, or approved equivalent studies.

GEOGRAPHY B5 (GPB05) 4 points

Meteorology and Climatology See subject description on page 161. The prerequisite for DTP students is credit of 6 points in Geography at A level including Geography Al or Science A3, or approved equivalent studies.

GEOGRAPHY B6 (GPB06) 4 points

Recreational Geography See subject description on page 162. The prerequisite for DTP students is credit of 6 points in Geography at A level, or approved equivalent studies.

GEOGRAPHY Cl (GPC01) 4 points

Coastal Geomorphology See subject description on page 164. The prerequisite for DTP students is credit of 8 points in Geography at B level including Geography B4, or approved equivalent studies.

GEOGRAPHY C2 (GPCO2) 4 points

Regional Planning 370 Subject Descriptions

See subject description on page 165. The prerequisite for DTP students is credit of 8 points in Geography at B level or an approved equivalent.

GEOGRAPHY C3 (GPC03) 4 points

Agricultural Geography See subject description on page 165. The prerequisite for DTP students is credit of 8 points in Geography at B level or an approved equivalent.

GEOGRAPHY C4 (GPC04) 4 points

Historical Geography See subject description on page 166. The prerequisite for DTP students is credit of 8 points in Geography at B level or an approved equivalent.

GEOGRAPHY C5 (GPC05) 4 points

Biogeography See subject description on page 166. The prerequisite for DTP students is credit of 8 points in Geography at B level, or an approved equivalent.

GEOGRAPHY C6 (GPC06) 4 points

Urban Geography See subject description on page 167. The prerequisite for DTP students is credit of 8 points in Geography at B level, including Geography A2 and one of either Geography 62 or B3, or approved equivalent studies.

GEOGRAPHY C7 (GPC07) 4 points

Fluvial Geomorphology See subject description on page 168. The prerequisite for DTP students is credit of 8 points in Geography at B level. Geography 64, while not a compulsory prerequisite, provides a useful background study for Geography C7. HISTORY All (HIA11) 9 points

Modern British See subject description on pages 175-176.

HISTORY A13 (HIA13) 9 points

The Foundations of Western Civilisation See subject description on pages 176-177.

HISTORY B12 (HIB12) 12 points

European: The Old Regime and the French Revolution See subject description on page 177. The prerequisite for DTP students is credit of 9 points in History or an approved equivalent. Diploma of Teaching (Primary) 371

HISTORY B13 (HIB13) 12 points

Early Modern European History See subject description on page 178. The prerequisite for DTP students is credit of 9 points in History at A level or an approved equivalent.

HISTORY B14 (HIB14) 12 points

European History 1870-1950 See subject description on page 179. The prerequisite for DTP students is credit of 9 points in History at A level or an approved equivalent.

HISTORY B15 (HIB15) 12 points

Australian History See subject description on page 179. The prerequisite for DTI' students is credit of 9 points in History at A level or an approved equivalent.

HISTORY B16 (HIB16) 6 points

Vietnam See subject description on page 180. The prerequisite for DTP students is credit of 9 points in History at A level or an approved equivalent. Students intending to enrol in this subject should note possible timetable difficulties which occur with half-year subjects.

HISTORY B17 (HIB17) 6 points

Indonesia See subject description on page 180. Students intending to enrol in this subject should note possible timetable difficulties which occur with half-year subjects.

HISTORY B18 (HIB18) 6 points

China See subject description on page 181. Students intending to enrol in this subject should note possible timetable difficulties which occur with half-year subjects.

HISTORY OF EDUCATION B1 (HDB01) 9 points

Tradition and Change in Western Education A subject of four class hours a week throughout the year. This subject may not be taken by students who have completed Comparative Education 81 prior to 1979. Prerequisite: Nil.

Syllabus This subject traces the development of Western education with emphasis on several events and movements which have influenced current issues in contemporary education. This thematic approach will include topics such as: the rise of directed education in ancient Greece, education and nationalism, popular education in the nineteenth century, the development of progressive school traditions and philosophies, and the rise of teacher professionalism in the twentieth century. Students will have a high degree of independence in choosing and studying topics of their own interest. 372 Subject Descriptions

Books Bowen, J A History of Western Education vols 1 & 2 London: Methuen 1975 Brubacher, J S A History of the Problems of Education New York: McGraw-Hill 1947 Frost, S E Historical and Philosophical Foundations of Western Education Columbus: Merrill 1973 Nash, P The Educated Man New York: Wiley 1965 Nash, P History and Education New York: Random House 1970

Assessment Assessment will be based on class exercises and part icipation, and two major assignments. Assessment details will be finalised in consultation with students.

Additional information: Inquiries should be directed to Mr R Biddington, room 301, 1959 Building.

HISTORY OF EDUCATION B2 (HDB02) 9 points

Tradition and Change in Education in Victoria A subject of four class hours a week throughout the year.

Prerequisite: Nil.

Syllabus Students in this subject will survey the development of education in Victoria and elect to study intensively a number of the topics they found interesting and useful in the survey. These latter studies may be individually or collectively selected and will possbly include the early schools in Victoria, the use of state schools, education and Australian nationalism, the apprenticeship-based training of teachers, the rise of teachers' unions, the Education Reform Association and World War II, curriculum change, and some significant teachers in Victoria.

Books Austin, A G Australian Education 1788-1900 Melbourne: Pitman 1965 Austin, A G The Australian Government School 1830-1914 Melbourne: Pitman 1975 Blake, L J Vision and Realization vol 1 Melbourne: Education Dept Victoria 1973 Melbourne Studies in Education Melbourne: MUP 1957-1978 Turney, C Pioneers of Australian Education vols 1 & 2 Sydney: Sydney Univ Press 1972 Turney, C Sources in the History of Australian Education 1788-1970 Sydney: Angus & Robertson 1975 Spaull, A D Australian Teachers from Colonial Schoolmasters to Militant Professionals Melbourne: Macmillan 1977

Assessment Assessment will be based on class participation and exercises, and two major assignments. Assessment details will be finalised in consultation with students.

HISTORY OF EDUCATION B3 (HDB03) 4 points

The Development of Social Science Teaching in Victoria. A subject of four class hours a week for one term. Prerequisite: Nil.

Syllabus This subject begins with a brief preliminary survey of the history of education in Victoria. Following this, students will study the major changes in Victoria's Social Science curriculum since 1885, including the Tate method of curriculum change in 1902, the impact of World War I on the Social Science curriculum, and the curriculum changes of 1934 and 1954. Throughout the subject the various changes in the curriculum will be related to more general changes in education in Victoria. Diploma of Teaching (Primary) 373

Books There are no appropriate books for this study, but information will be gained through the use of historical research methods into theses such as: A R Trethewey, 'The Teaching of History in Victoria, 1852-1954' and various journals such as the Australasian Schoolmaster, The Teacher and Victoria Gazette and Teachers' Aid.

Assessment Assessment will be based on class participation and exercises, and one major assignment. Assessment details will be finalised in consultation with students.

HISTORY OF EDUCATION B4 (HDB04) 4 points

Professionalisation of Teaching A subject of four class hours a week for one term. Credit may not be granted for this subject as well as for Social Science B4.

Prerequisite: Nil.

Syllabus This subject begins with a brief examination of the major characteristics in the process of professionalisation, then surveys the historical development of each characteristic in Victoria since the mid-nineteenth century. Students will be expected to choose at least one of the characteristics for a more intensive and independent study.

Books Bessant, B Teachers in Conflict Melbourne: MUP 1972 D'urso, S Changes, Issues and Prospects in Australian Education St Lucia: Univ of Old Press 1978 Lieberman, M Education as a Profession Englewood Cliffs: Prentice-Hall 1956 Snail!, A D Australian Teachers Melbourne: Macmillan 1977

Assessment Assessment will be based on class participation and exercises, and one major assignment. Assessment details will be finalised in consultation with students.

HISTORY OF EDUCATION B5 (HDB05) 4 points

The Development of Independent Schools in Victoria A subject of four class hours a week for one term. Prerequisite: Nil.

Syllabus This subject begins with an examination of the establishment of church schools in Victoria, covers the conflict over the Education Acts in the nineteenth century, and then concentrates most attention on four major events in the twentieth century: the decline of independent secondary schools after 1905, the establishment of the Council for Public Education, grants to church schools as a political issue, and the present reformation of the independent system.

Books Austin, A G Australian Education 1788-1900 Melbourne: Pitman 1965 Blake, L J Vision and Realization vol 1 Melbourne: Education Dept Victoria 1973 Fogarty, R Catholic Education in Australia 1806-1950 Melbourne: MUP 1959 Melbourne Studies in Education Melbourne: MUP 1957-1978 A considerable amount of material in this subject will be derived from theses and journals.

Assessment Assessment will be based on class part icipation and exercises, and one major assignment. Assessment details will be finalised in consultation with students. 374 Subject Descriptions

HISTORY OF EDUCATION B6 (HDB06) 4 points

The Development of Secondary Education in Victoria A subject of four class hours a week for one term. Prerequisite: Nil.

Syllabus Secondary education in Victoria began as a part of the independent system in the mid-nineteenth century; after 1905, the State established a series of continuation schools, partly to help train teachers and also to encourage secondary education for all children. In the subject, a number of historical elements are studied — they include the preparation of secondary teachers, significant curriculum changes, and the rise of secondary teachers' unions.

Books Allen, J The Old Model School Melbourne: MUP 1934 Blake, L J Vision and Realization vol 1 Melbourne: Education Dept Victoria 1973 Cleverley, J Australian Education in the Twentieth Century Melbourne: Longman 1972 Melbourne Studies in Education Melbourne: MUP 1957-1978 A considerable amount of material in this subject will be derived from theses and journal s.

Assessment Assessment will be based on class participation and exercises and one major assignment. Assessment details will be finalised in consultation with students.

HUMAN SEXUALITY (HSA00) 3 points

See subject description on page 184.

LANGUAGE AND LITERATURE A2 (LLA02) 9 points

English through Literature A A subject of four hours a week throughout the year. Prerequisite: Nil.

Syllabus Through an investigation of the literature of the twentieth century, this subject is designed to extend students' critical awareness of the range of ways in which language can be used. The subject is designed to encourage students to approach literature actively and flexibly, and to develop the understanding and sensitivity necessary to develop an appreciation of language and literature in children. The subject divides into three interrelated areas: 1. Critical study of adult literature incorporating consideration of: (a) reality and fantasy (b) varieties of form of the novel, short story and poetry (c) literature, society and the media (d) evaluation of plays in production. 2. Children's literature (a) the nature of children's literature as a distinct genre (b) themes in children's literature (c) criteria for the evaluation of children's literature. 3. Expressive original writing as a mode of expression and as a means of understanding the creative process.

Books Coombes, H Literature and Criticism Harmondsworth: Penguin 1970 Diploma of Teaching (Primary) 375

Egoff, S, Stubbs, G & Ashley, L Only Connect Toronto: OUP 1970 or Glenview (Ill): Scott Foresman 1974 Haviland, V Children and Literature: Views and Reviews Glenview (III): Scott Foresman 1974 Powell, B Making Poetry Ontario: Collier-Macmillan 1973 Walshe, R D My Machine Makes Rainbows Terry Hills (NSW): Reed 1972 Wellek, R & Warren, A Theory of Literature Harmondsworth: Penguin 1973

Assessment Assessment is progressive and is based on assignments, projects, class papers and on part icipation in seminars and tutorials. There will not be an examination.

Additional information: Inquiries should be directed to Ms B Hollyer, room 522, ERC.

LANGUAGE AND LITERATURE A3 (LLA03) 9 points

Language and Children A A subject of four hours of class work a week throughout the year.

Prerequisite: Nil.

Syllabus The emphasis in this subject is upon the factors influencing the development of the various aspects of language in children. The implications of these for the classroom situation will be of major importance. An introductory examination of the nature, structure, variety, functions and development of language; a study of communication processes; the implications of such studies for teachers, and the relevance of language to the development of children will be central considerations. An overview of current concerns regarding language as a system, as behaviour, and as a social reality. Language acquisition. Current theory and practical studies. Language and thought. Language in the community. Social influences. Media studies. Language as art. Communication theory. Language and the school. The function of language in school. The function of the school in relation to language. A continuing refinement of the student's own ability to use language as a precise instrument.

Books Cashdan, A et al (eds) Language in Education London: Routledge & Kegan Paul 1972 Dixon, J Growth through English London: OUP 1967 Lyons, J Chomsky London: Fontana 1970 McLuhan, M The Medium is the Massage Harmondsworth: Penguin 1970 Slobin, D Psycholinguistics Glenview (Ill): Scott Foresman 1971

Assessment Assessment is progressive and is based on assignments, class papers and on participation in seminars and tutorials.

LANGUAGE AND LITERATURE All (LLA11) 3 points

Community Language — Greek A subject of two hours a week throughout the year. This subject is designed for students who have little or no knowledge of Greek. 376 Subject Descriptions

Syllabus The subject introduces the structure of the Greek language, and provides a training in pronunciation, aural and written comprehension, and conversation.

Books `Bien, P, Rassias, J & Bien, C Demotic Greek Armidale (NSW): Univ of New England Press 1972

Assessment Assessment is based on a weekly written exercise and an oral test at the end of Term 3.

LANGUAGE AND LITERATURE Al2 (LLA12) 3 points

Community Language — Italian A subject of two hours a week throughout the year. This subject is designed for students who have little or no knowledge of Italian.

Syllabus This subject introduces the structures of the Italian language and provides a training in pronunciation, aural and written comprehension, and conversation.

Books Shankland, H & Mussi, E Aunci, buona serai London: BBC 1975

Assessment Assessment is based on a weekly written exercise and an oral test at the end of Term 3.

LANGUAGE AND LITERATURE A16 (LLA16) 3 points

Elementary French A subject of two hours a week throughout the year. This subject is designed for students who have little or no knowledge of French.

Syllabus The subject introduces the structure of the French language and provides a training in pronunciation, aural and written comprehension, and conversation.

Books •Mauger, G & Brueziere, M Le Francais et is vie vol 1 Paris: Hachette 1975

Assessment Assessment is based on a weekly written exercise and an oral test at the end of Term 3.

LANGUAGE AND LITERATURE B2 (LLB02) 12 points

English through Literature B A subject of four hours a week throughout the year. Credit may not be granted for this subject as well as for Children's Literature B or Language and Literature B4.

Prerequisite: English A2, or Language and Literature A2.

Syllabus This subject is intended for students who wish to continue the study of literature at their own level, while still developing their skills in fostering a taste for literature in young children and retaining a creative approach to language learning. 1. The oral tradition in literature: A study of myth, folk-story, ballad and epic poetry. The origins of drama. Diploma of Teaching (Primary) 377

Developments and changes in dramatic literature. Workshops in mask, mime, drama, and writing. 2. Children and literature: The growth of literature for children. A critical examination of writing for children. Fantasy and reality in children's literature. Workshop on children's literature.

Books Blishen, E led) The Thorny Paradise London: Kestrel 1975 Garfield, L & Blishen, E The God Beneath the Sea London: Longman 1975 Gassner, J Masters of the Drama New York: Dover 1954 Townsend, J R Written for Children Harmondsworth: Penguin 1974 Williams, R Drama from Ibsen to Brecht London: Chatto & Windus 1968 Drama texts will be drawn where possible from current theatre productions.

Assessment Assessment is progressive and is based on assignments, projects, class papers and on participation in seminars, workshops and tutorials. There will not be an examination.

Additional information: Inquiries should be directed to Ms A Treloar, room 530, ERC.

LANGUAGE AND LITERATURE B3 (LLB03) 12 points

Language and Children B A subject of four hours of class work a week throughout the year. Prerequisite: English A3, or Language and Literature A3.

Syllabus An examination of the origins and development of language. The present influences which are changing language and the influences of language which are changing man. 1. The origins of modern English. Theories of the origins of early English. Influences before and after printing. The process of formalisation. 2. An introduction to linguistics. A description of the range of linguistic studies. The relevance of some of these to the school situation. 3. The teaching of English in schools: changes during this century. A consideration of the underlying philosophy and practices of English teaching since 1900. 4. Sociolinguistics. An inquiry into the social factors which may influence the development of language among children. A consideration of the efficacy of varying language patterns. 5. Language and animals: artificial languages. What does a consideration of these features of language teach in regard to the language of children?

Books Black, M The Labyrinth of Language Ringwood (Vic): Penguin 1968 Cashdan, A Language in Education London: Routledge & Kegan Paul 1972 Laird, C The Miracle of Language New York: Fawcett World 1953 Shayer, D The Teaching of English in Schools 1900-1970 London: Routledge & Kegan Paul 1972 Trudgill, P Sociolinguistics: An Introduction Harmondsworth: Penguin 1974 Wardhaugh, R Introduction to Linguistics New York: McGraw-Hill 1972

Assessment Assessment is progressive and is based on assignments, projects, class papers and on participation in seminars and tutorials. 378 Subject Descriptions

LANGUAGE AND LITERATURE B4 (LLB04) 12 points

Children's Literature A subject of two 2-hour seminars a week throughout the year. Guest lectures to be given by authors, illustrators, and publishers. Prerequisite: Nil.

Special Requirement A list of some hundreds of titles of books written for children and adolescents is available from the lecturer in charge of this subject. Students are expected to have read widely from this list before lectures commence. Copies of the list are available at room 231, 1888 Building, from November 1978.

Syllabus The main aim of this subject is to provide a comprehensive study of a range of fine literature for children, in order to foster a love of, and commitment to, the genre of children's literature and the promotion of its reading and enjoyment within the school and community. The subject is based on very wide reading rather than intensive study of selected titles, so that the student is better able to know the overall field and be in a position to give useful and comprehensive reading guidance as a teacher. Topics covered: Picture story books, including ABC, counting books, Mother Goose, wordless books. Present state of the art; evaluation in terms of text, illustrations, class, format, etc. Use with children from pre-school to late teenage years. Historical development. Audio-visual representations of these books as art forms and/or promotional material. Picture books translated into language other than English (e.g. Bodley Head and Ashton projects). Bridge books between picture-story books and more complex literary texts (e.g. Hamish Hamilton Antelopes, Gazelles). Traditional Literature: myths, legends, folk tales, fables, epics, fairy tales. Biography, including fictionalised biography. Poetry: forms, content, enjoyment. Selecting and sharing poetry with children. Encouragement of writing. Leading anthologies. Fiction: study based on student's wide reading. Criteria, in terms of plot, theme, style, characterisation, likely appeal. Various classes, e.g. historical fiction, science fiction, animals, families, humour, fantasy, personal conflicts. Techniques of promotion, reading guidance, book introductions, reading programs. The broad stages in the historical development of children's literature, mainly in England, the USA and Australia, as a background for an understanding of its present state. Related activities: drama, art, films, television, music, puppetry, etc. in and through the library. Story telling: theory and methods. Bringing literature to children, sharing it with them in the classroom. The media and children's literature (a) using available movie films, recordings, sound-slides, television programs, etc., and (b) making and using one's own. Awards and prizes in the field of children's literature (e.g. Newberry, Caldecott, Carnegie, Greenaway, Hans Christian Andersen, Australian Book of the Year). Terms, standards, frequency, and purpose. Organisations which exist for the promotion of children's literature, e.g. Children's Book Council of Australia, International Board on Books for Young People. Periodicals in 'the field of children's literature. The ERC has substantial holdings in this area. Twenty different serials (including Reading Time, Horn Book Magazine, Books for Young Children, Bookbird, etc) are examined. Bibliographies and books about children's literature.

Books and Materials Arbuthnot, M H Children and Books 5th edn (revised by Sutherland, Z) Glenview (Ill): Scott Foresman 1977 Egoff, S (ed) Only Connect: Readings on Children's Literature Toronto: OUP 1969 Diploma of Teaching (Primary) 379

Huck, C & Kuhn, D Children's Literature in the Elementary School 3rd edn New York: Holt, Rinehart & Winston 1976 Sadker, M & Sadker, D Now Upon a Time: a Contemporary View of Children's Literature New York: Harper & Row 1977 Other reading will be recommended throughout the year including reference to ERC holdings such as relevant films, slides, film-strips, recordings and video-tapes; a small historical collection of children's books, including chapbooks; and substantial collections of children's literature, relevant periodicals and monographs about children's literature.

Assessment 1. Assignments: Compilation of a literature manual based on at least 30 separate fiction title entries, as a guide to presenting and using literature with children (minimum 5,000 words); and an assignment based on the student's own interests and abilities, chosen from the following — mounting a display; producing a video-tape, film, sound-slide set, etc; presentation of a children's book; an essay (approximately 1,500 words); a specialised annotated bibliography; poetry index or any other relevant and equivalent task proposed by student and approved by lecturer-in-charge. 2. Attendance at, and participation in, seminars — for instance by contributing to story-telling, evaluating periodicals, etc.

LANGUAGE AND LITERATURE B5 (LLB05) 12 points

English with Drama A subject of six hours a week throughout the year, consisting of one 2-hour seminar and four hours of practical drama. Prerequisite: English A2, or Language and Literature A2, or Drama Al and A2.

Syllabus The subject extends the study of literature into the specialised field of drama by means of complementary textual and practical studies. Study of plays exemplifying functions of drama: (a) Drama as myth and ritual (Four texts, e.g. Oresteia, Everyman, The Tempest, Mother Courage). (b) Drama history and social comment (Four texts, e.g. Coriolanus, Saint Joan, Enemy of the People, Luther). (c) Drama as psychological exploration (Four texts, e.g. Hamlet, Peer Gynt, The Birthday Parry, Zoo Story). Practical theatre. One play from each of the above categories to be taken as the nucleus for practical stage-work. The relationship between literary and theatrical criticism — continual critical assessment of plays as drama and as literature.

Books Preliminary Reading: Styan, J L The Dramatic Experience London: CUP 1968 Students will be required to possess texts of the 12 plays chosen for study.

Assessment Continuous assessment based on class papers, essays and practical work. There is no examination.

Additional information: Inquiries should be directed to Ms W Cubbon, room 521, ERC.

LANGUAGE AND LITERATURE B6 (LLB06) 4 points

The Changing Voice of Poetry A subject of four hours a week for one term. 380 Subject Descriptions

Prerequisite: Foundation Studies in English and Mathematics, or an approved equivalent.

Syllabus An investigation of the poet as a representative voice in the context of changing culture. There will be consideration of several poets and their poems, in an attempt to gain some sense of poetic perspective. 'Poetry and Imagination' will be the theme in 1979; and there will be emphasis on the nature of imagery, metaphor and symbol in the changing pattern of poetry. Among the poets likely to be studied are John Donne, George Herbert, Sylvia Plath, Ted Hughes, W H Auden, and Robert Lowell.

Books Auden, W H & Pearson, N H (eds) Elizabethan and Jacobean Poets New York: Viking 1950 Students will be advised about a suitable anthology of modern poetry, or of individual volumes of poets' work.

Assessment Assessment will be based on class participation, seminar preparation and two assignments — one major (approximately 2,000 words) and one minor (approximately 1,000 words).

Additional information: Inquiries should be directed to Ms D Dunkle, room 530, ERC.

LANGUAGE AND LITERATURE B7 (LLB07) 4 points

Reading and Writing Poetry A subject of two hours a week for two terms. Prerequisite: Foundation Studies in English and Mathematics, or an approved equivalent.

Syllabus The subject involves discussion of poetic theory as well as analysis and imitation of works by various poets. Other writing will include the students' spontaneous productions, and varied practical exercises with the techniques and forms of poetry.

Books References: Drew, E Poetry: A Modern Guide New York: Dell 1959 Hughes, T Poetry in the Making London: Faber 1969 Macleish, A Poetry and Experience Harmondsworth: Penguin 1965 Pound, E An ABC of Reading London: Faber 1961

Assessment Assessment, based on the quality and variety of work produced, includes one assignment of 2,000 words on the nature of the creative process.

Additional information: Inquiries should be directed to Ms D Dunkle, room 530, ERC.

LANGUAGE AND LITERATURE B8 (LLB08) 4 points

Reading and Writing Short Stories A subject of two hours a week for two terms. Prerequisite: Foundation Studies in English and Mathematics, or an approved equivalent.

Syllabus An investigation of the techniques and methods of modern prose writing, and a short examination of the history and development of prose style. The subject is concerned with the development of flexible but individual style, and the ability to analyse and evaluate prose. Various practical exercises will be attempted and discussed. Diploma of Teaching (Primary) 381

Books Heseltine, A (ed) The Penguin Book of Australian Short Stories Harmondsworth: Penguin 1976 Malamud, B The Magic Barrel) Harmondsworth: Penguin 1968 Moffett, J Points of View New York: Mentor 1956

Assessment Assessment, based on the quality and variety of work produced, includes one assignment of 2,000 words on the nature of the creative process.

Additional information: Inquiries should be directed to Ms D Dunkle, room 530, ERC.

LANGUAGE AND LITERATURE C2 (LLCO2) 12 points

English through Literature C A subject of four hours a week throughout the year.

Prerequisite: English B2 or Language and Literature 82.

Syllabus A subject consisting of three integrated and complementary studies with a bias towards poetry. 1. Selected poetry for comprehension, interpretation and appreciation. Suggested poets:

Donne Milton Blake Keats Swinburne Hardy Shakespeare Dryden Wordsworth Graves Browning Hopkins Marvell Pope Byron Tennyson Yeats Eliot 2. Related studies in the novel and/or drama arising out of either a period of literature or a theme encountered in the poetry. Novel studies will be pursued mainly through students' own reading, while drama studies may involve some criticism through practical drama. 3. Poetry in school — some theories of the development of aesthetic taste through literature (see suggested reading list) and consideration of the place of poetry in the English syllabus. Ways of teaching poetry.

Books Section 3: Harding, D W Experience into Words Harmondsworth: Penguin 1974 Nowottny, W The Language Poets Use London: Athlone 1964 Oakeshott, M The Voice of Poetry in the Language of Mankind Piaget, J Play, Dreams and Imitation in Childhood London: Routledge & Kegan Paul 1951 (These books pursue the study of language into the more advanced field of children's imaginative development through words, and are seen as the follow-up from the previous two years of literary study.)

Assessment Assessment is progressive and is based on assignments, individual study of a chosen field, class papers and on participation in seminars and tutorials.

LANGUAGE AND LITERATURE C3 (LLC03) 12 points

Language and Children C A subject of four hours a week.

Prerequisite: English B3 or Language and Literature B3.

Syllabus An examination of the philosophy and psychology of language in relation to the teacher 382 Subject Descriptions

wishing to specialise in English. Particular attention to the pervading nature of language across the curriculum. Philosophy of Language and Language Teaching Problems of the definition and function of language. The concept of meaning. What can and should be taught in schools, and why? Psycholinguistics Current theories and studies related to the acquisition and development of language. The function of memory in listening and reading. Mentalism and behaviourism. The acts of speaking and writing. Language and Thought The problem of interdependency. Relation of creativity and fantasy. The role of literature. The Language Arts Specialist and the School The role and function of such a specialist. Knowledge and understanding required. Resources — books, periodicals, journals, organisations and societies.

Books Bullock, A A Language for Life London: HMSO 1975 Foder, J A et al The Psychology of Language New York: McGraw-Hill 1974 Pears, J R led) Wittgenstein London: Fontana 1971 Piaget, J The Language and Thought of the Child 3rd edn New York: Routledge & Kegan Paul 1959 Searle, J R led) The Philosophy of Language London: OUP 1971 Vygotsky, L S Thought and Language Cambridge (Mass): MIT Press 1962 Assessment Assessment is based on participation in class sessions, and on submission of two minor (1,500 words) and one major (10,000 words) assignments.

LANGUAGE AND LITERATURE C4 (LLC04) 12 points

Children and Literature C A subject of four hours a week throughout the year. The subject will be conducted in two 2-hour sessions each week. Prerequisite: English B2 or Children's Literature B, or Language and Literature 82 or 84, or an approved equivalent.

Syllabus The subject is designed to bring together students' awareness of children's literature and their experience of literature at their own level. A study of selected books will be made, and consideration will be given to: (a) a chronological study of the image of childhood, especially over the past 200 years; (b) contemporary views of childhood in books for children and adults; (c) explicit and implicit intellectual, social, and aesthetic values in literature for children.

Books Preliminary Reading: Avery, G Childhood's Pattern London: Hodder & Stoughton 1975 Coveney, P The Image of Childhood Harmondsworth: Penguin 1967 Dixon, 13 Catching Them Young London: Pluto Press 1977 Prescribed: `Bawden, N Carrie's War Harmondsworth: Puffin 1973 'Berger, J G Harmondsworth: Penguin 1972 'Bronte, C Jane Eyre Harmondsworth: Penguin 1971 'Dickens, C Hard Times Harmondsworth: Penguin 1970 'Dickenson, P The Gift Harmondsworth: Puffin 1975 Diploma of Teaching (Primary) 383

'Garner, A Red Shift London: Armada-Lion 1975 'James, H What Maisie Knew Harmondsworth: Penguin 1966 'Joyce, J Portrait of the Artist as a Young Man Harmondsworth: Penguin 1969 'Mayne, W The Jersey Shore Harmondsworth: Puffin 1976 'Tolstoy, L Childhood, Boyhood and Youth Harmondsworth: Penguin 1970

Assessment Assessment is based on participation in class sessions, presentation of class papers, and the submission of two minor (1,500 words) assignments together with an individual study of a chosen field.

Additional information: Inquiries should be directed to Ms B Hollyer, room 522, ERC.

LEGAL STUDIES A (LSA00) 9 points

What is Law? See subject description on page 185.

MATHEMATICS

Many of the Mathematics subjects listed below are offered to students enrolled in either the Bachelor of Education course or the Diploma of Teaching (Primary) course. Details of these subjects are provided on pages 198-206 of this handbook.

Books Detailed references will be given in lectures. For interested students a list of texts for preliminary reading can be found on the noticeboard in the Department of Mathematics, level 7, Science Education Building.

Assessment Assessment in each subject will be by examination and/or assignment. Full details will be given at the commencement of each subject. Final results in Mathematics subjects will be graded in either of two ways: Distinction, Credit, Pass, Fail or Honours, Pass, Fail.

Additional information: Inquiries should be directed to the Secretary, Department of Mathematics, room 707, Science Education Building.

MATHEMATICS A SUBJECTS

Each of the Mathematics A subjects offered is one equivalent to 24 lectures, together with tutorials and practice classes taken over a period of one term. Each subject has a value of 3 points.

MATHEMATICS A01 (MAA01) 3 points Linear Algebra See subject description on page 198.

MATHEMATICS A02 (MAA02) 3 points

Number Systems and Abstract Algebra See subject description on page 198. 384 Subject Descriptions

MATHEMATICS A03 (MAA03) 3 points

Introductory Geometry _ A subject of approximately 40 hours of lectures, tutorials, and practice classes for one term. Prerequisite: Nil.

Syllabus Section 1: Informal geometry: The perception and appreciation of visual spatial relationships through photography and art. Section 2: The content and structure of traditional Euclidean geometry - theorems and constructions. Impact of Euclid on mathematics education. Section 3: Elementary vector methods in the solution of traditional Euclidean problems. A brief look at more modern presentations of Euclidean geometry. Section 4: Project work concerned with some aspects of geometry, e.g. symmetry, measurement, Piaget and the geometrical development of children.

Books Preliminary Reading: Reid, C A Long Way From Euclid New York: Crowell 1963 Reference: Bouwsma, W Geometry for Teachers New York: Macmillan 1972 Brydegaard, M & Inskeep, J Readings in Geometry from the Arithmetic Teacher Reston (Va): National Council of Teachers of Mathematics 1970 Rosskopf, M et al Geometry —A Perspective View New York: McGraw-Hill 1969 Rowland, K Learning to See London: Ginn 1968

Assessment Assessment is based on class assignments and short tests during the term. A final test may be held.

Additional information: Inquiries should be directed to Mr M W Sorrell, room 605, Science Education Building. MATHEMATICS A04 (MAA04) 3 points

Studies in Number A subject of five hours a week of lectures, tutorials and practice classes for one term. Prerequisite: Nil.

Syllabus A study of number systems from a historical and structural viewpoint. The emphasis will centre on the set of real numbers. Some topics to be covered include: Finite arithmetic, continued fractions, and Diophantine equations.

Books Reference: Davenport, H The Higher Arithmetic: An Introduction to the Theory of Numbers 3rd edn London: Hutchinson 1968 Dodge, C W Numbers and Mathematics 2nd edn Boston: Prindle, Weber & Schmidt 1975 Maxfield, J E & Maxfield, M W Discovering Number Theory Philadelphia: Saunders 1972 Menninger, K Number Words and Number Symbols Cambridge (Mass): MIT Press 1969

Assessment Assessment is based on seminar papers and class tests. Diploma of Teaching (Primary) 385

Additional information: Inquiries should be directed to Mr M W Sorrell, room 605, Science Education Building.

MATHEMATICS A05 (MAA05) 3 points

Mathematical Logic, Puzzles and Games A subject of approximately 40 hours of lectures, discussion, group activity and practical assignments for one term.

Prerequisite: Nil.

Syllabus The subject content will include: historical development of logic, classical logic, sets and Boolean algebra, propositional calculus, the development of mathematical logic in children, the logic of language, the nature of causation and proof, games and puzzles.

Books Preliminary Reading: Lipschutz, S Set Theory and Related Topics (Schaum Outline Series) New York: McGraw-Hill 1974 Reference: Dienes, Z P & Golding, E W Learning Logic, Logical Games London: ESA 1971 Kilmister, C W Language Logic and Mathematics London: English Universities Press 1967 Kneebone, G T Mathematical Logic and the Foundations of Mathematics London: Van Nostrand 1975 McNeil, D The Acquisition of Language: The Study of Developmental Psycholinguistics New York: Harper & Row 1970 Salmon, W C Logic (Foundation of Philosophy Series) 2nd edn Englewood Cliffs: Prentice-Hall 1973 Seymour, D et a/ After Math vols I-IV London: Creative Publ 1970 Further references will be given in the first session.

Assessment Assessment will comprise seven weekly assignments — 35 per cent, one essay or project — 35 per cent, and one 1-hour test — 30 per cent.

Additional information: Inquiries should be directed to Mr M W Sorrell, room 605, Science Education Building.

MATHEMATICS All (MAA11) 3 points

Real Analysis See subject description on page 199.

MATHEMATICS A21 (MAA21) 3 points

Probability and Statistics See subject description on page 199.

MATHEMATICS A22 (MAA22) 3 points

Statistics for Teachers A subject of five hours s week of lectures, tutorials and practice classes for one term. Prerequisite: Nil 386 Subject Descriptions

Syllabus An introduction to basic statistics and statistical procedures and their relevance to the work of teachers in the school situation. Topics include: classification of educational data, organisation and presentation of data, measures of performance, correlation and regression, statistical inference and sampling and hypothesis testing.

Books Reference: Gellman, E S Statistics for Teachers New York: Harper & Row 1973 Lumsden, J Elementary Statistical Method Nedlands: UWA Press 1971 McCollough, C & Van Atta, L Statistical Concepts New York: McGraw-Hill 1973 Pollard, A H Introductory Statistics Oxford: Pergamon 1972

Assessment Assessment will be based on attendance and participation in sessions, submission of work sheets, and on two class tests.

Additional information: Inquiries should be directed to Mr R J Welsh, room 713, Science Education Building.

MATHEMATICS A31 (MAA31) 3 points

Mechanics I See subject description on pages 199-200.

MATHEMATICS A41 (MAA41) 3 points

Computer Programming See subject description on page 200.

MATHEMATICS A61 (MAA61) 3 points

Number Sense and the Young Child A subject of approximately 40 hours of lectures, tutorials and practice classes for one term. This subject cannot be used as a prerequisite for Mathematics B31 or B41.

Special Requirement Each student will be required to work individually (for at least one hour a week) with a young child in school mathematics and, under guidance, to keep a record of his/her mathematical development. Prerequisi:e: Nil. Syllabus Simple structures underlying number relationships in primary school arithmetic are discussed with a view to using the insights so gained in teaching. Topics discussed include: number sense, use of complements in iterative calculations, meanings behind certain commonly taught algorithms, and models of how young children think in terms of number.

Books MacDonald, T H Basic Mathematics and Remedial Instruction Sydney: Angus & Robertson 1973 Readings will include a number of research papers from various journals. An extensive reading list will be available at the first lecture.

Assessment Assessment will be based on a written report of the child study, presentation of a tutorial paper, and a two-hour class test. Diploma of Teaching (Primary) 387

Additional information: Inquiries should be directed to Mr M W Sorrell, room 605, Science Education Building.

MATHEMATICS 601 (MAB01) 4 points

Linear Algebra See subject description on page 200.

MATHEMATICS B02 (MAB02) 4 points

Geometry A subject of approximately 40 hours of lectures, tutorials and practice classes for one term.

Prerequisite: Foundation Studies in English and Mathematics and/or two Mathematics A subjects.

Syllabus Section 1: An intuitive approach to the study of topology. Section 2: Transformation geometry. Section 3: Piaget and the geometrical development of children, with particular reference to topology and Euclidean geometry.

Books Reference: Arnold, B H intuitive Concepts in Elementary Topology Englewood Cliffs: Prentice-Hall 1963 Eccles, F An Introduction to Transformational Geometry London: Addison-Wesley 1971 Flegg, G From Geometry to Topology London: English Universities Press 1974 Litzmann, W Visual Topology London: Chatto & Windus 1965

Assessment Assessment is based on class assignments and short tests during the term. A final test may be held.

Additional information: Inquiries should be directed to the Secretary, Department of Mathematics, room 707, Science Education Building.

MATHEMATICS B04 (MAB04) 4 points

Modern Algebra A subject of five hours of lectures, tutorials and practice classes for one term.

Prerequisite: Foundation Studies in English and Mathematics and/or two Mathematics A level subjects.

Syllabus A foundation study in modern algebra examining three main areas and their interaction: 1. Set Theory — including an examination of various articles relevant to set theory and mathematical understanding. 2. Mathematical Structures — groups, rings, integral domains, fields. 3. Matrices and determinants — including application to transformation geometry.

Books Reference: 388 Subject Descriptions

Balfour, A Introduction to Sets, Groups and Matrices New York: American Arco 1965 Buontempo, D J A Foundation Course in Modern Algebra London: Macmillan 1975 Combe, H T Mathematical Structures London: Ginn 1971 Dinkines, F Abstract Mathematical Systems part Ill of Elementary Concepts of Modern Mathematics New York: Appleton-Century-Crofts 1964 Pettofrezzo, A J Matrices and Transformations Englewood Cliffs: Prentice-Hall 1966

Assessment Assessment will be based on attendance and participation in sessions, submission of worksheets and on two class tests.

Additional information: Inquiries should be directed to Mr R J Welsh, room 713, Science Education Building.

MATHEMATICS B05 (MAB05) 4 points

Environmental Mathematics A subject of approximately 40 hours of lectures, tutorials and practice classes for one term. Field excursions and visits to other selected places of interest, e.g. museums, art galleries, planetarium will be required. Prerequisite: Foundation Studies in English and Mathematics, or two Mathematics A level subjects, or special permission of the lecturer.

Syllabus This subject aims to demonstrate the links between mathematics and those disciplines specifically concerned with both the natural and artificial environment, the latter being interpreted in the widest sense to include the cultural environment. The subject should prove to be of value to those students interested in a more interdisciplinary approach to their mathematical studies and/or who expect to be involved with the implementation of an integrated curriculum in schools. In 1979 the subject will be concerned with the mutual interaction between mathematics and art, including architecture. Topics to be studied include: The influence of ornamentation and design on the development of mathematics. Both ancient and modern examples will be studied. An examination of the thesis that the limitations of the Ancient Greek world view hampered the development of their arts and sciences, and from which we were only freed by the new ideas that emanated in Renaissance painting and geometry.

Books Preliminary Reading: Holt, M Mathematics and Art London: Van Nostrand-Reinhold 1971 Kline, M Mathematics in Western Culture London: OUP 1969 Reference: Alban, K et al The Language of Pattern London: Thames & Hudson 1974 (vins, W Art and Geometry New York: Dover 1946 •Pedoe, D Geometry and the Liberal Arts Harmondsworth: Penguin 1976 Weyl, H Symmetry Princeton: Princeton Univ Press 1952 Whyte, LAspects of Form London: Lund Humphries 1968

Assessment Assessment is based on participation in class sessions and on the submission of a short project (2,500 words), an essay (2,500 words), and a folio of practical work pertaining to aspects of the subject.

Additional information: Inquiries should be directed to the Secretary, Department of Mathematics, room 707, Science Education Building. Diploma of Teaching (Primary) 389

MATHEMATICS B11 (MAB11) 4 points

Real and Complex Analysis See subject description on page 201.

MATHEMATICS B12 (MAB12) 4 points

Real Analysis II See subject description on page 201.

MATHEMATICS B21 (MAB21) 4 points

Probability and Statistics II See subject description on page 201.

MATHEMATICS B22 (MAB22) 4 points

Statistics A subject of five hours a week of lectures, tutorials and practice classes for one term. Prerequisite: Mathematics A22 or any other two Mathematics A level subjects, and Foundation Studies in English and Mathematics.

Syllabus A study of statistical topics to include probability models, conditional probability, Bernoulli trials, matrix algebra, Markov chains, linear programming, game theory and queuing theory.

Books Reference: Alder, H L & Roessler, E B Introduction to Probability and Statistics 6th edn San Francisco: Freeman 1974 Freund, J E Statistics: A First Course 2nd edn Englewood Cliffs: Prentice-Hall 1970 Hoel, P G & Jessen, R J Basic Statistics for Business and Economics 2nd edn Santa Barbara (Calif): Wiley 1977 Mendenhall, W & Schoeffer, R Mathematical Statistics with Applications Boston: Duxberry 1973 Smith, K J Finite Mathematics: A Discrete Approach Glenview: Scott Foresman 1975

Assessment Assessment will be based on attendance and part icipation in sessions, submission of worksheets, and on two class tests.

Additional information: Inquiries should be directed to Mr D 1 Rasmussen, room 601, Science Education Building.

MATHEMATICS B31 (MAB31) 4 points

Mechanics II See subject description on page 201. MATHEMATICS B32 (MAB32) 4 points Vector Calculus See subject description on page 202. 390 Subject Descriptions

MATHEMATICS B33 (MAB33) 4 points

Boundary Value Problems and Differential Equations See subject description on page 202.

MATHEMATICS B41 (MAB41) 4 points

Computer Science See subject description on page 202.

MATHEMATICS B42 (MAB42) 4 points

Computers A subject of five hours of lectures, tutorials and practice sessions a week for one term.

Special Requirement Practical work on the College's computing equipment is an integral part of the subject.

Prerequisite: Foundation Studies in English and Mathematics, and/or two Mathematics A level subjects, preferably including Mathematics A05. Syllabus High and low level programming. Hardware, computer systems, multiprogramming and time-sharing. Numerical methods for computers, simulation and artificial intelligence.

Books Preliminary Reading: Schaeffer, G F Introducing Computers Chicago: Wiley 1974 Reference: Gear, C W Introduction to Computer Science Chicago: SRA 1973 Kemeny, J G & Kurtz, T E BASIC Programming 2nd edn New York: Wiley 1975 Whitesitt, J F Boolean Algebra and its Applications New York: Addison-Wesley 1961

Assessment Tests will comprise 50 per cent, and practical work 50 per cent of the final assessment. There will be two tests of one hour's duration. Practical work will include programming, documentation, systems studies and minor assignments.

Additional information: Inquiries should be directed to Mr J S Murnane, room 809A, Science Education Building.

MATHEMATICS B51 (MAB51) 4 points

Numerical Methods See subject description on page 202.

MATHEMATICS B61 (MAB61) 4 points

School Mathematics A subject of five hours a week of lectures, tutorials and practice classes for one term. This subject cannot be used as a prerequisite for Mathematics C01, CO2, CO3, C32, C33 or C41.

Special Requirement Participation in class activities is an integral part of the subject and attendance is compulsory. Diploma of Teaching (Primary) 391

Prerequisite: Foundation Studies in English and Mathematics and/or two Mathematics A level subjects, or an approved equivalent.

Syllabus An investigation of different approaches to the teaching of primary school mathematics today including examination of their historical development.

Books Preliminary Reading: Dubisch, R Basic Concepts of Mathematics for Elementary Teachers Sydney: Addison-Wesley 1977 Education Department Victoria Mathematics for Primary Schools — A Suggested Course of Study Melbourne: EDV 1972 Reference: • Copeland, R W Diagnostic and Learning Activities in Mathematics for Children London: Collier-Macmillan 1974 National Assocn for Education of Young Children (eds) Montessori in Perspective USA 1974 Nuffield Foundation Mathematics: The First Three Years and Mathematics: The Later Primary Years London: Newgate Press 1970 Stern, C & Stern, M B Children Discover Arithmetic 2nd edn London: Harrap 1971 Reading lists outlining additional references will be distributed throughout the year.

Assessment Assessment will be based on one written assignment and on the presentation of seminar topics. Satisfactory completion of all assignments and active participation in class work is necessary for a pass in this subject.

Additional information: Inquiries should be directed to the Secretary, Department of Mathematics, room 707, Science Education Building.

MATHEMATICS B62 (MAB62) 4 points

Numeracy This subject of two 3-day workshops totalling approximately 36 hours together with two school-based projects is available only by external study.

Special Requirement All students will be required to attend three-day workshops in the first and second term vacations. Prerequisite: Approved teacher education studies and teaching experience in primary schools.

Syllabus An investigation of how children learn the basics of pure and applied number and spatial relationships using equipment, games and activities.

Books 'Education Department Victoria Curriculum Guides A — I Pure and Applied Number Melbourne: EDV *Lorton, M B Workjobs New York: Addison-Wesley 1972 •Tretyin, A Project Mathematics Books nos 3,4,5,6, London: Macmillan 1973

Assessment Assessment will be based on workshop participation and two projects.

Additional information: Inquiries should be directed to the Secretary, Department of Mathematics, room 707, Science Education Building.

392 Subject Descriptions

MATHEMATICS B71 (MAB71) 4 points

History of Mathematics A subject of approximately 40 hours of lectures and discussions for one term. Prerequisite: Foundation Studies in English and Mathematics and/or two Mathematics A level subjects.

Syllabus Aspects of the contribution of the Babylonians, Egyptians and Greeks to the development of mathematics, together with a brief introduction to some important mathematical results from the seventeenth century.

Books Reference: Aaboe, A Episodes from the Early History of Mathematics New York: Random House 1964 Boyer, C B A History of Mathematics New York: Wiley 1968 Eves, H An Introduction to the History of Mathematics New York: Holt, Rinehart & Winston 1968 Heath, T L Manual of Greek Mathematics New York: Dover 1963 Heath, T L The Works of Archimedes New York: Dover 1953 Kline, M Mathematical Thought from Ancient to Modem Times New York: OUP 1972

Assessment Assessment is based on essay work, class exercises and on participation in discussion. A final test may be held.

Additional information: Inquiries should be directed to the Secretary, Department of Mathematics, room 707, Science Education Building.

MATHEMATICS CO1 (MAC01) 4 points

Algebra II See subject description on page 203.

MATHEMATICS CO2 (MACO2) 4 points

Combinatorics and Number Theory See subject description on page 203.

MATHEMATICS CO3 (MAC03) 4 points

Geometry See subject description on page 204.

MATHEMATICS C04 (MAC04) 4 points

Geometry II A subject of approximately 40 hours of lectures, tutorials and practice classes for one term.

Prerequisite: Mathematics B02 or an approved equivalent.

Syllabus Elementary aspects of non-Euclidean geometry together with an appreciation of some of the main contributions of projective geometry to mathematics. Diploma of Teaching (Primary) 393

Piaget and the geometrical development of children with particular reference to projective geometry.

Books Reference: Evans, D An Introduction to Non-Euclidean Geometry New York: Academic Press 1973 Gans, D Transformations and Geometries New York: Appleton-Century-Crofts 1969 Horadam, A A Guide to Undergraduate Projective Geometry Oxford: Pergamon 1970 Moise, E Elementary Geometry from an Advanced Standpoint London: Addison-Wesley 1963

Assessment Assessment is based on class assignments and on short tests during the term. A final test may be held.

Additional information: Inquiries should be directed to the Secretary, Department of Mathematics, room 707,. Science Education Building.

MATHEMATICS C11 (MAC11) 4 points

Complex Functions See subject description on page 204.

MATHEMATICS C21 (MAC21) 4 points

Probability and Statistics Ill See subject description on page 204.

MATHEMATICS C31 (MAC31) 4 points

Mathematical Methods See subject description on page 204.

MATHEMATICS C32 (MAC32) 4 points

Linear Programming See subject description on page 205.

MATHEMATICS C33 (MAC33) 4 points

Graph Theory See subject description on page 205.

MATHEMATICS C41 (MAC41) 4 points

Computer Science II See subject description on page 205.

MATHEMATICS C51 (MAC51) 4 points

Numerical Methods 11 See subject description on page 205. 394 Subject Descriptions

MATHEMATICS C61 (MAC61) 4 points

School Mathematics II A subject of five hours a week of lectures, tutorials, and practice classes for one term.

Special Requirement Part icipation in class activities is an integral part of the subject and attendance is compulsory. Prerequisite: Mathematics B61 or an approved equivalent.

Syllabus The planning, preparation, and evaluation of primary school mathematics programs. A comparative study of current primary mathematics courses and methods.

Books Preliminary Reading: Copeland, R How Children Learn Mathematics — Teaching Implications of Piaget's Research 2nd edn New York: Macmillan 1974 Dienes, Z P Building Up Mathematics 4th edn London: Hutchinson 1971 Reference: Reading lists outlining additional references will be distributed throughout the term.

Assessment Assessment will be based on four written assignments. Satisfactory completion of all assignments and active participation in class work are necessary for a pass in this subject.

Additional information: Inquiries should be directed to the Secretary, Department of Mathematics, room 707, Science Education Building.

MATHEMATICS C62 (MAC62) 4 points

Readings and Research in Mathematics Education A subject of 40 hours of lectures, discussion groups and practical assignments throughout the year. Prerequisite: At least two Mathematics B level subjects.

Syllabus The subject will involve work in the following areas: An introduction to mathematics education literature in the form of professional journals and academic research articles. A study of statistical procedures to enable meaningful interpretation of research reports. A study of experimental and non-experimental techniques of research. Design and implementation of a small research project.

Books Prescribed Reading: Campbell, D T & Stanley, J C Experimental and Quasi Experimental Designs for Research Chicago: Rand McNally 1970 Reference: Edwards, A L Experimental Design in Psychological Research New York: Holt, Rinehart & Winston 1972 Hill, J E & Kerber, A Models, Methods and Analytical Procedures in Education Research Detroit: Wayne State Univ 1967 A more detailed list will be provided at the commencement of the subject.

Assessment Contribution to group work and presentation of a tutorial discussion paper will comprise 20 per cent of the assessment, competence in statistical procedures discussed — 20 per Diploma of Teaching (Primary) 395

cent, understanding of experimental and non-experimental design 30 per cent, and research project — 30 per cent of the assessment.

Additional information: Inquiries should be directed to Mr M W Sorrell, room 605, Science Education Building.

MEDIA ARTS A4 (MSA04) 3 points

Media as Messenger See subject description on page 208.

MEDIA ARTS A5 (MSA05) 3 points

Screen Studies See subject description on page 208.

MEDIA ARTS A6 (MSA06) 3 points

Production Exercises See subject description on page 209.

MEDIA ARTS B1 (MSB01) 6 points

Film-Making See subject description on page 209.

MEDIA ARTS B2 (MSB02) 6 points

Video Production See subject description on page 210.

MEDIA ARTS B3 (MSB03) 6 points

Radio Production See subject description on page 210.

MEDIA ARTS B4 (MSB04) 6 points

Combined Media Production See subject description on page 210.

MEDIA ARTS B6 (MSB06) 6 points

Popular Culture See subject description on page 211.

MEDIA ARTS B7 (MSB07) 6 points

Media, Education and Society See subject description on page 211. 396 Subject Descriptions

MEDIA ARTS B8 (MSB08) 6 points

Film History and Criticism See subject description on page 212.

MEDIA ARTS B9 (MSB09) 6 points

Contemporary Cinema See subject description on page 212.

MEDIA ARTS B10 (MSB10) 12 points

Media Studies A subject of at least five contact hours a week.

Prerequisite: Credit of 36 points in previous studies in the DTP course.

Syllabus The subject incorporates the following areas: A critical study of the control, organisation and functioning of the mass media in Austral ia. An examination of the production techniques used in the various areas of media — publishing, radio, television, film, and advertising. Practical exercises in using the various media forms to communicate original ideas. Current trends in the media such as community access, minority groups and the media, the government's role in innovations and developments. Relationships between the media and education - studies of influences, effects on learning, behaviour, att itudes, etc.; the way media change the approaches to education — school activities related to media and media resources and education. Practical experience in working in a chosen medium in the community (outside College). Practical experience in media education activities in schools.

Books Emery et al Introduction to Mass Communication New York: Dodd 1973 McLuhan, M Understanding Media Falmouth: Abacus 1974 Tindall, K et al The Electric Classroom New York: McGraw-Hill 1973

Assessment Assessment will be based on written assignments, scripts, exercises and on presentation of well-produced examples in fields such as printing, tapes, film, photographs, etc. Evidence of satisfactory completion of field work in community media activities and school experience will also be required.

Additional information: Inquiries should be directed to Mr J Mitchell, room 126, ERC.

MEDIA ARTS B11 (MSB11) 12 points

Communication Studies A subject of 120 hours of timetabled class sessions made up of one 2-hour tutorial and one 2-hour practical session a week. Prerequisite: Language and Literature A2 or A3 or English A2 or A3, or Foundation Studies in English and Mathematics.

Syllabus The subject involves a cross-media study of some of the main aspects of our verbal culture with comparative reference to the visual arts. Concentration is on evaluation of literature, film and television, the mass media, and their interrelationships, with the Diploma of Teaching (Primary) 397

general aim of developing the students' critical awareness of the expressive facets of their society. Hence, the examination of film, television, and newspapers tends to focus on the Australian situation and, in particular, on the role of children in the world of mass media. The practical component of the subject consists of creative writing workshops, and experimentation with film, video, and still photography. This section provides both an understanding of the practical aspects of the development of an effective form of communication, and a basis for the evaluative work in tutorial sessions. Books Abood, E Underground Man Corte Madera (Calif): Chandler & Sharp 1973 Albrecht, M The Sociology of Art and Literature London: Duckworth 1970 Larson, O N (ed) Violence and the Mass Media New York: Harper & Row 1968 Murray, E The Cinematic Imagination New York: Ungar 1972 Rosenberg, B & White, D M Mass Culture Revisited Wokingham Werks): Van Nostrand-Reinhold 1972 Wolfe, T & Johnson, E W (eds) The New Journalism London: Picador 1975

Assessment Assessment is progressive and is based on seminar participation, essays and production.

MUSIC Al (MUA91) 9 points

Practical Music A A subject involving one 2-hour group music class, one 1-hour commitment in perf ormance or special skills electives, one 2-hour seminar, one 1-hour practical lesson and one 1-hour vocal or instrumental workshop a week. The subject is designed for students who wish to train as specialist music teachers in primary schools. Music A92 — Music Materials and Comparative Music Studies A may be taken concurrently.

Prerequisite: An audition in musical performance. The level of performance should be at the standard of HSC Practical Music.

Syllabus The content of the group music class consists of music reading, arranging, conducting, transposition, and the practical application of these skills in ensemble playing. A fundamental aspect of the program is the development of aural perception skills essential to group music-making. A guide to the range of performance and special skills electives is given below. A different area may be selected for each semester or one area selected for the whole year. Electronic Music Studio Techniques Jazz/Rock Group Madrigal Group Renaissance Ensemble Recording Studio Techniques Accompanying Workshop Chamber Music Groups South American Music Group Part-Singing Group Sound and Light Group Symphonic Wind Ensemble Folk Music Group Indonesian Music Group Recorder Consort Jazz Singing Group Jazz Piano Vocal Studio Techniques The seminar consists of discussions based on performance of works by students and other available performers. The emphasis in discussion is on interpretation, style and technical demands. 398 Subject Descriptions

The practical lesson consists of small group instruction in the area of a student's practical competence. This instruction culminates in the presentation of a performance program at the end of the academic year. The instruction is closely related to the seminar, in that works are regularly prepared for performance in the seminar. The vocal or instrumental workshop is designed to give students the opportunity of developing a second practical area, but essentially in a group learning situation. The following is a guide to the workshop areas offered, but the actual classes operating will depend upon demand: guitar workshop, percussion workshop, recorder workshop, and vocal workshop.

Books A detailed reading guide is available from the Department of Music.

Assessment Assessment will be based on course work, regular weekly preparation and on performance development.

MUSIC A92 (MUA92) 9 points

Music Materials and Comparative Music Studies A The subject is made up of two component studies taken concurrently. Students may also take Music Al concurrently.

Prerequisite: NiI.

MUSIC MATERIALS This study is available for both general and specialist music students, but certain sections of the program are specified for each category of student. The program for general music students consists of one 2-hour music-making workshop, one 1-hour basic musicianship class and one 1-hour vocal/instrumental workshop a week. The program for;pecialist music students consists of one 2-hour music-making workshop and one 1-hour harmony class. The content of the music-making workshop consists of an exploration of sound as a medium for composition and improvisation. This exploration is aimed at extending the student's musical imagination and relating the developing skills to music for children. The basic musicianship class is designed to relate closely to work undertaken in the instrumental class and the workshop. Specific areas covered include: aural perception, music reading, and harmonisation. The instrumental class consists of weekly lessons in guitar. Where students have a background of study on other approved instruments, continued study on these instruments may be made available. The harmony class consists of studies in functional harmony and an introduction to modern chording. Assessment Assessment will be based on course work, regular weekly preparation and, in the practical areas, on performance development.

COMPARATIVE MUSIC STUDIES

One 2-hour lecture/discussion with demonstrations each week.

Prerequisite: The component is divided into three streams according to background; prerequisites are applicable to streams only — Stream A A strong notational background. Stream B — Some notational background. Stream C — No notational background. Music staff are available to advise students in relation to appropriate streams.

Syllabus See syllabus for Music A2 on page 217. Diploma of Teaching (Primary) 399

Books See books for Music A2 on page 217.

Assessment See assessment for Music A2 on page 217.

MUSIC B1 (MUB91) 12 points

Practical Music B The subject is designed for students training as specialist music teachers. Music 892 may be taken concurrently.

Prerequisite: Music Al.

Syllabus Class hours and the general designation of classes are the same as described in Music Al but in each case syllabus content is at a more advanced level and with an emphasis in the group music on arranging music for school use.

Books A detailed reading guide is available from the Department of Music.

Assessment Assessment will be based on course work, regular weekly preparation and on performance development.

MUSIC B92 (MUB92) 12 points

Music Materials and Comparative Music Studies B The subject is made up of two component studies taken concurrently. Students may also take Music 81 concurrently.

Prerequisite: Music A92.

MUSIC MATERIALS This study is available for both general and specialist music students, but certain sections of the program are specified for each category of student. The program for general music students consists of one 2-hour music-making workshop a week. The program for specialist music students consists of one 2-hour music-making workshop and one 1-hour harmony class. The content of the music-making workshop is a further development of the areas described under Music A92 but with an emphasis on more advanced compositional techniques and school-based work in music for children. The basic musicianship class introduces more advanced material in aural perception, music reading and harmonisation, with introductory work in modern chording for accompanying purposes. The instrumental class consists of weekrY lessons in guitar. The harmony class consists of more advanced studies in modern chording and an introduction to free counterpoint involving the jazz idiom.

Assessment Assessment will be based on course work, regular weekly preparation and, in the practical areas, on performance development.

COMPARATIVE MUSIC STUDIES See syllabus for Music 82 on page 218. 400 Subject Descriptions

MUSIC C (MUC92) 12 points

Music Materials and Comparative Music Studies C The subject is made up of two component studies taken 6„ncurrently.

Prerequisite: Music B92.

MUSIC MATERIALS This subject is available for both general and specialist music students, but certain sections of the program are specified for each category of student. The program for general music students consists of one 2-hour workshop, one 1-hour basic musicianship class and one 1-hour vocal/instrumental workshop each week. The program for specialist music students consists of one 2-hour music-making workshop and one 1-hour harmony class. The content of the music-making workshop is a further extension of work described under Music B92. The basic musicianship class is a further extension of the areas described under Music B92. The instrumental class consists of weekly lessons in guitar. The harmony class continues the study of modern chording, but with an emphasis on contrapuntal techniques.

Assessment Assessment will be based on course work, regular weekly preparation and, in the practical areas, on performance development.

COMPARATIVE MUSIC STUDIES One 2-hour lecture/discussion with demonstrations each week. The year is divided into three 9-week segments and one study is to be selected for each segment. The studies available are listed under Music 892, and, from these, students make a selection of areas not undertaken in Music B92.

Assessment Assessment in each elective will be based on course work and on an essay.

OUTDOOR EDUCATION Al (OEA01) 1 point

Introduction to Outdoor Education Students will be resident at NOEC for five days (Monday to Friday) and will undertake three 1-hour lectures and practical work. This subject is recommended for students in their first year, but is available to students in any year. Students should consult the NOEC Secretary for advice about weeks when the program is available. Prerequisite: Nil.

Syllabus The subject introduces the NOEC concept of outdoor education. Participants will become familiar with the skills involved in community living in a forest camp situation. Outdoor aspects of art and craft, science, and recreation are introduced.

Assessment Participation in the community and domestic life of the Centre, together with an acceptable standard of practical work will lead to a pass in this subject.

OUTDOOR EDUCATION A2 (OEA02) 3 points

Basic Skills of Outdoor Living Diploma of Teaching (Primary) 401

A program of 15 days' duration which will be offered in two parts, one of 7 and one of 8 days' duration. Students will be based at NOEC. Prerequisite: Nil.

Syllabus This 15 day subject covers the basic skills of maintaining oneself in a healthy and comfortable condition while living and working out-of-doors away from the usual support systems. Areas covered include choice and use of clothing, footwear and equipment; construction and use of shelters such as hand-made bush shelters and lightweight tents; selection and cooking of foods; use of a campsite; bush first-aid; and navigation. The subject will also provide an introduction to meteorology, bushwalking and canoeing, environmental science, and the role of art and craft in outdoor education through an investigation of the natural environment. Practical exploration and art and craft work will be based on natural design forms found at Noojee.

Books Prescribed Reading: Pallin, P Bushy. .king and Camping 9th edn Paddy Pallin 1973 Reference: Equipment for Bushvva/king and Mountaineering Melbourne: MU Mountaineering Club 1974 Safety in the Bush Hobart: Hobart Walking Club 1973

Assessment Students will be assessed on participation and skills developed during the subject, and will be required to present a 30 minute tutorial paper on such topics as hypothermia, clothing and its use, and camperaft.

OUTDOOR EDUCATION A3 (OEA03) 1 point

Bushcraft Students will be based at NOEC for five days. Prerequisite: Outdoor Education A2 or an approved equivalent.

Syllabus A five day subject, four days of which will be taken up with field work covering the following aspects: emergency situations, advanced navigation skills, firelighting under adverse conditions, lightweight foods and their preparation, and an introduction to emergency foods. There will also be discussion on the development of bushwalking.

Books Reference: 'Equipment for Bushwalking and Mountaineering Melbourne: MU Mountaineering Club 1974 Disley, J Orienteering London: Faber 1967 Graves, R The Bushcraft Books Sydney: Dymocks 1967 Kjellstrom, B Be Expert with Map and Compass Harrisburg (Penns): Stackpole 1967 Safety in the Bush Hobart: Hobart Walking Club 1973

Assessment There will be subjective assessment of students' participation and skill levels as well as a short written examination.

OUTDOOR EDUCATION A4 (OEA04) 1 point Snowcraft 402 Subject Descriptions

Prerequisite: Outdoor Education A2 or an approved equivalent. Outdoor Education A3 will normally have been completed prior to taking this subject.

Syllabus A five day program spent in the field, covering the following aspects: snow rescue, camping in the snow, emergency shelters, Nordic skiing techniques, and elements of high altitude navigation. A discussion on the development of Nordic skiing.

Books Reference: Brady, M Nordic Touring and Cross Country Skiing Riveredge (NJ): Vanous 1972 Material supplied by Noojee staff.

Assessment There will be subjective assessment of students' participation and skill levels.

OUTDOOR EDUCATION A5 (OEA05) 1 point

Watercraft Prerequisite: Outdoor Education A2 or an approved equivalent.

Syllabus A five day program spent in the field, covering the following aspects: basic skills in kayaks and canoes, lake and river boating and safety principles, canoe sailing and touring techniques. The development of canoeing will also be discussed.

Books Reference: Awards Scheme Handbook Australian Canoe Federation 1975 Kayak Canoeing British Canoe Union 1973 `Ferguson, S Let's Try Canoeing Eclipse 1972 Skilling, B Canoeing Complete London: Kaye & Ward 1973 Williams, P Canoeing Skills and Canoe Expedition Techniques for Teachers and Leaders London: Pelham 1969

Assessment There will be subjective assessment of students' participation and skill levels.

OUTDOOR EDUCATION B10 (OEB10) 3 points

Environmental Interpretation A program of 15 days' duration which will be offered in one 9-day block and three weekends. Prerequisite: Outdoor Education A2 or an approved equivalent.

Syllabus A program which includes five days of excursions and seven days of field work in the Noojee area, with the remaining time spent on analysis of results, discussions and preparation of reports. Development of skills in collecting, preserving and identifying specimens of plants, animals and minerals. Study of the range of species of plants and animals in farm and forest situations. Examination of daily changes in climate and the changes in stream flow following rain. An introduction to geological survey and mapping techniques. Study of factors which influence the distribution and abundance of plants and animals in various water systems. An introduction to teaching techniques in the outdoor environment. Diploma of Teaching (Primary) 403

Books Bird, E Coasts Canberra: ANU Press 1968 Birds of Victoria Melbourne: Gould League of Vic 1976 Child, J Australian Pond and Stream Life Melbourne: Cheshire-Landsdowne 1968 Child, J Collecting Specimens Melbourne: Periwinkle 1969 Dury, G The Face of the Earth Harmondsworth: Penguin 1966 Elton, C Animal Ecology London: Methuen 1966 Keast, A Window to Bush/and Sydney: Educational Press 1959 Williams, W Australian Freshwater Life Melbourne: Sun 1968

Assessment Assessment is based on subjective assessment of the student's participation; a class presentation — each student will present a summary of results and will lead discussion of same; and four written reports each of approximately 500 words.

OUTDOOR EDUCATION B11 (OEB11) 5 points

Integrated Outdoor Education A program of 24 days' duration which will be offered in small blocks of time and weekends. Prerequisite: Outdoor Education A3, A4, A5,1310 or an approved equivalent.

Syllabus Part A — Art/Craft Studies (10 days) Part B — Environmental Studies (14 days)

Part A — Art/Craft Studies Materials from the Environment: The program is concerned with investigating natural materials and their expressive potential. The gathering and testing of raw materials will allow students to provide and utilise forms alternate to commercial products. Material studies will include: Section 1 Clay: Area geology, location of suitable clay deposits. Prepare, test and modify a suitable low-fire earthenware body and low fire glaze. Investigate the potential of primitive firing techniques such as pit firing and sawdust kilns. Section 2 Wool: From a study of wool and fleece composition, clip a suitable quantity of wool to allow scouring, cording, dyeing and spinning. Basic exercises to include knotting, shredding and weaving. Section 3 Wood: Identification of standing timber, investigation of felling and milling techniques. A selection of milled timber to be stacked for seasoning (see Outdoor Education C). Basic exercises in green timber construction. Section 4 Leather: Sources of various skins or hides. Preparation sequence of skinning, scraping and stretching. The resultant leather to be tanned, dried or oiled as preliminary involvement to basic leathercraft (see Outdoor Education C).

Part B - Educational Studies Section 1 Alpine environment: A seven day field expedition on the Baw Baw Plateau. During this expedition students will develop the activity skill of lightweight camping. Students will also examine the way in which alpine plant and animal communities are influenced by fire, by cattle grazing, and by the ski village. Section 2 Aquatic environment: A seven day study of aquatic systems of streams, rivers and lakes in the Noojee area and/or elsewhere. From studies of fish, birds, invertebrates, and their diets a food web will be constructed and the relative importance of the various organisms in the web will be assessed. Part icipation in this study will require skills in the handling of water craft (canoes and kayaks) acquired in Outdoor Education A5.

Books Prescribed Reading: 404 Subject Descriptions

Drasdo, H Education and the Mountain Centres Cardiff: Welsh Universal Press 1972 Mand, C L Outdoor Education New York: Pratt 1976 Reference: Blackshaw, A Mountaineering Harmondsworth: Penguin 1965 Blandford, P W Tackle Canoeing This Way London: Stanley Paul 1969 Child, J Australian Pond and Stream Life Melbourne: Cheshire-Landsdowne 1969 Duncan, M Spin Your Own Wool Sydney: Reed 1972 Engish, K P A Creative Approach to Basic Woodwork Melbourne: Nelson 1969 Pennin, A Handspinning New York: Van Nostrand-Reinhold 1970 Harris, T Y Alpine Plants of Australia Sydney: Angus & Robertson 1970 Held, S Weaving: A Handbook for Fibre Craftsmen New York: Holt, Rinehart & Winston 1973

Assessment Assessment is subjective, and is based on participation in all parts of the syllabus; on a written analysis of an aspect of outdoor education experience (2,000 words); and presentation of a folio of art/craft work.

OUTDOOR EDUCATION C (OEC01) 10 points

Integrated Outdoor Education II Credit may not be granted for this subject as well as for Physical Education, Health and Recreation C6. Prerequisite: Outdoor Education B11.

Syllabus Part A — Art/Craft Studies (10 days) Part B — Environmental Studies (10 days) Part C — Recreational Studies (10 days) Part D — Integrated Field Program (10 days) Part E — Organisation and evaluation sessions (5 days)

Part A — Art/Craft Studies Materials from the Environment: This program is designed to allow students to extend basic material studies into a range of schematic experiences in selected media. Students will be able to choose a maximum of two areas for investigation from the following sections: Section 1 Textilecraft: including spinning, weaving, fabric craft, and macrame. Section 2 Ceramics: with particular emphasis on the design and construction of a simple, solid fuel kiln. Section 3 Woodcraft: utilisation of seasoned timber in the production of larger scale objects. Simple turning techniques to be developed. Section 4 Metalcraft: forging and casting techniques, construction of simple forge. Section 5 Sculpture, Design, Painting, and Drawing: with particular emphasis on the interrelationship existing in art and the environment. Students have complete freedom to develop projects within the chosen area. NOEC staff and specialist staff from Art Education Faculty act in an advisory capacity. All projects are to be fully documented from the preliminary stages. Students are encouraged to utilise various documentary techniques such as drawing, photography and video recording. Part B — Environmental Studies Section 1 Forest Environment: A five day study of forest ecology in the Noojee area. Students will examine the various communities of plants and animals in the forest and the way in which those communities are influenced by fire and forestry operations. The management of forests for timber production, water supply and recreation will also be studied. Section 2 Conservation: A five day study of the way in which man modifies his environment and how that environment can be conserved. The work involves studies in Diploma of Teaching (Primary) 405

land use and pollution; soils, their nutrients; and productivity in forest and farm situations at Noojee as well as the pollution of waterways by agricultural, domestic and industrial wastes. Part C — Recreational Studies Section 1: A five day expedition involving advanced skills. Students will select one of the following activity areas which will be available according to season — bushwalking — high altitude, canoeing/kayaking — white water, Nordic skiing — ski touring. Section 2: A five day program covering an introduction to activity areas not included in A level studies, e.g. sailing, orienteering, horse-riding, and archery. Students may select a maximum of two activities from the choice available.

Part D — Integrated Field Program This 10 day program will be conducted from a base-camp situated on or near the seacoast. Students will discover the practicability of an integrated outdoor education program and will each participate in a range of activities which will be available according to location and season; e.g. field trips (biological, geological), marine life studies, painting, drawing, sculpture in coastal setting and abseiling, cliff rescue.

Books Reference: Dakin, W Australian Seashores Sydney: Angus & Robertson 1969 Dasman, R F Environmental Conservation New York: Wiley 1968 McHarg, I L Design with Nature Garden City (New York): Natural History Press 1969 McLusky, D S Ecology of Estuaries London: Heinemann 1974 New York: Malo, J Malo's Complete Guide to Canoeing and Canoe Camping Collier-Macmillan 1970 New York: Wiley Masters, B M Introduction to Environmental Science and Technology 1974 Mellanby, K The Biology of Pollution London: Arnold 1972 Nock, P Rock Climbing London: Foyle 1963 'Parker, T M & Meldrum, K I Outdoor Education London: Dent 1973 • Read, H Education through Art London: Faber 1958 Ronger, E Surfaces in Creatiie Design London: Batsford 1970 Routley, F R The Fight for the Forests Canberra: ANU Press 1974 Rowland, K The Shapes We Need London: Ginn 1965 'Smith, J W Outdoor Education Washington DC: AAHPER 1956 Watt, K E F Principles of Environmental Science New York: Prentice-Hall 1973 Willcox, D J New Design in Wood New York: Van Nostrand-Reinhold 1970 Wright, J E B Technique of Mountaineering London: UK Mountaineering Association 1964

Assessment Assessment is subjective and is based on participation in all parts of the syllabus; a short written examination on recreational theory; presentation of a folio of art/craft work; a diary required from Part B studies; reports of approximately 500 words on science activities where applicable; and on a major assignment of approximately 3,000 words.

PAINTING B1 (PAB90) 6 points

A subject of three hours a week. Prerequisite: Art A with demonstrated aptitude in painting.

Syllabus Further exercises in composition and imagination. Development of skills and expression. Further understanding of materials and methods. Areas of study will include an extension and development of the introductory painting course and study from the human figure with strong emphasis on specific design problems. 406 Subject Descriptions

Books Doerner, M The Materials of the Artist trans Neuhaus, E New York: Rupert Hart-Davis 1969 Mayer, R The Artist's Handbook London: Faber 1969

Assessment Assessment will be based on the presentation of a folio of paintings and a folio of ideas twice a year and on a final unaided project.

PAINTING Cl (PAC90) 12 points

A subject of six hours a week.

Prerequisite: Painting B1.

Syllabus Creative composition — approximately half a day. Painting from life figures: head, still life and landscape — approximately half a day. Folios of related drawings and sketches; and knowledge of art, materials and methods of production. Study of Australian and overseas painters. Specific lectures in methods. The areas of study will be selected by the lecturers and the students involved. The aim will be to encourage individual areas of development in depth.

Books Doerner, M The Materials of the Artist trans Neuhaus, E New York: Rupert Hart-Davis 1969 Mayer, R The Artist's Handbook London: Faber 1969

Assessment Assessment is based on the presentation of a folio of work and notes on methods, processes and appreciation at the end of the academic year.

PHILOSOPHY Al (PIA00) 9 points

See subject description on page 228.

PHILOSOPHY A2 (PIA02) 3 points

Miracles See subject description on page 229.

PHILOSOPHY A3 (PIA03) 3 points

Psychic Phenomena See subject description on page 229.

PHILOSOPHY A4 (PIA04) 3 points

Life Beyond Death See subject description on page 230. Diploma of Teaching (Primary) 407

PHILOSOPHY B1 (PIB01) 12 points

Marx, Freud and Nietzsche See subject description on page 230.

PHILOSOPHY B5 (PIB05) 6 points

Philosophy of Human Nature A subject of two 1-hour lectures and one 1-hour tutorial a week for the first half of the year. Prerequisite: Philosophy Al or an approved equivalent.

Syllabus This subject investigates some important issues concerning the nature of human beings, such as the problem of nature of the mind and its relation to the body, the criteria of personal identity, the possibility of survival of bodily death, the question of whether or not we really have 'free will' and the criteria of responsibility for our actions.

Books Preliminary Reading: Shaffer, J A Philosophy of Mind Englewood Cliffs: Prentice-Hall 1968 Taylor, R Metaphysics Englewood Cliffs: Prentice-Hall 1963 Reference: Campbell, K Body and Mind London: Macmillan 1970 Descartes, R Meditations on First Philosophy in Descartes' Philosophical Writings led Auscombe and Geach) Edinburgh: Nelson 1954 Edwards, P & Pap, A lads) A Modern Introduction to Philosophy 3rd edn New York: Free Press 1973 Flew, A led) Body, Mind and Death New York: Collier-Macmillan 1964 Teichmann, J The Mind and the Soul London: Routledge & Kegan Paul 1974

Assessment Assessment will be based on three essays of approximately 1,200-1,500 words each.

PHILOSOPHY B6 (PIB06) 6 points

Ethics A subject of two 1-hour lectures and one 1-hour tutorial a week conducted in the second half of the year. Prerequisite: Philosophy Al or an approved equivalent.

Syllabus This subject investigates some important issues in moral philosophy such as the ultimate standards of right conduct, the nature of happiness and its relation to pleasure, the relation between morality and self-interest, and the meaning and justification of moral judgements with special reference to the issue of whether morality is subjective or objective.

Books Preliminary Reading. Mabbott, J D An Introduction to Ethics London: Hutchinson 1969 Warnock, G J Contemporary Moral Philosophy London: Macmillan 1967 Reference: Feinberg, J led) Moral Concepts London: OUP 1969 Foot, P led) Theories of Ethics London: OUP 1970 Hare, R M Freedom and Reason London: OUP 1963 Mill, J S Utilitarianism (any edition) 408 Subject Descriptions

Assessment Assessment will be based on three essays of approximately 1,200-1,500 words each.

PHILOSOPHY B7 (PIB07) 6 points Scientific Explanation A subject of four hours of lecture/seminar/tutorial sessions a week for the first half of the year.

Prerequisite: An introductory Philosophy subject, or 18 points in science subjects, or an approved equivalent.

Syllabus This subject is an introduction to the philosophy of science. Questions to be considered include: What is the nature of 'scientific method'? Can scientific theories ever be verified? Can scientific theories ever be falsified? An attempt will be made to answer these questions, not only by philosophical argument, but also by an examination of some examples from the history of science.

Books Chalmers, A F What Is This Thing Called Science? St Lucia: Univ of Qld Press 1976 Watson, J The Double Helix Harmondsworth: Penguin 1976

Assessment Assessment will be based on written work and part icipation in seminar programs. Two essays of 2,000 words or equivalent will be required.

PHILOSOPHY B8 (PIB98) 3 points

Scientific Explanation II A subject of two hours of lecture/seminar/tutorial sessions a week for the second half of the year.

Prerequisite: Philosophy B7.

Syllabus This subject continues on from Philosophy 67. Responses to Kuhn will be examined, and the work of Lakatos and Feyeraband will be considered in some detail.

Books Howe, G M Man, Environment and Disease in Britain Harmondsworth: Penguin 1976 Kuhn, T S The Structure of Scientific Revolutions Chicago: Univ of Chicago Press 1970

Assessment Assessment will be based on written work and participation in seminar programs. One essay of 2,000 words or equivalent will be required.

PHILOSOPHY B9 (PI B09) 3 points

Scientific Explanation Ill There is no formal time requirement but students will be expected to consult on a regular basis the staff member with whom they are working. Prerequisite: Philosophy 88.

Syllabus Students will be involved in researching a case history in science, or a problem in the Philosophy of science, in an attempt to gain a better understanding of what is meant by Diploma of Teaching (Primary) 409

'scientific explanation'. Maximum consideration will be given to students' backgrounds and preferences in the choice of research topics.

Assessment Assessment is based on satisfactory completion of the case study. PHILOSOPHY Cl (PIC01) 9 points

Contemporary Philosophy A subject of three seminars a week throughout the year.

Prerequisite: Successful study of a second year Philosophy subject or an approved equivalent.

Syllabus See syllabus for Philosophy D on page 233.

Books See Philosophy D on page 233.

Assessment See Philosophy D on page 233.

PHYSICAL EDUCATION, HEALTH AND RECREATION A (PEA00) 9 points

Foundation Studies An average of six hours a week including lectures, practical classes, laboratory sessions and field work throughout the year.

Special Requirements Participation in practical components is an integral part of the subject and attendance is compulsory.

Prerequisite: Nil.

Syllabus The subject embraces the following units of study: Human Body Systems and Motor Activity An introductory study of the body systems, their interrelatedness and adaptations to a variety of motor activities. Principles and Procedures in Physical Education An examination of characteristic stages in physical growth, perceptual-motor and social development, with emphasis on implications for learning-teaching situations and program planning. Practical Studies These studies involve the acquisition, practice and application of skills in the areas of athletics, dance, games, gymnastics, and swimming. Health Education This section investigates the nature and scope of health education, identifies basic health concepts, and examines a conceptual approach to health education in the school. This section also includes an elementary first aid component. Recreation Education An introductory analysis of the development and scope of recreation education, its educational significance, philosophies, organisation, administration, methodology, and content. The unit will include theoretical and practical components.

Books Reference: 410 Subject Descriptions

Bilbrough, A & Jones, P Physical Education in the Primary School London: Univ of London Press 1963 Bucher, C & Koenig, C Methods and Materials for Secondary School Physical Education St Louis (Miss): Mosby 1978 Department of Education and Science Movement — Physical Education in the Primary Years London: HMSO 1972 `Farley, P, Tonkin, A E & Bible, N P Teaching Physical Education in the Primary School Sydney: McGraw-Hill 1972 James, M Education and Physical Education London: Bell 1969 Morgan, R E Concerns and Values in Physical Education London: Bell 1974 Mosston, M Teaching Physical Education Columbus (Ohio): Merrill 1966 •Nourse, A The Body New York: Time-Life 1970 Post-Primary Schools: Book One Philosophy and Planning and associated Curriculum Guides Melbourne: Education Department of Victoria 1976 Singer, R N et al Physical Education: An Interdisciplinary Approach New York: Collier-Macmillan 1972 'Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum Guides Melbourne: Education Department of Victoria 1970 Updyke, W F & Johnson, P B Principles of Modern Physical Education, Health and Recreation New York: Holt, Rinehart & Winston 1970

Assessment Assessment will be based on examination, submitted exercises and assignments. A satisfactory standard of participation in practical areas, including laboratory and field work, must be attained.

PHYSICAL EDUCATION, HEALTH AND RECREATION B1 (PEB01) 8 points

Physical Education B A subject of five hours a week over two terms involving lectures, practical classes, laboratory sessions and some field activities. This subject should be studied in conjunction with either Physical Education, Health and Recreation B2 or B3, especially by students intending to pursue this subject area in later years of the course.

Special Requirements Participation in practical components is an integral part of the subject and regular attendance is obligatory. Prerequisite: Physical Education, Health and Recreation A.

Syllabus Skill Acquisition and Motor Learning Exercise Physiology and Fitness Evaluation Organisation, Administration and Methodology in Physical Education Practical Studies in the following areas: athletics, dance, games, gymnastics, swimming. Books Astrand, P & Rodahl, K Textbook of Work Physiology New York: McGraw-Hill 1970 Bilbrough, A & Jones, P Physical Education in the Primary School London: Univ of London Press 1963 De Vries, A H Physiology of Exercise London: Staples 1967 Farley, P E, Tonkin, A E & Bible, N P Teaching Physical Education in the Primary School Sydney: McGraw-Hill 1972 James, M Education and Physical Education London: Bell 1969 Karpovitch, P V & Sinning, W E Physiology of Muscular Activity New York: Saunders 1971 Mosston, M Teaching Physical Education Columbus (Ohio): Merrill 1966 Post Primary Schools: Book One — Philosophy and Planning and associated Curriculum Guides Melbourne: Education Department of Victoria 1976 Diploma of Teaching (Primary) 411

Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum Guides Melbourne: Education Department of Victoria 1970 Welford, A T Fundamentals of Skill London: Methuen 1969 Whiting, H T Acquiring Ball Skill London: Bell 1973

Assessment Assessment will be based on unit examinations, submitted exercises and assignments. A satisfactory standard of participation in practical areas, including laboratory and field work, must be attained.

PHYSICAL EDUCATION, HEALTH AND RECREATION B2 (PEB02) 4 points

Health Education B A subject of four hours a week over one term including lectures, seminars and excursions. Students will also undertake a special study of some aspect of child or community health. This subject should be studied in conjunction with Physical Education, Health and Recreation B1 or B3, especially by students intending to pursue this subject area in later years of the course. Prerequisite: Physical Education, Health and Recreation A.

Syllabus Personal Health An examination of biological, social and environmental factors influencing personal health and development. Health Education of the Child An investigation into current practices in health education and development of a conceptual approach to curriculum design.

Books Essentials of Life and Health Del Mar (Calif): CRM Books Hetzel, B Health and Australian Society Ringwood (Vic): Penguin 1975 Read, D & Greene, W Creative Teaching in Health London: Macmillan 1971 School Health Education Study Health Education: A Conceptual Approach to Curriculum Design St Paul (Minnesota); 3M Press 1967

Assessment Assessment will be based on submitted exercises and assignments, seminar papers, attendance and on participation.

PHYSICAL EDUCATION, HEALTH AND RECREATION B3 (PEB03) 4 points

Recreation Education B A subject of four class hours a week over one term, including lectures, tutorials, practical sessions and excursions, together with approximately 30 hours of field activities. This subject should be studied in conjunction with Physical Education, Health and Recreation B1 or B2, especially by students intending to pursue this subject area in later years of the course. Prerequisite: Physical Education, Health and Recreation A.

Syllabus An examination of existing recreational areas and facilities, their organisation and administration within the community and the implications for school recreation 412 Subject Descriptions

programs. Practical work in outdoor adventure activities will be oriented towards personal proficiency and leadership skills.

Books Brightbill, C The Challenge of Leisure Englewood Cliffs: Prentice-Hall 1960 Brightbill, C Man and Leisure: A Guide to its Organisation Englewood Cliffs: Prentice-Hall 1961 Hammerman, D & Hammerman, W Outdoor Education: A Book of Readings Minneapolis: Burgess 1970 Miller, N The Leisure Age: Its Challenge to Recreation Belmont (Calif): Wadsworth 1963

Assessment Assessment will be based on submitted exercises, written examination, and on the attainment of satisfactory standards in practical areas.

PHYSICAL EDUCATION, HEALTH AND RECREATION B4 (PEB04) 3 points

Perceptual Motor Development and the Young Learner A subject of approximately 36 hours (normally four hours a week for one term) of lectures, tutorials, practical classes and field work.

Special Requirements Field work is obligatory. Prerequisite: School Studies A or an approved equivalent.

Syllabus A study of relationships between perceptual-motor-development and the acquisition of literacy skills involving an examination of perceptual-motor-development and pre-reading stages with reference to various theoretical models. The program will require field work with infants in the school situation and the keeping of appropriate records.

Books Arena, J 1 Teaching Through Sensory Motor Experience San Raphael (Calif): Academic Therapy 1969 Chaney, C & Kephart, H Motoric Aids to Perceptual Training Columbus (Ohio): Merrill 1968 Delacato, C The Diagnosis and Treatment of Speech and Reading Problems Springfield (Ill): Thomas Nunn, N & Jones, M The Learning Pyramid — Potential Through Perception Columbus (Ohio): Merrill 1972 Radler, D & Kephart, M Success Through Play New York: Harper & Row 1960 Singer, R N Motor Learning and Human Performance 2nd edn New York: Collier-Macmillan 1975 A detailed reading guide will be issued at the commencement of the subject.

Assessment Assessment will be based on a unit test (1-2 hours), recorded work, and satisfactory participation in field studies.

Additional information: Inquiries should be directed to Ms K Alexander, room 205, 1922 Building.

PHYSICAL EDUCATION, HEALTH AND RECREATION Cl (PEC01) 4 points

Practical Studies and Biomechanics Diploma of Teaching (Primary) 413

A subject of four hours a week over one term, comprising lectures, seminars, practical classes and laboratory sessions. This subject may also be studied in conjunction with other B and C level subjects offered by the Department of Physical Education, Health and Recreation. Prerequisite: Physical Education, Health and Recreation B1 or an approved equivalent.

Syllabus Students will select activity programs from within the basic areas of athletics, dance, games and sports, gymnastics, and swimming for more detailed study, including a biomechanical analysis of general and specialised movements associated with the particular activity areas.

Books Broer, M R Efficiency of Human Movement 2nd edn New York: Saunders 1973 Broer, M R An Introduction to Kinesiology Englewood Cliffs: Prentice-Hall 1968 Hay, J G The Biomechanics of Sports Techniques Englewood Cliffs: Prentice-Hall 1974 Rasch, P & Burke, R Kinesiology and Applied Anatomy New York: McGraw-Hill 1975 Thompson, C W Kranz Manual of Kinesiology St Louis: Mosby 1969

Assessment Assessment will be based on submitted exercises, an assignment, a unit test of one to two hours and on a satisfactory standard of participation in the practical areas.

PHYSICAL EDUCATION, HEALTH AND RECREATION C2 (PECO2) 4 points

Scientific Perspectives in Physical Education A subject of four hours a week over one term comprising lectures, tutorials and laboratory sessions. This subject may also be studied in conjunction with other B and C level subjects offered by the Department of Physical Education, Health and Recreation. Prerequisite: Physical Education, Health and Recreation B1 or an approved equivalent.

Syllabus Students will select studies from the following areas: exercise physiology, prevention and care of sports injuries, tests and measurement in physical education, and motor learning.

Books Astrand, P & Rodahl, K Textbook of Work Physiology New York: McGraw-Hill 1970 Clarke, H H Applications of Measurement to Health and Physical Education 4th edn Englewood Cliffs: Prentice-Hall 1967 Corbin, C B Concepts in Physical Education Dubuque (Indiana): Brown 1975 Cratty, B J Teaching Motor Skills Englewood Cliffs: Prentice-Hall 1973 De Vries, H A Physiology of Exercise for Physical Education and Athletics 2nd edn Dubuque (Indiana): Brown 1974 Johnson, B L & Nelson, J K Practical Measurements for Evaluation in Physical Education Minneapolis: Burgess 1969 Karpovitch, P & Sinning, M Physiology of Muscular Activity New York: Saunders 1971 Larson, L A Encyclopedia of Sport Science and Medicine New York: Macmillan 1971 Robb, M The Dynamics of Motor Skill Acquisition Englewood Cliffs: Prentice-Hall 1972 Sage, G H An Introduction to Motor Behaviour: A Neuropsychological Approach Reading (Mass): Addison-Wesley 1971 Welford, A T Fundamentals of Skill London: Methuen 1969 Whiting, H T A Acquiring Ball Skill London: Bell 1973

Assessment Assessment will be based on a unit test of one to two hours, submitted class exercises, an assignment and on a satisfactory standard of participation in laboratory sessions. 414 Subject Descriptions

PHYSICAL EDUCATION, HEALTH AND RECREATION C3 (PEC03) 4 points

Cultural Perspectives in Physical Education A subject of four hours a week over one term involving lectures, tutorials and some field work. This subject may be studied in conjunction with other B and C level subjects offered by the Department of Physical Education, Health and Recreation. Prerequisite: Physical Education, Health and Recreation B1, or an approved equivalent.

Syllabus Students will select studies from the following areas: Comparative Studies in Physical Education Aims, content and methods of physical education in Australia examined in the light of developments in selected foreign systems. History of Physical Education Surveys of the nature and role of physical education in Western societies from the time of primitive man to the early years of this century. Philosophy of Physical Education The philosophical bases of current trends in physical education explored with a view to encouraging the student to examine more critically his/her own ideas, beliefs and assumptions concerning the nature and role of physical education. Sociology and Physical Education and Sport (includes some field work) An introduction to the scope and methods of sociology with particular emphasis on its relevance and application to studies in the area of physical education, sport and recreation.

Books Andrews, J C led) Comparative Studies in Physical Education Milton-under-Wychwood: ATCDE 1972 Berger, P Invitation to Sociology: A Humanistic Approach Harmondsworth: Penguin 1966 Davis, E & Miller, D The Philosophical Process in Physical Education Philadelphia: Lea & Febiger 1967 Jones, P E Comparative Education — Purpose and Method St Lucia: UQP 1973 Leonard, F E Guide to the History of Physical Education Philadelphia: Lea & Febiger 1974 Loy, J & Kenyon, G Sport, Culture and Society London: Collier-Macmillan 1969 McIntosh, P Physical Education in England Since 1800 London: Bell 1968 Morgan, R E Concerns and Values in Physical Education London: Bell 1974 Van Dalen, D & Bennett, B A World History of Physical Education Englewood Cliffs: Prentice-Hall 1971 Whiting, H Personality and Performance London: Kimpton 1973 Wright, E Comparative Physical Education London: Hodder & Stoughton 1976 Ziegler, E Problems in the History and Philosophy of Physical Education and Sport Englewood Cliffs: Prentice-Hall 1968

Assessment Assessment will be based on submitted class exercises, an assignment of approximately 1,500 words and, where appropriate, on a satisfactory standard of participation in group and field work. PHYSICAL EDUCATION, HEALTH AND RECREATION C4 (PEC04) 4 points

Educational Perspectives in Physical Education A subject of four hours a week over one term involving lectures, tutorials, laboratory sessions and/or field work. This subject may be studied in conjunction with other B and C level subjects offered by Diploma of Teaching (Primary) 415

the Department of Physical Education, Health and Recreation. Prerequisite: Physical Education, Health and Recreation B1, or an approved equivalent.

Syllabus Students will select studies from the following areas: Curriculum Studies in Physical Education A critical appraisal of current curricula in physical education with particular emphasis on possible alternatives and on the feasibility of innovations. Physical Education and the Exceptional Child This study is concerned with the provision of physical education for disadvantaged children especially with regard to adapting and devising programs within the normal school situation. Physical Education and the Slow Learner An investigation of relationships between perceptual motor development and learning disorders with reference to various theoretical models. Psychology and Physical Education An investigation of certain aspects of child and adolescent development in relation to physical education and the role of the teacher through topics such as group dynamics, self-actualisation, anxiety and achievements. Books Auxier, A C Principles and Methods of Adapted Physical Education St Louis: Mosby 1969 Burt, C The Gifted Child London: Univ of London Press 1975 Daniels, A & Davies, E Adapted Physical Education 3rd edn New York: Harper & Row 1975 Delacato, C The Diagnosis and Treatment of Speech and Reading Problems Springfield: Thomas 1963 Ebersole, M, Kephart, N & Ebersole, J Steps to Achievement for the S/ow Learner Columbus (Ohio): Merrill 1968 Fitts, P & Posner, M Human Performance Monterey (Calif): Brooks-Cole 1967 Hellison, D R Humanistic Physical Education Englewood Cliffs: Prentice-Hall 1973 Kephart, N C The Slow Learner in the Classroom 2nd edn Columbus (Ohio): Merrill 1971 Radler, D & Kephart, N Success Through Play New York: Harper & Row 1960 Singer, R Motor Learning and Human Performance 2nd edn New York: Collier-Macmillan 1975 Singer, R Physical Education: An Interdisciplinary Approach New York: Macmillan. 1972 Wheeler, R & Hooley, A Physical Education for the Handicapped Philadelphia: Lea & Febiger 1969

Assessment Assessment will be based on submitted class exercises, an assignment of approximately 1,500 words and, where appropriate, on a satisfactory standard of participation in laboratory sessions, group and field work.

PHYSICAL EDUCATION, HEALTH AND RECREATION C5 (PEC05) 4 points

Health Education C A subject of four hours a week over one term. This subject may be studied in conjunction with other B and C level subjects offered by the Department of Physical Education, Health and Recreation.

Prerequisite: Physical Education, Health and Recreation 82, or an approved equivalent.

Syllabus A subject of lectures, tutorials and seminars involving further studies of factors 416 Subject Descriptions

influencing the physical, mental, social and emotional well-being of the individual and the community. Students will select particular aspects of personal or community health for detailed investigation with emphasis on implications for the health educator.

Books McCary, J L Human Sexuality 2nd edn Wokingham (Berks): Van Nostrand-Reinhold 1973 Oberteuffer, 0 et al School Health Education 5th edn New York: Harper & Row 1972 School Health Education Study Health Education: A Conceptual Approach to Curriculum Design St Paul (Minnesota): 3M Press 1967

Assessment Assessment will be based on submitted class papers, records of investigations undertaken, and on satisfactory participation in seminar and tutorial sessions.

PHYSICAL EDUCATION, HEALTH AND RECREATION C6 (PEC06) 4 points

Recreation Education C A subject of four hours a week over one term including lectures, tutorials, practical sessions and excursions, together with approximately 30 hours of field activities. This subject may be studied in conjunction with other B and C level subjects offered by the Department of Physical Education, Health and Recreation. Prerequisite: Physical Education, Health and Recreation B3 or an approved equivalent.

Syllabus The subject includes the following units of study: principles of outdoor education and environmental interpretation, camp administration and counselling, recreation for the exceptional child, and leadership in adventure activities.

Books Bauschbaum, R & Bauschbaum, M Basic Ecology Pacific Grove (Calif): Boxwood 1972 Brown, V Reading the Woods New York: Collier-Macmillan 1973 Danford, H G & Shirley, M (eds) Creative Leadership in Recreation 2nd edn Boston: Allyn & Bacon 1970 Donaldson, G & Goering, O Perspectives on Outdoor Education Dubuque (Ill): Brown 1972 Hunt, V V Recreation for the Handicapped Englewood Cliffs: Prentice-Hall 1955 Kraus, R Therapeutic Recreation Service New York: Saunders 1973 Musselman, V W The Day Camp Program Book Washington: Agbor 1972 Nesbitt, J A Training Needs and Strategies in Camping for the Handicapped Eugene: Univ of Oregon 1971 Pomeroy, J Recreation for the Physically Handicapped London: Macmillan 1964 Watts, M T Reading in the Landscape revised edn New York: Macmillan 1975

Assessment Assessment will be based on submitted exercises, a two-hour written examination, and on the attainment of satisfactory standards in practical areas.

PHYSICAL EDUCATION, HEALTH AND RECREATION C7 (PEC07) 4 points

Curriculum Studies and Practicum in Physical Education A subject of four hours a week over one term comprising lectures, seminars, practical classes and laboratory sessions. This subject may also be studied in conjunction with other B and C level subjects offered by the Department of Physical Education, Health and Recreation. Diploma of Teaching (Primary) 417

Prerequisite: Physical Education, Health and Recreation B1 or an approved equivalent.

Syllabus The subject will involve theoretical and practical studies in the planning and implementation of physical education programs. Students will also be required to compile a folio of resource materials relevant to curriculum planning and the implementation of a balanced physical education program. Students will plan and implement a program of work in physical education covering at least seven weeks, for two different age levels, in a primary school. This program must include units of work in at least two of the following areas: athletics, ball-handling and games, gymnastics, dance, outdoor adventure activities, swimming.

Books Bilbrough, A & Jones, P Developing Patterns in Physical Education London: Univ of London Press 1973 Bilbrough, A & Jones, P Physical Education in the Primary School London: Univ of London Press 1963 Dauer, V P Essential Movement Experiences for Pre-School and Primary Children Minneapolis: Burgess 1972 Disley, J Orienteering London: Faber 1967 Farley, P A Teacher's Guide to Creative Dance Sydney: Reed 1964 Farley, P, Tonkin, A & Bible, N Teaching Physical Education in the Primary School Sydney: McGraw-Hill 1972 James, M Education and Physical Education London: Bell 1969 Manual of Water Safety and Life-Saving 6th edn Melbourne: Royal Life Saving Society of Australia 1976 Safety in Adventure Activities 2nd edn Melbourne: Publications Branch for School Camps Committee, Education Dept of Victoria Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum Guides Melbourne: Education Dept of Victoria 1970 Wise, W M Games and Sport London: Heinemann Education 1969

Assessment Assessment will be based on submitted exercises, the folio of resource materials, and evidence of a satisfactory standard of implementation of the planned program of work in the school situation.

PHYSICS A01 (PHA01) 2 points

Mechanics See subject description on page 234.

PHYSICS A02 (PHA02) 2 points

Electricity and Magnetism See subject description on page 235.

PHYSICS A03 (PHA03) 2 points

Waves and Modern Physics See subject description on page 235.

PHYSICS All (PHA11) 3 points Laboratory See subject description on page 236. 418 Subject Descriptions

PHYSICS Al2 (PHAl2) 2 points

Astronomy See subject description on page 236.

POLITICS A (POA00) 9 points

See subject description on page 243.

POLITICS B SUBJECTS

In second and third year a number of six point subjects will be offered. These subjects may be taken in any order convenient to the student. Students intending to enrol in any of these subjects should note possible timetable difficulties which occur with half-year subjects. The range of subjects offered each year depends on availability of staff and on student enrolments. Departmental policy is to rotate subject offerings in order to maximise students' choice over the two years of study in politics. Students should note the DTP prerequisite conditions listed for these subjects.

POLITICS B11 (POB11) 6 points

An Introduction to United States' Government and Politics See subject description on page 244. The prerequisite for DTP students is an appropriate introductory study.

POLITICS B12 (POB12) 6 points

Problems in United States' Politics See subject description on page 245. The prerequisite for DTP students is an appropriate introductory study.

POLITICS B13 (POB13) . 6 points

Chinese Politics See subject description on page 245. The prerequisite for DTP students is an appropriate introductory study.

POLITICS B15 (POB15) 6 points

Indian Politics See subject description on page 246. The prerequisite for DTP students is an appropriate introductory study.

POLITICS B16 (POB16) 6 points

Japanese Politics This subject will not be offered in 1979. Diploma of Teaching (Primary) 419

POLITICS B17 (POB17) 6 points

The Foreign Policies of the Great Powers See subject description on page 246. The prerequisite for DTP students is an appropriate introductory study-

POLITICS B18 (POB18) 6 points

The Third World in International Politics See subject description on page 247. The prerequisite for DTP students is an appropriate introductory study.

POLITICS B19 (POB19) 6 points

Political Development See subject description on page 248. The prerequisite for DTP students is an appropriate introductory study.

POLITICS B20 (POB20) 6 points

Political Theory See subject description on page 249. The prerequisite for DTP students is an appropriate introductory study.

POLITICS B21 (POB21) 6 points

Political Behaviour See subject description on page 249. The prerequisite for DTP students is an appropriate introductory study.

POLITICS B22 (P0B22) 6 points

Problems in Australian Politics See subject description on page 250. The prerequisite for DTP students is an appropriate introductory study. PRINTMAKING B1 (PRB90) 6 points

A subject of three hours a week.

Prerequisite: Art A with demonstrated aptitude in printmaking.

Syllabus A sequential, practical introduction to major printmaking techniques: single and multi-colour linocuts, woodcuts and relief prints, dry point line etching and aquatint, and screen printing. Theoretical studies of processes, materials and equipment.

Books Edmondson, J Etching Wokingham: Van Nostrand-Reinhold 1973 Elliott, B Silkscreen Printing London: OUP 1971 Peterdi, G Printmaking London: Macmillan 1959 Ross, J & Romano, C The Complete Printmaking London: Collier-Macmillan 1973 420 Subject Descriptions

Assessment Assessment is based on the presentation of folios and notes on processes, materials and equipment twice a year as well as on a final unaided project.

Additional information: Inquiries should be directed to Mr W Ferguson, Head of the Department of Art and Design, room 712, Arts Centre.

PRINTMAKING Cl (PRC90) 12 points

A subject of six hours a week. Prerequisite: Printmaking B or Printmaking B1.

Syllabus A study of the main relief, intaglio and planographic processes. Intensive block-making for all purposes. Block-making related to other areas of study such as drawing from life, painting and design. Presentation and editioning (a) appreciation of contemporary printmaking — Australian and overseas (b) history of methods Ic) lectures in methods of production.

Books As for Printmaking B1.

Assessment Assessment is based on the presentation of a folio of prints, ideas, notes on methods, processes and appreciation at the end of the academic year.

PSYCHOLOGY A (PYA00) 9 points

Psychological Processes and Their Development See subject description on page 257.

PSYCHOLOGY B (PYBOO) 12 points

Theories in Psychology See subject description on page 258.

PSYCHOLOGY C (PYCOO) 12 points

Problems in Development and Behaviour See subject description on page 259.

SCHOOL EXPERIENCE

A sequence of School Experience programs is offered over three years and provides for the professional practice requirements of the course. The sequence is arranged within three subjects — School Experience A, B, and C, and is linked with the professional studies sequence offered through the School Studies subjects. Diploma of Teaching (Primary) 421

The School Experience subjects are administered by the Department of School Experience in consultation with the Course Committee. Teachers in schools associated with the College, and staff from a number of departments, are responsible for the conduct of the subjects. The dates for School Experience are shown in the College Schedule 1979 (pp 2-3). Under certain circumstances students are given an opportunity to contract for additional experience at schools where they have completed required programs. Points for School Experience subjects are determined at the end of each year and reflect the number of days of supervised experience assessed as satisfactory. Points are calculated on the basis of 1 point for 4.5 days successfully completed. Results in School Experience subjects are expressed as either 'Pass' or 'Fail'.

Additional information: See the School Experience Handbook and supplementary published material relating to each School Experience subject. Further inquiries should be directed to Ms P Klemm or Ms S Haycox, Department of School Experience, room 210, Science Education Building.

SCHOOL EXPERIENCE A (SEA90) 3 points

School Studies Al will normally be taken concurrently with this subject.

Special Requirement Students are required to complete the subject at a school designated by the College.

Prerequisite: Nil.

Syllabus The subject normally involves experience in a metropolitan school for one week in each of first, second, and third terms. These 15 days are spent at the same school which the student visits as a part of School Studies Al, but represent school experience which is additional and complementary to that gained within School Studies Al. Through direct experience the subject provides for: • a general understanding of the overall functioning of a primary school; • an introduction to curriculum and methods of teaching in primary schools; • initial development of basic skills in communicating with and teaching individual children and small groups of children; • consolidation of understandings developed through other studies and experiences during the first year of the course.

Assessment Completion of requisite number of days. Involvement in the life of the school as an associate member of staff. Submission of file of written observations and notes of preparation for, and reflections on, teaching assignments. Supervising teachers and College staff will make progressive assessments of each student's work and professional development and discuss these assessments with each student.

SCHOOL EXPERIENCE B (SEB90) 8 points

School Studies 81 will normally be taken concurrently with this subject.

Special Requirement Students are required to complete the subject at schools designated by the College.

Prerequisite: School Experience A. Students admitted to the course with advanced standing may be permitted to enrol for School Experience A and School Experience B in the same year, but must complete School Experience A before commencing School Experience B. 422 Subject Descriptions

Syllabus The subject normally involves two separate school placements of four weeks, one early in second term and the other at the end of the school year. Through direct experience the subject provides for: • extension of general understanding of the overall functioning of primary schools and of the variations between schools in different social settings; • an understanding of the capacities and responses of individual children in school settings and in their language and mathematics skill development; • development of understanding of the responsibilities and role of the individual teacher; • development of detailed knowledge of the language arts and mathematics curricula, and of general knowledge of other aspects of the curriculum; • extension of personal skill development in working with children in increasingly larger groups and in carrying out more complex teaching assignments; • an understanding of the specific characteristics of a school's operations at the end of a school year.

Assessment Completion of requisite number of days. Involvement in the life of the school as an associate member of staff. Submission of file of written observations and notes of preparation for, and reflections on, teaching assignments. Supervising teachers and College staff will make progressive assessments of each student's work and professional development and discuss these assessments with each student.

SCHOOL EXPERIENCE C (SEC90) 9 points

School Studies C subjects will normally be taken concurrently with this subject.

Special Requirement Students are required to complete the subject at schools designated by the College.

Prerequisite: School Experience B. Students admitted to the course with advanced standing may be permitted to enrol for both School Experience B and School Experience C in the same year, but must complete the requirements of School Experience B before commencing School Experience C.

Syllabus The subject normally involves three separate school placements of three weeks, one at the beginning of the school year, one in second term, anal-one towards the end of the school year. The first placement normally repeats the final placement for School Experience B. Through direct experience the subject provides for: • an understanding of the specific characteristics of a school's operations at the beginning of a school year; • continual development of knowledge of the functioning of primary schools and their relationships with their communities and with other educational institutions; • development of a comprehensive understanding of the curriculum in practice and of associated teaching strategies and resources; • development and refinement of personal professional skills through the implementation of planned learning programs for children which are extended in their educational scope and in their duration.

Assessment Completion of requisite number of days. Involvement in the life of the school as an associate member of staff. Submission of file of written observations and notes of preparation for, and reflections on, teaching assignments. Supervising teachers and College staff will make progressive assessments of each student's work and professional development and discuss these assessments with each student. A 'Pass' assessment in this subject indicates the professional judgement of supervising Diploma of Teaching (Primary) 423

teachers, in consultation with College staff, that in terms of professional practice the student is quite clearly ready to accept full responsibilities as a registered teacher.

SCHOOL STUDIES

These studies are offered by staff from a number of departments and are administered by the Course Committee. The complete School Studies sequence forms the professional core of the course. It consists of sequential programs of experiences and studies over a three year period. School Studies Al and B1 will normally be studied, and be followed by a selection of School Studies C subjects.

School Studies C subjects: A combination of C level School Studies subjects, totalling not less than 12 points, will be approved around the core subject School Studies Cl to ensure that a student will cover the following aspects of curriculum and teaching during the three years of the course: Art-craft, music and drama in the primary school. Primary school physical and movement education. Science and social science studies in the primary school. Book, non-book, and audio-visual resources for the primary school. Normally, School Studies B1 will have been attempted before entry to any School Studies C subjects. School Studies C subjects other than those undertaken according to the above procedures are also available for selection. Note: All results in School Studies subjects are expressed as either 'Pass' or 'Fail'.

Additional information: Inquiries about School Studies subjects should be directed to Mr G Poynter, Co-ordinator of Studies, DTP Course Office, room 401, 1959 Building.

SCHOOL STUDIES Al (SDA01) 9 points

Introduction to Schools and Curriculum Foundation Studies in English and Mathematics will normally be taken concurrently. Prerequisite: Nil.

Syllabus The subject provides an introduction to schools as social institutions, to their children, to teachers and curricula, and there is an introductory examination of the philosophical and sociological bases of education. The subject will consider the student as a recruit teacher and as a member of the educational community. The subject will have a high contact hour participation level of up to eight hours a week rather than extensive reading and writing involvement. The approach is a staff- (College and school) student team approach, accentuating direct experience, practical activity, group part icipation and discussion as an introduction to reading and to the analysis of contemporary circumstances in primary education. Programs are College and school-based. During Terms 2 and 3 students will spend one day a week at an associated primary school. College-based classes will provide opportunities for interchange of ideas and for access to expertise from outside the teams.

Books Preliminary Reading: Holt, J Escape from Childhood New York: Ballantine 1974 Brotherhood of St Laurence Two Worlds: School and the Migrant Family Melbourne: Stockland 1971 Dennison, G The Lives of Children New York: Vintage 1969 Staff will recommend specific reading throughout the year. 424 Subject Descriptions

Assessment College and school staff members conducting the subject will make progressive assessments of each student's progress, using as bases the extent of participation in the various College and school-based activities and commitments, and evidence of development of understanding and skills relating to these. This evidence may be presented in a number of forms. Students will be advised promptly of indications of unsatisfactory performance in the subject.

SCHOOL STUDIES A2 (SDA02) 5 points

The School and the Community A subject of two hours a week throughout the year. Credit may not be granted for this subject as well as for School Studies Al. Prerequisite: Approved experience as a full time classroom teacher in a primary school.

Syllabus The subject gives the opportunity for the experienced teacher to review the role of the school as asocial institution in an identifiable community. The student will investigate the reasons why children attend one school rather than others in the area, the special characteristics of the community and the reasons for establishment of the school, the physical facilities of the school, and sources of funds to provide those facilities. In Terms 1 and 2 the student will investigate the processes of decision-making in the school, with special emphasis on the role of parent groups and other community pressure groups. In Term 3 a special study will be made of the way in which decisions are made about what is to be taught, and what is not to be taught as part of the curriculum. Language instruction, inquiry learning, sex education and religious teaching will be particularly examined.

Books Allwood, L M (ed) Australian Schools, the Import of the Schools Commission Melbourne: Australian International Press 1975 Australian Schools Commission Report for the Triennium 1977-1979 Canberra: AGPS 1975 Charon, G & Gilchrist, L What School is For London: Methuen 1974 D'Cruz, J & Sheehan, P The Renewal of Australian Schools Richmond (Vic): Primary Education 1975 De Lacy, P So Many Lessons to Learn Ringwood (Vic): Penguin 1975 Fensham, P J Rights and Inequality in Australian Education Melbourne: Cheshire 1970 Musgrave, P Knowledge, Curriculum and Change Melbourne: MUP 1973

Assessment Assessment is based on participation in seminar sessions, submission of two discussion papers, and one major written assignment of 2,500 words.

SCHOOL STUDIES B1 (SDB01) 12 points

Child and Communication Studies School Studies C must be completed in order to meet the requirements of the course and will normally be taken after completion of School Studies B1. Lectures, seminars and workshops require up to six hours contact time a week. Students may be required to undertake a child study project with regular visits to a school.

Prerequisite: School Studies A or an approved equivalent. Diploma of Teaching (Primary) 425

Syllabus The subject aims at investigating and promoting an understanding of human development as it precedes, and is complemented by, the school experience. It examines, particularly, the development of language and other communication skills in primary school children. Within the context, the subject aims to develop understanding of, and competency in, the teaching of reading and mathematics in the primary school. The physical and psychological development of the child will be studied together with an introduction to learning theory, complemented by experience of appropriate methods of providing for the development of language abilities, mathematical understandings, and cognitive and social skills. Appropriate experiences will be devised to promote integration of all aspects of the subject. The program will include lectures, seminars, workshops and an integrated child study project.

Books Preliminary Reading: Hetherington, E M & Parke, R D Child Psychology: A Contemporary Viewpoint New York: McGraw-Hill 1975 Togatz, G E Child Development and Individually Guided Instruction Reading (Mass): Addison-Wesley 1976 Reference: Lorton, M Workjobs: Activity Centred Learning for Early Childhood Reading (Mass): Addison-Wesley 1972 Nicholson, T An Anatomy of Reading New York: Holt, Rinehart & Winston 1971 Nuffield Foundation Mathematics: The First Three Years and Mathematics: The Later Primary Years Edinburgh: Chambers 1975 Smith, F Understanding Reading New York: Holt, Rinehart & Winston 1971 Thorn, E A Teaching the Language Arts Ontario: Gage Educational 1974 Trewin, A Project Mathematics (Grades 4, 5, 6) Melbourne: Macmillan 1973 Staff taking classes and units within the subject will recommend specific reading throughout the year. Set text to be set in early 1979.

Assessment Assessment is progressive, and is based on participation, the child study project, assignments and tests. SCHOOL STUDIES B3 (SDB03) 6 points Child Development This subject is available by external study only. Credit may not be granted for this subject as well as for School Studies B1. Prerequisite: Approved teacher education studies and teaching experience in primary schools.

Syllabus The aim of this subject is to inculcate an awareness of the variables that determine the development and adjustment of children. Theories which explain aspects of this development will be considered in conjunction with real situations, e.g. school and home. Major areas of focus are: physical development, language acquisition, intellectual development, personality development, social development, and impediments to learning.

Books Travers, J F Introduction to Child Development: The Growing Child New York: Wiley 1977

Assessment Assessment is based on written assignments. Results will be expressed as 'Pass' or 'Fail'. 426 Subject Descriptions

SCHOOL STUDIES 644 (SDB44) 4 points

Reading Today This subject is available by external study only. Credit may not be granted for this subject as well as for School Studies B1.

Prerequisite: Approved teacher education studies and teaching experience in primary schools.

Syllabus The subject is designed to acquaint students with current issues in the teaching of reading. It consists of two main strands: (a) the development of a set of principles for the teaching of reading which will serve in the evaluation of differing approaches and materials; (b) an introduction to diagnostic teaching in the light of present knowledge of the reading process. Topics are developed in a practical situation and include the following: language, reading and communication; functional literacy; the nature of the reading process; factors influencing the development of individual differences in reading ability; readiness and beginning to read; higher order skills; organisation — individualised reading; reading and the curriculum; the failing child — diagnostic and remedial procedures; and materials.

Books Goodman, K (ed) Miscue Analysis: Application to Reading Instruction Urbana (Ill): ERIC 1973 Keeves, J P et al Australian Studies in School Performance Vol 1. Literacy and Numeracy in Australian Schools. A First Report (ERDC Reports) Canberra: AGPS 1976 Kohl, H Reading How To New York: Dutton 1973 Nicholson, T An Anatomy of Reading revised edn Adelaide: Education Department of South Australia 1973 Smith, F Comprehension and Learning: A Conceptual Framework for Teachers New York: Holt, Rinehart & Winston 1975 Smith, F Understanding Reading New York: Holt, Rinehart & Winston 1975 Thorn, E A Teaching the Language Arts Toronto: Gage Educational 1974 Vernon, M D Reading and its Difficulties: A Psychological Study London: CUP 1971

Assessment Assessment is based on participation in seminar sessions and on submitted assignments. Assignments include a statement of personal philosophy on the teaching of reading; an examination and report on the psychological and philosophical bases of reading materials, and empirical evidence of their efficacy; and a case study of approximately 2,000 words on the diagnosis of an individual child's reading difficulty, and the development of appropriate learning situations to facilitate the acquisition of appropriate reading skills.

SCHOOL STUDIES Cl (SDC01) 4 points

Curriculum A subject of two hours of class work a week for two terms. The subject is closely linked to studies in specific curriculum areas through the organisation of School Studies C subjects.

Special Requirement Concurrent experience in schools is required.

Prerequisite: NiI. Diploma of Teaching (Primary) 427

Syllabus The subject aims to provide knowledge and develop understanding which will serve as a basis for making decisions about curriculum priorities, as well as to develop skills in curricular development. A critical examination of the general methods, organisation and curricular practices of schools will be made with particular reference to recent developments in Victoria. Topics will be considered in practical situations and will be developed from the following: organisational elements; possible organisational arrangements which will facilitate positive learning for children in the primary school; specific curriculum needs at developmental stages; individualising instruction; the open classroom; grouping — vertical and horizontal team-teaching; the integrated day; record-keeping; evaluation; the hidden curriculum — sexism, racism, power; and an overview of the primary school curriculum.

Books Department of Education and Science (UK) Children and their Primary Schools: A Report of the Central Advisory Council for Education Vol 1 London: HMSO 1967 Erger, D The Informal English Infant Schools: Organisation and Administrative Patterns Ann Arbor (Mich): Univ Microfilms 1972 Mahan, J M & Gill, F J How to Get New Programmes into Elementary Schools: nos 1-5 Englewood Cliffs: Education Technology 1976 Nutting, W C Designing Classroom Spontaneity: Case-Action Learning Englewood Cliffs: Prentice-Hall 1973 Peters, R S led) Perspective on Ploy/den London: Routledge & Kegan Paul 1969 Schools in Australia; Report of the Committee for the Australian Schools Commission Canberra: AGPS 1975 Shiman, D A, Culver, C M & Lieberman, A Teachers on Individualisation: The Way We Do It New York: McGraw-Hill 1974

Assessment Assessment will be based on part icipation in seminar sessions, the presentation of a major assignment of 2,000 words or equivalent, and the presentation of a minor assignment of 1,000 words or equivalent.

SCHOOL STUDIES C2 (SDCO2) 2 points

Learning Theories and the Classroom A subject of one 2-hour seminar a week. Students who complete Educational Psychology 131 or B2 will be granted an exemption from the requirement to undertake this subject.

Syllabus This subject consolidates aspects of studies already taken in School Studies Al and B1. It aims to clarify and develop an understanding of learning by combining studies of learning theories with an examination of classroom practices. Attention will be given to cognitive, humanistic and associationist theories of learning. Each of these will be examined in relation to classroom practice in terms of assumptions regarding motivation, individual differences, affective aspects, learning processes, evaluation and classroom management. Attention will also be given to relevant research findings and their application to education.

Books Bruner, J S The Relevance of Education London: Allen & Unwin 1971 Deese, J & Hulse, S The Psychology of Learning New York: McGraw-Hill 1975 Glasser, W Schools Without Failure New York: Harper & Row 1969 Le Francois, G R Psychology for Teaching 2nd edn Belmont (Calif): Wadsworth 1974 Morrison, A & McIntyre, D Teacher and Teaching 2nd edn Harmondsworth: Penguin 1973 428 Subject Descriptions

Rogers, C Freedom to Learn Columbus: Merrill 1969 Smith, F Comprehension and Learning New York: Holt, Rinehart & Winston 1975

Assessment Assessment will be based on presentation of one seminar paper or one written assignment totalling 2,000 words. SCHOOL STUDIES C13 (SDC13) 2 points Aspects of Children's Thinking A subject of two class hours a week for one term.

Syllabus A consideration of the work of Edward de Bono and the way in which his work on teaching thinking can be used in the primary classroom.

Books de Bono, E Lateral Thinking: A Textbook of Creativity London: Ward Lock 1970 de Bono, E Practical Thinking London: Jonathan Cape 1972 de Bono, E Teaching Thinking London: Temple Smith 1976 de Bono, E The Dog Exercising Machine London: Jonathan Cape 1970 de Bono, E The Five Day Course in Thinking Harmondsworth: Penguin 1969

Assessment Assessment will be based on attendance at, and completion of, workshop activities and the undertaking and analysis of a practical thinking exercise with a group of children.

SCHOOL STUDIES C14 (SDC14) 2 points Sexuality and the Classroom Students are advised that the subject Human Sexuality is a complementary study. A subject of two hours of class work a week for one term involving tutorials, seminars and some field excursions. Prerequisite: Nil.

Syllabus The subject is designed for intending primary school teachers and provides students with opportunities to develop their understandings of sexuality so that they may assist children to develop their understandings in relation to sexuality. The subject includes examination of the resources available to teachers in this field. Books Burt, J J & Brower, A Education for Sexuality: Concepts and Programs for Teaching Philadelphia: Saunders 1975 McCary, J L Human Sexuality 2nd edn Wokingham (Berks): Van Nostrand-Reinhold 1973 Morrison, E & Price, M Values in Sexuality: A New Approach to Sex Education New York: Hart 1974 Additional reading lists will be provided.

Assessment Assessment will be based on participation in class sessions, a diary of observations and impressions, and submission of a report, of approximately 1,000 words, on an aspect of sexuality in relation to the classroom.

SCHOOL STUDIES C15 (SDC15) 2 points Ethnic Groups and the Curriculum A subject of two hours of class work a week for one term. Credit may not be granted for this subject as well as for School Studies C45. Diploma of Teaching (Primary) 429

Prerequisite: Nil.

Syllabus The subject will provide a brief perspective of Australia as a pluralist society. It will concentrate on providing students with an awareness of the situation of members of the minority ethnic groups, especially in relation to the dominant education system, and an awareness of possible ways for teachers to work in the multi-ethnic schools. There will be analysis of the day-to-day situations of such children in school, and discussion of the various ways in which teachers have adapted (or could adapt) the curriculum, their classrooms, and schools to the needs of multi-ethnic populations. Visits to schools, practical experiences in them, and visiting speakers from ethnic communities will be used.

Books Bullivant, B M led) Educating the Immigrant Child: Concepts and Cases Sydney: Angus & Robertson 1973 Johnston, R Future Australians: Immigrant Children in Perth, Western Australia Canberra: ANU Press 1972 McNeill, J & Rogers, M The Multi Racial School Harmondsworth: Penguin 1971 Price, C A Greeks in Australia Canberra: ANU Press 1975 Welfare of Migrants and Migrants and the Legal System (Australian Government Commission of Inquiry into Poverty) Canberra: AGPS 1975

Assessment Assessment is based on participation in class sessions including the preparation and presentation of three brief (500 words) papers or reports.

SCHOOL STUDIES C17 (SDC17) 2 points

The Handicapped Child A subject of two hours of class work a week for one term. Prerequisite: Nil.

Syllabus The objectives of the subject are to inform teachers of some of the practices available to mainstream teachers who may have handicapped children in their classroom, and to inform teachers of the range of services available for children whose handicaps — whether they be intellectually, physically, socially, emotionally or learning-difficulty based — render them either permanently or temporarily unable to be catered for in mainstream schools. Areas studied are: current trends in philosophy and implementation in special education; familiarisation with the Victorian scene in special education; the mentally retarded child and educational provisions for him/her; the physically handicapped child and educational provisions for him/her; the socially handicapped and emotionally disturbed child and educational provisions for him/her; disorders in communication that inhibit the learning process; reading and language development tests available to mainstream teachers; remedial services, practices and their organisation. There will be a visit to a special education school or setting.

Books Anderson, E M, Kirk, S A & Lord, F E The Disabled School Child London: Methuen 1973 Kirk, S A & Lord, F E Exceptional Children: Education- Resources and Perspectives Boston: Houghton Mifflin 1974 Polk, K & Schafer, W E Schools and Delinquency Englewood Cliffs: Prentice-Hall 1972 Smith, F Understanding Reading New York: Holt, Rinehart & Winston 1971 Smith, R M An Introduction to Mental Retardation New York: McGraw-Hill 1971 Smith, R M & Neisworth, J T The Exceptional Child New York: McGraw-Hill 1975 430 Subject Descriptions

The Training of Teachers in Special Education in Victoria, 1975 A report prepared by the Ministerial Committee on Special Education in Victoria.

Assessment Each student will be required to identify a number of special education services which are available to mainstream teachers, together with a brief assessment of each service's accessibility and usefulness for such teachers. A 750 word analysis of a reading or language test in which the rationale of the test, its applicability and strengths are discussed, is required.

SCHOOL STUDIES C18 (SDC18) 2 points

Montessori and the Child A subject of two hours a week for one term. Prerequisite: Nil.

Syllabus There will be consideration of Maria Montessori's contribution to education. Her educational theories for kindergarten and primary school aged children will be explored in relation to such thinkers as Piaget. Particular attention will be paid to curricular developments and courses of study recommended for primary schools, and their relevance for teaching practice in Australia.

Books Lillard, P P Montessori: A Modern Approach New York: Schocken Books 1972 Montessori, M From Childhood to Adolescence New York: Schocken Books 1973 Phillips, J The Origins of Intellect: Piaget's Theory San Francisco: Freeman 1969

Assessment Assessment is based on one minor assignment of 1,000 words and one major assignment of 3,000 words.

SCHOOL STUDIES C21 (SDC21) 2 points

Art in the Primary School — The Classroom A subject of three hours of class work for one term. This subject is designed for intending primary school teachers who have no background in art and who wish to develop a knowledge of art education within the curriculum. Credit may not be granted for this subject as well as for School Studies C22. Prerequisite: Nil.

Syllabus The nature and role of art experiences within the curriculum. Tutorial and workshop sessions exploring materials, activities and experiences for the classroom; consideration of course planning which co-ordinates with the work of art craft centres; a comparative study of art in schools through observation and discussions with art teachers and children involved in art activities; and a personal investigation into a specific aspect of art education.

Books Derham, F Art for the Child under Seven 3rd edn Canberra: Australian Pre-School Association 1967 Eisner, E W & Ecker, D W Readings in Art Education Waltham (Mass): Blaisdell 1970 Jefferson, B Teaching Art to Children 3rd edn Boston: Allyn & Bacon 1969

Assessment Assessment is based on participation and involvement in class sessions and school units, a diary of observations and impressions, and submission of a report of approximately 1,000 words on an aspect of art education. Diploma of Teaching (Primary) 431

SCHOOL STUDIES C22 (SDC22) 4 points

Art in the Primary School — The Specialist Room A subject of three hours of class work a week for two terms. This subject is designed for intending primary school teachers who have a significant background study in art and who intend to take a co-ordinating or specialist role in an art/craft centre. Credit may not be granted for this subject as well as for School Studies C21.

Prerequisite: Successful completion of art/craft studies at B level is preferred; however, students who have successfully completed Art A and who have enrolled for B level art/craft studies during their third year will be considered for entry to the subject.

Syllabus The basis for the syllabus content is outlined in School Studies C21, but a greater emphasis is placed on the role of the specialist teacher extending methodology and organisation for the art/craft centre.

Books Derham, F Art for the Child under Seven 3rd edn Canberra: Australian Pre-School Association 1967 Eisner, E W & Ecker, D W Readings in Art Education Waltham (Mass): Blaisdell 1970 Jefferson, B Teaching Art to Children 3rd edn Boston: Allyn & Bacon 1969

Assessment Assessment is based on participation and involvement in class sessions and school units, a diary of observations and impressions, and on submission of a report of approximately 1,500 words on an aspect of art education.

SCHOOL STUDIES C25 (SDC25) 2 points

Music in the Primary School I A subject of two hours of practical sessions and class work a week for one term. Credit may not be granted for this subject as well as for School Studies C26.

Prerequisite: Nil.

Syllabus Underlying the content will be an examination of the function of music education in the primary school system. The subject content will be based on discussion of appropriate approaches to music education and, in consequence of this, an examination of methods of music teaching in the following areas: musical games, creative activities, performing activities, and listening activities.

Books Bernstein, M & Picker, M An Introduction to Music Englewood Cliffs: Prentice-Hall 1966 Glennon, J Understanding Music Adelaide: Rigby 1972 Pace, R Musical Essentials for Classroom Teachers Belmont (Calif): Wadsworth 1962 Pfaff, P Music Handbook for Infant Schools London: Evans 1960 Self, G New Sounds in Class London: Universal 1967 Swanson, B Music in the Education of Children Belmont (Calif): Wadsworth 1969

Assessment Assessment is based on student participation in, and contribution to, the subject, and demonstration of understanding of methods in music teaching. 432 Subject Descriptions

SCHOOL STUDIES C26 (SDC26) 2 points

Music in the Primary School II A subject of two hours of practical sessions and class work a week for one term. Credit may not be granted for this subject as well as for School Studies C25.

Prerequisite: Credit of 21 points in Category V Music studies or an approved equivalent.

Syllabus The basis of the syllabus content is outlined in School Studies C25, but each area of content is extended into the methodology of more specialised activities. As an example, performance activities will be extended to include the organisation and methodology of the school singing and instrumental programs.

Books As for School Studies C25.

Assessment Assessment is based on students' participation in, and contribution to, the subject, and demonstration of understanding in specialised methods in music teaching.

SCHOOL STUDIES C27 (SDC27) 2 points

Physical Education and Movement Studies in Primary Education A subject of two hours a week for one term. This subject is designed for inclusion in the courses of intending primary school teachers who have not undertaken Physical Education, Health and Recreation A level studies. Credit may not be granted for this subject as well as for School Studies C29. Prerequisite: Nil.

Syllabus The subject will involve theoretical and practical studies, and possibly a field excursion, and will deal with the fundamentals of physical education in the primary school. Students will be required to compile a folio of resource materials relevant to the planning and implementing of a balanced primary physical education program.

Books Bilbrough, A & Jones, P Physical Education in the Primary School London: Univ London Press 1963 Farley, P, Tonkin, A & Bible, N Teaching Physical Education in the Primary School Sydney: McGraw-Hill 1972 James, M Education and Physical Education London: Bell 1969 Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum Guides Melbourne: Education Department of Victoria 1970

Assessment Assessment will be based on participation in class sessions and the completion of two assigned exercises or reports, and a resource folio.

SCHOOL STUDIES C28 (SDC28) 2 points

Movement Education in the Primary School A subject of two hours of class work a week for one term. Credit may not be granted for this subject as well as for Drama B14 or Physical Education 81.

Prerequisite: Nil. Diploma of Teaching (Primary) 433

Syllabus This subject will examine ways in which movement activities, both of a functional and expressive nature, can be integrated into the primary school program.

Books Dauer, V Essential Movement Experiences for Pre-School and Primary Children Minneapolis: Burgess 1972 Exiner, J & Lloyd, P Teaching Creative Movement Sydney: Angus & Robertson 1973 Mettler, B Materials of Dance as a Creative Art Activity Tucson (Ariz): Mettler Studios 1960 Nicholls, B Move Melbourne: Heinemann 1974 Russell, J Creative Dance in the Primary School London: Macdonald 1965

Assessment There are no formal examinations although students will be required to complete three or four written exercises, each of 250 words. Students must also accept the demand for regular practical work and attendance.

SCHOOL STUDIES C29 (SDC29) 2 points

Physical Education in the Primary School A subject of two hours a week for one term. This subject is designed for intending primary school teachers who have undertaken studies in Physical Education, Health and Recreation. Credit may not be granted for this subject as well as for School Studies C27.

Prerequisite: A minimum of 9 points in Physical Education, Health and Recreation subjects.

Syllabus Selection of one of two practica. Approval of selection is dependent on studies taken in Category V subjects. Practicum A — planning and developing a program within specific areas (e.g. dance, gymnastics) in a school, and implementing the program with groups of children. Practicum B field work, and experiences in planning and providing physical education for physically handicapped children.

Books Farley, P, Tonkin, A & Bible, N Teaching Physical Education in the Primary School Sydney: McGraw-Hill 1972 Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum Guides Melbourne: Education Department of Victoria 1970 Additional reading lists will be provided.

Assessment Assessment will be based on participation and active involvement in the work undertaken, a minor assigned exercise of 250 words, program records, and a final report of 1,500 words.

SCHOOL STUDIES C32 (SDC32) 4 points

Drama in Primary Education A subject of two hours a week for two terms. Credit may not be granted for this subject as well as for Drama Bi1.

Prerequisite: Nil.

Syllabus The subject is designed to give intending primary school teachers an understanding of the 434 Subject Descriptions

values and possibilities of drama both as an aid to personal development and as a means of self-expression and communication. The above objectives will be explored first at the student's own level, and secondly in relation to children in primary schools. Part icipation in practical drama activities at the student's own level will precede any work undertaken with children. In this way it is hoped that the various aspects of drama in education explored by members of the group at College will be constantly related, adapted and applied to a classroom situation.

Books Goodridge, J Drama in the Primary School London: Heinemann 1970 Lightwood, D Creative Drama for Primary Schools Glasgow: Blackie 1970 Lowndes, B Movement and Drama in the Primary School London: Batsford 1971 Slade, P Child Drama London: Univ of London Press 1954 Way, B Development through Drama London: Longman 1967

Assessment There are no formal examinations although students will be required to complete some written work such as assignments or class papers. Students must also accept the demand for regular practical work and attendance. Stress is placed on a student's ability to conceive, plan, carry out, and evaluate any project undertaken.

SCHOOL STUDIES C35 (SDC35) 2 points

Related Arts Experience in the Primary School A subject of two hours of class work a week for one term. Prerequisite: Nil.

Syllabus The subject is designed to give intending primary teachers an awareness and understanding of the nature, values and possibilities of the related arts in education. It will provide opportunities for personal involvement in the activity of the arts. Through participation in practical activities which will explore both the common elements of the arts and the possibilities of each individual area of self-expression, a creative approach to the arts in education will be established. The adaptat n to, and use of, this approach and these activities in the primary school situation will' be investigated.

Books Bergethon, B & Boardman, E Musical Growth in the Elementary School New York: Holt, Rinehart & Winston 1963 Eisner, E W & Ecker, D W Readings in Art Education Waltham (Mass): Blaisdell 1970 Exiner, J & Lloyd, P Teaching Creative Movement Sydney: Angus & Robertson 1973 Farley, P, Tonkin, A & Bible, N Teaching Physical Education in the Primary School New York: McGraw-Hill 1972 Goodridge, J Drama in the Primary School London: Heinemann 1972 Additional reading lists will be distributed from time to time.

Assessment Written work, such as assignments or class papers totalling approximately 2,000 words, is required, and students must also accept the demand for regular practical work and attendance.

SCHOOL STUDIES C42 (SDC42) 2 points

English Teaching Strategies A subject of two hours a week for one term.

Prerequisite: Nil. Diploma of Teaching (Primary) 435

Syllabus The subject involves an exploration of various methods of teaching English to primary school children, and the preparation and use of related classroom material. Students will be expected to design programs in connection with the teaching of English and, where possible, put them into practice in the classroom, and show their relation to English language learning as a whole. The following aspects of teaching will be discussed: creative activities and language development, games to promote and practise language skills, and methods of assessment and diagnosis. It is anticipated that each student will have the opportunity to develop his/her individual style of teaching English while working within the curriculum of a particular primary school.

Books Spache, E B Reading Activities for Child Involvement London & Boston: Allyn & Bacon 1972 Wynne, J A & Stagg, S A English Workshop London: Longman 1969 Williams, P H M Make and Play (Five books) London: Mills & Boon 1973

SCHOOL STUDIES C43 (SDC43) 2 points

Story Telling, Story Making A subject of two hours of class work a week for one term and one hour of practical work with young children. Prerequisite: Nil.

Syllabus This subject will concentrate on the practical skills involved in making and presenting stories. Most classes will therefore follow a workshop format, with opportunities for small group performance. The subject will cover the following areas: voice skills, including characterisation, accents, timing and appropriate exercises; mime and gesture language in the context of child movement and expression; fiction, fantasy, and the various structures of stories; metaphoric and magic writing; story telling as part of the educational process; aids to story telling in terms of sound, visuals, and other plastic media.

Books Students will select three or more children's books for study and class discussion.

Assessment Assessment will be based on an original story, a recording of the student's rendition of a story, and class participation.

SCHOOL STUDIES C45 (SDC45) 4 points

Language Learning in a Multi-cultural Classroom A subject of three hours a week for two terms. One hour a week will be spent in a school, carrying out a language program with two children from ethnic backgrounds. Students will also be required to attend a seminar, lecture or short-range excursion and a short interview with the lecturer each week. Credit may not be granted for this subject as well as for School Studies C15.

Prerequisite: Nil.

Syllabus The subject will acquaint students with the background linguistic, philosophical and social issues pertaining to the education of children from the major ethnic groups in Victoria in order to lead them to an appreciation of their special educational problems. 436 Subject Descriptions

The subject will also give students first hand experience in structuring a language program for children of ethnic background, and acquaint them with the resources available to classroom teachers working with children from ethnic groups.

Books Christopherson, P Second Language Learning — Myth and Reality Harmondsworth: Penguin 1972 Wilkinson, A The Foundations of Language London: OUP 1971 The Migrant Child and the School Melbourne: The Migrant Study and Workshop Group, Psychology and Guidance Branch, Education Department of Victoria 1973 The Multi-Cultural Society (Report of the National Seminar for Teacher Educators) Sydney: Macquarie Univ Press August 1974

Assessment Assessment is based on satisfactory completion and documentation of the practical language program and satisfactory participation in sessions. Students will be required to present a tutorial paper, either individually or as a member of a group, and to complete an assignment of approximately 3,000 words in a chosen theoretical area to be approved by the lecturer concerned.

SCHOOL STUDIES C47 (SDC47) 4 points

Language in the School A subject of three hours a week for two terms. Prerequisite: Foundation Studies in English and Mathematics or an approved equivalent.

Syllabus A consideration of the fundamental role of language in learning experiences, particularly in the school situation. Electives may be offered in the following areas, depending on enrolment numbers and the interests of students: practical development of a language arts program; the development of language and meaning from the age of five years; language and social interaction; language theories and their application in the classroom; and the development of writing by children, and its relevance to them at different stages.

Books Atchison, J The Articulate Mammal London: Hutchinson 1976 Barnes, D From Communication to Curriculum Harmondsworth: Penguin 1976 Burgess, C et al Understanding Children's Writing Harmondsworth: Penguin 1973 Education Department of Victoria Language Curriculum Statement Melbourne: EDV 1975 Halliday, M A K Explorations in the Functions of Language London: Edward Arnold 1973

Assessment Assessment is based on one major assignment of approximately 2,000 words and two minor assignments.

SCHOOL STUDIES C48 (SDC48) 4 points

Children's Writing A subject of three hours a week for two terms including class discussion and school-based work with children. Prerequisite: Nil.

Syllabus This subject will involve work with children who have acquired the basic skills of writing and reading, with a view to developing, extending and applying these skills in a context Diploma of Teaching (Primary) 437

that would take account of both the creative and functional aspects of writing. Although school-based, the subject will aim to focus on life and community interests. In broad terms, the subject will aim to provide students with opportunities in one or more of the following areas: learning to provide situations which will stimulate children to express themselves in written English; practising teaching techniques aimed at establishing the writing skills; establishing some criteria for evaluating children's writing; comparing the creative writing of children from different environments; developing self-evaluation in children and the techniques of positive appraisal in teachers; observing the continuing effects on the community-at-large of the teaching of writing in schools; and comparing the effectiveness of some varieties of motivation and stimulation.

Books A Language for Life: Report of the Committee of Inquiry Appointed by the Secretary of State for Education and Science (The Bullock Report) London: HMSO 1975 Powell, B Approaches to Writing Toronto: Collier-Macmillan 1973 Powell, B English Through Poetry Writing Sydney: Novak 1967 Walshe, R D led) My Machine Makes Rainbows Sydney: Reed 1973

Assessment Periodical reports will be required together with a major written assignment of approximately 3,000 words.

SCHOOL STUDIES C49 (SDC49) 4 points

Literature in the Classroom A subject of two hours a week for two terms. Students will be required to work with children as an additional practical exercise.

Prerequisite: Foundation Studies in English and Mathematics, or an approved equivalent.

Syllabus A study of the introduction and application of literature and poetry to language work in the classroom. Special attention will be paid to teacher-based assessment of children's literature; application of interests within areas of special need, e.g. reluctant readers; extended program work; literacy and literature — the ends and means of reading skills.

Books Powell, B Making Poetry Ontario: Collier-Macmillan 1973 Ray, S Children's Fiction Leicester: Brockhampton 1972 Townsend, J R Written for Children Harmondsworth: Penguin 1976 Whitehead, R Children's Literature: Strategies of Teaching Englewood Cliffs: Prentice-Hall 1968

Assessment Assessment will be based on class participation and seminar preparation, and completion of written assignments totalling approximately 3,000 words.

SCHOOL STUDIES C51 (SDC51) 2 points

Mathematics — A Practical Approach A subject of two hours a week for one term. Prerequisite: Foundation Studies in English and Mathematics and School Studies B1, or permission of the Department of Mathematics.

Syllabus This subject is designed to provide an opportunity for the student to develop a series of lessons dealing with any topic of the primary school mathematics curriculum. Students will be required to put into practice concepts and ideas related to the way children learn, 438 Subject Descriptions

by devising a program for a class or group of children with a view to presenting and evaluating the effectiveness of that program.

Books Dienes, Z P & Golding, E W Exploration of Space and Practical Measurement Harlow (Essex): Educ Supply Assoc 1972 Dienes, Z P & Golding, E W Learning Logic and Logical Games Harlow (Essex): Educ Supply Assoc 1969 Kennedy, L M & Michon, R L Games for Individualising Mathematics Learning Columbus (Ohio): Merrill 1973 Nuffield Foundation, Mathematics Project Mathematics: The First Three Years Edinburgh: Chambers 1970 Nuffield Foundation, Mathematics Project Mathematics: The Later Primary Years Edinburgh: Chambers 1972

Assessment Assessment will be based on one assignment of 1,500 words involving the design of a program of lessons on a topic of the primary mathematics curriculum, and the possible implementation of this program with a group of children.

SCHOOL STUDIES C52 (SDC52) 2 points

Mathematics Laboratory A subject of two hours a week for one term. Prerequisite: Foundation Studies in English and Mathematics and School Studies B1, or permission of the Department of Mathematics.

Syllabus By means of activities such as class discussions, workshops, school visits, and personal involvement in learning and teaching a mathematical topic in a laboratory setting, students will seek answers to the following questions: What constitutes a mathematics laboratory? What activities and mathematical topics lend themselves to this approach? What contributions can such an approach make towards developing understanding and problem-solving abilities? How do you set up a mathematics laboratory? What are some mathematics laboratory activities that I can use as a teacher?

Books Biggs, E & Maclean, J Freedom to Learn: An Active Learning Approach to Mathematics Reading (Mass): Addison-Wesley 1969 Greenes, C E, Willcutt, R E & Spikell, M A Problem Solving in the Mathematics Laboratory Boston: Prindle, Weber & Schmidt 1972 Kidd, K, Myers, S, & Cilley, D The Laboratory Approach to Mathematics Palo Alto (Calif): SRA 1970 Stewart, I Making Mathematics Live: A Handbook for Primary Teachers Sydney: Angus & Robertson 1970

Assessment Assessment will be based on summaries of four assigned readings, a written assignment (1,000 words), involving the design and implementation of mathematics laboratory activities, and performance on class assignments.

SCHOOL STUDIES C58 (SDC58) 2 points

Mathematics and the Atypical Child A subject of two hours a week for one term. Prerequisite: Foundation Studies in English and Mathematics and School Studies B1, or permission of the Department of Mathematics. Diploma of Teaching (Primary) 439

Syllabus A study of children who do not, for a variety of reasons, easily adapt to the normal school grade. An investigation of individual and group mathematical programs. Some of the work will be with particular children in their school environment.

Books Copeland, R How Children Learn Mathematics: Teaching Implications of Piaget's Research London: Collier-Macmillan 1974 Dienes, Z P & Holt, M Zoo Mathematics Series London: Longman 1974 Lorton, M H Workjobs: Activity-Centered Learning for Early Childhood Education Reading (Mass): Addison-Wesley 1972 MacDonald, T Basic Mathematics and Remedial Instruction Sydney: Angus & Robertson 1972

Assessment Assessment will be based on two written assignments each of 1,000 words, and active participation in, and attendance at, various school visits.

SCHOOL STUDIES C59 (SDC59) 2 points

Computers in Education A subject of two hours a week for one term. Prerequisite: Foundation Studies in English and Mathematics and School Studies 81, or permission of the Department of Mathematics.

Syllabus This subject will examine the role computers can play in the educational programs of primary schools. Since the price of computers has decreased to the point where computers are almost within the reach of schools, the emphasis will be on practical programs which can be implemented immediately. Research on teacher and student reactions will form a large part of the course, so a knowledge of programming is not essential.

Books De Cecco, J The Psychology of Learning and Instruction Englewood Cliffs: Prentice-Hall 1965 Hollingdale, S & Tottill, G Electronic Computers Harmondsworth: Penguin 1970

Assessment Assessment will be based on a short teaching 'program', a report based on observation of computer use in schools, and a discussion paper outlining possible future developments.

SCHOOL STUDIES C60 (SDC60) 2 points

Inquiry in the Primary School Curriculum A subject of two hours a week for one term. This subject is designed as an initial study for intending primary school teachers, and it considers the role of science and social studies in the curriculum. School Studies C62 and C66, C67, C68 and C69 are related studies which may be taken after completion of this subject. Prerequisite: Nil.

Syllabus Areas studied include: The Nature of Science and Social Science: science and social science as a field of inquiry, a method of inquiry, and an organised body of knowledge. The Nature of Child Thought in Science and Social Science: concept development, and children's understandings of the social world. 440 Subject Descriptions

Issues in the Inquiry Approach: objectives, values and attitudes, selection of content, process education, and structured versus interest-based learning situations. Curriculum Design: implications of learning theories, educational objectives, selection and organisation of content, strategies and resources, investigation of models — MACOS, SAPA, SCIS, ESS, SCIENCE 5/13 and ASEP. Curriculum Developments in Victoria: SIV and Victorian Primary Science Course. Evaluation.

Books Bruner, J S The Process of Education Cambridge (Mass): Harvard Univ Press 1960 Elementary Science Study The ESS Reader Newton (Mass): Education Development Centre 1970 Ivany, J W Today's Science Palo Alto (Calif): SRA 1975 Kydd, S 'Primary Social Studies — The Fifties and the Seventies' Curriculum and Research Bulletin vol 6 no 2 1971 Piaget, J & Inheldin, B The Growth of Logical Thinking London: Routledge & Kegan Paul 1958 Shulman, L S & Keislar, E R (eds) Learning by Discovery Chicago: Rand McNally 1967 Tabs, H et al Teachers Handbook in Elementary Social Studies. An Inductive Approach Reading (Mass): Addison-Wesley 1971 Whitehead, G 'New Lamps for Old or Old Lamps Reburnished? The New Social Studies' Bulletin of the Victorian Institute of Educational Research no 26 Sept 1971

Assessment Assessment is based on presentation of a seminar paper of 1,000 words and participation in workshop/discussion sessions. Students will be required to undertake two minor investigations during school experience and to report on these.

SCHOOL STUDIES C61 (SDC61) 2 points

Content in Primary School Science A subject of two hours a week for one term. This subject is normally taken in conjunction with School Studies C62. The subject is available to students who are not otherwise studying subjects with a substantial science content, and who wish to develop sufficient background knowledge of areas of science relevant to primary school children in order to plan adequate activity programs.

Prerequisite: School Studies C60.

Syllabus The student will use a workshop environment to constructand manipulate apparatus, measuring equipment, and models appropriate to science in the primary school.

Books Gega, P Science in Elementary Education 3rd edn New York: Wiley 1977 Hone, E B et al Sourcebook for Elementary Science 2nd edn New York: Harcourt, Brace & Jovanovich 1971 Victor, E Science for the Elementary School 3rd edn New York: Macmillan 1974

Assessment Assessment will be based on completion of practical exercises (50 per cent), and a one hour objective test on completion of the subject (50 per cent).

SCHOOL STUDIES C62 (SDC62) 2 points

Science in the Primary School A subject of two hours a week for one term, including a weekly seminar planning session Diploma of Teaching (Primary) 441

of one hour together with concurrent supervised implementation of a science unit in a primary school. Prerequisite: School Studies C60 or concurrent enrolment in School Studies C60.

Syllabus There will be a detailed study of selected primary science curricular materials, and students will design and implement a science unit extending over at least six weeks; investigate sources of equipment, teacher reference and student resource books; and prepare an annotated bibliography. Students will evaluate their unit using With Objectives in Mind as reference, and will investigate the appropriateness of behavioural objectives and evaluation in their unit.

Books AAAS: Commission on Science Education Science: A Process Approach, Commentary for Teachers Washington: AAAS/Xerox 1970 Education Department of Victoria Curriculum Guides: Science Melbourne: EDV Elementary Science Study Teachers Guides New York: McGraw-Hill Good, R G Science — Children New York: Brown 1972 Ivany, J W G Today's Science Palo Alto (Calif): SRA 1955 Kuslan, L & Stone, A H Teaching Children Science: An Inquiry Approach 2nd edn Belmont (Calif): Wadsworth 1973 Schools Council (UK) Science 5/13 Units London: Macdonald 1973-4 Schools Council (UK) With Objectives in Mind London: Macdonald 1973 Teachers Handbook Berkeley (Calif): SCIS 1974 Omnibus Berkeley (Calif): SCIS 1973 SCIS Teachers Guides Chicago: Rand McNally Waters, B S Science Can be Elementary New York: Scholastic Book Services 1973

Assessment Students will be assessed on the basis of satisfactory planning, implementation, and presentation of the final evaluative report of the science unit. SCHOOL STUDIES C65 (SDC65) 2 points

Social Studies in the Primary School A subject of two hours a week for one term. Prerequisite: Approved experience as a teacher and access to a primary school class.

Syllabus This subject offers the opportunity to examine a contemporary curriculum issue and, from this examination, to work with a primary school class in assessing understandings and attitudes, and designing a social study suitable for inclusion in the primary school curriculum. Students will be required to carry out classroom observation and assessment of the evidence of sexism in the curriculum. The consequences of this will be considered for both boys and girls.

Books Australian Schools Commission Girls, School and Society (Report by a Study Group) Canberra: AGPS 1975 Hughes. P (ed) The Teacher's Role in Curriculum Design Sydney: Angus & Robertson 1973 Nicholson, J What Society Does to Girls Melbourne: Pitman 1975 Joyce, B New Strategies for Social Education New York: SRA 1972

Assessment Assessrent will be based on participation and the design of a social studies unit for the primary school. 442 Subject Descriptions

SCHOOL STUDIES C66 (SDC66) 2 points

Inquiry Approach to Social Studies A subject of two to three hours of class work/field work a week for one term. Prerequisite: School Studies C60 or concurrent enrolment in School Studies C60 is recommended.

Syllabus An examination of current views on the place, objectives and nature of social studies within the primary school curriculum. In particular, an examination of the inquiry-based approach to social study. This examination will be carried out through reading and lectures, demonstration studies in workshop sessions, conduct of a pilot study based on direct experience and carried out with a small group of children in a school, and evaluation of the approach in the light of reading and the demonstration and pilot studies. Selected articles and reports from journals (local and overseas) and chapters from references will be read and reported on by class members.

Books Banks, J A & Clegg, A A Teaching Strategies for the Social Studies Reading (Mass): Addison-Wesley 1973 Kenworthy, L S Social Studies for the 70s 2nd edn New York: Wiley 1973 Lawton, D & Dufour, B The New Social Studies London: Heinemann 1973 Lewis, J A & McNaughton, A H (eds) Social Studie.. Monographs Auckland: Heinemann 1971 Schools Council Environmental Studies Project London: Hart Davis 1972 Schools Council Social Studies 8-13 London: Evans-Methuen 1971

Assessment Assessment is based on participation in workshop and school-based sessions, submission of a report of approximately 1,500 words which will include evidence of reading, of the designing and conduct of the pilot study, and of evaluation of the inquiry-based approach. SCHOOL STUDIES C67 (SDC67) 2 points

Social and Integrated Studies A subject of two to three hours of class work/field work a week for one term. Prerequisite: School Studies C60 or concurrent enrolment in School Studies C60 is recommended.

Syllabus An examination of the role and function of social studies in primary education and an examination of the ways that social studies can be integrated with other areas of the curriculum. This will involve analysis of various social and/or integrated studies curricula, and the conduct and evaluation of a unit of study with a small group of children in a school. This unit may be taken from the curriculum programs available, or from one that the student develops.

Books As for School Studies C66.

Assessment Students are required to participate in tutorials and seminars, classroom simulation, and school sessions; read materials distributed throughout the duration of the unit; design, implement and evaluate a social/integrated study or familiarise themselves with, implement part of, and evaluate one of the commercially produced programs; and compile a resource book comprising observations, notes, reference materials, evaluations, resource lists, etc, which may be of future reference value. Diploma of Teaching (Primary) 443

SCHOOL STUDIES C68 (SDC68) 2 points

Social Studies in the Infant Department A subject of two to three hours of class work/field work a week for one term.

Prerequisite: School Studies C60 or concurrent enrolment in School Studies C60 is recommended.

Syllabus Examination of the social studies program available for junior primary children, discussion of changing social values and their relevance to curriculum, and designing a unit suitable for young children.

Books Banks, J A & Clegg, A Teaching Strategies for the Social Studies Reading (Mass): Addison-Wesley 1973 Ellis, A K Teaching and Learning Elementary Social Studies Sydney: Allyn & Bacon 1977 Kenworthy, L. S Social Studies for the 70s 2nd edn New York: Wiley 1973

Assessment Assessment will be based on participation, reading, and the design of a suitable social studies unit for a junior primary class.

SCHOOL STUDIES C69 (SDC69) 2 points

Resources for Social Studies A subject of two to three hours of class work for one term. The subject will be used to provide access for students and practising teachers to social studies programs which have preliminary training requirements.

Prerequisite: School Studies C60 or concurrent enrolment in School Studies C60 or approved experience as a teacher.

Syllabus A workshop training program qualifying students to work as teachers with resource materials designed for primary school social studies. It provides opportunities for the examination of the suitability of the resources and of strategies for their adaptation for use in Victorian primary schools. Resources which may be treated in the subject include the 'Society in View' program, the 'Man: A Course of Study' program, and other programs or resources available to Victorian primary schools.

Resources Education Department of Victoria Socie ty in View (Materials in draft form) Melbourne: EDV 1978 and Teacher's Handbooks, Unit Booklets and other materials Curriculum Development Associates Man: A Course of Study Washington DC: CDA 1974 (classroom sets including teachers' guides) Other resources as appropriate.

Assessment Assessment will be based on participation in all workshop sessions and on the submission of two 1,000 word exercises or their equivalent.

SCHOOL STUDIES C72 (SDC72) 2 points

Science Curriculum Development A subject of two hours a week for one term. Classroom teachers enrolled in this subject would be expected to play major science co-ordinating roles in their own schools or school districts. 444 Subject Descriptions

Prerequisite: School Studies C62 or approved experience in teaching science.

Syllabus This subject may be taken in a variety of forms depending upon the student's background. The student will thus devise a contract with the lecturer in charge. Normally the student will be expected to extend the experience of unit design gained in School Studies C62, to extend the program of teaching over a further nine weeks, modify the original unit in the light of an extensive trial and evaluation program, make an extended study of formative and summative evaluation of science curriculum development projects, and study the development of a number of major curriculum projects, e.g. ASEP, ESS, CHEM STUDY.

Books Elementary Science Study The Elementary Science Study: A History Newton (Mass): Education Development Centre Grobman, H Evaluation Activities of Curriculum Projects Chicago: Rand McNally 1968 Harlen, W Science 5-13: A Formative Evaluation New York: Macmillan 1975 Schools Council (UK) Evaluation in Curriculum Development: Twelve Case Studies London: Macmillan 1973 Schools Council (UK) With Objectives in Mind London: Macdonald 1969

Assessment Assessment is based on presentation of a satisfactory 1,500 word report, the nature of which will be determined by contract.

SCHOOL STUDIES C84 (SDC84) 2 points

Media in the Classroom A subject of two hours a week for one term. Credit may not be granted for this subject as well as for School Studies C85. Prerequisite: Nil

Syllabus An introduction to the uses of audio-visual media resources in the classroom, including the production of teaching materials, the school resource centre and the classroom teacher, resource-based learning, and selection and evaluation of book and non-book materials for classroom use. Practical Sessions Audio-recording: reel to reel, cassette, disc to tape, and sound mixing. Slide/film projection: slide synchronisation and introduction to 16mm projector program. Production of slides for teaching: use of copy-stand camera and visual maker. Use of overhead projector and thermofax. Reprography — use of duplicating equipment: dry-mounting and laminating.

Books Brown, J W, Lewis, R B & Harcleroad, F FAV Instruction: Technology, Media and Methods 4th edn New York: McGraw-Hill 1973 Kemp, J E Planning and Producing Audiovisual Materials 2nd edn Scranton (Penns): Chandler 1968 Morlan, J E Preparation of Inexpensive Teaching Materials 2nd edn New York: Chandler 1973 Tindall, K, Collins, B & Reid, D The Electric Classroom Sydney: McGraw-Hill 1973 Wittich, W A & Schuller, C F Instructional Technology: Its Nature and Use 5th edn New York: Harper & Row 1973

Assessment Assessment is based on presentation of a multi-media teaching kit produced by the Diploma of Teaching (Primary) 445

student, incorporating slides (35mm or 126), overhead projector transparencies including overlays, still pictures or charts, an audio cassette, and duplicated sheets. Kits must be ready for presentation before the final supervised session in the subject.

SCHOOL STUDIES C85 (SDC85) 4 points

Media Resources in Education A subject of two hours a week for two terms, including lecture-demonstrations, practical workshops, and visits to sources and producers of resource materials. Credit may not be wanted for this subject as well as for School Studies C84. Prerequisite: Nil.

Syllabus The application of communications research, technological advancements, and learning theory to the utilisation and production of educational resources. The study will consist of theoretical bases of educational technology, operation and use of educational media and equipment, production of teacher-designed learning materials, implications for schools of resource-based education, and making most effective use of book and non-book materials.

Books Brown, J W, Lewis, R B & Harcleroad, F FAV Instruction: Technology, Media and Methods 4th edn New York: McGraw-Hill 1973 Brown, J W & Norberg, K M Administering Educational Media: Instructional Technology and Library Services 2nd edn New York: McGraw-Hill 1972 Dale, E Audiovisual Methods in Teaching 3rd edn New York: Holt, Rinehart & Winston 1969 Gerlach, V S & Ely, D P Teaching and Media: A Systematic Approach Englewood Cliffs: Prentice-Hall 1970 Kemp, J E Planning and Producing Audiovisual Materials 3rd edn New York: Intext 1975 Moller, H Media for Discovery Sydney: Angus & Robertson 1974 Morlan, J E Preparation of Inexpensive Teaching Materials 2nd edn New York: Chandler 1973 Wittich, W A & Schuller, C F Instructional Technology: Its Nature and Use Harper & Row 1973

Assessment Assessment is based on two major assignments — 2,000 word essay, written on the theoretical bases and research into an area of educational media and technology, and an assignment which is essentially practical, consisting of a kit of original teacher-designed learning materials.

SCHOOL STUDIES C86 (SDC86) 2 points

Audio-visual Aids in Language Arts Programs A subject of two hours a week for one term. Prerequisite: Nil.

Syllabus This subject will be conducted on a workshop basis. It aims to acquaint intending primary school teachers with the range of audio-visual materials and their use in classrooms, as well as equipping students with some of the skills necessary to implement these activities. The course will be divided into three main sections: (a) definition and evaluation of traditional approaches to language arts programs in language development; 446 Subject Descriptions

(b) an examination of the role of audio-visual material as an aid to the development of oral skills; (c) an examination of the role of audio-visual material as an aid to the development of literacy.

Books Detailed reading guides will be issued at the commencement of the subject. Preliminary Reading: Kemp, J Planning and Producing Audio Visual Materials New York: McGraw-Hill 1973 Langford, M J Visual Aids and Photography in Education London: Focal Press 1973 Language Curriculum Statement Melbourne: Education Department of Victoria

Assessment Assessment is based on participation in, and contribution to, all workshop sessions. Students will be required to produce some audio-visual material and provide a rationale for its use in a language arts program.

SCHOOL STUDIES C87 (SDC87) 2 points

Puppetry, Masks and the Language Arts A subject of two class hours a week for one term. Credit may not be granted for this subject as well as for School Studies C86.

Syllabus Puppetry and masks provide a vehicle for activity, interest, and experience-based language learning in the classroom. Each may become a medium of expression for children of all personality types and backgrounds. Each involves children in all the areas of their development: cognitive, perceptual, creative, linguistic, and physical. This subject is concerned with the relationship between puppetry and mask activities and: • the language arts, particularly speaking and listening, • the language experience approach to language learning, • the notion of language across the curriculum. Students will explore these areas at their own level as well as in terms of the primary school child. Students will be able to take part in a number of practical projects relating to the use of masks and puppets.

Books A Guide to Developing Child Drama in the Primary School (Curriculum and Research Paper 4260) Melbourne: Education Dept of Victoria 1976 Britten, J Language & Learning Harmondsworth: Penguin 1970 Rosen, C & Rosen, H The Language of Primary School Children Harmondsworth: Penguin 1973

Assessment Assessment will be based on class participation, practical and written work.

SCIENCE Al (SCA01) 9 points

Introduction to Scientific Thought Lectures, tutorials and laboratory work for a total of five hours a week throughout the year. Credit may not be granted for this subject as well as for Biology Al or Chemistry Al or Physical Science A or Physics A01 or A02 or A03 or All.

Prerequisite: Nil. Diploma of Teaching (Primary) 447

Syllabus Science Al is an introductory subject in integrated science and assumes no previous study of science. The subject aims to provide an introduction to scientific thought, with particular emphasis on the development of scientific ideas and their importance in general culture — both ideological and technological. Areas covered: 1. The development of the modern conception of the universe; 2. The scientific view of material substance; 3. Insights into the special nature of living things; 4. The energy concept — transformation and conservation; 5. Evolution of matter — both living and non-living.

Books Brandt, J & Maran, S New Horizons in Astronomy San Francisco: Freeman 1972 Bronowski, J The Ascent of Man London: BBC 1973 Grobstein, C The Strategy of Life 2nd edn San Francisco: Freeman 1974 Kirk, D led) Biology Today Del Mar (Calif): CRM Books 1972 Parsegian, V L et aI Introduction to Natural Science: Part One: The Physical Sciences and Part Two: The Life Sciences Washington DC: Academic Press 1968 Scientific American The Chemical Basis of Life San Francisco: Freeman 1972 Weisskopf, V Knowledge and Wonder London: Heinemann 1971

Assessment A pass in the subject requires satisfactory attendance and participation and satisfactory submission of written work. Assessment will be based primarily on the quality of five written assignments each of about 1,000 words.

SCIENCE A2 (SCA02) 9 points

Introduction to Physical Science A subject of three lectures, two hours of laboratory work and one tutorial a week.

Prerequisite: Nil.

Syllabus The subject aims to develop an appreciation of science, develop knowledge and understanding of the basic concepts of physical science, and examine physical science components of modem primary and junior secondary science curricula. The content areas covered in the subject have been chosen because of their central role in modern primary and junior secondary science curricula. The subject will be presented through laboratory exercises, lectures and tutorials. Students will also be required to design, for a school class, a unit based on physical science and to teach and evaluate that unit. For students for whom such an exercise is inappropriate an alternative assignment will be set.

Books Andrew, D H Chemistry: A Cultural Approach New York: Harper & Row 1971 Karplus, R Introductory Physics: A Model Approach Reading (Mass): Benjamin 1969

Assessment Fifty per cent of the assessment will be based on performance in three 2-hour examinations, and 50 per cent on laboratory work and assignments. Final results will be expressed as 'Distinction', 'Credit', 'Pass' or 'Fail'.

SCIENCE A3 (SCA03) 9 points

Earth Science A A subject of three hours of lectures, two hours of laboratory work and one tutorial a week. 448 Subject Descriptions

Prerequisite: Nil.

Syllabus This subject aims at increasing knowledge and awareness of the geologic environment with particular reference to Victoria. Areas covered include: Astronomy (see details under Physics Al2, page 236). The Earth System: Geologic time scale — isotopic dating, theories of the origin of the solar system and the earth, lunar geology, plate tectonics and magnetism, plate tectonics and earthquakes, plate tectonics and evolution, and plate tectonics and orogenesis. Elementary rock and mineral classification. Victorian Geology: Victorian stratigraphy — mainly studied by means of excursions. The aim of this section is to enable the student to interpret government and other publications necessary for an understanding of the geology of a school district.

Books For Astronomy section see Physics Al2. Ernst, W G Earth Materials Englewood Cliffs: Prentice-Hall 1969 Gass, I G et al Understanding the Earth Milton Keynes: Open Univ Press 1974 McAndrew, J & Marsden, M I S (eds) Regional Guide to Victorian Geology Melbourne: MUP 1973 A selection of papers from The Proceedings of the Royal Society of Victoria.

Assessment Excursion reports and written papers will comprise 50 per cent of the assessment and there will be two 2-hour examinations. Final results will be expressed as 'Distinction', 'Credit', 'Pass' or 'Fail'.

SCIENCE B (SCB00) 12 points

A subject of three lectures and six hours of laboratory work a week.

Prerequisite: Science Al or an approved equivalent.

Syllabus The subject aims to develop the theme that science is an activity concerned with the interaction of objects within a system, an awareness of the importance of classification as a means of identifying the components of systems, and knowledge of models proposed to describe and explain interaction of various sorts, feedback, control and equilibrium. Areas covered include: The role of classification in science — systems of classification, communication, first order explanation and identification. Direct and indirect interaction, energy transfer in interact systems and models to explain energy transfer. Study of increasingly complex systems: (a) physical and chemical systems (b) geological and meteorological cycles (c) biogeochemical cycles (d) biological systems at various levels of organisation — intracellular, organismic, populations, communities and ecosystems.

Books Hallam, A A Revolution in the Earth Sciences London: Clarendon Press 1973 Karplus, R Introductory Physics: A Model Approach Reading (Mass): Benjamin 1969 Kieffer, W F Chemistry: A Cultural Approach New York: Harper & Row 1971 Kormondy, E J Concepts of Ecology Englewood Cliffs: Prentice-Hall 1969 Parsegian, V L et al Introduction to Natural Science parts 1 & 2 Washington DC: Academic Press 1968 Diploma of Teaching (Primary) 449

Strahler, A N & Strahler, A H Environmental Geoscience New York: Wiley 1973 Swift, T J Principles of Chemistry: A Models Approach Lexington: Heath 1975 Watt, K E F Systems Analysis in Ecology Washington DC: Academic Press 1966

Assessment Two written papers of 2,000 words will comprise 20 per cent of the assessment, two examinations of two hours will comprise 50 per cent, and participation in laboratory/excursion work will comprise 30 per cent of the assessment. Final results will be expressed as 'Distinction', 'Credit', 'Pass' or 'Fail'.

SCIENCE Cl (SCC01) 12 points

Three hours of lectures and six hours of laboratory work a week. Prerequisite: Science B.

Syllabus This subject aims to explore selected topics in detail using concepts gained during Science Al and B. The topics offered for study would depend on staff available. Two examples are given. 1. Differentiation — A Scientific View of Human Nature The subje t aims at providing adequate information to enable an informed but necessarily -ntroductory discussion of some issues surrounding the relative importance of biologically transmitted heredity and culturally transmitted heredity as determinants of human nature. That is, the way in which man can be considered captive of either his biological or cultural past, and whether the physical human organism can permit the order of plasticity essential for a belief in the establishment of a rational, humane person who seeks to regularly remake his social fabric using the çentral criterion of justice rather than privilege. Prior to discussing issues such as these it will be necessary to develop a mutually understandable language with which to discuss the biological and cultural influences on people. This task will occupy the first two terms. An understanding of the concept of differentiation will be developed through experimental manipulation of developing organs and tissues in the chick embryo and through growing these for a brief period in organ culture, followed by cellular analysis. In addition, an experimental manipulation of the social hierarchy in a fowl population followed by a physiological analysis of a selected muscle shall be taken as a case study of the organism. The aim of these explorations will centre on establishing a conceptual language necessary to understand the modem scientific view of the differentiation of a structural/functional state with the capacity to use characteristic tactics for the maintenance of order. An accompanying lecture program will explore the experimental approaches to an understanding of cellular differentiation and the plasticity of biological systems. The nervous system will be given major stress. A conceptual language with respect to cultural influences will be developed through a discussion of film and sound tapes centred on a comparison of Western culture and other cultural groups. During the third term consideration will be given to human evolution along with discussion seminars centred on texts dealing with issues surrounding human nature. 2. Interaction within the Earth's Crustal System and at its Interface with the Atmosphere The components of interacting systems require classification prior to their study by scientists (a) structure of silicates and rock-forming minerals (b) classification of rocks (c) classification of earth layers using seismological criteria. Self-adjusting systems at the crust-atmosphere interface 450 Subject Descriptions

(a) solar radiation as a source of energy (b) the hydrologic cycle (c) weathering and erosion (d) some biogeochemical cycles. Large scale interaction in the lithosphere (a) radioactive decay as a source of energy to drive physical and chemical processes in the lithosphere (b) models for heat flow in the earth's crust (c) other energy sources — e.g. (i) kinetic energy of the earth-moon system (ii) re-arrangement of matter within the earth's gravitational field (d) comparison of nineteenth century catastrophist theories (one way interaction) with cyclic self-adjusting and uniformitarianist theories (e) cyclic creation and destruction of the lithosphere — paleomagnetic studies. vulcanism creation of ocean basin, orogeny and seismological phenomena. Books For example 1: Balinsky, B I An.Introduction to Embryology 3rd edn New York: Saunders 1970 Barth, L J Development — Selected Topics Reading (Mass): Addison-Wesley 1964 Bronowski, J The Ascent of Man London: BBC 1973 Gasking, E Investigations into Generation 1651-1825 London: Hutchinson 1967 Hamilton, H L Lil/iés Development of the Chick New York: Holt, Rinehart & Winston 1952 Jacob, F The Logic of Living Systems London: Allen Lane 1970 Monod, J Chance and Necessity London: Collins-Fontana 1970 Tanner, M & Taylor, G R Growth New York: Time-Life 1970 For example 2: Preliminary Reading: Calder, N The Restless Earth Sydney: Angus & Robertson 1972 Reference: 'Cox, A Plate Tectonics and Geomagnetic Reversals San Francisco: Freeman 1973 Assessment For example 1: A regular and active participation during the whole year will be required of each person enrolling in this subject. The criteria for a satisfactory regular and active participation will be satisfactory completion of the experimental tasks undertaken during practical sessions, and satisfactory demonstration, through regular discussion between lecturer and student, of an understanding of the issues raised during the subject. For example 2: Assessment is based on practical work and excursion reports, one major paper of 4,000 words and on a final examination of three hours. Final results will be expressed as 'Distinction', 'Credit' 'Pass' or 'Fail'. SCIENCE C2 (SCCO2) 12 points The Nature of Science A subject of three lectures and one tutorial a week. Prerequisite: At least two years of study in a science discipline. Syllabus The subject will examine the structure of scientific thought within the context of Western intellectual thought. Attempts to define science. Theory formulation and the logic of falsification. Selected significant scientific concepts will be explored to gain insight into the development of scientific thought within different cultural contexts. A comparative study of pre- and post-Copernican views on the movement of planetary bodies will provide an introductory study. Generalisations about the nature of science will be further explored through appropriately selected views on the structure of matter, energy and evolution, examined within the context of selected historic periods in the development of Western intellectual thought. The subject will consist of lectures, reading and discussion, with some practical sessions. Diploma of Teaching (Primary) 451

Books Easlea, B Liberation and the Aims of Science Brighton: Sussex Univ Press 1973 Kuhn, T S The Copernican Revolution Cambridge (Mass): Harvard 1973 Kuhn, T S The Structure of Scientific Revolutions Chicago: Univ of Chicago Press 1962 Lakatos, I (ed) Criticism and the Growth of Knowledge London: CUP 1970 Popper, K Conjectures and Refutations London: Routledge & Kegan Paul 1969 Westfall, R S The Construction of Modern Science London: Wiley 1971

Assessment Assessment is based on three major essays of 3,000 words and on preparation of three seminar papers. Final results will be expressed as 'Distinction', 'Credit', 'Pass' or 'Fail'.

SCULPTURE

Students should read the outline of 'Areas of Sculptural Experience' provided on page 310 of this handbook in conjunction with the subject descriptions given below.

SCULPTURE B1 (SRB90) 6 points

A subject of three hours a week.

Prerequisite: Art A with demonstrated aptitude in sculpture.

Syllabus The subject is strongly student-centred and the individual is encouraged to develop his/her ideas and express them in sculptural terms. Students are able to select activities and areas of investigation appropriate to their individual needs. Students may specialise to some degree with studies in depth rather than being wide-ranging as in the first year. Experiences will be selected from the constructed, modelled, carved, kinetic, light, environmental, and happening areas.

Books Reference: Battcock, C The New Art New York: Dutton 1966 Bowness, A Modern Sculpture London: Studio Vista c1965 Burnham, J Beyond Modern Sculpture: The Effects of Science and Technology on the Sculpture of this Century London: Lane 1968 Burnham, J The Structure of Art New York: Braziller 1971 Clarke, G & Cornock, S A Sculptor's Manual London: Studio Vista c1968 Hunter, S American Art of the Twentieth Century London: Thames & Hudson 1973 Maillard, R A Dictionary of Modern Sculpture London: Methuen 1962 Maillard, R led) New Dictionary of Modern Sculpture 2nd edn New York: Tudor 1971 Meyer, U Conceptual Art New York: Dutton 1972 Muller, G The New Avant Garde London: Pall Mall Press 1972 Myers, B Sculpture: Form and Method London: Studio Vista cl965 Newman, T Plastics as an Art Form London: Pitman 1965 Percy, H M New Materials in Sculpture 2nd edn London: Tiranti 1965 Read, H A Concise History of Modern Sculpture London: Thames & Hudson c1964 Journal: Sculpture international vol 2 no 4, April 1969

Assessment In all Sculpture subjects, assessment will be continuous throughout the year without emphasis on any particular work. A capacity for self-assessment is necessary. No final examination. It is the student's responsibility to show evidence of the work produced in order to secure a pass. Any student who rates 'unsatisfactory' should know that his/her position will be discussed at length in conference between the Head of Department, the staff member and the student concerned both at the half year and at the end of the year. 452 Subject Descriptions

SCULPTURE Cl (SRC90) 12 points A subject of six hours a week. Prerequisite: Sculpture B1.

Syllabus Students will be expected to be largely self-actualising and autonomous in their work. They will find opportunity to question traditional and experimental forms of expression as well as to consider the suitability of materials and techniques. The opportunity will still exist for students to work in any of the main areas of sculptural expression, but it would be expected that the student would select fewer areas and work at greater depth.

Books As for Sculpture B1.

Assessment As for Sculpture B1. SOCIAL SCIENCE A (SSA00) 9 points

A subject of one 1-hour lecture, two hours of tutorials, and two hours of community work a week throughout the year. Prerequisite: Nil.

Syllabus The objective of the subject is to promote an understanding of Australian society and community affairs, and to investigate issues and facilitate experiences which students help to identify as being of particular relevance and interest. The development of concepts from the social sciences and an understanding of the methods of inquiry of the social sciences will be attempted through investigation of issues in Australian society and local communities. Direct experience of social situations will be stressed as well as co-operative work in planning, implementing and reporting investigations. A small team of staff will arrange weekly combined sessions for all students to hear visiting speakers, view films, etc. Members of the staff team will act as tutors to small groups of students investigating issues raised by group members or identified by the tutor. Examples of identified topics are: Women in Australian Society, Power and Powerlessness, Aborigines, Migrants, Racism, the Media. Students will undertake several small group investigations and a community involvement project such as assisting in welfare institutions or community services, or certain work-in experiences. Description, discussion and analysis will be expected to flow from student experiences in the project.

Books CRM Books Editorial Staff Social Problems Del Mar (Calif): CRM 1975 Hollingworth, P J The Powerless Poor Melbourne: Stockland 1972 Ryan, W Blaming the Victim New York: Vintage 1971

Assessment Assessment is based on: A high level of participation, involvement and performance in small group sessions. Community involvement or a community study. Students undertaking community involvement are to submit a record of that involvement at the end of each term. A major report of about 3,000 words (or equivalent in film, video, photography, etc) to be presented by the end of the second term. A minor assessment of about 1,000 words or equivalent. The nature of this assignment and the due date are to be determined by the group. This requirement may include the presentation of a tutorial, arranging an excursion for the group, conducting a workshop, etc. Reading, and any other work as required by the particular tutorial group. Diploma of Teaching (Primary) 453

Additional information: Inquiries should be directed to Ms R Wentworth, room 310, 1959 Building.

SOCIAL SCIENCE B4 (SSB04) 4 points

Teacher in Society A subject of five hours of lectures and tutorials a week for one term. Prerequisite: Social. Science A or an approved equivalent.

Syllabus This study examines the theoretical basis of professionalism and applies it to teachers and teaching in the nineteenth and twentieth centuries. Students begin the subject by formally studying the concept of professionalism through lectures and reading, then, working in small interest groups, elaborate their understanding through visits, surveys, interviews and discussions.

Books Bessant, B & Spaull, A D Teachers in Conflict Carlton: MUP 1972 Gosden, P H The Evaluation of a Profession London: Blackwell 1972 Lieberman, M Education as a Profession New York: Prentice-Hall 1956 Rich, R W The Training of Teachers London: CUP 1933 Shuttleworth, J K Four Periods of Public Education London: Longman-Green 1962 Tropp, A The School Teachers London: Heinemann 1957

Assessment Assessment is progressive and is based on short reports and one research essay of at least 2,000 words or approved equivalent.

Additional information: Inquiries should be directed to Mr D Schapper, room 306C, 1959 Building.

SOCIAL SCIENCE B7 (SSB07) 4 points

Migrant Studies A subject of five hours a week for one term. It will consist of seminars and tutorial sessions involving discussions on set readings, visiting speakers, video-tapes, excursions, and activities such as role-playing. Prerequisite: Social Science A or an approved equivalent.

Syllabus This subject examines the development of Australia as a multi-cultural society. It is an introductory subject which focuses on the situation of ethnic minority groups, and examines issues involved in migration and the effect of migration on the society.

Books Bowen, M Australia 2000: The Ethnic Impact Armidale (NSW): Univ of New England 1977 Price, C A Greeks in Australia Canberra: ANU Press 1975

Assessment Assessment is based on preparation for and participation in seminars and tutorials and/or short reports to be submitted throughout the study, and an assignment of 2,000 words or an approved equivalent.

Additional information: Inquiries should be directed to Mr P Johnson, room 306B, 1959 Building. 454 Subject Descriptions

SOCIAL SCIENCE B8 (SSB08) 4 points

The Third World A subject of five hours a week for one term, consisting of lectures or visiting speakers and tutorial sessions. Credit may not be granted for this subject as well as for Politics B18 or B19 or C18 or C19. Prerequisite: Social Science A or an approved equivalent.

Syllabus An examination of the development issue focusing on Africa, Asia and Southern America. Issues include imperialism, distribution of food and energy resources, investment and .trade, education, public health, governments, national liberation movements, and the role of the developed nations. Subject treatment will be determined by students in consultation with the lecturer. Information will be sought through reading, films, television, visiting speakers, and the agencies involved in the development issue.

Books Birch, C Confronting the Future. Australia and the World: the next hundred years Harmondsworth: Penguin 1975 Brown, M B The Economics of Imperialism Harmondsworth: Penguin 1974 Camer, R E The Developing Nations: A Comparative Perspective Boston: Allyn & Bacon 1976 Schumacher, E F Small is Beautiful London: Blond & Briggs 1973 Ward, B & Dubois, R Only One Earth Harmondsworth: Penguin 1973

Assessment Assessment is based on one major assignment of the student's choice, of at least 2,000 words or an approved equivalent. An outline of the proposal is to be submitted to members of the group for their suggestions and approval.

Additional information: Inquiries should be directed to Mr K Pigdon, room 306C, 1959 Building.

SOCIAL SCIENCE B10 (SSB10) 4 points

Young People in Society A subject of five hours a week for one term, consisting of lectures (including visiting speakers) and tutorials (including films, discussions, and excursions). Prerequisite: Social Science A or an approved equivalent.

Syllabus A historical and comparative study of the position of young people in society with the main focus on contemporary Australia. The study will include an examination of the factors affecting young people's values, ideals, attitudes, rights and needs. The study is based on tutorials/discussions. A considerable amount of reading is required, which will be supplemented by films, television, visiting speakers, and excursions. Students are expected to play a major role in determining the activities and structure of the study.

Books Hill, B The Schools Harmondsworth: Penguin 1977 Holt, J Escape from Childhood New York: Ballantine 1975 Ryan, W Blaming the Victim New York: Vintage 1977

Assessment Assessment will be based on progress reports relating to reading for tutorials, and on one Diploma of Teaching (Primary) 455

essay of at least 2,000 words or an approved equivalent.

Additional information: Inquiries should be directed to Mr D Schapper, room 306C, 1959 Building.

SOCIAL SCIENCE B11 (SSB11) 4 points

An Introduction to Criminology A subject of two hours of lectures, films, visiting speakers or excursions, and two hours of tutorials s week for one term. Credit may not be granted for this subject as well as for Legal Studies A or B. Prerequisite: Social Science A or an approved equivalent.

Syllabus Aspects of the criminal justice system that might be explored by students are: The definition of crime, the notion of justice, the nature of a social consensus, the measurement of crime, aims of sentencing and alternatives to imprisonment, theories of delinquency, the police and the legal profession, minors and the Children's Court, schools and delinquency, legal aid, civil liberties, minority groups and the law, etc. Students will be encouraged to utilise a wide range of resources in the conduct of their studies: discussion groups, videotapes, guest speakers, interviews, visits to courts, institutions. Reporting on learning pursued may assume various forms, e.g. the submission of a report, written/audio-visual, the presentation of a seminar paper, and the conduct of a seminar. Students are expected to play some part in determining the activities and structure of the program.

Books Challinger, D O The Juvenile Offender in Victoria (Research Project Report No 1) Criminology Department University of Melbourne 1974 Chappell, D & Wilson, P The Australian Criminal Justice System St Lucia: UQP 1969 Hood, R G & Sparks, R Key Issues in Criminology London: Weidenfeld & Nicholson 1970 Nettler, G Explaining Crime New York: McGraw-Hill 1974 Polk, K & Schafer, W E Schools and Delinquency Englewood Cliffs: Prentice-Hall 1972 Schur, E M Radical Non-Intervention Englewood Cliffs: Prentice-Hall 1973 West, D J The Young Offender Ringwood (Vic): Penguin 1967

Assessment Assessment will be progressive and based on short reports and one research essay of at least 2,000 words or an approved equivalent.

Additional information: Inquiries should be directed to Ms C McKinna, room 310, 1959 Building.

SOCIAL SCIENCE B12 (SSB12) 4 points

Women's Studies A subject of five hours a week for one term, consisting of lectures (including visiting speakers) and tutorials (including films, discussions, and excursions). Prerequisite: Social Science A or an approved equivalent.

Syllabus Theme: The changing role of women in Australian Society., The history and development of the women's liberation movement; the conditioning of women into their role in society through education, literature, economic, and political structures; some recent developments including family planning, abortion law reform movements, women in the workforce; Single Mothers' Society and the Women's Electoral Lobby. The unit involves history, politics, economics, and sociology. 456 Subject Descriptions

Books Australian Schools Commission Girls, School and Society: Report by a Study Group to the Schools Commission Canberra: AGPS 1975 Beauvoir, S The Second Sex Harmondsworth: Penguin 1972 Dixson, M The Real Matilda: Women and Identity in Australia 1788-1975 Ringwood (Vic): Penguin 1976 Encel, S, McKenzie, N & Tabbott, M Women and Society: An Australian Study Melbourne: Cheshire 1974

Assessment Assessment will be based on progress reports relating to reading for tutorials, and one essay of at least 2,000 words or an approved equivalent.

Additional information: Inquiries should be directed to Ms R Wentworth, room 310, 1959 Building.

SOCIAL SCIENCE B13 (SSB13) 4 points

Aboriginal Studies A subject of five hours of lectures and tutorials a week for one term. The subject also involves excursions, experiences such as role-playing and the analysis of social studies units for schools.

Prerequisite: Social Science A or an approved equivalent.

Syllabus The study will examine briefly the impact of European settlement on Aboriginal social structure and culture, and will focus on race relations in Australia today.

Books Maddock, K The Australian Aborigines: A Portrait of their Society Ringwood (Vic): Penguin 1974 Rowley, C D Outcasts in White Australia Ringwood (Vic): Penguin 1972 Stevens, F S led) Racism: The Australian Experience, Volume 2, Black Versus White: A study of Race Prejudice in Australia Sydney: ANZ Book Coy 1972 Stone, S Aborigines in White Australia: A Documentary History of the Attitudes Affecting Official Policy and the Australian Aborigine 1867-1973 Melbourne: Heinemann 1974

Assessment Assessment is based on reports submitted throughout the subject. In addition, one essay of at least 2,000 words or an approved equivalent is required.

Additional information: Inquiries should be directed to Mr P Johnson, room 3068, 1959 Building.

SOCIOLOGY A (SOA00) 9 points

A subject of one 1-hour lecture and one 3-hour workshop a week throughout the year. Prerequisite: Nil.

Syllabus This is an introductory subject in sociology in which the main emphasis will be on the relationship between the individual and society, focusing in particular on the groups and institutions that provide the structure for the individual's view of the world. The content chosen will grow out of the experience of the staff and the students and, therefore, the study may examine the significance of the family, mass media, schools, and class structure in post-industrial society. Where possible, Australian studies will be used, and Diploma of Teaching (Primary) 457

theoretical and cross-cultural material will also be drawn on where appropriate. It is expected that teaching procedures will include lectures, tutorials, seminars and workshops, practical research projects (both individual and group) and supervised reading tasks, depending on the particular learning objectives.

Books Preliminary Reading: Berger, P L & Berger, B Sociology: A Biographical Approach Harmondsworth: Penguin 1976 Mills, C W The Sociological Imagination Harmondsworth: Penguin 1973 Reference: Reading lists outlining references for each area covered will be distributed throughout the year.

Assessment Assessment will be based on class participation, and progressive projects throughout the year involving group and individual reports.

Additional information: Inquiries should be directed to Mr P Dwyer, room 308, 1959 Building.

SOCIOLOGY B (SOBOO) 12 points

A subject of one 2-hour tutorial and one 3-hour workshop a week throughout the year.

Prerequisite: Sociology A or an approved equivalent.

Syllabus Following the studies in Sociology A in a preceding year, this subject will continue to focus on the relationship between the individual and society with particular emphasis on the methodology and theoretical perspectives of sociology. It would be expected that in this year studies would focus on the influence of work-experience, religious groups and community services. Where possible Australian studies will be used, with continued reference also to theoretical and cross-cultural material.

Books Preliminary Reading: Encel, S Equality and Authority Melbourne: Cheshire 1970 Reference: Dwyer, P How Lucky Are We? Carlton: Pitman 1977 Edgar, D (ed) Social Change in Australia Melbourne: Cheshire 1974 Wilson, P R (ed) Social Deviance in Australia Melbourne: Cheshire 1975

Assessment Assessment will be based on seminar participation; two minor'assignments each of 2,000 words; one major assignment of 3,000 words; and on one fieldwork exercise and report of 1,500 words or approved equivalent.

Additional information: Inquiries should be directed to Mr P Dwyer, room 308, 1959 Building.

SOCIOLOGY C (S0000) 12 points

A subject of one 2-hour tutorial and one 3-hour workshop a week throughout the year. Prerequisite: Sociology B.

Syllabus Students in this subject are expected to undertake a rigorous study of a number of 458 Subject Descriptions

distinct approaches to sociological work and theory. It is suggested that the work of three sociologists be chosen by negotiation between staff and students, and that each be studied for one term. Thus, following Sociology A and B, it may be that Marx, Weber and Durkheim would be studied in Sociology C. In addition, students will be involved in group research work.

Books Preliminary Reading: Abraham, J H The Origins and Growth of Sociology Harmondsworth: Penguin 1973 Reference: Durkheim, E Selected Writings London: CUP 1972 Marx, K Grundrisse New York: Harper & Row 1972 Weber, M The Theory of Social and Economic Organisation New York: Free Press 1964

Assessment Assessment will be based on seminar participation, three assignments each of 2,000 words, one major fieldwork exercise and on a report of 3,000 words. Results will be expressed as 'satisfactory' or 'unsatisfactory'.

Additional information: Inquiries should be directed to Mr P Dwyer, room 308, 1959 Building. Diploma in Education 459

Diploma in Education

Contents

Regulations for the Course 461 Introduction 462 Programs and Teams 463 Methods of Teaching 466 Accountancy (see Economics and Commerce) Art and Craft 466 Classroom Music (see Music and Instrumental Music) Consumer Education (see Economics and Commerce) Counselling 467 Economics (see Economics and Commerce) Economics and Commerce 467 English 470 English as a Second Language 471 Environmental Science for Schools (see Science/Mathematics) Geography 471 History 472 Instrumental Music (see Music and Instrumental Music) Junior Secondary Mathematics (see Science/Mathematics) Legal Studies (see Economics and Commerce) Librarianship 472 Mathematics in the Secondary School (see Science/Mathematics) Methodology of Economics and Commerce (see Economics and Commerce) Modern Languages 473 Music and Instrumental Music 474 Politics (see Social Studies and Politics) Primary Science in the Secondary School (see Science/Mathematics) Science/Mathematics 479 Secretarial Studies (see Economics and Commerce) Senior Secondary Biology (see Science/Mathematics) Senior Secondary Chemistry (see Science/Mathematics) Senior Secondary Physics (see Science/Mathematics) Social Studies and Politics 483

Diploma in Education 461

Regulations for the Course for the Diploma in Education

1. To satisfy general entrance requirements for admission, a candidate must have: (a) successfully completed a degree approved by the Board of Studies; or (b) successfully completed a diploma approved by the Board of Studies; or (c) a qualification and/or experience approved by the Board of Studies as equivalent to one of the qualifications referred to in (a) or (b) above.

2. To be awarded the Diploma in Education, a student shall have pursued the required studies for at least one year.

3. The subjects of the course and the conditions on which such subjects may be taken shall be as prescribed from time to time by the Board of Studies.

4. The regulations for the course together with the detail of studies and the prerequisites and special entry conditions shall be published in the Handbook of the Melbourne State College or supplements thereto.

5. No student may pursue a course of study or receive credit for studies taken unless the proposed program of studies has been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on the course.

6. A student who, having completed part or all of another course of study at the tertiary level, enrols in the course for the Diploma in Education may, with the approval of the Board of Studies, be given credit, in the form of exemptions, for studies, the equivalent of which have been passed in the other course, up to a maximum of 50 per cent of the Diploma in Education course.

7. The Board of Studies may allow a student to include in his/her course studies offered by another institution which are, in its opinion, of an appropriate standard and relevant to the student's course of study.

8. A student who does not pass in an area of study may be credited by the Board of Studies with a pass in the course as a whole, having regard to performance in all studies taken, and provided that School Experience has been satisfactorily completed. Such a pass shall be granted in accordance with principles determined by the Board of Studies.

The Board of Studies may allow a student to undertake part-time studies provided that the total duration of such studies does not exceed four years.

10. The Diploma in Education may be granted to a student who has complied with the prescribed conditions and has passed the subjects of the course.

11. The course consists of the subject, Education 4C.

These regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. 462 Introduction

Introduction

The Diploma in Education course is designed to prepare the student for entry into the teaching profession. Having already demonstrated academic skills and gained sufficient control of a substantive body of 'academic' knowledge, the student is now expected to acquire sufficient understandings of, and skills in, the theory and practice of teaching to enable him/her to commence teaching. This involves, among other things, the important role change from a student responsible only for his/her own learning, to a teacher who is responsible for the learning of others. The facilitation of such a role change requires a course structure with organisational patterns and staff/student relationships which are significantly different from those found in traditional 'academic' studies. It is clearly recognised that a pre-service course of teacher-preparation is only one step in the life-long education of a teacher and that continuing teacher-education must occur in in-service or post-graduate studies, or in the schools themselves. The result in School Experience of 'Ready to Teach' does not therefore imply that the teacher is trained for the rest of life, but that the person is ready to begin to work as a teacher in a school. Nonetheless, a well designed pre-service course can enable the teacher to reduce the initial traumas associated with beginning as a teacher, and to develop more quickly into a successful professional practitioner.

Part-time Students

Approximately 20 places will be available for new part-time students in 1979. Part-time studies can be taken within the subject-based program only, and are not available to intending primary teachers. The part-time course for intending secondary teachers will consist of: (a) School Experience — 45 days supervised school experience, of which a maximum of 15 days can be taken in a school in which the student is currently teaching (This policy is under review.); (b) Methods of Teaching — as for full-time students; (c) Education Studies — as in the subject-based program.

Diploma in Education 463

Programs

The following have been approved as programs which Education Faculty might make available in 1979: Type A: Subject-based Type B: Core/elective-based Type C: School-based Type O: Contract-based Type E: Elective-based Type F: Community-based. The diversity of programs offered assumes that no single way of teacher preparation is superior to all others, and that the student is likely to benefit if able to help to determine the style of program in which he/she would prefer to work. Students will be advised on their selection'of programs. However, no assurance can be given that all students will be placed in their first choice of program, especially if the pattern of student preferences deviates significantly from the pattern of programs offered. Programs differ from each other in such significant features as: Flexibility of content - student choice is greater in some programs than in others Flexibility of structure — some programs have a regular timetable throughout the year, whilst others have varying degrees of negotiated arrangements School experience — some programs require three 3-week teaching rounds and others concurrent school experience, e.g. two days a week. The minimum requirement for all students is satisfactory completion of 45 days of school experience. Location — education studies in most programs are undertaken at the College, but students in some programs are required to spend some time each week outside the College using other resources. Each single Method study involves two class hours a week, a double Method study involves four class hours a week in the one Method of Teaching, and is available only in a limited number of methods. In all programs, students are required to undertake studies in two Method areas, or a double Method study where appropriate and available, and a minimum of 45 days School Experience. Assessment in School Experience is based on the reports of supervisors in the schools, College method staff and team staff, and is co-ordinated by the Department of School Experience. Although programs differ substantially in emphasis, all have the elements of Method studes, school experience and educational theory, and all students in each program must complete satisfactorily the requirements of the above three elements of the course. On completion of the program, a student's performance is assessed. Performance is designated as 'Satisfactorily Completed' or 'Not Satisfactorily Completed'. A student who has failed in only one element may be awarded a pass in the course as a whole, provided that the failure is not in School Experience.

A. Subject-based Program

This program aims to ensure that students are systematically introduced to, and involved in, the study of a wide range of themes and issues in the following foundation studies: curriculum studies, educational psychology, educational sociology, educational technology, and communication. This program is conducted through lecture-discussions, seminars, films, guest speakers, and visits to educational institutions. There will be some flexibility in content and approach according to student interest and needs: A considerable degree of student choice and initiative will be facilitated through assignments, seminar papers, practical work, and small-group discussions. 464 Programs

Assessment in foundation studies is continuous, making use of essays, assignments and tutorial papers. A student's weekly commitment is clearly defined from the beginning of the year, and School Experience is normally undertaken in three 3-week teaching rounds.

B. Core/Elective-based Program

This program is organised in two sections, (1) foundation studies in Education — (60 per cent), and (2) electives — (40 per cent). Foundation studies are undertaken in classes and tutorials on a regular basis throughout the year. These studies include the areas of educational psychology, curriculum studies, educational sociology, and educational technology. Assessment in this section is continuous, making use of essays, assignments and tutorial papers. Elective studies are designed to enable students to pursue areas of interest and relevance usually developing out of core classes during the year. They are of sufficient number to allow the student flexibility of choice in regard to timetable arrangements. The selection of electives is supervised by staff to ensure that a sufficient variety of content is undertaken. Assessment is described at the commencement of each elective. School Experience is normally undertaken in three 3-week teaching rounds.

C. School-based Program

Basic studies in curriculum studies, educational psychology, educational sociology, and educational technology are conducted through school-based seminars, College-based study groups and seminars, selected area electives, and by individually contracted work. In Term 3 each student negotiates an individual contract of study supervised by a staff member. The contract may include further school experience, research projects, theoretical studies or specific projects related to the student's needs and interests. Contracted studies are usually school-based but can involve participation in seminars at the College. Students will be located in the program's host schools in groups of eight to thirteen, and will spend three days each week in schools in Terms 1 and 2. Two days each week in schools are concerned with classroom experience, and each student completes at least 45 days of classroom experience as the requirement for School Experience. One day each week in the school is set aside for seminars and educational studies based on the school. Students are placed in at least two schools during the year. Assessment is the responsibility of the team staff and is continual. All areas of the program are considered when assessing the student's readiness for teaching.

D. Contract-based Program

The program is an integrated course of Education studies, with elements of educational Psychology, educational sociology, educational technology, curriculum studies, communication, Methods of Teaching, and School Experience. The program is highly flexible, with topics and activities negotiated with students in terms of their relevance and interest. Each student is required to contract in advance into approximately 30 hours of Education studies each week. This includes sessions offered by the team staff, sessions offered by team students, additional school experience, and individual work which includes reading and assignments. School Experience is normally undertaken in three 3-week teaching winds although alternatives may be negotiated. Diploma in Education 465

At the beginning of the year each student is assigned to a tutorial leader who is. responsible for supervising the work and programs of that student, including the arrangement and team ratification of the student's contracts, and supervision of the student's progress by frequent meetings, visits during teaching rounds, and pastoral care. Assessment is the responsibility of the team staff, and the final result is based on a review of the student's work for the year.

E. Elective-based Program

Education studies including curriculum studies, educational psychology, educational sociology, educational technology, comparative education, and educational philosophy are conducted through weekly College-based seminars, selected area electives, and by individually contracted work. Assessment for each elective is described in the list of electives offered, and is the responsibility of the staff member conducting that elective. In Term 3 each student undertakes a contract planned by her/himself in consultation with team staff. The contract may include further school experience, research projects, theoretical studies or specific projects related to the student's needs and interests. The contract is supervised and assessed by the staff member on the basis of the negotiated terms. School Experience usually involves one 3-week teaching round and two days in schools each week throughout Terms 1 and 2 to a total of 45 days by the end of Term 2. School Experience is so arranged that each student is involved in three schools, including at least two different types, during the year. Assessment is the responsibility of the team staff, and is continuous.

F. Community-based Program

Education studies in this program are based on the premise that adequate understanding of the teaching/learning process in a society characterised by structural inequality is best developed through examination of the activities of class room and school in working class neighbourhoods. The team members work in selected inner suburban schools and their communities for at least three days a week for the first two Terms. Regular planning sessions involving staff and students are used to organise the conduct of Education Studies. In Term 3 each student negotiates an individual contract of study supervised by a staff member. The contract may include further school experience, research projects, theoretical studies, or specific projects related to the community, or to the student's needs and interests. Assessment is the responsibility of the team staff, and is continuous. It is based on assignments, reports on the program activities, the reflective thinking developed throughout the year, as well as on recommendations concerning Methods of Teaching and School Experience. Note: Each of the programs described is subject to further review during 1978. Some changes may occur in the detail of each program.

Teams

The programs offered by Education Faculty are conducted in teams. The team approach is adopted as it is believed that this facilitates more effective communication between the staff and students involved, and that a learning environment suited to the final year of pre-service teacher education, and better adapted to the needs and interests of the individual student, will be established in this way. The number of teams and their size and intake is determined each year by Education Faculty. 466 Methods of Teaching

Methods of Teaching

Studies in Methods of Teaching are taken in each program. Methods of Teaching make a direct contribution to the strengthening of professional competence. The objectives of each Method study include the following: (a) to acquaint students with a wide range of teaching materials, strategies and curricular ideas so that they in turn can select those which are consistent with their own developing educational philosophies, their own capacities, and the schools within which they teach; (b) to indicate both the unique and interdisciplinary nature of various curricular areas; (c) to suggest the practical ramifications of educational theory; (d) to develop enthusiasm for, and competence in, the teaching/learning process; (e) to indicate recent developments in the practice of teaching; (f) to encourage students to evaluate critically their assumptions about methods of teaching. Each Method study is divided into six main categories which, to a certain extent, overlap. These categories are: (a) philosophical and psychological issues; (b) teaching approaches and techniques; (c) teacher-pupil interaction; (d) language, literacy and the learner; (e) curriculum issues; (f) resources for learning. School Experience provides students with the opportunity to implement and evaluate Method work developed in College sessions. Consequently, Methods of Teaching and School Experience are closely related components of a student's course. Each student takes four class hours a week of Method of Teaching studies for the duration of the teaching year, except during block teaching rounds.

METHOD OF TEACHING — ART AND CRAFT (MED01)

Special Requirement Method of Teaching — Art and Craft is taken as a double method. Prerequisite: An approved Diploma of Art or equivalent.

Syllabus This study helps to prepare those interested in teaching and learning processes which occur in art and craft in schools. Topics to be incorporated in the year's activities include art appreciation, teaching strategies, art for the creative child, integrated art programs, art in secondary and primary schools, assessment, art room organisation, art-process or product, and philosophy of art.

Books Arnheim, R Visual Thinking London: Faber 1970 Eisner, E W & Ecker, D W (eds) Readings in Art Education New York: Blaisdell 1966 Janson, H W A History of Art London: Thames & Hudson 1963 Lowenfeld, V The Nature of Creative Activity London: Routledge & Kegan Paul Pevsner, N An Outline of European Architecture Harmondsworth: Penguin Read, H Education Through Art London: Faber 1958

Assessment Assessment will be based on assignment work, seminars and participation, including a major research project, two minor assignments and a seminar presentation.

Additional information: Inquiries should be directed to Mr D Pontin, room 3176, 1959 Building. Diploma in Education 467

METHOD OF TEACHING — COUNSELLING (MED02)

Special Requirement Students who undertake this Method study spend one teaching round in the Counselling, Guidance and Clinical Services Division of the Education Department of Victoria.

Prerequisite: A major study in Psychology accredited by the Australian Psychological Society.

Syllabus The Method study is intended, within the limits of time available, to provide some of the knowledge and skills appropriate for pastoral counselling in combination with normal teaching duties in schools. It is not intended to be a preparation for counselling as a full-time professional speciality. Topics will include: an introduction to theories and techniques of counselling, examination of educational and environmental factors underlying pupils' difficulties at school, and guidelines for appropriate action which teachers may take in supporting children in difficulty.

Books Preliminary Reading: Cantwell, P W Counselling Today's Youth Melbourne: Spectrum 1973 Lett, W R (ed) Counselling for What? Sydney: Angus & Robertson 1973 Reference: Reference lists will be provided.

Assessment Assessment will be made progressively throughout the year, and will be based on seminar participation, a written assignment, and experience in the Counselling, Guidance and Clinical Services Division. There will be no final examination although, in certain circumstances, students may be required to take unit tests.

Additional information: Inquiries should be directed to Mr R Barker, Lecturer in Psychology, room 422, ERC. Note: This method will not be offered in 1979.

METHOD OF TEACHING — ECONOMICS AND COMMERCE (MED03/04)

This Method is divided into the following units: Method of Teaching — Accountancy (Senior Secondary Teaching Area) Method of Teaching — Consumer Education (Middle Secondary Teaching Area) Method of Teaching — Economics (Senior Secondary Teaching Area) Method of Teaching— Legal Studies (Senior Secondary Teaching Area) Method of Teaching — Secretarial Studies (Middle and Senior Secondary Teaching Area) Method of Teaching — Methodology of Economics and Commerce (Middle and Senior Secondary Teaching Areas) For a single method (MED03), a student selects any two of the above units. For a double method ( MED04), he/she selects any four. Each unit includes one hour of class contact a week. These units should be seen as an introduction to the teaching of business studies subjects in Victorian secondary schools. Each unit will consider the basic teaching model: objectives, method, content, resources, and evaluation in terms of teaching and pupil-learning within the area bounded by economics and commercial subjects.

Journals Compak Fitzroy (Vic): VCTA 1976-9 Narration Fitzroy (Vic): VCTA 1970-5 468 Methods of Teaching

METHOD OF TEACHING — ACCOUNTANCY (MED05)

Prerequisite: Two years of approved study of Accountancy at the tertiary level or equivalent.

Syllabus Topics include objectives in accounting, courses at HSC and 11th Year (recommended and alternative), strategies for the introduction of accounting concepts, methods of teaching and their applicability to accounting, analysis and interpretation — the continued emphasis, evaluation of commercially available materials, availability and use of community resources, and evaluation of objectives.

Books Popham, E A Teaching-Learning System for Business Education New York: McGraw-Hill 1975 Tonne, H A et al Methods of Teaching Business Subjects 3rd edn New York: McGraw-Hill 1965

Assessment Assessment is based on the year's work with participation in class constituting 50 per cent. Assignments, exercises, and completion of materials also constitute 50 per cent. These include critical analyses of selected articles, seminar papers, production of teaching/learning materials, and preparation of a syllabus.

METHOD OF TEACHING — CONSUMER EDUCATION (MED06)

Prerequisite: No special requirements.

Syllabus Topics include development of consumer education, content and aims of recommended and alternative courses (Education for Living compared with Education for Employment), strategies involving structured pupil-centred learning, methods of teaching and their applicability to middle-level commerce, the pupil as a key resource, evaluation of commercially available materials, availability of community resources and their value in learning, and evaluation of objectives in consumer education.

Books Davison, A et al Strategies and Methods Fitzroy (Vic): VCTA 1977 Greene, I R Resource Materials in Consumer Education Fitzroy (Vic): VCTA 1977 National Committee of Social Science Teaching Evaluation in the Social Sciences for Secondary Schools Canberra: AGPS 1977 A collection of community resources is housed in a file at the College and is available to students.

Assessment As for Method of Teaching — Accountancy.

METHOD OF TEACHING — ECONOMICS (MED07)

This unit is co-ordinated closely with the unit Method of Teaching — Consumer Education, so providing a range of learning experience and activities. Prerequisite: Two years of approved study in Economics at the tertiary level or equivalent.

Syllabus Topics include the development and place of economics in the secondary school Diploma in Education 469

curriculum; economics course of study for junior, middle and senior levels; syllabus planning, topic and lesson planning; methods of teaching and their applicability to economics; availability of resources and aids for teaching economics, text and resource evaluation; evaluation and assessment in economics and Economic Education Movement — future developments including APEL and the Radical Critique.

Books Lee, N (ed) Teaching Economics London: Economics Association 1967 Lumsden, K G led) New Developments in the Teaching of Economics Englewood Cliffs: Prentice-Hall 1967 Prehn, E C Teaching High School Economics: The Analytical Approach New York: Pitman 1968 Whitehead, D Curriculum Development in Economics London: Heinemann 1974

Assessment As for Method of Teaching — Accountancy.

METHOD OF TEACHING — LEGAL STUDIES (MED08)

Prerequisite: One year of approved study in Legal Studies at the tertiary level or equivalent.

Syllabus Topics include review of school-based experiences and observations; critical review of content of Form 5 and HSC syllabuses; adoption and expression of objectives in legal studies; resources in legal studies; a critical assessment; assessment items in legal studies; strategies in presenting material such as 'chalk and talk', lecture, student papers, 'the debate', the 'mock trial', excursions, games, and role-playing.

Books Fifth Year Commercial and Legal Studies Guide Melbourne: VCTA 1978 Hartnett, J Sixth Year Commercial and Legal Studies Guide Melbourne: VCTA 1978

Assessment As for Method of Teaching — Accountancy.

METHOD OF TEACHING — SECRETARIAL STUDIES (MED09)

This unit enables students to plan and conduct classes in personal typewriting, shorthand/typewriting, secretarial practice, and typewriting and communication at all levels in secondary schools. Prerequisite: One year of approved study in Secretarial Studies at the tertiary level or equivalent.

Syllabus Topics include: Course organisation — examination and evaluation of secretarial and related courses in schools, course and lesson planning, facilities and equipment, resources and services. Skill learning and development — keyboard introduction, development of typewriting technique, speed, accuracy, production skills, audio typing and listening skills; communication courses, language development program, personal and vocational courses; shorthand introduction, development of note-taking and transcription speed and accuracy, dictation procedure. Integrating skills — office style assignments, simulated off ice experience, career prospects; evaluation of performance, catering for individual differences and learning difficulties.

Books *Holden, A (ed) Readings in Method of Teaching Typewriting Melbourne: VCTA 1976 • Moore, G Courses of Study in Shorthand and Typewriting Melbourne: VCTA 1977 470 Methods of Teaching

Rosen, S led) Typewriting Methods in the Seventies New York: NBEA 1970 Russon, A & Wanous, S Philosophy and Psychology of Teaching Typewriting Cincinatti: South-Western 1973

Assessment As for Method of Teaching — Accountancy.

METHOD OF TEACHING — METHODOLOGY OF ECONOMICS AND COMMERCE (MED10)

Special Requirement This unit is not available to those students who are able to meet the prerequisites for any four of the above Method units. Prerequisite: Enrolment in three of the above five Method units.

Syllabus Topics include use of microteaching in the development of the teaching skills involved in introducing a lesson, question and answer, and maintaining interest within the discipline of economics and commerce; rationale and past development of business subjects in pre-tertiary education; future developments of business studies in pre-tertiary education; and role of a co-ordinator in economics and commerce.

Assessment As for Method of Teaching — Accountancy.

Additional information: Inquiries should be directed to Mr I Greene, room 420A, 1959 Building.

METHOD OF TEACHING ENGLISH (MED11)

Prerequisite: Normally, any person undertaking this Method study should have completed two years of study in English at the tertiary level.

Syllabus Traditional topics incorporated in activities during the year include approaches to reading, writing, listening and speaking as part of secondary schooling, and approaches to the teaching of literature, including poetry, the novel, drama, and other literary forms. These will be investigated in such a way as to indicate that the relevant skills and approaches depend on the persons involved, especially the adolescent with whom the teacher deals, and on the context within which learning takes place. Activities will include investigation of important pedagogical ideas and procedures, with particular reference to the role of language in learning, as these affect the English class room, the teacher, and the learner. Much of the inquiry will centre on the pragmatic context of class room teaching and learning, and students will be asked to relate their insights and questions to the school situation.

Books Australian Association of Teachers of English Resources I, II, Ill Parkside (Sth Aust) 1974-8 Barnes, D et al Language, the Learner, the School Harmondsworth: Penguin 1971 Committee of Inquiry into Reading and the Use of English (UK) A Language for Life (Bullock Report) London: HMSO 1975 Hippie, T W Readings for Teaching English in Secondary Schools New York: Macmillan 1973 Saunders, M Developments in English Teaching London: Open Books 1976 Watson, K D & Eagleson, R (eds) English in Secondary Schools Today and Tomorrow Ashfield (NSW): English Tchrs Assocn 1977 Diploma in Education 471

Assessment Assessment is based on class exercises and assignments negotiated between student and lecturer and, unless other acceptable arrangements are made, on participation in organised classes.

METHOD OF TEACHING — ENGLISH AS A SECOND LANGUAGE (MED38)

The availability of this method will be subject to adequate numbers and resources being available. Prerequisite: Substantial language or linguistic studies at the tertiary level, or an approved equivalent, as well as adequate proficiency in English. Students who do not meet these prerequisites, but who have relevant experience and who wish to apply should consult the lecturer-in-charge. Normally the other Method area undertaken by students will be English or Modern Languages.

Syllabus A range of data and concepts from applied linguistics and language-learning theory is studied with the aim of developing effective and appropriate teaching procedures for improving the verbal communicative competence of children whose mother tongue is not English. Topics covered include overview of second language teaching methods; major second language teaching methods: principles and procedures; second language lesson planning; principles and practice; second language teaching techniques for specific levels and skills; second language teaching program design; evaluation and selection of second language courses, materials and aids; error analysis; principles and practice; language testing: principles and practice.

Books Paulston, C B & Bruder, M N Teaching English as a Second Language — Techniques and Procedures Cambridge (Mass): Winthrop 1976

Assessment Assessment will be based on participation in classes and completion of assignments.

Additional information: Inquiries should be directed to the Secretary, Department of Language and Literature, room 528, ERC.

METHOD OF TEACHING - GEOGRAPHY (MED12)

This Method study has the following structure: For students undertaking block School Experience: two class hours a week throughout the year except during periods of School Experience. For students undertaking concurrent School Experience: two class hours a week in Terms 1 and 2. Prerequisite: Two years of approved studies in Geography at the tertiary level, or equivalent.

Syllabus The program seeks to acquaint students with a wide range of teaching materials, strategies and curriculum ideas so that they in turn can select those which are consistent with their own developing educational philosophies and their own capacities. The use of discussion techniques, inquiry and expository modes, field work, simulations, group work and a range of audio-visual materials enable the staff and students to explore a number of approaches which might also be appropriate at the secondary school level. The program will include consideration of philosophical and theoretical issues, teaching 472 Methods of Teaching

approaches and techniques, curriculum issues, teacher-student interaction, resources for learning, language and literacy.

Books Bacon, P (ed) Focus on Geography Washington: NCSS 1970 Graves, N Geography in Education London: Heinemann 1975 Graves, N (ed) New Movements in the Study and Teaching of Geography Melbourne: Cheshire 1972

Assessment Assessment will be negotiated with individual students or groups of students.

Additional information: Inquiries should be directed to the Secretary, Department of Geography, room 228, ERC.

METHOD OF TEACHING — HISTORY (MED13)

Prerequisite: Two years of approved tertiary studies in History or equivalent.

Syllabus The major areas covered are objectives, testing, selection and organisation of learning activities, selection and organisation of subject matter, the development of thinking skills, the development of values, evaluation, and planning.

Books Ehman, L Toward Effective Instruction in Secondary Social Studies Boston: Houghton Mifflin 1974 Fraenkel, J Helping Students to Think and Value Englewood Cliffs: Prentice-Hall 1973 Raths, L E et al Teaching for Thinking Columbus (Ohio): Merrill 1967 Watts, D G The Learning of History London: Routledge & Kegan Paul 1972

Assessment Assessment will be negotiated with individual students.

Additional information: Inquiries should be directed to the Secretary, Department of History and Politics, room 208a, 1888 Building.

METHOD OF TEACHING — LIBRARIANSHIP (MED14)

Prerequisite: A Degree or three year Diploma of Librarianship, or a Degree as well as substantial progress towards a librarianship qualification, e.g. five subjects of the Registration Examination of the Library Association of Australia (if less than five subjects, with considerable experience in library work).

Syllabus The development of skills to enable students to work effectively with pupils, teachers and library staff in the educational program of a school and to evaluate the effectiveness of the library program in the school. Case studies and seminar discussions drawn from films, texts and the local experience of students, staff and practising teacher-librarians form the basis of this study. Issues to be considered include: resource centres in the previous decade; the roles of the teacher-librarian; implications of different teaching and learning styles for the teacher-librarian and the resource centre; communication, display and the resource centre.

Books Alderman, B Y School Library Media Centres: an annotated bibliography Canberra: Schools Commission 1976 Diploma in Education 473

Focus on People: Selected Papers (ASLA 3rd Conference, Brisbane 1972) Carlton: ASLA 1973 Melbourne: Sun McNally, P T Non-Book Materials: A Guide for Teachers and Librarians Books 1973 revised edn Roe, E Teachers, Librarians and Children: A Study of Libraries in Education Melbourne: Cheshire 1972 The Role of Libraries in Secondary Education Canberra: AGPS 1971 Sullivan, P Problems in School Media Management New York: Bowker 1971

Assessment Assessment is based on participation in seminars, preparation of practical exercises, presentation of seminar papers and submission of written exercises. The total written work for assessment will be 3,000 — 4,000 words.

Additional information: Inquiries should be directed to Mrs B Fincher, Senior Lecturer in Librarianship, room 317, 1888 Building.

METHOD OF TEACHING — MODERN LANGUAGES (MED15/16)

This study is available as either a single or double Method study. The double Method may be undertaken by two groups of students: those who have successfully completed two languages for three years at tertiary (a) level, (b) students who are fluent native speakers of common Mediterranean languages. Students who are in group (a) above follow the single Method study program, but are required to undertake one extra compulsory assignment. Students who are in group (b) above undertake Mother Tongue Pedagogy as a component of the double Method. Prerequisite: Three years tertiary study of a foreign language. Students, especially native speakers of a foreign language, whose language studies do not meet this requirement and who nevertheless would like to undertake this Method study, are invited to apply to the lecturer-in-charge of the subject.

Syllabus This program involves a study of principles and practice in modern language teaching, with special emphasis on the teaching of the language skills by means of audio-oral techniques, materials, and equipment. The three methods thoroughly discussed are Modified Direct, Audio-Lingual and Audio-Visual. Such topics as listening comprehension, conversation, reading comprehension, vocabu- lary, grammar, pattern practice, composition, and testing are treated in context. Text books and other materials available are critically examined. Other topics include group work and individualisation, singing and games, the use of the felt-board, and ABC radio and television language programs. The program includes a consideration of the aims and objectives of modern language teaching, the choice of modern languages to be taught in Australian schools, and the place of cultural studies and activities. The Mother Tongue Pedagogy program is designed to develop the skills necessary for teachers involved in bilingual programs. Topics include: (a) linguistic description of selected aspects of the relevant mother tongue; (b) teaching methods relevant to speaking and listening skills (i.e. with oral language); (cl teaching methods relevant to reading and writing skills (i.e. with written language); Id) the development of Australian oriented curricula and materials; (e) the expansion of the student's vocabulary and concepts across the curriculum and in educational areas in general.

Books Allen, E D & Valette, R M Classroom Techniques: Foreign Languages and English as a Second Language New York: Harcourt Brace & Jovanovich 1977 474 Methods of Teaching

Assessment

Single Method: Assessment is based on two assignments, each of 1,500 — 2,000 words, and on the student's personal record of lessons taught. Double Method — Two Languages: The same as for a single Method as well as satisfactory completion of one extra assignment of 1,500 — 2,000 words. Double Method — Mother Tongue Pedagogy: The same as for a single Method as well as a satisfactory completion of three assignments and the compilation of a folder of curricular materials for use in bilingual programs.

Additional information: Inquiries should be directed to the Secretary, Department of Language and Literature, room 521, ERC.

METHOD OF TEACHING — MUSIC AND INSTRUMENTAL MUSIC (MED17/18/19)

Two Method studies are offered: Method of Teaching — Classroom Music (MED17) Method of Teaching — Instrumental Music (MED18) Students may undertake either of these as a single method. A double Method study is available as Method of Teaching — Classroom Music (MED19) or by taking both the single methods. Prerequisite: For Method of Teaching — Classroom Music (single Method) — a sub-major study taken in music. Students must have some vocal or instrumental performing competence. For Method of Teaching — Classroom Music (double Method) -- a minimum of a double major in music. For Method of Teaching — Instrumental Music — competence on one orchestral instrument and experience on a second instrument. (Where inadequate experience on a second instrument exists, students may be admitted to instrumental music if they are prepared to attend class instruction in a second orchestral instrument concurrently.)

Syllabus The subject deals with the methods and materials of music education in relation to the needs of students in modern secondary education. World trends in music education will be examined and related to the situation in Victoria. The approach to sessions is through tutorial/discussion and workshop activities.

Books D'Ombrain, G R Music Now Sydney: Cassell 1969 Manhattanville Music Curriculum Project New York: Media Inc Paynter, J & Aston, P Sound and Silence London: OUP 1970 Schafer, M Ear Cleaning revised edn London: Universal Education 1972 Self, G New Sounds in Class London: Universal Education 1961

Assessment Assessment will be based on participation in classes together with the completion of assignments and other set tasks arising from the studies.

Additional information: Inquiries should be directed to Mr A Thomas, room 610, Arts Centre.

METHOD OF TEACHING — PRIMARY (MED20)

This is a double Method study. Prerequisite: No special requirements. Diploma in Education 475

Syllabus Students must undertake studies in the following areas: Basic Literacy, Basic Numeracy, Art in the Primary School, Physical Education and Movement in. Primary Education, Drama in the Primary School, Language Learning in the Primary School, Music in the Primary School, Science in the Primary School, Social Studies in the Primary School. Students will be asked to relate perceptions and insights in each area to the school situation. In most of these studies, emphasis is placed on activities and skills directly relevant to classroom practice. In this pre-service year, the aim is to introduce students to the current trends and practices in primary education in Victoria.

METHOD OF TEACHING — BASIC LITERACY (MED21)

Syllabus The topics are developed by working in a practical situation and include the following: language and communication, language acquisition, the nature of reading processes, factors influencing the development of individual differences in reading ability, readiness and beginning reading, evaluation of reading methods, the development of higher order reading skills, organisation — individualised reading, reading and the curriculum, and the failing child: diagnostic and remedial procedures. Each student is required to undertake a child study project in which he/she works with a child who has an alleged reading problem. A visit to the Lady Gowrie Child Centre is also required.

Books Smith, F Understanding Reading New York: Holt, Rinehart & Winston 1971 Thorn, E A Teaching the Language Arts Toronto: Gage Educational 1974 Further reading suggestions are given at the commencement of the study.

Assessment Assessment is based on participation in all sessions, on the submission of a final report of the child study project consisting of all diagnostic tests used, the tentative diagnosis and proposed plan of treatment, a diary report of sessions, conclusion and analysis of work done with the child, implications for teaching; and on a materials assignment which takes the form of a critical analysis of a chosen set of reading materials.

METHOD OF TEACHING — BASIC NUMERACY (MED22)

During the study, students experience a variety of materials and methods for teaching mathematics in the primary school, and are encouraged to utilise as many of them as possible in their school experience programs. Students are required to demonstrate a satisfactory level of competence in an elementary arithmetic program.

Syllabus The subject consists of a series of lectures, seminars, tutorials and workshop sessions based on the following topics: orientation to the teaching of mathematics, the nature of learning mathematics, sets of numbers, the meaning of the four operations and their algorithms, the search for pattern in elementary mathematics, measurement and the metric system, and spatial relations.

Books Background in Mathematics 2nd edn Melbourne: Education Department of Victoria 1972 Curriculum Guides: Pure Number A, B, C, D, E, F, and Pure and Applied Number G, H, I and Applied Number A-C, D-F Melbourne: Education Department of Victoria 1973 Mathematics for Primary Schools — A Suggested Course of Study Melbourne: Education Department of Victoria 1972 Williams, E M & Shuard, H Primary Mathematics Today Harlow (Essex): Longman 1970 476 Methods of Teaching

Assessment Assessment is based on participation in classwork and seminars, satisfactory completion of the basic skills program, and the compilation of a resource folder of curricular materials.

METHOD OF TEACHING — ART IN THE PRIMARY SCHOOL (MED23)

Syllabus Lecture topics include a study of the characteristic ways in which children develop visual concepts and ways in which children perform in art, the relationship between environment and individual expression, studies of the ways an adult may assist children in both their art thinking and their art skills, and art as a means of personal expression. Practical sessions involve an introduction to, and exploration of, the possibilities and limitations of media suitable for primary school children. Areas of activity include drawing and painting, printmaking, threads and textiles, and clay and constructions.

Books Eisner, E W & Ecker, D W Readings in Art Education Waltham (Mass): Blaisdell 1969 Jefferson, D Teaching Art to Children 3rd edn Boston: Allyn & Bacon 1969 Lansing, K M Art, Artists and Art Education New York: McGraw-Hill 1969 Linderman, E & Herberholz, D W Developing Artistic and Perceptual Awareness Dubuque (Iowa): Wm C Brown 1969

Assessment Assessment is based on participation in discussion, written assignments and practical work.

METHOD OF TEACHING — PHYSICAL EDUCATION AND MOVEMENT IN PRIMARY EDUCATION (MED24)

Syllabus The study will involve theoretical and practical studies, and possibly a field excursion, and will deal with the fundamentals of physical education in the primary school. Students will also be required to compile a folio of resource materials relevant to the planning and implementing of a balanced primary physical education program.

Books Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum Guides Melbourne: Education Department of Victoria 1970

Assessment Assessment will be based on participation in class sessions and on the completion of two short exercises or reports and the resource folder.

METHOD OF TEACHING — DRAMA IN THE PRIMARY SCHOOL (MED25)

Syllabus This study is designed to give students an understanding of the nature and possibilities of drama as an aid to personal development, as a means of self expression and communication, and as a service tool for working in various subject areas. These aims are explored initially at the student's own level and then in relation to children in primary schools. Diploma in Education 477

Participation in practical drama activities at the student's own level precedes work undertaken with children; thus the approaches to drama explored at College are constantly related, adapted and applied to a classroom situation.

Books Chester, M & Fox, R Role-Playing Methods in the Classroom Palo Alto (Calif): SRA 1966 Courtney, R Play, Drama and Thought London: Cassell 1974 Slade, P An Introduction to Child Drama London: Univ of London Press 1969 Way, B Development through Drama Harlow (Essex): Longman 1967 Extensive use is made of videotapes which illustrate various ways in which drama can be used.

Assassment Assessment is based on participation in class, satisfactory completion of practical work; and the planning, initiating and developing of drama activities with children in a primary school.

METHOD OF TEACHING — LANGUAGE LEARNING IN THE PRIMARY SCHOOL (MED26)

Syllabus An introduction to the philosophical and psychological bases for the shifting emphases in Victoria's primary schools in relation to language learning; defining, testing and measuring literacy; the 'illiteracy debate'; the processes involved in reading and writing; defining creativity within the context of creative writings for children; analysis and correction of children's written work — including an evaluation of the relative importance of spelling, grammar and punctuation; the role of oral language in the social and emotional development of the child, the relationship of oral language to written language; practical activities for developing oral skills and literacy in the primary school; and the organisation of a language arts program.

Books Rosen, C & Rosen, H The Language of Primary School Children Harmondsworth: Penguin 1975

Assessment Assessment is based on participation in class and on the submission of class exercises.

METHOD OF TEACHING— MUSIC IN THE PRIMARY SCHOOL (MED27)

Syllabus A brief survey of the work of some of the major figures in Music Education in recent times (e.g. Orff, Kodaly, John Poynter); introduction to the simpler elements of music notation through basic Orff work (speech, rhythms, body percussion improvisation and singing of simple chants) and the playing of simple tunes on tuned percussion; approaches to listening to music in the classroom; song repertoire and accompaniment; some exercise in the exploration and organisation of sounds and the playing of sound-pattern scores embodying principles of contemporary music which could be creatively employed by children; and music-making based on songs suitable for primary children.

Books Bergothen, B & Boardman, B Musical Growth in the Elementary School 3rd edn New York: Holt, Rinehart & Winston 1975 478 Methods of Teaching

Assessment Assessment is based on the submission of a basic set of non-pitched percussion instruments, a resource folder, a program of musical experiences devised and completed by the student on a topic of his/her choice, suitable for a particular grade of primary children.

METHOD OF TEACHING — SCIENCE IN THE PRIMARY SCHOOL (MED28)

This study is conducted in selected schools.

Syllabus Students make a detailed study of selected primary science curricular materials and design and implement a six week science unit. Sources of equipment, teacher reference and student resource books are investigated, and an annotated bibliography is prepared.

Books Course of Study for Primary Schools Melbourne: Education Department of Victoria 1964 Science. A Process Approach: Commentary for Teachers Washington DC: AAAS/Xerox 1974 With Objectives in Mind (Schools Council and Science 5/13 Project) Stages 1, 2 and 3: Units and background books London: Macdonald 1972

Assessment Assessment is based on the development, implementation and evaluation of a science unit.

METHOD OF TEACHING — SOCIAL STUDIES IN THE PRIMARY SCHOOL (MED29)

Syllabus Review of social studies programs observed in schools and an examination of the 1954 Victorian course as a background to this, examination of recent developments with regard to the functions of social studies in the school curriculum, and examination of the following three programs currently available in schools: Brandwein, P Self Expression and Conduct: The Humanities New York: Harcourt, Brace & Jovanovich 1974 Bruner, J Man: A Course of Study Cambridge (Mass): Education Development Centre 1970 Society in View Melbourne: Education Department of Victoria (mimeograph)

Books Bruner, J S Towards a Theory of Instruction Cambridge (Mass): Harvard Univ Press 1974 Lawton, D & Dufour, B The New Social Studies London: Heinemann 1973 Journal: Curriculum and Research Bulletin Melbourne: Education Department of Victoria

Assessment Final assessment details will be negotiated between staff and students at the commencement of the elective. Students are required to compile a Social Studies Resource Book throughout the study. A critical evaluation of one of the programs available for primary school social studies is regarded as the major assessment requirement.

Additional information: Inquiries should be directed to Ms C Warren, room 507, ERC. Diploma in Education 479

METHOD OF TEACHING — SCIENCE/MATHEMATICS

Methods of Teaching in the areas of science and mathematics for intending secondary teachers are organised as single methods in two groups: Group 1 Method of Teaching — Environmental Science for Schools Method of Teaching — Science in the Secondary School Method of Teaching — Junior Secondary Mathematics Group 2 Method of Teaching — Senior Secondary Biology Method of Teaching — Senior Secondary Chemistry Method of Teaching — Senior Secondary Physics Method of Teaching — Mathematics in the Secondary School Each of the studies above occupies two class hours a week throughout the year. Students intending to take a double Method study in this area may select any one Method from Group 1 and one from Group 2, or two from Group 1, but not two from Group 2. Students intending to take a single Method study in this area can take any one of the above Methods except for Method of Teaching — Mathematics in the Secondary School. Note: Method of Teaching — Mathematics in the Secondary School cannot be taken without Method of Teaching — Junior Secondary Mathematics.

METHOD OF TEACHING — ENVIRONMENTAL SCIENCE FOR SCHOOLS (Group 1) (MED30)

This Method study will centre on the teaching of Environmental Science in secondary schools. Students with appropriate backgrounds will be given an opportunity to pursue studies in Earth Science and Agricultural Science.

Prerequisite: Approved tertiary studies or approved equivalent.

Syllabus The nature of environmental education especially as it relates to the teaching of Environmental Science. Relevant curricular materials are examined and evaluated. Students gain experience in the preparation of courses and units of work for a variety of levels. There is emphasis on the teaching techniques necessary for the classroom, laboratory and excursions. The HSC Environmental Science syllabus is considered in detail.

Books Reference lists will be provided.

Assessment Assessment is based on participation during the year, and on three assignments.

METHOD OF TEACHING — SCIENCE IN THE SECONDARY SCHOOL (Group 1) (MED31)

Prerequisite: Two approved first year and one approved second year tertiary science subjects, or an approved equivalent. Three approved first year tertiary science subjects may be acceptable.

Syllabus This Method study is designed to introduce students to the teaching of science in secondary schools. Students consider the development and implementation of school science programs, and commonly used curricular materials. Emphasis is placed on the development of various classroom skills•needed by science teachers, especially in relation to laboratory work. 480 Methods of Teaching

Books A Guide to ASEP (available from the lecturer concerned) Birch, C Confronting the Future Ringwood (Vic): Penguin 1975 Dixon, B What is Science For? Harmondsworth: Penguin 1976 Hedges, W D Testing and Evaluation for the Sciences in the Secondary School Belmont (Calif): Wadsworth 1966 Lee Dow, K Teaching Science in Australian Schools Carlton: MUP 1971 Romey, W Inquiry Techniques for Teaching Science Englewood Cliffs: Prentice-Hall 1968

Assessment Assessment is based on three or more assignments during the year, and on satisfactory participation in class work.

METHOD OF TEACHING — JUNIOR SECONDARY MATHEMATICS (Group 1) (MED32)

Prerequisite: A pass in tertiary Mathematics equivalent to at least half of one year of an undergraduate course.

Syllabus Topics include an overview of the interrelationships between junior and middle school mathematics together with an analysis of the methods of presenting important concepts in the class room; the use of concrete and visual aids in mathematics teaching; current trends in curriculum design; teaching methodology for junior and middle school courses; primary background and problems associated with the transition to secondary schools; and remedial mathematics.

Books Butler, D H & Wren, F L The Teaching of Secondary Mathematics New York: McGraw-Hill 1972 Dienes, Z P Building up Mathematics London: Hutchinson 1971 Foley, J Individualizing Mathematics Reading (Mass): Addison-Wesley 1970 National Council of Teachers of Mathematics The Slow Learner in Mathematics 35th Yearbook Washington: NCTM 1972 School Mathematics Project London: CUP 1969-1975 Schools Council Mathematics for the Majority: Continuation Project St Albans (Herts): Chatto & Windus1970.1974 Scopes, P G Mathematics in Secondary Schools: A Teaching Approach London: CUP 1973

Assessment Assessment will be based on a paper of approximately 1,500 words or equivalent; the successful conduct of a micro-teaching session; the completion of a unit of work to be tried out in a school situation; and active participation in all class work.

METHOD OF TEACHING — SENIOR SECONDARY BIOLOGY (Group 2) (MED33)

Prerequisite: An approved major study in Biology or in a related field.

Syllabus This study provides an introduction to the methods and approaches appropriate to teaching Biology at the senior secondary level with emphasis on curricula and materials designed for Australian pupils. The curricular materials produced by the Australian Academy of Science, namely The Web of Life, are examined closely with respect to the philosophy and rationale of this Diploma in Education 481

program and its implications for the Biology teacher. Some attention is given to other biology resource materials with a view to developing in the student ability to assess their effectiveness. The specific skills and attitudes required to teach Biology as inquiry are investigated.

Books Anderson, O R Teaching Modern Ideas of Biology New York: Teachers College Press 1972 Falk, D F Biology Teaching Methods: An Investigative Approach New York: Wiley 1971 Klinckman, E BSCS: Biology Teachers' Handbook 2nd edn New York: Wiley 1970 Morgan, D G led/ Biological Science: The Web of Life — Text 2nd edn 1973, Students' Manual Part 1 7th edn 1976, Teachers' Guide Part 1 1976 Canberra: Australian Academy of Science Pullen, M A Handbook of Biology Teaching Methods London: OUP 1973

Assessment Assessment is based on participation in sessions during the year, and on the submission of three assignments each of approximately 1,500 words or equivalent.

METHOD OF TEACHING — SENIOR SECONDARY CHEMISTRY (Group 2) (MED34)

Prerequisite: Approved Chemistry studies at the second year tertiary level or an approved equivalent. Part I is concerned with the rationale and techniques appropriate to the teaching of Chemistry at the senior secondary school level. Part II consists of a series of advanced lectures on the teaching of Chemistry at all school levels as well as a chemical education research project. Syllabus Topics include aids to Chemistry teaching — models/films/loops/programmed materials; alternative courses and curricular materials; demonstration techniques; teaching strategies; lesson, unit and syllabus planning; classroom interactions; laboratory organisation, management and safety; assessment, evaluation and diagnosis; item writing and test construction; and criterion-referenced testing, mastery learning.

Books and Journals A reading guide consisting of titles under the following listings is issued to students: A. Official documents of VUSEB on Victorian courses B. Textbooks for Victorian courses C. Publications concerned with recent courses outside Victoria D. Journals and periodicals E. Chemical quantities and units F. Chemical theory references G. Demonstration, laboratory organisation and experimental work.

Assessment Part I: Assessment is based on the submission of a number of assignments. Part II: Students are assessed on individually contracted projects.

METHOD OF TEACHING — SENIOR SECONDARY PHYSICS (Group 2) (MED35)

Prerequisite: Approved Physics studies at the second year tertiary level or an approved equivalent.

Syllabus This is an introduction to the various aspects of a secondary Physics course and its place 482 Methods of Teaching

in the total curriculum. It includes discussion of the part Physics could and should play in junior school science courses, and an outline of the rationale, methodology and learning materials associated with each of the alternative approaches recommended for the HSC Physics course. Topics include the general principles involved in the design, supervision and assessment of school-based options; the recognition of, and the catering for, individual differences in Physics classes; laboratory management and safety; use of audio-visual aids, e.g. films, film loops, overhead projectors and stroboscopic photography; and review of current journal articles on Physics education.

Books Haysom, J R & Sutton, C R (eds) Theory into Practice London: McGraw-Hill 1974 Holton, G & Roller, D H D Foundations of Modern Physical Science Reading (Mass): Addison-Wesley 1958 Jenkins, E W & Whitfield, R (eds) Readings in Science Education London: McGraw-Hill 1975 Lewis, J L Teaching School Physics Harmondsworth: Penguin 1972 Nuffield Advanced Science: Physics Teachers' Handbook Harmondsworth: Penguin 1968 Physical Science Study Committee PSSC Physics: Teachers' Resource Book 4th edn Lexington (Mass): Heath 1976 Project Physics: Teacher's Guides Units 1-6 New York: Horowitz 1973 Theobold, J H An Introduction to the Principles of Classroom Testing Edinburgh: Oliver & Boyd 1974

Assessment Assessment is based on participation in sessions throughout the year, the completion of three assignments (totalling approximately 4,000 words) and on a number of brief assignments.

METHOD OF TEACHING — MATHEMATICS IN THE SECONDARY SCHOOL (Group 2) (MED36)

Prerequisite: Students are required to have passed, or to be currently enrolled in, Method of Teaching — Junior Secondary Mathematics. In addition, passes in tertiary Mathematics subjects equivalent to at least one-third of a normal undergraduate course are required, preferably including some Pure Mathematics, Applied Mathematics and Statistics.

Syllabus Topics include the methods of teaching some of the important topics in secondary school mathematics with emphasis on the senior level; skills and concepts, and their interconnection, which one can realistically expect of students at the various stages of their secondary schooling; concepts found to present special difficulties in secondary school and discussion of several teaching strategies for each; resources available to teachers and students of mathematics at the senior level; and problem-solving, examination techniques, and assessment procedures.

Books Butler, D H & Wren, F L The Teaching of Secondary Mathematics New York: McGraw-Hill 1972 Fawcett, H P & Cummins, K B The Teaching of Mathematics from Counting to Calculus Columbus (Ohio): Merrill 1970 Griffiths, H B & Howson, A G Mathematics: Society and Curricula London: CUP 1974 Johnson, D A & Rising, G R Guidelines for Teaching Mathematics Belmont (Calif): Wadsworth 1972 Marjoram, D T E Teaching Mathematics London: Heinemann 1974 Folya, G How to Solve It Princeton (NJ): Princeton Univ Press 1973 Diploma in Education 483

Assessment Assessment is based on a seminar paper of approximately 1,500 words; an assignment of approximately 1,500 words or equivalent; a major project under the direction of the lecturer, such as — an individual tutoring project together with a journal as a record of progress and lesson planning, or lesson plans for one assigned topic as taught at four different levels of sophistication; and participation in class work.

METHOD OF TEACHING — SOCIAL STUDIES AND POLITICS (MED37)

This study constitutes a single Method, and is organised in a core-elective structure. It is designed to prepare teachers for teaching integrated social studies programs in junior and middle forms in secondary and technical schools, together with either integrated programs, or politics at the senior level. The program comprises two class hours a week throughout the year, made up of a core study of appropriate social studies methodologies with electives offered later in the year in politics units and senior social studies units. Class hours are organised as seminars, discussions, tutorials and field work.

Prerequisite: Students should have completed at least a sub-major in one of the academic disciplines appropriate to the method, i.e. anthropology, criminology, economics, geography, history, philosophy, politics, psychology or sociology. Two years study of Politics at the tertiary level, or an approved equivalent is required for the Politics method elective.

CORE: SOCIAL STUDIES METHOD FOR JUNIOR AND MIDDLE SCHOOLS

Syllabus This program is a preparation for the teaching of social studies, general studies, and aspects of history and geography at junior and middle levels in secondary and technical schools. The program is concerned with the education of adolescents through social studies. Issues considered will include: contemporary definitions of social studies in secondary education; educational objectives that might be pursued through social studies; possible course structures relevant to a study of society by adolescents; the teacher-pupil relationship, group methods, selection of subject content, and evaluation techniques available to people in the area of social studies. Approaches include: conventional classes, and inter-disciplinary sessions in which Methods of Teaching — History, and Social Studies may be joined around common issues.

Books Boutwell, C E Getting it All Together in the New Social Studies San Raphael: Leswing Press 1972 Dufty, D G led) Teaching about Society: Problems and Possibilities Kent Town (SA): Rigby 1970 Dufty, D G et al Seeing lr Their Way — Ideas, Activities and Resources for Intercultural Studies Terrey Hills (NSW): Reed 1975 Morrisett, I led) Concepts and Structure and the New Social Science Curricula New York: Holt, Rinehart & Winston 1967 Partridge, P H et al Social Science for the Secondary Schools Hunters Hill (NSW): Novak 1969 Tonkin, C B innovation in Social Education: Social Science Curricular Development in Victoria 1967-1974 Carlton: Pitman 1975 484 Methods of Teaching

Assessment Assessment is based on participation in classes, and the submission of written work which may be either: 1. (a) The progressive preparation of a notebook of observations about, and reflections upon, the teaching of the subject; (b) the eventual review of a program of learning experience already designed for students in schools, presented in any of the following forms — as assignment, a unit of work, a text book, a syllabus, a school curriculum, etc. OR 2. An equivalent piece of work as negotiated by staff member and student.

ELECTIVES

1.Politics Method

Syllabus Teaching strategies appropriate for senior students, the identification of objectives in understanding concepts in politics, the management of resources, and the consolidation of skills in research and expression.

Books As for core study above.

Assessment As for core study above.

2. Senior Social Studies Method (This elective is offered as an alternative to the Politics method elective.)

Syllabus A preparation for teaching integrated social studies programs at the senior level. Attention is given to integrated studies programs currently offered in schools; the choice and development of topics; approaches to the design of assignments; activities and resources to cater for ranges of individual difference, including language and literacy.

Books As for core study above.

Assessment As for core study above. Graduate Diploma in Drama in Education 485

Graduate Diploma in Drama in Education

Contents

Regulations for tM Course 487 Advice to Students 488 Subject Descriptions Drama in Education Studies 489 Elective Studies 490 Foundation Studies in Drama 489

Graduate Diploma in Drama in Education 487

Regulations for the Course for the Graduate Diploma in Drama in Education

1. To satisfy the entrance requirements for admission to the course for the Graduate Diploma in Drama in Education a candidate must have: (a) (i) successfully completed a degree or diploma, approved by the Board of Studies, of at least three years' duration post-HSC or equivalent from an approved institution plus at least one year of teacher training and approved teaching experience; or (ii) successfully completed a diploma including teacher training, approved by the Board of Studies, of at least three years' duration post-HSC, or equivalent, and appropriate experience; or (iii) a qualification and/or experience approved by the Board of Studies as equivalent to (i) or (ii); (b) suitable personal qualities. 2. To be awarded the Graduate Diploma in Drama in Education, a candidate shall have pursued his/her studies for at least one year. 3. The subjects of the course, and the conditions on which such subjects may be taken, shall be as prescribed from time to time by the Board of Studies. 4. The regulations of the course, together with the details of subjects and the prerequisite and special entry conditions shall be published in the Handbook of Melbourne State College or supplements thereto. 5. No candidate may pursue a course of study or receive credit for subjects taken unless the proposed selection of the subjects has been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on such a course of study. 6. (a) A candidate who, having completed part or all of another course of study at the tertiary level, enrols in the course for the Graduate Diploma in Drama in Education may, with the approval of the Board of Studies, be given credit for subjects the equivalent of which have been passed in other courses. (b) The maximum amount of credit awarded under 6 (a) shall be one-third of the course. 7. The Board of Studies may allow a candidate to include in the course subjects offered by another institution which are, in its opinion, of an appropriate standard, and relevant to the candidate's course of studies. 8. Candidates enrolled in the course may undertake studies on either a full time or part time basis, provided that the total duration of such studies does not exceed four years. 9. The subjects for the Graduate Diploma in Drama in Education are: Foundation Studies in Drama Drama in Education Studies Elective Studies. 10. The Graduate Diploma in Drama in Education may be awarded to a candidate who has: (a) complied with the prescribed regulations; (b) gained a pass in each of the three subjects of the course.

These regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. 488 Advice to Students

Advice to Students

Purpose of the Course

The course is designed to provide qualified and experienced teachers with further training in the area of drama in education. In terms of the present guideline for national awards in advanced education, the course is in a field of study which differs from a student's undergraduate studies; such a course is post-graduate in time, but not necessarily post-graduate in standard. The course offers, therefore, a year of specialised study to teachers who have undertaken little or no previous studies in drama in education. It is anticipated that persons completing the course will apply their knowledge of drama in education at both the primary and post-primary levels, utilising drama in their teaching both as a subject and as a means of exploring other subjects.

Content and Structure

The content of the course comprises three major subjects: Foundation Studies in Drama Drama in Education Studies Elective Studies. Each of these subjects comprises one-third of the total student-contact hours for the course, i.e. a commitment of six hours a week to each subject, making a total programmed work load of 18 hours a week for a full time student. The subjects and the associated work load are distributed over the year in the following manner:

Hours a week Term 1 Term 2 Term 3

6 Foundation Studies in Drama 6 Drama in Education Studies 6 Elective Studies.

The Foundation Studies explore various aspects of drama at the students' own level while the Drama in Education Studies examine the application of these aspects within primary, post-primary and special schools. The program of Foundation Studies either Precedes or runs concurrently with Drama in Education Studies. Much of the work undertaken by students in the Drama in Education subject is school-based. This involves students in planning, initiating and developing drama work with children through both group-initiated projects and through individual involvement with a class. The Elective Studies allow students to pursue in depth areas of interest arising from the Education Studies and/or the Drama in Education Studies. The Elective Studies also provide an opportunity for students to work with students undertaking courses for the Diploma of Teaching (Primary) or Bachelor of Education, as certain of these studies are offered across all three courses.

Admission Requirements and Duration

The requirements for entry to the course are an approved pre-service course of teacher education of at least three years' duration plus approved teaching experience. The course is one year full time but may be taken on a part-time basis over two or three years. Graduate Diploma in Drama in Education 489

FOUNDATION STUDIES IN DRAMA (DRE01)

A subject of six class hours a week throughout the year.

Syllabus The subject will pursue the following aims and objectives: (a) to introduce students to the range of activities within the field of drama; (b) to explore the forms and processes associated with the basic aspects of drama such as play, role-play, games, movement, theatre arts, performance, text and sound; (c) to provide opportunities for students to explore their own physical, sensory, intellectual, imaginative and emotional resources, and to utilise these resources in the development of drama skills and techniques; (d) to examine the relations between drama and other areas of physical, aesthetic and intellectual endeavour, e.g. music, literature, dance, painting, sculpture, sociology, psychology, and anthropology; le) to provide opportunities for student-initiated activities and for intensive drama projects of an experimental nature in which selected aspects of drama may be explored in some depth. To meet these aims and objectives the Foundation Studies program will take the form of practical workshops interspersed with periods for discussion and analysis. As most drama activities require a collective commitment to task, an initial emphasis will be placed on the establishment of a co-operative and supportive working environment within the group. It is important that the program remain flexible enough to allow the group to pursue perceived needs as they arise; for example, the student-initiated activities and the in-depth exploratory projects noted above.

Books Burns, E Theatricality: A Study of Convention in the Theatre and in Social Life London: Longman 1972 Courtney, R Play, Drama and Thought London: Cassell 1968 Hodgson, J led) The Uses of Drama London: Eyre Methuen 1974 Styan, J L The Dramatic Experience London: CUP 1968

Assessment Students will be required to complete written work such as assignments or class papers throughout the year. Each student will pursue the subject program by entering into a contract with the relevant staff member for which the two parties are mutually responsible. The completion of the tasks specified in the contract is to be to their mutual satisfaction. The contract will specify the following aspects of work for assessment purposes: quality of day to day participation in the group's activities; reading and individual research which together with group findings must be documented; an individual assignment of approximately 5,000 words, based upon a particular application of the work undertaken in the subject; and contribution to the preparation and conduct of group-based activities.

DRAMA IN EDUCATION STUDIES (DRE02)

A subject of six class hours a week throughout the year.

Syllabus The subject will pursue the following aims and objectives: (a) to examine the application within primary, post-primary and special schools of the aspects of drams explored within the Foundation Studies section at the student's own level; (b) to examine the relations between the basic aspects of drams and other areas of school curriculum (e.g. physical education, music, literature, visual arts, social sciences); 490 Subject Descriptions

(c) to examine the various approaches to drama in education adopted by teachers in primary, post-primary and special schools; (d) to consider the use of drama as a teaching method in education as well as a subject area in its own right. To fulfil these aims and objectives, Drama in Education Studies will take the form of continuing school-based workshops interspersed with periods for planning, discussion and analysis. The working group will continually relate the theoretical and practical activities undertaken in Foundation Studies to its work in Drama in Education Studies. It is anticipated, therefore, that an aspect of drama under consideration within the Foundation Studies program would receive a concurrent consideration within the Drama in Education Studies program.

Books Dodd, N & Hickson, W (eds) Drama and Theatre in Education London: Heinemann 1971 Hodgson, J & Banham, M (ads) Drama in Education, the Annual Survey nos 1, 2 & 3 London: Pitman 19724 Male, D Approaches to Drama London: Allen & Unwin 1973 McGregor, L Developments in Drama Teaching London: Open Books 1976 Schools Council (UK) Learning Through Drama London: Heinemann 1977 Slade, P An Introduction to Child Drama London: ULP 1967 Way, B Development Through Drama London: Longman 1970

Assessment As for Foundation Studies in Drama

ELECTIVE STUDIES (DRE03)

A subject of six hours a week throughout the year, or equivalent. Note: Students will be offered a choice of elective units drawn from the drama program available to students undertaking the course for DTP or BEd. Opportunity will also be provided for students to undertake an approved individual project as a unit within the subject. In certain cases approval may be given for a student to undertake a major individual project which would constitute his/her total commitment to this subject.

PROGRAMMED ELECTIVE STUDIES

Syllabus The elective studies approved for inclusion in the course will be specifically orientated towards drama in education. They will enable students to pursue in-depth areas of interest arising from the Foundation Studies program and/or Drama in Education Studies program. The nature and content of these electives will vary from year to year as their viability is dependent upon student interest and demand, staff availability, and access to schools and College facilities.

Books Relevant reading guides will be made available at the beginning of each elective.

Assessment Students may be required to complete written work such as assignments or class papers as an assessment requirement in certain elective units. Each student will pursue the unit program for each elective by entering into a contract with the relevant staff member for which the two parties are mutually responsible. The completion of the tasks specified in the contract is to be to their mutual satisfaction. The contract specifications for the Elective Studies will vary from unit to unit, but the criteria of participation and involvement will be regarded as fundamental to all electives. Each elective unit contract will carry a record of the time spent on group work. Graduate Diploma in Drama in Education 491

INDIVIDUAL PROJECTS

Syllabus Students wishing to undertake an individual project as a unit within the subject Elective Studies will be required to make a written submission indicating (i) their reasons for wishing to undertake the project, and (ii) the nature and content of the proposed project. Only those submissions showing originality of thought and approach will be approved. Each student will nominate the form of presentation of the project, e.g. written study, film, videotape or performance. If the presentation does not take the form of a written study, then a written outline of the work undertaken will be required. The project will be seen as an individual concern even though it may involve work done within a group. Any project undertaken must be clearly relevant to the study of drama in education.

Books Each student will be referred to the texts relevant to his/her individual project.

Assessment Each student whose submission to undertake an individual project is approved will be allotted a member of the Drama Department staff as a consultant. The consultant will observe the development of the work undertaken and will be availaole for regular discussions. Students will be required to meet with their consultant for at least one hour each week during the year. Final assessment of the completed project will be made by the student, the consultant, and the Head of the Department of Drama or his nominee. ' _ ,. ,.,.

_ . Inter-ethnic Studies and Education 493

Graduate Diploma in Inter-ethnic Studies and Education Contents

Regulations for the Course 495 Course of Study 497 Subject Descriptions Culture and Society 498 Learning in an Inter-ethnic Situation 499 School Organisation and Curriculum Development 500 Linguistics and Language Learning 499 School Experience 500 Language Study 501 Mother Tongue Pedagogy 501

Inter-ethnic Studies and Education 495

Regulations for the Course for the Graduate Diploma in Inter-ethnic Studies and Education

1. To satisfy the entrance requirements for admission to the course for the Graduate Diploma in Inter-ethnic Studies and Education, a candidate must have: (a) (i) successfully completed a degree or diploma approved by the Board of Studies of at least three years' duration post-HSC or equivalent from an approved institution plus at least one year teacher training and appropriate experience; or (ii) successfully completed an approved diploma including teacher training, of at least three years' duration post-HSC or equivalent, and appropriate experience; or (iii) a qualification and/or experience approved by the Board of Studies as equivalent to (i) or (ii); (b) suitable personal qualities. 2. To be awarded the Graduate Diploma in Inter-ethnic Studies and Education a student shall have pursued his/her studies for the equivalent of one full academic year. 3. The subjects of the course, and the conditions on which such subjects may be taken, shall be as prescribed from time to time by the Board of Studies. 4. The regulations of the course, together with the details of subjects and the prerequisite and special entry conditions, shall be published in the Handbook of the Melbourne State College, or supplements thereto. 5. No student may pursue a course of study or receive credit for subjects taken unless his/her proposed selection of the subjects has been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on such a course of study. 6. A student who, having completed part or all of another course of study at the tertiary level, enrols in the course for the Graduate Diploma in Inter-ethnic Studies and Education may, with the approval of the Board of Studies, be given credit for subjects the equivalent of which have been passed in the other course, provided that the entry requirements for the other course satisfy the general entrance requirements for admission to the course for the Graduate Diploma in Inter-ethnic Studies and Education. 7. The Board of Studies may allow a student to include in his/her course subjects offered by another institution which are, in its opinion, of an appropriate standard and relevant to the student's course of studies. 8. Students enrolled in the course may undertake studies on either a full-time or part-time basis provided that the total duration of such studies does not exceed three years. 9. The subjects offered in the Graduate Diploma in Inter-ethnic Studies and Education course shall be as in the following three groups: Group 1 (12 points per subject) IED01 Culture and Society 1E002 Learning in an Inter-ethnic Situation IED03 School Organisation and Curriculum Development IED04 Linguistics and Language Learning IED05 English as a Second Language Pedagogy Group 11 (28 points) IED06 School Experience Group III (12 points per subject) IED10 Language Study: Italian IEDt1 Language Study: Modern Greek 496 Regulations

I E D12 Language Study: Serbo-Croat IED13 Language Study: Turkish IED14 Language Study: Maltese I ED15 Language Study: Arabic IED16 Language Study: Spanish IED20 Mother Tongue Pedagogy: Italian 1E021 Mother Tongue Pedagogy: Modern Greek I E D22 Mother Tongue Pedagogy: Serbo-Croat 1E1323 Mother Tongue Pedagogy: Turkish IED24 Mother Tongue Pedagogy: Maltese IED25 Mother Tongue Pedagogy: Arabic IED26 Mother Tongue Pedagogy: Spanish

10. The Graduate Diploma in Inter-ethnic Studies and Education may be granted to a student who has complied with the prescribed regulations and has gained a cumulative score of 100 points as follows: Group I 60 points; Group 11.28 points; and Group III 12 points.

These regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. Inter-ethnic Studies and Education 497

Course of Study

All students will take the following six subjects: I ED01 Culture and Society IED02 Learning in an Inter-ethnic Situation 1E003 School Organisation and Curriculum Development 1E004 Linguistics and Language Learning IED05 English as a Second Language Pedagogy IED06 School Experience Program and one of the following subjects: IED10 Language Study: Italian IE011 Language Study: Modern Greek IED12 Language Study: Serbo-Croat IED13 Language Study: Turkish IED14 Language Study: Maltese IED15 Language Study: Arabic IED16 Language Study: Spanish IED20 Mother Tongue Pedagogy: Italian IED21 MotherTongue Pedagogy: Modern Greek IED22 Mother Tongue Pedagogy: Serbo-Croat IED23 Mother Tongue Pedagogy: Turkish IED24 Mother Tongue Pedagogy: Maltese I ED25 Mother Tongue Pedagogy: Arabic 1E026 Mother Tongue Pedagogy: Spanish It should be noted that in any one year the College will offer only two or three of the languages and not necessarily at both language study and mother tongue pedagogy levels. Course Adviser: Mr B Hampel, room 318, 1959 Building. 498 Subject Descriptions

CULTURE AND SOCIETY (IED01) 12 points

A subject of three hours of class work a week for 24 weeks.

Syllabus The subject is concerned with three broad areas: the process of enculturation and the development of cross-cultural variation in several socio-psychological dimensions, cross-cultural variations in social and societal structures, and a general history of the relevant countries of the Mediterranean Basin. All students will be expected to gain a general knowledge of the similarities and differences between cultures, and a detailed knowledge of both Anglo-Australian data and data of the culture of the language they are studying (I ED10-I ED26).

Books Reference: Argyle, M led) The Psychology of lnferpersonal Behaviour Harmondsworth: Penguin 1968 Bowles, S & Gintis, H Schooling in Capitalist America London: Routledge 1977 Dwyer, P How Lucky Are We? Australia in the 1970s Melbourne: Pitman 1977 Edgar, P etal Under 5 in Australia Melbourne: Heinemann 1973 Elkin, F & Handel, J The Child and Society 2nd edn New York: Random House 1972 Mann, L Social Psychology New York: Wiley 1969 Rutter, M Maternal Deprivation Reassessed Harmondsworth: Penguin 1974 Te Selle, S (ed) The Rediscovery of Ethnicity New York: Harper & Row 1973 Worsley, P Introducing Sociology 2nd edn Harmondsworth: Penguin 1977 Basic texts on Australia and other countries such as Italy, Greece and Turkey will be issued at the beginning, of the subject.

Assessment Satisfactory completion of all assignments is necessary.

ENGLISH AS A SECOND LANGUAGE PEDAGOGY (I ED05) 12 points

A subject of three hours of class work a week for 24 weeks.

Syllabus In this subject students examine and evaluate various approaches to teaching English as a second language. The subject will focus in turn upon procedures, techniques, materials, and aids appropriate to second language teaching and learning in contexts envisaged by the students.

Books Allan, H B & Campbell, R V Teaching English as a Second Language New York: McGraw-Hill 1972 Byrne, D Teaching Oral English London: Longman 1972 Byrne, D English Teaching Extracts London: Longman 1972 George, H V Common Errors in Language Learning Rowley (Mass): Newbury House 1972 Jakobovits, L & Gordon, B The Context of Foreign Language Teaching Rowley (Mass): Newbury House 1973 Pit Corder, S Introducing Applied Linguistics Harmondsworth: Penguin 1973 Smith, P D Towards a Practical Theory of Second Language Instruction Philadelphia: Philadelphia Centre for Curriculum Development 1971 Wilkins, D A Second Language Learning and Training London: Arnold 1974 Reading in specific topics will be recommended from time to time.

Assessment Satisfactory completion of all assignments is necessary. Inter-ethnic Studies and Education 499

LEARNING IN AN INTER-ETHNIC SITUATION (I ED02) 12 points

A subject of three hours of class work a week for 24 weeks.

Syllabus In this subject the student investigates the way in which the present situation in Victoria developed, the relationship between the various ethnic groups in this multicultural society, and the types of difficulties confronting both children from non-English speaking backgrounds and teachers in the inter-ethnic learning and teaching situation that has developed here.

Books Berry, J W & Dasen, P R (eds) Culture and Cognition: Readings in Cross-Cultural Psychology London: Methuen 1974 Bostock, W W Alternatives of Ethnicity: Immigrants and Aborigines in Anglo-Saxon Australia Hobart: Cat & Fiddle Press 1977 Bowen, M led) Australia 2000: The Ethnic Impact Armidale (NSW): Univ of New England 1977 Fitzgerald, R T Poverty and Education in Australia (Australian Government Commission of Inquiry into Poverty, Fifth Main Report) Canberra: AGPS 1976 Giglioli, P P led) Language and Social Context Harmondsworth: Penguin 1972 Kovacs, M L & Cropley, A J Immigrants and Society: Alienation and Assimilation Sydney: McGraw-Hill 1975 Lippman, L Words or Blows: racial attitudes in Australia Ringwood (Vic): Penguin 1973 Lowenstein, W & Loh, M The Immigrants Ringwood (Vic): Penguin 1978 Morrison, A & McIntyre, D Schools and Socialization Harmondsworth: Penguin 1972 Price, C A & Martin, J I (eds) Australian Immigration — A Bibliography and Digest no 3 pens 1 & 2 Canberra: ANU Press 1975 Richardson, K, Spears, D & Richards, M Race, Culture and Intelligence Harmondsworth: Penguin 1973 Welfare of Migrants (Commission of Inquiry into Poverty) Canberra: AGPS 1975 2wingrnan, C & Pfister-Ammende, M Uprooting and After New York: Springer-Verlag 1973 Readings in specific topics will be recommended from time to time.

Assessment Satisfactory completion of all assignments is necessary.

LINGUISTICS AND LANGUAGE LEARNING (IED04) 12 points

A subject of three hours of class work a week for 24 weeks.

Syllabus This subject provides students with a thorough introduction to linguistic theory, to some of the relevant sub-disciplines of linguistics (e.g. contrastive linguistics, sociolinguistics and psycholinguistics) and examines the applications of linguistic ideas and data to language learning processes.

Books Halliday, MA KA Course in Spoken English: Intonation London: OUP 1975 Halliday, M A K, McIntosh, A & Stevens, P The Linguistic Sciences and Language Teaching London: Arnold 1964 Mackin, R A Course in Spoken English: Texts, Drills and Tests London: OUP 1975 011er, J W & Richards, J C Focus on the Learner: pragmatic perspectives for the language learner Rowley (Mass): Newbury House 1973 Palmer, F Grammar Harmondsworth: Penguin 1971 500 Subject Descriptions

Richards, J Error Analysis London: Longman 1975 Sinclair, J A Course in Spoken English: Grammar London: OUP 1974 Trudghill, P Sociolinguistics Harmondsworth: Penguin 1974 Wilkins, O A Linguistics in Language Teaching London: Arnold 1972

Assessment Satisfactory completion of all assignments is necessary.

SCHOOL EXPERIENCE PROGRAM (IED06) 28 points

All students spend 45 days in school-based programs. These may consist of teaching experience blocks, e.g. of three weeks each; continuous involvement, e.g. a weekly involvement in some aspect or aspects of school programs; or a combination of blocks and continuous involvement.

Assessment Satisfactory completion of all assignments is necessary.

SCHOOL ORGANISATION AND CURRICULUM DEVELOPMENT (IED03) 12 points

A subject of three hours of class work a week for 24 weeks.

Syllabus In this subject the educational responses appropriate to a multicultural society — the three areas of multicultural education, bilingual education and English as a second language education — are investigated in their organisational aspects. The evaluation and modification of existing curricula, and the development of new curricula are explored in detail. Students also develop new curricula and materials, and explore the ways in which a school could respond to the new demands made upon it.

Books Banks, J A Teaching Ethnic Studies Washington DC: National Council for the Social Studies 1973 Claydon, L F The Urban School Carlton (Vic): Pitman 1975 Claydon, L F et al Curriculum and Culture: Schooling in a Pluralist Society Sydney: Allen & Unwin 1977 Entwhistle, H Class, Culture and Education London: Methuen 1978 Lawton, D Class, Culture and the Curriculum London: Routledge & Kegan Paul 1975 Morrish, I Aspects of Educational Change London: Allen & Unwin 1976 Paulston, C B Implications of Language Learning Theory for Language Planning: concerns in bilingual education Arlington: Centre for Applied Linguistics 1977 Purkey, W W Self Concept and School Achievement Englewood Cliffs: Prentice-Hall 1970 Reynolds, J & Skilbeck, M Culture and the Classroom London: Macmillan 1976 Robinson, G & Nemetz, L Language and Multicultural Education Sydney: ANZ Book Coy 1978 Stenhouse, L An Introduction to Curriculum Research and Development London: Heinemann 1975 Swain, M (ed) Bilingual Schooling Ontario: OISE 1975 Other reading on specific topics will be recommended from time to time.

Assessment Satisfactory completion of all assignments is necessary. Inter-ethnic Studies and Education 501

LANGUAGE STUDY: ITALIAN (IED10) 12 points LANGUAGE STUDY: MODERN GREEK (IED11) 12 points LANGUAGE STUDY: SERBO-CROAT (IED12) 12 points LANGUAGE STUDY: TURKISH (IED13) 12 points LANGUAGE STUDY: MALTESE (IED14) 12 points LANGUAGE STUDY: ARABIC (IED15) 12 points LANGUAGE STUDY: SPANISH (IED16) 12 points

Each of the above subjects is one of three to four hours a week for 24 weeks. In any one year the College will offer one or more of the languages listed above. The languages offered will be in response to the demand. Those students whose mother tongue is English and who do not already speak one of the above languages at an acceptable level will study one of these languages.

Syllabus Students will experience the learning of a language; gain a detailed knowledge of the linguistic features of a language other than English; appreciate culture, society and language as a unity; and learn a language that may be used with culturally different children and their parents and in the community at large.

Books Reading lists, grammar books, dictionaries, etc, will be recommended at the start of the subject.

Assessment Satisfactory completion of all assignments is necessary for a pass.

MOTHER TONGUE PEDAGOGY: ITALIAN (IED20) 12 points MOTHER TONGUE PEDAGOGY: MODERN GREEK (IED21) 12 points MOTHER TONGUE PEDAGOGY: SERBO-CROAT (IED22) 12 points MOTHER TONGUE PEDAGOGY: TURKISH (IED23) 12 points MOTHER TONGUE PEDAGOGY: MALTESE (IED24) 12 points MOTHER TONGUE PEDAGOGY: ARABIC (IED25) 12 points MOTHER TONGUE PEDAGOGY: SPANISH (IED26) 12 points Each of the above subjects is one of three to four hours a week for 24 weeks. In any one year the College will offer one or more of the languages listed above. The languages offered will be in response to the demand.

Syllabus The subjects are designed for those teachers who are already bilingual in English and one of the above languages. The subjects aim to improve the non-English language to such a level that the teacher will be a satisfactory language model for the children he/she teaches in bilingual education programs. 502 Subject Descriptions

Books Reading lists, grammar books, dictionaries, etc, will be recommended at the start of the subject.

Assessment Satisfactory completion of all assignments is necessary. Graduate Diploma in Librarianship 503

Graduate Diploma in Librarianship

Contents

Regulations for the Course 505 Introduction 507 Subject Descriptions Advanced Audio-Visual Production 527 Australian Bibliography 520 Bibliographic Organisation I 510 Bibliographic Organisation II 517 Child Development 525 Children's Literature 516 Comparative Librarianship 520 Design and Construction of Materials for Individualised Learning 524 Designing Programs for Individualised Learning 526 Diploma Research Paper 514 Drama and the Library 529 Education Resource Centre 508 Graphic Communication 530 History of Books, Printing and Libraries 519 Language Skills — Oral and Aural 529 Librarianship's Response to Change 531 Libraries and Computerisation 528 Libraries in Society 511 Library Administration 513 Library and Special Groups 531 Literature for Young Adults 518 Literature of Science and Technology 525 Literature of the Humanities 523 Literature of the Social Sciences 521 Practicum 515 Readers and Reading 511 Reading 526 Reading Interests 510 Reference Materials and Services I 512 Reference Materials and Services II 518 Resource Centre Administration 512 Resource Materials — Selection and Evaluation 509 Resource Materials — Science and Mathematics 523 Resource Materials — Social Sciences and Humanities 522 School Experience 514 Special Field Work 515 Special Problems in Curriculum Development 516 Writing for Children 530

Graduate Diploma in Librarianship 505

Regulations for the Course for the Graduate Diploma in Librarianship

1. To satisfy the general entrance requirements for admission a candidate must have: (a) successfully completed a degree approved by the Board of Studies; or (b) successfully completed a diploma approved by the Board of Studies; or (c) a qualification and/or experience approved by the Board of Studies as equivalent to one of the qualifications referred to in (a) or (b) above. 2. To be awarded the Graduate Diploma in Librarianship a student shall have pursued his/her studies for at least one year. 3. The subjects of the course and the conditions on which subjects may be taken shall be as prescribed by Council on the recommendation of the Board of Studies. 4. The regulations for the course together with the details of subjects and the prerequisite and special entry conditions shall be published in the Handbook of the Melbourne State College or supplements thereto. 5. No student may pursue a course of study or receive credit for subjects taken unless his/her proposed selection of subjects has been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on subjects. 6. (a) A student who, having completed part or all of another course of study at the tertiary level, enrols in the course for the Graduate Diploma in Librarianship, may, with the approval of the Board of Studies, be given credit for subjects, the equivalent of which have been passed in the other courses. Such credit shall not be granted with respect to School Experience. (b) The maximum amount of credit available in the Graduate Diploma in Librarianship course will be 50 per cent of the points available for that course, save that, at the discretion of the Board of Studies, persons admitted with a previous qualification from this College, in the same area, may be awarded more credit than that specified above. 7. At the discretion of the Board of Studies, exemption from some of the requirements of a subject may be granted to students who submit evidence of having previously completed studies and/or experience in those areas. No exemptions will be given for School Experience. 8. The Graduate Diploma in Librarianship may be granted to a student who has complied with the prescribed conditions and has gained a cumulative score that equals or exceeds 45 points including: (a) at least 23 points in Group 1A; and (b) at least 10 points in Group 113; and Ici at least 4 points in Group 2; and (d) at least 8 points in Group 3. 9. The allocation of point scores is as follows: Group lA Points + Education Resource Centre 3 Resource Materials — Selection and Evaluation 3 + Reading Interests 3 Bibliographic Organisation I 3 ' Libraries in Society 3 ' Readers and Reading 3 Reference Materials and Services I 3 506 Regulations

+ Resource Centre Administration 4 • Library Administration ' 4 Diploma Research Paper 4

Group 18 + School Experience 5 Special Field Work 5 • Practicum 5

Group 2 Children's Literature 4 Literature for Young Adults 4

Group 3 Children's Literature 4 + Special Problems in Curriculum Development 4 Bibliographic Organisation II 4 Literature for Young Adults 4 Reference Materials and Services II 4 History of Books, Printing and Libraries 4 Comparative Librarianship 4 Australian Bibliography 4 Literature of the Social Sciences 4 + Resource Materials — Social Sciences and Humanities 4 + Resource Materials — Science and Mathematics 4 Literature of the Humanities 4 + Design and Construction of Materials for Individualised Learning 4 • Child Development 4 Literature of Sciences and Technology 4 Reading 4 + Designing Programs for Individualised Learning 4 Advanced Audio-visual Production 4 Libraries and Computerisation 4 + Language Skills — Oral and Aural 4 Drama and the Library 4 Writing for Children 4 Graphic Communication 4 The Library and Special Groups 4 Librarianship's Response to Change 4 Note: 1. Subjects marked with a + require an approved teaching qualification as a prerequisite. 2. Subjects marked with a • are not available to students enrolled in the subject School Experience. 3. Students undertaking the subject, School Experience, may not enrol in either Children's Literature or Literature for Young Adults as an elective (Group 3) subject. The Board of Studies may approve variations to subjects offered in this group to meet availability of staff and/or student interest.

These regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. Graduate Diploma in Librarianship 507

Introduction

This one-year course is designed to provide professional education in librarianship for graduates or approved diplomates. It is expected that students who undertake the course will find employment as teacher-librarians in schools, as librarians in schools and colleges, and as children's librarians in children's sections of public libraries. The minimum entry requirement in 1978 was a degree or approved diploma with a teaching qualification, post-HSC or equivalent. For graduate teachers this program is recognised by the Library Association of Australia for Associate membership. The course is organised in two semesters, each of 15 College teaching weeks, and eight weeks of practical professional practice including school experience or practicum and field work. The first three weeks, as indicated in the College Schedule (see pages 2 and 3), consist of lectures, discussions and activities, including off-campus library experience, planned to provide the basis for the year's work. Further details of this introductory program can be obtained from Mrs B Fincher, room 318, 1888 Building.

Assessment

Progress through the course is determined by progressive assessment comprising a combination of methods such as written examination, oral examination, essay, major and minor assignment, oral group presentations, field work, or class tests. 508 Subject Descriptions

EDUCATION RESOURCE CENTRE (LIF01) 3 points

A subject of one 1-hour lecture, one 1-hour seminar and one practical 2-hour workshop a week for 14 weeks during the first semester. Prerequisite: Nil.

Syllabus Section One: Theory and Practice of Education Resource Centre Development This section has as its general objectives the achievement of the necessary knowledge, skills and attitudes to enable students to evaluate critically the relationship between educational practice, resource-based learning and library resource centre development. Area 1: Education Resource Centres. Area 2: Resources in. Learning. Area 3: Educational Trends and Education Resource Centre Development. Section Two: Media Workshops This section has as its general objectives the achievement of basic equipment operation and material production skills to enable the student to experience, at first hand, the potential of media, in a broad sense, in modern resource-based learning and library development. Area 1: Equipment Practicum Area 2: Audio Area 3: Video Area 4: 35mm Photography Area 5: Microforms Area 6: 35mm Projection Area 7: Overhead Projection Area 8: Basic Graphics Area 9: Display Dry Mounting and Laminating Materials

Books Section 7: Beswick, N W School Resource Centres London: Evans-Methuen 1972 Davies, W J K Learning Resources London: Council for Educational Technology 1975 Kinder, J S Using Instructional Media New York: Van Nostrand 1973 Moller, H Media for Discovery Melbourne: Angus & Robertson 1974 Pearson, N P & Butler, L A Learning Resource Centers: Selected Readings Minneapolis: Burgess 1973 Roe, E Teachers, Librarians and Children Melbourne: Cheshire 1972 Trowbridge, N E The New Media Challenge Melbourne: Macmillan 1974 Section 2: Brown, J, Lewis, W & Richard, B A. V. Instruction: Technology Media and Methods 4th edn Sydney: McGraw-Hill 1973 Dale, E Audiovisual Methods in Teaching 3rd edn Sydney: Holt, Rinehart & Winston 1965 Foster, G et al Plugs and Bugs — on Audio Visual Resources Sydney: Ashton Scholastic 1975 Gerlach, V S & Ely, R P Teaching and Media: A Systematic Approach Englewood Cliffs: Prentice-Hall 1971 Kemp, J E Planning and Producing Audiovisual Material 3rd edn New York: Crowell 1975 Morlan, J E Preparation of Inexpensive Teaching Materials 2nd edn New York: Chedler 1975 Tindall, C The Electric Classroom Sydney: McGraw-Hill 1973 Wittich, W A & Schuller, C F Audio Visual Materials 5th edn Scranton (Pal: Harper & Row 1973

Assessment The assessment will be criterion-referenced and the minimum criteria must be met to Graduate Diploma in Librarianship 509

secure a pass in the subject. It is realised that different students will take different amounts of time and effort to meet these criteria. The criteria are participation in seminars and workshops, submission of a major paper (2,000 words) and two minor assignments (1,000 words each); performance on a one-hour class test; demonstrated mastery of the basic equipment operation skills in Area 1; and production of materials to meet stated criteria in Areas 2-9.

Additional information: Inquiries should be directed to Mr N Johnson, Senior Lecturer, Department of Librarianship, room 301, 1888 Building.

RESOURCE MATERIALS — SELECTION AND EVALUATION (LIF02) 3 points

A subject of one 1-hour lecture and one 2-hour seminar a week for one semester.

Special Requirement Attendance at lectures is required, and participation in seminars and submission of the required work for them is compulsory. There is no published material which can substitute for first hand experience with appropriate materials. Prerequisite: Nil.

Syllabus The subject covers the general principles of selection and evaluation of resource centre materials. Students will begin the process of becoming familiar with the range and variety available, handling, examining and evaluating them. The use of selection aids and tools, and familiarity with supplies and suppliers of materials will be stressed. Building of confidence based on knowledge of resources is necessary so that selection principles can be applied as and when necessary.

Books Australian Audio-visual Reference Book Melbourne: Thorpe (annual) Boyer, C J & Eaton, N L Book Selection Policies of American Libraries Austin (Texas): Armadillo 1971 Carter, M D & Bonk, W J Building Library Collections 4th edn Metuchen (NJ): Scarecrow 1974 Fisher, M Matters of Fact Leicester: Brockhampton 1972 Gaver, M V (comp) Background Reading in Building Library Collections 2 vols Metuchen (NJ): Scarecrow 1969 Hicks, W B & Tillin, A M Developing Multi-Media Libraries New York: Bowker 1970 McNally, P Non-book Materials Melbourne: Sun 1973 Moon, E Book Selection and Censorship in the Sixties New York: Bowker 1969 Ward, J (ed) Collection Building Melbourne: School Library Assoc of Victoria 1969

Assessment Assessment will be cumulative, based on written assignments which must be completed by the dates specified when set, unless an extension of time has been granted before the due date. It is not expected that there will be a formal examination, but provision may be made for one if the lecturer concerned requires additional evidence on which to base an assessment of a student's work. Assignments include written evaluations of materials examined, a selection policy statement of 500 words for a library, and a diary (minimum of 5,000 words) detailing program of co-operation with a suitable 'client'.

Additional information: Inquiries should be directed to Mrs B M Fincher, Senior Lecturer in Librarianship, room 318, 1888 Building. 510 Subject Descriptions

READING INTERESTS (LIF03) 3 points

A subject of two 1-hour lectures and one 1-hour seminar a week during the first semester. Prerequisite: Nil.

Syllabus This subject is designed to teach selected aspects of child development in relation to children's and adolescents' reading interests. Aspects of the subject include overview of 'ages and stages' and 'needs theories' of child development and their relation to children's reading interests. Particular emphasis is placed on the influence on reading interests of such human abilities as attitude formation, creativity, intelligence, and language acquisition.

Books Hansen, I V Young People Reading: the Nove/ in Secondary Schools Melbourne: MUP 1973 Huck, C S & Kuhn, D Y Children's Literature in the Elementary School 3rd edn New York: Holt, Rinehart & Winston 1976 Meek, M et al (eds) The Cool Web: The Pattern of Children's Reading London: Bodley Head 1977 National Society for the Study of Education Yearbooks New York: NSSE (relevant issues) Whitehead, F et al Children and their Books London: Macmillan Education 1977 Assessment To pass in this subject the student must reach a satisfactory standard in each of a range of assessment requirements including tests, essays; oral presentations; and attendance at, and participation in, seminars. There will be a major essay of 2,500 words, and two minor essays of 1,000 words each.

Additional information: Inquiries should be directed to Mr S Watson, Lecturer, Department of Librarianship, room 253, 1888 Building.

BIBLIOGRAPHIC ORGANISATION I (LIF04) 3 points

A subject of six hours a week for one semester. Prerequisite: Nil.

Syllabus The objectives of this subject are to study and apply the principles underlying various methods of cataloguing/indexing a wide range of materials, and to analyse the problems involved in bibliographic control of library material. Topics such as subject analysis, cataloguing codes, classification schemes, and bibliographic standards will be treated from historical and contemporary perspectives.

Books Anglo-American Cataloging Rules (North American Text) Chicago: ALA 1967 Balnaves, J A Workbook in information Retrieval Canberra: Canberra CAE 1974 Brown, A G Introduction to Subject Indexing Vol 1, Subject Analysis London: Bingley 1976 Dewey, M Dewey Decimal Classification and Relative Index 18th edn New York: Forest Press 1971 Homer, J Cataloguing London: AAL 1970 Needham, C D Organizing Knowledge in Libraries 2nd rev edn London: Deutsch 1971 Westby, M B (ed) Sears List of Subject Headings 10th edn New York: Wilson 1972

Assessment Each student will be assessed on the basis of satisfactory performance of objectives. Graduate Diploma in Librarianship 511

LIBRARIES IN SOCIETY (LIF05) 3 points

A subject of four hours a week for one semester. Prerequisite: Nil.

Syllabus Part 1: This section of the subject is designed to examine the function and impact of libraries in society; the study of the role of libraries in the community, in formal and informal education and in service to special groups. Emphasis is placed on the problems within each area, issues affecting development, and the influence of technology and social change on the role of the library. Part 2: The general objective of this section of the subject is: the achievement of basic equipment operation and material production skills to enable the student to experience, at first hand, the potential of media, in a broad sense, in modern resource-based learning and library development. Areas covered in the media workshops are an equipment practicum, instructional displays and handouts, overhead transparencies, audio equipment, 35mm photography and video.

Books Part 1: Australia, Committee of Inquiry into Public Libraries Public Libraries in Australia (The Horton Report) Canberra: AGPS 1976 Balnaves, J & Biskup, P Australian Libraries rev edn Sydney: Bennett 1975. Murray, J M Special Libraries in Australia, Non-Governmental Sydney: Bennett 1968 Roe, E Teachers, Librarians and Children rev edn Melbourne: Cheshire 1972 Part 2: Brown, J, Lewis, W & Richard, B A. V. Instruction: Technology, Media and Methods 4th edn Sydney: McGraw-Hill 1973 Dale, E Audiovisual Methods in Teaching 3rd edn Sydney: Holt, Rinehart & Winston 1965 Foster, G et al Plugs and Bugs on Audio Visual Resources Sydney: Ashton Scholastic 1975 Gerlach, V S & Ely, R P Teaching and Media: A Systematic Approach Englewood Cliffs: Prentice-Hall 1971 Kemp, J E Planning and Producing Audiovisual Materials 3rd edn New York: Chedler 1977 Morlan, J E Preparation of Inexpensive Teaching Materials 2nd edn New York: Chedler 1975 Tindall, C & R The Electric Classroom Sydney: McGraw-Hill 1973 Wittich, W A & Schuller, C F Audio Visual Materials 5th edn Scranton (Pa): Harper & Row 1973

Assessment Assessment is based on preparation for, attendance at, and participation in lectures and seminars, presentation of a seminar paper and report on the topic; a class test; demonstrated mastery of basic equipment operation skills, and on the production of materials. To achieve a pass in the subject, students must obtain a satisfactory assessment on all assessable items.

READERS AND READING (LIF06) 3 points

A subject of three class contact hours a week, including lectures, seminars and workshops, for one semester. Prerequisite: Nil. 512 Subject Descriptions

Syllabus Theories relating to aspects of human development and its relationship to, and influence on, reading abilities; studies and research attempting to identify and categorise the reading interests and need of various client groups; models of the reading process, reading as part of language arts; the place of family, teachers, and peers in the development of reading; cultural and social influence on reading tastes and interests; and educational and vocational influences on reading tastes and interests.

Books Benge, R C Libraries and Cultural Change London: Bingley 1970 Connell, W F etal 12 to 20: Studies of City Youth Sydney: Hicks-Smith 1975 McGarry, K J Mass Communications: selected readings for librarians London: Bingley 1972 National Society for the Study of Education Yearbooks New York: (relevant issues) Smith, F Psycholinguistics and Reading New York: Holt, Rinehart & Winston 1973

Assessment Assessment, which is cumulative, is based on attendance at, and participation in, lectures and seminars, one paper (minimum of 2,000 words) presented to the seminar and handed to the tutor at the time of presentation, and one commentary (minimum 250 words) each week during seminar weeks. There may be a final examination.

REFERENCE MATERIALS AND SERVICES I (LIF07) 3 points

A subject of one 1-hour lecture and one 2-hour workshop-seminar a week for one semester. Prerequisite: Nil.

Syllabus Reference materials are studied by type. Each type is introduced by a lecture and followed by a varying number of workshops, where there is opportunity to examine and to evaluate reference sources, and to do exercises in searching for information. Reference services are also introduced by a lecture and followed by discussions and case studies in seminars. Reference Materials: Encyclopedias, yearbooks, handbooks, manuals, directories, dictionaries, biographical sources, geographical sources, bibliographies, indexing and abstracting services, government publications and community resources. Reference Services: The user of reference service, the reference interview, searching for information, the role of the reference librarian, policies and philosophies regarding reference service.

Books Preliminary Reading: Chandler, G How to Find Out: a guide to sources of information 4th edn Oxford: Pergamon 1974 Katz, W A Introduction to Reference Work Vol 1: Basic Information Services 2nd b : New York: McGraw-Hill 1974

Assessment Assessment will be based on the satisfactory completion of two written assignments (3,000 words and 1,500 words or their equivalent), two tests (50 minutes each), and on performance in workshops/seminars. The examination and evaluation of reference materials is an integral part of the program and 80 per cent attendance in workshops/seminars is therefore required.

RESOURCE CENTRE ADMINISTRATION (LIF11) 4 points

A subject of one 1-hour lecture, one 2-hour seminar, and one 1-hour workshop a week during the second half of the year. Graduate Diploma in Librarianship 513

Prerequisite: Nil.

Syllabus School resource centre policies and objectives; school organisation; management theory; administrative principles and skills; organisation of services; accessibility and use, library design; processing and service systems for print and non-print materials; finance and budgeting, personnel management; public relations and communication; co-operative and centralised services; evaluation; teacher-librarianship as a profession.

Books Brown, J W Administering Educational Media, Instructional Technology and Library Services 2nd edn New York: McGraw-Hill 1972 Dougherty, R M & Hermitz, F J Scientific Management of Library Operations New York: Scarecrow 1966 Erickson, C W Administering Instructional Media Programs New York: Macmillan 1968 McNally, P Non-Book Materials: A Guide for Teachers and Librarians Melbourne: Sun 1973 Pearson, P & Butler, L A Learning Resource Centres: Selected Readings Minneapolis: Burgess 1969 Ponder, J led) Management in Libraries Melbourne: Ormond 1971 Wasserman, P & Bundy, M L Reader in Library Administration Washington: Indian Head 1968

Assessment Assessment is based on attendance at, and participation in seminars, completion of class exercises, presentation of a seminar paper and written report on the topic, and a class test. To achieve a pass in the subject, students must obtain a satisfactory assessment on all assessable items.

LIBRARY ADMINISTRATION (LIF16) 4 points

A subject of one 1-hour lecture, one 2-hour seminar and one 1-hour workshop a week for one semester. Prerequisite: Nil.

Syllabus Objectives and organisation of library systems; management theory; administrative principles and skills; organisation of services; accessibility and use, library design; processing and service systems for print and non-print materials; finance and budgeting; personnel management; public relations and communication; co-operative and centralised services; evaluation; librarianship as a profession.

Books Dougherty, R M & Heinritz, F J Scientific Management of Library Operations New York: Scarecrow 1966 Hamburg, M Library Planning and Decision-Making Systems Philadelphia: Univ of Pennsylvania 1976 Ponder, J Management of Libraries Melbourne: Ormond 1971 Studies in Library Management vols 1 & 2 London: Bingley 1971 Wasserman, P & Bundy, M L Reader in Library Administration Washington: Indian Head 1968

Assessment Assessment is based on attendance at, and participation in seminars, completion of class exercises, presentation of a seminar paper and a written report on the topic, and a class test. To achieve a pass in this subject, students must attain a satisfactory assessment on all assessable items. 514 Subject Descriptions

DIPLOMA RESEARCH PAPER (LI F23) 4 points

A variety of teaching methods will be adopted according to the approach selected by the student. Students selecting the Practical Workshop Course work will participate in three hours of seminars/workshop activities each week. Prerequisite: Satisfactory completion of the subject, Reading Interests or Readers and Reading.

Syllabus Students will be able to satisfy the requirements of this subject in a variety of ways: (a) the submission of a Diploma paper on an approved topic in the areas of librarianship, resources and teaching or libraries and education. Such papers may be the work of individual students or small groups of students working together, pursuing a research project under supervision by a member of staff. (b) the submission of a Diploma paper by an individual student or small groups of students working together on a research topic initiated by a member of staff. (c) participation in a Practical Workshop Course. Small groups of students will undertake course work covering the following processes and content: the nature of research; research design; data collection methods; analysis of data; presentation of results or research; and research in librarianship and related areas in education, e.g. problems, areas needing research, appropriate research literature.

Books Goldhor, H An Introduction to Scientific Research in Librarianship Washington DC: US Office of Education, Bureau of Research 1969 Leedy, P D Practical Research: planning and design New York: Macmillan 1974 Simon, J L Basic Research Methods in Social Science: the art of empirical investigation New York: Random House 1969

Assessment Individual presentations and group presentations: The Paper should be at least 6,000 words in length. Students working in groups will be expected to submit a paper of equivalent length. In group presentations each participant's contribution should be defined. General: Students who change the nature of their original proposal will have to submit a complete new proposal to their supervisor and the lecturer in charge of the subject. Such students may not be able to complete the requirements of this subject until June the following year. Course Work: Attendance at, and participation in, workshop seminars; satisfactory completion of all elements of the weekly workshop activities; and presentation of an appropriate paper (3,000 words).

SCHOOL EXPERIENCE (LIF00) 5 points

This subject may be taken only by those with a teaching qualification approved by the Board of Studies. Twenty days of satisfactory school experience is required, with the proviso that the lecturer in charge may accept absence caused by exceptional circumstance. It should be noted that credit for this subject cannot be obtained with less than 15 days of school library experience..

Prerequisite: Nil.

Outline of Subject The goals below are guidelines for the teacher-librarian and the trainee in planning and carrying out a suitable program. It is expected that the students will work effectively with students in the school educational program; work effectively with teachers and library staff in the school educational program; evaluate the effectiveness of the library program in the school; Graduate Diploma in Librarianship 515

know the range of educational resources available and the tools to locate them, and apply this knowledge; provide effective resources; process resources for retrieval and use; and use audio-visual hardware in teaching-learning situations. Briefing of student, is undertaken before placements, and provision for follow-up seminars is made. Time is spent in nominated training school libraries under the supervision of approved qualified teacher-librarians. Attention is given by the Department of Librarianship to the development of close relationships with its training libraries by staff liaison visits and combined meetings with supervising teacher-librarians.

Assessment Formal reports on progress are required from supervising teacher-librarians and College staff.

SPECIAL FIELD WORK (LIF10) 5 points

This subject does not involve any formal teaching program. At the commencement of the academic year, students submit, for the approval of the co-ordinator of the subject, an outline of their proposals for special field work. Prerequisite: Nil.

Syllabus The content of the work will vary from student to student depending on the individual's interest and initiative in developing his/her own program of field work. A student must complete 20 days of field work during the academic year. An individual program may comprise any combination of the following activities: school experience; practicum; participation in tours arranged by the Department of Librarianship; participation in conferences, seminars, meetings arranged by professional associations; visiting and/or working in libraries; and individual and/or group investigations of personal interest in the field of librarianship.

Assessment A student cannot be credited with successful completion of special field work until he/she has satisfactorily completed School Experience or Practicum. Students who have had some experience in libraries are eligible for up to ten days exemption in special field work, subject to satisfactory progress in School Experience or Practicum. There must be reports on each element in a student's field work proposal. These reports are expected to be evaluative rather than descriptive, and should reflect the degree of participation achieved by the student in each element of his/her field work. These reports are submitted to the co-ordinator of the subject, who, in consultation with the field work committee of the Department of Librarianship, assesses them.

PRACTICUM (LI F20) 5 points

Students spend time in a variety of library situations, particularly in the children's sections of public libraries, in tertiary institutions with education courses, and in those school libraries where a librarian, in addition to the teacher-librarian, is employed. Briefing of students is undertaken before placements and provision for follow-up seminars is made. Staff of the Department of Librarianship establish liaison by visiting the training libraries.

Special Requirement Twenty days of satisfactory practical experience is required, with the proviso that the lecturer in charge may accept absence caused by exceptional circumstances. It should be noted that this subject cannot be passed with less than 15 days practicum. Prerequisite: Nil. 516 Subject Descriptions

Syllabus It is expected that the student will be able to: communicate effectively with users; co-operate effectively with adults including teachers and other library staff; know the range of resources available and the tools to locate them, and apply this knowledge; provide effective resources; process resources for retrieval and use; and operate audio-visual hardware.

Assessment Reports on practicum will be required from the supervising librarians, and from College staff.

CHILDREN'S LITERATURE (LIF12) 4 points

A subject of two 1-hour lectures and one 1-hour tutorial a week for one semester. Prerequisite: Nil.

Syllabus A comprehensive study of the range of fine literature for children of all levels and ages including critical analysis, periodical literature, reviewing journals, promotion of literature, historical survey and major book awards. The subject is based on very wide reading rather than intensive study of selected titles, so that the student is better able to know the overall field and be in a position to give useful and comprehensive reading guidance.

Books A basic reading list of children's fiction is available from the Department of Librarianship. Students will be supplied with a copy of this list in the year before their course commences and will be expected to read widely from it. The Education Resource Centre has a large collection of text books on this subject. Essential references for study are: Sutherland, Z Children and Books 5th edn Glenview (Ill): Scott Foresman 1977 Egoff, S Only Connect: readings on children's literature Toronto: OUP 1969 Huck, C & Kuhn, D Children's Literature in the Elementary School 3rd edn New York: Holt, Rinehart & Winston 1976 Sadker, M & D Now Upon a Time: A Contemporary View of Children's Literature New York: Harper & Row 1977

Assessment Assessment is based on the following: (a) Assignments - (i) compile a teaching manual based on at least 30 separate fiction title entries. This is a guide to presenting and using literature with children (minimum 5,000 words); (ii) two assignments based on the student's interests and abilities, chosen from the following: mounting a display; producing a video-tape, film, sound slide, etc; presentation of a children's book; an essay (approximately 1,500 words); a specialised annotated bibliography; any other relevant and equivalent task proposed by student and approved by lecturer in charge; (b) attendance at, and contribution to, weekly seminars; (c) a two-hour written examination is provided for, to be applied in cases of doubtful performance in assignments and seminars.

SPECIAL PROBLEMS IN CURRICULUM DEVELOPMENT (LIF13) 4 points

A subject of one 1-hour lecture and one 2-hour seminar workshop a week for one semester. Graduate Diploma in Librarianship 517

Credit may not be granted for this subject as well as for Resource Materials. Prerequisite: Nil.

Syllabus Students will compare and contrast theoretical curriculum models; examine different types and levels of curriculum objectives; consider the variety of learning experiences in curriculum programs and activities; examine various curriculum evaluation procedures; distinguish between curriculum development and curriculum selection and adaptation; discuss the nature and scope of curriculum decision-making at the school level; consider the distinction between curriculum programs and curriculum activities, and consider their relationship with one another; examine recently developed curriculum programs and activities; discuss the implications of curriculum trends for the use and organisation of resources in teaching and learning; distinguish between curriculum resource collections and curriculum resource banks; and examine curriculum patterns that require resource-assisted learning, and curriculum patterns that require resource-based learning.

Books Hooper, R (ed) The Curriculum: context, design and development reading Edinburgh: Oliver & Boyd 1973 Lawson, D Social Change, Educational Theory and Curriculum Planning London: Unibooks 1973 Stenhouse, L An Introduction to Curriculum Research and Development London: Heinemann 1975 Towney, D (ed) Curriculum Evaluation Today: Trends and Implications London: Macmillan 1976

Assessment Assessment is based on attendance and involvement in seminars/workshops, two minor assignments (equivalent to two papers of 1,000 words), one major assignment (paper of 2,500 words), and leading a seminar group.

BIBLIOGRAPHIC ORGANISATION II (LI F14) 4 points

A subject of three hours a week for one semester. Prerequisite: Bibliographic Organisation I.

Syllabus The objective of this subject is to widen the student's appreciation of problems in the bibliographic organisation area by: (a) carrying out a comparative study of varying methods of organising, classifying and indexing materials and information, (b) investigating the changes which the computer has brought, and is likely to bring to activities in the field, and (c) requiring the student to study one aspect of the subject of his/her own choice in further depth.

Books Homer, J Cataloguing London: Association of Assistant Librarians 1970 Needham, C D Organizing Knowledge in Libraries 2nd edn London: Deutsch 1971 Foskett, A C The Subject Approach to Information 2nd edn London: Bingley 1971

Assassnvent Assessment is based on two progressive tests of one hour each (40 per cent), a practical assignment (40 per cent), an essay of approximately 1,500 words (20 per cent), and participation in the lecture/seminar program. All sections must be passed. 518 Subject Descriptions

LITERATURE FOR YOUNG ADULTS (LIF15) 4 points

A subject of one 1-hour lecture and one 2-hour seminar a week for one semester. Prerequisite: Nil.

Syllabus The subject is designed to give the student some knowledge of the historical development of the novel, and to survey the field of fiction-reading available to young people (11-18); to extend the student's knowledge and critical appreciation of literature for young people by the detailed study of particular genres in the field of writing for the adolescent; to discuss some of the problems which affect young people's fiction-reading today, and propose some strategies to encourage recreational reading and programs of fiction-reading.

Books Preliminary Reading: Fisher, M Intent Upon Reading Leicester: Brockhampton 1964 Hansen, I V Young People Reading Melbourne: MUP 1973 Haviland V Children and Literature: views and reviews Glenview (Ill): Scott Foresman 1974 A select list of fiction will be provided before commencement of the subject.

Assessment Assessment is based on a reading diary (minimum of 2,000 words), a tutorial paper, five units presented at fortnightly intervals or an essay of 1,000 words, and on a reading investigation (equivalent to 1,000 words).

REFERENCE MATERIALS AND SERVICES II (LIF17) 4 points

A subject of one 1-hour lecture/discussion and one 2-hour workshop a week for one semester. Prerequisite: Reference Materials and Services I.

Syllabus An introduction to the subject literature of: music and art, literature, philosophy, religion, psychology, business and law, history, political science, education, the biological sciences, chemistry, physics and select areas of applied science. In relation to reference sources the following topics will be covered: special materials (definition, location, use), computers and reference service, co-operation and information networks, services to special groups, special services (CA, SDI, translation, local files), evaluation of a reference service (standards, policy, statistics).

Books Reference: Ashiem, L The Humanities and the Library Chicago: American Library Assoc 1957 Grogan, D Science and Technology 2nd revised edn London: Bingley 1973 Katz, W A Introduction to Reference Work, Vol 2: Reference Services 2nd edn New York: McGraw-Hill 1974 White, C Sources of Information in the Social Sciences 2nd edn Chicago: American Library Association 1973

Assessment. Assessment is based on active participation in the program, and on satisfactory completion of three assignments. Graduate Diploma in Librarianship 519

HISTORY OF BOOKS, PRINTING AND LIBRARIES (LIF18) 4 points

A subject of one 1-hour lecture a week and one 1-hour tutorial a fortnight for each section of the subject. Credit may not be granted for this subject as well as for Comparative Librarianship. Prerequisite: Nil.

SECTION A: BOOKS, PRINTING AND PUBLISHING

Syllabus The Modern Book: The physical make-up of a modern book, with historical origins of features such as title page, signature marks, etc.; publishing — the book from author's manuscript or typescript to finished product, publishing in Australia, typography; and printing processes — letterpress, intaglio and offset, hand and machine composition of type, stages in book manufacture, computer typesetting. Prelude to Printing: Development of written communication (pictograms, ideograms, cuneiform writing, hieroglyphics, Sinaiatic, Phoenician, Greek, Etruscan alphabets leading to Roman, uncials, half uncials, Caroline minuscule, and black letter), scripts leading to Humanistic models for fifteenth century type designs; writing instruments and surfaces, from cave walls to paper; and the effect of the medium on the message; the production of hand-made books in medieval monasteries, and the codex form of the book. Development of Printing in Europe: Early block printing of ephemera and books; invention of printing from movable type, incunabula, developments in printing and type design in Germany, Italy, France, Spain, and England; the private press movement in England. USA, and Australia and its influence on book design.

Books Jennett, S The Making of Books 5th edn London: Faber 1973 McMurtrie, D The Book: the story of printing and bookmaking New York: OUP 1973

Assessment All students must participate in tutorial sessions. Mostly this will entail preparatory reading to assist informed discussion, with submission of brief notes for each session, indicating preparation (6 x 200 words). Other assessment requirements are: period test. and/or essay, and a major assignment to be done in either Section A or Section B. For students who elect to do the assignment in Section A, an essay of 1,500 words (or equivalent presentation, e.g. a videotape production) is required.

SECTION 8: HISTORY OF LIBRARIES

Syllabus The section consists of 12 lectures with associated seminars, briefly surveying the history of libraries in the Western World. Students will be expected to recognise stages in the accumulation and refinement of written records and the influences of these on the growth of libraries; appreciate the influence of some historical factors on library development; recognise stages in library development which are related to particular historical periods and/or events in national histories; estimate the contributions of some outstanding individuals to the development of libraries and librarianship; discuss the factors which have influenced the establishment of libraries in Australia; comment on the growth of librarianship towards professional status; and consider libraries of the future.

Books Hessell, A A History of Libraries Metuchen (NJ): Scarecrow 1955 Jackson, S L Libraries and Librarianship in the West: a brief history New York: McGraw-Hill 1974 Johnson. E D & Harris, M H History of Libraries in the Western World 3rd edn Metuchen (NJ): Scarecrow 1976 520 Subject Descriptions

Assessment Assessment is based on attendance and participation in seminars, written submissions of 200 words to be handed in at each seminar, one period test (one hour), and a major assignment to be done in either Section A or Section B. For students who elect to do this work in Section B, the requirements are: an essay of 1,500 words on a topic concerned with the history and development of libraries and librarianship. Specific topics will be nominated at the beginning of the semester. Students may submit an alternative topic for consideration by lecturer or tutor.

COMPARATIVE LIBRARIANSHIP (LIF19) 4 points

A subject of one 1-hour lecture and one 2-hour seminar a week for one semester. Credit may not be granted for this subject as well as for History of Books, Printing and Libraries. Prerequisite: Nil.

Syllabus Topics examined include comparison of the different functions and services of different types of libraries: national, public, educational and special libraries; library systems in technically advanced countries including: England, France: West Germany, North America, China, Russia, Australia, Scandinavia; library systems in developing countries including: Indonesia, the Philippines, Papua-New Guinea, India, South America; and national and international library co-operation: the formation of national bibliographies, union catalogues, and international library associations and organisations.

Books General: Ashiem, L Librarianship in Developing Countries Urbana: Univ of Illinois Press 1966 Danton, J P The Dimensions of Comparative Librarianship Chicago: ALA 1973 Jackson, S Libraries and Librarianship in the West New York: McGraw-Hill 1974 Specific: Balnaves, W Australian Libraries Melbourne: Cheshire 1966 Bettridge, A The Structure of the Library System in the Federal Republic of West Germany Dept of Librarianship Leeds Polytechnic 1970 Chandler, G Libraries in the East London: Seminar 1971 Francis, S Libraries in the USSR London: Bingley 1971 Harrison, K Libraries in Scandinavia 2nd edn London: Deutsch 1969 Periodical articles in Australian Library Journal, Libri, International Library Review, and UNESCO Bulletin for Libraries.

Assessment Students must attend and participate in the seminars; submit two written reports on libraries visited comparing their services, functions and problem areas (1,000 words each); and present, either individually or in a group, a topic related to either a problem area within library development with different solutions adopted in different countries, or examine the development of libraries in a country not included in the lecture program. This presentation must involve the use of relevant resources and a detailed bibliography of all resources used (written submission of 2,000 words). An essay of 1,500 words is also required. Assessment is progressive and there is no set examination. Students who do not reach a satisfactory standard in the specified assignment are required to re-submit another report or short essay.

AUSTRALIAN BIBLIOGRAPHY (LIF21) 4 points

A subject of one 1-hour lecture and one 2-hour discussion session a week for one semester. There will be several visits to libraries. Graduate Diploma in Librarianship 521

Prerequisite: Reference Materials and Services I.

Syllabus The first half of the semester will be spent investigating the scope of Australian bibliographic activity covering the following areas: the pattern of research by workers in the area; means of communication — 'invisible college', professional and learned societies, conferences, varieties of publication; bibliographic control of materials in humanities, social sciences, science and technology; library control of materials; problems; prominent libraries in the area (Australian and overseas); secondary dissemination of information through various library services to students and researchers, including co-operation of various types, printed and machine-readable bibliographic material and SDI.

Books Reference: • Borchardt, D H Australian Bibliography 3rd edn Rushcutters Bay (NSW): Pergamon 1976 Robinson, A M L Systematic Bibliography 3rd edn London: Bingley 1963 Stokes, R The Function of Bibliography London: Deutsch 1969 Style Manual of the Department of Librarianship, MSC and other select style manuals.

Assessment Assessment will be based on an examination (30 per cent); a project (50 per cent — equal to a 2,500 word paper); choice of (a) a bibliography of limited scope or (b) a scheme of work for a complete bibliography; and a project presentation to a seminar (20 per cent — equal to 1,000 word paper).

LITERATURE OF THE SOCIAL SCIENCES (LI F22) 4 points

A subject of one 1-hour lecture and one 2-hour seminar/workshop a week for one semester. Prerequisite: Reference Materials and Services I.

Syllabus Lectures will involve a description of the nature of knowledge, scholarly communication and the nature of the social sciences field within this framework; the pattern of use of materials in the social sciences; the categories of the literature used in the social sciences; access tools used in the social sciences; and the disciplines within the humanities. Seminar/workshops will include discussions of theory developed in lectures, case studies, reports on case studies, evaluation of materials, reference questions, and comparison of treatment of topics in different major works.

Books Friedes, T Literature and Bibliography of the Social Sciences Los Angeles: Melville 1973 Walford, A J Guide to Reference Material vol 2 2nd edn London: Library Assn 1970 White, C M Sources in Information in the Social Sciences: a guide to the literature 2nd edn Chicago: ALA 1973 Winchell, C M Guide to Reference Books 8th edn Chicago: ALA 1967

Assessment Assessment is based on attendance and participation in lectures and seminars. Provision will be made for confirmatory tests if assessment of a student's work requires it. Seminar/workshop procedures will include assessment of the techniques being practised: e.g. a pathfinder (20 per cent); a paper (3,000 words) on a case study, and leading a seminar — (50 per cent); and 300 word answers to six sets of reference questions (30 per cent). 522 Subject Descriptions

RESOURCE MATERIALS — SOCIAL SCIENCES AND HUMANITIES (LI F24) 4 points

A subject of one 1-hour lecture and one 2-hour seminar a week for one semester. Credit may not be granted for this subject as well as for the subject, Special Problems in Curriculum Development. Prerequisite: Resource Materials -- Selection and Evaluation.

Syllabus Students will be expected to be able to: (a) evaluate the needs of teachers and students in primary and post-primary schools as these needs affect the selection of materials for the appropriate school resource centres, with particular emphasis on — student age level of approximately 10-15 years; social science and humanities material for current courses being studied, courses under development, and programs available for use in social sciences and humanities; and general interests of students and staff in primary and post-primary schools; (b) be familiar with examples of resource centre materials which reflect the social sciences and humanities, and which may be found in primary or post-primary schools; lc) choose materials to reflect the needs of appropriate school resource centres in social sciences and humanities; (d) evaluate materials as chosen in the above; (e) review examples of relevant materials in social sciences and humanities; (f) be familiar with sources of relevant materials in social sciences and humanities.

Topics examined include primary and secondary English courses including drama; primary and secondary social studies and history courses, including current and developing programs; newly-developed subjects in secondary schools; modern language courses; careers information and its implications for resource centres; and the role of 'alternative' sources of information.

Books A select bibliography of works often cited is issued. Additional references on particular topics will be given as the course proceeds. Hunt, F et al Social Science and the School Curriculum Sydney: Angus & Robertson 1971 Price, A G led) The Humanities in Australia Sydney: Angus & Robertson 1959 Bruner, J The Process of Education New York: Vintage Books 1970 White, C M et al Sources in Information in the Social Sciences: a guide to the literature Chicago: ALA 1973 Rogers, A R The Humanities: a selective guide to information sources Littleton (Colo): Libraries Unlimited 1974

Assessment Assessment, which is cumulative, is based on: (a) attendance and participation at lectures and seminars; (b) assignments — (i) an oral review (10 per cent): students will present to their seminar group an oral review of a piece of material which they consider to be suitable for a school collection, and for which they have found a published review; (ii) a multi-media presentation, bibliography and other supporting material equivalent to 3,500 words (70 per cent): students will make a presentation, to the seminar group, of materials collected for an assigned topic. Audio-visual equipment should be used, and some skill is expected; (iii) a special project (20 per cent): written work of 1,000 words or equivalent. Provision is made for confirmatory tests if the assessment of students' work requires it; and students are required to pass in all sections. Graduate Diploma in Librarianship 523

RESOURCE MATERIALS — SCIENCE AND MATHEMATICS (LIF25) 4 points

A subject of one 1-hour lecture/discussion and one 2-hour workshop a week for one semester. Prerequisite: Resource Materials — Selection and Evaluation.

Syllabus The subject is designed for students with no, or only a limited science background. Topics include an introduction to the nature of science; examination of science and mathematics programs in use in Australia and overseas, and their underlying objectives; the selection of tradebooks, periodicals and audio-visual materials, and their use in science and mathematics teaching.

Books Dixon, B What is Science For? Harmondsworth: Penguin 1973 Hurd, P D New Curriculum Perspectives for Junior High Science Belmont (Calif): Wadsworth 1970 Kuslan, L I & Stone, A H Teaching Children Science: an inquiry approach 2nd edn Belmont (Calif): Wadsworth 1972 Lee Dow, K Teaching Science in Australian Schools Melbourne: MUP 1971 Tisher, R P Fundamental Issues in Science Education Sydney: Wiley 1972

Assessrtertt Assessment is based on active participation and the satisfactory completion of three assignments.

LITERATURE OF THE HUMANITIES (LIF26) 4 points

A subject of one 1-hour and one 2-hour seminar/workshop a week for one semester. Prerequisite: Reference Materials and Services I.

Syllabus Lectures will involve a description of the nature of knowledge, scholarly communication and the nature of the humanities field within this framework; the pattern of use of materials in the humanities; the categories of the literature used in the humanities; access tools used in the humanities; and the disciplines within the humanities. Seminar/workshops will include discussions of theory developed in lectures, case studies, reports on case studies, evaluation of materials, reference questions, and comparison of treatment of topics in different major works.

Books Ashiem, L The Humanities and the Library Chicago: ALA 1957 Rogers, A R The Humanities: a selective guide to information sources Littleton (Colo): Libraries Unlimited 1974 Slavers, T Information Sources in the Humanities Ann Arbor (Mich): Campers Publishers 1968 Walford, A J Guide to Reference Material vol 3 2nd edn London: Lib Assn 1970 Winchell, C Guide to Reference Books 8th edn Chicago: ALA 1967

Assessment Attendance and participation in lectures and seminars is essential and compulsory. A pathfinder (20 per cent); a 3,000 word paper on a case study in which the student will lead the seminar — (50 per cent); and 300 word answers to six sets of reference questions — (30 per cent), are required. Provision will be made for confirmatory tests if assessment of a student's work requires it. 524 Subject Descriptions

DESIGN AND CONSTRUCTION OF MATERIALS FOR INDIVIDUALISED LEARNING (LIF27) 4 points

A subject of one 3-hour workshop/seminar a week for 14 weeks.

Special Requirement Students enrolled in this subject are encouraged to enrol in Designing Programs for Individualised Learning.

Prerequisite: Nil.

Syllabus This subject deals with the development of skills in advanced media production to enable students to design and produce materials which will form part of the individual learning program developed in Designing Programs for Individualised Learning. During the workshops and field trips students will examine and evaluate learning materials and equipment associated with individualised. learning, and discuss developments in technology supporting this area. Students will be required to examine the educational and technical characteristics of particular types of learning materials and equipment suited to individualised learning situations; discuss the latest developments in the technology supporting individualised continuous progress education; and evaluate examples of various instructional programs to determine success or failure of the programmed materials according to defined criteria. During the workshops the students will develop skills and techniques in diversified areas of advanced media production to enable them to design, construct or produce learning materials which allow for individual differences and rates of achievement of the formulated objectives of the learning activity unit developed in Designing Programs for Individualised Learning, and evaluate the effectiveness of the materials within the learning activity unit and modify them as required.

Books Brown, J et al A V Instruction Technology Media and Methods 4th edn Sydney: McGraw-Hill 1973 Erickson, C W H & Curl, D H fundamentals of Teaching with Audio Visual Technology 2nd edn New York: Macmillan 1972 Foster, G et al Plugs and Bugs — on audio visual resources Sydney: Ashton Scholastic 1975 Kemp, J E Planning and Producing Audio Visual Materials 3rd edn New York: Crowell 1975 Romiszowski, A J The Selection and Use of Instructional Media London: Routledge & Kegan Paul 1974

Assessment The assessment will be criterion-referenced and the minimum criteria set must be met to secure a pass in the subject. It is realised that different students will take different amounts of time and effort to meet these criteria. The criteria are: Criterion 1: Attendance and involvement in workshops. Criterion 2: Each student will demonstrate the achievement of advanced skills by producing specified sets of materials; a minor assignment equivalent to 1,500 words. Criterion 3: Students will evaluate the learning outcomes of a commercially prepared multi-media kit unit or simulation game, working with pupils in a school library or resource centre. Criterion 4: Students will submit a major paper of 1,500 words on the selection of evaluation of audio-visual materials and/or equipment for school libraries. Criterion 5: A major assignment of 2,000 words. Students will design, construct and/or adapt materials suitable for the individualised program planned in Designing Programs for Individualised Learning. Graduate Diploma in Librarianship 525

CHILD DEVELOPMENT (LI F28) 4 points

A subject of one 1-hour lecture and one 2-hour seminar/workshop a week for one semester.

Prerequisite: Nil.

Syllabus Topics include physical development — genetics, developmental norms, the senses; cognitive development — theories of cognitive development, e.g. Piaget; personality development — theories of personality development, e.g. Erikson; social development — socialisation, moral development, the child and adolescent in social institutions, development of interests; and the role of the librarian related to the varying needs of the growing person.

Books Conger, J J Contemporary Issues in Adolescent Development New York: Harper & Row 1975 Hetherington, E M & Parke, R D Child Psychology: a contemporary viewpoint New York: McGraw-Hill 1975 Maier, H W Three Theories of Child Development 2nd edn New York: Harper & Row 1969 Musinger, H Fundamentals of Child Development New York: Holt, Rinehart & Winston 1971 Power, P G Adolescent Development: selected Australian readings Melbourne: Macmillan 1976

Assessment A range of assessment procedures is used. The student will be required to attend and participate in the lecture and seminar/program and give an oral presentation of 1,500 words. The student will be required either to conduct a field work or case study exercise or write an essay of 2,500 words.

THE LITERATURE OF SCIENCE AND TECHNOLOGY (LIF29) 4 points

A subject of one 1-hour lecture and one 2-hour workshop seminar a week for one semester.

Prerequisite: Reference Materials and Services I.

Syllabus Scientific Activity: research in the basic sciences, technology and industry; the necessity of communication for the advancement of knowledge, to stimulate thought, to avoid duplication of work, etc; and communication of research — formal and informal (publications, conferences, the invisible college). Media of Communication: sciences — mathematics, astronomy, physics, chemistry, geology, botany, biology, zoology; and applied science — medicine, agriculture, engineering, business, manufacturing industries. An introduction to the literature of each of the above subject areas, including primary resource materials (journals, reports, patents, trade literature), secondary resource materials (reviews, monographs, state of the art, abstracting and indexing services), basic reference material (encyclopedias, dictionaries, bibliographies, handbooks, directories, guides to the literature). Information Services: library operations, application of computer technology, information retrieval, current awareness, selective dissemination of information, translation, special files, technical information centres, trade associations, etc. The student will be assigned a 'researcher' as his/her information client for the semester and will seek to fulfil his/her information needs. 526 Subject Descriptions

Books Grogan, D Science and Technology: an introduction to the literature 2nd edn London: Bingley 1973 Hanson, C W Introduction to Science Information Work London: Aslib 1971 Sherrod, J & Hodina, A Reader in Science Information Washington DC: Microcard Editions 1973 Strauss, L Jeta/ Scientific and Technical Libraries 2nd edn New York: Wiley 1972

Assessment Assessment is based on a library pathfinder (equivalent to 1,500 words), an information client report (2,000 words), and on leading a seminar on an assigned topic.

READING (LIF30) 4 points

A subject of one 1-hour lecture and one 2-hour seminar/workshop a week for one semester.

Special Requirement Students may be required to undertake a field-work project. Prerequisite: Nil.

Syllabus This subject is designed to teach selected aspects of the teaching and learning of reading and to relate these to the librarian's work. Topics include historical background — various forms of written communication that have developed in the past; goals and skills of reading — description and evaluation of goals, skills, and competencies associated with the reading process; methods of teaching persons to read — an overview of various methods, e.g. look and say, phonetic, eclectic; materials used to teach persons to read — kits, programs, machines, etc; dyslexia — discussion of the aetiology of reading dysfunction; and methods of diagnosis and instruments of diagnosing reading abilities.

Books Drummond, D & Wignell, E (ads) Reading: A source book for teachers Richmond (Vic): Primary Education 1975 Heilman, A Principles and Practices of Teaching Reading 3rd edn Columbus (Ohio): Merrill 1972 Jackson, M S Reading Disability: experiment, innovation and individual therapy Melbourne: Angus & Robertson 1972 Smith, F Understanding Reading: a psycholinguistic analysis of reading and learning to read New York: Holt, Rinehart & Winston 1971 Vernon, M D Reading and Its Difficulties: a psychological study Cambridge: CUP 1971

Assessment To pass in this subject the student must reach a satisfactory standard in a combination of a range of assessment requirements including essays, oral presentations, field-work projects, and attendance at and participation in lectures and seminar/workshops. There will be a major assignment: either an essay or a field work or case study project (2,500 - 3,000 words); and two minor assignments each of 750 words.

DESIGNING PROGRAMS FOR INDIVIDUALISED LEARNING (LIF31) 4 points

A subject of one 3-hour seminar/workshop a week for one semester.

Prerequisite: Nil. Graduate Diploma in Librarianship 527

Syllabus This subject presents a brief survey of the developments and research associated with individualised learning and individualised learning programs. . This subject has as its objective, the achievement of the necessary knowledge, skills and attitudes, to enable students to plan and write an individualised program of their own choice. Area 1: Individualised Learning, Its Nature and Effects — students discuss critically the concept and practice of individualised learning. Area 2: Systematic Approaches to the Design of Learning — a review of various learning models upon which the systematic design of individualised programs can be based. Area 3: Programs for Individualised Learning — examination of a variety of learning programs, and assessment of the extent to which they allow for individualised learning. Area 4: Task Analysis and Objectives for Learning — students undertake an analysis of learning outcomes, critically evaluate various types of objectives for learning programs, and write objectives in terms of specific learning outcomes. Area 5: Learning Experiences and Materials — the use of strategies for the attainment of the desired objectives that allow for individualised learning, and evaluation of the learning effectiveness of the individualised program designed.

Books Gagne, R M & Briggs, L J Principles of Instructional Design New York: Holt, Rinehart & Winston 1974 Gronlund, N E Individualised Classroom Instruction New York: Macmillan 1974 Kemp. J E Instructional Design Belmont (Calif): Fearon 1971

Assessment Assessment will be criterion-referenced and the minimum criteria set must be met to secure a pass in the subject. It is realised that different students will take different amounts of time and effort to meet these criteria. Opportunity will be available for students to do further in-depth work if they so desire. The criteria are: attendance and involvement in seminar/workshops; meeting the objectives stated for each of the five areas of the subject (in most cases these objectives will be met during the seminars/workshops); the design of an individualised program in consultation with a teacher (this program must meet the criteria stated and be equivalent to 2,000 words); and submission of a 1,500 word paper (or equivalent in another form) critically examining any aspects of program design for individualised learning.

ADVANCED AUDIO-VISUAL PRODUCTION (LIF32) 4 points

A subject of three hours of practical workshops for 14 weeks. Prerequisite: Education Resource Centre or Libraries in Society.

Syllabus This subject has as its general objective the achievement of advanced skills in equipment operation and material production to enable the student to experience at first hand the potential of media and its specific application to a resource centre or library. Students will work in small groups on self-initiated projects to develop advanced skills in a selection from the following areas: (a) Visual media: 35mm camera, black and white photography, colour slides, super-8mm camera simple techniques, editing, projection, planning production, scripting, sequencing, storyboard, titles. (b) Video: broadcast television, black and white and colour, videotape recorders, portapeck videotape system, camera operations, video cassette recorders. (c) Audio media: advanced audio recording techniques, sound mixing, dubbing, audible cues, speech compression. (d) Audio/Visual media: sound/slide systems, synchronisation, synchrofax recording techniques, multi-screen presentation. 528 Subject Descriptions

(e) Advanced graphics and reprography: enlarging and reducing graphic material, photo-sketching, collage, electronic scanning, off-set printing, protecting and packaging materials. Students will also undertake studies in the following areas: current research in the design of audio-visual media and developments in media technology; production techniques used in the various areas of media — publishing, radio, television, film, advertising; production. Students will produce a kit or a series of audio-visual materials to be used in a library for educational or publicity purposes.

Books Kemp, J E Planning and Producing Audio-visual Materials 3rd edn New York: Crowell 1975 Kinder, J Using Instructional Media New York: Van Nostrand 1973 Moller, H Media for Discovery Melbourne: Angus & Robertson 1974 Romiszowski, A J The Selection and Use of Instructional Media London: Routledge & Kegan Paul 1974 Wittich, W A & Schuller, C F Audio Visual Materials 5th edn Scranton (Pa): Harper & Row 1973

Assessment Assessment is based on workshop/seminar attendance and active participation, and submission of written assignments, scripts, exercises, and a technically sound production as appropriate to the chosen media. (Two minor assignments, equivalent to 1,500 and 2,000 word essays, and one major assignment — 70 per cent of assessment — in advanced equipment operation.)

LIBRARIES AND COMPUTERISATION (LI F33) 4 points

A subject of one 3-hour session a week for one semester. Prerequisite: Nil.

Syllabus The subject is an introduction to the field and will not proceed to detailed knowledge of computer technology and the writing of computer programs. A brief introduction to computer technology outlining the roles of various computer hardware devices and software systems. Computer data banks used in the indexing of information, e.g. ERIC, MEDLARS. General approaches used in gaining access to such data. Use of the computer in the co-operative dissemination and storage of bibliographic information, e.g. MARC, Technilib, OCLC. Use of the computer within libraries for housekeeping operations, e.g. acquisitions, loans, serials records, etc. Use of the computer within libraries for information searching, e.g. current awareness, SDI, on-line catalogue consultation. State of the art in respect of applications to schools.

Books Arlandi, S An Introduction to Computers in Information Science 2nd edn Metuchen: Scarecrow 1972 Henley, J P Computer-based Library and Information Systems 2nd edn London: Macdonald 1972 Kimber, R T Automation in Libraries 2nd edn Oxford: Pergamon 1974

Assessment Assessment is based on participation in the seminar program as well as five written reports, each worth 20 per cent. Graduate Diploma in Librarianship 529

LANGUAGE SKILLS — ORAL AND AURAL (LIF34) 4 points

A subject of one 1-hour lecture and one 2-hour seminar/workshop a week for one semester. Prerequisite: Nil.

Syllabus Channels of information: ear and voice, communication theory, pedagogical assumptions, performance diagnosis, testing; language use: oral and aural; language skills: oral and aural; the oral medium: materials; the oral medium: means (a) the voice as a resource, and the voice as information; the oral medium: means (b) types and techniques of oral presentation, and technically assisted presentation; teaching programs and oral presentation support; evaluation of oral materials; and evaluation of programs.

Books Keltuer, J W Interpersonal Speech Communication: elements and structures London: Wadsworth 1970 Manley, T D & Thurman, W L Developing Vocal Skills New York: Holt, Rinehart & Winston 1970 Wilkinson, A Language and Education London: OUP 1975 Wilkinson, A et al The Quality of Listening London: Macmillan 1974

Assessment Assessment is based on attendance and participation in lecture/workshop programs, a minor resource selection and evaluation assignment, a major assignment — taped oral presentation (equivalent to a 2,000 word essay) — 60 per cent; and a minor assignment - five practical workshop exercises and one selection and evaluation exercise leach of approximately 500 words) — 40 per cent.

DRAMA AND THE LIBRARY (LIF35) 4 points

The elective is designed to give teacher-librarians and librarians an understanding of the values and possibilities of drama, both as an aid to personal development and as a means of self-expression and communication. Prerequisite: Nil.

Syllabus The above objectives will be explored firstly at the student's own level and second in relation to children in both primary and secondary schools and public libraries. Particular emphasis will be placed on those aspects of drama (e.g. role-play) which may be utilised by teacher-librarians as a means of stimulating children's interest in books and literature. Drama resource material such as books, games, and records will also be examined in this elective.

Books Reference: Courtney, R Play, Drama and Thought London: Cassell 1968 Dodd, N & Hickson, W (eds) Drama and Theatre in Education London: Heinemann 1971 Hodgson, J led) The Uses of Drama London: Eyre Methuen 1974 Slade, P An Introduction to Child Drama London: ULP 1967 Way, B Development Through Drama London: Longman 1970

Assessment The following aspects of work will be considered for assessment purposes: regular attendance at classes, contribution to the preparation and conduct of group-based drama activities, an individual assignment of approximately 2,000 words based on a particular 530 Subject Descriptions

application of the work undertaken in the elective, and a written assignment in the form of an annotated bibliography of approximately 1,500 words.

WRITING FOR CHILDREN (LIF36) 4 points

A subject of one 1-hour lecture and one 2-hour workshop a week for one semester. Prerequisite: Nil.

Syllabus A subject to stimulate the production of original written material for young people through lectures, discussion and practical work in aspects of the art and craft of writing for children. Topics include: The writer's materials: childhood experience and writing for children. The young audience: types of literature related to maturity, developmental needs and reading material, values and reading materials, and literary models. Aspects of the writer's craft — plot, style, language, narrative technique, prose, poetry, drama, humour, theme, characterisation and character. Excellence in writing for young people — criteria. Books Britton, J Language and Learning Harmondsworth: Penguin 1975 Culliman, B Literature for Children: its discipline and content Dubuque (Iowa): Brown 1971 Grugeon, S Language and Literature Betchley (Bucks): Open Univ Press 1973 Meek, M (ed) The Cool Web: The Pattern of Children's Reading London: Bodley Head 1977 Whittle, J & Fisher, E The Pied Pipers: interviews with the influential creators of children's literature London: Paddington 1974

Assessment Assessment is based on six workshop exercises, each of 400 words (40 per cent), and an original manuscript of a work written for young people, equivalent to 3,000 words (60 per cent). Attendance and participation in classes is required as part of the total assessment. Students are expected to participate in some aspects of assessment, namely self-evaluation of individual work and group evaluation of group work.

GRAPHIC COMMUNICATION (L1F37) 4 points

A subject of three hours a week for one semester. Prerequisite: Nil.

Syllabus An examination of the principles of design, visual literacy and the psychology of perception. A study of graphic materials to develop students' awareness of the nature and properties of papers, boards, film, adhesives, Letraset, poster paint and other wet media, and an understanding of appropriate techniques, procedures and applications. Visual aids, bulletin boards, displays: An introduction to the design of charts and other forms of graphic presentation and simple techniques in the effective use of bulletin boards and displays in libraries.

Books Coplan, K Poster Ideas and Bulletin Board Techniques New York: Oceana 1962 Horn, G Visual Communication Boston: Davis 1973 Moorhouse, C (ed) Visual Education Melbourne: Pitman 1974 Murgio, M Communication Graphics New York: Van Nostrand 1969 Wright, A Designing for Visual Aids London: Studio Vista 1970 Graduate Diploma in Librarianship 531

Assessment Students' progress through this elective study will be determined by progressive assessment of selected class exercises, projects and assignments, e.g. six practical workshop exercises, a display (together worth 60 per cent), and one essay of 1,500 words.

THE LIBRARY AND SPECIAL GROUPS (LIF38) 4 points

A subject of one 1-hour lecture discussion, and one 2-hour workshop a week for one semester.

Prerequisite: Nil.

Syllabus This subject defines, describes, and examines the educationally significant characteristics of the children in the groups traditionally given the following labels: extremely able; mentally retarded, educable/trainable; socially disadvantaged; emotionally disturbed; physically handicapped, orthopedic handicaps/sensory handicaps (vision and hearing); learning disabled, language/perceptual/motor; culturally disadvantaged, minority groups/immigrant. lt also examines the requirements for resources for the children in these groups and the teachers of these children. There is consideration of the resource services and organisation required by children in these groups, and teachers of these children.

Books Dunn, L M led) Exceptional Children in the Schools New York: Holt, Rinehart & Winston 1973 Fumeaux, B The Special Child Harmondsworth: Penguin 1973 Haring, N G & Schiefezbusch, R L Teaching Special Children New York: McGraw-Hill 1976 Smith, R M & Neisworth, J T The Exceptional Child: a functional approach New York: McGraw-Hill 1975 Wiig, E & Semel, E Language Disorders in Children and Adolescents Englewood Cliffs: Merrill 1976

Assessment Assessment is based on attendance and involvement in lecture/discussions and workshops; two minor assignments (1,000 words each); and one major assignment (3,000 words). A class test may be required.

LIBRARIANSHIP'S RESPONSE TO CHANGE (LIF39) 4 points

A subject of one 1-hour lecture/discussion, and one 2-hour workshop a week for one semester.

Prerequisite: Completion of all subjects undertaken in first semester.

Syllabus This subject is an investigation of some proposals at variance with conventional models, and the response of libraries and librarianship to these proposals. Culture Music: classical and rock, electronic music, the folk singers, innovative musicians, the effect of music on youth attitudes, and use in the resource centre. Theatre: the existentialist impact; La Mama, Australian Performing Group (APG); source material for the study of the new theatre. 532 Subject Descriptions

Literature: the cult novel, the concrete poets, the underground presses, and their effect on the collection. Art: mimimal and pop art — their use in the resource centre, and the movement against institutionalised art. Life styles The commune — history and effect, Melbourne's social and economic communes, and resources for these groups. Environment — The Club of Rome, issues in Melbourne, and the provision of material for the non-expert. Questioning male hegemony — women's movement and counter responses, and librarianship's responsibility as a profession. People in groups — influence of gestalt and humanist psychologists, and issues of personality projection in the resource centre.

Books Preliminary Reading: Art and Confrontation: the arts in an age of change New York: Graphic Society 1968 Cohn, N Rock from the Beginning New York: Stein & Day 1969 Dubois, R So Human an Animal London: Scribner 1968 Lahr, J Astonish Me: adventures in contemporary theatre New York: Viking 1973 Laing, R D & Cooper, R G Reason and Violence London: Tavistock 1971 Mercer, J led) The Other Half Harmondsworth: Penguin 1975 Zablocki, B The Joyful Community Harmondsworth: Penguin 1971

Assessment Assessment is based on a paper to be presented to the tutorial and on a project involving an investigation of a related topic, including the compilation of a bibliography. Trained Teacher-Librarian's Certificate 533

Trained Teacher-Librarian's Certificate Contents

Regulations for the Course 535 Introduction 537 Subject Descriptions Advanced Audio-visual Production 541 Australian Bibliography 540 Bibliographic Organisation I 528 Bibliographic Organisation II 539 Children's Literature 538 Comparative Librarianship 539 Design and Construction of Materials for Individualised Learning 541 Designing Programs for Individualised Learning 541 Drama and the Library 542 Education Resource Centre 538 Graphic Communication 542 History of Books, Printing and Libraries 539 Language Skills — Oral and Aural 542 Librarianship's Response to Change 543 Libraries and Computerisation 542 Library and Special Groups 542 Literature for Young Adults 539 Literature of Sciences and Technology 541 Literature of the Humanities 540 Literature of the Social Sciences 540 Reading 541 Reading Interests 538 Reference Materials and Services I 538 Reference Materials and Services II 539 Resource Centre Administration 538 Resource Materials — Selection and Evaluation 538 Resource Materials — Science and Mathematics 540 Resource Materials — Social Sciences and Humanities 540 School Experience 538 Special Field Work 538 Special Problems in Curriculum Development 539' Writing for Children 542

Trained Teacher-Librarian's Certificate 535

Regulations for the Course for the Trained Teacher-Librarian's Certificate

1. To satisfy general entrance requirements for admission to the course for the Trained Teacher-Librarian's Certificate a candidate must have: (a) successfully completed a course of teacher training of at least two years' duration approved by the Board of Studies; or (b) such qualifications and experience as may be approved by the Board of Studies. 2. To be awarded the Trained Teacher-Librarian's Certificate a student shall have pursued his/her studies for at least one year. 3. The subjects of the course and the conditions on which subjects may be taken shall be as prescribed by Council on the recommendation of the Board of Studies. 4. The regulations for the course together with the details of subjects and the prerequisite and special entry conditions shall be published in the Handbook of the Melbourne State College or supplements thereto. 5. No student may pursue a course of study or receive credit for subjects taken unless his/her proposed selection of subjects has been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on subjects. 6. (a) A student who, having completed part or all of a course of study at a tertiary level, enrols in the course for the Trained Teacher-Librarian's Certificate, may, with the approval of the Board of Studies, be given credit for subjects, the equivalent of which have been passed in the other course. Such credit shall not be granted with respect to School Experience. (b) The maximum amount of credit available in the course will be 50 per cent of the points available in the course. 7. At the discretion of the Board of Studies, exemption may be granted in certain subjects to students who submit evidence of having previously completed studies and/or experience in those areas. No exemptions will be given for School Experience. 8. The Trained Teacher-Librarian's Certificate may be granted to a student who has complied with the prescribed conditions and has gained a cumulative score that equals or exceeds 40 points including: (a) the points for all subjects in Group 1 (28 points); and (b) at least three points in Group 2; and (c) at least nine points in Group 3. 9. The allocation of points scores is as follows: Group 1A Points Education Resource Centre 3 Resource Materials — Selection and Evaluation 3 Reeding Interests 3 Bibliographic Organisation I 3 Reference Materials and Services I 3 Resource Centre Administration Group 18 School Experience 5 Special Field Work 5

Group 2 Children's Literature 3 Literature for Young Adults 3 536 Regulations

Group 3 Special Problems in Curriculum Development 3 Bibliographic Organisation II 3 Reference Materials and Services II 3 History of Books, Printing and Libraries 3 Comparative Librarianship 3 Australian Bibliography 3 Literature of the Social Sciences 3 Resource Materials — Social Sciences and Humanities 3 Resource Materials — Science and Mathematics 3 Literature of the Humanities 3 Design and Construction of Materials for Individualised Learning 3 Literature of Sciences and Technology 3 Reading 3 Designing Programs for Individualised Learning 3 Advanced Audio-visual Production 3 Libraries and Computerisation 3 Language Skills — Oral and Aural 3 Drama and the Library 3 Writing for Children 3 Graphic Communication 3 The Library and Special Groups 3 Librarianship's Response to Change 3 The Board of Studies may approve variations to subjects offered in this group to meet availability of staff and/or student interest.

These regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. Trained Teacher-Librarian's Certificate 537

Introduction

A one-year course in Librarianship for trained teachers who wish to specialise in teacher-librarianship. Grounding in professional practices in librarianship is given in addition to related course work in areas such as curriculum development, children's literature and aspects of media education. The entry requirement in 1978 was HSC or equivalent and two years or more approved teacher training. The course is suitable for teachers from all levels. It is recognised by the LAA as the equivalent of five Registration subjects. The program is organised in two semesters. A minimum of 20 days field work in the schools must be completed satisfactorily. Students must obtain 40 points to complete the course. The first three weeks, as indicated in the College Schedule (see pages 2 and 3), consist of lectures, discussions and activities, including off-campus library experience, planned to provide the basis for the year's work. Further details of this introductory program can be obtained from Mrs B Fincher, room 318, 1888 Building.

Assessment

Progress through the course shall be determined by progressive assessment comprising a combination of methods such as: written examination, oral examination, essay, major and minor assignment, oral group presentations, field work, class tests. 538 Subject Descriptions

EDUCATION RESOURCE CENTRE (LIE01) 3 points

See subject description on page 508.

RESOURCE MATERIALS — SELECTION AND EVALUATION (LI E02) 3 points

See subject description on page 509.

READING INTERESTS (LIE03) 3 points

See subject description on page 510.

BIBLIOGRAPHIC ORGANISATION I (LIE04) 3 points

See subject description on page 510.

REFERENCE MATERIALS AND SERVICES I (LIE07) 3 points

See subject description on page 512.

RESOURCE CENTRE ADMINISTRATION (LIE11) 3 points

See subject description on pages 512-513. Assessment Assessment is based on attendance at, and participation in, 80 per cent of seminars, on an administrative check list, and on a written report. SCHOOL EXPERIENCE (LIE00) 5 points

See subject description on page 514.

SPECIAL FIELD WORK (LIE10) 5 points

See subject description on page 515.

CHILDREN'S LITERATURE (LIE12) 3 points

See subject description on page 516.

Assessment Assessment is based on: (a) assignments — (i) compilation of a teaching manual (minimum of 5,000 words) based on at least 30 separate fiction title entries (this is a guide to presenting and using literature with children); (ii) an assignment based on the student's interests and abilities, chosen from mounting a display, presentation of a children's book, producing a videotape, film, sound-slide set, etc; an essay of approximately 1,500 words; a specialised annotated bibliography; any other relevant and equivalent task proposed by student and approved by lecturer in charge;" (b) attendance at, and contribution to, weekly seminars; (c) a two-hour written examination to be applied in cases of doubtful performance in assignments and seminars. Trained Teacher-Librarian's Certificate 539

LITERATURE FOR YOUNG ADULTS (LIE15) 3 points

See subject description on page 518.

Assessment Assessment is based on a reading dairy (minimum of 2,000 words), a tutorial paper, and five units presented at fortnightly intervals, or an essay of 1,000 words.

SPECIAL PROBLEMS IN CURRICULUM DEVELOPMENT (LIE13) 3 points

See subject description on pages 516-517.

Assessment Assessment is based on attendance and participation in seminars/workshops; one minor assignment equivalent to a 1.000 word paper; one major assignment; a paper of 2,500 words; and leading a seminar.

BIBLIOGRAPHIC ORGANISATION II (LI E14) 3 points

See subject description on page 517.

Assessment Assessment is based on two progressive tests of one hour each, covering material in both sections A and B of the syllabus, a practical assignment, and participation in the lecture/seminar program. Each section must be passed.

REFERENCE MATERIALS AND SERVICES II (LIE17) 3 points

See subject description on page 518. Assessment Assessment is based on active participation in the program, and the satisfactory completion of two assignments.

HISTORY OF BOOKS, PRINTING AND LIBRARIES (LIE18) 3 points i

See subject description on page 519.

Assessment Assessment is based on participation in tutorial sessions which will entail preparatory reading to assist informed discussion, and submission of sets of notes (each of 200 words) indicating preparation for each session. There will be period tests in both Sections A and B.

COMPARATIVE LIBRARIANSHIP (LIE19) 3 points

See subject description on page 520.

Assessment Assessment is based on attendance and participation in all seminars, the submission of two written reports on library visits, and a class presentation. An additional paper or essay may be required. 540 Subject Descriptions

AUSTRALIAN BIBLIOGRAPHY (LIE21) 3 points

See subject description on pages 520-521.

Assessment Assessment is based on an examination, a project equivalent to a paper of 2,500 words, and a project presentation to a seminar.

LITERATURE OF THE SOCIAL SCIENCES (LIE22) 3 points

See subject description on page 521.

Assessment Assessment is based on attendance at, and participation in, lectures and seminars. Seminar/workshop procedures will include assessment of the techniques being practised, e.g. a pathfinder or a series of reference questions (30 per cent) and a seminar presentation with accompanying paper on a case-study (3,000 words, 70 per cent). Provision is made for confirmatory tests if assessment of a student's work requires it.

RESOURCE MATERIALS — SOCIAL SCIENCES AND HUMANITIES (LIE24) 3 points

See subject description on page 522.

Assessment Assessment, which is cumulative, is based on: (a) attendance and participation at lectures and seminars; (b) assignments — (i) an oral review (15 per cent): students will present to their seminar group an oral review of a piece of material which they consider to be suitable for a school collection, and for which they have found a published review, and (ii) a multi-media presentation, bibliography and other supporting material equivalent to 3,500 words (85 per cent): students will make a presentation, to the seminar group, of materials collected for an assigned topic. Audio-visual equipment should be used, and some skill is expected. Provision is made for confirmatory tests if the assessment of students' work requires it; and students are required to pass in all sections.

RESOURCE MATERIALS — SCIENCE AND MATHEMATICS (LIE25) 3 points

See subject description on page 523.

Assessment Assessment is based on active participation, and the satisfactory completion of two assignments.

LITERATURE OF THE HUMANITIES (LIE26) 3 points

See subject description on page 523.

Assessment Attendance and participation in lectures and seminars is compulsory. Students are required to submit a pathfinder or series of answers to reference questions, and a paper or case study in which students will lead the seminar. Provision will be made for confirmatory tests if necessary. Trained Teacher-Librarian's Certificate 541

DESIGN AND CONSTRUCTION OF MATERIALS FOR INDIVIDUALISED LEARNING (LIE27) 3 points

See subject description on page 524.

Assessment Assessment will be criterion-referenced and the minimum criteria set must be met to achieve a pass in the subject. It is realised that different students will take different amounts of time and effort to meet these criteria. Criterion 1: Attendance and involvement in workshops. Criterion 2: Each student will demonstrate the achievement • of advanced skills by producing specified examples of materials. A minor assignment equivalent to 1,500 words will be required. Criterion 3: Students will evaluate the learning outcome of a commercially prepared multi-media kit or simulation game working with pupils in a school library or resource centre. Criterion 4: Major assignment of 2,000 words. Students will design, construct or adapt materials suitable for the individualised program planned in Designing Programs for Individualised Learning.

LITERATURE OF SCIENCE AND TECHNOLOGY (LIE29) 3 points

See subject description on page 525.

Assessment Assessment is based on a library pathfinder (equivalent to 1,500 words), an information client report (1,000 words), and on a combined seminar presentation with another student.

READING (LIE30) 3 points

See subject description on page 526.

Assessment Assessment is based on attendance and participation; an essay or field or case study report of 2,000-2,500 words; and two minor assignments each of 750 words.

DESIGNING PROGRAMS FOR INDIVIDUALISED LEARNING (LIE31) 3 points

See subject description on pages 526-527.

Assessment Assessment is criterion-referenced and the minimum criteria set must be met to achieve a pass in the subject. It is realised that different students will take different amounts of time and effort to meet the criteria. The criteria are: attendance and participation in seminars and tutorials; meeting the objectives for each of the five areas of the subject (in most cases these will be met during seminars/workshops, and may involve up to five tests); and the design of an individualised program (2,000 words) in consultation with a teacher — the program must meet stated criteria.

ADVANCED AUDIO-VISUAL PRODUCTION (LIE32) 3 points

See subject description on page 527. 542 Subject Descriptions

Assessment Assessment is based on attendance and active participation in workshops/seminars, and on a major assignment in advanced equipment operation.

LIBRARIES AND COMPUTERISATION (L1E33) 3 points

See subject description on page 528.

Assessment Assessment is based on participation in the seminar program and on four written reports.

LANGUAGE SKILLS — ORAL AND AURAL (LIE34) 3 points

See subject description on page 529.

Assessment Assessment is based on attendance and participation in the lecture/workshop program, satisfactory completion of short exercises, a major assignment including a minor resource selection and evaluation assignment, four practical workshop exercises, and a taped oral presentation equivalent to a 2,000 word essay.

DRAMA AND THE LIBRARY (LIE35) 3 points

See subject description on page 529.

Assessment The following aspects of work will be considered for assessment purposes: regular attendance at classes, contribution to the preparation and conduct of group-based drama activities, and an individual assignment of 2,000 words on a particular application of the work done in the elective.

WRITING FOR CHILDREN (LIE36) 3 points

See subject description on page 530.

Assessment Students are required to submit for assessment five workshop exercises, each of 400 words, and their original manuscript of a work written for young people, equivalent to 3,000 words. Attendance and participation in classes is required as part of the total assessment, and students are expected to participate in some aspects of assessment, namely self-evaluation of individual work and group evaluation of group work.

GRAPHIC COMMUNICATION (LIE37) 3 points

See subject description on page 530.

Assessment Students' progress through this elective study will be determined by progressive assessment of selected class exercises, projects and assignments, e.g. five practical workshop exercises, a display and one essay of 1,000 words. THE LIBRARY AND SPECIAL GROUPS (LIE38) 3 points

See subject description on page 531. Trained Teacher-Librarian's Certificate 543

Assessment Assessment is based on attendance and participation in lecture/discussions and workshops, a minor assignment of 1,000 words, and a major assignment of 3,000 words. A class test may be held.

LIBRARIANSHIP'S RESPONSE TO CHANGE (LIE39) 3 points

See subject description on page 531.

Assessment Assessment is based on a paper presented to the seminar group, and a project involving an investigation of a related topic.

Graduate Diploma in Special Education 545

Graduate Diploma in Special Education

Contents

Regulations for the Course 547 Advice to Students Undertaking the General Program of Studies 550 Advice to Students Undertaking the Learning Difficulties Strand 552 Advice to Students Undertaking the Social and Emotional Welfare Studies Strand 554 Advice to Students Undertaking the Integrated Studies (Homecrafts) Strand 556 Advice to Students Undertaking the Integrated Studies (Art and Crafts) Strand 558 Subject Descriptions Analysis of Research Design 566 Art and the Exceptional Child (Advanced) 567 Art and the Exceptional Child (Basic) 567 Assessment and Remediation of Difficulties in Mathematics 587 Assessment and Remediation of Language Disorders in School Children and Adolescents 568 Behaviour Modification in Special Education 568 Childhood Aphasia 569 Comparative Approaches to Teaching Reading 570 Consumer Education Curriculum Development 574 Culturally Different Child and the Teacher 570 Development of Communication Skills 562 Development of Professional Skills and Relationships 563 Drama and the Handicapped Child 571 Early Child Development and Education 571 Early Child Development Intervention Program 589 Educating the Emotionally Disturbed Child 586 Education of the Mentally Retarded Child 572 Education of the Physically Handicapped Child 573 Extended Research Study 566 Family and Social Forces Influencing Children's Behaviour 573 Food Study and Health Education 575 Giftedness 575 Human Genetics 576 Human Sexuality 576 Independent Study 577 Instructional Technology in Special Education 590 Intellectual Development 562 Mental Retardation 577 Methods and Materials for Teaching Reading and Language Skills 577 Motor-Sensory Development 578 Normative and Diagnostic Assessment and Remediation of Difficulties in Reading 580 Organisational Procedures for Special Settings 578 Parent Counselling 579 Physical Development 562 Psycho) inguistics 580 546 Contents

Psychometrics 580 Psychotherapy 580 Remedial Mathematics Education 581 Remediation Studies 564 Research Study 565 School Experience Program 565 Social Disadvantage 582 Social-Emotional Development 564 Social Work in Education 582 Socialisation, Employment and Independent Living of the Handicapped 583 Specific Learning Disabilities 584 Studies in Intelligence 584 Teacher and Human Relations 585 Teaching English as a Second Language 584 Theoretical Bases of Learning Difficulties 588 Threads and Textiles for Handicapped Persons 585 Vision Impairment 590 Welfare Law 589

Graduate' Diploma in Special Education 547

Regulations for the Course for the Graduate Diploma in Special Education

1. To satisfy minimum entrance requirements for admission to the course for the Graduate Diploma in Special Education a candidate must have: (a) (i) successfully completed a degree or diploma of at least three years duration post-HSC or equivalent from an approved institution plus at least one year teacher training and appropriate experience;

(ii) successfully completed an approved diploma including teacher training, of at least three years duration post-HSC, or equivalent, and appropriate experience; or (iii) a qualification and/or experience approved by the Board of Studies as equivalent to (i) or (ii); (b) suitable personal qualities. 2. To be awarded the Graduate Diploma in Special Education a student shall have pursued his/her studies in the course for the equivalent of one full academic year. 3. The subjects of the course and the conditions on which subjects may be taken shall be as prescribed from time to time by the Board of Studies. 4. The Regulations of the course, together with the details of subjects and their prerequisites and special entry conditions shall be published in the Handbook of the Melbourne State College or supplements thereto. 5. No student may pursue a course of study or receive credit for subjects taken unless his/her proposed selection of subjects has been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on subjects. 6. A student, who, having completed part, or all of another course of study at tertiary level, enrols in the course for the Graduate Diploma in Special Education, may, with the approval of the Board of Studies, be given credit for subjects the equivalent of which have been passed in the other course. 7. The maximum amount of credit awarded under Regulation 6 shall be 40 per cent of the course, except that those students who possess either the Trained Homecrafts Teacher's Certificate, and/or the Trained Special Teacher's Certificate, may be awarded credit in up to 70 per cent of the course. 8. The Board of Studies may allow a student to include in his/her course subjects offered by another institution which are, in its opinion, of an appropriate standard, and relevant to the candidate's course of study. 9. Students enrolled in the course may undertake studies on either a full-time or part-time basis provided that the total duration of such studies does not exceed three years. 10. The Graduate Diploma in Special Education may be awarded to a student who has fulfilled the prescribed conditions and who has gained a cumulative score of at least 36 points provided that: (a) at least 24 points have been gained in Group 1; and (b) at least 10 points have been gained in Group 2. 11. The subjects in the Graduate Diploma in Special Education shall be:

Group 1 Points SPF01 Development of Communication Skills 2 • + t SPF02 Intellectual Development 2 • + t ■ SPFO3 Physical Development 2 • + t SPF04 Development of Professional Skills and Relationships 2 • + t SPF05 Social-Emotional Development 2 • + t 548 Regulations

SPF06 Remediation Studies 4 • + t = SPF07 School Experience Program 8 • + t = SPF08 Research Study 2 SPF09 Extended Research Study 4 • + t =

Group 2 (I) Communication Skills SPF10 Analysis of Research Design 2 • SPF13 Assessment and Remediation of Language Disorders in School Children and Adolescents 2 • SPF52 Assessment and Remediation of Difficulties in Mathematics 2 • SPF15 Childhood Aphasia 2 • SPF16 Comparative Approaches to Teaching Reading 2 • SPF28 Independent Study 2 • + t = SPF31 Methods and Materials for Teaching Reading and Language Skills 2 • SPF51 Normative and Diagnostic Assessment and Remediation of Difficulties in Reading 2 • SPF35 Psycholinguistics 2 • SPF38 Remedial Mathematics Education 2 • SPF44 Specific Learning Disabilities 2 • SPF46 Teaching English as a Second Language 2' SPF53 Theoretical Bases of Learning Difficulties 2 •

(ii) Intellectual SPF19 Early Child Development and Education 2 SPF54 Early Child Development Intervention Program 2 SPF20 Education of the Mentally Retarded Child 2 SPF25 Giftedness 2 SPF28 Independent Study 2 • + t = SPF30 Mental Retardation 2 SPF45 Studies in Intelligence 2

Physical SPF21 Education of the Physically Handicapped Child 2 SPF26 Human Genetics 2 SPF28 Independent Study 2 ' + t = SPF32 Motor-Sensory Development 2 • + t = SPF56 Vision Impairment 2

(iv) Professional SPF11 Art and the Exceptional Child (Advanced) 2 SPF12 Art and the Exceptional Child (Basic) 2 • + t = SPF14 Behaviour Modification in Special Education 2 • + t = SPF18 Drama and the Handicapped Child 2 + t SPF23 Consumer Education Curriculum Development 2 t SPF24 Food Study and Health Education 2 t SPF27 Human Sexuality 2 SPF28 Independent Study 2 • + t = SPF33 Organisational Procedures for Special Settings 2 • + t SPF34 Parent Counselling 2 • SPF36 Psychometrics 2 SPF43 Socialisation, Employment and Independent Living of the Handicapped 2 t SPF47 Threads and Textiles for Handicapped Persons 2 t SPF48 The Teacher and Human Relations 2 + t = SPF57 Instructional Technology in Special Education 2 Graduate Diploma in Special Education 549

(v1 Social-Emotional SPF17 The Culturally Different Child and the Teacher 2 SPF22 Family and Social Forces Influencing Children's Behaviour 2 SPF28 Independent Study 2 ' + t = SPF37 Psychotherapy 2 + t = SPF41 Social Disadvantage 2 + t = SPF42 Social Work in Education 2 + t = SPF50 Educating the Emotionally Disturbed Child 2 + t = SPF55 Welfare Law 2 + t =

Notes: 1. Students taking the strand of the course in Learning Difficulties must complete satisfactorily the Group 1 subjects marked ' and select Group 2 subjects from those marked •. 2 Students taking the strand of the course in Social and Emotional Welfare Studies must complete satisfactorily the Group 1 subjects marked + and select Group 2 subjects from those marked +. 3. Students taking the strand of the course in Integrated Studies (Homecrafts) must complete satisfactorily the Group 1 subjects marked t and select Group 2 subjects from those marked t. 4. Students taking the strand of the course in Integrated Studies (Art and Crafts) must complete satisfactorily the Group 1 subjects marked = and select Group 2 subjects from those marked =. 5 Students not taking any of the strands listed in Notes 1 to 4 above must enrol in subjects SPF01 to SPF08 inclusive. 6. Students undertaking the General strand may not be credited with more than 6 points from any one of the Group 2 areas (i), (ii), (iii), (iv), and (v), and must arrange their studies in one of the following combinations: (a) one major, one sub-major, one minor (b) two majors (c) one major, three minors. A major study consists of three subjects from one area, a sub-major consists of two studies from one area, and a minor consists of one study from one area. 7. Concurrent requisites are prescribed as follows: (a) SPF13 and SPF35 (b) SPF16 and SPF31 (c) SPF15 can only be taken with SPF13 and SPF35. The offering of the above subjects in any one year will depend upon staff availability. Details of arrangements of subjects and studies are available in the section on Course Structure.

These regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. 550 Advice to Students

Advice to Students

Studies Available

Studies in special education are available as listed below: 1. Graduate Diploma in Special Education, with the following course arrangements: (a) General (b) Learning Difficulties Strand (c) Social and Emotional Welfare Studies Strand (d) Integrated Studies (Homecrafts) Strand (e) Integrated Studies (Art and Crafts) Strand. 2. Trained Special Teacher's Certificate (see page 595). The courses above may be undertaken on campus, either as full-time or part-time studies. The Diploma course only may be undertaken by external study. 3. Summer studies in special education (see page 561).

Advice to Students Undertaking General Program of Studies

The Graduate Diploma in Special Education is a one-year course which provides a general introduction to all areas of teaching the handicapped child, with the exception of the visually handicapped and the child with a hearing deficit. Applicants for the Graduate Diploma in Special Education course will come from a wide range of initial teaching experiences: pre-school, primary, secondary, technical, tertiary, and special. The course is at post-graduate level, and may be undertaken on either a full-time or part-time basis. A part-time student must complete the course within three consecutive years of study unless a suspension arrangement is granted to enable a particular student to extend past the three year requirement. External studies will be available and details about these are obtainable from the Department of External Studies, 538 Swanston Street, Carlton. Summer Studies may be available, and details about these are obtainable from the Department of Special Education, 538 Swanston Street, Carlton. The course aims to give students a deeper understanding of the particular needs of the exceptional child, and to increase awareness of the intellectual, physical, social and emotional characteristics and problems of those who are handicapped or disadvantaged to the extent that modification of educational programs is necessary. The course also aims to impart to students a knowledge of the organisation, structure and administration of various special education facilities; to familiarise them with administering and evaluating diagnostic and remedial programs; and to provide them with opportunities for personal and professional growth through extended skills in interpersonal communication, and study and experience of areas of particular interest. The course seeks to achieve these aims by focusing on the facilitation of self-directed learning. Considerable emphasis is placed on active participation throughout the course. This entails wide reading, individual and group research, involvement in discussion groups, and visits and excursions to a wide range of special education settings. The course content and design attempt to cater for a core area of skills and knowledge central to special education, for study and experience in areas of specialisation, and for the satisfaction of the personal and professional needs of individual students.

Strand Structure

The General strand of the course differs from the specialist strands of the course in that it covers a much wider range of subjects. The strand is organised on a three term basis Graduate Diploma in Special Education 551

with students undertaking a common program of course studies in Term 1. The predominant approach during this term will be lecture/discussion. Topics will be introduced in master lectures which will be followed by staff-assisted discussion sessions. During Term 1 the intensive studies to be undertaken in Terms 2 and 3 will be elected. In electing these studies, students must comply with the grouping requirements as set down in the regulations. During Term 2 and 3 the predominant approach will change to workshop, field study, seminar and practical involvement. In most intensive study areas the student will be encouraged to consider, with the staff member involved, the most appropriate way of achieving the goals of that study area. The strand also requires a research study, a diagnostic and remediation involvement and a teaching experience commitment. In this latter commitment, it is unlikely that students will be permitted to include a teaching experience involvement in either an interstate or overseas location. The course consists of the following components:

Group 1 Core Studies Program (Compulsory) (al Development of Communication Skills (b) Intellectual Development (c) Physical Development (d) Development of Professional Skills and Relationships (e) Social-Emotional Development

Remediation Studies (Compulsory) A study of diagnostic and remediation procedures. Following the College-based program, students will have a practicum involvement in schools.

Research Study (Compulsory) The Research Study is intended to extend the student's knowledge of one of the core areas, and must be aligned with one of the study areas listed under the core studies program. The selected study area must also be that area to be studied as either a major or sub-major area in Terms 1 and 2.

School Experience Program (Compulsory) The program provides direct experience of the educational needs of the exceptional child and of the development of particular philosophies and strategies necessary to cater for these needs. It is anticipated that each student will be appointed for teaching rounds in settings or schools where he/she will be involved in applying his/her skills in the educational program of the child or adult. There will probably be three teaching rounds of varying duration, and one of these should be in the area of a student's major study.

Group 2 Six intensive studies: For details of studies, grouping requirements and concurrent studies see Regulation 11, page 547-549. Note: The offering of all or any of these subjects depends upon staff availability. Further study areas may be added to this list.

Class Hours Some lectures will commence at 8.45 am and others will finish at 6.30 pm. There will be sufficient offerings in the late afternoon to permit students to undertake the course after school hours.

Planning a Course of Study

Students will be assisted by a course adviser in planning their course. Advisers for Special Education courses are listed on page 41 of this Handbook.. 552 Advice to Students

Course Advice

Each student is allocated to a course adviser whose task will include such matters as assisting with change of subject enrolments, and deferment of, or leave of absence from, studies.

Books

Subject descriptions provided in the following pages of this Handbook include book lists. Students should read any book listed as 'preliminary reading' before classes commence. Books listed as reference books are highly recommended for purchase.

Advice to Students Undertaking Learning Difficulties Strand

The Learning Difficulties strand aims to provide students with expertise in, and an understanding of, learning difficulties and disabilities, and experience in the diagnosis and remediation of learning disabilities. It also aims to provide them with the necessary skills to act as consultants and advisers in regular schools. The strand may be undertaken either on a full-time or part-time basis. External studies are not available in 1979. The strand aims to prepare teachers to teach those children whose learning difficulties are such that they are currently catered for in the normal school, though their needs must be met by programs not available in the normal class. The student will be expected to demonstrate: (a) knowledge of the nature of specific learning difficulties and their related emotional and social components; (b) knowledge of the factors related to these difficulties; (c) the ability to synthesise and integrate this knowledge and awareness by developing appropriate teaching programs for these children; (d) the ability to use screening devices for the early detection of potential problems to prevent them becoming major impediments to cognitive, emotional and social growth; and (e) knowledge of the unique status of the teacher, and the contribution that the teacher can make in an inter-disciplinary approach to the child's problems. The strand aims to prepare the student to: (a) act as an educational consultant; (b) administer, evaluate and interpret the appropriate psycho-educational and educational tests; (c) counsel class teachers and parents on the developmental and management problems of these children; (d) plan and implement in-service programs; (e) investigate and evaluate the outcomes of different educational systems, practices and innovations; (f) design and conduct educational research programs; (g) understand his/her role in an interdisciplinary approach with professional colleagues; (h) be informed about the current issues and trends in the field; and (i) develop an enthusiastic and outgoing commitment to the profession. Graduate Diploma in Special Education 553

Strand Structure

The strand is organised on a three term basis with students undertaking a common program through most of this time. In Term 1, a core program of studies is undertaken with the predominant approach being a lecture/discussion one. There will be six core program studies. During Terms 2 and 3 the predominant approach will be mainly workshop, field study, seminar and practical involvements. Students will be required to study four compulsory intensive studies and one optional intensive study. In most of these areas the students will be encouraged to consider, with the staff member involved, the most appropriate way of achieving the goals of that study area. Also required are a research study, a school-based teaching experience, and an individual remediation practicum involvement. The strand consists of the following components:

Group 1

Core Studies Program (Compulsory) (a) Development of Communication Skills (b) Remediation Studies (c) Intellectual Development (d) Development of Professional Skills and Relationships (e) Social-Emotional Development (f) Physical Development.

School Experience (Compulsory) School involvement will provide direct experience of the educational needs of the child having learning difficulties, and with the development of particular programs necessary to cater for these needs. Students may be required to take this experience on either or both an individual day basis or in blocks of time in particular schools or settings. An aspect of this program is the requirement for the student to have a longitudinal involvement and take responsibility with a small group of children displaying learning difficulties.

Extended Research Study (Compulsory) This study is intended to extend the students' knowledge of core areas in which they are specialising. Three different approaches are possible: (1) Original Research, (2) Independent Reading Project, and (3) Action-oriented Investigation.

Group 2

Compulsory Intensive Studies (All must be studied) (a) Normative and Diagnostic Assessment and Remediation of Difficulties in Reading (b) Assessment and Remediation of Difficulties in Mathematics (c) Assessment and Remediation of Language Disorders in School Children and Adolescents (d) Theoretical Bases of Learning Difficulties.

Optional Intensive Studies (One must be studied) (a) Behaviour Modification in Special Education (b) Childhood Aphasia (c) Comparative Approaches to Teaching Reading (d) Independent Study (e) Methods and Materials for Teaching Reading and Language Skills If) Motor-Sensory Development (g) Organisational Procedures for Special Settings (h) Parent Counselling (i) Psycholinguistics (j) Remedial Mathematics Education (k) Teaching English as a Second Language. 554 Advice to Students

Planning a Course of Study

As the strand is almost entirely planned for the student the only selection required will be for the optional intensive study, and students will be required in mid-Term 1 to nominate the particular optional intensive study to be undertaken. Additional single subjects may be undertaken if approved by the course adviser.

Concurrent Requisites

Nil.

Course Advice

Each student is allocated to a course adviser. The course adviser will provide assistance in planning a course of study and can also advise students on such matters as change of enrolment and deferment of, or leave of absence from, studies. The course advisers are listed on page 41 of this handbook.

Books

The subject descriptions provided in the following pages of this handbook include book lists. Students should read any material listed as 'preliminary reading' before classes commence. Books listed as reference books are highly recommended and may be purchased if so desired.

Advice to Students Undertaking Social and Emotional Welfare Studies Strand

The Social and Emotional Welfare Studies strand aims to provide students with an understanding of social and emotional problems of students, and skills in handling such problems in local, primary, technical and high schools, as well as special schools. The strand may be undertaken either on a full-time or part-time basis, with external studies also being available. The strand aims to prepare teachers to teach those children whose learning is impaired by social disadvantage and/or emotional disturbance. The student will be expected to demonstrate: (a) knowledge of the nature of social and emotional problems and their impact on the individual, his/her schooling, and his/her family; (b) a theoretical framework for working with disadvantaged individuals and groups; (c) ability to develop appropriate teaching programs for these children; (d) ability to use all available community resources for the prevention of major impediments to cognitive, emotional and social growth; and (e) knowledge of the unique status of the teacher and the contribution that the teacher can make in an inter-disciplinary approach to the child's problems.

The strand aims to prepare the student to: (a) act as an educational consultant; (b) communicate effectively with students and other members of the community; (c) counsel class teachers and parents on the developmental and management problems of these children; (d) plan and implement in-service programs; Graduate Diploma in Special Education 555

(e) investigate and evaluate the outcomes of different educational systems, practices and innovations; (f) design and conduct educational research programs; (g) understand his/her role in an inter-disciplinary approach with professional col leagues; (h) be informed about the current issues and trends in the field; and (i) view the school in relation to other community organisations, institutions and agencies.

Strand Structure

The strand is organised on a three term basis with students undertaking a common program through most of this time. In Term 1, a core program of studies is undertaken with the predominant approach being a lecture/discussion one. There will be six core program studies. During Terms 2 and 3 the predominant approach will be mainly workshop, field study, seminar and practical involvements. Students will be required to study four compulsory intensive studies and one optional intensive study. In most of these areas students will be encouraged to consider, with the staff member involved, the most appropriate way of achieving the goals of that study area. The strand also requires a research study, a school-based teaching experience, and an individual remediation practicum involvement. The strand consists of the following components:

Group 1 Core Studies Program (Compulsory) (a) Social-Emotional Development (b) Development of Communication Skills (c) Remediation Studies (d) Development of Professional Skills and Relationships (e) Physical Development (f) Intellectual Development.

School Experience (Compulsory) In this aspect school involvement will provide direct experience of educational programs for the child having social and/or emotional problems. Students may be required to take this experience on either or both an individual day basis or in blocks of time in particular schools or settings.

Extended Research Study (Compulsory) This study is intended to extend the students' knowledge of core areas in which they are specialising. Three different approaches are possible: (1) Original Research, (2) Independent Reading Project, and (3) Action-oriented Investigation.

Group 2

Compulsory Intensive Studies (All must be studied) (a) Social Work in Education (b) Educating the Emotionally Disturbed Child (c) Welfare Law (d) Organisational Procedures for Special Settings.

Optional Intensive Studies (One must be studied) (a) Art and the Exceptional Child (Basic) (b) Behaviour Modification in Special Education (c) Drama and the Handicapped Child (d) Family and Social Forces Influencing Children's Behaviour 556 Advice to Students

(e) Socialisation, Employment and Independent Living of the Handicapped (f) Social Disadvantage (g) Introduction to Psychopathology (h) The Teacher and Human Relations (i) Independent Study.

Class Hours

Some lectures will commence at 8.45 am, and others will finish at 6.30 pm. There will be sufficient offerings in the late afternoon to permit students to undertake their course after school hours.

Planning a Course of Study

As the strand is almost entirely planned for the student the only selection required will be for the optional intensive study, and students will be required in mid-Term 1 to nominate the particular optional intensive study to be undertaken. Additional single subjects may be undertaken if approved by the course adviser.

Concurrent Requisites

Nil.

Course Advice

Each student is allocated to a course adviser. The course adviser will provide assistance in planning a course of study and can also advise students on such matters as change of enrolment and deferment of, or leave of absence from, studies. The course advisers are listed on page 41 of this handbook.

Books

The subject descriptions provided in the following pages of this handbook include book lists. Students should read any material listed as 'preliminary reading' before classes commence. Books listed as reference books are highly recommended and may be purchased if so desired.

Advice to Students Undertaking Integrated Studies (Homecrafts) Strand

The Integrated Studies (Homecrafts) strand aims to provide students with a group of learning experiences concerned with the handicapped or disadvantaged child, and a range of techniques (particularly in the area of Homecrafts) that will assist the intellectual and emotional development of children with whom they work. It also aims to develop within these students the necessary skills to function as effective team members on staffs of special education schools and settings. The strand provides an introductory group of studies covering most of the areas of disability in the special educational school system, and leads into specialised studies in Term 2 and 3 centred largely on Homecrafts provisions for the student. The strand may be undertaken either on a full-time or part-time basis. External studies are not available in 1979. Graduate. Diploma in Special Education 557

At the conclusion of the course the student will be expected to demonstrate: (a) a knowledge of the range of disabilities of children and adolescents currently being educated in special schools; (b) a knowledge of the background factors related to these disabilities; (c) an ability to synthesise and integrate this knowledge, and an awareness by developing appropriate teaching programs for these children; (d) the ability to use appropriate screening devices for the early detection of the potential problems and to co-operate with fellow staff members in the implementation of appropriate learning experiences; and (e) a knowledge of the unique contribution of the Homecrafts study areas to the total educational program drawn up for each particular child. The strand aims to prepare the student to: (a) acquire a general understanding of the total special education field; (b) administer, evaluate, and interpret appropriate educational tests; (c) develop particular and unique programs to focus on Homecrafts areas to assist the educational progress of handicapped children and adults; (d) understand his/her role in an interdisciplinary approach with professional colleagues; (e) design and conduct educational research programs; (f) be informed about the current issues and trends particularly in the area of Homecrafts as they relate to special education; and (g) develop an enthusiastic and outgoing commitment to the profession.

Strand Structure

The strand is organised on a three term basis with students undertaking a common program for most of this time. In Term 1, a core program of studies is undertaken with the predominant approach being a lecture/discussion one. There will be six core program studies and students, if they wish, may elect to undertake a further study. During Terms 2 and 3 the predominant approach will be mainly workshop, field study, seminar, and practical involvements. Students will be required to study four compulsory and intensive studies. Also required are a research study, school-based teaching experience, and an individual remediation practicum involvement. The strand consists of the following components:

Group 1

Core Studies Program (Compulsory) (a) Development of Communication Skills (b) Remediation Studies (c) Development of Professional Skills and Relationships (d) Intellectual Development (e) Physical Development (f) Social-Emotional Development.

School Experience (Compulsory) School involvement will provide direct experience of the educational needs of the child experiencing learning difficulties, and with the development of programs (particularly in the area of Homecrafts) necessary to cater for these needs. It is expected that students will be required to undertake this experience in blocks of time in particular schools or settings. An aspect of this program is the requirement for the student to have a longitudinal involvement, and take responsibility with a small group of children displaying learning difficulties. 558 Advice to Students

Extended Research Study (Compulsory) The study is intended to extend the students' knowledge of core areas in which they are specialising. Three different approaches are possible: (1) Original Research, (2) Independent Reading Project, and (3) Action-oriented Investigation.

Group 2

Compulsory Intensive Studies (All must be studied) (a) Consumer Education Curriculum Development (b) Food Study and Health Education (c) Threads and Textiles for Handicapped Persons (d) Organisational Procedures for Special Settings

Optional Intensive Electives (One must be studied) (a) Art and the Exceptional Child (Basic) (b) Behaviour Modification in Special Education (c) Drama and the Handicapped Child (d) Family and Social Forces Influencing Children's Behaviour (e) Socialisation, Employment and Independent Living of the Handicapped (f) Social Disadvantage (g) The Teacher and Human Relations (h) Independent Study.

Planning a Course of Study

As the strand is almost entirely planned for the student the only selection required will be the choice in Term 2 of one of the areas of specialisation. Additional single subjects may be undertaken if approved by the course adviser.

Concurrent Requisites

Nil.

Course Advice

Each student is allocated to a course adviser. The course adviser will provide assistance in planning a course of study and can also advise students on such matters as change of enrolment and deferment of, or leave of absence from, studies. The course advisers are listed on page 41 of this handbook.

Books

The subject descriptions provided in the following pages of this handbook include book lists. Students should read any material listed as 'preliminary reading' before classes commence. Books listed as reference books are highly recommended and may be purchased if so desired.

Advice to Students Undertaking Integrated Studies (Art and Crafts) Strand

The Integrated Studies (Art & Crafts) strand aims to provide students with a group of learning experiences concerned with the handicapped or disadvantaged child, and a range of techniques (particularly in the area of art and crafts) that will assist the intellectual and emotional development of children with whom they work. Graduate Diploma in Special Education 559

It also aims to develop within students the skills necessary to function as effective team members on staffs of special education schools and settings. The strand provides an introductory group of studies covering most of the areas of disability in the special education school system, and leads into specialised studies in Term 2 and 3 centred on art and crafts provisions for the student. The strand may be undertaken either full-time or part-time. External studies are not available in 1979. At the conclusion of the course the student will be expected to demonstrate: (a) a knowledge of the range of disabilities of children and adolescents currently being educated in special schools; (b) a knowledge of the background factors related to these abilities; (c) an ability to synthesise and integrate this knowledge, and an awareness by developing appropriate teaching programs for these children; (d) the ability to use appropriate screening devices for the early detection of the potential problems, and to co-operate with fellow staff members in the implementation of appropriate learning experiences; and (e) a knowledge of the unique contribution of the art and crafts study areas to the total educational program drawn up for each particular child. The strand aims to prepare the student to: (a) acquire a general understanding of the total special education field; (b) administer, evaluate and interpret appropriate educational tests; (c) develop particular and unique programs to focus on art and crafts areas to assist the educational progress of handicapped children and adults; (d) understand his/her role in an interdisciplinary approach with professional colleagues; (e) design and conduct educational research programs; (f) be informed about the current issues and trends particularly in the area of art and crafts as they relate to special education; and (g) develop an enthusiastic and outgoing commitment to the profession.

Strand Structure

The strand is organised on a three term basis with students undertaking a common program for most of this time. In Term 1, a core program of studies is undertaken with the predominant approach being a lecture/discussion one. There will be six core program studies and students, if they wish, may elect to undertake a further study. During Terms 2 and 3 the predominant approach will be mainly workshops, field study, seminar, and practical involvements. Students will be required to study four compulsory and one optional intensive study. Also required are a research study, school-based teaching experience, and an individual remediation practicum involvement. The strand consists of the following components:

Group 1

Core Studies Program (Compulsory) (a) Development of Communication Skills (b) Remediation Studies (c) Development of Professional Skills and Relationships (d) Intellectual Development (e) Physical Development (f) Social-Emotional Development.

School Experience (Compulsory) School involvement will provide direct experience of the educational needs of the child 560 Advice to Students

experiencing learning difficulties, and with the development of program (lharticularly in the area of art and crafts) necessary to cater for these needs. It is expected that students will be required to undertake this experience in blocks of time in particular schools or settings. An aspect of this program is the requirement for the student to have a longitudinal involvement and take responsibility with a small group of children displaying learning difficulties.

Extended Research Study (Compulsory) The study is intended to extend the students' knowledge of core areas in which they are specialising. Three different approaches are possible: (1) Original Research, (2) Independent Reading Project, and (3) Action-Oriented Investigation.

Group 2

Compulsory Intensive Studies (Nos. (a), (b), and (c) and one other must be studied) (a) Art and the Exceptional Child (Advanced) (b) Art and the Exceptional Child (Basic) (c) Organisational Procedures for Special Settings (d) One of the following: Motor-Sensory Development; Independent Study; Socialisation, Employment and Independent Living of the Handicapped.

Optional Intensive Electives (One must be studied) (a) Behaviour Modification in Special Education (b) Drama and the Handicapped Child (c) Family and Social Forces Influencing Children's Behaviour Id) Socialisation, Employment and Independent Living of the Handicapped (el Social Disadvantage (f) The Teacher and Human Relations (g) Independent Study (h) Motor-Sensory Development.

Planning a Course of Study

As the strand is almost entirely planned for the student the only selection required will be the choice in Term 2 of two of the areas of specialisation. Additional single subjects may be undertaken if approved by the course adviser.

Concurrent Requisites

Nil.

Course Advice

Each student is allocated to a course adviser. The course adviser will provide assistance in planning a course of study and can also advise students on such matters as change of enrolment, and deferment of, or leave of absence from, studies. The course advisers are listed on page 41 of this handbook.

Books

The subject descriptions provided in the following pages of this handbook include book lists. Students should read any material listed as 'preliminary reading' before classes commence. Books listed as reference books are highly recommended and may be purchased if so desired. Graduate Diploma in Special Education 561

Summer Studies

A number of studies are offered during the summer vacation. These studies may be undertaken either as interest-based professional development courses or as part of the Graduate Diploma in Special Education. The following studies may be offered in January 1979: Development of Communication Skills (SPF01) Intellectual Development (SPF02) Remediation Studies ISPF06) The Culturally Different Child and the Teacher (SPF17) Parent Counselling (SPF34)

Further details about the studies are available from the Head of the Department of Special Education, Hytone House, 538 Swanston Street, Carlton. 562 Subject Descriptions

DEVELOPMENT OF COMMUNICATION SKILLS (SPF01)2 points

A subject of two hours lecture time a week for one term. Prerequisite: Nil.

Syllabus An analysis of the acquisition of language, reading, and mathematics skills in children at the primary and secondary levels of education. Acquisition of reading and mathematics skills in terms of language and intellectual abilities. The implications of the above analysis for the education of children exhibiting various learning disabilities.

Books Reference: Berry, M F Language Disorders of Children: The Basis of Diagnosis Englewood Cliffs: Prentice-Hall 1969 Kirk, S & Kirk, W Psycholinguistic Learning Disabilities Urbana: Illinois Univ Press Munro, J K 'Language Abilities and Mathematics Performance' Australian Journal of Remedial Education vol 9 no 3 1977 pp 24-31 Oldfield, R C & Marshall, J C Language Harmondsworth: Penguin 1968 Smith, F Psycholinguistics and Reading New York: Holt, Rinehart & Winston 1973

Assessment Assessment is based on a critical analysis of acquisition skills in the area of language, reading and mathematics; and a multiple choice test based on the lecture program and texts prescribed during the course.

INTELLECTUAL DEVELOPMENT (SPF02) 2 points

A subject of two hours lecture time a week for one term. Prerequisite: Nil.

Syllabus The nature of human intelligence and its measurement; explanations of intellectual development and its measurement; major theories of intellectual abilities and their implications for diagnosis, classification and treatment; case history — compilation and analysis.

Books Reference: Ginsberg, H & Opper, S Piaget's Theory of Intellectual Development: An Introduction Englewood Cliffs: Prentice-Hall 1969 Guilford, J P 'Three Faces of Intellect' American Psychologist vol 14 1958 PP 409-479 Meeker, M N The Structure of Intellect Columbus: Merrill 1969

Assessment Assessment will take the form of a two and a half hour multiple choice test to be administered at the end of term. Students failing to meet the required standard will be given one week to do so. There will also be a number of small exercises to be submitted approximately every fortnight related to the lecture/tutorial program's content.

PHYSICAL DEVELOPMENT (SPF03) 2 points

A subject of two hours lecture time a week for one term. Prerequisite: Nil.

Syllabus The syllabus will focus on: Graduate Diploma in Special Education 563

1. A profile of normal patterns of pre-, post-natal and childhood development. 2. An examination of how abnormalities may arise from genetic, in utero and perinatal factors. 3. An outline of neurological and perceptual functioning. 4. Identification of specific physical handicaps and problems associated with neurological abnormalities and sensory handicaps. 5. Ameliorative or remediation measures including techniques based on music and drama, physical education, current motor-perceptual theories, and approaches of the paramedical disciplines.

Books Reference: Bigge, J & O'Donnell, P Teaching Individuals with Physical and Multiple Disabilities Columbus: Merrill 1977 Cratty, B J Perceptual and Motor Development in Infants and Children London: Collier-Macmillan 1976 Gesell, A, 11g, F L & Ames, L B The First Five Years of Life London: Methuen 1954 Thomas, E W Brain Injured Children Springfield: Thomas 1969 Thomas, E W Human Neurological Organisation Springfield: Thomas 1969 Trapp, E P & Himmelstein, P The Exceptional Child London: Methuen 1972

Assessment Assessment is based on a test at the end of term, and assignments during term.

DEVELOPMENT OF PROFESSIONAL SKILLS AND RELATIONSHIPS (SPF04) 2 points

A subject of two hours lecture time a week for one term. Prerequisite: NiI.

Syllabus Current trends in philosophy, and implementation in special education, familiarisation with the Victorian scene in special education; specialist facilities in special education including special education units, special facilities units, demonstration units, remedial centres, opportunity remedial centres; establishing relationships; task analysis of the teacher's human functions; interdisciplinary and team approaches in special education; professional reading and study method; professional services and agencies related to special education provision.

Books Reference: Haring, N G & Schiefelbusch, R L Teaching Special Children New York: McGraw-Hill 1976 Smith, R M & Neisworth, J T The Exceptional Child: A Functional Approach New York: McGraw-Hill 1975 Telford, D W & Sawrey, J M The Exceptional Individual Englewood Cliffs: Prentice-Hall 1976 Reports: The Bullock Report (A Language for Life) London: HMSO 1972 Report of the Ministerial Committee of Inquiry into Special Education in Victoria Melbourne: Vic Govt Printer July 1975 766 Core Elevation Manual Boston: The C'wealth of Massachusetts Educ Dept, Div of Special Educ 1974

Assessment Assessment in this core ares will be based on an optional choice basis. The options are as follows: 564 Subject Descriptions

1. A 15-30 minute interview with at least one member of the Special Education staff concerning the area of Professional Skills and Development OR Self-assessment of professional functioning involving a written statement to this effect of no more than 500 words. An essay of not more than 1,000 words is required on: (a) a topic chosen by the student in the area of Professional Skills and Development, or (b) the notion of Professional Skills and Development introduced in Term 1; AND 2. A co-operative group study which reviews some aspect of the organisation of educational institutions as may be prescribed by the program co-ordinator from time to time. The results of this group effort must be distributed to each member of the tutorial group. Examples might include (a) an index of support services in Special Education, and (b) a compilation of materials related to specific curriculum areas.

SOCIAL-EMOTIONAL DEVELOPMENT (SPF05) 2 points

A subject of two hours lecture time a week for one term. Prerequisite: Nil.

Syllabus This subject will consist of lectures covering normal social-emotional development, social disadvantage and emotional disturbance, and delinquency. Two films on social disadvantage and emotional disturbance ('Kes' and 'Family Life') will be screened as a basis for discussion. There will also be a series of three lecture-demonstration sessions introducing transactional analysis concepts and three lecture-demonstration sessions on behaviour modification methods.

Books Reference: Bott, E Family and Social Network 2nd edn London: Tavistock 1971 Brickman, W & Lehrer, S Education and the Many Faces of the Disadvantaged New York: Wiley 1972 Buckley, N K & Walker, H M Modifying Classroom Behaviour Champaign (Ill): Research Press 1970 Ernst, K Games Students Play Milbrae (Calif): Celestial Arts'1972 Polk, K & Schefer, W E Schools and Delinquency Englewood Cliffs: Prentice-Hall 1972

Assessment Students will be required to submit a paper and/or present for oral examination.

REMEDIATION STUDIES (SPF06) 4 points

A subject of two hours lecture time a week for one term, and a practicum carried out in schools during Terms 2 and 3. Prerequisite: Nil.

Syllabus Auditory processing: model for isolation of deficits in auditory processing skills related to the acquisition of language, and basic to class room needs. Visual processing: skills related to reading; techniques for evaluation of vision perception deficits. Diagnostic testing: special problems of assessing language-different children; diagnostic assessment of language, reading, and mathematical ability, including examination of the Peabody Picture Vocabulary Test, the Neale Analysis of Reading Ability, the Clay Diagnostic Reading Survey, and the Yardstick Criterion-Referenced Tests in Mathematics. Graduate Diploma in Special Education 565

Evaluation procedures: a case study format. • Remediation: some organisational approaches; specific techniques and materials for remediation of learning problems.

Books Reference: Bond, G L & Tinker, M A Reading Difficulties, their Diagnosis and Correction New York: Appleton-Century-Crofts 1973 Buros, O K 5th, 6th and 7th Mental Measurement Yearbooks New York: Gryphon Press 1959/65/72 Copeland, R Diagnostic and Learning Activities in Mathematics for Children London: Macmillan 1973 Dechant, E Diagnosis and Remediation of Reading Disability New York: Parker Publishing 1970 Moyle, D The Teaching of Reading London: Warde-Locke 1971 Wiig, E & Semel, E Language Disorders in Children and Adolescents Englewood-Cliffs: Merrill 1976

Assessing nt The administration to one child of a test battery in the areas of language processing, reading and mathematics, as a basis for a diagnostic evaluation of the child's strengths and weaknesses in these areas. Students will be required to make periodic reports.

SCHOOL EXPERIENCE PROGRAM (SPF07) 8 points

A supervised practicum of at least 45 days conducted in appropriate educational settings during Terms 1, 2 and 3. The equivalent of nine days of the practicum will be spent in a remediation program. Prerequisite: NiI.

Syllabus Th is subject involves direct experience of the educational needs of children and adults with a variety of problems in the areas of communication, intellectual, physical and social-emotional development. Students will be required to carry out the program in blocks of time during regular teaching rounds, and/or on a daily or hourly basis of a longer period of time. If insufficient experience settings are available during term time, arrangements may be made for appropriate alternative experience either during, or subsequent to, the period in which the student attends the course.

Assessment Students will be assessed on their overall attendance and performance during the practicum.

RESEARCH STUDY (SPF08) 2 points

The hours for this subject of two terms' duration are to be negotiated between the lecturer and the students, each of whom will work under the supervision of a staff member.

Prerequisite: Nil.

Syllabus Students are required to undertake one of the following approaches: 1. Original Research This would involve an investigation that conformed to research procedures and methodology. It would be advisable to enrol for Analysis of Research Design 566 Subject Descriptions

concurrently with this study. It is anticipated that only a few students with demonstrated capacity to undertake such a study would be allowed to take this option. A written report is required. 2. Independent Reading Project There will be a reading list compiled for each major area of study. Students will be asked to select, read and discuss a set number of these texts. A written paper, comparing and contrasting the materials, will be required. 3. Action-oriented Investigation While not intended to require as many research skills as the first option, this investigation requires the student to carefully monitor and measure changes in behaviours, attitudes and/or performances which result from manipulating educational variables.

Books There are no specific books recommended.

Assessment In each of the above options, a written report of 2,500 words, meeting the specific requirements of the supervisors and conforming to a stipulated format, is required.

EXTENDED RESEARCH STUDY (SPF09) 4 points

See subject description above, but note that the assessment requirement includes a written report of 5,000 words.

ANALYSIS OF RESEARCH DESIGN (SPF10) 2 points

A subject of two hours lecture time a week for two terms.

Special Requirement Attendance at workshop sessions is compulsory. Prerequisite: Nil.

Syllabus Literature review techniques; hypothesis formulation — the emphasis will be upon making hypotheses operational; sampling techniques — all techniques will be reviewed but stage sampling will be evaluated as a solution to the many problems faced in educational sampling; measuring instrument validity; data collection.

Books Kerlinger, F N Foundations of Behavioural Research London: Holt, Rinehart & Winston 1969 Nisbet, J D & Entwhistle, N Educational Research in Act London: Univ of Lond Press 1972

Assessment At the end of Term 2, a detailed outline of the research design to be carried out in Term 3 is requested. A written paper outlining the results and findings of the research, and a critical evaluation of the strengths and weakness of the design is required at the end of Term 3. Nota: This subject will not be offered in 1979. Graduate Diploma in Special Education 567

ART AND THE EXCEPTIONAL CHILD (Advanced) (SPF11) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Each student should have had previous experience teaching art and craft in mainstream or special school settings. Alternatively, each student should have had personal experience in any of the arts or crafts. This must be verified before entry.

Syllabus Weekly involvement in activities and experiences promoting the development of sensitivity and awareness, creative drama, creative movement, creative music-making, mime, art therapy, drama and movement therapy, play therapy, music therapy, philosophical aspects of arts including creativity, artistic and perceptual awareness, communication and language development, the developmental stages in art, art expression of exceptional children.

Assessment 1. The first requirement involves the design of a proposed teaching course in one of the areas of the expressive arts or crafts listed above. This will entail the design of aims and objectives in the chosen area and the detailing of a development approach to the teaching of that area. The needs of exceptional children must be considered in planning. These courses will be compiled to make a comprehensive teaching guide in the arts and crafts for exceptional children. 2. The second requirement involves collecting a folio of children's art work. (a) A mounted folio of two dimensional art work created by an exceptional child. The choice of an emotionally/behaviourally disturbed or handicapped child is necessary. Each example must be labelled, indicating — age, sex, particular handicap or exceptionality, particular behavioural/emotional aberrations exhibited and a diagnostic interpretation of the child's art work. (b) A mounted folio of two dimensional examples of children's art, indicating clearly the developmental stages in child art. Each example must be labelled clearly, showing — age, sex, and appropriate description of the work and stage of development.

ART AND THE EXCEPTIONAL CHILD (Basic) (SPF12) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus A study of artistic awareness and creativity; developmental stages in child art; artistic expression of exceptional and normal children; the situation in Victorian Special Schools; developing programs in expressive arts and crafts education for exceptional children. Practical sessions covering such areas as: painting, drawing, printmaking, modelling, pottery, woodwork, metalwork, leatherwork, thread and textile craft, film making, and photography.

Assessment 1. The collection of a folio of children's art work, consisting of (a) developmental stages in child art, and (b) the work of an exceptional child or children, indicating particularly, handicaps/exceptionality. 2. A program for a teaching course (for exceptional children) in one chosen area of expressive arts and crafts. 568 Subject Descriptions

ASSESSMENT AND REMEDIATION OF LANGUAGE DISORDERS IN SCHOOL CHILDREN AND ADOLESCENTS (SPF13) 2 points

A subject of two hours lecture time a week for two terms.

Syllabus Overview of learning disabilities, theories of language acquisition and implications of cognitive theories (Piaget, Guilford, etc.) for the assessment of language disorders; central processing deficits; interfacing language processing and production problems with reading and mathematics deficits; attention, perception, memory, as they relate to language learning, disorders and assessment. Methods of assessment studied will include such standardised and informal testing in language as: Illinois Test of Psycholinguistic Abilities, Detroit Tests of Learning Aptitude, Northwestern Screening Test, Berko Test of English Morphology, Meecham Verbal Learning Scale, Minnesota Test for Differential Diagnosis of Aphasia, Developmental Sentence Analysis, Language Abilities Guide, Goldman-Fristoe- Woodcock Test of Auditory Discrimination, Utah Test of Listening Skills, Wepman Test of Auditory Discrimination, Miscue Analysis of Reading, together with relevant reporting formats. Relations between assessment and remediation; review of intervention strategies for remediation of difficulties in perceptual, linguistic, and cognitive processing; and language production. Principles and methods of remediation; relationships of development of social perception to language development. Language content in intelligence tests; relevant diagnostic/training systems studied will include such programs as: Distar, Peabody, Roesner Perceptual Curriculum, components in relevant reading schemes.

Books Preliminary Reading: Myklebust, H R & Johnson, D J (eds) Learning Disabilities: Educational Principles and Practices New York: Grune & Stratton 1967 Wiig, E & Semel, E Language Disabilities in School Children and Adolescents Columbus: Merrill 1976 Tarnopol, L & Tarnopol, M Brain Functioning and Learning Disabilities Baltimore: University Park Press 1977 Detroit Test of Learning Aptitude Reference: Berry, M F Language Disorders of Children: The Bases and Diagnoses Englewood Cliffs (NJ): Prentice-Hall 1969 Goodglass, H & Kaplan, E The Assessment of Aphasia and Related Disorders Philadelphia: Lea & Febiger 1972 Lee, L L Northwestern Syntax Screening Test Evanston: Northwestern 1969 Lee, L L et al Interactive Language Development Teaching Evanston: Northwestern 1975 Luria, A R The Working Brain New York: Basic Books 1971

Assessment Assessment is based on examinations on reading, lectures and discussion, a tutorial paper, administration and interpretation of at least one language test, written report on a child tested, and Miscue Analysis of one child's reading.

BEHAVIOUR MODIFICATION IN SPECIAL EDUCATION (SPF14) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil. Graduate Diploma in Special Education 569

Syllabus Areas covered in the subject include: Learning 'as in teaching'; reinforcement; punishment; shaping; extinction; managing an individual's behaviour; general classroom management; application of the above principles in (a) behavioural approaches to mental retardation, (b) to anti-social behaviour, (c) to school and mild conduct problems, and (d) to psychotic behaviour; training behaviour therapists; and ethics of behaviour modification.

Books Reference: Bandura, A Principles of Behaviour Modification Chicago: Holt. Rinehart & Winston 1969 • Becker W et al Teaching: A Course in Applied Psychology Chicago: SRA 1971 Buckley, N K & Walker, H M Modifying Classroom Behaviour Champaign (Ill): Research Press 1970 Wenrich, W A Primer of Behaviour Modification Belmont (Calif): Brooks-Cole 1970

Assessment Assessment will be criterion-referenced, with each criterion met enabling the student to proceed to the next area of study. The minimum criteria set must be met, and it is realised Ma different students will take different amounts of time and effort to meet these criteria.

CHILDHOOD APHASIA (SPF15) 2 points

A subject of two hours lecture time a week for two terms.

Special Requirement See concurrent requisites on page 549. Prerequisite: Nil.

Syllabus Term 2: Definitions, classifications, and behavioural characteristics in childhood aphasia; developmental aphasia as it relates to perceptual, linguistic, and cognitive processing; interfacing visual processing and language deficits; effects of language deficits on learning potential and psychosocial adjustment. Term 3: Assessment of language processing and production abilities in aphasic children, including vocabulary, morphology, syntax, gestural encoding, naming, sentence formulation, etc, assessment of non-verbal abilities; review of interventional strategies; developmental sentence scoring; formal and informal tests reviewed.

Books Preliminary Reading: Term 3 Lee, L Let al Interactive Language Development Teaching Evanston: Northwestern Univ Press 1975 Reference: Goodglass, H & Berko, J 'Aggramatism and Inflectional Morphology in English' Journal of Speech and Hearing Research vol 3 1960 pp 257-267 Manyuk, P & Looney, P L 'A Problem of Language Disorders: Length vs Structure' Journal of Speech and Hearing Research vol 15 1972 pp 264-279

Assessment Assessment is based on examinations each term on texts, lectures and discussions — there will be some 'take-home' examinations in Term 2; on class participation; and on test administration and interpretation of a language test or tests to be determined by needs in relation to other offerings. 570 Subject Descriptions

COMPARATIVE APPROACHES TO TEACHING READING (SPF16) 2 points

A subject of two hours lecture time a week for two terms.

Special Requirement See concurrent requisites on page 549.

Syllabus Review of the reading process. Examination of the rationale and technique of the following reading approaches: phonemic and linguistic; language experience or organic reading with special reference to the work of Sylvia Ashton-Warner and Roach Van Allen; the methods of Maria Montessori; programmed reading, including computer programmed instruction; individualised interest-based reading. Examination of important research in these areas. Application of the above approaches in the remediation of reading problems in primary and secondary age children in such areas as decoding, comprehension, study skills and written expression.

Books Reference: Aukerman, R Approaches to Beginning Reading New York: Wiley 1971 Hall, M Teaching Reading as a Long Range Experience Columbus: Merrill 1971 Hart, J A & Richardson, J A Books for the Retarded Reader Melbourne: ACER 1970 Montessori, M The Absorbent Mind Adelaide: Penguin 1972 Stauffer, R The Language Experience Approach to the Teaching of Reading New York: Harper & Row 1971

Assessment Assessment is based on a written assignment of approximately 2,000 words and an oral presentation to the group. One of these items is to be presented during Term 2 and the other during Term 3.

THE CULTURALLY DIFFERENT CHILD AND THE TEACHER (SPF17) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus The topics to be covered are: Term 2: Theories of migration, and migration to Australia; culturally different children at school in Victoria; the nature of culture; culture, thought and language; culture, perception, cognition and intelligence; culture, personality and behaviour; culture and paralinguistic features; enculturation, socialisation and ethnicity. Term 3: Ethnicity in the classroom; contrastive analysis in language teaching; various classroom approaches to teaching English as a second language; testing of culturally different children; language across the curriculum; relevance in the curriculum; bilingualism; educational organisation in a multicultural society.

Books Reference: Berry, J W & Dasen, P R lads) Culture and Cognition: readings in cross-cultural psychology London: Methuen 1974 Kovacs, M L & Cropley, A J Immigrants and Society: Alienation and Assimilation Sydney: McGraw-Hill 1975 Graduate Diploma in Special Education 571

Assessment At the end of Term 2 there will be a two and a half hour examination (multiple choice and essay-type questions) on the work during the term, and at the end of Term 3 a 2,500-3,500 word essay on the work during Term 3, the subject to be selected by the student.

DRAMA AND THE HANDICAPPED CHILD (SPF18) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus The objectives of the subject will be explored firstly at the teacher's own level and secondly in relation to children in both primary and special schools. Participation in practical drama activities at the teacher's own level will precede any work undertaken with children. In this way it is hoped that the approaches to drama explored by the members of the elective will be constantly related, adapted and applied to a classroom situation.

Books Reference: Russell, J Creative Drama in the Primary School London: Macdonald & Evans 1965

Assessment As there is no written assignment required for this elective, students must accept the demand for regular practical work and attendance. In addition they will be expected to assume some responsibility for planning, initiating and developing drama activities with children in both primary and special schools.

EARLY CHILD DEVELOPMENT AND EDUCATION (SPF19) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus Overview of normal child development — birth to one year and one to three years. Overview of exceptional infant: Areas of exceptionality motor, sensory, communication, cognitive and social/emotional. Introduction to assessment procedures — formal, and informal. Early intervention — rationale of early intervention; related research; techniques of early intervention; motor development, sensory development, development of communication skills, cognitive development, and social/emotional development. Examination of educational models — centre-based, and home-based. Issues in early intervention — attachment, bonding and separation; the effect of the infant on the care-taker; teaching strategies and parent-child interactions; and at-risk infants and prediction of long range outcomes resulting from early intervention.

Books No specific reference book is recommended.

Assessment A pass is required on all assignments. In addition, the following are required — a weekly log (tiny term's duration on a normal infant), a reaction paper to two related research papers, and an independent study. There will be a final examination based on readings and lectures. 572 Subject Descriptions

EDUCATION OF THE MENTALLY RETARDED CHILD (SPF20) 2 points

A subject of two hours lecture time a week for two terms.

Syllabus Model of the intellectually retarded child as an information processing unit, with deficits in various areas: (a) sensory input and integration systems (b) reasoning, cognitive processing system (c) retrieval and memory processes (d) development of intent, need and volitional processes (e) effector system (f) muscular-skeletal system; development of gross, fine motor. Characteristics of deficits in each system, and effects on overt behaviour. Relevance of this model to the design of curriculum activities for the mentally retarded. Various learning characteristics of institutionalised and non-institutionalised mentally retarded children. Realistic goals for the education of the mentally retarded. Relevant assessment procedures: (a) factors involved in assessment (b) relevance of administration or interpretation of scores (c1 psychological basis of the scales. Various classification systems, based on IQ, causality, educability and overt behaviour. Relevance of behaviour modification principles to the education of the mentally retarded. Relevance of developmental theories of cognitive processes to understanding the reasoning of the mentally retarded, and application in constructing learning experience. Relevance of 'defect' or 'difference' theories of cognitive processes for the mentally retarded and implications for curriculum design. Perceptual-motor training programs for the mentally retarded. Language acquisition, the designing of learning experiences to promote language development among the mentally retarded: (a) cognitive psycholinguistic approach (b) operant conditioning approach. Training in social independence skills. The contribution of the following to educational programs: (a) music activities and music therapy (b) art/drama/movement therapy (c) play therapy.

Practical Experience Each student will work, under supervision, on a regular basis with an institutionalised mentally retarded child, attempting to plan learning experiences for the child. Each student will visit a number of institutions including day training centres, places with institutionalised educational programs for the severely and profoundly retarded, etc.

Books Reference: Blackman, G J & Silberman, A Modification of Child and Adolescent Behaviour Belmont (Calif): Wadsworth 1971 Blaker, K Teaching the Retarded Englewood Cliffs: Prentice-Hall 1974 Borkowski, J G & Nanschura, P 'Mediational Processes in the Retarded' International Review of Research in Mental Deficiency vol 1 1974 pp 1-34 Conner, F P & Talbot, M E An Experimental Curriculum for Young Mentally Retarded Children New York: Teachers' College Press 1970 Kephart, N C The Slow Learner in the Classroom Columbus: Merrill 1971 Payne, .1 S et al Strategies for Teaching the Mentally Retarded Columbus: Merrill 1977 Graduate Diploma in Special Education 573

Walker, J W & Roodin, P A 'Linguistic Performance and Memory Deficits in Retarded Children' American Journal of Mental Deficiency vol 79 no 5 1975 pp 542-552

Assessment Assessment is based on the list of objectives for the subject. Each student will be expected to demonstrate adequate mastery of each objective. Assessment will be criterion-referenced. Mastery of each objective will be assessed by requiring the student to: (a) apply the content involved in each objective to his/her 'retarded pupil', followed by submission of a written report of this finding; (b) discuss the theoretical issues involved in objectives in either a written report or a 'short answer supply' test for each objective.

EDUCATION OF THE PHYSICALLY HANDICAPPED CHILD (SPF21) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus A study of specific physical handicaps and associated social, emotional and learning difficulties confronting the child; and a study of educational and social services available to the child and his/her family in a supportive and habilitative capacity. Outline of areas covered: handicaps encountered in schools for physically handicapped — spina bifida, cerebral palsy, muscular dystrophy, congenital deformities of the limbs, post-accident cases; children with multiple handicaps; specialist services available within the schools, e.g. speech therapy, occupational therapy and physiotherapy; emotional and behavioural difficulties; social adjustment and alternatives to special school placement.

Books Reference: Anderson, E M The Disabled School Child London: Methuen 1973 Anderson, E M & Spain, B The Child with Spina Bifida London: Methuen 1973 Brereton, Le Gay B Cerebral Palsy: Learning Ability and Behaviour Sydney: Spastic Centre of NSW 1972 Oswin, M Behaviour Problems among Children with Cerebral Palsy Briston: Wright-John 1967

Assessment There will be two assessments, one in each term. Each submission will be an extended study of a topic chosen in consultation with staff.

FAMILY AND SOCIAL FORCES INFLUENCING CHILDREN'S BEHAVIOUR (SPF22) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus Social class. Social class effects on children's language performance and family background. An examination of specific measures of language and intelligence. Family structure — patterns of parent/parent and parent/child interaction. Influence of siblings, ordinal position. The peer group — self concept: (a) achievement motivation 574 Subject Descriptions

(b) theories of interaction, popularity and role-modelling (c) sociometric surveys. The influence of television. Family location as it affects patterns of family interaction. Ethnic groups — the migrant family, and prejudice. Group influences on children's behaviour: (a) group structure — competition (b) types of group leadership. Personality assessment: (a) anxiety (b) sex-role behaviour. Maternal deprivation. Effectiveness of various teaching techniques: (a) composition (b) level of aspiration (c) memory distortion. Motivation. Parent Counselling. The 'delinquent' child.

Books Reference: Broom, L, Lancaster Jones, F & Zubrzucki, J 'Social Stratification in Australia' in Jackson, J A (ed) Social Class London: CUP 1970 Hunt, F J (ed) Socialisation in Australia Melbourne: Angus & Robertson 1972 Medinnus, G R & Johnson, R C Child and Adolescent Psychology New York: Wiley 1969 Smart, M S & Smart, R C Children — Development and Relationships London: Collier-Macmillan 1969 Wall, W D, Schonell, F J & Olsen, W C Failure in School Hamburg: UNESCO 1962

Assessment There will be four major assignments — a practical exercise (remedial teaching), a practical exercise arising from a specific teaching session, a short paper related to a course topic and a written submission on a set topic. A pass is required in all four assignments.

CONSUMER EDUCATION CURRICULUM DEVELOPMENT (SPF23) 2 points

A subject of one hour lecture time a week for two terms.

CONSUMER EDUCATION Prerequisite: Nil.

Syllabus Critical analysis of the additional problems faced by the handicapped consumer in modern Western society. Aspects covered include: selling techniques, advertising, finance, government bodies established for the consumers' benefit and consideration of the Consumer Affairs Bureau.

Assessment Students undertake a practical consumer education exercise which is then presented to the group.

CURRICULUM DEVELOPMENT Graduate Diploma in Special Education 575

Syllabus Types of factors to be considered are: appropriate goals and objectives, the nature of the child, relevant learning theory, suitable learning experiences to help achieve the goals, resources, and appropriate evaluation techniques.

Asses/wont Assessment is based on longitudinal study (of two terms' duration) of a young child's development in the acquisition of self-help skills, and the preparation of a program appropriate to a pre-defined area of need.

FOOD STUDY AND HEALTH EDUCATION (SPF24) 2 points

A subject of three hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus A study of nutritional needs, basic food groups, and the digestive system, and basic methods of food preparation appropriate to the needs of students in special education settings, with emphasis on whole food cookery. Techniques involved are basic food groups including: simple meat, vegetable and fruit preparation; peste, dough and cake-making techniques; and hygiénic food-handling techniques. Purchase and storage of food; extension of skills in food preparation: menu planning for adequate nutrition, variety of colour, texture and flavour and presentation, and development of an awareness of time in relation to tasks to be completed.

Assessment (a) 'Getting Started in Nutrition' — an introductory unit in nutrition education. Student to define age range, ability level of pupil, and setting. (May be in mainstream or special education.) (b) Satisfactory completion of practical and theoretical exercises. (c) A nutrition assignment of 1,500 words.

GIFTEDNESS (SPF25) 2 points

A subject of two hours lecture time a week for two terms.

Special Requirement See concurrent requisites on page 549.

Syllabus An investigation of the literature available on giftedness to cover the following issues: identification of the gifted, curriculum planning for the gifted, other major educational approaches to the education of the gifted, and political and sociological concerns of education for the gifted. Practical involvement in schools, working with 'clever' children who may or may not have already been involved in a continuing program from the previous year.

Books Reference: Dunn, L M (ed) Exceptional children in the Schools 2nd edn New York: Holt, Rinehart & Winston 1973 ch 3 Pringle, M L K Able Misfits - the educational behaviour difficulties of intelligent children London: Longman 1970 Tempest, N R Teaching Clever children, 7-11 London: Routledge & Kegan Paul 1974

Assessment Assessment will take the form of one seminar paper of approximately 2,500 words on 576 Subject Descriptions

one of the major aspects of the literature in this area (Term 2 requirement) and practical involvement in a school-based program as well as an evaluation report, of approximately 1,500 words, of this experience (Term 3 requirement/.

HUMAN GENETICS (SPF26) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus This subject will consist of a lecture/practical program of two hours a week during Term 2. Excursions will be conducted to Cytogenetics and genetic screening clinics and to institutions. Sessions will relate to the following areas: the probability laws in human inheritance: the physical basis of heredity — meiosis and mitosis, and the gene concept; x-linkage; sex determination and chromosome aberrations, and mongolism; inborn errors of metabolism, and PKU; the genetics of continuous variation and genetics of intelligence; elementary population genetics; the literature of human genetics.

Books Carter, C O Human Heredity revised edn Harmondsworth: Penguin 1970 Levitan, M & Montagu, A Textbook of Human Genetics 3rd edn San Francisco: Freeman 1973 Stern, C Principles of Human Genetics 3rd edn San Francisco: Freeman 1973 Thompson, J S & Thompson, M W Genetics in Medicine Philadelphia: Saunders 1973

Assessment Assessment will be based on the presentation of a review or paper of about 2,000 words on an aspect of human genetics, and on a satisfactory standard in an objective test of knowledge of genetic terminology.

HUMAN SEXUALITY (SPF27) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus Sexuality and the life cycle; male and female anatomy; homosexuality; heterosexuality; masturbation; characteristics of male and female sexual responses; premarital sexual standards; sexual encounters between adults and children; concerns of parents and sex education; the sex education and moral values; abortion; family planning and contraception; sex education and the mentally retarded, physically disabled, and sexually disadvantaged.

Journals and Articles Full details of this reading list will be available at the commencement of the subject. Carrira, M A Training the Sex Educator: Guidelines for Teacher Training Institutions Gadpaille, W J Parent-School Cooperation in Sex Education — How can the Professional Help? Gagnon, J H & Williams, S Sexual Encounters Between Adults and Children Hoyman, H S Should We Teach Sexual Ethics in our Schools? Kirkendall, L & Rubin, l Sexuality and the Life Cycle Sex Information and Education Council of the USA 'SIECUS Publications nos 1-5' Southard, H The Revolution in Sex Education: What Schools Can Do

Assessment Assessment is based on participation in at least 80 per cent of classes, and each student is Graduate Diploma in special Education 577

required to design a human sexuality and sex education program suitable for implementation in a particular special education setting — physical disability, intellectual handicap, social disadvantage, deaf and blind.

INDEPENDENT STUDY (SPF28) 2 points

The hours of this subject of two terms' duration are to be negotiated between the lecturer and the student. Prerequisite: Nil.

Syllabus This subject is intended to provide an opportunity for the teacher to make an in-depth investigation of an area of his/her particular interest which is not being covered in any other intensive study group. The requirements are: (a) to make a brief proposal of the area to be studied (b) examine the literature and other resources (c) consider methods of investigation (d) evaluate and/or submit a presentation.

Books No specific books are recommended.

Assessment Assessment procedures will be arranged between staff and students.

MENTAL RETARDATION (SPF30) 2 points

A subject of two hours lecture time a week for two terms.

Special Requirement See concurrent requisites on page 549.

Syllabus This subject examines the identification and etiology, and the intellectual, social and emotional development of the mentally retarded. Recent developments in education and other disciplines related to mental retardation and their implications will be discussed.

Books Reference: Jordan, T E The Mentally Retarded Columbus: Merrill 1972 Kauffman, J M & Payne, J S Mental Retardation: Introduction and Persona/ Perspectives Columbus: Merrill 1975

Assessment Assessment is based on class participation, a presentation of a paper for class discussion, and on a term paper and multiple-choice test.

METHODS AND MATERIALS FOR TEACHING READING AND LANGUAGE SKILLS (SPF31) 2 points

A subject of two hours lecture time a week for two terms.

Special Requirement See concurrent requisites on page 549. 578 Subject Descriptions

Syllabus A study of the nature and methods of reading development in the following areas: reading readiness, sight vocabulary, word attack skills, comprehension, study skills, and written expression. A study of some appropriate methods of class room organisation. Critical examination of appropriate reading and language development schemes such as those based on graded readers and workbooks, various phonic approaches, language experience approaches and interest-based reading; examination of supplementary aids and games. Workshop for instruction and practice in making teaching materials.

Books Reference: Burmeister, L E Reading Strategies for Secondary Teachers Reading (Mass): Addison-Wesley 1974 Clay, M Reading, the Patterning of Complex Behaviour Melbourne: Primary Education 1975 Drummond, D & Wignell, E Reading: A source book for teachers Melbourne: Primary Education 1975 Lorton, M B Workjobs Belmont (Calif): Addison-Wesley 1972 Spache, G The Teaching of Reading Bloomington (Ohio): Phi Delta Kappa 1972

Assessment Term 2: An examination paper on the areas covered in the first paragraph of the syllabus. Term 3: Preparation of a specific program for developing skills on one area, or completion of a group of games and teaching aids.

MOTOR-SENSORY DEVELOPMENT (SPF32) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus An overview of motor-sensory theories will be discussed, i.e. Frostig, Doman-Delacato, and Kephart. There will be an opportunity to specialise in areas for the handicapped, e.g. motor-sensory programs for the mentally handicapped, physically handicapped, areas of specific learning difficulties, and/or the multiple handicapped. Students undertaking the Learning Difficulties strand will be expected to become familiar with the telebinocular.

Books Doman, G What to Do about your Brain-injured Child New York: Doubleday 1974 Divoky, D & Schrag, P The Myth of the Hyperactive Child New York: Dell 1975 Gessell, A The First Five Years of Life London: Methuen 1950

Assessment Assessment is based on attendance and active participation in at least 80 per cent of classes each term, a book review of any book relating to motor-sensory programming, designing a motor-sensory program for a child or a group of children within a handicapped setting. Students undertaking the Learning Difficulties strand will test at least 50 children (having learning difficulties) with varied tests using the telebinocular.

ORGANISATIONAL PROCEDURES FOR SPECIAL SETTINGS (SPF33) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil. Graduate Diploma in Special Education 579

Syllabus Organisational procedures for educational change. Organisational procedures related to specific objectives and settings, such as: (a) remedial centres (b) migrant education centres (c) resource centres (e.g. SEU) (d) classrooms and schools (e) clinical settings (f) special schools (g) teacher training institutions. Task analysis of the reading, mathematics and language processes. Formulation of educational objectives. Curriculum planning. Organisational procedures related to teaching practice. Behavioural and educational problems: a systematic plan of action.

Books Reference: Dreckurs, R et al Maintaining Sanity in the Classroom: Illustrated Teaching Techniques New York: Harper & Row 1971 Drummond, D & Wignell, E Edna Reading: A Source Book for Teachers Melbourne: Primary Education 1975 Hammil, D D & Wiederhalt, J L The Resource Room: Rationale and Implementation New York: Grune & Stratton 1972 Valett, R E The Remediation of Learning Disabilities: A Handbook of Psychoeducational Resource Programs latest edn Belmont (Calif): Fearon

PARENT COUNSELLING (SPF34) 2 points

A subject of two hours lecture time a week for two terms.

Prerequisite: Nil.

Syllabus The following aspects of the parent-teacher relationship will be examined concurrently: 1. The Counselling Role of the Teacher: The purpose and nature of the parent-teacher relationship and the attitudes and emotions that are the materials of the interaction; the types of parents seeking help; the blocks that occur in people's normal problem-solving ability; the questions parents ask; crisis counselling; institutional and genetic counselling; using transactional analysis; planning sessions with parents, group and individual counselling; listening and talking skills; changing attitudes. 2. Specific Help: Some of the specific problems faced by parents of a handicapped child will be discussed and students will critically examine community resources, materials, toys, books, etc., with the aim of having this information available for parents.

Books Reference: Bennett, D N Parents Should Be Heard Melbourne: Hutchinson 1972 Hewitt, S The Family and the Handicapped Child London: Allen & Unwin 1970 Noland, R Counselling Parents of the Emotionally Disturbed Child Springfield: Thomas 1972 Scott, H The Parent as Teacher London: Univ of London Press 1972

Assessment Assessment is based on presentation of a class paper for discussion, group research on resources and services available for parents of handicapped children, and on a written assignment of 2,000-3,000 words to be handed in on completion of the course. 580 Subject Descriptions

PSYCHOLINGUISTICS (SPF35) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus Brief outline: The method of analysing and describing the elements and structure of language; the relationship between concrete and abstract, surface and underlying features of language; relationship of spoken to written language, especially to reading and writing; language acquisition and possible influences on intellectual and educational attainment.

Books Reference: Bertstein, B Cass Codes and Control vols 1 & 2 London: Routledge & Kegan Paul 1971 Brown, R A First Language London: Allen & Unwin 1973 Cazden, C B Child Language and Education New York: Holt, Rinehart & Winston 1972 Langacker, R W Language and its Structure New York: Harcourt Brace & World 1968 Menyuk, P The Acquisition and Development of Language Englewood Cliffs: Prentice-Hall 1971

Assessment Content of the subject will lend itself to a scheme of assessment requiring several small-scale assignments rather than one large-scale piece of work. It is therefore proposed that an assignment be set every three weeks giving a total of six assignments altogether for the subject.

PSYCHOMETRICS (SPF36) 2 points

A subject of two hours lecture time a week for two terms.

Special Requirement See concurrent requisites on page 549.

Syllabus Individual clinical assessment: problems, misconceptions, validity and reliability, subjectivity, objectivity, subject-examiner interaction and reporting. Test studies in intelligence, language, education, personality, social competence and specific disabilities.

Books Reference: Gathercole, C E Assessment in Clinical Psychology Harmondsworth: Penguin 1974 Naylor, F D Personality and Educational Achievement London: Wiley 1972 Savage, R D Psychometric Assessment of the Individual Child Harmondsworth: Penguin 1968

Assessment Assessment will be based on the student's ability to administer, under observation, two ITPAs, and on demonstrated competency in administration and understanding of the information from the two ITPAs. Note: This subject will not be offered in 1979.

PSYCHOTHERAPY (SPF37) 2 points

A subject of two hours lecture time a week for two terms.

Prerequisite: Nil. Graduate Diploma in Special Education 581

Syllabus Transactional analysis as one method of psychotherapy will be taught either by group participation or through lecture-discussion classes. A critical comparison of transactional analysis and other therapies dealing with anxiety, emotional maladjustment, and personality development will be undertaken.

Books Berne, E Games People Play New York: Grove Press 1964 Ernst, F Games Students Play Milbrae (Calif): Celestial Arts 1972 Harris, T I'm OK — You're OK New York: Harper & Row 1969 James, J & Jongeward, D Born to Win Reading (Mass): Addison-Wesley 1971 McCormick, P & Campos, L Introduce Yourself to Transactional Analysis T A Publications 1971 Putney, S & Putney, G J The Adjusted American New York: Harper & Row 1972

Assessment Individual contracts will be established at the beginning of the term.

REMEDIAL MATHEMATICS EDUCATION (SPF38) 2 points A subject of two hours lecture time a week for two terms.

Prerequisite: Nil.

Syllabus Nature and structure of mathematics as a discipline. Purpose in teaching mathematics skills: (a) criterion of social independence (b) levels at which mathematical problems can be solved. Characteristic mathematics learning patterns of learning-disabled and slow learners in mathematics. Models of the pupil as an information processing unit: (a) factors related to deficiencies in input (b) factors affecting processing of information — Piaget. The roles of language and reading in mathematics learning. Diagnosis of (a) concept attainment in mathematics, and (b) processing ability relevant to mathematics. Various types of mathematics tests available. Task analysis of particular mathematical goals. Model of remediation program — three aspects: (a) content to be mastered (b) level of mastery — application of taxonomy of educational objectives to mathematic (c) types of learning involved. Concrete experiences in mathematics — relevance to failure in mathematics. Application of above content to planning learning experiences, and designing curriculum units for low achievers in mathematics in several content areas, including the four processes for whole numbers, fractions and decimals, graphical representation and measurement, spatial relations, ordinal numbers and probability. Comparison of several curricula appropriate to low achievers in mathematics, including Nuffield Mathematics course, Do way, SRA Mathematics Learning System. Dyscalculia — relation between mathematical performance and particular aspects of brain dysfunction.

Books Reference: Copeland, R Diagnostic and Learning Activities in Mathematics for Children London: Macmillan 1973 McNally, D N Piaget Education and Teaching Sydney: Angus & Robertson 1973 Peterson, D Functional Mathematics for the Mentally Retarded Columbus: Merrill 1973 582 Subject Descriptions

Assessment Students will be expected to demonstrate mastery of all objectives. Assessment will be criterion-referenced, and will take the following forms: A short written report or short answer supply test evaluating theoretical issues. A prolonged report in which the student will apply the strategies discussed in lectures to a particular low achiever in mathematics. The report will describe the strategies used by the student and his/her evaluation of their success.

SOCIAL DISADVANTAGE (SPF41) 2 points

A subject of two hours lecture time a week for two terms.

Syllabus Each student may select one of the topics listed below (or propose an alternative) and lead a seminar on that topic during Terms 2 and 3 by: (a) studying its relationship to other social problems (b) assessing the appropriateness of private, voluntary, local, State and Federal provisions for managing the problem (c) assessing the implications of the problem for schools (d) proposing preventative and remedial strategies for the problem. Suggested topics: Social control and citizens' rights Police and courts Delinquency Correctional institutions and alternatives Poverty Drugs of addiction Mental health Housing The family Social class Bureaucracy.

Books Reference: Becker, H S Outsiders New York: Free Press 1966 Kahn, A J Planning Community Services for Children in Trouble New York: Columbia Univ Press 1963 Tyler, W The Sociology of Educational Inequality London: Methuen 1977 Street, D, Vinter, R D & Perrow, C Organisation for Treatment New York: Free Press 1966 Victorian Council of Social Service Directory of Social Services 6th edn Melbourne: VCOSS 1972

Assessment Students will prepare a brief and concise summary statement of their work at the end of each term, demonstrating their ability to conceptualise the key issues and propose preventative and remedial strategies with special emphasis on the role of the school in prevention and remediation. Full-time students may be required to present class papers for discussion during term, and external students will be set assignments covering the background material handled in class.

SOCIAL WORK IN EDUCATION (SPF42) 2 points

A subject of two hours lecture time a week for two terms.

Syllabus Social casework: Theoretical models, interview techniques and a case study. Graduate Diploma in Special Education 583

Social group work: Theoretical models, the teacher and group processes, and the role of the therapist in treatment groups. Community organisation: Social work principles applied to the community as client.

Books Garrett, A Interviewing — its Principles and Methods New York: Family Services Association of America 1972 Robertson, R W & Nee, R H Theories in Social Casework Chicago: Univ of Chicago Press 1970 Schmuck, R A & Schmuck, P A Group Processes in the Classroom Dubuque: Brown 1971 Trecker, H B Social Group Work New York: Association Press 1970

Assessment During Term 2 students will complete and critically evaluate an interview and in Term 3 each student will form a contract with the lecturer.

SOCIALISATION, EMPLOYMENT AND INDEPENDENT LIVING OF THE HANDICAPPED (SPF43) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus The study will concentrate on issues surrounding the better absorption of handicapped adolescents and adults into the community as contributing independent beings. The issues facing the mentally retarded and physically handicapped may merit greater consideration. In general, this study will hope to encompass the needs pertaining to adolescents in day training centres and in Victorian special schools for the mentally retarded and physically handicapped. Consideration will be given to the visually impaired, hearing impaired and socially disadvantaged person. The directions which this study will take are dependent upon the interests and motivation of the group members. Students are expected to become aware of both local and overseas developments in philosophy and implementation in this area.

Books Reference: Farber, B Mental Retardation: Its Social Context and Consequences Boston: Houghton Mifflin 1968 Gunzburg, H C Social Competence and Mental Handicap Baltimore: Williams & Wilkins 1973 Warner, F & Thrapp, R (eds) Readings in Controversial Issues in the Education of the Mentally Retarded New York: MSS Information Corp 1972 Wolfensberger, W & Kugel, R B lads) Changing Patterns in Residential Services for the Mentally Retarded Washington (DC): President's Committee on Mental Retardation 1969

Assessment Each student will be required to select a topic of personal interest for investigation and presentation to the group as a seminar paper. A point form summary of the main content of the paper must be distributed to each group member on the day of presentation. The written paper, in essay form, must be submitted following the seminar presentation. In addition, each student will be required to select, investigate and evaluate any agency, body, service facility or program at a federal, state, local or voluntary level, which is pertinent to the needs of adolescent and adult handicapped persons. 584 Subject Descriptions

SPECIFIC LEARNING DISABILITIES (SPF44) 2 points

A subject of two hours lecture time a week for two terms.

Special Requirement See concurrent requisites on page 549.

Prerequisite: Nil.

Syllabus Visual perception, auditory perception, distinctive feature analysis, memory, central processing, the relationship of language to the reading process. The Illinois Test of Psycholinguistic Abilities, dyslexia, brain damage, minimal brain dysfunction, testing for specific learning disabilities, and the question of hyperactivity as an etiological entity or as a feature of attention.

Books Reference: Bush, W J & Giles, M T Aids to Psycholinguistic Teaching Columbus: Merrill 1969 Gibson, E Principles of Perceptual Learning and Development New York: Appleton-Century-Crofts 1969 Smith, F Understanding Reading New York: Holt, Rinehart & Winston 1973

Assessment Assessment is based on a seminar paper, a child study and report, and on two objective examinations.

Note: This subject will not be offered in 1979.

STUDIES IN INTELLIGENCE (SPF45) 2 points

A subject of two hours lecture time a week for two terms.

Prerequisite: Nil.

Syllabus The subject will involve discussions and practical work related to theoretical background and research in the area of intelligence. It will cover interpretations of the concept of intelligence; measurement of intelligence; effects of heredity on intelligence; intelligence and creativity or divergent thinking; environmental effects — family, social, socio-economic variables; self-concept and intelligence; intelligence and school achievement.

Books Butcher, H J & Lomax, D E (eds) Readings in Human Intelligence Melbourne: Sun 1971 Purkey, W W Self Concept and School Achievement Englewood Cliffs: Prentice-Hall 1970 Rogers, C Freedom to Learn Columbus: Merrill 1969 Vernon, P E Intelligence and Cultural Environment London: Methuen 1968

Assessment Assessment is based on an essay, a class paper, and on a practical assignment. Note: This subject will not be offered in 1979.

TEACHING ENGLISH AS A SECOND LANGUAGE (SPF46) 2 points

A subject of two hours lecture time a week for two terms.

Prerequisite: Nil. Graduate Diploma in Special Education 585

Syllabus The language learning difficulties facing minority and immigrant children who are not native speakers of English. The problems surrounding attempts to carry out appropriate and effective second language teaching as a component of immigrant education programs. Objectives and techniques in second language teaching. Materials and aids for teaching, testing and integrating with the school curriculum. The nature of language and language learning. Some grammatical features of English in contrast with grammatical features of other languages.

Books Reference: Derrick, J Teaching English to Immigrants London: Longman 1966 Finocchiaro, M Teaching English as a Second Language New York: Harper & Row 1969

Assessment The content of the subject will lend itself to a scheme of assessment requiring several small-scale assignments rather than one large-scale piece of work. It is therefore proposed that an assignment be set approximately every four weeks, giving a total of four assignments. The assignments will be based on the major content areas indicated in the syllabus. Topics suggested by individual members of the group will be welcome.

THREADS AND TEXTILES FOR HANDICAPPED PERSONS (SPF47) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus This elective will cover units chosen to facilitate the development of motor-sensory skills. Activities with threads and textiles will include fabric decoration, garment construction, spinning, weaving and macrame.

Books Hasley, H & Youngmark, L Foundations of Weaving Sydney: Reed 1975 Short, E Introducing Macrame London: Batsford 1973

Assessment Assessment is based on the successful completion of three articles from areas including at least two of: traditional or creative embroidery, spinning and weaving, and macrame/ knitting/crochet; the submission of a 'process folio'; and the successful completion of three garments demonstrating the mastery of the necessary skills for garment construction.

THE TEACHER AND HUMAN RELATIONS (SPF48) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus The subject is designed to allow teachers to examine their skills in relating to each other, and to consider the impact of these skills on the teaching situation. Personal attributes such as empathy, honesty, the acceptance of, and the regard for, others and specificity 586 Subject Descriptions

of expression will be examined. The program will focus on the interpersonal dimensions highlighted by G Egan in his book The Skilled Helper. The subject follows closely the exercises as set out in the prescribed text, together with directed reading.

Books Prescribed Text: Egan, G Exercises in Helping Skills: A Training Manual to Accompany The Skilled Helper' Monterey (Calif): Brooks-Cole 1975 Reference: Carkhuff, R R Helping and Human Relationships vols 1 & 2 New York: Holt, Rinehart & Winston 1969 Egan, G Encounter Monterey (Calif): Brooks-Cole 1970 Egan, G Encounter: A Book of Readings Monterey (Calif): Brooks-Cole 1972 Egan, G Face to Face Monterey (Calif): Brooks-Cole 1973

Assessment Assessment is based on an 80 per cent attendance requirement or acceptable alternative involvement, satisfactory completion of weekly assignments and on a videotaped interview situation.

EDUCATING THE EMOTIONALLY DISTURBED CHILD (SPF50) 2 points

A subject of two hours lecture time a week for two terms.

Syllabus The subject will examine various techniques for effective communication between the teacher and the child, several major contributors' ideas for the practical handling of emotionally disturbed children in the classroom, and the role of the teacher as therapist or educator. Theories of emotional disturbance will be considered only when they are relevant to classroom practice. Students will undertake reading in an area of classroom management that is important to them, and representatives from schools for the emotionally handicapped will be invited to speak to the students on their own classroom techniques.

Books Gordon, T & Burch, N TET Teacher Effectiveness Training New York: Dryden 1974 Haring, N G & Phillips, E L Educating Emotionally Disturbed Children New York: McGraw-Hill 1962 Kauffman, J M & Lewis, C D (eds) Teaching Children with Behaviour Disorders: Personal Perspectives Columbus: Merrill 1974

Assessment Seminar papers or a book review will be required for the major assessment. Weekly short tests of factual information presented in previous sessions will be used where appropriate.

NORMATIVE AND DIAGNOSTIC ASSESSMENT AND REMEDIATION OF DIFFICULTIES IN READING (SPF51) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil. Graduate Diploma in Special Education 587

Syllabus Reading readiness: visual and auditory perceptual abilities related to reading; cognitive-linguistic development related to reading. Developmental teaching of reading: basic language skills; sight vocabulary; phonic analysis; structural analysis; comprehension taxonomy; written expression; study skills. Testing: rationale upon which tests of reading are based; analysis and comparison of test items; evaluation of research relating to the validity of specific tests. Examination of specific screening and diagnostic reading and reading-related tests at readiness, primary, and secondary level. Remediation: examination and comparison of selected programs for low achievers in reading. Awereness and assessment of readability levels. Alternative learning strategies for problem readers.

Books ACER Annotated Catalogue of Educational Tests and Materials Melbourne: ACER Audette, R Core Evaluation Manual: Commonwealth of Massachusetts Bedford: Inst for Ed'nal Services 1974 Durkin, D Teaching Them to Read Boston: Allyn & Bacon 1972 Drummond, D & Wignell, E Reading, A Source Book for Teachers Melbourne: Primary Education 1975 Singer, H & Ruddell, R Theoretical Mode/s and Processes in Reading Newark (Del): IRA 1976 Spache, G The Teaching of Reading Bloomington (Ohio): Phi Delta Kappa 1972

Assessment Assessment is based on a diagnostic battery for use in identifying specific reading problems, an instructional program designed for an individual or a group of pupils with low reading achievement, and a two-hour examination.

ASSESSMENT AND REMEDIATION OF DIFFICULTIES IN MATHEMATICS (SPF52) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus This is a practically oriented subject examining how students at both the primary and secondary levels fail in mathematics, and how teachers may assist children with learning in mathematics. Learning in the mathematics context: mathematical concepts, mathematical skills and algorithms, number facts; the 'special' learning model; the factors involved in learning mathematical concepts and algorithms, and implications for low mathematics achievement. Process-based problem solution: types of errors made in problem solution; implications of the model for diagnosis and remediation of inadequate performance; process-based remediation. Assessment in the mathematics context: the relevant abilities in mathematics to be assessed; the purposes of evaluation in mathematics; the structure used in various mathematics tests and the types of information available from each type; recommended structures for the evaluation of various commercial tests available, in terms of their usefulness for diagnosis; tests include Kay-math, Yardstick, Seville, AM, CATIM, TRIM, MAPS, Basic number concept test, Jenkins. Factors involved in the structuring of training experiences for low achievers in mathematics: the identification of the learning needs of low achievers, and the implications for curriculum design; the use of task analysis procedures to analyse mathematics concepts and abilities into various sub-abilities and concepts; the design of learning experiences including the place of models in mathematics curricula, and 588 Subject Descriptions

language abilities involved in mathematics language; the inclusion of 'indirect' learning activities in mathematics learning; types of 'indirect' activities, including various mathematical games, and the place of environmental mathematics experiences. Evaluation of various commercially available curricula in terms of their relevance for low mathematics achievers: criteria for the selection for low achievers, recent approaches to mathematics curriculum development, and evaluation of Nuffield, SRA Mathematics System, Modular Mathematics, IMP Modern Mathematics Achievement, SMP 7-13, & Distar, etc.

Books Reference: Copeland, R Diagnostic and Learning Activities in Mathematics for Children New York: Macmillan 1973 McNally, D W Piaget Education and Teaching Sydney: Angus & Robertson 1973 pp 32-35, 103-122 NCTM Slow Learner in Mathematics (NCTM 35th Year Book) Washington: 1972 Nuffield-CEDO Mathematics — The First Three Years and Mathematics — The Later Three Years Edinburgh: Chambers & John Murray 1970 Peterson, D Functional Mathematics for the Mentally Retarded Columbus: Merrill 1973 Skemp, R R The Psychology of Learning Mathematics Harmondsworth: Penguin 1971 Williams, A Basic Subjects for the Slow Learner London: Methuen 1970

Assessment Assessment is based on evaluation of a selected diagnostic scale, production of a validated curriculum unit in mathematics useful for learning-disabled children, and meeting several specified criteria related to curriculum design.

THEORETICAL BASES OF LEARNING DIFFICULTIES (SPF53) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus The concept of specific learning disorders including a definition, their incidence, characteristics of children with learning disorders, and a brief history of learning disabilities. Probable causes of learning disorders — organic, environmental, and linguistic-based. The major types of learning disorders — disorders of motor activity, disorders of emotionality, perceptual disorders, disorders of symbolisation, disorders of attention and memory. Systems of support for learning disorders including organisational settings, placement, decision-making processes, counselling.

Books Reference: Gearheart, B R Learning Disabilities, Educational Strategies St Louis: Mosby 1973 Hallahan, D P & Cruikshank, W M Psycho-educational Foundations of Learning Disabilities Englewood Cliffs: Prentice-Hall 1973 Myers, P I & Hammill, D D Methods for Learning Disorders 2nd edn New York: Wiley 1976 Navemore, R & Hopper, R Child Language New York: Wiley 1975 Wiig, E H & Semel, E M Language Disabilities in Children and Adolescents Columbus: Merrill 1976

Assessment Term 2: One 3,000 word essay. Term 3: Practical project related to one of the training systems covered in lectures, to be carried out in context of 'school-based teaching experience program'. Graduate Diploma in Special Education 589

EARLY CHILD DEVELOPMENT INTERVENTION PROGRAM (SPF54) 2 points

A subject of two hours a week in a teaching laboratory for two terms.

Concurrent Requisite: Early Child Development and Education (SPF19).

Syllabus Assessments on atypical infants — motor, sensory, communication, cognitive, and social/emotional. Intervention and management techniques. Program development — development of program objectives, selection and organisation of appropriate activities, and evaluation. Infant simulation techniques. Examination of materials to promote infant development. Organisational procedures for special settings. Parent counselling and child management techniques.

Books No specific reference book is recommended.

Assessment A pass on all assignments is required, as are two visits to programs in Victoria providing services to infants, together with reaction papers; assessments of an atypical infant, and development, implementation and evaluation of an educational plan; and an independent research paper or project involving a child within the laboratory. Students will be expected to evaluate other students' performances.

WELFARE LAW (SPF55) 2 points

A subject of two hours lecture time a week for two terms. Prerequisite: Nil.

Syllabus A study of the main legal institutions in our system. A brief introduction will also be given to the sources of law in our system, i.e. case law and legislation. The role of law in society will also be briefly discussed, and the relationship between government and voluntary agencies will be stated. Evaluation of the System.

Books Reference: Maher, F, Derham, D & Waller, L An Introduction to Law 2nd edn Sydney: Law Book Coy 1971 Chappell, D & Wilson, P The Australian Criminal Justice System Melbourne: Butterworth: 1972 Friedmann, W Law in a Changing Society 2nd edn Ringwood (Vic): Penguin 1972 Helfer, R E & Kempre, C N The Battered Child Chicago: Univ of Chicago Press 1968 Howard. C Australian Criminal Law 2nd edn Sydney: Law Book Coy 1972 Leerier, M Children in Need of Care and Protection — A Study of Children Brought before Victorian Children's Courts Carlton: Criminology Dept Univ of Melb 1974 Ziegel, J Law and Social Change Sydney: Law Book Coy 1971

Assessment Students will be assessed on the basis of two class papers presented during the study. 590 Subject Descriptions

VISION IMPAIRMENT (SPF56) 2 points

A subject of two hours lecture time a week for one term, with school practicum.

Syllabus An introduction to teaching the visually impaired. The nature of vision, vision impairment, and blindness. Physiology of the eye and visual perception mechanisms. Disorders of vision; diagnosis; interpretation of eye reports; prognosis and etiology. Psychology of the visually impaired student as infant, child, and adolescent. Residential and normal schools. Vocational prospects. Using residual vision; aids to vision. Alternatives to vision: aural and tactile communication. School resources. Daily living skills and development of independence. Mobility training. School practicum. This requires 14 hours attendance concurrent with lectures on a program providing education for the visually impaired.

Books Reference: Foulke, E Alternatives to the Visual Display of Information Perceptual Alternatives Laboratory Univ of Louisville 1973 Foulke, E The Perceptual Basis for Mobility Perceptual Alternatives Laboratory Univ of Louisville 1974 Foulke, E 'The Personality of the Blind: a Non-Valid Concept' The New Outlook February 1972 pp 33-42 Lappin, J S & Foulke, E 'Expanding the Tactual Field of View' Perception and Psychophysics vol 14 no 2 1973 pp 237-241 Leonard, J A 'Towards a unified approach to the mobility of blind people' American Foundation for Blind Research Bulletin no 8 1968 pp 1-21 Levine, S J Auditory Learning Materials for Special Education Michigan: Great Lakes Region Special Education Instructional Materials Center August 1974 Lowenfeld, B The Visually Handicapped Child in School John Day Books 1973 Napier, G D et al Handbook for Teachers of the Visually Handicapped American Printing House for the Blind 1974

Assessment Assessment is based on examinations on texts, lectures and discussions; and on participation in the school practicum.

INSTRUCTIONAL TECHNOLOGY IN SPECIAL EDUCATION (SPF57) 2 points

A subject of two hours lecture time a week for two terms.

Syllabus Instructional and behavioural objectives. Criterion-referenced teaching. Instructional design. Perception, learning styles and preferences; choice of instructional medium. Communication theory. Vision. Human vision and learning. Static displays. Design, production and reproduction of printed verbal materials; modification of materials for low-vision users. Materials for the overhead projector. Color and panchromatic photography as teaching materials; Production and processing; cameras and projection equipment. Cine photography. Television use and production of programs. Specialised equipment for low-vision students. Current research interests. Production of visual materials by the special school student. Audition. Hearing, listening and learning. Sound as an alternative to vision in reading, writing, and mobility. Design, scripting, production and reproduction of audio materials. Graduate Diploma in Special Education 591

Collection of audio resources. Audio-tutorial methods. Time-compressed and time-expanded speech. Tape recorders and associated equipment. Talking books, the talking page, audio cards, speech synthesisers, talking calculators, listening aids. Amateur radio. Touch. Tactile sense, pattern recognition, mental maps. The Braille code; production and reproduction of Braille. Raised line and embossed materials. Teaching models and apparatus. Print-to-touch translation equipment. Tactual arrays as vision substitutes.

Books Reference: Berle, E P & Murr, M J 'The Effects of Voice on the Location of Point Symbols' Journal of Special Education vol 9 no 2 1975 pp 183-190 Bloom, B S Taxonomy of Educational Objectives London: Longman 1956 Brown, J W, Lewis, R B & Harcleroad, F F AV Instruction, Technology Media and Methods 4th edn New York: McGraw-Hill 1973 Flanagan, D led) Communication Scientific American 1972 Foulke, E et a/ 'The Comprehension of Rapid Speech by the Blind' Exceptional Children November 1962 pp 134-141 Junor, L Phonemic Discrimination as a function of intelligibility of Time Compressed Speech Univ of Louisville 1976 Lappin, J S & Foulke, E 'Expanding the Tactual Field of View' Perception and Psychophysics vol 14 no 2 1973 pp 237-241 Mialaret, G The Psychology of the Uses of Audio Visual Aids in Primary Education London: Harrap/UNESCO 1967 Popham, W J & Baker, E L Establishing Instructional Goals Englewood Cliffs: Prentice-Hall 1970 Skinner, B F The Technology of Teaching Englewood Cliffs: Prentice-Hall 1968 Tindall, K, Collins, B & Reid, D The Electric Classroom Sydney: McGraw-Hill 1973 Tape Resource: Junor, L led) An Introduction to Time Compressed Speech Centre for Media Studies and Services, Melbourne State College 1977

Assessment Assessment emphasis will be on a learning package produced during the course; there will also be a short-answer examination. 4 Trained Special Teacher's Certificate 593

Trained Special Teacher's Certificate

Contents

Regulations for the Course 595 Introduction 597 Subject Descriptions 597

Trained Special Teacher's Certificate 595

Regulations for the Course for the Trained Special Teacher's Certificate

1. To satisfy general entrance requirements for admission to the course for the Trained Special Teacher's Certificate, a candidate must have: (a) (i) successfully completed an approved course of teacher training; or (ii) such qualifications and/or experience approved by the Board of Studies; (b) suitable personal qualities. 2. To be awarded the Trained Special Teacher's Certificate, a student shall have. pursued his/her studies in the course for the equivalent of one full academic year. 3. The subjects of the course and the conditions on which subjects may be taken shall be as prescribed from time to time by the Board of Studies. 4. The Regulations of the course together with the details of subjects and their prerequisites and special entry conditions shall be published in the Handbook of the Melbourne State College or supplements thereto. 5. No student may pursue a course of study or receive credit for subjects taken unless his/her proposed selection of subjects has been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on subjects. 6. A student who, having completed part or all of another course of study at the tertiary level, enrols in the course for the Trained Special Teacher's Certificate, may, with the approval of the Board of Studies, be given credit for subjects the equivalent of which have been passed in the other course. 7. The Board of Studies may allow a student to include in his/her course subjects offered by another institution which are, in its opinion, of an appropriate standard, and relevant to the student's course of study. 8. Students enrolled in the course may undertake studies on either a full-time or pert-time basis provided that the total duration of such studies does not exceed three years. 9. The Trained Special Teacher's Certificate may be granted to a student who has complied with the prescribed regulations and has gained a cumulative score of 36 points, as follows: Group 1:22 Group 2: 14. 10. Subjects of the course shall be:

Group 1 Points

SPEO1 Core Study: Development of Communication Skills 2 SPEO2 Core Study: Intellectual Development 2 SPEO3 Core Study: Physical Development 2 SPEO4 Core Study: Development of Professional Skills and Relationships 2 SPEO5 Core Study: Social-Emotional Development 2 SPEO6 Remediation Studies 4 SPEO7 School Experience Program 8

Group 2 SPE1 1 Art and the Exceptional Child (Advanced) 2 SPE12 Art and the Exceptional Child (Basic) 2 SPE13 Assessment and Remediation of Language Disorders in School Children and Adolescents 2 596 Regulations

SPE52 Assessment and Remediation of Difficulties in Mathematics 2 SPE14 Behaviour Modification in Special Education 2 SPE15 Childhood Aphasia 2 SPE16 Comparative Approaches to Teaching Reading 2 SPE17 The Culturally Different Child and the Teacher 2 SPE18 Drama and the Handicapped Child 2 SPE19 Early Child Development and Education 2 SPE54 Early Child Development Intervention Program 2 SPE20 Education of the Mentally Retarded Child 2 SPE21 Education of the Physically Handicapped Child 2 SPE50 Educating the Emotionally Disturbed Child 2 SPE22 Family and Social Forces Influencing Children's Behaviour 2 SPE23 Consumer Education Curriculum Development 2 SPE24 Food Study and Health Education 2 SPE25 Giftedness 2 SPE26 Human Genetics 2 SPE27 Human Sexuality 2 SPE28 Independent Study 2 SPE30 Mental Retardation 2 SPE31 Methods and Materials for Teaching Reading and Language Skills 2 SPE32 Motor-Sensory Development 2 SPE51 Normative and Diagnostic Assessment and Remediation of Difficulties in Reading 2 SPE33 Organisational Procedures for Special Settings 2 SPE34 Parent Counselling 2 SPE35 Psycholinguistics 2 SPE36 Psychometrics 2 SPE37 Psychotherapy 2 SPE38 Remedial Mathematics 2 SPE41 Social Disadvantage 2 SPE42 Social Work in Education 2 SPE43 Socialisation, Employment and Independent Living of the Handicapped 2 SPE44 Specific Learning Disabilities 2 SPE45 Studies in Intelligence 2 SPE46 Teaching English as a Second Language 2 SPE47 Threads and Textiles for Handicapped Persons 2 SPE56 Vision Impairment 2 SPE57 Instructional Technology in Special Education 2 SPE53 Theoretical Bases of Learning Disorders 2 SPE48 The Teacher and Human Relations 2 SPF55 Welfare Law 2

These regulations should be read and interpreted with all documents relating to procedures of the Board of Studies. Trained Special Teacher's Certificate 597

Introduction

The Trained Special Teacher's Certificate is a one-year post-graduate course. All students accepted must have completed teacher training or its equivalent. The course airris to give the student a deeper understanding of the particular needs of the exceptional child, and it concerns itself with the development of many of the skills needed to qualify the student for appointment in remediation centres; opportunity remedial centres; special schools for mentally, physically, socially and emotionally handicapped children; demonstration units; tutorial centres; special education units; and for itinerant consultant roles. Considerable emphasis is placed on the active participation of the students. This entails wide reading, individual group research, involvement in discussion groups, and visits and excursions to a wide range of special education settings. Course content and programming have been designed so that each student is given an opportunity to obtain satisfaction of his/her needs through meaningful learning experiences. Outside the core studies students will be encouraged to pursue their special education interests. The course consists of the following components: 1. Group 1: Core Studies - See Regulation 10, page 595. 2. Group 2: Elective Intensive Studies — See Regulation 10, pages 595-596. 3. Remediation Studies. 4. School Experience Program. The course is offered to those teachers who do not have the necessary entrance qualifications to be admitted to the course for the Graduate Diploma in Special Education. This course varies minimally from the Diploma course and provides, at this stage, opportunities for permanent appointment, promotion, etc., equal to those of the companion course, the Graduate Diploma in Special Education. The points of variation are as follows: 1. Students are not required to undertake the Research Study; instead they undertake a further intensive elective study in Terms 2 and 3. 2. There are no grouping arrangements for elective studies in Terms 2 and 3, and students may elect from the complete range of subjects.

Assessment

Assessment requirements for the subjects of the course are as set down for the Graduate Diploma in Special Education subjects, with the exception that in each instance one element will be eliminated. Precise details will be given to students at the beginning of each subject.

Subject Descriptions

The subject descriptions are as given for the Graduate Diploma in Special Education, with the exception of the assessment details, as explained above. Students should refer to the contents page for special education subjects, pages 545-546.

Graduate Diploma in Educational Studies 599

Graduate Diploma in Educational Studies

Contents

Regulations 601 Introduction 602 Subject Descriptions 603

Graduate Diploma in Educational Studies 601

Regulations for the Course for the Graduate Diploma in Educational Studies

1. To satisfy the entrance requirement for admission to the course for the Graduate Diploma in Educational Studies, a candidate must have: (a) successfully completed a degree or diploma approved by the Board of Studies of at least three years duration post-HSC or equivalent, plus one year teacher training and appropriate teaching experience approved by the Board of Studies: or (b) successfully completed a degree or diploma approved by the Board of Studies including teacher training and appropriate teaching experience approved by the Board of Studies; or (c) a qualification and/or experience approved by the Board of Studies as equivalent to (a) or (b). 2. To be awarded the Graduate Diploma in Educational Studies a student shall have pursued his/her studies for the equivalent of one full academic year. 3. The subjects of the course, and the conditions on which such subjects may be taken, shall be as prescribed from time to time by the Board of Studies. 4. The regulations of the course, together with the details of subjects and the prerequisite and special entry conditions, shall be published in the Handbook of Melbourne State College or supplements thereto. 5. No student may pursue a course of study or receive credit for subjects taken unless the proposed selection of the subjects has been approved by the Board of Studies. It is the responsibility of each student to obtain this approval before embarking on such a course of study. 6. A student who, having completed part or all of another course of study at the tertiary level, enrols in the course for the Graduate Diploma in Educational Studies, may, with the approval of the Board of Studies, be given credit for subjects the equivalent of which have been passed in the course. 7. The Board of Studies may allow a student to include in the course subjects offered by another institution which are, in its opinion, of an appropriate standard, and relevant to the student's course of studies. 8. Students are permitted to enrol for a minimum of two years of part-time study and are required to complete the course within a maximum period of five years from the date of their initial enrolment. 9. The Graduate Diploma in Educational Studies may be awarded to a student who has fulfilled the prescribed conditions as set down in these Regulations and as subsequently prescribed. 10. The subjects of the course are: Philosophy of Education Understanding Research Studies in Education; and One of the following specialist studies: Advanced Educational Psychology Advanced English Education Advanced History Education Advanced Mathematics Education Advanced Politics Education Advanced Science Education Piaget and Education: Theory and Research The Psychological Study of Language and Education

These Regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. 602 Introduction

Introduction

This one-year course is designed to allow students to think critically about education in general; to evaluate educational programs, innovations, and structures; and to extend and develop the student's knowledge and practice in a particular specialist area of education. Applicants are required to have had four years of post-secondary education including teacher education, and approved teaching experience at any level of education.

Books

Students applying for the course will be provided with an introductory reading guide. Detailed reference lists will be distributed to students on enrolment. Graduate Diploma in Educational Studies 603

PHILOSOPHY OF EDUCATION

A subject of one 2-hour lecture or seminar session a week for 26 weeks as an accompaniment to a critical investigation undertaken through individual guided-reading programs.

Syllabus Each student is expected to examine central issues and ideas in education with a view to establishing a coherent, well-considered and rationally supported thesis on the role of formal education. Part of the process is an examination of the question of what the central issues might be. Lectures present one structure for consideration. Individual reading programs and interaction with other students contribute to an awareness of distinct approaches and conclusions.

Assessment Assessment is based on seminar participation, the presentation of two seminar papers of 1,500 words, and a major essay of 6,000 words.

UNDERSTANDING RESEARCH STUDIES IN EDUCATION

A subject of one 2-hour lecture/seminar workshop session for 26 weeks.

Syllabus The subject is intended to have two major aspects: first, the examination of a number of methodological issues considered basic for an understanding of the nature of educational research; secondly, the critical appraisal of several research studies selected on the basis of their relevance to the issues under discussion. A detailed treatment of statistical methods in educational research will not be provided. The following topics constitute the methodological component of the course: the need for better understanding and critical analysis of educational research; the place of theory in educational research; content of research in education (typical research problems, reporting of research); techniques of educational research; research procedures; problems of inference; ethical considerations in educational research.

Assessment Class participation, including the presentation of a seminar paper of 1,500 words, a number of class exercises totalling approximately 5,000 words, and a three-hour examination.

SPECIALIST STUDIES

Specialist Studies may be offered in the areas listed below:

Advanced Educational Psychology Advanced English Education Advanced Geography Education Advanced History Education Advanced Mathematics Education Advanced Politics Education Advanced Science Education Piaget and Education: Theory and Research The Psychological Study of Language and Education • Master of Education 605

Master of Education Contents

Regulations for the Course 607 Objects of the Course 608 Course Structure 608

Master of Education 607

Regulations for the Course for the Master of Education

1. To be selected for the Master of Education course a candidate shall have a degree and an approved teaching qualification or qualifications deemed to be equivalent.' 2. The enrolment of each candidate shall be approved by the Board of Studies. 3. To be recommended for the award of the degree of Master of Education a candidate shall have completed two years of full-time study or the equivalent. 4. The Board of Studies may allow a candidate to include subjects offered by another institution which are, in its opinion, of an appropriate standard and relevant to the candidate's course of study. 5. A candidate who has satisfied the requirements of the course may be recommended to the SCV for the award of the degree of Master of Education.

'Note: Normally admission will not be granted to applicants who do not possess approved teaching experience.

These regulations should be read and interpreted in conjunction with all documents relating to procedures of the Board of Studies. 608 Objects of the Course

Objects of the Course

The objects of the course are to:

(a) allow teachers the opportunity to increase and update their knowledge of a discipline and their study of education concurrently; (b) improve school teaching both generally and in particular disciplines; (c) encourage teachers in schools to undertake research; (d) provide teachers with the opportunity to gain a higher degree appropriate to their interests and activities.

Course Structure

Course Content

The content of the course is divided into three sections:

(a) discipline-based study; (b) education study; (c) integrated study. The proportional allocation of time is decided separately for each student. It is intended that the integrated study will be taken concurrently with or following the other two studies. The discipline section will comprise course-work and/or a research project. As the number of students within a given subject department will be small, course-work is more likely to involve an individual program of reading, discussion with lecturers, and preparation of papers or essays rather than attendance at formal lecture courses. The research project may be undertaken in a variety of ways. It may be an investigation of an area within the discipline itself. Alternatively, the topic may concern the teaching of the discipline or an area of it, and hence represent a combination of the discipline and education sections. In this case, the candidate may choose to undertake a larger project, therefore fulfilling research project requirements for both the discipline and education sections of the course. The education section will comprise course-work and/or a research project on a topic from within the broad area of education. Such a topic might be selected from educational psychology, educational measurement, educational administration, or from one or more of a number of other areas. The area of education chosen will generally depend on the work to be undertaken in the integrated studies section. The integrated studies section will be undertaken by course-work and/or a research project, and will result in preparation of a piece of work suitable for examination by external seminars. Candidates will investigate an area concerning their discipline and education; for example, the methods of teaching that discipline, its philosophy and/or history, its place in the curriculum in Australia and other countries.

Combination of Sections of the Course

It will be possible for a student's program to be constructed in such a way that any two sections of the course may be combined. The combining of two sections of the course will not alter the total amount of work involved.

Proportional Value of the Three Sections

The value allocated to each of the three sections of the course will not necessarily be the Master of Education 609

same for all students. Variation in the proportion of the course occupied by each of the three sections will be permitted. However, the limits of such variation are defined by the statement that no single section of the course shall occupy more than 40 per cent, or less than 20 per cent, of the total course. There is, of course, some difficulty in quantifying proportions of a total course in this way. Nevertheless, the definition of the limits of variation provides a guideline.

Form of Gift or Bequest 611

Form of Gift or Bequest

The following form of gift or bequest may be adapted for use by persons intending to benefit the College by their wills or by other means.

'I give to the State College of Victoria — Melbourne (or its successors) the sum of to be paid free of all duty and I direct that the receipt of the Principal or other authorised officer of the College be accepted as a sufficient discharge for the same.'

Any benefactor who wishes that his/her bequest be used towards a specific purpose, e.g. purchase of books or equipment or prizes, should indicate this express wish.

In cases where a substantial gift or bequest is made, the name of the benefactor or of a person nominated by the benefactor will be perpetuated and appropriate public acknowledgement made, e.g by means of book-plates or plaques.

Gifts to the College, or other forms of endowment or support may be tax deductible.

Library Digitised Collections

Author/s: The University of Melbourne

Title: Handbook: Melbourne State College 1979

Date: 1979

Persistent Link: http://hdl.handle.net/11343/128897