The University of Newcastle
Faculty of Education Handbook
<,t_-L • !I
CONTENTS
THE UNIVERSITY OF NEWCASlLE New South Wales FACULTY OF EDUCATION
Location Address: University Drive, Callaghan SECTION ONE FACULTY STAFF 1 SECTION TWO FACULTY INFORMATION S Postal Address: The University of Newcast1e NSW 2308 SECTION THREE RULES GOVERNING ACADEMIC AWARDS (OTHER THAN MASTERS & DOCTORAL DEGREES) 9 Telephone: (049) 21.5000 SECTION FOUR REGULATIONS GOVERNING MASTER AND DOCTORAL DIWREES 14 SECTION FIVE FACULTY POLICIES 20 Telex: AA28194 - Library AA28618- Bursar SECTION SIX EXTERNAL STUDIES - EDUCATION 23 AA28784 - TVNRA (The University of Newcastle Research Associates Limited) SECTION SEVEN UNDERGRADUATE TEACHER EDUCATION COURSE PROGRAMS 26
Facsimile: (049) 21.6922 Bachelor or Education Art 26 Hours of Business: Mondays to Fridays excepting public holidays 9 am to 5 pm Design and Technology 27 Early Childhood 27 EnglishlHistory 28 The University of Newcastle Calendar consists of the following volumes: Languages/Asian Studies 29 Volume I Legislation Mathematics 31 Volume 2 University Bodies and Staff Music 30 Volume 3 Faculty of Architecture Handbook Physical and Health Education 31 Volume 4 Faculty of Art, Design and Communication Handbook Primary 32 'Volume 5 Faculty of Arts Science 32 Volume 6 Faculty of Economics and Commerce Handbook Social Sciences 33 34 Volume 7 Faculty of Education Handbook Specialisation/Special Education Volume 8 Faculty of Engineering Handbook SECTION EIGHT POST -GRADUATE AND PROFESSIONAL DEVELOPMENT Volume 9 Faculty of Health Sciences COURSE PROGRAMS 3S Volume 10 Faculty of Law Diploma in Education 3S Volume 11 Faculty of Medicine Handbook Bachelor of Education Volume 12 Faculty of Music Design and Technology - Conversion 36 Volume 13 Faculty of Nursing Early Childhood - Ycar 4 Program 37 Volume 14 Faculty of Science and Mathematics Handbook Music ~ Conversion 38 > Volume 15 ,Faculty of Social Science Primary - Year 4 Program 38 Also available are the Undergraduate Guides Technical and Further Education ~ Year 4 Program 39 Graduate Certificate in Educational Studies
This Volume is intended as a reference handbook for students enrolling in courses conducted by the Design and Technology 39 Faculty of Architecture. Graduate Certincate/Dlploma In Educational Studies The colour band, Gamet Bce 160, on the cover is the lining colour of the hood of Bachelors of Computer Education 40 Architecture of this University. Curriculum 40 The information in this Handbook is correct as at 11 September 1992. Speech and Language Remediation 41 ISSN 0159 - 3412 Graduate Diploma in Educational Studies Special Education 41 Recommended Price: Three dollars and fifty cents plus postage. Adult Special Education 41 Bachelor of Educational Studies 42 Master of Educational Studies 42
Designed by: Marie~ T Wisniowski Master of Early Childhood Education 42 Typeset by: Jan Spurr, Secretariat Division, The University of Newcastle Master of Industrial Education 43 Printed by: Newcastle Camera Print Master of Special Education 44 Master of Education 44 Doctor of Education 44 CONTENTS
Doctor of Philosophy 4S Further Information 4S SECfION NINE SUBJECT DESCRIPTIONS 46 Information 46 Curriculum Studies Subjects 47 Education S4 Subject Code Nos. 68 Educational Studies 71 Pedagogical Studies 74 Specialist Studies 82 DEAN'S FOREWORD Contributing Departments (outside Facu1ty) Deparbnent of Applied Life Sciences On behalf of the Faculty off':'.ducation, I welcome warmly all new II the pre-service Diploma in Education, which provides a Department of Applied Science and Technology students and welcome back continuing students. professional year of study to complement undergraduate Deparunent of Design studies in teacher relevant degrees such as Arts, Science Deparunent of Drama Education at all levels is in the process of considerable chWlge in Australia Recognition of the central importWlce of the teacher in and Economics. The course features foundation studies in Department of Fine Art the process of developing the "clever country" is beginning to education, teaching theory and practice, practicum sessions Department of Management bring belated rewards in terms of status Wld salaries. Revolution and teaching related elective studies; Deparunent of Mathematics in curricula and syllabi at national and state levels is demanding III post -graduate diplomas and certificates in extension areas Department of Music urgent extensions and redirections in content and curriculum for experienced teachers, such as computer education, SECfIONTEN RESEARCH INTERESTS OF ST AFF 92 studies through postgraduate diplomas and degree conversion curriculum development, design and technology education, courses. The attractive career possibilities in regionaliscd policy special education, speech and language remediation; SECfION ELEVEN GENERAL INFORMATION located in centre section making, management, course development and in-servicing are IV higher degrees through: PRINCIPAL DATES 1993 encouraging even more teachers to undertake higher degree (a) coursework, including the Bachelor and Master of ADVICE AND INFORMATION Ii programs. The Commonwealth government is promoting closer co-operation between Education and other discipline faculties to Educationa1 Studies, and ENROLMENT AND RE-ENROLMENT III enhance the quality of teaching content, particularly at the in (b) coursework and thesis, as with the Master of Early V LEAVE OF ABSENCE service level. Childhood; the Master of Industria1 Education, the V ATTENDANCE AT CLASSES The Faculty is responding positively and vigorously to these Master of Special Education and Doctor of Education, GENERAL CONDUCT V professional demands. Within the parameters of academic v excellence it encourages articulation, cooperation and (c) research, including the Master of Education and the EXAMINATIONS collaboration with various education systems to provide the best Doctor of Philosophy. STATEMENTS OF ACADEMIC RECORD viii possible facilities and programs for the preparation and V undergraduate and postgraduate studies in Education as UNSATISFACTORY PROGRESS - Rules viii development of teachers. It also promotes general academic an academic discipline, offered within the Faculty of Arts, study of education, its processes and contexts. CHARGES x (see Faculty of Arts Handbook for details). Courses draw generally on organised knowledge and research in HIGHER EDUCATION CONTRIBUTION SCHEME (H~;CS) x The programs of the Faculty are supported by a number of the fields of history, sociology, philosophy and psychology of xi dedicated resource centres. A Curriculum Resources andResearch LOANS education, teaching and curriculum studies, special and Centre (CRRC), a Teaching Research Development Centre xi REFUND OF CHARGES multicultural education, societal issues, educational measurement (TRDC) and a library audio-visual section provide access to and policy studies. CAMPUS TRAFFIC AND PARKING xi comprehensive collections of teaching materials and audio There are five salient fonns of award serviced by the Paculty, visua1 aids. V ideo-tape facilities are available for micro-teaching. MISCELLANEOUS SERVICES xii each contributing significantly to a particular demand: The Instructional Media Unit provides technical facilities, Banking resources and assistance for production of teaching aids and Cashier xii I the pre-service, integrated four-year BEd courses. The xii BEd provides all the major teaching specialisations technology applications in teaching. Computer facilities and Chaplaincy Service technical aid and secretarial assistance are available for research Community Programmes xii (English/History, Social Sciences, Languages/Asian activities. Convocation xii Studies, Maths, Science, Physical Education, Design and Co-op Bookshop xii Technology, Music, Art, [<..arly Childhood, Primary and, We wish you a most inspiring and productive experience in Lost Property xii in combination with others, Special Education). The Education. Noticeboards xii award features foundational studies (psychology, Jack Caldwell xii sociology, curriculum, special education) professional Post Office Dean Public Transport xii preparation, specia1ist studies, practicum sessions and an Student Insurance Cover xiii independent study and culminates in a unique semester University Computing SCJVices xiii long internship; SECTION ONE
PRINCIPAL OFFICERS
Vice-Chancellor and Principal Professor KJ. Morgan, ESc, MA, DPhiI(Oxf) Deputy Vice-Chancellor (Academic) Professor M.P. Carter, BA(Nott), PhD(Edin) Deputy Vice-Chancellor (Administration) L.F. Hennessy, BA(Syd) Deputy Vice-Chancellor (Planning) D.R. Huxley, EA, LittE(NE), MA, PhD Pro Vice-Chancellor and Dean of Students Professor K.R. Dutton, MA(Syd), DU(Paris), Officier des Palmes academiques, FACE Pro Vice-Chancellor (Development) L.R. Eastcott, MEd(Syd), PhD(Alberta), BA, DipEd Deputy President of Academic Senate Professor F.L. Clark, BEe, PhD(Syd), FCPA, ACIS, ACIM Dean for Research Professor RJ. MacDonald, BSc, PhD(NSW), FAIP
SCHOOL OF EDUCATION Director and Head of School A.o. Taylor, BA, ASTC, MEngSc, PhD, FIlA, MACE Assistant Registrar C. MUrti, BA(llSP), MA(The Hague) Administrative Assistants I. Blyth, HA, DipEd K. Kittel, BA, BSc N. Vee, BA FACULTY OF EDUCATION Dean J.A.W. Caldwell, BA, DipEd(NSW), Phd(Macq), GradDipEdStud(NE), MA. MACE Deputy Dean Dr. L.K.S. Chan, Br'Al(Hons), PhD(W.Aust) Assistant Deans T J. Lovat, BEd, GradDipREd(SACAE), BTheol, TheoIM(MCD), MA, PhD(Syd), MACE S.F. Bourke. BSc(NSW), BA, M.Litt(NE), MEd(Monash), PhD(Larrobe), MACE P. Foreman, BA, MUtt, MEd(NE), PhD(Macq), MACE, MAPsS Director Education Field Experience Omce J. Gill, BA, DipEd(NE), MA
A. Brown (Practice Teaching Office) Head of School Office Slaif R. Buick Faculty Office Slaif 1. Collins SECfIONONE FACULTY STAFF SECfIONONE MEMBERS OF STAfF
Pt:PARTMt:NT OF CURRICULUM STUDIES DEPARTMENT OF EDUCATIONAL STUDIES Prlm:lpal Lectvrers Principal Lecturer W.R. Maley, BA(Syd), MUtt, MEd(NE), MACE, MAPsS, AFBPsS (Head of Department) DJ. Ab~om, SA, DipEd, MA, PhdBEdS1Ud. M.Litt(NE), MACE Senior Lecturers RA. Coldwell, DipArch, PhD(Wales). FRAI, MAAS, MBSA, MACS, MCSI, MeSSA, MTASA 1.W. Cnvnp, BA(NR), DipArt(Syd}, GradDipIndustDes(NSW) R.N. Conway, BA, BEdStud, MEd, PhD(Macq), DipSpecEd(NCAE} J. Gore, BEd(Adel), MPE(British Columbia), PhD(Wisconsin) Senior ~tu.rer'S B.W. Ableson, ASTC(MIVl Arts), MIIA T J. Lovat, BEd, GradDipREd(SCAE}, BLitt(Deakin), BTheol, TheoIM(MCD), MA, PhD(Syd), MACE J.A. Rees, BA, PhD O.G.W. M-.thews, SA, MA(Toronto), Phd, MACSA G.L.W. Robinson, BA, DipEd(Syd), MEd, PhD, MAPsS )C. Soou, BA, MLitt(NE), REdS1Ud (Head or Department) S. Sirasch, BSc, DipEd, MPsych(Ed), MAPsS 8.R. Smifia. BA(Syd), DipEd, MUu(NE). MA, PhD K.W. Thompson, BEd(Syd), BEdSwds, MEd Lecturers ~turers J. Archer, BEd(HonsXJames Cook), MEd(Qld),PhD(IlIinois) G.A. Albreoh~ BA(WAm, PhD J.A. Allen, BA, DipEd, MEdSbJdK. Berry, DipTeach, BA, MPsychEd, DipSpecEd J. AlIll1l. DipMusEd. B~usEd, SA R.H. Cantwell, BA, DipF..d(Monash), BEdStud, MEd M. Bertbold, SSe, BEdStud. DipEd, BA(NE), PROF, DALF, DEA, (Franche Comti) P.A. Carruthers, Teachers Cert, DipSpecEd, BEdStud, MEdStud J.F. Gow, SA, PhD(Griffith), MA(NSW) J. Cowley, BA, MA(Macq), PhD, LSDA, MAATD, MAASH H.J .C. Green, SA. DipEd(NE), MA M. Davies, BA, DipEd, MAPsS F. I-hJang. BA(Taiwan), DipEd(Melh), MA(Ny) I.J. Dempsey. MSpecEd, GradDipEdSbJd, DipTeach R. Lewis, SA, MEd 1. Doyle, B.Ed(Deakin), MSc(Oxford) Li, Xia BA(DalilUl Fl.I), PGDipEng(Curtin) C.G. Flanagan, BA, Mf'.d A. McConn~k, DPE(Syd), BEd, MACEA K. Kearns, BEd, GradDipEd(SpecEd) A.P. Mitchell, BA, MLitt(NE) 1. Ladwig, BA(Washington), MEd(Harvard), PhD(Wisconsin) AC. Murphy, SA, DipEd(Syd), BEdStud M. Monfries, BA, DipTeach, PhD D. P4erson, BMusEdDipMusEd, AMusA, MEdStud J. Scevak, BA, DipEd, MEdStud W.M. Reynolds, BA, DipEd, PhD N.J. Schofield, BD(Qld), MF.dSbJd, MEd PhD C.A. Richardli, BSc, BA(USA), MA(USA), GradDip(MCAE) N. Wright, DipTch, BA(NE), MEd M.K. Thomas, DipPE(WgongTC), BPE(WA), MEdSbJd Departmental Office Staff CA. Weckert, DipT, BA(WA), MLitt(NE) A. Russell {Departmental Secretary) M.M. Williams, DipPE(Wgong), GradDipHealthEd(Adel), BSc(Oregon), GradDipProfComm(Canberra) S.Hoy W.H. Wiltshire, DipIA(Ed), MIlA A.J. WoodcocJc:, DipPE, BA(Adcl), MSc(Kansas), PhD(Arizona) DIVISION OF SPECIAL EDUCATION Dep,rtmenltl Omce Sltff Professor T. Nienhuys, RSc(Adc-l}, CTC(Manc), PhD(Melb, MAPsS C. Klii(!T (Departmental Secretary) Senior Lecturers K, CorboU PJ. Foreman (Head of Divi~ion) S. Lummis R.N. Conway A. Rjon~ber~ G. Robinson C. T", Honi J. Cowley Lecturers Dt:PARTMENT Of EDUCATION P .A. Canuthers K. Berry Prof'S$I)r R.S. Laura, BA(Lewis & Clark), MDiv(Harv), MA(C~b), DPhil(Oxf) J. Dempsey > Division Office Staff ..\s~I,t.e Profe$SOrs L. Sorensen S.F. Bourke, BSc(NSW), BA, MLitl(NE), MEd(Monash), PhD(Latrobe), MACE General Staff L.K.S. 0.,", BEd(Hons), PhD(WAust) N. Farquarson M.N. Mo
2 3 SECfIONONE FACULTY STAfF SECTION TWO
T. Ross Owen, DipArtEd D. Paimer, BSc, PhD(LaTrolx!), DIpEd(Bathurst) AJ. Pateman, ASTC, MIlA L. Pollnitz, DipTeach(Adel), GradDipEdStud(NCAE), AVA Departmental Omce Staff A Sailer (Departmentru Secretary) W. Archer J. Hancock Laboratory Attendants A. Badger B. McKay EducatJon Field Experience Ornce J. Gill, GA, DipEd(NE), MA A. Brown (Practice Teaching Office) M. James
SPECIAL EDUCATION CENTRE Director PJ. Foreman, BA, MLiu, MEd(NE), PhD(Macq), MACE, MAPsS Associated Academic StafT from Division of Special Education Professor T. Nienhuys, BSc(Adel), CTD(Manc), PhD(Melb), MAPsS R.N. Conway, BA, BEdSrud, MEd, PhD(Macq), Dip.."pecEd, MACE I.A Cowley, BA, MA(Macq), PhD LSDA, MAATD G.L. Robinson, BA, DipEd(Syd), MEd, PhD, MAPsS Lecturers K. Berry, DipEd, DipSpecEd, HA, MEd(psych) FACULTY INFORMATION P.A. Carruthers, DipSpecEd, MF..dSrud 1. Dempsey, GradDipEdStud, BEdSrud, MSpecEd S. Spedding, BEd, GradDipEdStud, MSpecEd Course Enquiries Bachelor of Education (Physical and Health Education) Research Assistant Mr K. W. Thompson Infonnation on courses offered by the Faculty, admission E. Kellett, BA, HEdStud Bachelor of Education (Primary) Teachers requirements, rules and policies governing enrolment, attendance. L. Benson, DipSpecEd assessment and review of grades, variations of program and Mr F.G. Bishop S. Berick, DipSpecEd(A Mackie), GradDipAsianSruds(Annidale) course transfers may be directed to the Faculty Secretary and Bachelor of Education (Science) L. Buffier, DipTeachGradDipF..dStud(SpecEd) Faculty Administrative Officers, Faculty of Education, Hunter Mr R.B. Flanagan M. Chiplin, BA, DipEd, GradDipEdStud Building. L. Hoar, DipTeach(ECEXMitchcll) Bachelor of Education (Specialisation/Special EducatiOll) K. Nicholas, DipSpecEd, (}radDipEd(Sturt) Dr R.N. Conway A Porter, DipSpecEd Academic Advice D. Reville, BEd Bachelor of Education (Social Sciences) J. Rue, DipTeach(NSTC), DipTeach(IEC) Academic advice on course content, detennination of advanced Mr H.J.e. Green Teaching Assistants standing and exemptions and an idea of career prospects may be J. Goodwin, CCCS(TA~) obtained from the relevant Head of Department or from the Bachelor of Education (Technical and Further Education) Centre Office StafT following Course Directors (current as at December 1992) Dr L.R. Killen K. Clear • Bachelor of Education (Art) W. Grant Diploma in EdUcation M.llunt Mr J.W. Cramp Associate Professor M.N. Maddock L. Sorensen Bachelor of Education (Design and Technology) General Assistant Graduate Certificate in Educational Studies (Design and N. Farquharson Mr. W.H. Wiltshire Technology) Bachelor of Education (Early Childhood) Mr W.H. Wiltshire Head of Instructional Design and Development Dr I. Cowley Graduate Certificate/Diploma in Educational Studies 1.M. Schiller, DipTeach, BA(Adeiaidc), :\1Ed(Alta), PhD, MACE, MACEA Bachelor of Education (EnglishlHistory) (Computer Education) OPEN CAMPUS STUDIK~ {;"rr Dr B.R. Smith Mr D.l.e. Condon Manager c.P. Martin Bachelor of Education (Languages! Asian Studies) Graduate CertificatelDipioma in Educational Studies (Special Centre Office StafT Education) H. Watson Vacant Dr R.N. Conway F. McMillan Bachelor of Education (\1athematics) G. Opassi Mr M.M. Williams Graduate Certificate/Diploma in Educational Studies (Adult Instructional Designer S. Rayner, HSc(London), PGCE Special Education) Bachelor of Education (\'Iusic) Dr R.N. Conway Ms D. Paterson
4 5 SECfIONlWO FACULTY INFORMATION SECfIONlWO FACULTY INFORMATION
While it is the policy of the Faculty to design all Bachelor Master of Industrial Education Graduate Certificate/Diploma in Educational Studies Bachelor of Education (Primary) of Education courses as integrated. four-year full-time MasterofIndustrial Education full-time program over (Curriculum) Bachelor of Education (Science) 1be programs, students may be permitted by the Faculty Board two years normally consists of: DrJ.M. Gore Bachelor of Education ([SpecialisationVSpecial Education) to transfer candidature from the degree to the Diploma in (i) one year for completion of the four resource units and GraduateCertificatei Diploma i n Educational Stud ies (Speech Bachelor of Education (Social Sciences) Teaching. (Refer to the Rules.) initiation of the research thesis proposal; and and Language Remediation) Diploma in Education (DipF..d). This course is available DrJ. Cowley for graduates who seek professional teacher status. The (ii) one year for completion of the research thesis Bachelor of Educational Studies Postgraduate and Professional Development program requires one year of full time study and combines The part-time/Off-campus program is normally four years and foundation subjects with practical studies in the teaching consists of: Associate Professor L.K.S. Chan Courses and learning areas. This is supplemented by school (i) two years for the completion of the four resource units and Master of Educational Studies Bachelor of Education experience and teaching practice. initiation of the research thesis proposal; and Associate Professor L.K.S. Chan Bachelor of Education (r..arly Childhood) Yr 4 Bachelor of Educational Studies degree (BEdStud). (ii) two years part-time orone yearfull-time(with theapproval This coursework postgraduate degree is designed to allow Master of Early Childhood Education Bachelor of Education (Primary) Yr 4 of the Dean) for the completion of the research thesis. students to explore in depth, areas of education relevant to DrJ. Cowley Bachelor of Education (Technical & Further Education) their own interests. The program is normally undertaken Master or Education degree (MEd). Students who have Master of Industrial Education Postgraduate Diplomas over two years of part time study through a series of completed the BEdStud degree course orits equivalent and Dr L.R. Killen seminar courses and written assignments. The degree passed the minor thesis at a level satisfactory to the Faculty Diploma in Education (Primary) enables professional educators to develop individual Board may be enrolled in the Master of Education program Master of Special Education Diploma in Education (Secondary) specialisation at a postgraduate level. This degree may which allows research in areas of individual professional Dr R.N. Conway Graduate Certificate/Diploma in Educational Studies (Special lead on to a PhD degree provided that the student completes interest. Completion of this degree course is normally Doctor of Education Education) a minor thesis successfully with an outstanding result. acceptable as a prerequisite for admission to candidature Graduate Certificate/Dipioma in Educational Studies (Adult for the PhD degree. Associate Professor P.l. Moore Master of Art~ (MA) The degree of Master of Arts in Special Education) FAucation, which involves pure research in a chosen field, Doctor of Philosophy degree (PhD). The Department The Faculty Graduate Certificate/Diploma in Educational Studies (Computer is offered in the Faculty of Arts. makes provision for those students who wish to study Education) Education at ahigbly specialised research level by offering Master of Educational Studies degree (MEdStud). This The Faculty of Education compri ses the students and the academic Graduate Certificate/Diploma in Educational Studies (Speech enrolment for the Doctor of Philosophy degree to suitably degree by coursework offers further study at the Master's and general staff of the University engaged in the study of qualified candidates. and Language Remediation) level following completion of the course leading to a education and the preparati on of teachers. The academic structure Graduate Certificate/Diploma in Educational Studies recognised degree together with teacher training. This Doctor or Education degree (EdD). A doctoral degree of the Faculty includes the Department of Curriculum Studies, (Curriculum) degree may lead on to a PhD degree provided that the conferred as a result of both high·level coursework. and a the Department of Education, the Department of Educational Graduate Certificate in Educational Studies (Design and student completes a minor thesis successfully with an thesis is now available at this University. It is of interest to Studies and the Department of Pedagogical Studies. teachers and others in the field of education. Entry to Ute Technology) outstanding result. The Faculty Board is responsihle for the general oversight of course is at the same level as that of PhD. Master of Early Childhood Education courses ineduca1ion at the University. Faculty Board determines policies concerning all course-related matters such as course Postgraduate Degrees This postgraduate course consists of both coursework and Postgraduate Scholarships structures, admission requirements, and student progression. Bachelor of Educational Studies aresearch thesis and requires two years of full-time or four Faculty Board reports to the Academic Senate. Master of Educational Studies years of part-time study. FUll-time candidates fortheresearchdegrees of PhD, EdD, MEd, Master of Early Childhood Education The program consi sts of four compulsory subjects worth 80 MSpecEd, MIndEd and MEarly ChildhoodEd may be eligible for Australian Postgraduate Research Awards or University of Courses qffered by The Faculty of Master of Industrial Education credit points and an equally - weighted Research Thesis (ie Newcastle Postgraduate Research Scholarships. Education Master of Special Education 80 credit points). Applications for these Scholarships should reach The Academic Master of Education (by Research) Master of Special Education (MSpecEd). Students who The following courses are currently offered by the Faculty of Registrar, The University of Newcast1e, Callaghan NSW. 2308 Doctor of Education have completed a degree or four full-time years of tertiary Education:- education with appropriate content and already have by 31 st October for the following academic year. Doctor of Philosophy approved experience in special education may be accepted The coursework MEdStud degree is recognised for the Australian Undergraduate and Initial Teacher Education for this program. It involves course work studies, practical Postgraduate Course Award scheme. Applicants must intend Courses experience and research thesis. Satisfactory completion of enrolling as full-time students. The Awards carry a living Bachelor of Education the program by way of major thesis may be sufficient for allowance and other benefits. Bachelor Degrees CandidatesintendingtoquallfyfortheBachelorofEducation admission to candidature for the PhD degree. are generally expected to undertake the equivalent of four Bachelor of Education (Art) years of full·time study to meet the academic prescription Bachelor of Education (Design and Technology) of the course. All teaching specialisations (Art, Early Bachelor of Education (Early Childhood) Childhood, Design and Technology, English/History, Bachelor of Education (English/History) Mathematics, Music, Languages/Asian Studies, Physical Bachelor of Education (Languages/Asian Studies) Education, Social Sciences and Science) are offered over four years of consecutive full-lime study. Bachelor of Education (Mathematics) Bachelor of Education (Music) Bachelor of Education (Physical and Health Education)
7 6 SECfIONlWO FACULTY INFORMATION SECTION THREE
Curriculum Resources and Research Centre. These include acomprehensive early education program for young children wiOl developmental or learning problems, Centre classroom for school-age children with learning problems, and a variety of outreach programs. Concept and Function
Since its establishment in 1974 the Cuniculum Resources and Research Centre has played an important role for students enrolled in postgraduate education courses in the Faculty of Education. Indeed, for many students the Centre becomes an integral and indispensable part of their program, particularly in the Diploma in Education. The Centreis modelled on Teacher and School Resources Centres which have been developed in UK and USA and other parts of Australia The basic purpose of such a centre is to be an agency for stimulating the creation and use of teaching resource materials. Here the principal functions of the Centre are to: (i) produce its own resource materials; (ii) select and acquire other resource material; (iii) provide adequate information on all types of resource material; (iv)" evaluate resource material; RULES GOVERNING ACADEMIC AWARDS (v) stimulate classroom research and development of resource materials. Rules Governing Academic Awards Admission Application of Rules 3. An applicant for admission to candidature for an award shall The Collection satisfy the requirements of the University governing admission 1. These Rules shall apply to all the academic awards of the to and enrolment in a course and any other additional The Centre has a growing collection of resources of written and University other than the degrees of Doctor and Master. requirements as may be prescribed in the schedule for that audio-visual materials, official documents and theoretical material. Interpretation award. The material housed in the Centre covers all major teaching areas 2. (1) In these Rules, urness the c;ontext or subject matter Subject _ infants, primary, secondary, tertiary and teacher inservice. It otherwise indicates or requires: also houses journals, testing materials and official documents for 4. (1) For the purposes of a course, a subject may be classified "award" means the degree, diploma (inel uding graduate research. at a level determined by the Faculty Board. diploma and associate diploma) or graduate certificate (2) Each subject shall be allotted a credit point value by the for which a candidate is enrolled; Facilities and Use Academic Senate after considering the advice of the "course" means the total requirements of the program of Faculty Board of the Faculty in which the department is Most of the materihl and equipment housed in the Centre is study approved by the Academic Senate to qualify a located. available for' users. Students especially are encouraged to candidate for the award as set out in the schedule; familiarise themselves with the equipment in the Centre to gain (3) The Academic Senate, after considering a request from "Dean" means the Dean of a Faculty; a Faculty Board, may determine that a subject be not experience in preparing their own resource materials. Some offered during a particular academic year. materials may be restricted to use under supervision of staff and "department" means the department offering a particular a few items, eg psychology tests, may be used only by those with subject and includes any other body so doing; (4) The Faculty Board shall approve the subjects for the specific qualifications. "Faculty" means thc Faculty responsible for the course; award. Any change in the list of approved subjects which will have effect in the following year shall be approved The Curriculum Resources and Research Centre also manages a "Faculty Board" means the Faculty Board of the Faculty; Computer Laboralory which consists of a network system of by a date determined by the Academic Senate. "schedule" means thc schedule to these Rules relevant (5) Where there is any change in the list of approved Apple computers and mM compatible machines. to the award listed under the name of the Faculty; subjects, the Faculty Board shall make all reasonable Special Education Centre "subject" means any part of a course for which a result provision to permit students already enrolled in the may be recorded. course to progress normally. The special Centre is a modem well-equipped building on the (2) A reference in ll,ese i\.ules to a Head of Department shall Enrolment University campus and is the focus of much of the University's be read not only as arcfcrencc lothe person appointed to 5. (1) A candidate may not enrol in any year in a combination teaching program in special education. It has a threefold function; that office but also, where a subject is not offered by a of subjects which is incompatible with the requirements teacher education. service delivery and research. Centre staff department as such, to the person approved by the of the timetable for that year. include academic staff, specialist teachers, research staff and Academic Senate to undertake the responsibilities of a ancillary staff. Teacher preparation in Special f''.ducation is Head of Department for the purpose of these Rules. (2) Except with the pemission of the Dean and subject to integrated with the service programs of the Special Education any contrary provision in the schedule:
8 9 SECfION THREE Rill.ES GOVERNING ACADEMIC AWARDS SECfION TIIREE RULES GOVERNING ACADEMIC AWARDS
(a) acandidate may notemol in subjects totalling more (3) ExceptasotherwisepenniuedbytheHeadofDepartment. Combined Degree Programs (b) academic perfonnance and results determined by the than the equivalent of 40 credit points in any any materia} presented by a candidate for assessment 12. (1) Where so prescribed for a particular course, a candidate Faculty Board arising from the performing qUalifies semester; must be the work of the candidate and not have been may complete the requirements for one Bachelordegree assessment. previously submitted for assessment. (b) a candidate shall not emol in a subject which does in conjunction with another Bachelor degree by 6. (1) The Academic Registrar shall ensure that offers of not count towards the award; and (4) To complete a subject acandidate shall satisfy published completing a combined degree program approved by the admissionaremadeindescendingrankordertoapplicants departmental requirements and gain a satisfactory result Academic Senate on the advice of the Faculty Board ranked under clause 3. such that the places available in (c) a candidate shall not be permitted to eruol in any in such assessments and examinations as the Faculty and, where the other Bachelor degree is offered in the course each year are fiUed. subject which is substantially equivalent to one Board shall require. another Faculty, the Faculty Board of that Faculty. which that candidate has previously COWlted towards Qualincation for the Degree a degree or diploma. Withdrawal (2) Admission to a comhined degree program shall be 7. (1) To qualify for admission to the ordinary degree in any restricted to candidates who have achieved a standard of 9. (I) A candidate may withdraw from a subject orlhe course area of specialisation, a candidate shall: (3) A candidate for an award shall not enrol in a course or perfonnance deemed satisfactory for the purposes of only by infonning the Academic Registrarin writing and part of a course for another award in this University admission to thc specific combined degree course by the (a) pass a program of subjects approved by the Faculty the withdrawal shall take effect from the date of receipt unless consent has first been obtained from the Dean Faculty Board(s). Board totalling 320 credit points. and, if another Faculty is responsible for the course of such notification. (3) The work undertaken by a candidate in a combined (b) satisfy the teaching experience requirements leading to that other award, the Dean of that Faculty. (2) A student shall be deemed not to have enrolled in a degree program shall be no less in quantity and quality prescribed by the Faculty Board. provided that a student may enrol in a combined course subject if that student withdraws from the subject: approved by the AcademicSenate leading totwo awards. than if the two courses were taken separately. (2) The program may include subjects from a second areaof (a) in the case of a semester length subject, before the (4) To qualify for admission to the two degrees a candidate specialisation in accordance with conditions prescribed Pre· requisites and Co·requisites Higher Education Contribution Scheme census date shall satisfy the requirements for both degrees, except as by the Faculty Board. 6. (1) The Faculty Board on the recommendation of the Head for that semester; or may be otherwise provided. Grading of Degrees of the Department may prescribe pre-requisites and/or (b) in the case of a full year subject. before the first Relaxing Provision 8. (1) The degree shall be conferred as an ordinary degree co-requisites for any suhject offered by that Department. Higher Education Contribution Scheme census date except that in those areas of specialisation determined by (2) Except with the permission of the Dean granted after for thal academic year. 13. In order to provide for exceptional circumstances arising in a particular case, the Academic Senate on the recommendation the Faculty Board, and where acandidate' s perfonnance considering any recommendation made by the Head of (3) Except with the pennission of the Dean: has reached a standard detennined by the Faculty Board the Department, no candidate may enrol in a subject of the Faculty Board may relax any provision of these Rules. (a) acandidate shall not be permitted to withdraw from to be of sufficient merit the degree may be conferred unless that candidate has passed any subjects prescribed a subject after the relevant date which shall be: with Honours. as its pre-requisites at any grade which may be specified SCHEDULE - BACHELOR OF EOUCA TlON' and has already passed or concurrently enrols in or is (i) in the case of a semester length subject, the last Specialisations (2) There shall be two classes of Honours, namely Class I day of that semester, or and Class II. Class II shall have two divisions, namely already enrolled in any subjects prescribed as its co I. The degree may be offered in such areas of specialisation! as Division 1 and Division 2. requisites. (ii) in the case of a full year subject,thelast day of the Academic Senate shall determine on the recommendation (3) Except with the permission of the Dean, a candidate will second semester; and of the Faculty Board. Credit not have satisfied a pre-requisite if the pre-requisite (b) a candidate shall not be permitted to withdraw Admission to Candidature 9. A candidate who has completed a Diploma in Teaching may subject has not been completed in the preceding eight from a subject on more than two occasions. be granted credit on such conditions as the Faculty Board may 2. Applicants for admission to candidature shall nominate the calendar years. detennine, for up to 240 credit points. Leave of Absence specialisation in which they wish to pursue the course. (4) A candidate altaining a Terminating Pass in a subject 10. (1) Subject to any provision in the schedule. a candidate in shall be deemed not to have passed that subject for pre Admission to Candidature in the Specialisation of Music good academic standing in the course: requisite purposes. 3. In cases where they meet the published selection criteria > (a) may take leave of absence of one year from the Credit determined by the Faculty Board, applicants for admission to course; or candidature in the specialisation of Music shall be required to A caJt.didate for the Bachelor of Education who has satisfied the 7. (1) A Faculty Board may grant credit to a candidate in (b) with the pennission of the Dean, may take leave of undertake performing qualities assessment. requirem.ents for the award of the Diploma of Teaching, may be specified and unspecified subjects, on such conditions absence of two consecutive years from the course permitted by the Faculty Board to transfer candidature from the as it may determine, in recognition of work completed in 4. (1) The petfonning qualities assessment shall consist of: without prejudice to any right of the candidate to re degree to the Diploma ofTeachi1lg. the University or another institution approved by the (a) such written tests and interviews as the Faculty emol in the course following such absence and with The following areas of specialisation have been approved by the Faculty Board for this purpose oradditionaUy as may be Board on the recommendation of the Head of the full credit in all subjects successfully completed Academic Senate: provided in the schedulc. Department of Music shall require; and prior to the period of leave. (a) Primary; (2) Except as may be otherwise provided in the schedule, a (b) an audition in which the candidate must demonstrate (2) For the purposes of sub-rule (1), unless otherwise (b) Early Childhood; candidate shaH not be given credit for more than sixty musical expertise at a level satisfactory to the specified in the schedule, acandidate eligible to re-enrol five percent of the total number of credit points required Faculty Board, on therecommendationofthe Head (c) Secondary, which shall include: shall be deemed to be in good academic standing. to complete the course. of the Department of Music. Art, Asian Studies, Design and Technology, English, History, Qualification for the Award Home ECOllOmlCS, Industrial Arts TechllOlogy, Lallguages, Subject Requirements (2) Applicants who do not attend the University for Mathematics, Music, Performing Arts, Physical Education, 11. (1) To qualify for the award a candidate shall salisfactorily be 8. (1) The subjects which may be completed in the course for perfarming qual itics assessment as invited will deemed Science and Social Sciellces, complete the requirements governing the course the Award shall be those approved by the Faculty Board to have withdrawn their application unless a reason prescribed in the schedule. which may be offered singly or in combination; and published annually as the ApprovedSubjects section acceptable to the Academic Registrar is provided. (d) Techllical alld Further EducaJioll. of the schedule. (2) A subject which has been counted towards acompleted award 5. Applicants shall be ranked in descending order of merit on the may not be counted towards another award, except to Catldidates pursuillg the specialisatiollS of Primary, Early (2) A candidate enrolled ina subject shall comply with such basis of: such extent as the Faculty Board may approve. Childhood and Secondary education may be permit/ell 10 also academic and practical requirements and submit such (a) academic performance based on the selection criteria wulerta/ce a specialisation ill Special Education in the fi1ltJ1 written or other work as the Department shall specify. determined under clause 1; and year of the B Ed program.
10 11 SECTION TIlREE RULES GOVERNING ACADEMIC AWARDS SECTION THREE RULES GOVERNING ACADEMIC AWARDS
Time Requirements Gradlog of Diploma of the Faculty Board. for this purpose by the Faculty Board; or 10. (1) Except with the permission of the Faculty Board, a 4. The diploma shall be awarded as an ordinary diploma except Admission to Candidature (b) have completed such other studies as deemed equivalent candidate shall complete the course in not less than four that, in cases where the performance of a candidate has 2. (1) Candidates shall nominate the area of specialisation in by the Faculty Board. reached a standard detennined by the Faculty Board to be of years and not more than ten years of study. which they wish to pursue the course. Qualification for the Award sufficient merit, the diploma may be awarded with Merit. (2) A candidate who has been granted credit shall bedeemed (2) To be eligible for admission to candidature an applicant 4. To qualify for the certifica1e a candidate shall pass the to have commenced the course from a date detennined Time Requirements shall: program of study approved by the Faculty Board totalling 40 by the Dean at the time the credit is granted. 5. Except with the permission of the Faculty Board the course (a) have satisfied the requirements for the award of a credit points. shall be completed in not less than one year and not more than Diploma in Teaching or admission 10 a degree or Time Requirements SCHEDULE - DIPLOMA OF TEACHING four years of study. graduate diploma in the University or another 5. Except with the pennission of the Faculty Board, the course Transfer of Candidature university recognised forthis purpose by the Faculty SCHEDULE- BACHELOR OF EDUCATIONAL shall be completed in not less than one year and not more than 1. CandidatesforthedegreeofBachelorofEduca1ion who have Board; and STUDIFS two years of study. satisfied the requirements for the Diploma of Teaching may (b) provide evidence of at least two years of relevant be penniued by the Faculty Board to transfer candidature to Admission to Candidature experience as the Faculty Board shall approve; the Diploma of Teaching. Candidates wishing to transfer 1. An applicant for admission to candidature shall: (c) provide evidence of possessing such other shall apply in writing to the Academic Registrarforpermission (a) have satisfied the requirements for admission to adegree qualifications and experience as the Faculty Board to do so. of Bachelor of the University or to a degree of another shall require. Qualification for the Diploma tertiary institution approved for this purpose by the Qualification for the Diploma The following areas of specialisation have been approved by lhe Faculty Board; or 2. Toqualifyfortheawardofthe Diplomaacandidateshall pass 3. To qualify for the diploma a candidate shaH pass a program Academic Senate: the programme of study approved by the Faculty Board (b) have satisfied the requirements for the awardof a Diploma of subjects approved by the Faculty Board totalling 80 credit Advanced Teaching Method totalling 240 credit points. in Teaching and a Graduate Diploma in Educational points. Computer Educalion studies or equivalent in the University or another Curricwl4m Grading of Diploma SCHEDULE - DIPLOMA IN EDUCATION University recognised for this purpose by the Faculty Design and TechltOlogy Administration Spccialisations Board; or 4. The diploma shaJl be awarded as an ungraded diploma except EductJtional that, where the perfonnance of a candidate has reached a EductJtional Drama 1. The diploma may be offered in such areas of Specialisation} (c) produce evidence of possessing such otherqualifica1ions standard detennined hy the Faculty Board to be of sufficient EductJtionolTechnology as the Academic Senate shall dctennine on the recommendation as the Faculty Board may approve. merit, the diploma may be awarded with Merit. EductJtion and YoUlh Opportunities of the Faculty Board. Qualification for Admission to the Degree Spuch and Language Rem£diation Time Requirements Special Education. Admission to Candidature 2. To qualify for admis!oion to the degree a candidate shall pass 5. Except with the pennission of the Faculty Board, the program 2. (1) Applicants for admission to candidature shall nominate a program of subjects approved by the Faculty Board totalling shall be completed in not less than one year and not more than the specialisation in which they wish to pursue the 120 credit points. four years of study. course. Credit (2) An applicant for admission to candidatureforthe diploma 3. Credit may be granted for up to 40 credit points. SCHEDULE - GRADUATE CERTIFICATE IN shall: EDUCATIONAL STUDIFS Time Requirements (a) have satisfied all the requirements for admission to Specialisations 4. Except with the permission of the Faculty Board, the course adegreeof Bachelorofthe University orto adegree shall be completed in not less than one year and not more than 1. The graduate certificate may be offered in such areas of of any other tertiary institution approved for this four years of study. specialisation~as the Academic Senate shall detennine on the purpose by the Faculty Board; and recommendation of the Faculty Board. (b) have completed such other work prescribed in SCHEDULE- GRADUATE DIPLOMA IN Transfer of Candidature accordance with the policy determined by the EDUCATIONAL STUDIFS Faculty Board. 2. Candidates f orthe degree of Graduate Diploma in Educational Specialisations Studies who have satisfied the requirements for the Graduate Qualification for the Diploma 1. The diploma may be offered in such areas of specialisation4 Certificate in Educational Studies may be permitted by the 3. To qualify for the diploma a candidate pass a program of as the Academic Senate shall determine on the recommendation Faculty Board to transfer candidature to the Graduate subjects approved by the Faculty Board totalling 80 credit Certificate. Candidates wishing to transfer shall apply in points. writing to the Academic Registrar for permission to do so. Admission toCandidature in the Specialisation of Design and The following areas of specialisation have been approved by the The following areas of specialisation have been approved by the TechnOlogy Academic Senate: Academic Senate: 3. An applicant for admission to candidature for the Certificate (aJ Primary; Advanced Teaching Method in the specialisation of Design and Technology shall: (b) Secondary. which shall include: Computer Education Curriculum Art Education, Asian Studies. Design and T echllology, Drama, (a) have satisfied all requirements for admission to a degree Educational Administration of Bachelor of Education (Secondary), speciaJising in English, IIis lory. IIome Economics,lMustrial Arts T ecluwlogy, Educational Drama Languages.Mathemalics.Mwic.PhysicafEducation.Science Industrial Arts, Home Economics or Art, from the Educational Technology and Social Sciences. Education and Youth Opportunities University or from any other tertiary institution approved which may be offered singly or in combination; Speech and Language Remediation (c) Technical and Further Education. Special Education. 12 13 SECrlON FOUR SECfION FOUR RUlES GOVERNING MASTER AND DQCmRAI DEGREES
(3) An applicant shall not be admitted to candidature unless Part n - Examination and Results adequate supervision and facilities are available. Whether 10. The Examination Rules approved from time to time by the these are available shaJI be detennined by the Faculty Council shall apply to all examinations with respect to a Board unless the Schedule otherwise provides. degree of Master with the exception of the examination of a 4. To qualify for admission to a degree of Master a candidate thesis which shall be conducted in accordance with the shall enrol and salisfy the requirements of these Rules including provisions of Rules 12 to 16 inclusive of these Rules. the Schedule. 11. The Faculty Board shall consider the results in subjects, the 5. The program shall be carried out: reports of examiners and any other recommendations (a) under the guidance of a supervisor or supervisors either prescribed in the Schedule and shall decide: appointed bylhc Faculty Roardoras otherwise prescribed (a) to recommend to the Council that the candidate be in the Schedule; or admitted to the degree; or (b) as the Faculty Board may otherwise detennine. (b) in a case where a thesis has been submitted, to permit the 6. Upon request by a candidate the Faculty Board may grant candidate to resubmit an amended thesis within twelve leave of absence from the course. Such leave shall not be months of the date on which the candidate is advised of taken into account in calculating the period for the program the result of the first examination or within such longer prescribed in the Schedule. period of time as the Faculty Board may prescribe; or 7. (1) A candidate may withdraw from a subjcct or course only (c) to require the candidate to undertake such further oral, by infonning the Secretary to the University in writing written or practical examinations as the Faculty Board and such withdrawal shall take effect from the date of may prescribe; or receipt of such notification. (d) not to recommend that the candidate be admitted to the Rules Governing Master and Doctoral Degrees (2) A candidate who withdraws from any subject after the degree, in which case the candidature shall be tenninaLed. relevant date shaH be deemed to have failed in that Part [II - Provisions Relating to Theses About This Section subject unless granted pennission by the Dean to 12. (1) The subject of a thesis shaJl be approved by the Faculty "Schedu Ie" means the Schedule of these Rules pertaining withdraw without penaJty. Board on the recommendation of the Head of the This section contains rules governing the following degrees: to the course in which a person is enrolled oris proposing The relevant date shaJI be: Department in which the candidate is carrying out the to enrol; and Master of Educational Studies (a) in the case of a subject offered in the first semester research for the thesis. ''thesis'' means any thesis or dissertation submitted by a Master of Early Childhood Education - the Monday of the ninth week of first semester, (2) The thesis shall not contain as its main content any work candidate. Master of Industrial Education (b) in the case of a subject offered in the second or material which has previously been submitted by the (3) These Rules shall not apply to degrees conferred honoris semester - the Monday of the ninth week of candidate for a degree in any tertiary institution unless Master of Special Education causa. second semester, the Faculty Board otherwise permits. Master of Education (4) A degree of Master shaJl be conferred in one grade only. (c) in the case of any other subject - the Monday of 13. The candidate shall give to the Secretary to the University Doctor of Education 2. An application for admission to candidature for a degree of the third week of second semester. three months' written notice of intention to submit a thesis Master shall be made on the prescribed fonn and lodged with and such notice shall be accompanied by any prescribed fee. Part 1 - General 8. (1) If the Faculty Board is of the opinion that the candidate the Secretary to the University by the prescribed dale. 1. (1) These Rules prescribe the conditions and requirements is not making satisfactory progress towards the degree 4. (1) Thecandidateshall comply with the following provisions relating to the degrees of Master of Applied Flhics, 3. (1) To be eligible for admission to candidature an applicant then it may tenninate the candidature or place such concerning the presentation of a thesis: Master of Architecture, Master of Arts, Master of shall: conditions on its continuation as it deems fit. (a) thethesis shall contain anabslractof approximately Commerce, Master of Computer Science, Master of (a) (i) have satisfied the requirements for admission (2) For the purpose of assessing a candidate's progress, the 200 words describing its content; Computing, Masterof Education, MasterofEducational to a degree of Bachelor in the University of Faculty Board may require candidates to submit a report (b) the thesis shall be typed and bound in a manner Studies, Master of Pngineering, Master of Engineering Newcastle as specified in the Schedule: or or reports on their progress. prescribed by the University; Science, Master of Letters, Master of Mathematics, (ii) have satisfied the requirements for admission to Master of Psychology (Clinical), Master of Psychology (3) A candidate against whom a decision of the Faculty (c) three copies of the thesis shall be submitted together a degree or equivalent qualification, approved (EducationaJ), Master of Science, Master of Medical Board has been made under Rule 8(1) of these Rules may with: forthe purpose by the Faculty Board, inanother that Science, Master of Scientific Studies, Master of Special request the Faculty Board cause the case to be (i) a certificate signed by the candidate that the tertiary institution; or reviewed. Such request shall be made to the Dean of the Education and Master of Sutveying. main content of the thesis has not been submitted (iii) have such other qualifications and experience Faculty within seven days from the date of posting to the (2) In these Rules and the Schedules thereto, unless the by the candidate for a degree of any other as may be approved by the Senate on the candidate the advice of the Faculty Board's decision or context or subject matter otherwise indicates or requires: tertiary institution; and recommendation of the Faculty Board or such further period as the Dean may accept. (ii) acertificate signed by the supervisor indicating "Faculty Board" means the Faculty Board ofthe Faculty otherwise as may be specified in the Schedule; (4) A candidate may appeal to the Vice·Chancellor against whether the candidate has completed the responsible for the course in which a person is enrolled and any decision made following thereview under Rule 8(3) or is proposing to eiL 01; program and whether the thesis is of sufficient (b) have satisfied suchOlherrequirements as may be specified of these Rules. academic merit to warrant examination; and "program" means the program of research and study in the Schedule. 9. In exceptional circumstances arising in a particular case, the prescribed in the Schedule; (iii) if the candidate so desires, any documents or Senate, on the recommendation of the Faculty Board, may (2) Unless otherwise specified in the Schedule, applications published work of the candidate whether for admission to candidature shall be considered by the relax any provision of these Rules. bearing on the subject of the thesis or not. Faculty Board which may approve or reject any application.
14 15 SECfION FOUR RULES GOVERNING MASTER AND DOCTORAL DEGREES SECfION FOUR RULES GOVERNING MASTER AND DOCTORAL DEGREES
(2) The Faculty Board shall determine the course of action s. 1becourse shall becompleted in not less than three semesters (a) have satisfied the requirements for the admission to the (iii) have undertaken professional experience for at to be taken should the certificate of the supetvisor and not more than twelve semesters unless the Faculty Board degree of Bachelor of Education (Industrial Arts least two years in the practice of service delivery in indicate that in the opinion of the supetvisorthe thesis is otherwise pennits. Technology) or Bachelor Education (fechnica1 and a field related to Special Education; or not of sufficient academic merit to warrant examination. Further Education) in the University of Newcastle orfor (b) in exceptional cases produce evidence of possessing 15. The University shall be entitled to retain the submitted copies SCHEDULE- MASTER OF EARLY CHILDHOOD a degree approved for this purpose by the Board, of such other qualifications as may be approved by the another tertiary institution; or of the thesis, accompanying documents and published work. EDUCATION Faculty Bow:d. The University shall be free to allow the thesis to beconsulted 1. (1) The Faculty of Education shall be respoosible for the (b) have satisfield the requirements for the postgrauate 3. To qualify for admission to the degree the candidate shall or borrowed and, subject to the provisions of the Copyright courseleadingtothedegreeofMasterofEarlyOtildhood Diploma of Education in Industrial Arts Technology or complete to the satisfaction of the Faculty Board a course Act, 1968 (Com), may issue it in whole or any part in Education. Technical and Further Education in the University of approved by the Faculty Board which will comprise either Newcastle or from another tertiary institution approved photocopy or microfilm or other copying medium. 2. (1) To be eligible for admission to candidature an applicant for this purpose by the School Board; or (a) (i) 100 credit points of advanced work requiring 16. (1) For each candidate two examiners, at least one of whom shall: attendance at such lectures, seminars, practicums (c) in other cases produce evidence of possessing such other shall be an external examiner (being a person who is not (a) have completed the requirements for a degree of and tutorials, and the completion of such a memberof the staff of the University) shall be appointed Bachelor in the field Early Childhood (ora related qUalifications as may be approved by the Board, and examinations as the Faculty Board may determine, either by the Faculty Board or otherwise as prescribed in areasuch as Primary, B ehavioura1 Sciences, Applied (d) complete such work and pass such examinations as the and the Schedule. Sciences) in the University of Newcastle or an Board may determine; and (ii) a MajorThesis embodying the results of a major study (2) If the examiners' reports are such that the Faculty Board equivalent degree, approved for this purpose by the (e) normally have a minimum of three years experience in in the area of the carxiidate' s specialisction,vaJued at 00 is unable to make any decision pursuant to Rule II of Board, of another institution of tertiary education the practice of industrial education as a teacher-or in any credit fXili1lS, or these Rules, a third examinershall be appointedeitherby and other equivalent capacity as may be approved by the (b) (i) 130 credit points of advanced work requiring the Faculty Board or otherwise as prescribed in the (i) have either demonstrated to the satisfaction of Board. attendance at such lectures, seminars and tutorials Schedule. the Board exceptional ability in that degree, or 3. To qualify for admission to the degree a candidate shall and the completion of such examinations as the SCHEDULE 5 -MASTER OF EDUCATIONAL (ii) having completed a degree in a field allied to complete to the satisfaction of the Board a program consisting Faculty Board may detennine; and STUDIES education have demonstrated their ability to of: (li) a Minor Thesis, valued at 30 credit points. undertake successfully studies at the master 1. The Faculty of Education shall be responsible for the course (a) such work and examinalionsas may be prescribed by the 4. The Faculty Board may grant standing to a candidate on sllch degree level, or Board; and leading to the degree of Master of Educational Studies. conditions as it may detennine. (b) in exceptional cases produce evidence of possessing (b) a thesis embodying the results of original investigation 5. Except with the permission of the Faculty Board the course 2. To be eligible for admission to candidature an applicant shall: such other qualifications as the Board may approve; or design. shall be completed in not less than four semesters and not (a) have completed the requirements fora degree ofBachelor and 4. The program shall be completed in: more than ten semesters. of the University of Newcastle or for a degree, approved (e) have completed two years experience as a teacher (a) not less than two years (full-time) and except with the for this purpose by the Faculty Board, of another in the practice of early childhood or experience special permission of the Board not more than three SCHEDULE - MASTER OF EDUCATION institution of tertiary education and have satisfactorily deemed by the Board to be equivalent. completed either: years (full-time); 1. The Faculty of Education shall be responsible for the course (2) As acondition for admission to candidature an applicant leading to the degree of Master of Education. (i) the requirements for a teaching qualification may be required to undertake such additional work and (b) not less than four years (part-time) and except with the special pennission of the Board not more than six years approved for this purpose by the Faculty Board, or pass such examinations as the Board may prescribe. 2. To be eligible for admission to candidature an applicant shall: (ii) a major sequence in Education, or (part-time). 3. To qualify for admission to the degree a candidate shall have (a) have satisfied the requirements for the degree of Bachelor of Educational Studies ofthe University of Newcastle or (iii) equivalent undergraduate or postgraduate studies satisfied any condition imposed on admission to candidature in 1! 16 11 SECTION FOUR RULES GOVERNING MASTER AND DOCTORAL DEGREES SECfION FOUR RULRS GOVERNING MASTER AND DOCTORAL DEGREES 4. The program shall be completed in nol less than 1 year and not (a) to the satisfaction of the Faculty Board, Faculty of (a) in the case of any unit lasting no more than one more than four years unless the Faculty Board otherwise Education, a program prescribed by the Faculty semester, the Monday of the ninth week of that permits. Board consisting of six full·year units of advanced semester; Doctoral Degree Rules coursework or their equivalent; and (b) in the case of any other unit, the Monday of the third week of second semester. General (b) to the satisfaction of the Graduate Studies Committee, a thesis embodying the results of Recommendation of Result 1. (a) These Rules are made in accordance with the powers advanced study and research. vested in the Council and shall relate to the degrees of 11. Before making any recommendation that the degree be Doctor of Engineering, Doctor of Letters, Doctor of (2) The program shall be completed in not less than three conferred the Graduate Studies Committee shall ensure that Science, Doctorof Medicine, Doctor of Philosophy and years and: the candidate has completed to the satisfaction of the Faculty Doctor of EducaJ:ion. (a) in the case of a full-time candidate, not more than Board thecoursework component pursuant to section 3(1 Xa), (b) In order to qualify for a doctoral degree the candidate five years; or Relaxing Provision shall comply with the requirements for the degree as set (b) in the case of a part-time candidate, not more than 12. In exceptional circumstances arising in a particular case, the out in the appropriate Schedule of these Rules. eight years; Academic Senate on the recommendation of the Graduate (c) IntheseRules"GraduateStudiesCommittee"i means or such different period as the Graduate Studies Studies Committee may relax any requirement ofthis Schedule. the Graduate Studies Committee of Academic Senate. Committee may approve provided that in no case shall (d) These Rules shall not apply to degrees conferred honoris the period be less than two years. causa Coursework Component 4. A candidate shall not be granted standing for work completed SCHEDULE FOR THE DEGREE OF towards another qualification at this University or elsewhere. DOCTOR OF EDUCATION 5. The program referred to in section 3(1)(a) shall reqUire attendance at such lectures, seminars and tutorials, and the Admission to Candidature completion to the satisfaction of the Faculty Board of such 1. An applicant for admission to candidature for the degree of examinations as the Faculty Board may determine. Doctor of Education shall: 6. The Examination Rules approved from time to time by the (a) (i) have satisfied all oflherequirements for admission Council shall apply to all examinations conducted pursuant to to the degree of Master or the degree of Bachelor section 5. with first or second class honours in the University 7. Prior to enrolment in the thesis a candidate shall submit the of Newcastle or a degree from another University subject of the thesis for approval by the Graduate Studies approved for this purpose by the Graduate Studies Committee. After the subject has been approved it may be Committee; or changed only with the permission of the Graduate Studies (ii) have satisfied all the requirements for admission to Committee. the degree of Bachelor with third c1ass honours or 8. (1) The thesis shall be undertaken in the University under the ordinary degree of Bachelor in the University of the direction of a supervisor or supervisors appointed by Newcastle or a degree from another University the GraduateStudies Committee on the recommendation approved for this purpose by the Graduate Studies of the Head of the Department or Division in which the Committee, and have achieved by subsequent work candidate is to carry out the research. and study a standard recognised by the Graduate Studies Committee as equivalent to at least second (2) Notwithstanding the provisions of sub-section (1), a class honours; or candidate may be granted special permission by the Graduate Studies Committee to spend a period of not (iii) in exceptional cases submit such other evidence of more than one year in research at another institution general and professional qualifications as may be approved by the Graduate Studies Committee. approved by the Academic Senate; and 9. Sections 5, 7,8,9, to, 11,12 and 13 of Schedule II, being the (b) have completed at least five years of professional Requirements for the Degree of Doctor of Philosophy, shall experience in Education. be deemed to apply to candidates for the Degree of Doctor of 2. Before approving an admission to candidature the Graduate Education. Studies Committee: Withdrawal (a) shall be satisfied that the applicant can devote sufficient 10. (1) A candidate may withdraw from a unit, the thesis or the time to advanced study and research; and course by informing the Academic Registrar in writing (b) may require an applicant to sit for such examinations or and such withdrawal shall take effect from the date of carry out such work as the Committee may prescribe. receipt of such notification. Admission to the Degree (2) Unless granted permission by the Dean to withdraw 3. (1) To qualify for admission to the degree a candidate shall without penalty, a candidate who withdraws from a unit complete: after the relevant date shall be deemed to have failed that unit.The relevant date shall be: 18 19 SEcnONFIVE SECTION FIVE FACULTY POLICIES D. VocationaJ Experience (2) Students must satisfy therelevant prerequisites, corequisite a Industrial Field Experience 0 0 0 and assumed knowledge requirements of each subject b. Practical Teaching Experience 25 25 unless granted a waiver by the Dean. Students wishing to obtain such a waiver should make application to the c. Internship & Independent Study 35 35 60 relevant Head of Department for recommendation to the 320 320 320 Dean. Note: Where syllabus study/special methods and vocationally (3) Only in exceptional circumstances will prerequisite, oriented studies are integrated, the Dean acting on a corequisiteorassumedknowledgerequirementsbewaived. recommendation from a course committee and the 3. Timetable Departmental Board responsible for co-ordination of the Course programs are specified and timetabled by year. Students course, may approve the transfer of up to 20 credit points from are not to enrol in subjects which clash in the timetable. Specialist Studies (Strand A) to Pedagogical Studies (Strand B). 4. Minors and Majors - Bachelor of Education Course Of the total 320 credit points allocated for a four year course, General Course Information and Rules cmrent Faculty policy guidelines define a sequential stUdy accruing 80 credit points as a major study and a sequential study accruing The information provided below should be read in conjunction 40 credit points as a minor study. with Rules Governing Awards within the Faculty, other 5. Attendance Requirements requirements of the University, and Faculty policies. (1) Attendance at lectures is expected, but optional. FACULTY POLICIES It is the responsibility of the students to ensure that they enrol in a program which meets currently applicable course requirements. (2) Attendance at tutorials and workshops is compulsory except where the Faculty Board detennines otherwise. In About this Section Where approval of a Head of Department or Dean is needed, this should be obtained prior to submitting a Variation of program these circumstances the Faculty Board shall determine to what extent a student's attendance record will be taken This section contains Faculty P Ii . . ~~o~~dge gained from study of the formal Form and attached to that fonn. students enrolled in programs ~ :;es which are relevW1t to all ISClP nes, research on teaching and fro . do into account in assessment of the student's grade/result in of practice. m WlS m read in Conjunction with cou Wit n the Faculty and are to be Advice on course requirements and procedures is available from a particular subject. rse programs and degree rules (2) Faculty Secretariat Staff and Course Directors. Students should note that Facul . . . =d~:helor of ~ucati?n c?urse will have four broad (3) The Faculty Board, in approving the requirements for and that th ty poliCIes do not remain static study, WIth credit POInts distributed as follows: 1. Credit Points attendance at tutoriais and workshops shall do so within ey are expected to make themselves (1) Credit points are the basis on which student workload is the following policy guidelines: proposals or changes Which rna af a~~ of any Credit Points defined. The credit point value of a subject is intended to directed to the Faculty Secret y f~~ t~e~. ~qumes may be PrlEC (a) each student must be aware of the extent to which Course Directors. ary, nurustra1J.ve Officers or Secdry TAFE give a general indication of the total time required of a A. Specialist Studies'" failure to comply with any attendance requirement student undertaking that subject. The normal annual a) Discipline studies will affect the student's final assessment. Regulalims Course Structure. Bachelor of Ed t' 40-100 40-60 120 workload of 80 credit points is an indication that the total concerning attendance will be explained by the b) Vocationally oriented 80-20 workload of an average student working at pass level will Courses uca Ion studies*'" 120-0 lecturer at the commencement of study in a subject. be approximately 40 hours per week for a 28 week c) Complementary Studies academic year. Thus, a 10 credit point, year-long subject (b) students must have attended at least 75% of the (I) compulsory tutorials and workshops relevant to a Faculty pohcy on course structure is for the e tabl' h d) Essential Skills has a minimum average workload requirement of 5 hours of COUrses whiCh are based on the fOllowingS feaJ.IS ~ent 0 0 0 per week. This includes course contact hours plus time subject or shall bedeemed tohavefailed that subject; (a) f' f ures. B. Pedagogical Studies our year ull time Bachelor of Education' spent by the student on assignments and other set work as (c) the lecturer/s responsible for each subject which a) General Method (b) 80 credit points per year; , 40 30 well as general study of the subject content. The ratio has an attendance requirement shall keep an accurate b) Syllabus Study between contact hours and private study will vary between record of each student's attendance; (c) COurse content developed from the knowled e b 20 90 for teacher education Which is con. g ase c) Special Methods subjects according to the nature of the subject. (d) where a student fails a subject because of failure to h Slstent with 50 researc and current trends in teacher edUcation' C. Educational Studies (2) The number of hours per week of private study required comply with (b) and can demonstrate that there was (d) an emphasis on the development f ' a) Learners by individual students will vary according tomany factors a legitimate reason for the absence (eg illness), the 1m 1 . 0 content ) ow edge m the first year of the pro . including academic background, ability, study techniques Head of Department may permit the student to ( ) . gram, b) Educational Contexts ) e Vanous forms of practical expen'ence' .. 50 50 50 and the level of achievement that the student wishes to recoup the failure by completion of work of the type inv I ,Wllhnummum c) Educational goals and values) attain in a particular subject. The general indication of 5 that would have been done had the student been able r a vement in Fac~ltys during the first year of all to attend. P og~ams .and an lncreasing emphasis on the hours per week for a 10 credit point subject is a guide to practlcum In later years; the minimum expectation of the Faculty of Education. • Toinclude, in the caSe ojear/Yclu"ldhood . Students will need to monitor and evaluate their own (f) to remove duplication of content aMlNOR stutiyof40credilpoints 'and inlhPrun(J.~andTAFE courses, :~~rate attem~ts performance and adjust their efforts according to their 6. Practice Teaching Increase the mtegration between vari a MAlOR study of 80 credit poin~s.' ecase secolfd.arycourses, of the programs; ous aspects results and their desire to achieve high grades. (1) For all pre-service teacher education courses, unless the •• To ilfClude computer awareness sludies total course requirement for Practice Teaching has already (g) value of 5 credit points. at least to the equivalent 2. Prerequisite, Corequisite And Assumed Knowledge anemphasis Utrough the been met, enrolment in Practice Teaching is compUlsory. of students' ability to ~:=~~:edevelopment (1) In sequenced studies, prerequisites are set between levels who b' reeted learners Students who withdraw from or fail practice teaching can ase theupractice on asound foundation of of study. An understanding of the malerial in previous subjects will have their academic performance reviewed 20 years of the course is assumed. under Regulations Governing Unsatisfactory Progress. 21 SECrION FIVE FACULTY POLICms SECTION SIX 7. Review of Results Vocationally Oriented Studies Students may apply through the University Examinations office for areview of fmal results in subjects (see the Genera] Information 11. Computer Awareness section of this Handbook for details of the procedure and the fee Vocationally oriented studies within the Specialist Studies are involved). A review shall be conducted in terms ofthe provisions required to include the equivalent of 5 credit points of Computer contained in the Examination Rules. Awareness Studies integrated into the course within either one 8. Awards with Honours· Bachelor of Education subject or several subjects over the four year duration of the course. 1beBachelorofEducalion Degree may becooferred with honours. 12. Essential Skills Testing There are three classes of honours and the class of an honours to be awarded will be based upon the Grade Point Average (GPA) It is a policy that aU initial teacher education courses (including attained by the candidate in the Year 4 of the program as follows· the Diploma in Education) include a nil credit point component which involves an essential skills test which comprises tests in (1) Class I· GPA equal to or greater than 3.5 basic numeracy, spelling, dictation and written expression. It is (2) Class II Division I - GPA equal to or greater than 3.0 expected that the test be administered initially in year one of (3) Class II Division II - GPA equal to or greater than 2.5 enrolment and that a pass in the test be a requirement for the award. Failures in the test stimulate remedial support provided by To be eligible for consideration for the degree with honours, a the University through the Faculty of Education and/or the candidate will - referral to outside agencies for specialist assistance. Students (1) have achieved, during the first three years of the course, who fail the test must make arrangements to attempt it again, on a GPA in excess of 20, and as many occasions as necessary, so that a pass is obtained prior (2) have obtained the approval of the Dean to undertake the to graduation. year 4 honours program. EXTERNAL STUDIES - Education To qualify for admission to the degree with honours a candidate The following courses will be offered by External Study in 1993. shall complete a Year 4 integrated research and development availability charts, credit point information and sufficient project as prescribed by the Faculty Board and achieve a grade information about each subject to assist the students' choice of point average equal to or greater than 2.5 in the Year 4 program. Degree Courses Offered Externally - course pattern, e.g. objectives, topics, teaching strategies, assessment methods, texts and references are supplied separately. 9. Awards with Merit Education TItis information is then expanded in the first printout of subject Diploma in Education and the Graduate Diplomain Educational content and assignments when students enter or continue the Studies may be awarded with merit. particular program. Graduate Certificate in Ed.Studs (Design & Technology To qualify for one of the above awards with merit, a candidate All lecture materials are prepared by members of the Academic will have achieved a grade point average equal to or greater than Graduate Diploma in Ed. Studs (Curriculum) Staff, many of whom were responsible for the development of 2.5 calculated over the duration of the course. Bachelor of Education (Primary) Year 4 Program particular subjects. A distinctive methodology has evolved. 10. Unsatisfactory Progress Bachelor of Education (Early Childhood) Year 4 Program CompulsoryOn-campusSchoolssupplementtheexternalprogram and pennit face-to-face instruction, access to specialised (1) Under Regulation 3(1) of the Regulations Governing Bachelor of Education (Design & Technology - Conversion) equipment and reading resources and interaction with staff Unsatisfacto.ry Progress, a student shall be deemed not to Bachelor of Education (TAFE) members and other candidates. have maintained a satisfactory rate of progress for one or Master of Industrial Education more of the f oll owing reasons and shall have their academic Significant aspects of methodology include comprehensive lecture perfonnance reviewed by the Faculty Board: Master of Early Childhood Education notes, with reading lists for further stUdy, and a wide variety of assignment patterns, including opportunities for independent (a) He/she fails more than 50% of the credit points in Awards gained from external study from the University have research. which he/she is enrolled in anyone year. complete parity with awards gained internally. Appropriate Strategies vary with subject content and objectives include field (b) He/she fails a compulsory subject twice. variations in methodology are made for distance teaching and there are some differences too in the regulations applying to work, interviews, case studies, use of local resources, laboratory (c) He/she fails or withdraws from a Practice Teaching external students. The Handbook presents the rights and work, problem-solving experiments, worksheets, model making Subject. responsibilities of students and the procedures required in the projects, ceru fied photographic records of phases of construction, (2) Students whose academic perfonnanbce will be reviewed relationship of students with the University. Because of the preparation of charts and diagrams, reports and industrial visits, under Policy 10(1) shall be advised of their rights to make different duration of external courses, the cyclical patterns of gathering language samples, curriculum design and preparation representations either in writing or in person or both av ailabilit y of subjects i n some awards, and the special differences of resource kits to name but a few. before decisions are made under Regulation 3(1). of off-campus study, and because candidates are building on Activities thus have moved well beyond print only. and further former approved studies, some variations of regulations and emphasis on audiotape and videotape is planned. Lecturers infonnation are necessary. Where significant variations apply to comment in some detail on assignments and, where practicable, external students, these are outlined in this section of the Handbook. include a resume of general comments so that students will gain Day-to-day, informal and/or specifically 1993 information for an overall perspective on their work. external candidates may be included in a separate External A specialised External Studies Centre staffed by the Director, Studies supplement to be issued with enrolment andre-enrolment Dr J. Schiller, Administrative Assistant Ms C. Martin and 3 materials. Course requirements specific to the award, subject clerical staff are responsible for most servicing arrangements, 22 23 SECfION SIX EXTERNAL STUDIES SECTION SIX EXTERNAL STUDIES including the conduct of On-campus Schools. These functions If an applicant is deemed eligible, subject to availability of places Counselling Service are complemented by Student Administration for services such and level of priority, he/she is sent an offer of a place, indicating as enrolment/re-enrolment, while an Examinalions Branch the point of entry to the particular program. External students who are encountering difficulties, particularly of a personal nature and affecting their chances of success in the arranges forappropriale centres toform anetwork throughout the If the applicant accepts the offer of a place and the associated State to ensure appropriate supervision and to minimise the need course, are invited to contact the Counselling Service of the conditions, he/she is then sent an enrolment package. This University. for candidates to travel beyond their region for examinations. provides course content information, and guidance in choice of Library setvices from the University ensure a daily turnaround of subjects. Great care is needed in completing the fonn so that the Direct contact may be made with the service by personal visit, telephone call or letter. Complete confidentiality is preserved. request, often received via voicemail. Excellent co-operation is forward planning of the course pattern is feasible. also received from other academic libraries. Individual counselling Any letters received will be answered prompUy. by telephone is readily available and most useful in problem (i) Subject prerequisites must be met before the candidate is solving and other necessary interactions, particularly forisolated eligible for a particular unit. Fees 1993 External Students students. Investigations of recent technological innovations are (U) Timing requires a careful check of subject availability in Refer to Fees section. also continuing. particular semesters or years. Almost all external students have completed an initial tertiary (iii) Particular obligations e.g. attendance at an On-campus Examination award and so, not surprisingly, their examination performances School should also be noted. are often outstanding, despite adverse personal and study Examinations Section of the University established a network of When enrolment procedures (including payment of fees) have centres for external candidates afteran analysis of the distribution circumstances. been completed, the candidate officially becomes a registered of candidates each year, and responses supplied by external external student. From then on, all "on course" matters are candidates. BEd (T AFE) Awards by External Study handled initially by the External Studies Centre and all correspondence must be addressed to the Director of Off-campus General examination requirements are the same as those for Some of the preceding generalisations applied to other programs Studies. internal candidates. External candidates are advised to note do not apply in full to the BEd (fAFE) which are designed carefully the dates of the Examination period and keep it free of specifically forteachers in vocational educa1ion/furthereducation. An exception may occur if a student is replying to a particular other commitments. Variation of examination date to meet other query from a particular section of the University, e.g. External study and on-campus schools are supplemented by professional commitments is not permitted. Examinations. In such case, in no circumstances may assignments periodic visits by staff to monitor progress, observe teaching and be included. Assessment and review of grades awarded liaise with special method tutors in TAFE colleges. In orderlo qualify for a degree or diploma of the Uni versit y, every The attention of external students is directed to this important TAPE candidatesundergoing conversion programs (i.e. converting candidate shall satisfy the requirements for admission to the detailed regUlation which applies to both internal and external previous teacher education qualifications to the BEd (fAFE) appropriate course of study, follow the course of study for the candidates. AwardS) may seek exemption from some of the on-campus prescribed periods, meet the specified on-campus school requirements. commitments, pass the prescribed examinations and assignments, Withholding of Official Transcripts Candidates in the Bachelor of Education (fAFE) award follow pay the prescribed fees and comply with such procedures and As for internal candidates. course patterns similar to those in other degree specialisations. rules as are determined by the Council. There will bean On-campus School forT AFE students. Dates are Variation ofProgramlPersonal Information still to be finalised. Compulsory On-campus Schools Any action taken by a student which involves a variation to the infonnation provided by them on their course, name, address or External study In 1993 compulsory On-campus schools will be course-based rather than subject-based. Students will be required to attend an school must be documented. The responSlt from candidates to the external mode has been very On-campus school which would normally be in their first year. Fonns are available for internal students but a signed statement encouraging. Most have managed to overcome some of the The times for the On-campus school will be notified early in providing all details (and supported by any necessary documents) problems of external study - isolation, lack of peer group and 1993. is acceptable from external students. lecturer interaction, separation from books and periodicals, limited Students will receive in advance lists of hotel, motel and caravan e.g. Change of name laboratory facilities, and postal difficulties. They have identified, park accommodation and latest prices. DUring On-campus Change of address too, some of the positive benefits of external study - the greater Schools, special arrangements are made for Ubrary access and Change of school (if applicable) freedom of time and place of study, the reduction of repetitive guidance with research work. Sporting facilities are availableand expensive travel, the availability of support services from the the Students Representative Council usually provides some social Withdraw from Course External Studies Centre and the Library and the rapid growth in activities for its external members. Canteen service is available Withdraw from subject the skills of independent study. formoming teaand lunch. Constructive criticisms and suggestions Add a subject Pamphletsand application fonns are available from the University. are welcomed in joint sessions which aim to identify problems Seek leave of absence Teachers are welcome to phone for an appointment to discuss and strengthen the servicing of external courses. The schools Substitute one or more subjects for others. course offerings in relation to their professional goals. have been founa to be invaluable in strengthening interaction between lecturers and students and between students themselves. Since the servicing of their work is continuous, prompt written notification of any of the above is essential. Application, Enrolment, Course Planning Peer support groups in various areas often emerge from contacts made at On-campus Schools. All applicants are required to complete an application form and Access to specialised eqUipment and procedures is provided. attach to it detailed transcripts from approved institutions and Guest speakers are invited to participate in some programs to evidence of successful professional experience. offer current research and insights from industry when appropriate. 24 25 SECTION SEVEN SECfION SEVEN UNDERGRADUATE TEACHER EDUCATION COURSE PROGRAMS TE325G PedagogylTI 10 ASTK240 Applied Science IT 10 V AAE435 Visual Arts Studio IV 20 TE205G Practicum II 10 TE445E Independent Study 15 YEAR III TE405G Internship 20 TE315E Education III 10 SMDT226 Syllabus Method II 10 Select four from: ASTK331 Food Teclmology ill 10 BACHELOR OF EDUCATlON (DESIGN AND ASTK332 Textile and Apparel III 10 TECHNOLOGY) ASTK333 Industrial Technology III 10 Course Director Mr W.H. Wiltshire ASTK334 Computer Technology III 10 Availability On campus ASTK335 Electronics Technology III 10 Duration 4 years full-time CSDT336 Graphics III 10 Total Credit PoifJJs 320 ASTK337 Engineering Studies III 10 Course Description ASTK338 Natural Resourccs Technology III 10 The Design and Technology course aims to prepare students to Any other University subject worth 10cp responsibly and creatively use resources as educators in an effort nf..sN339 Design III 10 to meet perceived needs and goals associated with Applied TE305G Practicum III 10 Science and Technology key learning area in the School YEARlY UNDERGRADUATE TEACHER EDUCATION COURSE PROGRAMS curriculum. TFAI5E Applied Education IV 15 The Applied Science and Technology key learning area TE325G Pedagogy III 10 encompasses much of the traditional teaching fields of home Select two from: economics and industria1 arts as well as computer studies. Bachelor of Education (Art) ASTK431 Food Technology IV 10 Course Outline The course has a core of Design and Technology with elective ASTK432 Textile and Apparel IV 10 Course Director Mr l.W. Cramp opportunity for extension in one or more fields in the Applied YEAR I Credit Points ASTK433 Industrial Technology IV 10 Science and Technology key learning area including Home Availability On Campus TE115E Education I 15 Economics (food and textile technology) and Industrial Arts ASTK434 Computer Technology IV 10 Duration 4 Years full-time TEI25G Pedagogy I 10 (materials' technologies and engineering science). ASTK435 Electronic Technology N 10 Total Credit Points 320 VARTl02 Visual Arts Studio lA 15 Major components of the course are as follows: CSDT436 Graphics IV 10 Course Description VARTl04 Visual Arts Studio IB 15 ASTK437 Engineering Studies IV 10 Electronics and control technology, computer technology, natural VART105 Visual Arts Studio 1C 20 The course is designed as an integrated four year full-time resource technology and graphics. Design will form a theme ASTK438 Nalural Resources Technology IV 10 program to provide professional preparation for art teaching. TE045C Essential Skills 0 which will support and integrate each area of the technologies. TE445E Independent Study 15 It is expected thal applicants will have a commitment to art TEI05G Practicum 1 5 The linking of Design, Technology and Education is the course Tr'.405G Intcmshi p 20 teaching. To prepare forthis teaching role, students will undertake YEAR" philosophy. a range of studies focusing on educational theories, issues and TE215E Education II 10 applications as well as general pedagogy and SUbject-specific TE225G Pedagogy II 10 Course Outline syllabus and'method studies. Opportunities will be provided for BACHELOR OF EDUCATION (EARLY CHILDHOOD) AEI26G Syllabus/Methods 1 10 YEAR I Credit Points practical interpretations of theoretical foundations through VAAE235 Visual Arts Studio IIA 15 TE115E Education I 15 Course Director Dr l. Cowley simUlations, demonstrations and other in-school experiences. 10 These will culminate in a period of internship. An independent VAAE236 Visual Arts Studio IIB TEI25G Pedagogy I 10 Availability On Campus study undertaken in the final year of the course will enable VAAE238 Art Theory II 10 ASTK131 Technology IA 10 Duration 4 years full-time students to pursue an area of academic interest. CETE135 Computers in Schools 5 ASTK132 Technology m 10 Total Credit PoinJs 320 TE205G Practicum II 10 DESN139 Design I 10 Visual arts specialisations available for selection in the course Course Description including printmaking, painting, ceramics, sculpture, drawing, YEAR III MAQM134 Computing I 10 The early childhood education course is designed to provide textiles, photography, illustration (plant and wildlife), video, TE315E Education 1lI 10 ASTK140 Applied Science I 10 professional preparation for the education and care of children fibre arts/textiles and graphics. 10 AE226G Syllabus Methods IT TE045C Essential Skills o from birth to eight years. Career Opportunities VAAE335 Visual Arts Studio IllA 30 TE105G Practicum I 5 Students undertake studies in: Graduates of the course have experienced rewarding opportunities VAAE338 Art Theory III 10 YEAR II Educational Studies in a number of teaching services, including various state school {V AAE237 Visual Arts Studio TIC 10 TE215E Education TI 10 systems and a range of private educational systems. Other Pedagogical Studies - covering areas of general and {or TE225G Pedagogy II 10 opportunities exist for a variety of positions in a number of Arts specialised leaching methods {UN! opt UNIVERSITY SEMESTER UNIT SMDT126 Syl1abus Methods I 10 organisations and Art Galleries, or in areas where the specialised Specialist Studies in the ['..arly Childhood field, English, TE305G Practicum III 10 CSSDT231 Design and Technology IIA 10 skills of the graduate can be utilised. Music, Mathematics and the Social and Physical Sciences YEARlY CSDT232 Design and Technology lIB 10 TE415E Applied Education IV 15 CSDT233 Design and Technology TIC 10 26 27 SECfION SEVEN UNDERGRADUATE TFAaIER EDUCATION COURSE PROGRAMS SECfION SEVEN UNDERGRADUATE TFACHER EDUCATION COURSE PROGRAMS -----~------""======-'::':":'=== On the basis of knowledge about children and theirdevelopment. EC33SE Early Childhood Studies III 10 EH33SC English mA 20 fostered initiatives by the NSW Department of Education to encourage the University to offer this course to meet the growing specific discipline studies and methods of teaching and learning, TE44SE Independent Study IS EH336C History lIlA 20 students are prepared to apply developmentally appropriate demand for secondary teachers with expertise in thi s specialisation. TE40SG Internship 20 Select 1 from either: practices in early childhood settings. EH337C English 11m 10 The aim of the course is to produce professional early childhood BACHELOR OF EDUCATION (ENGLISWHlSTORY) or Course Outline educators who are well prepared in both the theoretical and Course Director Dr B.R. Smith EH338C History lIm 10 practical aspects of early childhood education. With an emphasis YEAR I Credit Points Practicum HI 10 on children from birth to eight years of age, the course enables Availability On Campus TE30SG TElISE Education I IS students to gain practical experience in both community and early Duralion 4 years full-time YEAR IV TEI25G Pedagogy I 10 childhood settings and in the more formal early childhood TE4ISE Applied Education IV IS Total Credit PoWs 320 LAl34C Asian Society and Culture I 10 classrooms found in regular primary schools. TE325G Pedagogy m 10 Chinese IA 20 Course Description LAl3SC In each year of the course students are required to complete a Select 1 from either: l.Al37C Chinese ill IS The course is designed to allow students to become competent minimum four week block practice teaching period. All early CSEH437 English IVR 20 CETEl3S Computers in Schools 5 childhood students will complete at least one practicum in each teachers of both English and History but at the same time allows or TE04SC Essential Skills 0 of the following areas, by the time they have completed 3 years the choice of one of the subjects as an area of specialist interest. CSEH438 History IVB 20 Practicum I S of their training: Subjects of study will give an adequate background Imowledge TEIOSG TE445E Independent Study IS YEAR II 5 - 8 year old children in an infant classroom of the content of the English and the History. The Fnglish content includes the areas of literature, popular culture and drama while TE405G Internship 20 TE21SE Education II 10 3 - 5 year old children in a pre-school or day care centre the History content includes studies of certain major countries TE225G Pedagogy II 10 o - 3 year old children in a day care centre or other early and thematic analyses of some of the major developments that BACHELOR OF EDUCAT10:-l LA23SC Chinese II 20 childhood setting such as family day care, mobile van etc. have helped shape the world. (LANGUAGES/ASIAN STUDIES) PGLAI26 Syllabus!Methods I 10 In Year 4 a48 day internship in a school or service with 0-8 year Other subjects will introduce students to the teaching methods of Course Director Vacant Select one from: old children will take place. the English/History, and a Teaching Experience component is A vailability On Campus LA137C Foreign Language Elective I included in each of the four years of the course. The Teaching Duration 4 years full-time LAl38C Asian Studies I 20 YEAR I Credit Points Experience component will allow students to become aware of TE1ISE Education I IS the new teaching techniques and curriculum development while Total Credit Poinls 320 GSI39C Cultural Studies I ECI25G Pedagogy I 10 at the same time gaining practice in the use of audio-visual Course Description TE20SG Practi cu m II 10 equipment such as movie cameras, projectors, video recorders YEAR II! ECI26G Early Childhood Method I 10 The Languages/Asian Studies course aims to prepare students to and photographic slides. 10 GS136C English I 20 teach the Modem Chinese (Mandarin) Language in high schools. TE31SE Education III The course satisfies the requirements of employment as a teacher ECST13S Early Childhood Studies I IS In addition, students will be prepared to teach a second language LA226G Syllabus/Methods II 10 of both the New South Wales Department of Education and the Computers in Schools S (such as Japanese, French, German or Latin) or East Asian LA234C Asian Sociel y and Culture II 10 TECE13S Catholic Education Office. The former offers permanent Studies in high schools. LA33SC Chinese ill 20 TE04SC Essential Skills 0 employment to qualified applicants according to their order of A highlight of the program will be a field work component in the Select one from: TEIOSG Practicum I S application. final year in which students will spend one semester of study in YEAR II LA237C Foreign Language Elective 11 } an Asian setting. This will involve teaching English as a second YEAR I Credit Points LA238C Asian Studies II 20 TE21SE Education n 10 language and the opportunity to develop fluency in Chinese. The GS239C Cultural Studies n EC225G Pedagogy II 10 TEIISE Education I IS four major components of the course are as follows: TEI25G Pedagogy I 10 TE30SG Practicum III 10 EC226G' Early Childhood Method II 20 Modem Standard Chinese (Mandarin) toa level of fluency YEAR IV GS136D Music I 20 EH135C English I 20 in both oral and written forms. EH136C History I 20 TE4ISE Applied Education IV IS EC138Q Mathematics IEC 10 Complementary study of East Asian Society, including TE325G Pedagogy III 10 TE20SG Practicum II 10 EH139Q Computers in English/History 10 Social and Cultural Studies and Chinese History and TE045C Essential Skills LA43SC Chinese IV 20 YEAR III o Culture, Geography and Economics. TE44SE Independent Study IS TE31SE Education III 10 TEI0SG Practicum I S A second language (Japanese, French, C',crman or l..atin) TE40SG Internship 20 EC325G Pedagogy III 10 YEAR II The associated professional development for teaching, EC326G Early Childhood Method rnA IS TE21SE Education II 10 including Education, TeachingSkills, practical experience BACHELOR OF EDUCATION (MATHEMATICS) EC327G Early Childhood Method IDB 10 TE225G Pedagogy II 10 and Teaching English as a Second Language. Course Director Mr M.M. Williams EC139C Social & Physical Sciences 10 EHI26G SyJlabus/Methods I 10 This course in teaching Languages and Asian Studies has been EC23SE Early Childhood Studies n IS EH23SC English II 20 developed in response to the State Govemment'~ policy statement Availability On Campus TE30SG Practicum III 10 E1l236C History II 20 listing Asian languages and studies as a national priority area in Duration 4 years full-time education. This policy developed part1y as a result of long-term TE20SG Practicum II 10 Total Credit PoinJs 320 YEAR IV trends, partly because of an Asianisation of the nation and its TE41SE Applied Education IV IS YEAR III perceptions within the areaof immigration and economic reality. Course Description EC425G Pedagogy IV 10 TE31SE Education III 10 Recent investigation has emphasised also the socia-cultural Students majoring in mathematics will undertake studies in EC426G Early Childhood Method IV 10 EH226G Syllabus/Methods II 10 aspects of other language study and relevance of either European mathematics, education and pedagogy designed to contribute to or Asianlanguageshas been recognised. This national policy has their general profile as well as specirically providing: 28 29 SECTION SEVEN UNDERGRADUATE TEACHER EDUCATION COURSE PROGRAMS SECfION SEVEN UNDERGRADUATE TEACHER EDUCATION COURSE PROGRAMS an appreciation of the various branches of pure mathematics BACHELOR OF EDUCATION (MUSIC) TE225G Pedagogy 11 10 Skill Acquisition and an understanding of their interdependence and 00- Course Director Ms D. Paterson MU226G Syllabus/Methods II 10 Physical and Health Educa1ion Philosophy development; Perfonnance ITA 10 A vailability On Campus MUSJ230 Contemporary Issues in Physical and Health Education an awareness of the nature and scope of applied MUSI23I Perfonnance lIB 10 Duralion 4 years full -time Leisure Studies mathematics with a clear understanding of the applications MUSI232 Materials of Music IT 10 of those aspects of mathematics contained in school Total Credit Poinls 320 Sports Sociology and Psychology MUSI233 Musicology IT 10 syllabuses Sports Coaching Course Description TE205G Practicum II 10 a sensitivity to the development of mathematical thought The Music Education course is designed to produce teachers of YEAR III Adapted Physical Education and methods Music for primary and secondary schools (K - 12) and offers the TE315E Education III 10 Practical a mastery of mathematics to support leadership in opportunity of attaining a high degree of musical competence TE325G Pedagogy 111 10 Basic Motor Movement programming mathematical studies and decision making togetherwith the theoretical and educational background necessary MU326G Syllabus/Methods 10 in curriculum design and syllabus construction for a successful and discerning teacher. m Aquatics and Athletics MUSJ330 Perfonnance lIlA 10 a divergent approach to problem solving extending beyond The Faculty of Education component of the course is directed Dance, Gymnastics and Major Games MUSJ331 Perfonnance lITH 10 the use of standard techniques and models. towards the classroom situation and the development of the Recreational Pursuits MUSJ332 Materials of Music m 10 Students undertake specialist mathematics studies including student's insight into the relationship between the school and MUSJ333 Musicology TIl 10 algebra, number theory, geometry, calculus, analysis, applied society. Teaching material is examined together with its mathematics, history of mathematics, combinatorics, statistics presentation to suit children's varied interests and capacities. TE305G Practicum m 10 Course Outline Child growth and curriculum development are studied as well as YEARlY and computing. Major studies in educa1ion and professional YEAR I Credit Points preparation are integraled throughout the course. skills specific to music teaching. TE415E Applied Education IV 15 TE1I5E Education I 15 Each year time is alloca1ed to practice teaching in schools. This PGMU426 Syllabus/Methods IV 10 Course Outline TEI25G Pedagogy I 10 practical experience is broadened by participation in micro and MUSI430 Perfonnance IV A 10 macro teaching where students work with small groups of children CSPH134 Health Education I 10 YEAR I Credit Points MUSl431 Perfonnance lYE 5 TE1I5E and whole classes, practising specific teaching skills. CSPH135 Physical Education Theory I 10 Educa1ion I 15 CSMU432 Music Curricular Studies 5 The Faculty of Music component of the course gives instructions CSPH136 Practical Studies in P.E. I 15 TE125G Pedagogy I 10 TE445E Independent Study 15 MAI26G SyliabusIMethods I 10 in the theory and practice of music, providing in-depth study of ALSC137 Sports Science I 15 essential musical skills and knowledge. TFA05G Internship 20 MAQM135 Mathematics IA 20 TE045C Essential Skills o BACHELOR OF EDUCATION (PHYSICAL AND MAQM136 Mathematics IB 20 Theoretical preparation includes historical studies and the TE105G Practicum I 5 techniques of composition from early styles to the present day, HEALTH EDUCATIO!'l) TE045C Essential Skills o YEAR II with exercises in writing skills, orchestration and arranging. Course Director Mr K. Thompson TE215E r'.ducation II 10 TEl05G Practicum I 5 These are integrated with the development of aural perception 'Availability On Campus TE225G Pedagogy 11 10 YEAR II and key board skills. Duration 4 years full-time PE126G Syllabus/Methods I 10 TE215E Educa1ion II 10 Practical studies introduce students to fundamental musicianship CSPl-I234 Health Educa1ion TI 10 TE225G Pedagogy 11 10 and a range of orchestral instruments, whilst opportunity is Total Credit Points 320 ALSC23? Sports Science II 10 MA226G Syllabus/Methods II 10 afforded to develop a major practical study to a high performance Course Description level. Instruction is also given in singing, choral techniques and PE236M Physical Activities TI 20 MAQM23S Mathematics ITA 20 The recently developed course in Physical and Health Education conducting and creative talents arc encouraged and developed. TE20SG Practicum II 10 MAQM236 Mathematics rm 10 is primarily designed to prepare teachers to implement prescribed MAQMTI7 Mathematics TIC 10 Fonnal studies are supplemented by participation in a range of syllabuses in the Key Learning Area, PDflIealth and Physical YEAR III 10 TE20SG Practicum II 10 group activities, such as orchestras, ensembles, choirs, concerts, Educa1ion. TE315E Education m master-classes and demonstrations. 10 YEAR III In the last few years new Board approved programs, such as the PE226G Syllabus/Methods II Health Education ill TE315E Educa1ion ill 10 Yrs 7-10 and 2 Unit Senior Studies PO/Health and Physical CSPH334 5 Course Outline 20 TE32SG Pedagogy HI 10 Education course have been implemented necessitating a CSP1!235 Physical Education Theory IT YEAR I Credit Points revamped pre-setvice course with a contemporary vision and 20 MAQM335 Mathematics IIlA 20 PE336M Physical Activities III TE1I5E Education I 15 direction. MAQM336 Mathematics nIB 15 ALSC337 Sports Science ill 5 TE125G Pedagogy I 10 The content of this course will prepare teachers to effectively 10 MAQM337 Mathematics mc 15 TE305G Practicum III MUI26G Syllabus/Methods I 5 implement both theoretical and practical strands of recently TE30SG Practicum III 10 YEARlY MUS1130 Pcrfonnance I A 10 developed core and elective courses. YEARlY TE415E Applied Education IV 15 MUS1131 Perfonnance I B 10 Students undertake the mandated strands of all Rr~ programs, TE325G Pedagogy III 10 TE41SE Applied Education IV 15 namely Educational Studies, Pedagogical Studies, Independent MUS1132 Materials of Music I 10 CSPH434 llealth Education IV 5 MAQM43S Mathematics IV A 10 Studies and Vocational Experience. Within the Specialist Studies MUS1133 Musicology I 15 10 MAQM436 Mathematics lYE 10 (Physical and Ilealth Education), the following subject areas are CSPH335 Physical Education Theory ill TE045C Essential SkiUs o TE445E Independent Study 15 MAQM437 Mathematics IVC 10 studied: TE105G Practicum I 5 20 TE445E Independent Study 15 Theoretical TE40SG Internship YEAR II CSPH436 Physical Activities IV 5 TE405G Internship 20 Personal and Community Ilcalth Education TE215E Education II 10 Personal Development 30 31 UNDERGRADUATE TFACHER EDUCATION COURSE PROGRAMS SECfION SEVEN UNDERGRADUATE TEACHER EDUCATION COURSE PROGRAMS SECTION SEVEN BACHELOR OF EDUCA nON (PRIMARY) YEAR III shortage of teachers of Chcmistry and Physics at llighcr School world. As a result, Asia and our near neighboUrs obtain special Certificate level in NSW. attention. Course Director Mr F. Bishop TEJI5E Education III 10 Instruction is provided in the areas of Economics, Geography, PR325G Pedagogy III 10 Availability On Campus Course Outline Asian Studies, Commerce, Social Science, Society and Culture, PR227G Science & Technology Method 10 Duration 4 years full-time YEAR I Credit Point'i History, Aboriginal Studies, Social Anthropology and PR228G Human Soc. & Env. Method 10 Total Credit Points 320 TE115E Education I 15 Multicultural studies. CSPR235 Expressive Arts ITA 10 TE125G Pedagogy I 10 Students study subjects which provide a theoretical and practical Course Description CSPR236 Expressive Arts lIB 20 ASTS131 Science IA 20 background for the teaching of the first six of these which are The primary Education course is designed to prepare students to TEJ05G Practicum III 10 usually the responsibility of the Social Sciences staff in secondary ASTS132 Science m 10 teach children in the 5-12 year age bracket. YEARlY schools. ASTSI33 Science IC 20 The aim of the course is to produce a teacher who: ESTE415 Applied Education IV 15 Content studies allow for a major study within the discipline of TE045C Essential Skills 0 Is well prepared in the theoretical and practical aspects in PGST425 Pedagogy IV 10 Geography, withaminorstudy in Economics, orthe reverse. 1bis TE105G Practicum I 5 the range of K -6 Education. SMPR327 Creative & Practical Arts Method 10 is clearly important for teachers of those subjects, but it also YEAR II guarantees a foundation of skills and knowledge to support work Will assist in the development of pupils by ensuring high SMPR229 Health. PE & PD 10 TE215E Education II 10 in the interdisciplinary areas such as Asian Studies and Society standards of teaching at the levels of the classroom, the TE445E Independent Study 15 TE225G Pedagogy II 10 and Culture. school and the educational community. TE405G Internship 20 SCI26G Syllabus/Methods T 10 Students undertake studies in four basic areas: Course Outline ASTC23 I Chemistry lIE 10 (i) Education/Educational Studies BACHELOR OF EDUCA nON (SCIENCE) Credit Points ASTB232 Biology ITE 10 YEAR I Course Director Mr R. Flanagan 15 (ii) Pedagogical Studies ASTP233 Physics lIE 20 TE115E Education I Availability On Campus 10 (in) Specific &lducalional Programs - such as Computen;. TE205G Practicum II 10 TEI25G Pedagogy I 10 Multicultural Awareness and Special Eucation Duration. 4 years full-time YEAR III SSI26G Syllabus/Methods I Geography I 20 (iv) Specialisation Studies which provide the essential content Total Credit Points 320 TEJI5E Education III 10 SS135C background for the K-6 curriculum areas. Computers in Schools 5 Course Description. SC226G Syllabus/Mcthods II 10 CETE135 A special feature of the University'S teacher education program ECSS136 Economics I IS The science teacher has a principal responsibility of imparting ASTP333 PhysicsIlIE 20 is the practical experience which has been recognised at a Essential Skills 0 scientific knowledge to the younger generation. Select one from: TE045C national level. Practical teaching experience is broken into two 30 TE105G Practicum I 5 However, this should be achieved in such a way that the infonnation ASTC331 Chemistry IlIE segments, namely Principles of Teaching which is conducted YEAR II during the first and second semesters of each year and a four week and skills passed on serve both to stimulate and enable students ASTC332 Biology mE 30 TE215E Education II 10 block practice period between each semester. Principles and to sustain their interest and research after fonnal schooling is TEJ05G Practicum lIT 10 10 Practices of Teaching is designed to develop a wide range of completed. In these ways the science teacher prepares young YEAR IV TE225G Pedagogy II 10 teaching skills in highl y structured settings. people (and ultimately the community) to understand and adapt TE415E Applied f''Aiucation TV 15 SS226G Syllabus/Methods II to a complex and changing environment, including its scientific, 20 TE325G Pedagogy III 10 SS235C Geography II Course Outline technological and social components. 10 Select one from: SS236C Economics II YEAR I Credit Points The tendency for the gap between the community and the world 10 ASTC43I Chemistry TVE 20 SS137C Contemporary Australian Society TE115E Ed4,cation I 15 of science to widen as expansion of scientific knowledge TE205G Practicum II 10 TEI25G Pedagogy I 10 accelerated has been generally recognised. There is a need for society to find ways of bridging this gap and the science teacher ASTB432 Biology IVE 20 YEAR III GS135C Expressive Arts I 15 has an important role to play in this respect. ASTP433 Physics TVE 20 TE315E Education III 10 MAQM146 Foundation Studies - Mathematics 15 15 TE325G Pedagogy III 10 To carry out this function, the science teacher needs to have TE445E Independent Study CESE135 Computers in Schools 5 accurate and up-to-date knowledge, particularly of the ways in TE405G Internship 20 SS335C Geography III 20 PR137C Foundation Studies· f'11glish 15 which recent scientific advances are being applied throughout the SS336C Economics III 20 TE045C Essential Skills o community, together with the ability to select areas of knowledge BACHELOR OF EDUCA no:'/ (SOCIAL SCIENCES) SS237C Asian Studies 10 TEI05G Practicum 5 for transmission and, of course, the skills required for effective Course Director Mr C. Green TEJ05G Practicum III 10 YEAR II communication. This course therefore has been designed to YEAR IV provide students with the opportunity to develop their skills and Availability On Campus TE215E Education II 10 TE415E Applied Education IV 15 knowledge in these ways. Duration 4 years full-time TE225G Pedagogy 11 10 SS435C Geography IV 20 A collection of set subjects in Science is compulsory in the first Total Credit Points 320 PR225G Mathematics Method 15 SS436C Economics IV 10 two years of the course. At the conclusion of the second year the PR226G English Method 15 Course Description student will choose a minor study from Biology and Chemistry TE445E Independent Study IS CSPR138 Foundation Studies - Science IA 20 with Physics III Compulsory, and at the end of the third year, the The cumulative impact of the Social Sciences course is one of TE405G Internship 20 (Social Science) student will choosc one science as a major study. concern for humanity , a concern which runs through work in all CSPR139 Foundation Studies - Science IB four years of the course. 10 Graduates who are willing to serve anywhere in NSW have (Science, Technology & Health) excellent prospects of obtaining employment, especially if they Social Sciences lecturers are interested in people, their problems TE205G Practicum II 10 have majored in Chemistry or Physics. There has been a growing and the solutions they find both locally and in other parts of the 32 33 SECfION SEVEN UNDERGRADUATE TFACHER EDUCATION COURSE PROGRAMS SECTION EIGHT BACHELOR OF EDUCATION (SPECIALISATION/SPECIAL EDUCATION) Course Director Dr R. Conway A lIailability On Campus Duration 1 year full -time or 2 years part-time (Year 4) Course Description This is a fourth year specialisation in Special Education which enables graduates to qualify with a double specialisation. The course is designed to prepare teachers to provide for the needs with intellectual, physical, learning or behavioural problems in special classes or integrated settings. Admission to the fourth year specialisation for persons without 2 years prior teaching experience is based on intcIViews. Course Outline Years 1-3: Completion of first three years of an approved course in teacher education. YEAR IV Credit Points SE415E Learning Difficulties 10 POSTGRADUATE AND PROFESSIONAL DEVELOPMENT COURSE SPED427 Interpersonal Skills 5 PROGRAMS SE435E Developmental Disabilities 10 TE445E Independent Study 15 POSTGRADUATE DIPLOMA IN EDUCATION These prerequisites are slated in tenns of passes in subjects at SE406E Internship 20 University of Newcastle. Applicants with qualifications from General SPED428 Behaviour Problems 10 other universities and those who finished a University ofNewcastle SPED424 Instructional Design 10 The Postgraduate Diploma in r~ucation course is a pre-service degree course recently, whose courses of study have included teacher education program. Its intent is to provide prospective Pwt-Time subjects which are deemed for this purpose to provide an equivalent teachers who already have a degree or recognised equivalent to these prerequisites. may be admitted to candidature by the YEAR I qualification in their content areas with a blend of school-based Dean on the recommendation of the Head of the Department of SE415E Learning Difficulties 10 and university-based subjects taught with a problem solving Education. Students' attention is directed to the new curriculum SPED424 Instructional Design 10 approach. The program has several distinctive features. Firstly, learning areas which commenced in NSW Schools in 1992. the problem solving approach for the university-based subjects SPED427 Interpersonal Skills 5 Note: Prior to thl! commencement of study. candidates are examines, through small group discussion and team teaching, TE455E Independent Study 15 adliisedtoseekin/ormationfromtlu!New South Wales Department problems in teaching and teaching practices such as classroom YEAR II of School Education (or otlu!r prospective employee) to ensure management. Secondly, there is a strong emphasis on continuous their undergraduate program satisfies the Departmental SE435E Developmental Disabilities 10 contact throughout the year with highly skilled and outstanding requirementsfor employment asa teaclu!r in tlu!ir chosen teaching SE406E Internship 20 teachers working in the field. These school-based sessions will method(s). SPED428 Behaviour Problems 10 also focus on problem solving but in specific cuniculum areas. Demonstrations by these teachers, followed by discussion, form PRIMARY METHOD an integral part of the course. Thirdly, with the exception of The specified areas of study of degree level are as follows: students enrolled in primary method, there is an elective strand 1. English that allows students to pursue additional curriculum studies of their own choice. The course for the Diploma normally requires 2. Human Society and its Environment (eg Australian one year of full-time study. Part-time students may be accepted. Studies,Social Sciences, History, Geography) In all cases, classes are held during the day and students must be 3. Mathematics prepared todevoleeight weeks ofthe year, full time, to Practicum. 4. Science Upon enrolment, the candidate's adviser is the lecturer in hisAler main cuniculum area. Problems of an academic nature should be 5. Social Science (including Economic History, Economics, discussed with the adviser in the first place. History, Geography and Sociology) Prerequisites 6. Creative and Practical Arts (including Drama) Before being admitted to the course, a student must satisfy the 7. a) Education or Psychology or Special Education or a general requirements as set out in the Rules near the beginning of language this Handbook and in particular have passed the appropriate b) Computer Studies, English as a second language, Library prerequisite before enrolling in a curriculum subject. Science or Mass Media 34 35 SECfION EIGlIT POSTGRADUA1E AND PROFESSIONAL DEVELOPMENT COURSE PROORAMS SECfION EIOlIT POSTORADUA TE AND PROFESSIONAL DEVELOPMENT COURSE PROORAMS An applicant must have successfully completed at least 2/9 of a a) Teaching Practices, Problems in Teaching, Learning, 4. School and Society IOcp ASTK130 Technology Elective IX 15 degree in one of the numbered areas 1-7(a) and at least 1/9 of a Teaching and Learners with Special Needs, Practicum 2hours per week; University and school-based, except during Year 2 and foundation subjects are required by various State degree in each of two other areas. practicum. ESTE446 Independent Study Part A 10 and other employers for eventual certification; for '119 of a degree is approximately SO cp EDST415 Applied Education IV IS students aiming at secondary teaching some employing 5. Further Curriculum Studies Specialist Methods IV 15 1/9 of a degree is approximately 20 cpo authorities recommend two methods to improve chances 2 x 2 hours per week; University-based, except during EDPG426 SECONDARY METHOD AREAS of employment. practicum. Year 3 10 The following prerequisites refer to a first or the only teaching b) All Further Curriculum Studies subjects are offered as See course structure (5b) for further infonnation. ESTE447 Independent Study Part B electives subject to staff availability and adequate student DESN237 DesignllX 10 method taken by a candidate and their names are in accordance 6. Practicum 20cp with this university's practice. demand; electives other than those listed may in fact be Select two FROM 2 x 4 weeks block teaching practice; School-based. Method Prerequisites offered; timetabling may restrict individual choice to DESN437 Design IV 10 some extent; two electives must be passed in the course; CSDT339 Drawing and Design ill 10 English 2/9 of a degree in English no additional credit points are earned by enrolling in BACHELOR OF EDUCATION (DESIGN AND ASTK430 Technology IV 10 Modem Languages 2/9 of a degree in at least one modern additional electives. TECHNOLOGy) - CONVERSION language. c) Students enrolled in Primary Method must take both Course Director MrW. Wiltshire Mathematics 2/9 of adegree in mathematics ora degree Primary Art, Craft, Music and Health A and B, and BACHELOR OF EDUCATION (EARLY CHILDHOOD) in applied mathematics with experience therefore do not have elective choice; students enrolled Availability Externally FOURTH YEAR PROGRAM in the application of mathematics. in Secondary Creative Arts (Art) must take Further Duration 3 years part-time Course Director Dr J. Cowley Curriculum Study Art A and hence have only one Science 2/9 of a degree in one science and 1/9 of Total Credit Points 120 Availability Externally a degree in another provided that one of elective. Course Description Duration 2 years part time the sciences is either Physics orChemistry . d) Students who take the Diploma in Education as a full time course may be permitted to take an extraneous The aim of the course is to prepare graduate teachers with an Total Credit Points 80 Human Society and Its Environment understanding and concern for the purposeful, responsible and subject from inside or Outside the Faculty of Education Course Description History 2/9 of a degree in History or Classical only with the permission of the Head of the Department creative use of resources in an effort to meet perceived needs and The Fourth Year Program of this course is available by off Civilisation. of Education; in particular, students will not nonnally be goals associated with Design and Technology in the School curriculum. Particular objectives of the course include that all campus study over two years. The program is designed for Social Science 2/9 of a degree in either Economics or granted permission to take 300 level subjects as additi anal practising teachers wishing to upgrade their initial teaching Geography plus 1/90f adegreeinanother subjects. students will be able to: qualification to degree level. Students entering the fourth year approved social science, including establish the educational and professional bases of the Strand. and Subjects 1993 program will be required to attend a compulsory on-campus Accounting, Economics, Economic competent and informed design and technology educator, Note that the hours specified are minimum and may be varied in school of no more than 4 days. History, History, Geograp~y, Industrial develop the foundations of knowledge and related skills particular areas. Admission RequjremenlS Relations, Legal Studies or Sociology. and methodologies required for the range of teaching in Strands 1-5 below are not normally offered during the practicum Creative Arts design and technology; An applicant for admission to candidature shall: periods. Art A degree specialising in Art further develop planning, teaching, management and (i) have gained the award of Diploma in Teaching (Early 1. Teaching Practice IOcp evaluation skills; Childhood) from the University of Newcastle or another Drama 2/9 of a degree in Drama (Drama may be tertiary institution approved forthls purpose by the Faculty taken only as a second method) Three and a half hours per week, University-based in either establish an attitudinal orientation towards continued Board. primary or, in one or two of the secondary areas listed below, professional, personal and academic growth; Prerequisites f0t: second teaching methods (where taken) are except during Practicum. (ii) have satisfied the "E" component requirement outlined generally s.imilarto those quoted above for first teaching methods, establish positive attitudes towards the supportive role of below:- but with 1/90f a degree less in the main discipline, eg 1/9 degree Primary the informed teacher and the need to cater for individual in English, for English as a second teaching method. Secondary - differences in the secondary school; Students may qualify forthe "E" component - one year's teaching experience - under either of the following options: 119 of a degree is approximately 50 cp English establish standards of conduct and ethics appropriate to 1. 120 days, including 60 days continuous in blocks of not 119 of a degree is approximately 20 cp Human Society and its Environment (History, Social the professional educator within the context of the design less than 15 days continuous, eg 4 x 15 days continuous. Science) and technology teacher's wider role in relation to the Course Structure individual pupil, the class group, the school and 2. 180 days accumulated in any pattern, including single Mathematics 1. There are six strands in the program. community; days. Science 2. The program normall y comprises subjects from every one of develop decision making and choices based on NB (i) Students may apply to School Board via their the six strands, but may be varied at the discretion of the Modem Languages (eg French, Gennan, Japanese) consideration of existing situations and future outcomes; External Studies co-ordinators for approval of Faculty's DipEd Course Committee. Creative Arts (Drama. Art) and equivalents. For example, 3 days per week x 5 weeks continuous on the same class may be seen as 3. There will be one practicum in Semester One and one in 2. Problems in Teaching IOcp develop creativity through design and problem solving. Semester Two. the equivalent of 15 days block continuous. 2 hours per week; School-based in one of the areas shown in Forentry to this course a Diplomain Teaching in the specialisation (ii) For the purpose of meeting the experiential "E" 4. A satisfactory result is necessary in every subject in the 1 above, except during practicum. of Industrial Arts or Home Economics is required. student's.program for the Diploma to be awarded. componentofa3 + E+ 1 degree, teaching experience 3. Learning, Teaching and Learners Course Outline is defined as: 5. Constraints upon student choice of subjects are as few as with Special Needs IOcp Paid teaching experience with full class responsibility possible, but note that: YEAR I Credit Points 2hours per week; University-based, except during practicum. in private schools at primary, infant and pre-school EDPG425 Pedagogy IV 10 level, whether it be relief, casual, temporary or DESN137 Design IX IS 36 37 SECfION EIGHT POSTGRADUA1E AND PROFESSIONAL DEVELOPMENT COURSE PROGRAMS SECfION EIGHT POSTGRADUA TIl AND PROFESSIONAL DEVELOPMENT COURSE PROGRAMS permanent. In addition, paid "parateaching" TIle course is offered by the University's External Studies Centre. (ii) For the purpose of meeting the experiential "E" Total Credit Pows 80 experience suchas Community Tnmsitioo Education Students can select Option 1 or Option 2. Option 1 students are component of a3 + E+ 1 degree, teaching experience Course Description Schemes, Child Day Care programs and part-time required to attend the University Campus for a day during the On is defined as: The course is designed to give T AFE teachers who hold the teaching assignments is accepted. Certain unpaid Campus school. Paid teaching experience with full class Diplomain Teaching, the opportunity to complete the fourth year teaching appointments, eg teaching in a mission responsibility in private schools at primary, infant of the Bachelor Award. school, is accepted as an equivalent experience in Course Outline and pre-school level, whether it be relief, casual, tenns of the "E" requirement. Credit Points temporary or permanent. In addition, paid YEAR IV Full class responsibility includes lesson planning, "parateaching" experience such as Community OPTION I TF415E TAFE Curriculum II IS preparation, teaching andevaluation. Any difficulties Tnmsition Education Schemes, Child Day Care ED315A Project Preparation 6 TF426G TAFE Teaching IV IS in meeting "E" component requirements may be programs and part-time teaching assignments is TAFE Studies IV 20 discussed with the Course Director or Faculty MU40IA Integrating Project 12 accepted. Certain unpaid teaching appointments, eg TF435G Secretary. and teaching in a mission school, is accepted as an TF44SE Independent Study IS select either equivalent experience in terms of the "E" TF40SG Teaching Experience N IS Course Outline MU402A School/Community Based Activity 6 requirement. Educational Studies Credit Points or Full class responsibility includes lesson planning, GRADUATE CERTIFICATE IN EDUCATIONAL preparation, teaching and evaluation. Anydifficulties STUDIES (DESIGN & TECHOLOGY) TE4ISE Applied F..ducation IV IS MU403A Performance/Composition 6 in meeting "E" component requirements may be EC429G Professional Preparation IVB 10 OPTION 2 Course Director Mr W Wiltshire discussed with the Course Director or Faculty MU404A Pratica1 Examination 12 EC428G Professional Preparation IV A 10 Secretary. Availilbi/ity Externally MU40SA SchOOl/Community Based Activity 12 CSEC432 Early Childhood Studies IVX 20 Duralion 1 year part-time Strand A - The Family and Early Childhood Course Oulline Total Credit Points 40 Services BACHELOR OF EDUCATION (PRIMARY) Credit Points Course Description Strand B - Early Childhood Administration or FOURTH YEAR PROGRAM TE4ISE Applied Education IV IS Advanced Language and Reading The aim of the course is to prepare postgraduate teachers with an Course Director Mr F. Bishop Strand A - Functioning in the ESTE44S Independent Study IS understanding and concern for the purposeful, responSible and Availilbility Externally School Organisation creative use of resources in an effort to meet perceived needs and Elective Study 12 Strand B - Situation Based Curriculum goals associated with Design and Technology in the School Either Duration 2 years part-time PR429G Professional Preparation IV A 10 curriculum. SMEP422 Teaching Reading Option 10 Total Credit Points 80 PR428G Professional Preparation IVB 10 Particular objectives of the course include that all students will be Or Course Description CSPR432 Primary Studies IV 20 able to: GNST240 General Studies ITX 10 The fourth year program of this course is available by off-campus Strand A - Literacy IV establish the curriculum and professional bases of the being one of the following subjects: study over two years. The program is designed for practising Strand n - Expressive Arts IV competent and informed design and technology educator, GS245H Children's Literature II teachers wishing to upgrade their initial teaching qualification to ESTE451 Independent Study IS develop the foundations of knowledge and related skills GS246E Issues in Special Education degree level. Students entering the fourth year program will be required to attend a compulsory on-campus school of no more Elective Study and methodologies required for the range of teaching in GS248E Behaviour and Discipline than 4 days. Either design and technology; GS249E Religious ['.. 38 39 SECTION EIGHT POSTGRADUATE AND PROFESSIONAL DEVELOPrvlENT COURSE PROORAMS SECTION EIGHT POSTGRADUATE AND PROFESSIONAL DEVELOPrvlENT COURSE PROORAMS Course Outline YEAR II CSGD532 Curriculum Evaluation 10 GRADUATE DIPLOMA IN EDUCATIONAL STUDIES 10 ESGD512 Culture, Ql8nge and the School (SPECIAL EDUCATION) Credit Points CE412E Computer Education II 10 CE422Q Computers in Classroom 10 DNCS437 Design Curriculum 15 A GRADU A TECERTIFICATEIN EDUCATlONALSTUDIES Cour3e Director Dr R. Conway CE451E Project in Computer Education 20 EPCS529 Applied CUrriculum/Method Studies 10 (Curriculum) may be awarded on tenninalion from the Diploma AWlilability On Campus Course after the successful completion of a program of study as TKCS430 Technology Curriculum Study 15 Duration 1 year full·time or 2 years part-time prescribed by the Faculty Board totalling 40 credit points. GRADUATE CERTlFICATEIDIPLOMA IN Total Credit Pows 80 GRADUATE CERTIFICATEIDIPLOMA IN EDUCATIONAL STUDIES (CURRICULUM) Course Description EDUCATIONAL STUDIF.~ Course Director Dr J. Gore GRADUATE CERTIFICATE/DIPLOMA IN (COMPUTER EDUCATION) This is a genenilist course which prepares qualified teachers to Availability Externally EDUCATIONAL STUDIES (SPEECH AND Course Director Mr D. Condon LANGUAGE REMEDIATION) workin special education teaching positions ranging from special Dura/ion 2 years part-time schools and classes for children with physical or intellectual Availability On Campus Course Director Dr J. Cowley Total Credit Points 80 disability to working with children with learning difficulties or Duration 2 years part-time A vailability On Campus behaviour problems in regular schools. Course Description Total Credit Poinls 80 Duration 1 year full time or 2 years part-time The course has been designed to engage students in the factors Entry requirement for the course is a 3 or 4 year teaching Course Description involved in curriculum theory, planning, development, Total Credit Poinls 80 qualification (DipTeach or Degree/DipEd) plus two years of The course is designed to provide trained Primary/Early implementation and evaluation. in the context of specific situations Course Description teaching experience. The experiential requirement may be waived Childhood, Secondary and Post-Secondary Teachers with a and a changing society. It is also intended that new skills in if the applicantis able to demonstrate. through previous academic The course aims to provide practising teachers with specialist knowledge of computer technology, its educational and social relation to cumculum management will develop. and practice teaching record and interview, the potential to language resource skills to enable effective team management of implications and its applicability in the educational environment, complete the course. The Graduate Diploma is available as a one For entry to this course a Bachelor Degree and a Diploma of programs for children and youth with language and/or and to assist them in planning for, and using, computers in their year (full-time) or two year (part-time) course. Education or a Bachelor of Education Degree or equivalent is communication difficulties and of their families. Such difficulties teaching, and across the curriculum. required. may include those arising where English is not the first language Persons with appropriate qUalifications in a profession such as Accordingly, the course is designed to produce graduates who for the student or where students may come from families with nursing, social work or psychology. and at least two years of will be: Course Outline different sociocultural backgrounds to those of their peers. The relevant experience, may apply to enrol in the Graduate Diploma course is also designed to provide teachers with the necessary (School or Adult course). competent in using computers and computer-based YEAR I Credit Points technologies in the classroom; skills to identify young children and students in need of speech PGGD521 Teaching and Cumculum 10 Course Outline pathology services, to provide a link between programs offered skilled in selecting and evaluating software appropriate to PGGD421 Design of Learning 10 by speech pathologists and by teachers involved in the regular or Full-time Credit Points specific educational tasks; ESGD511 Cumculum and Special Needs 10 specialist classroom and, generally, to foster the growth of SPED415 Learning Difficulties 10 capable of implementing and advising on cumcular ESGD411 Aims and Values of Education 10 language development and language-related learning. SPED427 Interpersonal Skills 5 applications of computers; Optional Mode Students will have the option of taking out the Graduate Certificate SE435E Developmental Disabilities 10 able to teach computer awareness and computer literacy of Educational Studies (Speech and Language Remediation) SE445E Independent Research Study 15 courses at appropriate levels; It is possible to replace the above Year 1 subjects with specialist after passing a program of study approved by the Faculty Board subjects and so complete this award with a specialist curriculum SE405E Practicum 20 aware of the extensive social implications of computer totalling 40 credit points. focus. A Design and Technology focus, for instance, would see SPED428 Behaviour Problems 10 technologies, and the need to keep abreast of continuing the elective subjecs replaced with the following: developments. Course Outline SPED424 Instructional Design 10 The course is mainly prescriptive with various student emphases PGCS529 Applied CurriculumtMethod Studies 10 Full-time Credit Points Part-time accommodated through student selected applications in assigned DNCS437 Design Cumculum Study 15 SL411E Language and Learning 20 YEAR I work, alternate subject treatment depending on the student's area TKCS430 Technology Curriculum Study 15 SE427E Interpersonal Skills 10 SPED415 Learning Difficulties 10 of specialisation. and in the project. Each subject requires two Made up as follows: SL421E Language and Expressive Arts 15 SPED424 Instructional Design 10 hours of face-to-face lectures per week thus allowing greater SL43IC Linguistics and Learning 20 SPED427 Interpersonal Skills 5 flexibility to employ the "hands-on" approach \0 learning in Select one from: SL40IE Practicum SE445E Independent Research Study 15 workshops and computer laboratory sessions. Computer Studies 5 5 SL402E Practicum 10 YEAR II Students will have the option of taking out the Graduate Certificate Colour Technology 5 SE435E Developmental Disabilities 10 of Educational Studies (Computer Education) after passing a Building Technology and Environment 5 Part-time SE405E Practicum 20 program of study approved by the Faculy Board totalling 40 Select two from: YEAR I SPED428 Behaviour Problems 10 credit points. Materials Technology 5 SL42IE Language and Expressive Arts 15 SE427E Course Outline Applied Technology 5 Interpersonal Skills in Special Education 10 Food Science Technology 5 SL40IE Practicum 5 YEAR I Credit Points_ YEAR II Electronics Technology 5 GRADUATE DIPLOMA IN EDUCA nONAL STUDIES CE411 E Computer Education I 10 YEAR 2 SL4IIE Language and Learning 20 (ADULT SPECIAL EDUCAnON) CE421Q Computer Applications 10 SL431C Core Subjects Credit Points Linguistics and Learning 20 Course Director Dr R. Conway CE43IC Computers: Society and Technology 10 ESGD412 Curriculum Theory and Development 10 SL402E Practicum 10 CE432Q Practical Computing 10 Availability On Campus CSGD432 Managing the Cuniculum 10 Duration 1 year full-lime or 2 years part-time 40 41 SECfION EIGHT POSTGRADUAlE AND PROFESSIONAL DEVELOPMENT COURSE PROGRAMS SECfION EIGHT POSTGRADUATIl AND PROFESSIONAL DEVELOPMENT COURSE PROGRAMS Course Description eXlmleous subject until such time as the co-requisite subject has Research Thesis. MASTER OF INDUSTRIAL EDUCATION This course focuses on the special needs of adults with disabilities. been passed. An extraneous subject carmot be counted towards the The common core of subjects covers research and experimental Course Director Dr. L.R. KiUen degree. It ~repares ~ualified teachers to work: in a variety of settings design, curriculum planning and current trends and issues. AU Allaiiabilily On Campus, Off Campus which requrre the development of specialised programs for Admissioo to the course is open to all approved graduates whether subjects focus on the area of early childhood. adult~. !hese could be community settings such as group homes DlUaJion 2 years full-time, 4 years part-time or not they have previously Wldertaken studies in education. Applications will be considered from persons who possess a ortrammg centres, or in CoUeges of TAFE. Preliminary coursework is available for teachers with three year degree in the field of Early Childhood (or a relaled area, such as Total Credit Points 160 diplomas who wish to enrol in the course. The course has foundation subjectsin common with the school Primary Teaching, Behavioural Sciences, Applied Sciences) and COlUse Description two years experience or equivalent in the practice of early ~u~se ~ut has ~pecialised studies in the area of adult learning Progression to Master of Education 1be postgraduate degree is designed to provide anational resource difficulties and ill professional studies. childhood education a.<; a teacher, consultant and/or advisor. ofinnovative teachers, consultants, advisers and teacher educators Entr~ .req~irement for the course is a three or four year teaching Candidates who may wish to proceed to the research degree of Course Outline capable ofmising the quality of industrial education in Australia qualifICation (DipTeach or Degree/DipEd) plus two years of Master of Education should note thal the successful completion of and overseas by their participation, involvement and dynamism. Full-time teaching experience. The experiential requirement may be waived a Minor Thesis (or its equivalent) is a prerequisite for admission to The course is made available to suitably qualified members of the if the applicant demonstrates, through previous academic and candidature for that degree. YEAR I Credit Points community who,through previous studies, theiremployment,and practice teaching record and interview, the potential to complete EDUC525 Introduction to Research Mcthodology 10 a desire to contribute significantly to the development of their the course. Master of Educational Studies Select one from: profesSion, are motivaled towards higher learning, research and Persons with appropriale qualifications in a profession such as EDUC521 Quantitative Research Methods 10 publication in the field of industrial education. The Master of Educational Studies course is intended for students nursing, social work or psychology, and at least two years of Applications for admission to the program will be considered who wish to pursue postgraduate studies by courseworlc. EDUC522 Qualitative Research Methods 10 relevant experience, may apply to enrol in the Graduate Diploma from persons fulfilling each of the following requirements: Any other Approved MEdStud elective 10 (School or Adult course). Students are required to complete successfully 120 credit points of (I) One of the following qualifications: Dept. of Education 500 and 600 level subjects, at least 60 of which ESEC512 Research Issues in Early Childhood 20 Course Outline are from the 6OO-level subjects. This would be the equivalent of one ESEC521 Curriculum Planning for Early Childhood 20 Bachelor of Education (Industrial Arts Technology) and a half full-time years. Full-time Credit Points ESEC531 Current Trends and Issues - Early Childhood 20 Bachelor of Education (Industrial Arts) SPED416 YEAR II Learning Difficulties (Adult) 10 PrerequisiJes Bachelor of Education (Technical and Further Education) SE426E ESTE641 Research Thcsis 80 Professional Development (Adult) 10 In plarming their course students should note that most 6OO-level Graduate Diploma in F..ducation (Industrial Arts) SPED427 Interpersonal Skills subjects have specific prerequisites. 5 Part-time Graduate Diploma in Education (Technical and Further SE435E Developmental Disabilities 10 Descriptions of 500 and 600 level subjects appear in Section Nine YEAR I Education) SPED428 Behaviour Problems of this Handbook. EDUC525 Introduction to Research Methodology 10 10 Graduate Diploma Educational Studies (Industrial Arts) SE445E Independent Research Study 15 Corequisites in the Master of Educational Studies degree refer to ESEC521 Curriculum Planning for Early Childhood 20 ASTC (Manual Arts) SE405E Practicum subjects which the candidate must either passbefore enrolment or YEAR II 20 or Part-time be taking concurrently with the 6OQ-Ievel subject in question. ESEC512 Research Issues in Early Childhood 20 Certain postgraduate or undergraduate awards in teaching Should acandidateenrolin a600-level subject which specifies aco ESEC531 Current Trends and Issues - Early Childhood 20 YEAR I requisite subject and then fail to pass the co-requisite subject, a with a major appropriale to industrial education or equiValent SPED416 Select one from: Learning Difficulties (Adult) 10 successful result in the 600-level subject will oountonly as an and SE426E Professional Development (Adult) extraneous subject until such time as the co-requisite subject has EDUC521 Quantitative Research Methods 10 10 (2) Two years experience in the practice of industrial education SPED427 been passed. An extraneous subject cannot be counted towards the EDUC522 Qualitative Research Methods 10 Interpersonal Skills 5 as a teacher of primary craft, secondary industrial arts, TAPE degree. Any other Approved MEdStud elective 10 SPED428 Behavioi1r Problems 10 trade or technical courses, industrial training or equivalent YEAR III/YEAR IV SE435E Developmental Disabilities 10 Admission to the course is open to applicants who have completed including consultants/advisors. a recognised degree course and have either inciuded in that course TE641E Research Thesis 80 SE405E Practicum 20 a major sequence in education or a related field approved by the Course Outline SE445E Independent Research Study 15 Faculty Board or obtained a recognised teaching qualification. PART·TIME OFF·CAMPUS Full-time Some applicants may be required to take the course leading to the YEAR I YEAR I Credit Points Bachelor of Educational Studies degree of Bachelorof Educational Studies to qualify for admission ESEC512 Research Issues in Early Childhood 20 ESTE511 Research and Experimental Design 20 to candidature for the degree of Master of Educational Studies. The s~ course requires a total of 80 credit jX)ints of Dept. of ESEC531 Current Trends and Issues - Early Childhood 20 PGIE521 Industrial Education 20 Education 500 and 600 level subjects, at least 40 of which must be PGIE522 Curriculum Planning in Industrial Education 20 from the 6OO-level subjects. llis would be the equivalent of one YEAR II CSIE531 Technology in Industrial Education 20 full-time year. MASTER OF EARLY CHILDHOOD EDUCATION EDUC525 Introduction to Research Methodology 10 YEAR II Course Director Dr J. Cowley Descriptions of 500 and 600 level Dept. of Education SUbjects ESEC521 Curriculum Planning for F...arly Childhood 20 ESTE641 Research Thesis 80 appear in Section Nine of this I Iandbook. Availability On Campus, Off Campus Select one from: Part-time Corequisites in the Bachelorof F..ducalional Studies degree refer to Duration 2 years full-time or 4 years part-time (EDUC521 Quantitative Research Methods 10 YEAR I subjects which the caOOidate must either passbefore enrolment or Total Credit Points 160 (EDUC522Qualitative Rcsearch Methods 10 ESTE511 Research and Experimental Design in 20 be taking concurrently with the 6OO-level subject question. Course Description Should a candidate enrol in a600-lcvel subject which specifies a co CSIE531 Technology in Industrial Education 20 requisite subject and then fail to pass the co-requisitc subject, a The program consists of coursework and a research thesis. YEAR III/YEAR IV YEAR II successful result in the 600-level subject will countonJy as an Students study compulsory subjects plus an equally weighted TE641E Research Thesis 80 PGIE521 Industrial Education 20 42 43 SEcnON EIGHT POSTGRADUA1E AND PROFESSIONAL DEVELOPMENT COURSE PROORAMS SECfION EIGHT POSTGRADUA 1E AND PROFESSIONAL DEVELOPMENT COURSE PROORAMS PGIE522 Curriculum Planning in Industrial Education 20 Teaching Methods and Techniques in Special Education subjects and research thesis. Whereas the Doctor of Philosophy postgraduate research student's program. The nature of each YEAR III/YEAR IV (lOcp) research degree is offered for those who wish to study Education candidate's participation depends on the stage of progress. It is the at a highly specialised research level, this combined courseworkl (3ldid&te's respoosibility to check with the appropriate supervisor ESTE641 Research Thesis 80 Instructional Strategies in Special Education (IOcp) thesis course provides a professional, academic qualification for to ascertain details of attendance requirements and the nature of Introduction to Research Methodology (IOcp) educators who wish to broaden their understanding but at the participalion. MASTER OF SPECIAL EDUCATION Quantitative Research Methods or Qualitative Research same time wish to gain expertise in their chosen area of The purposes of the postgraduate seminars are: Methods (1 Ocp) specialisation. The Master of Special Education is intended for practising teachers (a) toallowcandida1estodefendtheirproposedthesesorprojects; and others with relevant experience seeking to gain postgraduate (b) In the case of Mode Two, 30 credit points to Admission to the course is open to applicants who have completed professional qualifications in special education and to acquire or be te.lected from the follOwing (each IOcp): an Honours degree in Education at an acceptable level, or a (b) toallow students whose work is in progress to present reports on their resean:h; update their expertise in adynamic field of study and practice. The Philosophical Issues in Special Education Master's degree in Education by research, or a postgraduate course offers a level of expertise higher than thai. of the Graduate coursework degree with a Minor Thesis at an acceptable level; (c) to give postgraduate students a chance to discuss various Communication Disorders Diploma in Special Education (PG1 graded) and is more and have had at least five years of professional experience in an research methodologies; professionally oriented than other general or research Master's Reading: Instruction and Assessment educational context. (d) to acquaint persons involved in research with the range of degrees in Education. The approach is both theory and skills Difficulties in Learning: Diagnosis and Remediation Students are required to complete successfully six year-long 900- research activities being undertaken undertheauspiccs of the oriented Emphasis is also given to appropriate interpretation and Computers in Special Education level subjects (20 cp each) and to prepare a research thesis (120 Faculty. application of researd1 fmdings. Teamers are shown how to select cp) under the guidance of a supervisor specially appointed. and implement effective and SOUtx:lly-researched techniques to Education of Adults with Special Needs The program of meetings will be available from the Department of The course nonnally takes 3 to 5 years to complete. At present the Education improve student learning and to adapt these tedmiques according A Directed Study to the individual characteristics of students and the demands of the course is offered on a part-time basis for candidates who wish to particular instructional context. Other 500 or 600 level subjects approved by the Committee pursue their studies in the areas of Educational Administration GENERAL MA TIERS CONCERNING 2 Major Thesis or Minor Thesis and Educational Psychology. Admission to the Master of Special Education course is open to BACHELOR OF EDUCATIONAL STUDIES, FACULTY POLICY applicants who have satisfactorily completed a recognised degree A major thesis is worth the equivalent of 60 credit points and MASTER OF EDUCATIONAL STUDIES, course or the equivalent of four full-time years of tertiary study in a minor thesis, 30 credit points. Both call for a high level of Faculty policy includes the following:- DOCTOR OF EDUCATION a University or CAE, with major studies in Educationor Psychology scholarship, and superior standards of literacy and presentation (a) the thesis and coursework will each count for 50% of the Pari-timelFull-time Status or an approved alternative field, and have had atlcast two years of are required. While a major thesis is expected to contribute total program; Coursework subjects are nonnally offered during late afternoon or relevant teaching experience or professional experience related to original and substantial findings, interpretations or ideas to special education. the field of study, in the case of a minor thesis, such (b) the thesis will nonnally be of at least 40,000 words; early evening. Nevertheless, a student is classedas full-time or part time depending on the number of subjects taken. contributions may be less significant and the content may be (c) candidates will individually defend their thesis proposals at more restricted in scope and depth. One advantage of a staff/student seminar and will be expected to report COURSE DESCRIPTION completing a major thesis is that it normally allows the progress at least twice after that; Pre- and Corequisites The program consists of: graduate to gain direct entry to doctoral candidature, whereas (d) the course work examinations will be internal; an external At the Bachelor and Masterlevels, many 6OO-1evel subjects require either Mode One: an outstanding result in a minor thesis is necessary for academic may be appointed moderator. 500-1evel subjects, sometimes specific ones, as prerequisites or (a) 80 credit points in coursework semester subjects; and consideration for doctoral candidature. corequisites. Candidates, especially full-time ones, should take particular note of these. (b) Professional Studies in Special Education (lOcp); and DOCTOR OF PHIWSOPHY (c) either Special Education Practicum or Practicum MASTER OF EDUCATION The Doctor of Philosophy degree is offered for those students who Applications Project in Special Education (10cpY"; and The Masterof Education degree provides a program whim requires wish to study Education at a highly specialised research level. People wishing to apply for admission to candidature or to discuss (d) a major thesis (6Ocp); professional research in an area of Education. Before admission to candidature an applicant should nonnally have enrolment procedures for any of these degrees may consult with the The Requirements for the degree are outlined near the begirming of or Mode Two: completed either an Honours degree in Education at an acceptable Faculty Secretary 21.6529. Specific academic enquiries may be this Handbook Before admission to candidature, students must level or a Master's degreein Education by research or adegree with made to Dr LK.S .Chan ofthe University's Department of Education (a) 110 credit points in coursework semester subjects; and havesalisfiedrequirementsforthedcgreeofBachelorofEducational a Minor Thesis at an acceptable level. (21.5944). Application fonns should be submitted to theAcademic (b) Professional Studies in Special Education (10cp); and Studies or its equivalent and have completed a Minor Thesis to a Each student is required to prepare a thesis under the guidance of a Registrar. (c) either Special Education Practicum or Practicum level satisfactory to the Faculty Board. sUpeIVisor specially appointed. Project in Special r<..ducation (10cp)*; and For admission to the degree, a thesis is required, embodying the Students may enrol in the program on a full-time or a part-time (d) a minor thesis (30cp). results of a major study. Students are also required to complete a unit of coursework or adirected study appropriate to the research work basis. 'The program nonnally takes 3-5 years to complete. Intending Coursework Subject.. 1. being undertaken. For each candidate there will be appointed a students should consult the I lead of the Department of F.ducation (a) The Core subjects are: supetVisor who will give guidance in relation to the course work before submitting their application fonns to the Secretary. unit and the writing of the thesis. Current Issues in Special Education (10cp) Education of Students with Learning Difficulties (IOcp) The COUI~e is available to full-time and part-time students; it may Further Information be completed in a minimum of one year of full-time study or up to POSTGRADUATE RESEARCH SEMINARS Education of Students with Developmental four years of part-time study. Intending students are invited to Disabilities (1 Ocp) consult the Head of the Department before submitting their All candidates enrolled in the MEd, MA in Education, EdDand PhD Education of Students with Behaviour Problems (1Ocp) application fonns to the Secretary. in Education programs will be involved in the sdJeduied post DOCTOR OF EDUCATION graduate research seminars. The seminars, which are attended by * Part-time candidates who have successfully completed a Special students and staff, will be held throughout the academic year. The Education Practicum in their prevjous studies may be permitted 10 do The Doctor of Education course is intended for students who Faculty sees the seminar series as an important component of the another specified coursework unit illStead of the praclicwn. wish to pursue doctoral studies by a combination of course work 44 45 SECTION NINE SECfION NINE CURRICULUM STUDIES SUBJEIT DESCRIPTIONS purchased. In most cases, lists will be provided by individual Lukens, R. 1990, A Critical Handbook ofChildren's Literature, lecturers at the first class meeting. Scott Foresman. A vailabiIity of Subjects Students will also be required to possess a selection of literary texts and to work: with them. Not all subjects are necessarily available in each academic year. In particular General Studies subjects may not tproceed if the 20cp department concerned considers that there is insufficient demand EHl~ HISTORY I for the subject of or if insufficient resources are available. Conlenl In September, Departments will indicate the elective subjects An introduction to History through the study of the Ancient Near which they intend to offer in the fonowing year. East, Greece and Rome. The subject will focus not only on the content of History but also the major skills of historical enquiry Students requesting enrolment in these subjects should check with the department in the first week of the semester to ensure that and writing. the subject they have chosen will indeed be offered. EH235C ENGLISH II 20cp Alterations to Subjects Contenl The Faculty Board, departments and faculties reserve the right to The areas of study are Shakespeare, Australian literature since amend any aspectofthecontentof any subject orthearrangements 1945,language, film and television. for offering a subject. The details of subjects given in this handbook are an expression of intent only and are not to be taken TexJs as a finn offer or undertaking. Students will be required to possess a selection of literary texts Examination and to work with them. SUBJECT DESCRIPTIONS The legislation provides for examinations to be held. However, 20cp nouall examiners base their assessments on fonnal written EH236C HISTORY II Information within the University's computer. The alpha prefix of the code examinations. Some attempt has been made to indicate for some Content indicates the subject specialisation. The first number in the code subject how the assessmem of the students' ability is likely to be A study of China and Japan in the nineteenth and twentieth ABOUT THIS SEcrlON usually indicates the level at which the subject is offered (i.e. 100, made, where this has been decided before the Ilandbook goes to centuries with emphasis added on methods ofteacher presentation 200,300,400 etc). The latter two numbers usually indicate the press. and on the development of skills of writing and research. This section contains descriptions of the content of the subjects sequence of a subject in a stream of subjects or within a course. offered by tlut departments of the Faculty of Education together Texts The alpha suffix of the code indicates the department originally Curriculum Studies withsubjectsofferedbydepartmentsofoth£rFacultieswhichare responsible for offering the subject. Fairbank, J .K. & Reischauer, E.O. 1979. China: Tradition and included in the course programs set out in Sections 7 and 8. Subject Descriptions Transformation, Allen and Unwin. Contact Hours Reischauer, E.o. & Craig, A.M. 1979, Japan: Tradition and GUIDE TO SUBJECT DESCRIPTIONS The credit point value of a subject gives an indication of the CE43IC COMPUTERS SOCIETY IOcp Transformation, Allen and Unwin. workload required of a student as a proportion of the normal full & TECHNOLOGY Credit Point Value time annual workload of 80 credit points (See Section 3). Contact Content EH335C ENGLISH IlIA 20cp The course programs offered within the University from 1993 hours vary according to the content and teaching requirements of Contenl require full-time students completing course requirements in each subject. The social consequences of computer-based technology within minimum time 'to undertake an annual workload of 80 credit Texts selected nations and on a global scale form the core of this The areas of study are Australian literature to 1945, twentieth points. The credit point value of a subject thus indicates the dynamic subject. Computer impacts ranging from educational century British literature, twentieth century American literature, Theinfonnation on required texts available at the time publication workload of asubject as a proportion of anonnal annual full-time innovations for the severely handicapped, through employment language theory and theatre craft. is included in each subject deScription. In most cases it is program. Similarly, the credit point value of a subject indicates restructuring to massive cri me are examples of the annual selection recommended that students purchase the texts specified, however TeXis the proportion of the annual HECS liability which arises from of topics. it is essential for students to consult with the lecturer concerned Students will be required to possess a selection of literary texts enrolment in that subject. Further infonnation on the meaning of before finalising the purchase of texts. and to work with them. credit points is given in Section 5. ECI39C SOCIAL & PHYSICAL SCIENCES tOcp Credit point values associated with a particular subject will be Prerequisites, Corequisites and Assumed Knowledge Conlenl EH336C HISTORY IlIA 20cp shown to the right of the subject heading and will be abbreviated Generally the subjects offered within The Faculty of Education This subject is designed to provide students with an overview of Conlent to "cp". courses have prerequisite, corequisite or assumed knowledge the fields of Technology, Physical Environmental and Social requirements. The meaning of these terms are defined in the Sciences and their effects on the development of Australian A study of Australian history -tensions, themes, and developments Subject Codes relevant degree regulations in Section 2. The student is required Society. from British settlement to contemporary events. At present, the Faculty of Education is in the process of changing to follow a sequential pattern of study as outlined in Sections 7 the system of coding subjects. Subjects which were offered by the and 8 of the Handbook. Where the option of elective subjects EH135C ENGLISH I 20cp EH337C ENG LISH IlIB IOcp former University will continue to havein 1993 a four letter alpha exist within the course, the student should consult with The Contenl Contenl prefix followed by a3 digit code which usually indicates the level Course Director concerned. Prerequisites are subjects which The areas of study are contemporary Australian, British and at which the subject is offered. New courses within this Faculty must be passed before a candidate enrols in a particular subject. The areas of study are poetry, adolescent fiction, practical drama, mass media and popular culture. American literature with new subjects for 1993 will adopt this principle of coding. References Texts Texts For all other courses offered in 1993 each subject has been given Infonnation on reference material has been provided for some Students will be required to possess a selection of literary texts a unique code (eg EDUC431). This code identifies the subject subjects. They are relevant to the subject or topic but need not be Harwood, R. 1984, All the World's a Stage, Methuen. and to work with them. 46 47 SECfION NINE CURRICULUM STUDIES SUBJECf DESCRIPTIONS SECTION NINE CURRICULUM STUDIES SUBJECT DESCRIPTIONS EH338C HISTORY IIIB IOcp Then a study of each is made in the modem period to develop an Li, Dejin et. aI, 1988, A Course in Contemporary Chinese. resources and levels of development that are made in the remainder Content appreciation of how each society has responded to the pressures Sinolingua. Consisting of: Reading and Writing, Vol I; Chinese of the subject rest on solid foundations. of a cJwl&ing world. A study of tensions and growth in AmericanhislOry from 1775 to Character Exercises; Listening, Vol J; Listening Exercises, Vol 1920 Texis I; Speaking. Vol L LA335C CHINESE III 20cp Fairbank. 1.K. & Reischauer. B.D. 1979, CJWrJ: Tradition and COnUnJ EH437C ENGLISHIVB LA138C ASIAN STUDIES I 20cp 20cp Tram(ormaJion, Allen & Unwin. This study concentrates on aspects of life likely to be encountered Content Content Reisd1aut>; liD. 1Cf/9,Japan: TradiJionandTranJfOf711OJibn, AlIm & in China with emphasis again on functional and communicative The areas of study are Shakespeare, nineteenth century literature, Unwin. The study of religions of the Asian region, relating them to the areas thal one requires to swvive whilst living in China. Reading and literature for the senior school. cultural background and developing an appreciation of tradition. and understanding the ancient and modem aspects of China will While the major focus is East Asia China and Japan, reference is also be a focus. Texts LAl33C ASIAN SOCIETY & CULTURE I IOcp also made to South and South-East Asia. Contenl TexiS Students will be required to possess a selection of literary texts and to work with them. This subject being an overview encompasses a range of topics LA234C ASIAN SOCIETY & CULTURE II lOcp Selection from Peoples Daily Newspaper desi&tled to provide students with a broad spectrum of material Chang, P. & Others 1984, Spoken Chinese 900, Shanghai Content EH438C HISTORYIVB 20cp dealing with historical, economic, geographical and social factors Educational. upon which an understanding of relationships must be based. The study embraces the changes from traditional to contemporary Con/ent Sinolingua 1W9, AnnotaJed Chinese Proverbs, Foreign lMIguage Chinese family structure under the pressures for control of TItemes such as conflict, co-operation, economic imperialism, Press. A study of political, social, economic and diplomatic changes migration and cultural transmission shall be explored along with population growth, the effects of JXllicies on trade and social occurring in Europe and the Middle East from the second half of current controversial issues. contacts with the world, education and its impact, economic Chiu, C.P. 1981, Nanjing, Ni lIao, Vols I & II Chinese Dept the nineteenth century to the period following 1945. growth and theeffects on f amities and individuals and government Nanjing University. TexIs LA135C CHINESE IA 20cp forms and functions and the response by ordinary people. Zhao & Others 1988,A Modern ChineseCourse,Vols I & II Joint Students will be required to possess two textbooks ContenJ Pub1ishing 1985. LA236C CHINESE II 30cp Stone, N. 1983, Europe Transformed J878-19 J 9, Fontana 1983. Chinese language, Development of skills in speaking, listening, ContenJ LA435C CHINESE IV 20cp reading and writing, using both Pinyin Romanised transcription Laqueur. W. 1982, Ewope Since Hitler: The Rebirth of Europe, and Chinese characters. This study revolves mainly around the functional and ContenJ Rev. edn Penguin 1982 communicative aspects of Chinese required to carry out reasonably The preparation of students for reading and discussing with LAl36C CHINESE IB fluent conversation in the target language with emphasis on GSI35C EXPRESSIVE ARTS I lScp 20cp confidence the popular Chinese journal Beijing Review, prior to social and cultural aspects of China. It aIso develops approximately their departure to undertake an internship general, teaching, Content ConJenJ another 1500 Chinese characters. E. F.L. in a Chinese-speaking environment. Students will undertake Chinese language. Further development of skills in speaking, Extends across three domains: Arts and crafts, children's literature Texts preparation in the foundations of E.S.L./E.F.L. teaching listening, reading and writing, using Pinyin and characters. and music; historical and social influences on these domains; approaches and strategies. Students will master basic Chinese sentence structure and speech Ding, C. 1986, Wit and IIwnour from Ancient China, NewWortd effects ofteclmolo~ca1 changes on skills, materials, techniques patterns. Press. TexiS and aesthetic approaches; theory appropriate to each domain. Du, R. & Lin, H.T. 1985,Speaking Chinese about China, Vol. II Beijing Review Text Subject includes a basic compulsory English-language computer literacy component and will be introduced to Chinese language Foreign Language Press. Selected articles from Peoples Daily Newspaper Lukens, Rebecca 1. 1990, A Critical Handbook of Children's computer skills. Chinese character input using various systems Hong, R. 1983, Situational Chinese, New World Press. Broadcast from Beijing Radio Station Literature, 4th edn,, Scott Foresman. will be taught 5cp .. Huang, F. & Others 1989, A Basic Chinese Vocabulary, in Texis GSl36C FOUNDATION STUDiES· ENGLISH 20cp English, Romanised Pinyin and Chinese Characters. Longman. PR137C FOUNDATION STUDIES - ENGLISH lScp Content Li Degin, Liu Yinglin et. aI, 1986, An Intensive Course of Kiu, K.L. 1985,100 Ancien/Chinese Fables, Commercial Press. ConlenJ Chinese, plus cassette, Beijing Languages Institute Press. This subject will provide a background understanding of major Lee, B.C. 1983, Read about China, Yale U.P. This subject examines the relationship between oral language Liu, X. et. al. 1981,PracticaiChineseReader I &11, Commercial theories, philosophies and attitudes behind current practice in Liu, X. & Others, 1981, Chinese Character Exercise Book, acquisition and the development of literacy competence. The Press. 1981. Chinese Character Exercise Bookfor the Practical Early Childhood language acquisition and literacy development. Commercial Press. 1981, Practical Chinese Reader, Vols III & nature of the processes of reading and writing, the strategies Chinese Reader 1. Commercial Press. It will also introduce the student to children's hterature. IV Commercial Press. readers and writers use and the implications for teaching practice Peng's Chinese Treasury Series, Fun with Characters, Singapore are explored. Liu, X. & Others 1986, An Intensive Course of Chinese, Beijing GS139C CULTURA L STUDiES I Straits Times Publishers IntemationaI. 20cp Language Institute. Text Conlent References Sinolingua 1987, Elementary Chinese Readers, Vols 3-4 Camboume, B. 1988, The Whole Story, Ashtons. This subject is designed to provide students with a knowledge of Beijing Foreign Languages Institute, Chinese-English Dictionary, Sinolingua. the variables influencing encuitUralion processes in any social variously pUblished in Beijing and by joint ventures with Joing SU31C LINGUISTICS AND LEARNING lOcp Zhong, 0. 1983, Everyday Chinese - 60 Fables and Anecdotes, setting. Publishing Co., Hong Kong and with The Times. New World Press. ConJen! Cowie, A.P. &Evison, A., eds, 1986, Concise EngliSh-Chinese, Theoretical and practical approaches to lingui stic theory including GS239C CULTURAL STUDiES II 20cp Chinese-English Dictionary, Oxford, Commercial Press. LA238C ASIAN STUDiES II 20cp authoritative and scientific approaches to language, language Conlent Hu, J et. al, 1989, A Basic Chinese Vocabulary, in English, Coment structure and function; language acquisition; applied linguistics. The study of Chinese and Japanese History, developing the Romanised Pinyin and Chinese Characters, Longman. Physical, social and economic geography of both China and cultural background to each and an appreciation of traditions. Lee, M. et. al, 1985, PUionghua. Penony. Japan is studied in depth during the first semester so that the generalisation and concepts about the regional populations, 48 49 CURRICULUM STIJDIES SUBJECf DESCRIPTIONS SECTION NINE CURRICULUM STUDIES SUBJECT DESCRIPTIONS SEcrION NINE SSl35C GEOGRAPHY I depth studies of the economic and social geography of selected recognition of perception , information and their inter relationshi p. Tats Nil The application of the design process designing. making. Content nations in the study region illustrate the concepts identified. evaluating. marketing. communicating and managing will fonn CSDT436 GRAPHICS IV 10<]> An introduction to the methods, content, scope and variety of SS336C ECONOMICS III 20cp a strong foundation for all projects. A balanced view of Design Subject description to be advised. tertiary studies in Geography. This includes geographic skills, and Technology as integral factors in the built environment. The physical processes of landform evolution and the interrelations Corllerll application of these factors t~ the ~ign~d T.~ology. school; CSIE531 TECHNOLOGY IN INDUSTRIAL 20cp between physical processes and human impacts. A study of macroeconomic principles. From an understanding of syllabus will be an underlymg conSlderallon 10 this subject. EDUCATION Texts national income, employment and fiscal policy: students will be able to interpret the important economic aggregates, build models CSDT231 DESIGN AND TECHNOLOGY IIA IOcp Conunt Strabler, A. & Strahler, A. 1987, Physical Geography, Wiley. and forecast trends in economic policy. This subject provides the graduate with a thorough knowledge of Content Texts teclmology and its application in education. The subject also SSI37C CONTEMPORARY AUSTRALIAN Using the parameters set out above in this subject the students develops a potential for projecting future trends as well as SOCIETY IOcp Jackson, D. 1989, The Australian Economy, Macmillan. will study the following technological systems. providing a stimulus for research projects. Content The Built Environment SS435C GEOGRAPHY IV 20cp Topics: An overview of Australian society and culture designed to Engineered Systems Elements of Technology develop social literacy. Historical and geographical factors, Content institutional frameworks and political processes that are the basis A study of the changing geography of human manufacturing Transport and Distribution The Study of Industrial Archaeology of contemporary Australian society are the focus for this study. through the study of models of geographical organisation of The Impact of Technological Olange on Industrial Education CSDT232 DESIGN AND TECHNOLOGY liB IOcp Texts human activity and the application of these models at gJobal, The Importance of Design in Technology national and regional scales. Case studies are drawn from the Content Najman, J. & Western, J. 1987, A Sociology of Australian steel, aluminium, textiles and coal industries. Future Trends in Technology Society, Macmillan. Using the parameters set out above in this subject the students will study the following technological systems. Ergonomic Requirements for Design in Industrial Education SS436C ECONOMICS IV IOcp SS235C GEOGRAPHY II 20cp Natural Resource Systems Issues in Technology and Design Content Content Food Science Systems Educational Technology in Industrial EducationCSMU432 This subject provides an understanding of international trade and MUSIC CURRICULAR STUDIES 5cp World popUlation growth in the 20th Century, changing rural and finance with a view to introducing economic analytical skills and Apparel and Accessories A vailability Semester 1 urban distribution patterns and the problems that these are causing abilities to interpret current economic problems related to trade, are thefocus forthis introduction to human geography. Inequalities investment and fmance. CSDT233 DESIGN AND TECHNOLOGY IIC IOcp Coment in access to essential resources in the develOping world are Texl Conten! Music activities within total curriculum: fonnation of choral! examined in strand two. instrumental groups. Repertoire selection for sequential skill Juttner, D.J. 1989,lnlernational Finance and Global Financial U sing the parameters set out above in this subject the students Texts Selected readings development. Rehearsal and production techniques. Markets, Longman Cheshire. will study the following technological systems. SS236C ECONOMICS II IOcp Socio-economic background and systems CSGD432 MANAGING THE CURRICULUM IOcp TE042H E.F.L. Ocp Content Mass Media and Communications Content Contem This subject studies the basic principles of microeconomics. The Human Health and Recreation Within the context of the development of criteria for the selection This subject is designed to prepare students f orTeaching Practiwm economics of the firm and resource allocation are the principal and organisation of curriculum content, students will become in Thailand. Students will be introduced to a range of teaching focus including costs of producti on, price and out put determination CSDT336 GRAPHICS III IOcp acquainted with the different modes of inquiry by which methodologies and strategies appropriate for their Teaching and market situations as key elements. Case studies are made of Content knowledge is gained. They will also investigate these modes as EngJish as a Foreign Language program in Thailand. Suitable pricing, employment and eqUilibrium of the price system. they apply to two or more specific areas of study and will relate resources will also be prepared. This subject will encourage students to extend fundamental Texts graphic principles and to communicate ideas through a range of this knowledge to current practice and possible innovations in school curricula Jackson, 1. & McConnell, c.R. 1989, Economics, McGraw Hill. CETE135 COMPUTERS IN SCHOOLS Scp technological mediai ncl uding computer assisted design packages. Students will gain a consolidated core of knowledge and specific Text Contenl SS237C ASIAN STUDIES IOcp skills on one or more areas of interest such as engineering Ornstein, A. & HunkinS, F. 1988, Curriculum: Foundations, The role of computers as an infonnation processing tool for drawing, technical illustration, landscaping, navigation. Principles aM Issues, Englewood Cliffs, Prentice Hall. Content teachers. An evaluation ofthe use of databases, spreadsheets and An introductory study of the cultural background of the many word processors in the classroom. Special uses for advanced CSDT339 DRAWING AND DESIGN III IOcp CSGDS32 CURRICULUM EVALUATION IOcp nations which make up contemporary Asian society. There is a learners and adaptions for students with special needs will be Prerequisites 2nd Year Technology study or equivalent concentration on Chinese and Japanese societies and the inf1 uence included. Conten! of religion on the development of values, ideas and lifestyles. Hours 4 hours per week face-to-face or equivalent. This subject is designed to provide a theoretical and practical CSDT231 Assessment A combination of assignment, presentation and introduction to curriculum evaluation which is regarded as SS335C GEOGRAPHY III 20cp CSDT232 examination. essential to the understanding of curriculum development. CSDT233 Content Content Text Content This subject integrates physical and human geography, This subject is designed to broaden experiences in pictorial and Gronlund, N. 1981, Measurement aM Evaluation in Teaching, concentrating on East and Southeast Asia. The relationship These subjects will provide the cognitive anal ysis of the links in presentation drawing techniques as well as introducing design New York, Macmillan. between natural and human resources is studied as one approach education Design and Technology, and their impact on human procedures in a variety of materials. The use ofeAD in both two to an understanding of development and underdevelopment. In- culture. Defining how and why designs are formulated with a and three dimensions will be ex plored from student-based design briefs. 51 50 SECTION NINE EDUCATION SUBJECT DESCRIPTIONS SEctION NINE EDUCATION SUBJECT DESCRIPTIONS CSPHI34 HEALTH EDUCATION I Hkp HOlITs 2 hours per week for full year Hours 6 hours per week for semester 1 historical concepts. principles and processes linking aesthetics of Prerequisite Nil AsJitssment Combination of assignments, seminars and theoretical Assessment Combination of assignments, seminar presentations Arts and Crafts and Children's literature will be extended by Lecturer Ms M. WiUiams examination. and theoretical examinations. moreexactinganddemandingexperiencesinapplication, analysis and evaluation. Hours 2 hours per week for full year Conunl Content Assessment Combination of assignments, seminars and lbis subject aims to provide students with the relevant infonnation This subject will involve students selecting two electives from: CSPRI38 FOUNDATION STUDIES - SCIENCES IA examinations and skills necessary to make infonned lifestyle chOices relating Sociology of Sport, Outdoor Education, Contemporary Issues in (SOCIAL SCIENCES) IOcp Content to nutrition. drug use, consumerism and sexuality. Lifestyle Physical Education and Health, and Social-Psychology of Sport. Conunl choices are linked with personal awareness and control by Text To be advised This subject aims to develop an appreciation in students of an focussing on self assessment, goal setting and life planning. Study of content which will provide an oveIView of Australian holistic concept of health and the detenninants of one's health TexJ To be advised References To be advised society. political issues. multicultural pressures and conetemporary status. It promotes an understanding of how those detenninants social problems. Historical and geographical perspectives will be can be used in preventing illness and promoting health at both References To be advised. CSPH434 HEALTH EDUCATION IV 5cp examined and analysed. personal and community levels. HEALTH EDUCATION I fonns Prerequisite Health Education ITr the foundation of a progressive understanding of the complexity CSPH235 PHYSICAL EDUCATION:THEORY II 20cp CSPRI39 FOUNDATION STUDIES - SCIENCES [B of health. It promotes active student learning, incorporating Prerequisite Physical Education:Theory r Lecturer Ms M. Williams (SCIENCE, TECHNOLOGY, HEALTH) IOcp research concepts and strategies. Hours 2 hours per week for semester 1 Lec/lITer Mr L. Burwell, Ms A. McConnack, Dr. A. Woodcock, Conlent Text To be advised Mr K. Thompson Assessmem Combination of assignments, seminar presentations Study of content which will provide an overview of pure and References To be advised and theoretical exams. Hours 4 hours per week for full year environmental sciences, technology and related issues and Contem fundamental. health studies. CSPH135 PHYSICAL EDUCATION:THEORY I IOcp Assessment Combination of assignments, seminar presentations and theoretical examinations. The subject explores the application of health knowledge and Prerequisite Nil CSPR432 PRIMARY STUDIES IV 20cp Coment skills to the analysis and management of community health Lecturer Dr. A. Woodcock issues. School health policies will be examined in relation to Content This subject will examine the nature and scope of Adapted Hours 2 hours per week for full year community health promotion initiatives and the planning of Physical Education programs for special popUlations and will health programs. Strand A: Literary IV 9cp Assessment Combination of assignments, seminars and discuss the significance of Leisure based community programs Text To be advised examinations for various aged popUlations. Further analysis of the factors TIle following three substrands will be studied in accord with the recent developments in K·6 English Curriculum design trends: Content affecting skilled motor perfonnances will be undertaken. The References To be advised principles underpinning effective Sports Coaching programs Language The subject will introduce the student to the Historical and will also be examined. CSPH436 PHYSICAL ACTIVITIES IV 5cp Sociological perspectives of Physical Petfonnance.1t will establish literature TexJ To be advised an understanding of the fundamental motor patterns associated Prerequisite Physical Activities m ESL with basic movement skills and the influence of genetics and the References To be advised Lecturer Dr. A. Woodcock, Ms K. Thomas environment on their ultimate development. Hours 2 hours per week for semester 1 Strand B: Expressive Arts IV 9cp Text To be advised CSPH334 HEALTH EDUCATION III 5cp Assessment Combination of assignments, practical assessments The foHowing topics will be studied: References To be advised Prerequisite Health Education IT and theoretical examinations. The child's use of art as a vehicle for communication of thoughts, Lecturer Ms M. Williams Content knowledge, feelings. CSPHI36 PRACTICAL STUDIES IN P.E. I 15cp Hours 1 hour per week for semester 1 Students will become familiar with various coeducational The influence of strong cultural tradition in shaping the art and Prerequisite Nil craft of the child and adult artists. Assessment Combination of assignments, seminar presentations recreational activities that are common to school sports programs. Lecturer Dr. A. Woodcock, Mr K. Thompson, Ms K. Thomas, and theory examinations. Text To be advised The school as a force in developing a child's expression and Mr R. Plotnikoff, Ms M. Williams communication through visual and tactile experiences. Content References To be advised Hours 4 hours per week for full year This subject aims to extend the process of investigating personal The classroom teacher as communicator through syllabus Contem awareness and choices to that of interpersonal relationShips. The CSPR235 EXPRESSIVE ARTS I1A IOcp interpretation, program construction and teaching strategies. The subject will focus on introducing the student to specific knowledge, skills and attitudes required to effectively Content The function of institutions museums, galleries. in theedllcation communicate, will include appropriate expression of needs and partnership. practical Content which is incorporated in the K-1O syllabuses. Further development of the knowledge base with specific attention Students will better appreciate the nature of physical petfonnance wants and recognising rights and responsibilities within Art educators and their adopted positions in relation to the relationships. to improving creativity in aural and petfonnance skills will be across the specific petfonnance areas: Dance, Basic Motor fostered. effective communication of art and craft content. Movement, Aquatics, Basketball, Volleyball and Softball. Text To be advised Text Syllabuses in the Arts and Crafts. Comparative analysis. Text To be advised References To be advised Differences in philosophy and implementation. Palmer, A. et. all990, Alfred's Basic Adult Pianc Course (Level References To be advised Artists and crafts persons as communicators. Stylistic variati oos. CSPH335 PHYSICAL EDUCATION: I), Alfred Pub.Co.Inc. London. THEORY III Miskin, P. 1986, Upbeat Recorder 2, Ashton Scholastic, London. CSPH234 HEALTH EDUCATION II IOcp IOcp ECSSI36 ECONOMICS I 20cp Prerequisite Nil Prerequisite Health Education I Content CSPR236 EXPRESSIVE ARTS liB 20 'p Lecturer Dr. A. Woodcock, Ms A. McConnack Lecturer Ms M. Williams Content This subject provides an understanding of the financial, social and legal aspects of consumereducation.1t involves theex ploration Further development of student understanding and awareness of 52 53 SECfION NINE EDUCATION SUBJECf DESCRIPTIONS SECfION NINE EDUCATION SUBJECf DESCRIPTIONS of the financial structure of business and the skills required to solving through exploration of natural resources, environmental English to teaching. Emphasis will be placed on the way in which people analyse and interpret financial data learn and develop in the affective and cognitive domains. implications, social and economic influences on the domestic Human Society and il~ Environment and commercial construction industry. Genderneutral strategies In the special needs component the focus will be on: History TECE135 COMPUTERS IN SCHOOLS 5cp designed to incorporate building and environment issues in 1. Understanding of the cognitive, behavioural, social, affective school programs will be explored. Social Sciences Con/en! and motivational characteristics oflearners with special needs, The role of computers as an information processing tool for Materials Technology-This elective subject is an introduction Mathematics including gifted and talented students, students with teachers. An evaluation ofthe use of databases, spreadsheets and to materials used in technology. Practical experience in the use Science inteUectual,behavioural/socialjemotional/physicalorsensory and clusification of technological materials and the production disabilities, students with difficulties in learning and those word processor in the Early Childhood and Primary setting. Modem Languages Includes adaptations for advanced learners and students with of artifacts will fann the foundation for this area of study to be who are educationally disadvantaged. incorporated in the teaching of Design and Technology. Creative Arts special needs. 2. Teaching and programming skills in catering for the special Applied Technology - Applied Technology focuses on various Drama. Art needs of these students, including the teaching of academic, TKCS430 TECHNOLOGY CURRICULUM principles, concepts and terminology of engineering as they Texts and References To be advised. thinking and social skills as well as behaviour management. STUDY lScp apply in society today. The understanding of Applied Technology 3. Management and instructional organisation techniques for Prerequisites Completion of a Technology based3rd year subject will evolve from design briefs, research, investigation, report PROBLEMS IN TEACHING lOcpeach promoting the learning and development of students with or equivalent. writing, practical experience, comparisons, calculations and the The computer number depends on the currirulum area - see list special needs in integrated settings such as organising for co compilation of data utilising computer technology to complement Hours Three hours per week face-ta-face for one year or after Education subject descriptions. operative learning and peer tutoring. presentalion. Gender neutral strategies designed to incorporate equivalent. Applied Technology into school programs will be explored. Lecturers Various staff Texts and References Assessmenl A combination of assignments and eXaminations. PrerequisiJe As for the equivalent Teaching Practices Unit. Food Technology-This elective subject is based on alearning Ashman. A. & Elkins, J. 1990, Education of students with speciLll needs, Sydney: Prentice Hall of Australia Students will be required to choose three internal electives from package consisting of aseries of case studies. The aim of the case Hours 2 hours per week except during Practirum the following: studies are to provide teachers with an understanding of how Assessment To be advised Cole,P.G. & Chan, LKS. 1990,Melhodsand51rategiesfoT speciLll common food products are fonnulated and mass produced as an edJlcalion, Sydney: Prentice Hall of Australia Select one from: Basis School based economic response to dynamic consumerneeds. Food preparation Computer Studies and packaging design will fonn the foundation for this area of Content EDUC431 SCHOOL AND SOCIETY IOcp Colour Technology study to be incorporated in the teaching of Design and T echnol ogy . Problems in Teaching is conducted in one ormore schools in either Prerequisites Nil Primary or one of the following secondary areas: Building Technology and Environment Electronics Technology-This elective subject is aninlroduction Hours 2 hours per week except during Practicum to electronics as a technology. The functions and integration of English Select two from: Assessment To be advised components to make building blocks for electronic devices will Materials Technology Human Society and its Environment be the major thrust of the study with strategies designed to Basis University-based History Applied Technology incorporate electronics into school based programs supporting Content Food Technology Design and Technology. Social Sciences This subject investigates social and educational theories about Electronics Technology Mathematics the relationship of schools and society, education policies and Education Subject Descriptions their implications for teaching. The subject will be presented Selection of internal el ecti ves is monitored by the Course Director Science through lectures, tutorial discussion, seminar presentations and to ensure that choice is complementary to previous knowledge Modem Languages student practical work. and experience. TEACHING PRACTICES lOcp each Creative Arts Texts and References To be advised Content The computer number depends on curriculum area - see list after Educalion subject desCriptions. Drama Computer Stodies - Computer Studies is designed to equip EDUC441 PRACTICUM 20cp Lecturers Various staff Art students with aknowledgeof computertechnology and computer PrerequisiJes As for the equivalent Teaching Practices Unit applications. Students will use computers to explore control PrerequisiJe See postgraduate Diploma in Education The purpose of this subject is to expose students to the practical problems of learning in school environment. The subject will Hours School hours technology, computer aided drafting, information processing Hours Three and a half hours per week except during Practicum and creativity with an emphasis on school-based applications. consist of in-school seminars led by a member of the school staff. Assessment Progressive assessment Assessment To be advised Demonstration lessons will also be conducted. Development in this subject will materialise from projects Content requiring research, investigation and experimentation. Basis University based. Texts & References To be advised A continuous program of school orientation achieved by school Colour TechnOlogy - Colour technology is a study of the Content EDUC429 LEAR!IIING, TEACHING AND LEARNERS visits throughout the year, as well as blocks of intensive practical applications of the science of colour in everyday products. The This subject introduces students to the practice of teaching in a WITH SPECIAL NEEDS IOcp experience in teaching situations. physical and psychological bases of colour are investigated problem-oriented manner. Students will gain experience of within an applied science frame of reference. The principles and practices such as simulation,learning, role playing, questioning Lecturers Various staff Students must be prepared to devote at least eight weeks full-time to practicum, one session in Semester 1 and one in Semester 2. practices of colour measurement are established and their techniques, narration, exposition, explanation, classroom Prerequisites Nil applications investigated. The technology of colour application management and control, programming, lesson planning and School experience in the rest of the year will be gained within the Hours 2 hours per week except during Practicum and colour matching industry is investigated through individual objectives, use of computers in learning and communication school·based subject 'Problems in Teaching'. applied study as the foundation for this area of study to be skills. The subject will also deal with the school subject syllabus Assessment To be advised Practicum is closely related to all other stumes in the Diplomaand incorporated in the teaching of Design and Technology. and strategies for teaching. Basis University based. accordingly, students should be prepared for groups to conduct BuildingTechnologyand Environment-This elective subject Students will be enrolled in either Primary or one or two of the COrUent mscussions & iU ""c:b:hops on topics related to professional practice. will examine the building industry: ils planning, design, locations following secondary areas: The lecture/seminar subject wi II examine aspects of educational Students taking a further Curriculum Study in Environmer.ta1 and construction. Student based design briefs will enable problem psychology, special education and measurement as they pertain Educalion have the option of carrying out one of their practicum 54 55 SECfION NINE EDUCA nON SUBJECf DESCRIPTIONS SECfION NINE EDUCATION SUBJECf DESCRIPTIONS blocks at a Field Study Centre. EDUCSOI EDUCATIONAL PSYCHOLOGY IOcp EDUC513 CONTEMPORARY ISSUES IN THE • Su.uknts enrolling in this subject will also be required to study SOCIOLOGY OF EDUCATION lOcp alleast OM of either EDUC521 or EDUC522. EDUC4SO FURTHER CURRICULUM Lecturer Dr RW Howard Prerequisite Nil Lecturer P. Nilan STUDIES IOcp each EDUCS21 QUANTITATIVE RESEARCH IOcp Lecturers Various staff Haws 2 hours per week for one semester Prerequisites Nil METHODS Prerequisites Usually nil Assusment 2 short assigrunents and a seminar Hours 2 hours per week for one semester (Semester 2) Lee..,., AssocilIIe Professor S_F. Bourke Hours 2 x 2 hours per week except during Practicum CO/lUnl Assessment Written assignments and seminar presentations Prerequisile FDUC525 Introduction to Research Methodology Assessment To be advised This courseis a survey of the major topics in educational psychology Content Hows Two hours per week for one semester and their applications in teaching. TIle majorfocus is on how people Basis Mostly University based Despite decades and decades of educational refonns intended to Assessment Seminars and assignments think. learn and should be taught. Topics include learning and bring equality of educational opportunity and outcome into Content memory, motivation, human development, and intelligence and reality, the most strikingly obvious sociological fact about Content Details will be available at the beginning of the year. Primary and ability. The course will include some practical experience with educational systems in all industrialised countries is that they 'This subject continues from the quantitative strand ofEDUC525. secondary art methods have limitations on selection of Further major tests of intelligence, personality, and cognitive and learning result in significantly unequal rewards between social groups. A Theresearch proposal presented in EDUC521 will berefined and Curriculum Studies (see Postgraduate Diploma in Education styles. major focus of this course is the social functioning of educational presented as a seminar. The Statistical Package for the Social Course RequiIementss). Texts and References To be advised systems. The various theoretical ways in which the sociology of Sciences SPSSx. will be introduced and used to analyse data Texts and References To be advised. education accounts for the correspondences between social Statistical procedures such as frequency distributions, EDUC502 EDUCATIONAL PSYCHOLOGY, IOcp structures and mental structures are also examined. crosstabulations, correlations, t-tests, chi·squared tests and Master and Bachelor of Educational Studies THEORY AND PRACTICE Texts analyses of variance will be covered. Research reports will be discussed and methods of choosing and reporting analyses Subjects Lecturer Dr RW Howard Bourdieu, P. & Passeron, C. 1990, Reproduction in Education, practised. Society and Culture, 2nd eOO, Sage Publications, London. Not all subjects listed will necessarily be offered, or will they PrerequisiJes. Nil, but it would be useful to have previously TexJ studied some psydlology or have completed EDUC501 Saha, L. and Keeves, J. 1990, Schooling and Society inAustralia: necessarily be offered in the semester listed. It is possible that Kaplan. R.M. 1987, Basic stalisticsfor the Social Sciences, Allyn subjects not listed here will be introduced. HOUTS 2 hOUTS per week for one semester Sociological Perspectives, ANUP, Canbena and Bacon. Equivalent subjects Assessment Two short assignments and a seminar References To be advised References Many of the new semester subjects have equivalent old full-year ContenJ EDUC525 INTRODUCTION TO RESEARCH Ary, D.,Jacobs, L.C. & Razavich, A. 1990,/nlroductiontoReset:U'ch subjects. A list of some of these equivalent is given subject~ This course is an in-depth coverage of some important topics in METHODOLOGY' IOcp in Education, 4th edn, Holt, Rinehart & Winston. below. Please note that equivalent subjects may not both be educational psychology and their application to teaching. Topics Lecturers Associate ProfessorS.F. Bourke and Dr A.P. Holbrook Boyle,GJ. & Langley, P.D. 1989,ElementaryStaiisticaIMethods, counted towards the same degree course. Only old subjects includethefundamentalimportanceofconceptlearningineducation Pergamon. recently offered have been listed. Anybody who has passed afull and how to teach concepts, psychological and educational testing Hours Two hours per week for one semester year subject not listed should contact the Faculty Secretary to find with practical experience at Using and interpreting various tests, Assessment Assignments Einstein, G.O. & Nocks, E.C. 1987, Learning to Use SPSSx, out the new equivalent(s). human abilities, creativity, behaviour disorders, and evaluation in Prentice-Hall. ConJent education. Foddy, W.H. 1988, Elementary Applied Statistics/or the Socitll 500 LEVEL SUBJECTS This subject provides an introduction to research methodology in Texts and References To be adviSed. Sciences, Harper & Row. Old FuJI-Year Subjods Equivalent New 50_ Subjods education, both qualitative and quantitative. It must be taken in conjunction with either EDUC521 or EDUC522. The subject SPSSx Inc, 1988, SPSSx User's Guide, 3rd edn, McGraw-Hill 501 lOcp EDUC501 and 502 EDUC511 SOCIOLOGY OF EDUCATION will introduce students to contemporary perspectives in 511 EDUC511 and 512 Lecturer Ms P.M. Nilan and Dr J.M. Gore educational research and in particular, will focus on developing EDUC522 QUALITATIVE RESEARCH 521 EDUC525 the range of skills involved in fonnulating a research proposal METHODS lOcp 531 Prerequisites Nil EDUC531 and 532 including framing a research question, reviewing the literature Prerequisite EDUC525 Introduction to Research Methodology 541,542 or 543 HOUTS 2 hours per week for one semester EDUC541 and 542 and choosing appropriate methodologies for different types of 551 HOUTS Two hours per week for one Semester EDUC551 and 552 AssessmenJ Seminar and assignment study. The methodologies discussed will include experimental, 561 EDUC561 and 562 Assessment Assignments and set exercises Content quasi -experimental, naturalistic, survey, case study, ethnographic 571 EDUC581 and 582 and historical research. Students will be encouraged to develop ConJenl 602 EDUC663 1bissemestersubjectisprovidedasanintroductiontotheSociology their own research interests and to structure their assignments 606 of Education. The course will commence with an examination of 1bis subject continues from the qualitative strand of EDUC525 EDUC661 accordingly. 614 EDUC611 major sociological perspectives in the study of education and and will provide students with amore advanced knowledge of the 621 EDUC621 and 622 proceed through various sites of sociological investigation as qualitative methods introduced in that strand, among them 640 EDUC631 follows: stlidents and their families, education and the maintenance Texl etlmographic case study and action research approaches. This 644 of social group boundaries, teacher-student interaction and subject will specifica11 y focus on developing fieldwork techniques, EDUC601 Wiersma, W. 1986, Research Methods in Education: An 660 comparative studies of schooling in other colUltries. how to analyse data from a variety of sources and how to report EDUC651 and 652 Introduction, 4th edn, Allyn and Bacon. qualitative findings. Students will gain experience in observation. 666 EDUC663 Texl 667 EDUC662 References group and individual interviews, journal keeping, sUIVey and Saha, LJ. & Keeves,J.P. 1990,SchoolingandSocietyinAustraiia: 675 EDUC673 and 674 Gay, L.R. 1987, Educational Research, 3rd edn, Merrill. questionnaire design and the use of documents, biography and 676 Sociological Perspectives, Sycbley: Australian National University autobiography. EDUC612 and 613 Jaeger, R.M., 1988, Complementary Methods/or Research in 698 Press, Pergamon. EDUC697 Education, AERA. Texts References To be advised. McMillan, J .H. and Schumaker, S. 1989, Research in Education: Jaeger, R.M. ed. 1988, Complementary Methodsfor Research in A Conceptual Introduction, Scott, Foresman & Company. Education, AERA. 56 57 SECfION NINE EDUCATION SUBJECT DESCRIPTIONS PRINCIPAL DATES 1993 References obligations concerning the environment and do we have Kemmis,S. & McTaggart,R. 1990, TheActionResearchPlanner, obligations to future generations?; scientism in education-have 3rd edn, Deakin University. we taken education for technology too far?; computer education McMillan, I.H. & Schumaker, S. 1989, Research in Education: are computers robbing us of our humanity, while inadvertently A Conceptual Introduction, Scott, Foresman and Company. eroding the foundations of knowledge they pretend to support? Texis Mishler, E.G. 1986, Research Interviewing: Context and Narrative, Harvard University Press. Wasserstrom, RA Shennan, R.R. & Webb, R.B. eds., 1988,QuaJitaliveResearch in Today's Moral Problems Macmillan 1985. Education: Focus and Methods, Falmer Press. R~f~r~nces To be advised EDUCS31 PHILOSOPHY OF EDUCA nON IOcp EDUCS41 INTRODUCING THE CURRICCLFI110cp Lecturer Dr WG Warren Lecturer I.W. McQualter Prerequisites Nil Prerequisites. Nil Hours 2 hours per week for one semester Hours 2 hours per week for one semester GENERAL INFORMATION Assessment To be detennined, but progressive assessment to Assessmem be a major component. Principal Dales 1993 30 Thu.rsday Closing date for UAC applications for enrolment in t 994 (Undergraduate courses other than Medicine and AviBliOfl. Content 1. Presentation of one seminar paper, (See separate entry for the Bachelor of Medicine degree course). 2. Satisfactory submission of a written paper based on the January October An introduction to the philosophical approach to questions and seminar given. 1 Friday Public Holiday - New Year's Day 4 Monday Public Holiday - Labour Day issues in education. After an ovetview of the field and some of the Comem 1l Monday Lecrures resume macro-level perspectives, a model for analysing a philosophy of 6 Wednesday Last day for return of Enrolment Application Forms - Continuing Students November education will be examined. This will be used to position and The course involves the study of curriculum theory and practice analyse a number of problems in contemporary education. In described in the literature and relating this to Lhe professional February 5 Friday SecondSemesterconciudes-lastdatefor withdrawal from particular, a selection from among such topics as the following practical knowledge of teachers at all levels of education; pre 5 Friday New students accept UAC main round offer Semester 2 and Full Year subjects will be made, based on student interest: Education and work; school, primary, secondary and tertiary. The course will be 12 Friday 8 Monday Annual Examinations begin controversial subjects in schools poJitics; religion; morality; conducted using student prepared seminars. Assessment will be TO New students enrol 26 Friday Annual Examinations end Radical critiques of schooling; Literacy; The concept of a based on student performance in class and a final written 1994 February University; Mental Health; Death Education; Personal assignment based on workdonein student seminars.Assessments 22 Monday Relationships in Education; Freedom; Authority; Right; will be graded. 26 Friday last date for payment of General Service Charge Monday First Tenn begins I Discipline. Text March DATES FOR THE 1993 ACADEMIC YEAR FOR THE Texts Nil BACHEWR OF MEDICINE PROGRAM Marsh, C. & Stafford, K. 1988,Curriculum Practices and Issues, 1 Monday First Semester begins Year I References Will be provided throughout the course. A preliminary McGraw-Hili. 30 Tuesday Last day for variation of program in relation Semester 1 commences Monday 1 March, 1993 reading ofW Feinburg,Reason and Rhetoric, would be of value. to HECS liability for Semester t. Smith, D. & Lovat, T. 1991, Curriculum AClion on Reflection, recess Friday 9 April 1993 SSP. April EDUCS32 PHILOSOPHICAL ISSUES IOcp 10 IN EDUCA nON References To be advised. 9 Friday Good Friday - Easter Recess commences Friday 16 April 1993 > Lecturer 19 Monday - Lectures Resume resumes Monday t 9 April 1993 Pr.ofessor RS Laura EDUCS42 CURRICULUM INQUIRY: IOcp June concludes Friday 2 July 1993 Prerequisiles Nil - Subject EDUC531 is advised THEORY & PRACTICE 7 Monday Public Holiday - Queen's Bir!.hday Semester 2 commences Monday 19 July 1993 Hours 2 hours per week for one semester Lecturer JW McQualter 11 Friday FirstSemesterconciudes-Lastdatefor withdrawal from recess Monday 27 September 1993 Assessmem 1 seminar and 1 essay Prerequisite EDUC541 Semester 1 subjects. 10 Con/em Hours 2 hours per week for one semester 14 Monday Mid year Examinations begin Friday 8 October 1993 The aim of this subject is to introduce students to philosophical Assessmem 30 Wednesday Closing date for applications for selection to !.he resumes Monday 11 October 1993 BachelorofMedicine and BachelorofScience (Aviation) in 1994. ways of thinking about issues of educational importance. Our 1. Presentation of one seminar paper concludes Friday 5 November 1993 concern will thus be directed less to canvass the history of July ExaminBlions commence Monday 8 November 1993 2. Satisfactory submission of a written paper based on Lhe philosophy than to reveal the philosophical habit of mind that has 2 Friday Mid Year ExaminBlions end Friday 19 November 1993 enshrined it. seminar. conclude Monday 22 November 1993 Content Mini-Elective commences Depending upon student interest, topics to be discussed may 19 Monday Second Semester begins concludes Friday 3 December 1993 include: educaJ.ion vs. indoctrination: IS there a difference?; are Curriculum inquiry is thestudy of curriculum practice examining NOTE: religious and moral education simply torms of indoctrination?; the context, assumptions, conduct, problems and outcomes of August animal vs. human rights eg can the use of animals in school curriculum development. Curriculum theory informs curriculum 30 Monday Last day for variation of program in relation to IffiCS Semester One consists of Block One (10 weeks) and 7 weeks of Block experiments be mor:!.l!y justified?; genetic engineering and practice and is in tum evaluated and refonned by Lhe process of liability for Semester 2. Two. educational ideology cg ~ho~"d e:enetic engineering be used to curriculum inquiry. Curriculum inquiry considers how a September Semester Two c01l.Jists of the remaining 3 weeks of Block Two, all of Block Three (10 weeks), and Stuvac (1 week). manipulate I<)'s?; pca~ ... ..:~: ~!;:;~:!;! c~.n we educate for nuclear curriculum or some component of acurriculum has been planned, 25 Saturday Mid Semester recess begins disarmament?; environmental education - do we have ethical developed or changed. The course will be conducted using J Dale 10 be finalised 58 ADVICE AND INFORMATION Sl1JDENTS WITH DISABILITIES Year Two Assessment May 10- May 14 I week Most services are located in the Temporary Buildings adjacent to the Special equipment is available in some lecture theatres and in the Semester 1 commences Monday 1 March 1993 Vacation May 17- May 21 1 week computer Teaching Building except where indicated. Most services are Libraries. recess Friday 9 April 1993 Clinical Attachment 3 May 24- July 9 7 weeks also available on the Central Coast Campus. If you need academic assistance, please do not hesitate to contact your to Clinical Attachment 4 July 12 - Aug 27 7 weeks The Dean of Students, Professor K.R. Dutton (located in the Bowman relevant Faculty Adviser. Building) is responsible for the network: of Swdent Services and his Friday 16 April 1993 Stuvac Aug 30- Sept3 1 week Faculty Advisers assistance or advice is available to students where appropriate. The Sub resumes Assessment Sept 6 - Sept 17 2 weeks Architecrure Mr Arthur Kingsland (049) 215783 Monday 19 April 1993 Dean, Ms. M. Kibby (Hunter Building Room C18) will advise slUdents 2nd Assessment Sept20- Sept24 1 week concludes Friday 2 July 1993 on the correct procOOures to follow in cases of appeal or grievance Art, Design & Comm. Mr Bruce Wilson 216606 Elective Attachment Sept 27 - Nov 19 8 weeks Semester 2 commences Monday 19 July 1993 applications. Both can be contacted on 215806. Am A/Prof. A. Barthofer 215372 Final Assessment Nov 22- Nov 26 1 week recess Monday 27 September 1993 Accommodation Omce Economics & Commerce Ms. Anne Finlay 216769 NoU: Years 3, 4 &. 5 do IIOt conform with the UniversityojNewcastle' s to Education Ms Margaret Davies 216283 Sem.esrer dates. Offers advice onrental matters and assistance in resolving accommodaLion Friday 8 October 1993 problems. Maintains lists of accommodation available off-campus in Engineering Dr David Wood 216198 Advice and Information privatehomes, rooms, flatsand houses. Mrs Kath Dacey, Accommodation resumes Monday 11 October 1993 Health Sciences Mr Andrew Bertram 216733 Officer. Enquiries phone (049) 215593. concludes Friday 5 November 1993 Themain pointofcontact forenquiries concerning coursesand enrolment Medicine AlProf. David Powis 215625 is the Faculty Office The Faculty Office can provide advice on Faculty Careers & Student Employment Office Examinations commence Monday 8 November 1993 Music Mr Paul Curtis 294133 rules and policies, course requirements, procedures relating to course A free service to students at any stage of their studies covering all maRers conclude Friday 19 November Nursing Ms Suzanne Lyons 216312 1993 administration and so on. If academic advice is required, the Faculty relating to employment: careers information and planning, resume and Mini-Elective commences Monday 22 November 1993 Office can direct enquiries to the appropriate Dean, Assistant Dean, interview preparation workshops, graduate recruitment, vacation Science & Mathematics Dr Graham Couper 215529 Course Co-ordina~ or Head of Department. concludes Friday 3 December 1993 employment and part-time student employment service. Ms H. Parker, Social Science Ms Sue Muloin 216787 FACULlY OFFICES phone (049) 215588. University Ubrarles Ms Anne Robinson 215831 Mr Gary Jones 216465 Semester One consists of Block Four (10 weeks) and 7 weeks of Block Faculty Colllact Localioll TelephoM ChaplaIncy Five. Architecture JennieGow l·06N 215570 The Chaplaincy Centres are located in the temporary buildings adjacent ENROLMENT OF NEW UNDERGRADUATE STUDENTS to the Computer Teaching Building and also in Room A 187 in the Hunter Semeste: Two consists oftlu! remaining 3 weeks of Block Five, all of Art, Design & Sheila Proust ABl·31 Persoos offered enrolment are required to attend in person at the Great 216525 Building near the Huxley Library. Pastoral and spiritual care is available Block SlX(10 week.r) and Stuvac (1 week) Communication Maryanne Cartwright Hall in FebruarytoenroLDetailed inslrUctionsaregiven in the Enrolment from denominational chaplains. Phone (049) 215571 or (049) 216648. Year Three Vicki Drewe ABI-IO 215639 Guide which is sent out with the UAC offer. Counselling Service Block 7 Feb 8 - April 30 12 weeks: 11 week block David Donnelly CT232 215323 TRANSFER OF COURSE Location: Courtyard level Auchmuty Library building. Assists people 1 week AVCC/Easter Economics & Linda Harrigan SI8 Students currently enrolled in an undergraduate course who wish to 215984 whoare having academic orpersonal difficulties, or who simply want to Vacation 9-16/4 Commerce Natalie Downing SI6 215983 transfer to adifferent undergraduate course in 1993 must apply through function more effectively. Individual counselling and group courses are the Universities Admission Centre (UAC) by 30 September 1992. Late Block 8 May 3 - June 25 8 weeks Educatioo Chandra Murti ABI-41 216529 available. Phone (049) 215806. applications will be accepted through UAC until 31 October if Vacation June 28- July 9 2 weeks (AVCC Katrina Kittel ABI-43 216530 Health Service accompanied by a $60.00 late fee. Late applications will be accepted Irene Blyth common week) ABI-39 216528 after 31 October direct to the University, but such applications will ooly Doctor's surgery is located in the Shortland Union building basement, Block 9 July 12 - Sept 10 9 weeks: 8 week block Nerida Yee ABl-22 216531 phone(049) 216000. A nursing sister is available on the main concourse be considered if places remain after applications that have been submiued Engineering Geoff Gordon 1 week review EA206 216064 Hunter Building. phone 216452. The health service offers medical care through UAC are considered. Stuvac Jill Norbum Sept 13 - Sept I7 I week EA204 216061 similar to a general doctor's surgery with a special interest in the health If a student's request to transfer to another course is successful, the Helen Jackson Assessment Sept20- Oct8 3 weeks EA205 216066 needs of students. Patients are bulk-billed. All coosulw.ions are strictly slUdent must complete a separate Higher Education Contribution Scheme Vacation Oct 11 - Oct 15 1 week Health Sciences Jenny Hughes ABI-37 216527 confidential. Health education and infonnation also provided. Dr. S. (HECS) Payment Option fonn for the new course at enrobnent time. Maurice Chalmers Block: 10 Oct 18 - Dec 10 8 weeks Elective ABI~18 216524 Brookman, phone (049) 216000. Payment of the General Service Charge must be made using the notice issued as part of the re-enrolment process. Year Four' L.w Linda Harrigan SI8 215984 Sport. & Recreation Office RE-ENROLMENT BY CONTINUING STUDENTS Clinical Attachment la Feb 1 - Mar 12 6 weeks Medicine Brian Kelleher K607A 215676 Promotes, controls and administers all sporting activities of the University. Clinical AttaChment 1b Mar 15 - April 30 6 week auachment Organises classes in wide range of sporting and recreational pursuits. There are five steps involved for re-enrolment by continuing students: Music Chris Palmer CONLG4 294207 1 week A VCClEaster Provides assistance to the student sporting and recreation clubs. receive a re-enrolment kit in the mail Nursing Janet Hallinan ABI-33 216523 Coordinates participation in the Australian University championships. Vacation 9-16/4 Estelle Graham AB1-16 216534 Administers the srudent accident insurance scheme on behalf of the lodge the Enrolment Application fonn with details of Vacation May 3 - May 7 I week your proposed program Science & Helen Hotchkiss SB210 215562 Sports Union. Mr A. Lakin, phone (049) 215584. Clinical Attachment 2a May 10- June 18 6 weeks Mathematics Kristine Hodyl Student Support Omce receive a fees & charges notice in the mail in late January. Clinical Attachment 2b June 21- July 30 6 weeks SB210 215569 Social Sciences payment of the General Service Charge at any Commonwealth Vacation Aug 2 - Aug 13 2 weeks Susan Eade CT23! 216526 Student Service enquiries, student loans and financial adv ice for students on low incomes, advice and referal on other welfare matters and Bank by 26 February1993. Clinical Attachment 3a Aug 16 - Sept 24 6 weeks THE STUDENT ENQUIRY COUNTER assistance and information for students with disabilities. Ms A. Rudd receive an approved program and student card. Clinical Attachment 3b Sept 27 - Nov 5 6 weeks L~ed in the Chancellery, the Swdent Enquiry Counter is the main phone (049) 216467. GP Period Nov 8 - Nov 17 One and a half weeks pomt of co~~t f<)of enquiries reJ~ing to 'non-academic' aspects of Re-Enrolment Kits STUDENTS WITH DISABILlTIF..S (inclusive) student adnunlstratlOn, such as the Issue of travel coocessions matter Re-enrolmentkits for 1993 will be mailed to students in October. The relating to the administration of the Higher Education Stuvac Nov 18 - Nov 26 One and a half weeks Con~ibuti~ The University of Newcastle has a policy to provide equal opportunity re-enrolment kit contains the student's Enrolment Application and Scheme (HECS), and the issue and receipt of various forms, such as to swdents with Special Needs. Statistical Form, the 1993 Class Timetable, the 1993 HECS booklet and Assessment Nov 29 - Dec 7 One and a half weeks Change of Name/Address and Transcript Request forms. The Enquiry Enrobnent Guide. Year Five Practical assistance, which may be required by students with a disability Counter also acts as a point of referral for general student enqUiries. Clinical Attachment I Feb 1 - Mar 19 7 weeks to facilitate their participation in their course of study, can be arranged A fees and charges notice will be mailed separately in late January STUDENT SERVICES through theStudentSupport Officer, MsAnnetteRudd, located in the (Plea... e note a Fees and Charges Notice will not be sent until all Clinical Attachment 2 Mar 22 - May 7 7 weeks Available for all students to assist with many practical matters which Temporary buildings opposite Mathematics, phone (049) 216467. outstanding debtslfines have been paid.) (Easter 9-16/4) may affect personal adjustment to University and success in studies. ii iii RE-ADMISSION AFTER ABSEN<;~E~ ______EXAMINATIONS Lodging Enrolment Application Forms A student who withdraws completely from studies should return the students should make every attempt to fmal ise their enrolment within the GENERAL CONDUCT The Enrolment Application fonn must be completed carefully and Student Card to the Student Division Office. lodged at the Student Division Office by 6 Ianuary 1993. Students first two weeks of semester. RE·ADMISSION AFTER ABSENCE In accepting membership of the University, students undertake to should know their examination results before completing the re-enrobnent ENROLMENT CONFIRMATION obselVe the by-laws and other requirements of the University. fonn. There is no late charge payable if the form is late, but it is very A person wishing to resume an undergraduate degree course who has Students should ensure that all details on their Confirmation of Program Students are expected to conduct themselves at all times in a seemly Important that the Enrolment Application form is lodged by 6 January been enrolled pte\' iously at the University of Newcastle, but IJOt elU'olJed fonn are correcL Failure tocheck this information could create problems fashion. Smoking is not pennitted during lectures, in exam ination room s 1993 as late lodgement will mean that enrolment approval and student ittl992, is required toapply for admission again through the Universities at examination time. Please note that it is the student's responsibility to or in the University Library. Gambling is forbidden. card may not be available for the start of the semester. Admissioos Centre, Locked Bag 500 Lidcombe 2141. Application forms may be obtained from the UAC or from the Student Divisioo (0 ensure that all enrolment details are COITect and Members of the academic staff of the University, senior administrative Enrolment Approval Office and close with the UAC on 30 September each year. There is a Cii) towilbdraw from aSemester II subject if afailure has been incurred officers, and other persons authorised for the purpose have authority to All re-enrolling students will receive in early February either a $60.00 fee for late applications. Students who withdrew from their in the Prerequisite Semester I subjecl report on disorderly or improper conduct occurring in the University. confirmation program and student card or a letter asking them to attend course after 31 March 1992 are not required to apply for re-admission. LEAVE OF ABSENCE NOTICES in person because there is a problem with their proposed program. CHANGE OF ADDRESS Enrobnent in tutorial or laboratory sessions should be arranged with Undergraduate Awards Official UniversitynOlices are displayed on Departmental notice boards Departments on an individual basis. The University holds on record both an address for correspondence and and students are expected to be acquainted with the contents of those a home address. Students are responsible for notifying the Student Subject to any provision concerning your course as set out in the announcements which concern them. Payment of Charges schedule, a candidate in good academic standing in the course: Division Office in writing of any change in their address. A Oiange of The Hunter Building Concourse is used for the specific purpose of The Fees and Charges Notice will be mailed to re-enrolling students in Address fonn should be used and is available from the Student Divisioo Ca) may take leave of absence of one year from the course; or displaying examination time-tables and other notices aboutexaminations late January (please note aFees and Charges Notice will notbe sent until Office. (b) withthepennissionoftheDean,maytakeleaveofabsencefortwo and final results. all outstanding debts/fines have been paid). The 1993 General Service Failure to notify changes to your correspondence address could lead to consecutive years from the course Charge must be paid at any Commonwealth Bank branch using the Fees EXAMINATIONS important correspondence or course infonnation not reaching you. The and Charges Notice. Payments made after 26 February 1993 will incur without prejudice to any right of the candidate to re-enrol in the couse University cannot accept responsibility if official communications fail Tests and assessments may be held in any subject from time to time. In a $50.00 late fee. following such absence. to reach a student' who has not notified the Student Division Office of a the assessment ofa sllJdent' s progress in a universitycourse, consideration All charges listed on the Fees and Charges Notice must be paid. The change of address. Candidates should also refer to the Rules Governing Undergraduate will be given to laboratOl)' work, tutorials and assignments and to any Awards, Rule 10 Leave of Absence, and the schedules regarding the term or other tests conducted throughout the year. The results of such Bank will not accept part payment. CHANGE OF NAME definition of'good standing' . You should also consult with your Faculty assessments and class work may be incorporated with those of formal SCHOLARSIHP HOLDERS AND SPONSORED STlIDENTS Students who change their name should advise the Student Division Officer. To re-enrol in your course after leave of absence, you must re written examinations. Students holding scholarships or receiving other fonns of financial Office. A marriage or deed poll certificate should be presented for apply through the Universities Admissions Centre (UAC), Locked Bag EXAMINATION PERIODS assistance must lodge with the Cashier their Fees and Charges Notice sighting in order that the change can be noted on University records. 500, Lidcombe, NSW, 2141. The closing date for applications is 30 Formal written examinations take place on prescribed dates wilhin the together with a warrant or other written evidence that charges will be CHANGE OF PROGRAMME September each year. paid by the sponsor. Sponsors must provide a separate voucher warrant following periods, Saturdays may be included: Approval must be sought for any changes to the programme for which Postgraduate Coursework Awards or letter for each student sponsored. Mid Year: 14 June - 2 July 1993 a student has enrolled. This includes adding subjects, wilhdrawing from LATE PAYMENT Leave of absence may not be available for some courses. Candidates subjects or the course, or replacing one subject with another. should refer to the course schedules, and also consult wilh their Faculty End of Year: 8 to 26 Novernber, 1993 The Final date for payment of the General Service Charge is 26 AU proposed changes should be entered on the Programme Variation Officer regarding any requirement to lodge a fonnal application for Timetables showing the date and time at which individual examinations February 1992. Payments made after this date will incur a $50.00 late section on the reverse side of the Confirmnuon of ProgrtJJ1lmtl form. leave. will be held will be displayed in the Hunter Building Concourse, specific foo. Where appropriate, reasons for changes and/or documentary evidence in Research mgber Degrees Departmental noliceboards and other prominent locations on campus. Thereafter enrolment will be cancelled If charges remain unpaid by the form of medical or other relevant certificates must be submitted. Mi sreading of the timetable will not under any circum stances be accepted 19 March. Leave of absence is not automatically granted, and candidates are Programme Variation forms should be lodgedatormailed totherelevant required to lodge a written application for leave of absence prior to the as an excuse for failure to attend an examination. FAILURE TO PAY OVERDUE DEBTS Faculty Office. end of the preceding semester. Applications should be lodged with the SIlTING FOR EXAMlNATIONS Postgraduate Studies Office for approval by the Graduate Studies Any student who is indebted to the University by reason of non-payment Withdrawal from Subjects or Course Formal exam inalions, where prescribed, arecompulsory. Students should Committee. Refer to the Masters and Doctoral Degree Rules. of any fee or charge, non-payment of any fine imposed, or who has failed Applications received by the appropriate date listed below will be consult the final timetable in advance to find out the date and time oftheir to pay any o'terdue debts shall not be pennitted 10: approved for withdrawal without a failure being recorded against the Scholarship Recipients examinations. complete enrolment in a following year; subject or subjects in question. Scholarship holders, both undergraduate and postgraduate, who wish to LOCATION OF EXAMINATIONS Wjthdrawa! take leave of absence from their course, or who do not intend to take a receive a transcript of academic record; Dates Seat allocation lists for examinations will be displayed about two weeks full-time program in any semester, are required to lodge a written graduate or be awarded a Diploma; or Semester J Subjects Semester 2/fu1l Subjects before the commencement of the examination period on the noticeboard year appl ication for suspension of scholarhsip prior to the end ofthe preced ing of the Department running the subject and on a noticebosrd outside the receive a replacement Student ID Card 11 June 1993 5 November 1993 semester. Applications for suspension should be lodged with the ex.amination room on the day of the examination. Candidates should Scholarships Office for approval by the Scholarships CommiUee. Refer until such debts are paid. Except with pennission of the Dean: allow themselves plenty of time to get to the examination room so that to the Conditions of Award of your scholarship. Students are requested to pay any debts incurred without delay. (a) a slUdent shall not be permitted to withdraw from a subject after they can take advantage of the 10 minutes reading time that is allowed A TTENDANCR AT CLASSES before the examination commences. Normally, entry intotheex.aminatioo STUDENT CARDS the dates listed above room will be pennitted from 15 minutes befoce the actual commencement (b) student shall not be pennitted to withdraw from a subject on Where a student's attendance or progress has not been satisfactory, Students will he mailed their Confinnation of Program and Student Card a of the examination writing time. This is to allow the candidate time to more than two occasions. action may be taken under the Regulations Governing Unsatisfactory in early February. The Student Card should be carried by students when Progress. locate the allocated seat and complete the necessary attendance slip and at the University. The Student Card has machine readable lettering for If a student believes that a failure should not be recorded because of the any related necessary registration details before the commencement of use when oorrowing hooks from the University Library, and contains the circumstances leading to his or her withdrawal. it is important that full In the case of illness or absence for some other unavoidable cause, a reading time. Duringreading time no writing will be permitted. Materials student's interim password for access to facilities of the Computing details of these circumstances be provided with the application to student may be excused for non attendance at classes. which may be taken intoeach examination will also be displayed outside Centre. Please note that the Student Card is not evidence of enrolment; withdraw. All applications for exemption from attendance atclasses must be made the examination room. A complete day seat listing will also be displayed students must also have paid the General Service Charge and fulfilled AddlUon orSubJects in writing totheHead of the Departmentoffermg the subject. Wheretests in the Great Hall Foyer and Hunter Building Foyer. HECS requirements 10 be fully enrolled. or tenn examinations have been missed, this fact should be noted in the PERMITTED AIDS Students seeking to add a subject or subjects more than two weeks after application. Students are urged to take good care of their Student Card. If the card is the commencement of there levant semester should seek advice from the Students can take into any examination any writing instrument, drawing lost or destroyed, there is a service charge of $5 payable before the card Faculty Office prior to lodging their application. In some instances The granting of an exemption from attendance at classes does not carry instrument or eraser. Logarithmic tables may not be taken in: they will will he replaced. with it any waiver of the General Services Charge. Faculty policy or restrictions on class size preclude late enrolment and be available from the supervisor if needed. Calculators may not be taken into an examination room unless the Examiner has instructed on Ihe v EXAMINATJONS EXAMINATIONS examination paper that the calculator specified is a permitted aid. ''supervlsor'' means the supervisor for an examination appointed, prescribe a further or supplementary examination for any (b) attendance at or performance in an examination Calculatorsmust be hand held, battery operated and non·programmable* in the case of a fonnal written examination, by the Academic candidate; and has been affected by illness, disability or other serious cause, and students should note that no concession will be granted: Registrar and, in the case of any other examination, by the Head of (c) to record in an examination return a judgement in respect of may report the circumstances in writing, supported by medical (a) to a student who is prevented from bringing into a room a Department each candidate for submission to the Departmental or other appropriate evidence to the Academic Registrar and programmable calculator; "suppiementaryexamlnatlon"meansanexaminatiOIladministtted Examinations Committee. request that they be taken into account in the assessment of the examination results of that candidate. Such request shall be (b) to a student who uses a calculator incorrectly; or to a candidate in respect of whom any doubt exists as to the Departmental recommendations of results judgement to be recorded in an examination return. made on the prescribed fonn. (c) because ofbauery failure. 9. The Departmental Examinations Committee shall consider the (2) A request made pursuant to sub-rule (I)(a) shall be submitted PART 2- GENERAL judgemen.tsrecordedforcandidatesandshallmakerecommendations UNLISTED CANDIDATES by the candidate within seven days after any absence arising Examinations other than in single deparlment to the Faculty Board as to the result in the subject to be recorded for Ifyou expect to sit for an examination and your name does nol appear 011. &om the illness oreventon which the request is based, or such each candidate. the displayed seat allocation listing it could mean you are nol formally 3. (1) Where aFaculty is nolcomposedofDepartments,thefunctions longerperiod as theDean of the Faculty in which the candidate recorded as being enrolled and eligible to sit and receive aresult In these and responsibilities of the Head of a Department and the Determination of results In subjects is enrolled may accept. circumstances you will need to visit the Examinations Office to identify Departmental Examinations Committee shall be undertaken 10. (1) The recommendations of the Departmental Examinations (3) A request made pursuant to sub-rule (l)(b) shall be submitted the problem. If an enrohnent problem is confirmed you may also need respectively by the person or body in thatFaculty approved for Committeeshall be presented to the Faculty Board by the Head by the candidate not later than three days after the date of the to discuss the matter with your Faculty Officer. the pwpose of these Rules by the Academic Senale. of the Department orth e representative ofthatH ead, who shall examination or within such further period as the Dean of the RULES FOR FORMAL EXAMINA nONS (2) WbereasubjectisnottheresponsibilityofasingleDepartment, be entitled to vary any recommended result if of the view that Faculty in which the candidate is enrolled may permit it is appropriate to do so on the request of the Faculty Board. PART 1 • PRELIMINARY the person or body toundertake the functions andresponsibilities (4) Where a candidate is personally unable to take the action of the Head ofa Departmentand the Departmental Examinations (2) The Dean shall ensure that in making its recommendations the prescribed under this Rule, some other person may take such Application of Rules Committee in respect of that subject shall be decided by the Departmental Examinations Commiuee has considered any action on behalf of that candidate. 1. These Rules shall apply to all examinations of the University with Faculty Board concerned or, where Departments from more request for special consideration made by a candidate pursuant (5) The Academic Registrar may call for such other evidence in the exception of the examination of athesis submitted by acandidate than one Faculty are involved, by the Academic Senate. to Rule 13. respectofthecandidate'srequestasmaybereasonablerequired. for a degree of Master or the degree of Doctor of Philosophy. The Determination of nature and extent of examining (3) Each Faculty Board shall consider the recommendations of the examinationofthesesforthesedegreesortheassessmentofpublished (6) A candidate who is granted special consideration may be 4. Each Faculty Board shall detennine the nature and extent ofexamining DepartmentalExaminationsCommiueeand,takingintoaccount works submitted for Higher Doctot-al Degrees shall be conducted in requ ired to attend a further examination or to undertake further in the subjects in the awards for which the Faculty is responsible and any change to a recommendation under sub·rules (1) or (2), accordance with the requirements for the degree. assessment to determine a result. such examining may be wriuen, oral, clinical or practical or any shall either: Interpretatlon PART 4· FORMAL WRITfEN EXAMINATIONS combination of these. (a) confmn the results; or 2. In these Rules, unless the context or subject matter otherwise Responsibility Publication of requirements (b) defer the decision pending the outcome of such other indicates or requires: 5. The Head of Department shall ensure the publication of the action as the Faculty Board deems appropriate. 14. The Academic Registrar shall be responsible for the administration "award" means the degree, diploma (including graduate diploma and supetVision of the fonnal wriucnexaminationsofthe University. Department's examination requirements in each subject by the end Grading of results In subjects and associate diploma) or graduate certificate for which a candidate of the second week: of the semester in which the subjectcommences Timetable for formal written examinations is enrolled; including the weight and timing of each task comprising the total 11. The result awarded in a subjecttoa candidate shall be one of those in the list of approved results determined by the Academic Senate 15. (1) The Academic Registrar shall publish a timetable showing "Department" means the department assigned responsibility for a assessment to be applied in determining the fmal grade. from time to time. when and where formal wriuen examinations will be held and particular subject and includes any other body so responsible; Penaltles it shall be the responsibility of candidates to attend those Review or result In subject "Departmental Examinations Committee" means the 6. An infringement of any of the rules setout in Rule 16(1), other than examinations prescribed for the subjects in which they are Departmental Examinations Committee of the Department pursuant to Rule 16(2), or the instructions referred to in Rule 19 shaH 12. (I) A candidate may apply for a review of any result awarded in a enrolled. subject to that candidate. constituted in accordance with the Rules governing Dep8rlments; constitute an offence against discipline. (2) Notwithstanding the previsions of Rule 15(1), where the "examination" includes any form of examination, assignment, test PART3·PROCEDURES (2) An application made under sub-rule (1) shall be made to the Academic Registrar considers it justified on religious, or any other work by which the final grade of acandidate in asubject Academic Registrar on the prescribed form and shall be conscientious or other grounds, special arrangements may be ExternaJ Examiners is assessed;, accompanied by the prescribed fee. made to allow a candidate to attend a prescribed examination 7. (1) The Academic Senate may, on the recommendation of a for a subject at a time and place different from that published "externaJ examiner for a candidate" means an examiner nOl (3) A review of the result shall include a check: Faculty Board made on the recommendation of a Head of in the examination timetable. ~ing a member of the staff of the University, appointed to assist in Department appoint one or more external examiners for the (a) that all required parts ofthe assessment have been included the examination of an extended essay, project or similar work in the final determination of the result; (3) Subject to the provision of Rule 13(1)(b), candidates who fail submitted by a candidate; Department Such appoinlment shall be for a term of one year to attend an examination which is show on the examination and, except with the approval of the Academic Senate, no (b) that the content of examination scripts has been fairly timetable will be deemed to have sat for and failed the "external examiner for the Department" means an examiner, nol external examiner for the Department shall be reappointed for considered, including, where possible, a review ofmarks examination. being a member of the staff of the University, appointed to assist in more than four consecutive terms of office. awarded by the examiners; and the examining processes within a Department; Rules for formal written examinations (2) Where the appointment of an external examiner for a candidate (c) that all maries contributing to the final grade have been "Faculty Board" means the Faculty Board of the Faculty responsible is prescribed by the Rules for an award, or where the Faculty correctly weighted and their total accurately obtained 16. (1) Formal written examinations shall be conducted in accordance for the course in which a candidate is enrolled and includes a Board Board considers it appropriate that an external examiner for a with the following rules: but shall not include any review of earlier assessments which of Studies where given powers relevant to this Rule; candidate by appointed, such appointment shall bemade by the have been made available to the candidate on a continuing (a) candidates shall comply with any instructions given by a Faculty Board or as otherwise prescribed in the Rules for that "formal written examination" means an examination conducted basis throughout the subject. supervisor relating to the conduct of the examination; under Part 4 of1hese Rules; award. (4) If the Faculty Board, on tberecommendation of the Head of the (b) before the examination begins candidates shall not read Examining "subject" means any partof acourse of study for an award for which Department concerned or the representative of that Head, the examination paper until granted permission by the a result may be recorded; 8. The Head of each Department shaH arrange for the member or changes the result following review, the fee shall be refunded supervisor which shall be given ten minutes before the members of the academic staff responsible for each of the subjects to the candidate. start of the examination; offered by the Department: Special Consideration (c) no candidate shall enter the examination room afterthirty (a) to prepare the examination papers in the subjects; minutes from the time the examination has begun; * A programmable calculator may be permitted ifprescribed, provided 13. (I) A candidate who claims that: (b) in consultation with any other members of staff involved in the (d) no candidate shall leave the examination room during the that progTam cards and devices aTe flOt takefl i1lto the exami1lO.tiofi room (a) study during the year or preparation for an examination; and the Head Departm£1I1 approves. C01lSiderali01l is curre1ltly bei1lg tuition or supervision of the candidates, to assess the scripts first thirty minutes or the last ten minutes of the of 0< give1l to the establishmelll of a listing of calculators approved fOT use and other work submitted by candidates and, if required, examination; w.here calculators are specified as a permitted aid. V> vii SPECIAL CONSIDERATION REQUESTS CHARGES (e) no candidale shall re-enter the examination room after University' II Examination RuIeaapecifies procedures relating to Review ''Dean'' means the Dean of lheFaculty in which a student is enrolled. from the date ofposting to the student of lhe notificalioo of Ihe decisim or such further period as the Committee may accept. leaving it unless during the full pwiod of absence that of RemIt in a wbject. for details see page (vi) and the necessary ''Board'' means the Faculty Board of the Faculty in which lhe candidale has been under approved supervision; application form. You should read the inslrUctions on the application student is enrolled. (2) Inhe.inganappealtheCommitteemaytakeintoconsideratim (0 acandidale shall not bring into the examination room any form before applying for a Review. There is achargepersubject, which mycircumstanceswhatsoever,includingmaueJ'SROlpreviously Termination of Enrolment by Head of Department bag, paper, book, written malerial, device or aid is refundable in the event of an error being discovered. However, it raised, and may seek such. information as it thinks fitconcemi.ng whatsoever, other than such as may be specified for the should be noted that examination Tewlts are released only after careful 3. (1) A student's enrolment in a subject may be terminated by the the academic record of the appellant and the making of Ihe particular examination; assessment of students' performances and that, amongst other things, Head of. the Department offering that subject if Ihat student determination by the Board. Neither the Dean nor the sub marginal failures are Teviewed before results are released.(see page ix) does not maintain a rate of progress considered satisfactory by Dean shall actas amember of the Committee on thebe.ing of (g) a candidate shall not by any means obtain or endeavour SPECIAL CONSIDERA nON REQUESTS the Head of the Department. In determining whether a student any such appeal. to obtain improper assistance, give or endeavour to give is failing to maintain satisfactory progress Ihe Head of (3) The appellant and the Dean or the Dean's nominee shall have assistance to any other candidate, or commit any breach All applications for special consideration should be made on the Department may take into consideration such factors as the right to be heard in pEJ"son by the Committee. of good order; Application for Special Consideration fonn. unsatisfactoryattendanceorfai1w-etocompleteatasatisfactory (h) acandidate shall not take from the examination room any The granting ofSpecial Considerationcould involve a furtherexamination standard academic or professional components specified for (4) The Cotnmitteemayconfinn the decision made by a Board or examination answer book, any examination paper so or assessment held shortly after the formal examination. Any further the subject. may wbstitute for it any other decision whicb the Board is marked, graph paper, drawing paper or other material e:uunination or assessment administered will be by the Department that empowered to make pursuant to these Rules. (2) The enrolment of a srudent in a subject shall Rothe terminated issued for use during the examination; offered the wbjecL Consequently you must therefore ch«k wltb the purwant to Rule 3(1) of these Rules unless that student has Committee Consideration of Referred Cases (i) no candidale may smoke in the examination room. Department thatofTered the subject toascertaJn that Department's heen given prior written notice of the intention to consider the requirements. You should alsowatch the Department'snoticeboard for 7. (1 ) The Committee shall consider any case referred to it by aBoard (2) The provision of sub-rule (1) may be relaxed: matter, with brief particulars of the grounds for so doing, and and may: further advice concerning Special Consideration. has also been given a reasonable opportunity to make (a) make any decision which the Board itself could have (a) by the Academic Registrar; and Application Forms may be obtained from your Faculty omce, Student representalions either in pwson or in writing or bolh. made pursuant to Rule 4(1 Xa), (b) or (c) of these Rules; (b) with the exception of paragraphs (c), (0, (g) and (h) by Division EnquIry Counter, Student Health Service, Student (3) A student whose enrolment in a subject is tenninated under the supervisor upon the direction of the Academic Counselling Unit and Examinations & ServIces Counter, Hunter Rule 3(1) of these Rules may appeal to the Board which shall '" Registrar or at lhe discretion of the supervisor, provided Building. determine the matter. (b) exclude the student from enrolment in such other subjects, that the circumstances of any case in which discretion has courses or Faculties as it thinks fit; or Part 3 of the University'S Examination Rules specifies procedures (4) A student whose enrolment in asubjectis tenninated under this been exercised shall bereported in writing to theAcademic relating toSpecial Consideration Requests, fordetails see page (vi) and Rule shall be deemed to have failed the subject. (c) exclude the student from the University. Registrar immediately following the conclusion of the the necessary application fonn. You should read lhe instructions on the (2) The Committee shall not make any decision pur9Jant to Rule examination. awlication form before applying for Special Consideration. RevJew of Performance by Board 7(1 )(b) or ( c) oflhese Rules unless it has frrst given the student PART S· OTIlER EXAMINATIONS STATEMENTS OF ACADEMIC RECORD 4. (1) A Board may review the academic performance of a student the opportunity to be heard in person by the Commiuee. whodoes notmaintain atate ofprogress considered satisfactory Responsibility If you wish to be issued with a statement of your academic record, you by the Board and may detennine: (3) A student may appeal to the Vice-Otancellor against any 17. The Head of Department shall be responsible for the administration must complele the appropriate application form and lodge it wilh the decision made by the Committee under this Rule. and supervision of the examinations of the University, other than Univer.;ity Cashier along with the appropriate fee (see page x). The (a) that the student be pennitted to continue the course; Action by Vlce-Cbancellor and Council formal written examinations, in the subjects offered by the statement will be mailed out as soon as it becomes available, to the (b) that the student be permitted to continue the course Department. nominated address. Applicants should allow adequate time for this to subject to such conditions as Ihe Board may decide; 8. Where there is an appeal against any decision of the Committee occur. Computer produced statements can normally be mailed within a made under Rule 7 oflheseRules, the Vice-Otancellormayrefe.-the Timetable (c) that the student be excluded from further enrolment: week. Stalements involving pre 1979 records might be expected to take matter back. to the Committee wilh a recommendation or shall 18. (1) Where appropriate, the Head of Department shall publish a longer to produce. Indebted applicants must clear tbelr debt before (i) in Ihe course; or arrange for lhe appa1 to be heard by the Council. The Council may conflml the decision of the Committee or may substitute for it any timetable showing when and where examinations will be held statements can be Issued. Application fonns may be obtained from the (ii) in Ihe course and any other course offered in the and it shall be the responsibility of candidates to attend those other decision which theConunitlee is empoweTedtomake pursuant Student Division Enquiry Counter, Chancellery Building and Ihe Faculty; or examinations prescribed for the subjects in which they are Examination and Services Counter, Hunler Building. to these Rules. enrolled. (iii) in the Faculty; or UNSATISFACTORY PROGRESS Re-enrolment (2) Notwithsbylding the provisions of Rule 18(1), where the Head (d) iflhe Board considers its power.; todea.l wilh the caseare The University has adopted Rules Governing Unsatisfactory Progress 9. (1) A student who has been excluded from further enrolment in a of Department considers it justified on religious, con scientious inadequate, that the case be referred to Ihe Committee which are set out below. Faculty may enrol in a course in another Faculty only with the or other grounds, special arrangements may be made to allow togelher wilh a recommendation for such action as the permission of the Board of that Faculty and on such conditions a candidale to attend a prescribed examination for a subject at Students who become liable for action under lhe Rules will be informed Board considers appropriate. as it may detennine. a time and place di fferent from that publ ished in the examination accordingly by mail after the release of the End of Year examination (2) Before adecision is madeunderRule4(1 Xb).(c) or(d)ofthese (2) A student who has heed excluded from further enrolment in timetable. results and will be informed of the procedure to be followed if they wish Rules, the student shall be given an opportunity to make to 'show cause'. any course, Faculty of from the University under Ihese Rules Compliance with Instructions Tepresentalions wilh respect to the matter either in person or in may apply for pennission to enrol therein again, provided Ihat Appeals against exclusion must be lodged together wilh Enrohnent writing or both. 19. Candidates shall comply with any instructions given by the Head of in no case shall such Te--enrolment commence before the Application forms by Wednesday 6 January 1993. Department or the supervisor relating to an examination. (3) A student who has made representalions to a Board may appeal expiration of the period of exclusion. A decision on such The Faculty's progress requirements are set out elsewhere in this against any decision made under Rule 4(1)(b) or (c) of these Any infringement of these rules constitutes an offence agai nst discipline. application shall be made: volume. Rules to the Committee which shall determine the matter. F1NAL EXAMINATION RESULTS (a) by the Board, where the student has been excluded from RULES GOVERNING UNSATISFACTORY PROGRESS Reference to Committee a single course or a single Faculty; or End ofyeat examination results will be mailed out by late December. Application of Rules 5. Where the progress of a student w ho is enrolled in a combined course (b) by the Committee, in any other case. Examination results for Semester I subjects will be mailed out the week or who has previously been excluded from enrolment in another 1. These Rules shall apply to all students of the University except those preceding the commencement of Semester 2. course or Faculty is considered by the Board to be unsatisfactory, the Appeal Against Rejection of Re-enrolment Application who are candidates for a degree of Master or Doctor. Final examiantion results are also displayed in the Hunter Building Board shall refer the matter to the Committee together wilh a 10. (1) A student whose application to enrol purSU8Rt to Rule 9(1) or Concourse as soon as they become available. Interpretation recommendation for such action as the Board considers appropriate. 9(2Xa) of these Rules is rejected by a Board may appeal wlhe Committee. No results will be given by telephone. 2. In lhese Rules, unless the context or subject matter otherwise Hearing of Appeals by CommlUee indicates or requires: (2) A student whose application to enrol pur.;uant to Rule9(2)(b) REVIEW OF FINAL RESULT 6. (1) An appeal made by astudent to the Committee pursuant toRule "theCommlttee"meanstheAdmissionsandProgressionCommittee of these Rules is Tejected by the Committee may appeal to the After the release of both Semester I and end of year final examination 4(3) of these Rules shall be in such fonn asmay be prescribed of the Academic Senate as constituted from time to time. Vice-Chancellor. results a student may apply to have a result reviewed. Part 3 of the by the Committee, and shall be made within fourteen (14) days viii SCHOLARSHIP HOLDERS AND SPONSORED SnIDENTS BANKING CHARGES a fee-paying studentin a "fees-approved postgraduate award course" LOANS traffIC regulations in regard to bus stops, distance from pedestriM The Genera] ServlcesCharge (details below) is payable by all students. crouiDg., roundabouts etc). a student in a ''basic nurse education course" Students who do not have sufficient funds to pay the General Service In 1993, a fees and charges notice will be sent to continuing students in a "full-foo-paying overseas student" Charge should seek aloan from their bank, building society,creditunion The University is working with public transport authorities to improve late January and to commencing students in mid February. or other fmancial instirutioo. the level of transport to the University so as toalleviate the necessity for a "student who has paid the Overseas Student Charge" staff md studeDlS to use private vehicles. It is in the interests of all Students are expected to pay charges at any Commonwealth Bank. The An application for a loan from the student loan funds is possible when a "fully sponsored overseas student" of the University community, and to the development and last date for payment of charges with the Commonwealth Bank is 19 no other help is available. Appointments for loan frcm these funds must members March 1993. maintenance of the CElpUS bushland setting, to dramatically reduce the a student in an "enabling course" be made before the 26 February, 1993 to avoid the addition of a late fee. numbers of vehicles being brought on to the campus, as well al assisting All other payments should be made directly to the University by cheque, a student in a "non-award" course Student loan funds are available for other essential needs. Contact the with the broader issues of air pollution, traffic congestion and the like. or in person to the Cashier, level 2, Chancellery. Student Support Omcer, Ms Annette Rudd, pbone (049) 216467 to a student who has been awarded "a HECS postgraduate scholarsh ip" arrange an appointmenL Students Ire w-ged to consider alternative modes of transport, such as I. Genera] Services Charge Per Annum Basic Nurse education courses will not be exempt from HECS after public 1raDspOrt, and greater use of bicycles to take advantage of the new REFUND OF CHARGES (a) Students Proceeding to a Degree or DiplolM $264 1993. Currently enrolled students continuing their studies in such a cycleways serving the University. Car pooling .,.angements are also A refund of the General Services Charge paid on enrolment will be made Plus Students joining Newcastle University course will also be liable for HECS in 1994 and in subsequent years. encouraged and your Student Representative Council (SRC) can assist when the student notifies theStudentDivision ofa complete withdrawal Union for the first time you in this regard. $35 HECS is administered as part of the enrolment process. Shldents from studies under the following conditions: (b) Non-Degree Students commencing a new course must selectone of three sections on the HECS The traffIC and parking regulations are stated in full in the University's (0 when a student notifies the University of a complete withdrawal Newcastle University Union Charge Payment Options fonn. Calender Volume I. The scale of penalties for traffic and parking $137 from studies by the following dates, a refund will apply: On enrolment students must do one of the following: infringements as contained in the rules are as follows: (c) External Students $37 Notification on or before 31 March 100% refund (a) exceeding the speed limit on University roads ...... $30 The exact amount must be paid in full by the prescribed date. (a) Elect to pay up-front which would require payment of 75% of the contribution for the semester, with the balance to be paid by the Notification by the end of fll'st semester 50% refund (b) failing to stop when signalled to do so by an 2. Late Charges Commonwealth. Students electing to pay up-front will be asked to Notification after the end of first semester Nil refund Attendant (patrol) ...... $30 Where the Fees and Charges Notice is lodged pay at the commencement of each semester. (ii) when a student solely enrolled in a program of studies offered 2Dh. (c) refusal to provide information requested by an with all charges payable after the 26 February 1993 $50 (b) Defer their HEe and elect to pay through the taxation System, in inSemester2 notifies the University of a complete withdrawal from Attendant(patrol) ...... $30 3. Other Charges which case they must either provide a tax file number or apply for a studies by the following dates, a refund will apply: (d) failing to obey instructions given by an tax file number as part of their enrolment. Instirutions are required (a) Examination under special supervision SIS Notification on or before 31 August 100% refund Attendant (patrol) ...... $30 to ensure that the information given by students of their tax file per paper number application is the same as that on their enrolment form. Notification after 31 August Nil refund (e) illegal parking: (b) Review of examination reSults, per subject $25 Students electing to defer their HEC and pay through the taxation provided that in exceptional circumstances the Bursar may vary (i) parking on University roadways ...... $15 (c) Replacement of Re-enrolment kit $10 system arenotrequired tom ake a payment towards theircontribution these provisions in the case of individual students. (ii) palking on footpaths ...... $15 (d) until their taxable income reaches a minimum threshold level. For Replacement of Student Card $5 The $35 joining fee is not refundable. (iii) parking on areas marked by sign ...... $50 the 1991-92 financial year the minimum threshold was $27,098. (e) Statement of Matriculation Stahls This amount will be increased each year. A refund cheque will be mailed to a student or if applicable, a sponsor. (iv) parking in a way that may risk injury to others ...... $50 for non-member of the University Any change of address must be notified. $10 (c)As from 1993 New Zealand citizens residing inAusrraiia for less than (v) not displaying parking pennit ...... $30 A refund will not be made before 31 March. (0 Replacement of lost or damaged Testamur $30 two years and pennanent residents of Australia whose term address (vi) parking in a restricted area ...... $15 (g) Academic Transcripts is overseas will berequired to pay their HECS contribution up-front. CAMPUS TRAFFIC AND PARKING The 25% discount applies. (f) parking in an area reserved for handicapped persoo ...... $50 Matters to do with traffic and parking on the campus are governed by (i) First copy $10 New Zealand citizens living outside Australia and enrolled in traffic and parking rules approved under the authority of the University (g) any other breach of the traffic and parking rules ...... $1 0 (ii) Second Copy No charge external courses at Australian institutioos should be treated in the Council. The penalty will be imposed: (iii) Each additional copy same way as pennanent residents of Australia whose semester $1 These rules determine that it is a privilege to bring a vehicle onto the (a) on the spot by an infringement notice being put on the vehicle; or Note: address is overseas and be required to pay up-front. University campus and that this priv ilege is subject to traffic and parking (b) by sending an infringement notice by ordinary prepaid post to the The requirement to pay up-front will apply to both commencing rules. The rules identify the conditions which govern the bringing of 0) lliadofands w;U be pmvidcd with two copies ofthei, rransc The traffic and parking rWes apply to all University campus locations, Newcastle Act, is one ofthe coostibJent parts of the University. By virtue Student plan can cover: Conditions orUse It should be noted, however, that no University parking facilities are of the Act and the University By-Laws, Convocation has a voice in the i) Swdents who are members of the Sports Union (this does not The University accepts no responsibility for any damage to or lOIS of available at the Conservatorium of Music campus in Auckland Street, government of the University through its right to elect members of include sbJdents who have deferred SbJdy). Membership of the data msing directly or indirectly from use of these facilities or for any Newcastle, Council and the Standing Commiltee's right to direct communication Sports Union is included in the General Service Otarge; consequeotial loss or damage. The University makes no warra.nty. BANKING with the Council and the Senate. lbrough its membership of the ii) Active life and active associate members ofthe Insured organisation; express or implied regarding the computing services offered, or their Australi-. University Graduate Conference, Convocation also co fitness for Illy particular purpose, I) Commonwealth Bank iii) Staff of the Sports Union and staff of the University who join the operates with its counterparts in other universities to give effective The University cannot guar.tee the confidentiality of any information The University of Newcastle branch of the CommonweaJth Bank is expression of opinion on matters of concern to graduates. Sports Union. stored 00 any University COOIJlUIer or Iransmitted through its network. located on the pathway between the O!ancellery and the Hunter The Convocation Officer may be contacted on (CW9) 216464. For further information and claim forms, please contact the Sports and For the purpose of managing the resources, it may be necesSIUY for the Gymnasium (south of the Hunter Union. An automatic rellermachine is Recreation office during business hours on (049) 215584. University to monitor flies and usage. located outside. Hours ofOpenjng: CO·OP BOOKSHOP UNIVERSITY COMPUTING SERVICES The University'S liability in the event of any loss or damage shall be Monday to Friday 9.30am - 4.00pm The Co-op Bookshop is located. within the Shortland SbJdent Union. It limited to the fees and charges paid to the University for the use of the Friday 9.30am - 5.00pm stockstel!Jbooks,generalpublications,computerdiscsandOlhersoftware, The University of Newcastle has made use of computers in research and audio-visual cassettes. Discounts are available to Co-op members. teaching and for administrative purposes since the first computer was computing facilities which resulted in the loss or damage. II) Credit Union installed in October 1963. You may use only those facilities which have been authorised for your HOUTS of Opening The main branch of !he Universities Credit Union is located with Computers are widely used in teaching wherever this is appropriate. use. If access is protected by a password. you are not to make this Monday, Wednesday and Friday 9.00... - 5.00pm the Student Union on the former University side of the campus. Some of these are managed by the teaching depsrlments while others are password available to others. You may not use any account set up for Tuesday and Thursday HOUTS of Opening 9.00... - 6.00pm maintained and supported by University Compu ting Services in publicly another user, nor may you attempt to find out the password of another First two weeks of semester 8.30... - 7.00pm available locations. user. This applies both to facilities within the University and to any Monday to Friday 9.00am - 4.00pm accessible using the University'S network, LOST PROPERTY The central computers and many others are connected to the University An agency is located in the Hunter Union Building. Information Network (U1N) which in tum is connected to the Australian You may only use authorised facilities for authorised purposes. For Lost property may be collected from, or deposited at two locations on CASHIER Academic and Research Network (AARNet) and to the worldwide example, facilities made available for teaching may not be used for campus: private gain. The cashiers' office on-campus in located on First Floor, Chancellery Internet. (a) Patrol Office, Great Hall between 9.00am - 4.00pm Building. Credit card facoilities are not available. UniversityComputing Services provides and supports computing services You must be aware of the law of copyright as it affects computer HOUTS of Opening (b) Property Services, ClIO, between 9.008lll - 4.00pm for most activities of the university: for academic departments, through software, Software mustnot be copied except with theexpresspennissioo (Hunter Building) (a) During Semester 1O.00am - 4.00pm the HelpDesk and Computer Laboratories Manager, for administrative of the copyright owner. (Open during lunch break) It is suggested that you telephone in advance. divisions and for service units. Services are provided through central You may not. auempt to copy infonnation belonging to other users (b)Vaca1ion Period 1O.00am - 12.3Opm computers, through a campus network with extemallinks, and through (whether they be staff, students or other users) without their express W)pm - 4.00pm NOTICEBOARDS assistance to users ofboth the central computers and distributed desk-top pennission. computers. You may not attempt to interfere with the operation of the Universitys' CHAPLAINCY SERVICE Students wishing to post notices within the glass-fronted locked There are more than 800 renninal connections directly to the campus computers or any other facilities accessed by use of the Universitys' noticeboards should contact Mr D. Heggart, Property Services in the The Chaplaincy Centres are located in the temporary buildings adjacent network, allowing connection to various computers, both in University computers or network. Hunter Building. totheComputerTeaching Building and also inRoom A18? in the Hunter Computing Serv ices and in University departments. A nwnber ofSchool You may not attempt to subvert the security of any of the Universitys' Building near the Huxley Library. POST OFFICE and Departmental computers and networks are also connected to the computing facilities or any others accessible by use of the Universitys' VIN. Pastoral and spiritual care is available from the following denom inational Offers all nonnal postal services EXCEPT interviews for passports, facilities, chaplains:- Students are given access to central V AXNMS and UNIX computers HOUTS ojOpening You may not use the Universitys' computing facilities to send obscene, and centrally located mia-ocomputers (Apple Macintosh and IBM PCs Anglican Catholic offensive, bogus, harassing or illegal messages. xiv xv I ! SECflON NINE EDUCATION SUBJECT DESCRIPTIONS student prepared seminars involving retrospective accounts and and relate them to practical worldng situations on the basis of case case studies in the area of the student's professional interest. studies available and those to be undertaken by the students. In Assessment will be based on student perfonnance in class and a this context,relevance of theoretical perspectives to practical fmal written assignment based on workdonein student seminars. situations relating to topics such as: organizational climate, I Assessments will be graded. bureaucracy and the school, professionals in educational i Text organisations, motivation and job satisfaction, politics in I education, participatory decision-making, organisational Brndy, L. 1990, Curriculum Developm£nl, 3rd edn, Prentice communications, and managing conflict will be considered. Hall, Sydney. Texis References To be advised. Hoy, Wayne K and Miskel, Cecil G, 1987, Educational EDUCSSI INTRODUCTION TO lOcp Administration: Theory,ResearchandPractice, Random House. EDUCATIONAL ADMINISTRATION Holmes, M and Wyrme, E.A. 1989, Making 111£ Sclwol an Effective Community: Belief, Practice and Th£ory in ScJwol Lecturer Dr DT Gamage Administration, The Palmer Press. Prerequisites Nil References Hours 2 hours per week for one semester Recommended Journals on Educational Administration and/or Assessment Management are given under subject EDUC654. A list of other : Based on participation in regular sessions, group discussions, a recommended reading will be issued in Class. I class presentation, and a major written assignment. Content EDUCS61 CURRENT ISSUES IN lOcp SPECIAL EDUCATION This course is designed to introduce students to Ute basic concepts in educational administration. It will provide the students with a Lecturer Dr LKS Chan basis for understanding the emergence of educational Prerequisites. Nil ! administration as a field of study and a broad ovetview of Hours 2 hours per week for one semester I educational administration from the perspectives of micro and ! macro analysis. Students will also be introduced to topics such as: Assessment Written assignments and seminar presentation the evolution of educa1ional administration as a field of study; Con/enl school as a socio-political system; organisational characteristics This subject aims to examine current issues pertinent to the of a school; administrative tasks; school leadership, managing education of students with special needs. Topics include: def'mition meetings, decision making and securing and allocation of and classification issues, assessment and identification issues, resources. attitude issues, integration and service delivery issues. Students Texts will be given the opportunity to explore these issues and analyse Callahan, Reymond E., 1962, Educationand the Cult ofEfficiency related debates and conflicts. It is expected that students will be Chicago University Press. involved in an in-depth investigation of at least one of these issues. Campbell, Ronald. F. el. al, 1983, Introduction to Educationo.l Administration, Allyn and Bacon Inc. Texts and References To be advised References EDUCS62 PHILOSOPHICAL ISSUES IN lOcp Recommended Journals on Educa1ional Administration and/or SPECIAL EDUCA nON Management are given under Subject EDUC654. A list of other Lecturer Professor RS Laura recommended reading will be issued in Class. Prerequisites. Nil EDUCSS2 EDUCATIONAL ADMINISTRATlON:lOcp HoUl's 2 hours per week for one semester THEORY AND PRACTICE Assessment Lecturer Dr DT Gamage 1 seminar contribution and 1 essay of approximately 3000 words Prerequisites. Nil Contenl HOUTS 2 hours per week for one semester The aim of this semester subject is to acquaint students with the Assessment ethical and philosophical dimensions of special education. Topics Based on participation in regular sessions, group discussions, a include: the rights of individuals with handicaps - do they have class presentation, and a major written assignment. equal rights, different rights or rights only in relation to their interests?; preferential trea1ment and positive discrimination - Con!en! does society have an obligation to educate and employ persons This course is designed to broaden understanding of the students with handicaps?; the ethical issues surrounding the abortion of in various theoretical perspectives in educational administration defective foetuses; do we ever have not only a right but an obligation to tenninate the lives of severely handicapped infants?; 59 SECTION NINE EDUCATION SUBJEcr DESCRIPTIONS SECfION NINE EDUCA nON SUBJECT DESCRIPTIONS what ethical issues arise from the IVF program and the use of the Logo computing language and its impact on educational Assessment Written assignments and seminar presentalion Selected topics include: the relationship between power, genetic engineering to eradicate human deficiencies? computing. As well, computer assisted instruction and the design ConJent knowledge and pedagogy, a sociolinguistic approach to Texts of educational software will be explored. "Hands-on" experience ethnographic studies of classroom interaction, gender relations in includes word processing, Logo programming and various This year-long subject is aimed at an in-depth investigation of education and contemporary poststructuralist analyses of the Laura, RS and Ashman, AF eds. 1987, Moral Issues in Mental how students learn and study in school contexts. There will be computer assisted instruction software. systems and practices of education. Retardation, Croom Helm 1986. three interrelated themes throughout the year: the processes of Text References EDUC582 APPLICATIONS OF COMPUTERS lOop learning and studying; the effectiveness of individual motives and strategies; and training students to be more effective learners. Aronowitz. S. & Giroux, H. 1991, Postmodern Education, Kuhse, H and Singer, P. 1985, Should the Baby Live? Oxford IN EDUCATION The intent is to provide a thorough understanding of the most University of Minnesota Press, Minneapolis. University Press. Lecturer WK Au, G.D. Preston recent literature in the field so that the links between theory and References To be advis¢. Toohey, M., Abortion and Infanticide, Clarendon Press. Prerequisites Nil practice are more evident. Singer, P, and Wells, D. 1985, The Reproduction Revolution: HOUTS 2 hours per week for one semester (Semester 2) Texts and References To be advised. EDUC621 THE MEASUREMENT OF lOop New Ways of Making Babies. Oxford University Press 1984. Assessment Written assignments and seminar presentations ATTITUDE Laura, RS. 1982, Problems of Handicap, Macmillan. EDUC612 THE SCOPE OF ENVIRONMENTAL lOop ConJenl Lecturer Associate Professor S.F. Bourke EDUCATION Prerequisites EDUC525 EDUCS72 EDUCATION, TRAINING AND lOop The major theme of this is the integration of computers into the Lecturer Assoc Prof M.N. Maddock Hours 2 hours per week for one semester YOUTH POLICY IN AUSTRALIA existing school curriculum. Students will examine the educational Prerequisites One 500 level subject 1920s - 1960, applications of various software such as word processing, database Assessment One seminar presentation and one major assignment management, spreadsheet, tele-communication, graphics and Hours 2 hours per week for one full-year subject ortwo semester Lecturer Dr AP Holbrook ContenJ adventure games. They will also leam to evaluate software and subjects Prerequisites Nil hardware. Apart from an emphasis on ''hands-on'' experience This subject is primarily concerned with the development of AssessmenJ Progressive assessment of approved tasks sound measures of attitude. The nature aIld measurement of Hours 2 hours per week for one semester with the relevant software, attention is also given to the integration of research findings and classroom practice. ConJenJ attitude arefirstconsideredin general terms, and the development Assessment Oral history assignment and essay of attitude scales through factor analysis using SPSSx is Students are expected to have a basic knowledge in the use of the The subject will analyse the status of avenues for and conduct of ContenJ environmental education i n Australiaand overseas with reference undertaken. Reliability, validity and use of scales is covered. various computer systems such as Apple II, MS-OOS and Questionnaire design, analysis and reporting is undertaken The course focuses on the history of developments in post to the framework recommended by the Belgrade Charter. Macintosh. As well, they should have a basic understanding of including a range of appropriate treatments for missing data primary education in Australiaspecifically in Victoria and NSW. the roles that computers can play in education. Texts Nil including technical education. Particular emphasis is given to the TexlsNil Texi and References To be advised. References Extensive reading will be required from a range of impact of the Great Depression and World War II on education sources. References systems and policy, and to the emergence of Commonwealth EDUC601 READING: INSTRUCTION lOop Oppenheim, AN. 1973, Questionnaire Design and Attitude interest in youth training schemes dating from this period. The AND ASSESSMENT EDUC613 ISSUES AND RESEARCH IN lOop Measurement, Heinemann. early history of vocational guidance schemes and the liberal/ ENVIRONMENTAL EDUCATION vocational debate in education are also studied. There is a strong Lecturer Associate Professor PJ Moore Sage University Paper Series.,Quantitative Applications in the Social Sciences Selected volumes from this series. focus in this subject on oral history and students will be asked to Prerequisites One 500 level subject in Educational Psychology Lecturer Assoc Prof M.N. Maddock collect, transcribe and anal y se oral evidence as their main project. or its equivalent. Prerequisites One full year 500 level subject or two semester SPSSx Inc. 1986, SPSSx User's Guide,McGraw-Hill. Text Hours 2 hours per week for one semester subjects EDUC622 CAUSAL MODELLING IOcp Bessant, B. ed. \987, Mother State and Her Little Ones, Philip Assessment Seminar presentation/papers; major assignment Hours 2 hours per week for one semester Institute of TechnoI ogy Centre for Youth and Community Studies. Lecturer Associate Professor S.F. Bourke ConJenJ Assessment Progressive assessment of approved tasks Theobald, M & Selleck, R. 1990, Family School and State, Allen Prerequisites EDUC525 The purpose of this subject is to examine recent literature related ConJenl and Unwin. to instructional and evaluative aspects of reading. A wide range The subject will examine a range of current environmental issues Hours 2 hours per week for one semester Reference of instructional approaches eg direct instruction, co-operative and how they may be used as the basis for environmental AssessmenJ One seminar presentation and one major assignment Hyams, BK and Bessant, B. 1974, Schools for the People? learning, mastery learning in the processing of texts will be education and research studies in environmental education. ContenJ Hawthorn, Longman. examined. Various modes of assessment eg process approaches, Texts Nil domain specific approaches will also be discussed. Itis antici paled This subject arises from aconcem to recognize the complexity of References research in education through the development of educational EDUCS81 INTRODUCTION TO lOop that sections of the subject will challenge some instructional models and appropriate analytic methods. From work with simple EDUCATIONAL COMPUTING "myths" eg teaching of phonics is not important.. It is expected Extensive reading wiU be required from a range of sources. that students will be involved in an in-depth investigation of at linear regression using standardised and unstandardised Lecturer WK Au, G.D. Preston least one of the areas. EDUC614 THE SOCIAL PRODUCTION OF coefficients, more complex models requiring multiple linear Prerequisites Nil EDUCATIONAL INEQUALITIES lOop regression analyses will be developed. The theory and practice of Texts and References To be advised. path analysis is addressed, including statistical methods of testing Hours 2 hours per week for one semester (Semester I) Lecturers P. Nilan and Dr 1. Gore the fit of models to data AssessmenJ Written assignments and seminar presentalions EDUC606 LEARNING AND STUDYING: 20cp Prerequisites EDUC511 or EDUC513 A PSYCHOLOGICAL PERSPECTIVE Texts ConJent Hours 2 hours per week for one semester (Semester 2) Lecturer Associate Professor PJ Moore Bourke, S.F. 1984., The Teaching and Learning ofMathematics, In this subject, students will be introduced to various computer AssessmenJ Written assignments and seminar presentalions ACER systems such as the Apple II, MS-OOS, Macintosh and VAX. Prerequisites One 500 level subject ConJenJ Crockett, G. V. 1988,StatisticalTechniques inthe Social Sciences They will examine the different roles of computers in the educative Hours 2 hours per week for one year Using SPSSx., Quoll Enterprises. process and therelevanlliterature. In this context, they will study This sUbject offers advanced study in the Socio logy of Education. 60 61 SECfION NINE EDUCATION SUBJECf DESCRIPTIONS SECfION NINE EDUCATION SUBJECf DESCRIPTIONS References EDUC642 TEACHER PROFESSIONAL Ilkp References The subject is offered uncler five main themes such as: Fordham, A.M. 1983, The Context of Teaching and Learning, KNOWLEDGE IN ACTION Recommended Journals on Educational Administration and/or 1. Creating an effective school ACER. LectW'er l.W. McQualter Management are given under Subject EDUC654. A list of other 2. Policy fonnulation and curriculum planning Pedhazur.EJ.1982,MultipleRegressioninBehavioraIResearch, PrereipUsues. EDUC542 or EDUC541 and 542 recommended readings will be issued in Class. Holt, Rinehart & Winston. 3. Managing organisation HoUl's 2 hours per week for one semester Sage University Paper Series, QuanlitaJiYe Applications in the EDUC652 ADMINISTRATIVE BEHAYIOUR llkp 4. Global national trends and reforms in NSW schools Assessnunl 1. Presentation of one seminar paper; Social Sciences Selected volumes from this series. AND EDUCATIONAL MANAGEMENT system and, 2. Satisfactory submiSsion of a wriUen paper 5. Educational plaruting and managing change. SPSSx Inc. 1986, SPSSx User's Guide, McGraw-Hill. based on the seminar. Lecturer Dr D. T. Gamage ConunJ Prerequisites EDUC551 or EDUC551 and 552 Eachthemehas two sub-themes, such as: Leadership anddesision EDUC632 EDUCATION AND making; Human resources management; Policy formulation. llkp Hours 2 hours per week for one semester BUREAUTECHNOCRACY TIris course i s concerned with the examination of the relationship Curriculum planning; Organisational theory and behaviour, between curriculum and teachers' practical professional Assessment Lecturer Dr W.G. Warren organisational communications; Global and national trends, ScoLt knowledge. enables students to put into practice the ideas It Will be based on comprehensive seminar paper, a major written and Carrickreports; and Educational planning, institutionaIisaiion Prerequisites EDUC531 or EDUC531 and 532 examined in earlier curriculum courses. Emphasis is on the assignment and overall participation. of change respectively. Hours 2 hours per week for one semester pedagogical knowledge teachers use in curriculum planning and implementation, understanding curriculum change and curriculum Content Recomnumded Reading Assessment To be determined, but progressive assessment to be evaluation. The course will be conducted using student prepared The objective of this subject is to lay the basis for a comprehensive Beare, Hedley et. al. 1989, Creating an Excellent School, a major component seminars involving retrospective accounts and case studies in the understanding of the functioning and management of educational Routledge. Content area of the students' professional interest. Assessment will be organisations in theory and practice. More emphasis will be Marsh, C. 1988, SpotlighJ on School lmproyemenl, Allen and This subject seeks to disclose the manner in which education as based on student perfonnance in class and a final written placed on administrative behaviour within educational institutions Unwin. a process and an institution is affected by technology and assignment based on work done in student seminars. Assessments in the context of complex interpersonal social systems. Topics Carrick, 1989, Report on NSW Schools. technological ways of thinking. The growing literature in will be graded. considered will include: organisational theory and behaviour, philosophy of technology will be examined and some of the Texis planning and policy formulation, devolution of power and Scott, B. 1990, Sclwol Centred Education: Building a More authority, the concept of school councils, evaluation and Responsive School System, NSW Education Portfolio. specific educational ideas of a range of critics reviewed eg Carr, W & Kemmis, S. 1986, Becoming Critical, Palmer Press. Marxist, Existentialist. accountability, staff development and creating effective and References Connell, R.W. 1985, Teachers Work, George Allen & Unwin. excellent educational institutions. Texts and References To be advised but a preliminary reading of T~ Journal of Educational Administration Charles Tesconi and Van Cleve Morris, The Anti-man Culture: Hughes, P.W. ed .. 1991, Teacher Professional DeYelopmt!n/, Texts ACER Melbourne. Journal of Educational Administration Bureautechnocracy and the Schools, 1971, would be of value. Owens, K. Organisational Behayiour in Education Educational Management and Administration Timar, T.B. and Kirp, D.L. 1988, Managing Educational EDUC641 TEACHERS AND THE llkp EDUC651 EDUCATIONAL ORGANISATION llkp Educational Leadership AND ADMINISTRATION Excellence, The Falmer Press. CURRICULUM Unicorn Lecturer Dr D.T. Gamage References Lecturer J. W. McQualter Phi Delta Kappan Recommended Journals on Educational Administration and/or Prerequisites. EDUC541 and 542 Prerequisites. EDUC551 or EDUC55t or 552 Management are given under subject EDUC654. A list of other Practising Administrator Hours 2 hours per week for one semester Hours 2 hours per week for one semester recommended reading will be issued in Class. Public Administration Reyiew Assessment Assessment 1. Presentation of one seminar paper Comparative Education , . EDUC654 LEADERSHIP FOR EFFECTIVE llkp 2. SatIsfactory submissionofa written paper based Will be based on acomprehensive seminar paper, a major written SCHOOLS IN THE 1990s Perspectives in Education on the seminar. assignment and overall participation. Joint subject with the NSW Department of School F.ducation. Journal of Educational Planning and Administration Content Content Lecturers Dr D.T. Gamage and officers of the NSW Department Journal of Educational Administration and History The course critically examines curriculum theory and practice The purpose of this course subject is to provide students with a sound basis f orthe understanding of the organisation and operation of School Education from the aspect of what is teaching and how teachers use their EDUC655 INTERPRETING EDUCATION llkp of the educational institutions and systems and afford them an Prerequisites Successful completion of a subject in F.ducational professional practical knowledge to design,develop, implement POLICY and evaluate cunicula It is concerned with examining relationship opportunity to familiarize with appropriate concepts, principles Administration procedures and practices to operate effectivel y. Topics considered Lecturer Dr E.P. Sedunary between cuniculum and teaching, in particular the nature and Hours 2 hours per week for one semester and a two-day seminar extent of curriculum study, influences on the curriculum theories will include: evolution of the Australian system, concepts and Prerequisites One 500 level subject principles of organisation and administration, state education Assessment of cuniculum timing and organisation, research on 'teaching Hours 2 hours per week for one semester (Semester 1) techniques, methods and styles. The examination of these will be systems, schools as organisations, planning and effecting A class presentation leading to the submission of a paperof2,OOO done using student seminars. Assessment will be based on improvements, business activities, human resources management, - 2,500 words, a major assignment of 3,500 - 4,000 words, and Assessment Seminar presentation and a major written assignment. student performance in class anda final written assignment based managing organisations and managing change. overall participation in the course subject. Comenl on work done in student seminars. Assessments will be graded. TexJs Content This subject takes up the proposition that both the background Text Morphet, Edgar L, et al. 1982, Educational Organization and The overall aim of this subject is to provide students with a sound conditions and the actual form of education policy have changed significantly over recent years, calling for new modes of analysis Carr, W. & Kemmis, S. 1986, Becoming Critical, Palmer Press, Administration, Prentice-Hall. understanding of the current issues, changes and the relevant and interpretation. London. Ramsay, W. and Clark, H.E., 1990, New Ideas for Effective theoretical perspectives to enable them to be more alerted to the changing role of school leadership in making the schools more References To be advised School Improvement Vision. Social Capital. Evaluation, The Contemporary trends in education policy will be examined from Falmer Press. effective and efficient. social theoretical and historical perspectives, with particular attention to: the politicisation of schooling in the states, 62 63 SECfION NINE EDUCATION SUBJECf DESCRIPTIONS SECfION NINE EDUCATION SUBJECf DESCRIPTIONS commonmwealth initiatives and the "clever country", notions of TexJ and References To be advised. Text ConunJ quality and equality and the restructuring of teaching. Students Cole, P.G. and Chan, L.K.S. 1990, Methods and Strategies for Students will be introduced to the futures field and explore its will beencouraged to develop critical appreciations and proposals EDUC662 EDUCATION OF STUDENTS IOcp Special Education, Prentice-Hall. potential and its current uses in areas such as curriculum planning, concerning the character and consequences of CUrrent education WITH BEHAVIOUR PROBLEMS policies shaping their everyday work. References To be advised. adminiSllation, policy development and pedagogy. Students will Lectwrer Dr RN Conway be introduced to the concepts and methodologies that characterise Texts and References PrerequisitelCorequisite EDUC561 EDUC665 INSTRUCTIONAL STRATEGIES IOcp the field and will explore key futures themes in education. The To be advised, but a preliminary reading of Ball, S.l. 1990, IN SPECIAL EDUCATION subject will concentrale on providing students with the skills to Politics and Policy Making in Education: Explorations in Policy HOUTS 2 hours per week for one semester make the best practical use of the methodologies that have Sociology, Routledge, would be useful. Asses.sment Written assignments and seminar presentations Lecturer Dr L.K.S. Chan emerged in the field, among them critical futures thinking, simple Conunt Prerequisites EDUC561 or EDUC501 forecasting, delphi teclmique, cross-impact analysis, scenario EDUC656 CONTEMPORARY ISSUES IN IOcp building and even speculative fiction. This subject examines theory and research on the continuum of Hours 2 hOUTS per week for one semester SECONDARY SCHOOLING Texts behaviour disorders from minor disturbing behaviours to severe Assessment Written assignments and seminar presentations Lecturer Dr E.P. Sedunary handicapping disorders. Topics include: defmition, identification, Content Tydeman, 1, 1985, Futures Methodologies Handbook: An Prerequisites One 500 level SUbject diagnosis and treatment procedure,the relation between research Overview of Futures Research Methodologies and Techniq/U!!s, This subject continues from the subject "Teaching methods and Hours 2 hours per week for one semester (Semester 2) and practice, and an examination of specific behaviour disorders. AGPS. techniques in special education", The subject provides an in The approach will focus on education, medical and social welfare References AssessmenJ Seminar presentation and amajorwriUen assignment services for students with behaviour problems. depth study of instructional models and organisational strategies ContenJ for students with special needs in either segregated or integrated Slaughter, R. 1991, F uturesConceptsand P owerfulldeas, Futures Texis and References To be advised. settings including cognitive and metacognitive instruction, process Study Centre. This subject examines and sets out to interpret the significant training, modelling and social cognitive methods, peer tutoring Fitch, R and Svengalis, C. 1979, Futures Unlimited: Teaching changes in the conditions and directions of secondary schooling EDUC663 EDUCATION OF STUDENTS WITH IOcp and cooperative leaming and the use of computer technology. About Worlds to Come, National Council for Social Studies. in recent times, with particular attention to reconstructions of the DEVELOPMENTAL DISABILITIES The focus will be on the theoretical basis, research findings and post-compulsory years. Working from the premise that we have Le Guin, U. 1985, Always Coming Home, Harper and Row. Lecturers Drs P.l. Foreman & 1.A. Cowley implementation principles. entered a new period in the relation of education and society, critical themes will include: changing definitions and functions PrerequisitelCorequisite EDUC561 Text EDUC674 FUTURES PLANNING IOcp of vocational/academic/general education; newer forms of Stale Hours 2 hOUTS per week for one semester Cole, P.G. & Chan, L.K.S.l990, Metlwds and Strategies for AND POLICY IN intervention and management; the perceptions and concerns of Special Education, Prentice-Hall. AUSTRALIAN EDUCATION AssessmenJ Written assignments and seminar presentations secondary teachers and predominant approaches to the curriculum. References To be advised Lecturer Dr A.P. Holbrook Students will be encouraged to formulate arguments and proposals Content for practice concerning particular developments or areas of Prerequisites One 500 level subject This subject examines current research on developmental EDUC668 PROFESSIONAL STUDIES IN IOcp interest. Hours 2 hours per week: for one semester disabilities with particular emphasis on intellectual disability. SPECIAL EDUCATION Texts and References Topics include assessment and identification, learning Assessment To be advised characteristics, genetic and aetiological issues, programming, Lecturer Drs LK.S. Chan & RN. Conway To be advised, but a preliminary reading of Young People's Content curriculum and educational issues. The subject will also examine PrerequisitelCorequisite EDUC561 Participation in Post-Compulsory Education and Training, Report some specific disabilities. The emphasis in this subject is on the examination and evaluation Hours Three hours per week for one semester of the Australian Education Review Committee (Finn Review), of significant trends, social, economic and technological, their 1991, AGPS, would be useful. Texis and References To be advised. Assessment Field based assignments possible implications for education and the critical evaluation of official blueprints forthe future of Australian education thathave EDUC664 TEACHING METHODS IOcp ConJent EDUC661 ElIUCATION OF STUDENTS IOcp been produced over the last decade at the state and federal levels, AND TECHNIQUES IN This subject will involve a series of seminars and workshops on WITH LEARNING DIFFICULTIES The policy documents and emergent scenarios will be approached SPECIAL EDUCATION a wide range of skills and techniques required of an expert special Lecturer Dr L.K.S. Chan from a "Critical Futures Studies" perspective. Familiarity with educator. Topics include assessment and fonnal observation Lecturers Dr L.K.S. Chan the techniques and methodologies of the 'futures' field introduced PrerequisitelCorequisite EDUC561 or EDUC501 techniques, program design, program evaluation, curriculum PrerequisitelCorequisite EDUC561 or EDUC501 in EDUC674 would be helpful but not essential. Hours 2 hours per week for one semester development, managing data-based programs, general Hours 2 hours per week for one semester communication skills, team teaching skills, consultation/ Texts Assessment Written assignments and seminar presentation Assessment Written assignments and seminar presentation negotiation skills, etc. Experts in the field will be invited to Slaughter, R. 1988, Recovering the Future, Monash University. Content conduct some of these sessions. ConJenJ References The assertion has been made that up to 20% of students in the References To be advised. Commonwealth Schools Commission 1986, Making the Future. average class have learning difficulties of one kind or another. This is the first of a series oftwo subjects that provide an in-depth The Role of Secondary Education in Australia, AGPS. The purpose ofthis subject is to examine recent literature related study of a range of instructional methods and organisational EDUC673 APPLICATION OF FUTURES IOcp to this group of students in preschool to post-secondary classes. strategies for teaching students with special needs in either STUDIES IN EDUCATION Commonwealth Schools Commission 1987, In tm National The nature of learning problems experienced by students of segregated or integrated settings. In this subject, methods based Interest: Secondary Education and Youth Policy in Australia, Lecturer Dr AP Holbrook relatively nannal intellectual ability who nevertheless achieve on the behaviourist approach will be examined, including precision AGPS. teaching, dala-based instruction, stimulus control, contingency Prerequisites One 500 level subject poorly in school will be analysed from different theoretical Australian Science and Technology Council 1987, Education management, mastery learning and direct/explicit instruction perspectives and implications for intervention will be addressed. Hours 2 hOUTS per week: for one semester and National Needs. A Report to the Prime Minister by the The various modes of service delivery for support of these and process training. The focus will be on the theoretical basis, Assessment Seminars and assignments Australian Science and Technology COWlCil, AGPS. students such as consultancy, team teaching, resource room research findings and implementation principles. model will also be compared. Eckersley, R. 1988, Casualties of Change. The Predicamenloj Youth in Australia, The Commission for the Future. 64 65 SECfION NINE EDUCATION SUBJECf DESCRIPTIONS SECfION NINE EDUCATION SUBJECT DESCRIPTIONS EDUC682 TEACHING COMPUTING IOcp Hours 2 hours per week for one semester (Semester I) The consent of both the lecturer to be involved and the Course around specific theme; an empirical study. All statements IN SCHOOLS a or Assemtent Written assignments and seminar presentations Director is required. Intending students should see the Course should be well supported by documentary evidence, theory, Lecturer Mr W.K. Au Director before eruolling. research and logical argument. Further details concerning the Content Prerequisites EDUC581 and 582 A detailed proposal must be supplied to the Faculty Secretary by formal of the Minor Thesis are available from the Faculty This subject is primarily concerned with the effective use of theendofthe second week of the semester. The Faculty Secretary SecreIaIy Telephone 216529. Hours 2 hours per week for one semester computer based technology in classroom situations. The will provide a pro forma for the submission upon request. The Assessment Written assignments and seminar presentalions educational rationale for using common computer applications proposal must be written in conjunction with the lecturers. EDUC911 ADVANCED RESEARCH SEMINAR 20cp will be oonsideredin the context of current school based computer Conlent concerned. Lecturer Associate Professor P.l Moore currirula. 1be practical and theore.tical aspects of implementing Students will study the core aspects of the existing NSW courses using word processing, database, spreadsheet, graphic Texts and References To be advised Prerequisites At least two 900 level subjects Computing Studies syllabus. Additionally, this subject will cover packages and computer assisted instruction will be related to Hours 2 hours per week for two semester thematic aspects such as infonnation systems, communication relevant research on teaching and learning strategies. EDUC694·6 MINOR THESIS A,B,C Total.30cp systems and monitoring and control systems. Emphasis will also Assessmenl Proposal presentation and defence Text and References To be advised. Prerequisites Four 500-level semester subjects or their equivalent be placed upon the school-based curriculum development of Content these aspects. and approval of the Course Director EDUC691 SPECIAL EDUCATION PRACTICUM IOcp General This year-long subject focuses upon the candidates' preparation, Texts and References To be advised. presentation and defence of their proposal for their doctoral Co-ordinator Dr R.N. Conway The topic for the Minor Thesis will depend upon the candidate's theSis. Candidates are expected to work closely with their EDUC683 COMPUTING STUDIES IOcp PrerequisitelCorequisite EDUC668 prior academic background. Candidates are advised to choose a supervisor(s) in the early stages of the development of their topic in consultation with the Course Director, and to select IN SCHOOLS Hours 240 hours of ongoing supervised experience in special proposals. Presentations of the developing proposal at seminars coursework subjects which will support the choice of their Minor Lecturer MrW.K. Au education seUings or equivalent of staff and doctoral candidates will fonn an integral. part of the Thesis topic. program. It is expected that the proposal will be ready for Prerequisites EDUC581 and 582 AssesSIMnl Progressive assessment The Minor Thesis is a prerequisite for admission to candidature implementation at the conclusion of the subject. Hours 2 hours per week for one semester (Semester 2) ConlenJ forthe degree of Masterof Education and under certain conditions Tex/sand References To be advised. Assessmenl Written assignments and seminar presentations A series of ongoing practical experiences in special education that of Doctor of Philosophy or Doctor of Education. Contenl settings in which skills of planning, implementation, management To obtain a result in the Minor Thesis worth 30 credit points, a EDUC952 CURRICULUM AND POLICY CHANGE: and evaluation of programs for students with special needs will student must enrol in aU three subjects, EDUC694, 695 and 696. RESEARCH PERSPECTIVES 20cp Students will study the various thematic aspects such as intelligent be assessed. These may be taken over one, two or three semesters. If a fourth systems, modelling and simulation and graphics systems that are Lecturers Drs T.J. Lovat, A.P. Holbrook & Associate Professor Texts and References Nil semester of enrolment is needed, EDUC696 MinorThesisC may related to theexistingNSW Computing Studies syllabus. Emphasis S.F. Bourke be entered on the program for a second time and there will, of will also be placed upon the school-basedcurricuJum development Hours 2 hours per week for two semesters course, be a consequent fee. Any addition to four semesters of these aspects. EDUC693 PRACTICUM PROJECT IN lOcp SPECIAL EDUCATION enrolment in this subject must be approved by the Postgraduate Assessmenl Assignment, seminars and a research project Texts and References To be adVised. Educa1ional Studies Course Committee. Coordinator Dr RN. Conway Content Supervision EDUC684 MULTIMEDIA IN EDUCATIONAL PrerequisitelCorequisite EDUC668 The curriculum thrust of this subject will explore the macro and A candidate intending to enrol in the subject Minor Thesis should micro-theoretical foundations of curriculum in orderto examine COMPUTING IOcp Hours To be negotiated with the Supervisor seek advice from lecturers known to be interested in the particular curriculum policy and decision-making. The notions of exclusivist Lecturer Mr G.D. Preston Assessment One project report areaof study or, if necessary, from the Course Director. Upon the and inclusivist curriculum and their implications for curriculum Prerequisites EDUC581, and 582 ConJem candidate's enrolment in the subject a supervisor will be appointed theory, policy and practice and the impact of the educational Hours 2 ~ours per week for one semester (Semester 1) after consultation with the student. The candidate should establish foundation disciplines on these will be central themes. An This practicum subject aims to allow students to develop slcills of contact with the supervisor as soon as possible, before commencing integrated provision of strategies for, and practice of, research Assessment Written assignments and seminar presentations organisation and conSUltancy, based on a sound knowledge of work on the Minor Thesis. andevaluation of curriculum policy and practice will be developed. Content special education theory and practice. It involves the planning, implementation, evaluation and reporting of a practicum project Time Limit The more general policy thrust will use a mnge of methodologies This subject provides an in-depth study of the use of computer in special education. Students will be alloca1ed a supervisor for Candidates are required to complete the Minor Thesis in no more to examine and evaluate the educational implications of societal, based Multimediain classroom situations. Students will examine consultation and approval of project plan and implementation than 4 semesters after enrolment in the Subject. Enrolment in this economic and technological trends. A decade of state and federal the roleof multimedia in a range of educa1ional contexts and will procedures. The project work normally takes place within the subject may be effected at the beginning of any semester. policy documents will be critically examined fortheireducational be introduced to relevant muttimedia tools and presentation Student's work environment. significance for the future. Students will be assisted, either systems. The practical and theoretical implications of the Length individually or in groups, to develop research projects designed TexiS and References To be advised. classroom use of computing multimedia systems such as This should be determined in consultation with the supervisor. to investigate current and future policy, curriculum, administrative Hypercard and Unkway will be explOred. Emphasis will be Adequate length must vary according to the methodology and or pedagogical initiatives. EDUC697 A DIRECTED STUDY A lOcp placed on the development and evaluation of educational resources nature of the topic. 15,000 words would cover most topics, ie References across a range of curriculum areas. Prerequisites Two 500-level subjects and approval ofthe Course approx. 60 pages of A4 with double-line spacing.. A reading list will be provided. Text and References To be advised. Director Topic and treatment Hours The equivalent of two hours per week for one semester The Minor Thesis may take the form of a critical review of the EDUC953 ORGANISATIONAL CHANGE AND EDUC685 INSTRUCTIONAL STRATEGIES IN AssesSIMnJ To be advised literature (something more than just an encyclopaedic discussion DEVELOPMENT IN EDUCATION 20cp COMPUTER EDUCATION IOcp Conlenl of available references); an analysis of a practical educational Lecturers Drs D. Gamage, E. Sedunary and J. Schiller Lecturer Mr G.D. Preston situation orissue; a synthesis of the candidate's ideas and theories This subject may be taken by students interested in developing a Hours 2 hours per week for two semesters Prerequisites EDUC581 and 582 specialised topic with the close direction of a mlfmber of staff. 66 67 SECTION NINE EDUCATION SUBJECT DESCRIPTIONS SECTION NINE EDUCATION SUBJECf DESCRIPTIONS Assessment Group project, individual minor and major SUBJECT CODE NUMBERS Computer No Name of Subject Curriculum Area assignments. Details to be provided. Content EDUC458 Primary Art and Craft EDUCS41 Inlrodueing the Curriculum 400 Level SUbjects EDUCS42 Curriculum Inquiry: Theory and Practice This subject will provide an in-depth exploration of organisational EDUC459 Reading in the Secondary School change and development in education with particu1arreference to EDUC460 Religious and Moral Education EDUC641 Teachers and the Curriculum the introduction and management of change. 1be adoption of Computer No Name of Subject EDUC461 The Self-Concept School and Employment EDUC642 Teacher Professional Knowledge in Action different approaches, orientations and strategies for achieving organisational goals will be examined and the various models and EDUC462 Social Aspects of Education Teaching Practices - 10 credit points each Educational Administration Area approaches to the planning and management of adopted changes EDUC463 Teacbing Englishas aSecondorForeignLanguage will be evaluated. In this process, recent literature on the EDUCSSI Introduction to Educational Administration EDUC401 Teaching Practices Primary EDUC464 Teaching Students with Special Needs implementation of educational change will be critically analysed EDUCSS2 Educational Administration: Theory and Practice with particular emphasis on the management of theimplementalion EDUC402 Teaching Practices English EDUC465 Further Curriculum Study Art A EDUC6S1 Educational Organisation and Administration process. Techniques for analysing the impact of educational EDUC403 Teaching Practices History EDUC466 Further Curriculum Study Art B change and for evaluating implementation success will be EDUC652 Administrative Behaviour and Educational EDUC404 Teaching Practices Mathematics EDUC467 Primary, Music and Health explored. Management EDUC405 Teaching Practices Modem Languages EDUC654 Leadership for Effective Schools in the 1990s EDUC406 Teaching Practices Science 500 and 600 Level Subjects EDUC655 Interpreting Education Policy EDUC407 Teaching Practices Social Sciences EDUC6S6 Contemporary Issues in Secondary Schooling EDUC408 Teaching Practices Drama Educational Psychology Area EDUC409 TeaChing Practices Art EDUC501 Educational Psychology Special Education Area EDUC502 Educational·Psychology: Theory and Practice EDUC561 Current Issues in Special Education Problems in Teaching - 10 credit points each EDUC601 Reading: Instruction and Assessment EDUC562 Philosophical Issues in Special Education EDUC411 Problems in Teaching Primary EDUC606 Learning and Studying: a Psychological EDUC661 Education of Students with Learning Difficulties EDUC412 Problems in Teaching English Perspective EDUC662 Education of Students with Behaviour Problems EDUC413 Problems in Teaching History Educational Sociology Area EDUC663 Education of Students with Developmental EDUC414 Problems in Teaching Mathematics Disabilities EDUC511 Sociology of Education EDUC415 Problems in Teaching Modem EDUC664 Teaching Methods and Techniques in Special Languages ED UC513 Contemporary Issues in the Sociology ofEduca1ion Education EDUC416 Problems in Teaching Science EDUC612 The Scope of Environmental Education EDUC665 Instructional Strategies in Special Education EDUC417 Problems in Teaching Social EDUC613 Issues and Research in Environmental Education EDUC668 Professional Studies in Special Education Science EDUC614 The Social Production of Educational Inequalities EDUC691 Special Education Practicum EDUC418 Problems in Teaching Art Research Methodology Area EDUC693 Practicum Project in Special Education Compulsory Subjects EDUC521 Quantitative Research Methods History of Education Area EDUC429 Learning, Teaching and Learners with Special EDUC525 Introduction to Research Methodology EDUC572 Education, Training and Youth Policy in Australia Needs - 10 credit points EDUC522 Qualitative Research Methods 1920's - 1960 EDUC431 School and Society -10 credit points EDUC621 The Measurement of Attitude EDUC673 Application of Futures Studies in Education EDUC441 Practicum - 20 credit points EDUC622 Causal Modelling EDUC674 Futures Planning and Policy in Australian Education Further Curriculum Studies - 10 credit points Philosophy of Education Area each Computer Education Area EDUC531 Philosophy of Education EDUC451 Aboriginal Studies EDUC581 Introduction to Educational Computing EDUC532 Philosophical Issues in Education EDUC452 Adolescents EDUC582 Application of Computers in Education EDUC631 Philosophy of Health Education EDUC453 Aspects of Media EDUC632 Education and Bureautechnology EDUC682 Teaching Computing in Schools EDUC454 A Community Project EDUC633 Health Education and the Environment EDUC683 Computing Studies in Schools EDUC455 Computers in Schools EDUC684 Multimedia in Educational Computing EDUC456 Environmental Education EDUC685 Instructional Strategies in Computer Education EDUC457 Second Language Acquisition in the Infants! Primary School 68 69 SECfION NINE EDUCATION SUBJECT DESCRIPTIONS SECfION NINE EDUCATIONAL STUDIES SUBJECf DESCRIPTIONS General EDUCS13 Contemporary Issues in the Sociology of Educational Studies SUbject Descriptions and organisation of children's services. Edualion EDUC694 Minor Thesis A All three must be SE405E PRACTICUM 20cp EDUC613 Issues and Research in Environmental CE411E COMPUTER EDUCATION I lOcp SE406E INTERNSHIP EDUC695 Minor Thesis B taken to achieve Education Content COllUnI EDUC696 Minor Thesis C a result EDUC614 TIle Social Production of Educational Computer Education is introduced through investigating current TIle practicum consists of three placements, each of eight weeks EDUC697 A Directed Study Inequalities uses of computers in education in Australia and overseas. A duration. for four mornings per week. totalling 96 half·days. For EDUC~21 Quantitative Research Methods questioning of the place of computers in schools is made, including part-time students the placement may be in the student's own 900 Level Units EDUC~22 Qualitative Research Methods benefits, drawbacks and possible future applications. The subject school or in an alternative setting. The students are required to also introduces the underlying philosophies and theoretical EDUC622 Causal Modelling tmde:rtak.e a series of teaching and programming tasks following Educational Administration Area learning notions and rela1es them to computer learning and the a model of assessment, planning implementation and evaluation. EDUC532 Philosophical Issues in Education computer in education. EDUC921 Advanced Research Seminar EDUC632 Education and Bureautechnocracy SE415E LEARNING DIFFICULTIES lOcp CE412E COMPUTER EDUCATION II lOcp EDUC952 Curriculum and Policy Change: Research EDUC633 Health Education and the Environment HOUTS 2 hours per week for one year Perspectives EDUC542 Curriculum Inquiry: Theory and Practice Con/enJ Content EDUC953 Organisational Change and Development in EDUC642 Teacher Professional Knowledge in Action The major emphasis is on investigation of the necessary features This course aims to provide students with the knowledge and Education in computer assisted learning and infonnation. Application of skil1s required to identify and assist children with specificlearning EDUC552 Educational Administration: Theory and educational theory to the design, development and assessment of Practice disabilities who are in the regular classroom. It includes an Full-Year Subject educational packages is undertaken. overview of visual, auditory and language processing problems EDUC652 Administrative Behaviour and Educational as we1l as an analysis of specific reading ski1l deficits likely to be EDUC606 Learning and Studying: A Psychological Management CE451E PROJECT IN COMPUTER caused by such problems and methods of providing assistance. In Perspective EDUCATION 20cp EDUC654 Leadership for Effective Schools in the 1990s addition, information will be provided concerning spe1ling and Con/en! mathematics difficulties and methods of assistance. Semester Subjects EDUC562 Philosophical Issues in Special Education EDUC661 Education of Students with Learning Difficulties The Project is seen as the culmination of student effort over the Semester I course. Students work in areas of their own interest, with SE416E LEARNING DIFFICULTIES ADULT 15cp EDUC662 Education of Students with Behaviour Problems supervision. Students may elect to undertake a major teaching EDUC501 Educational Psychology Content EDUC665 Instructional Strategies in Special Education package or a minor teaching package accompanied by a This subject has two parts. The first part, assessment and EDUC5I1 Sociology of Education EDUC674 Futures Planning and Policy in Australian dissertation outlining the relevant educational theories applicable programming, focuses on learning difficulties in a variety of EDUC6I2 The Scope of Environmental Education Education to Computers in Education. adult education settings with emphasis on reading, writing and EDUC525 Introduction to Research Methodology'" EDUC582 Application of computers in Education mathematics. Students develop ability to identify skill deficits EC135E EARLY CHILDHOOD STUDIES I 20cp and to develop andimplement intervention programs, The second EDUC621 The Measurement of Attitude EDUC683 Computing Studies in Schools Content part, instructional design, includes systematic instruction; SR EDUC531 Philosophy of Education andSS learning theory; generalisation; programming; organising EDUC685 Instructional Strategies in Computer Education This specialist studies subject will provide an overview of current knowledge; concepts instruction and learning strategies. EDUC541 Introducing the Curriculum SUbjects Available in Both Semesters provisions for quality Early Childhood Education and Services in EDUC641 Teachers and the Curriculum EDUC668 Prosfessional Studies in Special Education the community and the technology which supports them. TexJ Becker, 1986, Applied Psychology For Teachers: A EDUC551 Introduction to Educational Administration EDUC691 Special Education Practicum A knowledge of the theories, philosophies, social and historical w.e. behavioural cognitive approach, SRA. EDUC651 Educational Organisation and Administration developments underlying Early Childhood curriculum models EDUC693 Practicum Project in Special Education will be gained. Students will undertake studies of the family in EDUC655 Interpreting Education Policy EDUC694 Minor Thesis A Australian society and the implications for Early Childhood EDUC561 Current Issues in Special Education 'EDUC695 Minor Thesis B provisions. SE426E PROFESSIONAL DEVELOPMENT IN lOcp EDUC663 Education of Students with Developmental EDUC696 Minor Thesis C ADULT SPECIAL EDUCATION Disabilitities EC235E EARLY CHILDHOOD STUDIES II lScp EDUC697 A Directed Study ContenJ Content EDUC664 Teaching Methods and Techniques in Special Service models available for the education of adults with .. If students chose to study EDUC525 Introduction to Education This specialist studies subject is designed to acquaint the student intellectual disabilities and learning difficulties. Administration, Research Methodology, they will also be required to study with the ways in which families' and children's services play an basic education, consultancy services, outreach programs,labour EDUC673 Applications of Futures Studies in Education either EDUC521 Quantitative Research Methods or EDUC522 interactive role in developing children's competence. It will market programs, tutor programs, vocational training and EDUC572 Qualitative Research Methods before a final result will be Education, Training and Youth Policy in extend and consolidate the student's knowledge of families and awarded. continuing education are discussed. Australia 1920's· 1960 family functioning in Austral ian society, the so pport and resource EDUC581 Introduction to Educational Computing In addition to the subjects listed above at Newcastle, it is functions of services for young children and the effect of SE435E DEVELOPMENTAL DISABILITIES lOcp expected to offer some units at the Central Coast Campus in government policies and legislation on both these structures. EDUC682 Teaching Computing in Schools Deals with the nature of developmental disabilities and 1993. The number and topic of subjects to be offered will EDUC684 Multimedia in Educational Computing contemporary educational and human issues pertaining to depend on student numbers and staff availability. EC335E EARLY CHILDHOOD STUDIES III IOcp developmental disabilities. Semester Two Content EDUC502 Educational Psychology: Theory and Practice This specialist studies subject is designed to provide students EDUC601 Reading: Instruction and Assessment with knowledge and skills essential to the successful administration 70 71 SECfION NINE EDUCATIONAL STIJDIES SUBJECf DESCRIPTIONS SECfION NINE BDUCATlONAL STIJDIES SUBJECf DESCRIPTIONS Topics include: nature of developmental disabilities; TEltSE EDUCATION II IOcp method are examined as well as data analysis and display. The regulations for such services; differing approaches to effective nonnalisation; communication programming; assessment and COllUnJ skills of report writing in aresearch mode are introduced together consultancy in conflict resolution for professionals working with instructional programming; ethical and legal concerns; family with critical, objective methods of research analysis. families; wrrenl and future trends in family and children's issues; early intervention; physical management; leisure; sensory A two-section course which examines the most recent theories of social needs and expectations; realistic disabilities; vocational options; socialisation; general issues from educalional psychology related to human learning and the services and to areas EDST415 EDUCATION IV 15cp assessment and forward planning in the area of the provision of affecting disabilities. most recent theories and cunicular practice related to education Societal Issues and Applied services for children and their families. Text of exceptional students. Education TexiS Snell, M.E. ed. 1987, Systematic Instruction of Persons with Prerequisites 3rd Year level Education ESGD411 AIMS AND VALUES OF EDUCATlONIOcp 3rd edn, Columbus: Merrill. Severe Handicaps, Woolfolk., Anita E. 1990, Educational Psychology, Prentice COllUnJ Hall. Hours Four hours per week face-to-faceforooe yearor equivalent. SE445E INDEPENDENT RESEARCH STUDY 15cp Assessment A combination of assignment, seminars and This subject aims to increase the participant'S awareness of the cultural context within which schools operate and curricula are Content TE315E EDUCATION III IOcp examinations. developed. It also contributes to the professional expertise of Content ConJent Students are required to complete a research stUdy on a topic in those involved in evaluating, modifying or developing curricula special education. Following introductory lectures on research A two-section course which explores the most recent theories A series of elective studies which wil apply the foundation theory Texl procedures students work with individual supervisors and are from the Sociology of Education, then applies pertinent insights and research methodologies gained in earlier years to a number Silver, H. 1983, Education as History, London, Methuen. expected to fonnulate a research question, gather relevant data from all foundational disciplines to establishing a theoretical of school-related issues. and analyse and present their results in a fonnal report. basis for curriculum action. Texts Nil ESGD412 CURRICULUM THEORY AND Texis DEVELOPMENT IOcp SL40IE PRACTICUM 5cp Lovat, T. ed.. 1992, Sociology for Teachers, Social Science EDST447 INDEPENDENT STUDY PART B IOcp SL402E PRACTICUM IOcp ConJenJ Press. Prerequisites Independent Study Part A. Content The subject is designed to give students a knowledge of theory Lovat, T. & Smith, D. 1990, Curriculum: Action on Reflection, Hours Students will liaise with their supervisors as required. and developments in curriculum which can be applied in the Within the context of a transdisciplinary approach to service Social Science Press. delivery; practical demonstration of skills in assessment, program Assessment Evaluation of written submission. designing of curricula planning, evaluation, communication and professional skills in Content TE415E APPLIED EDUCATION IV lScp Texis teaching. Content Students will complete theresearch project begun in Independent Smith, D. & LoVal, T. 1991, revised, Curriculum: Action on Study Part A. The project will be presented in a form outlined in Reflection, Sydney, SSP. SL411E LANGUAGE AND LEARNING 20cp A series of elective studies is offered for student choice. These the course. Content electives are reviewed annually to ensure they represent an array Texts Nil ESGDS11 CURRICULUM AND of the most relevant areas for applied study. Such electives SPECIAL NEEDS IOcp Aetiology and prevalence of learning difficulties: assessment normally include those related to educational leadership, research and recording techniques; role of language within pre-academic management and communication skills. ESEC512 RESEARCH ISSUES IN EARLY Content and academic skills; role of language in learning for students for CHILDHOOD 20cp TIle subject allows students to examine different types of clientele whom English is not afirst language: adapting content to meet the TE445E INDEPENDENT STUDY lScp Content in the school situation and make curriculum decisions in light of needs of those students with language-based leamingdifficulties. Content Latest research issues in the area of early childhood education their needs. These decisions may be of the school curriculum as Texts a whole or within the boundaries of a specific subject area. The student is challenged to apply the skills of research developed and service delivery will be considered. These will include Lund, N.I & Duchan,I.F. 1988, Assessing Children's Language in earlier years to a study of the student's own choice. Necessary aspects such as routine hygiene and medical advances in the care Text in Naturalistic Contexts~ Prentice-Hall. parameters are that it reflects the normal codes expected of and development of young children as well as cognitive social Clark, R. 1986., Optimizing uarning, Sydney, Merrill academic reporting and that it possess educational relevance. and environmental issues relating to the care and education of SL42lE LANGUAGE AND EXPRESSIVE young children and their families. ARTS Texts ESGD512 CULTURE, CHANGE AND 15cp THE SCHOOL lOcp Content Smith, D.1988,Becoming Your Own Researcher, Social Science ESEC521 CURRICULUM PLANNING FOR 20cp Press. EARLY CHILDHOOD Coment The processes of music, movement, drama, art and craft as both The subject explores the situation in which currirulurn is designed. art fonn and as a resource in the education of children and young Walker, R. 1985, Doing Research, Methuen. Content It is intended to increase students' awareness of the cultural adults with communication disorders. Latest advances in educational theory in curriculum planning: TF415E TAFE EDUCATION IV context in which schools operate and the forces acting on curricula lScp Current issues in the application of curriculum theory to earl y TE115E EDUCATION I 15cp Content childhood curriculum practice; Action research aimed at change Texl Content Through directed readings and research assignments, students based on insights and theories related to early childhood Lovat, T. ed. 1992, Sociology for Teachers, Sydney, SSP. development, social contexts and philosophies of knowledge, An integrated introduction to relevant developmental and learning will examine the critical factors which influence the organisation intelligence and learning. ESTE446 INDEPENDENT STUDY PART A IOcp theories within the educational foundational disciplines of and operation of T AFE - NSW. Comparisons will be made with psychology, sociology and philosophy. similar rust-secondary education systems in other countries. Prerequisite 3000 level Education ESEC531 CURRENT TRENDS & ISSUES 40cp Texts IN EARLY CHILDHOOD Hours Two hours per week face-to-face for one year or equivalent. TF445E INDEPENDENT STUDY lScp Peterson, C. 1989, Looking Forward Through The Life Span, Content Content Assessment Written submission and assignments. Prentice-Hall. Content Topics studies in this subject include types of research and their Critial review of aspects of the history, theory and philosophy of Kellehear, A. 1990, Every Student's Guide To Sociology, Nelson. application to the T AFE environment. Survey and questionnaire existing services in early childhood education in family services: This subject will consist of two parts: factors influencing the establishment and development of 72 73 SECfION NINE PEDAGOGICAL STIJDIES SUBJECT DESCRIPTIONS SECfION NINE PEDAGOGICAL SnJDIES SUBJECT DESCRIPTIONS ResearchMetbodology-Astudyofresearchmethods,statistical Text instruction. Presentation of subject matter. facts, percepts, EC326G EARLY CHILDHOOD METHOD lIlA 15cp analysis and report presentation. Becker, w.e. 1986, Applied Psychology for TeacMrs, Chicage, concepts, propositions, procedures, values. Activity organization COllUlIl and development: use of time, routines, variability, questioning, Research Proposal -Students will develop aresearch proposal SRA. This subject in Pedagogical Studies is designed to provide review, practice, feedback, introduction and demonstration, and complete the literature survey stage. understanding of the special methodologies suitable for the explaining, closure. Communication: verbal and non-verbal Texts Nil SPED427 INTERPERSONAL SKILLS 5cp teaclIing of Language and Mathematics at the early childhood communication. Delivery strategies: group work. demonstration, level. It will extend the students' Imowledge of the general COllUnl explaining, inductive, deductive, experiential, enquiry, discussioo, ESTE445 INDEPENDENT STUDY methodologies and integrative techniques practised at this level. lScp This subject aims to develop a Imowledge and understanding of drill/practice, role play. Behaviour management: preventative, Content the aspects of the interpersonal communication process which supportive, corrective strategies. EC327G EARLY CHILDHOOD IlIB lOcp This external study will develop skills in carrying out research can enhance the role of the special educator. Topics include relevant to the facilitation of pupilleaming and a knowledge of classroom structures and management, behavioural principles, ECl26G EARLY CHILDHOOD METHOD I lOcp COllUnl therequired skills. The teaching strategies employed will lead the intelVention strategies, severe behaviour problems, crisis Content This syllabus studies subject is designed to provide an management, listening and assertion skills, ~llaborative problem understanding of the special methodologies which can be student to the identification of a personally relevant educational This subject is designed to provide a sound background of solving, consulting with parents, children teachers and employed when teaching music, movement, drama., health, pattern and to the creation and execution of associated research. developmental and educational principles which can beemployed professionals and change agencies. physical education and personal development to children 0-8 in the planning and implementation of Art/Craft activities in a ESTE451 INDEPENDENT STUDY 15cp variety of Early Childhood settings. years old. SPED428 BEHA VIQUR PROBLEMS lOcp Con/enl Content It will also contribute to the acquisition of personal competencies EC400G TEACHING EXPERIENCE Ocp This external study will develop skills in carrying out research in a range of Art/Craft skills and processes. relevant to the facilitation of pupil learning and a knowledge of Students will develop knowledgeand understanding of appropriate Content the required skills. The teaching strategies employed will lead the programs for students with behaviour problems. Topics include EC225G PEDAGOGYIl lOcp One years teaching experience is a compulsory requirement of identification, assessment and classification of behaviour the BEd Early Childhood and must be completed before the student to the identification of a personally relevant educational Con/ent pattern and to the creation and execution of associated research. problems, welfare and discipline, behaviour management and award of the degree. Students may qualify for this component social skills training. This subject is presented in two strands: under any of the following options: ESTE511 RESEARCH AND EXPERIMENTAL 20cp Tex/ Developmental Programming 0-5 yrs. - Program a 120 days, including 60 days continuous in blocks of not less DESIGN Development: situation analysis, data collection, analysis and Alberto,P.A. & Troutman,A.C.I990,AppiiedBehaviourAnaiysis than 15 days continuous, eg 4 x 15 days continuous work; interpretation, rationale, objectives, subject matter, teacher Content for TeacMrs, 3rd edn, Colombus: Merrill. strategies, learner experiences, evaluation. b. 180 days accumulated in any pattern, including single days. The place of research in an area of education; Planning the research and writing a proposal; The choice, as appropriate for Instructional Design 5-8 yrs. - Design: activity planning and EC425G PEDAGOGY IV lOcp review. Implementation strategies: use of questioning, feedback, the type of research problem, planning and requirements for Con/ent maximal validity; supporting studies; sampling procedures and Pedagogical Studies Subject Descriptions practice, management of time. Communication: control of the use of inferential statistics. discourse, task attraction and challenge, speech, body language. 0-5 Years. - Multiple group teaching: individual, small and large AEI26G SYLLABUS/METHODS I lOcp groups, procedures, routines. Tal EC226G EARLY CHILDHOOD METHOD II 20cp Content Weekly Planning: indoor, outdoor program. Wiersma, W. 1986, Research Methods in Education An Conten/ Drawing and mixed media: Techniques in printmaking paper and Introduction Allyn & Bacon. EC426G EARLY CHILDHOOD METHOD IV lllcp fabric.; lino block; woodcut; etching; drypoint; engraving; Developmental programming and Instructional Strategies are ESTE641 RFliEARCH THESIS 80cp serigraphy and lithography applied to a variety of learning presented in two strands: Content > experiences and subject matter. Content Program Planning Science, Technology and Society: Social Sciences, Multicultural, Ceramics, sculpture, paper making, puppetry and mixed media: Aboriginal, Science, Technology and Environmental Education The studentis required to complete a thesis reporting an historical, Practical experience in planning for individual children aged 0- Techniques applied to a variety of learning experiences and curriculum documents. Curriculum design procedures: analysis descriptive or experimental research project in the specified area 5 years across all developmental areas will be provided in early subject matter. childhood centres. of selected learning strategies including intercultural awareness of educational study which the student has designed, implemented exercises, field studies, inquiry techniques, processes of observing, and analysed, The coursework completed prior to enrolment for Lesson Planning AE226G SYLLABUS/METHODS Il lOcp inferring, classifying, conceptualising, generalising, this subject should be adequate preparation for involvement in Practical experience in applying instructional design and delivery hypothesising, predicting and verifying. substantial research work in this area Content strategies appropriate to children aged 5 -8 years will be provided Texts The time assigned to this part of the degree is less than that for a Design Education: Art appreciation, applied design, jewellery, in school settings. full research masters degree, but the effect of the preparatory clothing, industrial design, architecture, environmental design Woolever, R. & Scott, K.P. 1988, Active Learning in Social Studies: Promoting Cognitive and Social Growth, Scott Foresman. subjects is to allow students to make more rapid progress toward and graphics, applied to a variety of learning experiences and EC325G PEDAGOGY III lOcp subject matter including technological application. Friedl, A.E. 1986, Teaching Science to Children, Random House. completion of the research thesis once work on it has begun Conten/ Photography, film and video: Techniques applied to a variety of Management and diagnostic programming strategies 5-8 years.: SPED424 INSTRUCTIONAL DESIGN IOcp learning experiences and subject matterincluding technological EC428G PROFESSIONAL PREPARATION Management: disruptive pupil conduct, teaching behaviours, application. SPECIAL EDUCATION lOcp Con/ent routine management issues, use of time. Teaching Strategies: Students will analyse research based instructional design principles instructional, discovery, discussion, brainstonning, experiential, Content ECl25G PEDAGOGY I lOcp and practices relevant to special education and the prevention of games, role play. Diagnosticprogramming: sources and strategies This subject is designed to give students knowledge of and skills learning failure. Topics include effective instruction and mastery Conten/ fordalacollection and analysis, program design, program (annat, in the implementation of the major strategies available for children learning, planning instructional programs, peJformance based Instructional and management strategies 0-5 years.: -Instructional program implementation, program evaluation. with special needs. instruction and learning strategies. design: objectives, subject matter, teaching procedures, phases of 74 75 SECfION NINE PEDAGOGICAL STUDIES SUBJECf DESCRIPTIONS SECfION NINE PEDAGOGICAL SURJECT DESCRIPTIONS EC429G PROFESSIONAL PREPARATION IVB Ulcp supporting new methods of learning; regular and difficult topics; MU326G SYLLABUS/METHODS III IOcp PR2l5G MATHEMATICS METHOD IScp Content generic and special outcomes for learners at the different levels; Conlenl ConunJ themalicorganisatimofcontentandaltemativeteachingmethods; This subject provides for an examination and analysis of the Years 11-12,2 Unit Syllabus: Philosophy, researchbase,structure, 1beories of mathematics learning; Analysis of K -6 Mathematics awareness of the nature of learning Mathematics; interaction student's own approach to teaching through the development of sequence, relevance to needs and interest ofleamers, generic and Syllabuses. Teaching of special malhematical concepts and their between learners; investigation and language; problem solving observation instruments and their use in a school setting. special outcomes. Regular and difficult topics: Research base, applications; Research based methodologies regarding the as a unifying strand; mathematics as a discipline which involves misconceptions, modes of representation, resources and cognitive sciences in relation to problem solving. Student its application to unfamiliar situations, develops creativity and EHI26G SYLLABUS/SPECIAL METHODS I technology. Evaluation procedures; Assessment strategies and misconceptions, modes of representations, resources and IOcp encouragesimaginativeapproachestoreallifesituations;Piagetian External examinations. technology. Contenl developmental stages of learners related to the sequential development of each topic; various modes of presentation Junior Syllabus: Philosophy, research base, structure, sequence, PEI26G SYLLABUS/METHODS I IOcp PR226G ENGLISH METHOD IScp relevance to needs and interest of learners, generic and special involving resources employing the latest technologies; use of outcomes. hypennedia; external examinations School Certificate moderator Prerequisite Nil ConJenJ at the three levels.; strategies to be used; assessment procedures Regular and difficult topics: Research base, misconceptions, Lecturer Mr K. Thompson Practical preparation for pedagogy general methods study; for all levels. foundation handwriting teclmiques and methods; concepts modes of representation, resources and technology. Hours 2 hours per week for full year Texz involvedin writing process; relationship betweenreading, writing, Evaluation procedures: teacher made and commercially produced Assessmenl Combination of assignments, seminar presentations listening and talking as integral parts of whole communications Posamentier, A.S. 1985, Teaching Secondary School and external examinations. and theoretical examinations. scheme. Malhema1ics; TechniquesandEnrichment Units, Jay Stephenson. Subject specific strategies: appropriate to Fnglish and History. ConJenJ MA226G SYLLABUS/METHODS II IOcp The aim of this subject is to develop an understanding of the PR227G SCIENCE AND TECHNOLOGY EH226G SYLLABUS/SPECIAL METHODS II IOcp METHOD IOcp ConJent nature and scope of the core 7-10 Syllabus in P.D./Health and Contenl P.E. together with the assessment and evaluation procedures ConJenJ Senior Mathematics Syllabuses 5: aims and rationale; content Senior Syllabus: Philosphy, research base, structure, sequence, associated with the pupils' academic and practical performances Study of K-6 Science and Technology methods associated with and structure; special teaching methods and the research base in the mandated syllabus. relevance to needs and interest of learners, generic and special supporting new methods of learning; regular and difficult topics; the teaching of that syllabus. outcomes. generic and special outcomes for learners at the different levels; Specific teaching methods which are appropriate for the Examination of the philosophy, aims, specific and generic Regular and difficult topics: Research base, misconceptions, thematicorganisationofcontentandaltemativeteachingmethods programming of sensitive topics (eg Human Sexuality and Drug outcomes, uses of syllabus knowledge and how this knowledge modes of representation, resources and teclmology. for the mathematics in practice syllabus; mathematics as a Education) will be presented as well as highlighting the need for relates to the needs of learners. discipline which involves its application to unfamiliar situations; teachers to employ safe teaching strategies particularly in the Evaluation procedures: External examinations. practical domain. The study of special methods to ensure the competent teaching of develops creativity and encourages imaginative approaches to topics within the Science and Teclmology syllabus. Subject specific strategies: appropriate to Fnglish and History. real life situations as required in the mathematics and society Text To be advised syllabuses: Various modes of presentation, involving resources IOcp LA226G SYLLABUS/METHODS II IOcp References To be advised PR228G HUMAN SOCIETY & employing the latest technologies; CBT; External examinations ENVIRONMENT METHOD Contenl Higher School Certificate Examinationscourses.; strategies to be PE226G SYLLABUs/METHODS II IOcp used; Higher School Certificate assessment procedures. Content Strand A: Prerequisite Syllabus/Methods I Text Examination of syllabuses and curriculum documents related to This strand will provide an overview of current and past Lecturer Ms A. McCormack Social Studies, General Religious and Moral Education and methodologies and an outline of the linguistic social and Posamentier, A.S. 1985, Teaching Secondary School Languages other than English; structure and implementation of Hours 2 hours per week for full year psychological foundations of language learning, as well as a Matlumatics; TechniquesandEnrichment Units,Jay Stephenson. specialistteaching-learningstrat.egies,inquiryleamingapproaches review of hands-on teChnological and support materials, including Assessmenl Combination of assignments, seminar presentations and controversial issues; language as communication, community the principles df their construction, evaluation and application. MUI26G SYLLABUS/METHODS I Scp and theoretical examinations. - school interaction, multicultural perspectives. Specific approaches to the assessment and evaluation of language Content Contenl learning and the balance between the full range of skills will be Text focussed upon. Analysis and interpreta1ion of the syllabuses as Junior Syllabus K-1O non elective: Philosophy, research base, This subject will focus principally on the Senior Studies syllabus Brown, c., Harber, C. & Scrivens, J. 1986, Social Education structure, sequence, relevance to needs and interest of learners, well as the organisation of knowledge in relation to the syllabus in P.D./HeaIth and Physical Education orientating students to the Principles and Practice, Falmer. objectives, will be examined. generic and special outcomes. Regular and difficult topics: content and teaching methods related to the core and optional Research base, misconceptions, modes ofrepresentation, resources strands. PR400G TEACHING EXPERIENCE Ocp Strand B: and technology. Evaluation procedures: teacher made and The assessment procedures associated with the H.S.C. will be This strandencom passes an orientation to curriculum development commercially produced. Subject specific strategies: Kodaly, Coment explained. Specific administraion associated with Faculty issues specific to the aims, processes, scope and subject matter Orff. functioning and School Sports programs will be thoroughly One year's teaching experience is a compulsory requirement of areas as defined by the syllabus. The distinctive contributions of BEd Primary and must be completed before the award of the investigated with particular attention given to the current MU226G SYLLABUS/METHODS II IOcp the syllabus are examined in the context of an inter-cultural and Departmental policy guidelines and to computer applications. degree. Students may qualify fortbis component under any of the multidisciplinary approach to understanding the processes of ConJenJ following options: investigating, valuing and communicating. Finally, relevant research will be examined which relates to Junior Syllabus 8-10 elective.: Philosophy, research base, teacher effectiveness in implementing programs in Physical and a) 120 days, including 60 days continuous in blocks of not less structure, sequence, relevance to needs and interest of learners, than 15 days continuous, eg 4 x 15 days continuous work; MAI26G SYLLABUS/METHODS I IOcp Health Education. generic and special outcomes. Regular and difficult topics: Text To be advised b) 180 days accumulated in any pattern, including single days. Content Research base, misconceptions, modes of representation, resources Junior Mathematics Syllabuses 4.: aims and rationale; content and teclmology. Evaluation procedures: teacher made and References To be advised and structure; special teaching methods and the research base commercially produced. Subject specific strategies: Kodaly, Orff. 76 77 SECTION NINE PEDAGOGICAL SUBJECT DESCRIPTIONS SECTION NINE PEDAGOGICAL SUBJECT DESCRIPTIONS PR428G PROFESSIONAL PREPARATION IVBIOop SS226G SYLLABU~METHODS II lOop Conduct: Rule explication and monitoring; withitness; TF405G TEACHING EXPERIENCE IV IScp Assessment for Remediation in the CollUnl overlapping; desists; group alert; accountability; movement, Co1llent Primary School praise. Alternative teaching strategies: discussion; drill practice; Tead!ingStudiesinSocie1yandCuItureSeniorSyllabus:PIlilosophy. The following topics will be studied: role play; simulation; group work; field trips; thinking and TIuough directed readings and action research, students will researdI base. structure. sequence, relevance to the needs and develop teaching skills and stmtegies for reflecting on their the skills involved in the reading process interests ofleamers, generic and special outcomes, topic selection. problem solving; case studies; inductive/discovery; enquiry; laboratory work; developing and using resources; contracting; teaching. resources use and assessment procedures, external examination the basic attributes of a good test individualised instruction; practical work; co-operative learning. ~ents. evaluation of support documents. TF426G T AFE TEACHING IV IScp critical analyses of selected screening devices and standardised Secondary Management Strategies: achievement and diagnostic tests for reading Subject specific strategies based on inquiry learning tedmiques, Co1llent group learning. 1be use of the community as a resourre, social Preventaliveand supportive strategies, Models. TheSafe Schools intelligence tests 1be concept of supervision is examined through the clinical survey tecmiques, researdt methodology. Report; Dreilruss; Berne; Ginsett, Kaurin; Glasser, Neoslctnnerian; supervision model. Students develop competence in the the skills involved in mathematics and their diagnosis. Carter Text application of various observation and teacher evaluation Text the skills involved in the spelling process. Lovat, T. 1988, People, Culture and Change Series, Social techniques and use this knowledge to enhance their critical. Science Press. Charles, C.M.1989, Building Classroom Discipline: FromModels reflection skills. Evaluation and supervision of teaching are PR429G PROFESSIONAL PREPARATION IV AIOop to Practice, 3rd edn, Longman. examined from the perspective of current TAPE policies and Subject outline to be provided upon enrolment. TEIOSG PRACTICUMI Scp practices. TE305G lOop Content PRACTICUM III SCI26G SYLLABUS/METHODS I lOop TF43SG TAFE STUDIES II 20cp Observation: teacher's aide; planning instruction; implementing Content ConJem instruction; reviewing instruction; effecti ve teaching behaviours. Planning instruction; supplementary instruction; reviewing Content The subject commences with a study of administrative theories Junior Science Syllabus: Philosophy, structure, relevance to Early Childhood - 0-5 years: Small group activities; instruction; effective teaching behaviours; alternative teaching needs and interests of learners, emphasis on skills and concepts, developmentally appropriate practice. strategies; classroom management. and their application to individuals and groups. These theories evaluation procedures. Early Childhood - 5-8 years: whole group; special method in are then applied in educational settings, with particular emphasis Primary - 5-12 years: lesson organisation and development on TAFE. The major focus is on policy formulation, strategic Models of Teaching specific to Science: Ausubel. Bruner, English, Mathematics and Creative and Practical Arts. planning, the management of change, and human resource Suchman. Massialas and Cox, Gordon macroteaching. Secondary - 12-16 years: lesson organisation and development Primary - 5 -12 years: Special methods in English, Mathematics, development. Science Laboratory Procedures: safety, organisation, equipment TEI25G PEDAGOGY I lOop Creative and Practical Arts, Science and Technology; Human maintenance, excursion organisation. Society and its environment; individual and subject centred EDPG425 PEDAGOGY IV lOop Content programming. External Examinations: School Certificate. Instructional design: objectives, subject-matter teaching This subject is designed for practising tead1ers to enable them to Secondary - 12-18 years: special method in Junior Syllabus and investigate ament teaching styles used in their chosen subject area SC226G SYLLABUS/METHODS II lOop procedures; phases of instruction. Lesson organisation and Senior Syllabus. development: use of time; review/summary; questioning; The management of classroom and school resources and systems Con/ent will also be investigated as part of this subject. feedback; treatment of student talk; practice; introduction and TE325G PEDAGOGY III lOop Senior Science Syllabus: Philosophy, structure, rationale for closure. Presentation of subject matter: facts; percepts; concepts; Content content, generic and special outcomes, design of instrumentation propositions; procedures; values. Communication: control of EDPG426 SPECIALIST METHOD IV IScp for the measurement of outcomes. discourse; emphasis; task attraction and challenge; speech; body Usinga variety of evaluation techniques this subject will focus on Design and Technology the development of subject-centred programs of work in Research base: modes of representation, resources and teclmology . language. Prerequisites Specialist Method ill or equivalent. individualised and group settings. The programs of work will be Text Hours Three hours per week face-to-face forone year orequivalent. Evaluation Procedures: design of outcomes developed in relation to relevant syllabus documents and education External Exantinations: Higher School Certifica1e Biology, Fullerton, T. 1. Instructional Design/or Beginning Teachers policies. Assessment A combination of assignments, seminars and Chemistry, General Science, Geology, Physics, 3 Unit, 4 Unit. examinations. TE20SG PRACTICUM II lOop TE405G INTERNSHIP 200p Content 1lris subject will explore teaching strategies, classroom SSI26G SYLLABU~METHODSI lOop Content Content organisation, programming and future developments in the field of Design and Technology Education. Content Planning instruction: implementing instruction; reviewing Classroom Domain: As for Practicum III with progressive instruction; effective teaching behaviours. autonomous decision making. Social Sciences Junior Syllabuses: Asian social studies; geography PGGD421 DE LEARNING lOop and commerce; philosophy; research base; structure; sequence; Early Childhood -0-5 years: small and large groups; instructional School Domain: As for Practicum III with participation in the Content relevance to the needs and interests of learners; generic and programming, developmentally appropriate practice. decision making processes. special outcomes; topic selection; resources use and evaluation Students will review evidence on the processes and the Primary - 5-12 years: Qassroom management, special method in Community Domain: Parentffeacher Interviews. procedures. Subject specific strategies include graphics design English and Mathematics. development of learning. They will relate educational objectives and utilisation of media materials; use of visual aids; field Action Research to the selection and organisation of learning experiences and Secondary -12-16 years: Qassroom management, special method studies; role-play and simulation; discussion techniques. evaluate the effects of some experiences on their pupils. in Junior Syllabus. TE42SG PEDAGOGY IV lOop Texl Texl Content Bames, A. & Star, G. 1985, Studying Asia: Some Practical TE225G PEDAGOGY II lOop Richardson, 1., Eysenck, M. and Piper, D. eds. 1987. Student Approaches, Asia Teachers Association 1985. Content This subject will focus on the development of experience-centred Learning, Milton Keynes, OUP. enquiry and integrated programs of work in group settings. The Primary Management Strategies: programs of work will be developed in relation to a range of Rules and Procedures: Use of space and facilities; whole class syllabus documents and educational policies. activities and seatwork; small groups; Management of Student 78 79 SECTION NINE PEDAGOGICAL SUBJECT DESCRIPTIONS SECTION NINE SPECIALIST SUBJECT DESCRIPTIONS PGGDS21 TEACIDNG AND CURRICULUM IOcp Philosophies, Aims, Objectives SMPR327 CREATIVE AND PRACTICAL MU40lA SCHOOUCOMMUNITY BASED ARTS METHOD IOcp ACTIVITY 6 80 81 SEcrION NINE SPECIALIST SUBJECT DESCRIPTIONS SECfION NINE SPECIALIST SUBJECT DESCRIPTIONS British and American authors and illustrators, their themes and CollleN PE336M PHYSICAL ACTIVlTES III 20cp of the uses of the computer in tertiary studies in English and their drafts, will be concentrated upon. 1be aim of this subject is to develop an understanding of the Lecturers Ms K. Thomas, Mr B. Austine, Mr R. Plotnikoff. Ms History. and understanding of creative writing combined with the of the computer in the teaching situation. nature and scope of the core 7-10 Syllabus in P.D./Health and A. McCormack. Dr A. Woodcock and Mr K. Thompson use GS246E ISSUES IN SPECIAL EDUCATION 12 COLOUR TECHNOLOGY 5cp COnUnl Bioscience Studems will investigate engineering practices and attempt to Prerequisites Nil. This subject is based on aleaming package consisting of a series This section will develop biotechnological principles as applied solve engineering relaled problems within a practical setting. HOUTsTwohoursperweekface-to-faceforoneyearorequivalent. of case studies. 1be aim of the case studies are to provide the in agriculture. food processing and health. students with an understanding of how common food products ASTK338 NATURAL RESOURCES Assessment A combination of assignments and examinations. are formulated, then using design and technology can be mass ASTK331 FOOD TECHNOLOGY III 10 cp TECHNOLOGY III IOcp Content Colour technology is a study of the applications of produced as an economic response to dynamic consumer needs. Content COnUlII the science of colour in everyday products. The physical and psychological bases of colour are investigated within an applied ELECTRONICS TECHNOLOGY 5cp The purpose of this subject is to develop a knowledge of food This subject explores the application of technology to achieve fromtheglobal,industrial.commercialandcoosumerperspectives. through a natural resource systems approach, the concept of science frame of reference. The principles and practices of colour Prerequisilu Nil. measurement are established and their applications investigated. The course will include food science and technology. food sustainable productivity. 1be subject includes social, ethical and Thetechnologyofcolourapplicationandcolourmatchingindustry HowsTwohoursperweekface-to-faceforoneyearorequivalent. handling and distribution, industry standards, qUality assurance. economic evaluation of ecosystem inputs and outputs; plant. is investigated through individual applied study. Assessment A combination of assignments and examinations. management practices. product development and marketing and animal and microbial production systems; breeding and genetic consumption patterns. selection; application of management principles. The subject will Content BUILDING TECHNOLOGY AND include case studies basedon natural resource production systems ENVIRONMENT 5cp This subject is anintroduction to electronics as a technology. The ASTK332 TEXTILE AND APPAREL III IOcp in the Hunter Region. Industries from which case studies may be functions and integration of components to make building blocks taken include agriculture, fisheries. health, tourism and recreation Prerequisites Nil. Conlent for electronic devices will be the major thrust of the study. coal and minerals and microbial production systems. ' HOUTS Two hours perweek face-to-face for one year or equivalent. This subject aims to provide knowledge of the chemical techoology Assessment A combination of assignment and examinations. ASTK131 TECHNOLOGY IA IOcp of textile fibres. dyes and finishes. Design and Technology ASTK430 TECHNOLOGY IV IOcp relationships for the production of yams and fabrics. Systems for Content TIle purpose of Uris subject is to provide extension of previous Contenl the production of assembled textile goods. Textiles and apparel studies in tech.nology education Students will be required to This subject will examine the building industry: its planning, This subject aims to introduce the student to a range of materials industries structure. production, management, marketing. Testing choose lWO subjects from the following electives- design, locations and construction. Student based design briefs and by analysing the properties of the material to investigate how and quality assurance in the textile and apparel manufacturing will enable problem solving through exploration of natural the material may be shaped and processed. Students will be given and retail industries. Consumer and Technology 5cp resources, environmental implications, social and economic the opportunity of experiencing each material by practical Engineering Technology 5cp influences on the domestic and commercial construction industry. involvement through design exercises. ASTK333 INDUSTRIAL TECHNOLOGY III IOcp Food and Biotechnology 5cp Conlent MATERIALS TECHNOLOGY 5cp ASTKI32 TECHNOLOGY IB IOcp Materials Technology 5cp This subject aims to provide knowledge of how materials are Content Textile Technology 5cp Prerequisites Nil. shaped, joined and finished. The use of both hand and machine HOUTsTwohoursperweekface-to-faceforoneyearorequivaient. This subject willinvestigate the operating principles of a selection method will be investigated. Projects in one or a combination of Product Testing and Evaluation 5cp of everyday devices and mechanisms from the material and living Assessmenl A combination of assignment and examinations. materials will be used to extend and develop ideas. skills and world Fundamentalkoowledgeof structural mechanics, of energy knowledge. CONSUMER AND TECHNOLOGY Scp Content and mass transfer. power transmission and control processes will Prerequisites 3rd Year level Technology Study or equivalent. This subject is an introduction to materials used in teChnology. be developed through the practical approach of innovative craft. ASTK334 COMPUTER TECHNOLOGY III IOcp HOUTS Two hours per week face-to-face for one year orequivalent. Practical experience in the use of these technological materials Content and the production of artifacts will fonn the foundation for this ASTKI40 APPLIED SCIENCE I IOcp Assessmenl A combination of assignments. seminars, tests and The purpose of this subject is to provide students with experiences examinations. area of study. COnlent in computer-based systems such as communication systems. Content An introduction to the fundamental structure. properties and APPLIED TECHNOLOGY 5cp intelligent systems. simulation and modelling, computer assisted behaviour of technological useful materials. elements and manufacture. computer integrated management, and computer Historical perspectives to current is sues are brought to bearin this Prerequisites Nil. principles. This study will draw on concepts and knowledge from assisted drafting. introductory analysis of the technological change concept. HOUTS Two hours per week face-to-face for one year or equivalent. a broad range of sciences at an introductory level. The sciences The relationship of psychological and social responses to will be those which support the technolOgies to be studied in the Assessment A combination of assignments and examinations. ASTK335 ELECTRONICS TECHNOLOGY III IOcp technology -related functims develops as amajor theme follOwing course. an initial study of relevant research methods. Contenl Content Applied Technology focuses on various principles. concepts and ASTK240 APPLIED SCIENCE II IOcp This subject aims to develop an understanding of how electronic ENGINEERING TECHNOLOGY Scp tenninology of engineering as they apply in society today. The elements function and interact with other elements. The design of Content Prerequisites3rd Year Level Engineering Science or equivalent. understanding of Applied Technology will evolve from design electronic projects fashioned to solve everyday problems and All students will study Computing as a compulsory unit and briefs. research, investigation, report writing, practical experience. how these projects can be programmed is an essential component HOUTS Two hours perweekface-to-faceforone yearorequivalent. either Chemical Technology or Bioscience. of this subject. comparisons. calculations and the compilation of data utilising Assessmenl A combination of assignment, tests and examinations. computer technology to complement presentation. Computing ASTK337 ENGINEERING STUDIES III IOcp Conlenl This section focuses on computer applications which foster skills FOOD SCIENCE AND TECHNOLOGY 5cp in the use of programs, the modification of programs and the Contenl A study of three dimensional vectors and force systems using interfacing of programs to solve practical problems. graphical and matrix methods. The kinematics and kinetics of Prerequisites Nil. This subject provides for a core of knowledge and skills including variable forces action on solids and fluids as well asexperimental graphic techniques. calculation methods and frameworks for the HOUTS Two hours perweek face-to-face forone year or equivalent. Chemical Technology stress analysis will be the basis of this subject. Students will analysis of the performance in use of engineering materials. Assessment A combination of assignments and examinations. This section will choose a number of case studies from the choose an area for further development by independent study. technological areas available to the students and examine the relevant underlying chemical principles. 84 85 SECfION NINE SPECIALIST SUBJECT DESCRIPTIONS SECfIONINE SPECIALIST SUBJECT DESCRIPTIONS FOOD AND BIOTECHNOLOGY s.:p physical product a1tributes. The approach taken includes a ASTS133 SCIENCE IC Wep Masterton. W.L. 1986, Chemical Principles, 6th eOO, Saunders Collins. Prerequisites 3rd Year level Food Technology or equivalent. predominant practical component central to the development of Content laboratory and experimental experiences HoursTwohoursperweekface-to-faceforoneyearorequivalent. Initial consideration of the nature of physics will be illustrated ASTB332 BIOWGY mE 30cp during consequent consideration of such topics from classical Assessment A combination of assignments, seminars, tests and ASTK431 FOOD TECHNOLOGY IV lOep mechanics as structure and properties of malter, description of COrIUM examinations. Subject description to be advised. motion and concepts associated with equilibrium, momentum Section A deals with the general characteristics of micro· Content and energy and direct current electricity. organisms. theirclassification and growth requirements. Standard This subject is a study ofbioteclmology in Australia with emphasis ASTK432 TEXTILE AND APPAREL IV lOep Texis laboratory procedures in microbiology culture teChniques, on the food industry. The taxonomy, growth and use of microbes staining. pla1e counts, oil immersion microscopy, etc. will be Subject description to be advised. Caltennole, P. & Moore, P. 1985, The Story of the Earth, in the production of foods, chemicals, pharmaceuticals and practised, and the relevance of the role of micro-organisms in Cambridge V.P., Harcourt Brace, Jovanich. recycled malerials. The principles of microbial genetics and ASTK433 INDUSTRIAL TECHNOLOGY IV lOep natural eoosystems, agriculture, health, and industrial processes bioteclmology. Grossman, S.1. 1988, Calculus, 4th edn, Harcourt Brace. will be demonstrated. Subject description to be advised. The design and technology associated with food product Weidener, R.T. 1988, Physics, Allyn & Bacon. Section B will involve a study of the developmental processes of vertebra1eS, and will concentrate on a thorough study of aspects fonnulation, manufacture, packaging and marketing are ASTK434 COMPUTER TECHNOLOGY IV lOep Serway, R. 1986, Physics for Scientists and Engineers. considered within the context of the structure of the Australian ofthe comparative anatomy of the five vertebrate classes. Particular Subject description to be advised. food industry. ASTC231 CHEMISTRY lIE lOep attentioo will be paid to human developmental and comparative anatomy. ASTK435 ELECTRONICS lOep Content MATERIALS TECHNOLOGY 5cp Section C will comprise a study of response, regulation and TECHNOLOGY IV The relation of bonding models to observed physical and chemical Prerequisites 3rd Year level Engineering Science or equivalent. behaviour in plants and animals, with particular attention given Subject description to be advised. properties of compounds will be investigated and also their to the concept of homeostasis, and the role of hormones. An Hours Two hours per weekface-to-face for one year or equivalent. application to physical methods used in such techniques as IR and introduction to the science of ethology will cover such aspects of Assessment A combination of assignments,laboratory practicals, ASTK437 ENGINEERING STUDIES IV lOep VV spectroscopy and x-ray crystallography. Energy changes in animal behaviour as conditioning, imprinting, territoriality, and chemical reactions will be considered in detail. tests and examinations. Subject description to be advised. social behaviour. Content Texts TeXIs A study of complex equilibrium diagrams, heat treatment of ASTK438 RESOURCES TECHNOLOGY IV lOep Masterton, W.L. 1984, Chemical Principles, 6th edn, Saunders Curtis, H. 1989, Biology, 5th edn, Worth. steels, non ferrous and ceramic materials and temperature effects Subject description to be advised. Collins. upon materials in setvice will be the basic core of this subject. ASTP333 PHYSICS IIIE Wep ASTB232 BIOWGY lIE lOep Students will choose an area for further development by ASTSI31 SCIENCEIA Wep ConJent independent study. Content Content Principles examined include complex number methods of analysis Cell biology will be examined in detail including Ute implications A large number of areas are covered including cellular processes, of a.c. circuits, related resonance phenomena, transfonners,and TEXTILE TECHNOLOGY Scp of genetic engineering, cloning and in vitro fertilisation. The the flowering plant, mammals, the marine rock platfonn and the examination of a variety of solid state devices. Prerequisites 3rd Year level Teclmology or equivalent. science of ecology and nature of ecosystems will be investigated. aspects of evolution theory. The skills required for further study Mechanisms of controlled fission energy production and the HoursTwohoursperweekface-to-faceforoneyearorequivalent. in tertiary biology courses will be emphasised. Human biology is The impact of modem civilisation on ecosystems and methods of communicating these problems will be explored. implications of this technology for mankind will be examined. Assessment A combination of assignment, tests and examinations. dealt with including related moral and ethical issues and relmed Relative value of other sources of energy will be covered briefly. personal development courses for adolescents. The nature of Texts Content Students will be introduced to such concepts as general relativity , chemistry as a science will be considered. Basic skills will be Konnondy, E.J. 1986, Concepts of EcoLogy, 3rd edn, Wiley. quantum theory wave properties of matter and the uncertainty 1bis subject ~dresses the economic, social and political forces reviewed in relation to equations and stoichiometry. The theories principle. Experimental work will include writing of computer which shape the structure, composition and characteristics of of the structure of the atom and periodic table will be investigated ASTC233 PHYSICS lIE 20ep programs using graphics for simulation. manufacturing industry in Australia. Through this study the as well as bonding and molecu1arstructures, acid-base equilibrium Content Texts student can gain an appreciation of the current product profile of and introductory organic chemistry. Australian manufacturing and may suggest future directions for Texts Principles examined and investigated will include rotation, Bell, D.A. 1984, FundLunenJals of Electric Circuits, Reston. product and industry development. (At present the subject is rotational dynamics, wave motion, relativity and classical Norstag, K.L. 1985, Biology, Merrill Timberlake. Cole, H. 1988, Understanding Nuclear Power, Gower Technical restricted to the Textiles and Apparel industry classification.) thennodynamics. Geometrical and physical optics areas dealt Press. Norstag, K.L. 1988., Chemistry, 4th edn, Harper Row with include optical instruments, intetference, diffraction and PRODUCT TESTING AND polarisation. ASTC431 CHEMISTRY IVE 20cp EVALUATION Scp ASTSI32 SCIENCE IB lOep Texts Content Prerequisites 3rd Year level Technology or equivalent. Content Weidner, R.T. 1988, Physics, Allyn & Bacon. This subject deals with the nature of environmental chemical Hours Two hours per week f ace-to-face for one year or equivalent. In mathematics, a study will be made of algebraic, circular and Serway, R. 1986, Physics for Scientists and Engineers. problems in relation to ecology, pollution and resource exponential functions and their inverses. Appropriate applications Assessment A combination of assignments and examinations. management, biological chemistry of living organisms and the of the derivative and integral of real functions will be made. There ASTC331 CHEMISTRY IIIE JOep principal physical methods used in the characterisation and Content will also be a brief introduction to computer programming. Content estimation of compounds encountered in environmental, This subject explores the dynamic relationship between functiooal Principles associated with understanding the structure of the physiological and consumer chemistry. design, specifications, testing and satisfaction in end-use. The earth, crystallography, palaeontology, plate tectonics, This subject deals with transition metal chemistry, polymer Texts principles of testing and of test design are introduced and are geographical mapping and meteorology will be examined. chemistry, chemical kinetics and introductory organic chemistry . applied in the evaluation of physiomechanical and psycho- Texts Se1inger, B. 1986, Chemistry in the Market Place, ANU Press. 86 87 SECfION NINE SPECIALIST SUBJECT DESCRIPTIONS SECfION NINE SPECIALIST SUBJECT DESCRIPTIONS ASTB432 BIOLOGY IVE Wep design, itsevolutionary and technological linkage. An exploration seminars, tests and examinations. MAQMl35 MATHEMATICS lIA Wep of thedevelopmental tecmiques in problem analysis. The elements Content ConJenJ HOIUs 4 hours per week for the full year and principles of design. Presentation skills encompassing Section A will deal with methods of ecosystem analysis, and visualisalion, teclmica1 graphics, free fonn sketching, modelling, This subject will examine design as a creative problem solving COttUltl process and the relationship of research and design proposals in include a treatment of standard field techniques for terrestrial and audio visual exposure and folio presentation. The link: will be Calculusof several variables, vector calculus. Taylor and Fourier the development of a product. Product analysis, design systems, aquatic studies. Case-studies in the investigation of environmental made between design for the market place and the Design and series. An analysis of real numbers, sequences, series and flow charting, prototype evaluation are examples of the topics to problems such as fish death in lakes, and die-back in eucalypts. Technology school syllabus. functions. will be undertaken. The role of relevant government agencies be covered. Students will design and evaluate a potentially marketable product as part of this course. The subject provides such as the National Parks and Wildlife Service, and the Stale DESN237 DESIGN II IOcp MAQM236 MATHEMATICS 1m IOcp Pollution Control Commission will be explored. (lndUllriai Design) opportunities for integration of studies developed in the Technology strand of the course. HoUTS 2 hours per week for the full year Prerequisiles DESN137 Design 1. Texts Nil Conunt Section B will involve a study of the environmental impact Hours 4 hours per week face-to-face for one year or equivalent. assessment phenomenon, its rationale and methodology, and Vector spaces, linear dependence and independence. linear implications for society. Similarly, various controversial issues AssessmenJ MAQM134 COMPUTING I IOcp mappings, kernel and image, matrices. Linear programming, the of modem times suchas euthanasia. birth control, abortion, organ A combination of assignments, practical tasks, seminars, tests Content Simplex Algorithm, Duality. Applications to transportation, assignment, flow and game theory. transplants, cloning of organisms, and genetic engineering. will and examinations. The aim of this subject is to develop computer skills in the areas be investigated from a biological viewpoint, with consideration ConJent of text processing, database systems, electronic spreadsheets, TeXIs given to their impact upon society. The subject will develop design methodology, problem.solving, computer graphics and programming using the Quickbasic Anton, H. 1987, Elementary Linear Algebra, 5th edn, Wiley. Both sections of the subject will compare and contrast the communication, presentation and technical skills. The course language. Students will be introduced to measurement, data Bunday, B.D. 1987 ,Basic Linear programming, Edward Arnold. reductionist and holistic approaches characteristic of modem attempts to introduce the realities of production, costing classification, data organisation and exploratory data analysis, scientific debate. specifica1ion and to some extent the realities of professional Applications to the school environment will be used in this MAQM237 MATHEMATICSIIC IOcp subject. Texts practice. Visual and verbal presentations ofprojectsaredeveloped. Hours 2 hours per week for the full year Albany, M. 1986, Ecology Facts, Hamlyn. Working to deadlines, methods of presentation, engineering MAQMI3S MATHEMATICS IA Wep ConJent drawing and specification are important components of the ASTP433 PHYSICS IVE Wep course. Hours 4 hours per week for the full year A study of spherical trigonometry and its application to navigation together with the celestial sphere, sidereal time and solar time. ContenJ Content DESN 339 DESIGN III IOcp The development of problem solving skills and structured Theories of nuclear and atomic structure and electromagnetic Differential and integral calculus offunctions of a single variable; programming concepts associated with the implementation of sources will be examined with a particular emphasis upon their Content Applications of Calculus including mechanics. computer based solutions to mathematical problems. application in the gathering and analysing of data of use to This subject will further develop the students design skills and Texts astronomers. Some consideration of integrated circuits will also product evaluation through Applied Design. Design of products Grossman, S.l. 1988, Calculus, 4th edn, Harcourt Brace MAQM335 MATHEMATICS IlIA Wep be included as well as transmitters and receivers. andsystems in bothan industrial and manufacturing context The JovanoviCh. PrerequisiJe MA235Q potential for application of these designed systems to a chosen Texts HoUTS 4 hours per week for the full year area of specialisation in the technology strand, will be a feature MAQMI36 MATHEMATICS IB Wep Friedlander, M. 1985, Astronomy from StoMhenge 10 Quasars, of this subject. Students will develop a perception and realism of ConJenJ Prentice Hall. Hours 4 hours per week for the full year design and technology in their chosen area of study. Real variables, differentiability, the mean value theorem, Riemann Burcham, W.E. 1983,, Elements o/Nuclear Physics, Longman. ContenJ integration and the FWl 90 91 SECTIONTEN SECfION1EN RESEARCH INTERESTS OF STAFF Child language - early childhood years. Use of expressive arts with children and adults with special Minority language provision. needs. R. Cantwell Early childhood education. Flexibility and learning strategies J.C",.., P.A. Carruthers Development of NSW school syllabus for the visual arts. Special education; early childhood education. Professional preparation of viSUal arts teachers. Autistic disorders. Concepts of academic staff development. R. S. Caler Personal interpretaJ:ions of landscape for two dimensional visual expression. Mathematics and computer education. M.M. Davies Computer based training. Early childhood education. Multimedia as an educational aid. Preschool play. Co-operative learning and collaborative decision making. IJ.Dempsey L.K.S. Chan Community service provision for people with a developmental The education of students with special needs inc1udingthose with disability. intellectual, behavioural or learning disabilities as well as the gifted and talented. Parent-school collaboration in special schools and support classes. Leisure and recreation for people with a developmental disability. RESEARCH INTERESTS OF STAFF Teaching method and strategies In special education. Cognitive strategy instruction and metacognitive instruction. B.G.Door Effective teaching. B. W. Ableson Metacognition and problem solving. The teaching of Chinese literature through audio/visual media. The teaching of reading and reading comprehension. Technology education - current and history. Single-sex education. Modern Chinese literature: 17th century to the present. Causal attributions. J.Doyk D.]. Absalom M.Bertlwld P.N. Chopra Sociology of higher education. Second language acquisition. Unguistic Analysis. Literacy. Second language teaching through the language immersion Aboriginal Languages. Language and Education. method. Punishment phenomena. Teacher education. Methodology of teaching. SUIVey research. G. Albrecht Language teacher education. Behaviourism and schooling. Social class and education. Environmental philosophy/ethics. Second language acquisition - Primary and secondary. Environmental policy/politics. F.G.Bishop Teaching and pupil feedback. E.I(. Everinghllm AppJied ethics. Pedagogical content knowledge (K-6 Mathematics). R.A. ColdweU Pedagogical content knowledge (Design and Technology). Philosophy and"puhlic health. Problem solving. Computer aided learning for mute autistic children; Computer Teacher effectiveness. ethics of technologi sts; Compllterisation of architectural practice. Problem solving. J.AUon • Mathematics for talented children. R.N. Conway Higher order thinking. Critical theory. S.F.Bourke Cognitive strategy training. Curriculum development. Knowledge definitions and control. Qualify of school life. Integration of students with special needs. Practicum Teaching training cUrricula assessment. Problem solving in mathematics. Adult literacy. Visual/verbal porocessing in learning. Classroom contexts and teaching practices. M.F. FilzgeraJd Behaviour disorders. Performing Arts Education - philosophy, sociology. Development of quantitative research methodologies. Pedagogical content knowledge (Science). D.E.Corney Management and discipline. Teacher Education. - W.R. Bruce Pedagogical content knowledge (K-6 science and technology). Curriculum knowledge (science and technology). Music Education. Pedagogical content knowledge (Social Studies 7 -12). Pedagogical content knowledge (creative and practical arts). Environmental education. E.C. Music Education. Asian social studies. Curriculum development. Practicum. J. Archer Inter-cultural studies curriculum development. Curriculum integration through problem solving. InternShip. Motivation in education; classroom structure and aJ:tribution. Social education. Staff development. C.G. Flanagan W.K.Au Classroom Management. J. Cowley Girls' attitudes to achievement and aspiration in Maths and Computer applications in education. J.A. W. CaldweU Science. Language development and implications for learning. Instructional design. Language teaching methodology. Primary education. Communication disorders. Computer assisted instruction. Language planning. Personal development. 92 93 SECTION1EN RESEARCH INTERESTS OF STAFF SECTION1EN RESEARCH INTERESTS OF STAFF PJ.F.,.mtl/I Youth unemployment. Instructional Design Strategies. Curriculum development. Developmental disabilities. Futures in education. Problem solving strategies in Social Science. ].W.M 94 95 RESEARCH INTERESTS OF STAFF SECTION1EN RESEARCH INTERESTS OF STAFF SECTION lEN Internship as a Model of Induction for Early Childhood Teacher Welfare and discipline systems in schools. Psychological theory and methodology. Education students. Gifted education. Death and death education. Ethics: An Aspect of Professionalism in Early Childhood Values education. MM. WiUiams Education. K. &011 Health Promoting Schools. G. Preston Currlallum clw1ge and development in geography. Community health education promotion initiatives. Computer Education. Contemporary economic and political geography links in Orina. W.H. WiUshire Educational Multimedia Technocity development in Japan. Retraining of teachers to meet new curriculum implementation. History of Education. Impact of computers on society. Adult Education. A. Woodcock E.P. SedulUlry Fitness testing/Physical Education programs in primary and J. Rees Critical policy studies. secondary schools. Educational psychology. Interpreting educational change. Exercise and sport psychology. Student attitudes to courses. Constructions of postcompulsory schooling. Fitness education. Recent social theory and education. N.H. Wright Applications of research to classrooms. Primary education. S. Sira",~ P. Reynolds Child development Child development. Pedagogical content knowledge (SSK -6). Development of tertiary courses. Learning. Social Science Curriculum Development (K-12). Motivation to teach. Adolescence. TAG. Use of computers in the educational setting. Gifted and talented education. W. Reynolds Australian defence and foreign relations. S.Sp'dding Learning difficulties. C. Richards Developmental Disabilities. Music education. Special education. Teaching methodology. Metacognition and reading. Music teacher training. A.D. Taylor G.L. Robinson Technology education - philosophy, curriculum, standards, Visual perceptual proceSsing deficiency and learning disability. innovation, gender issues. The emotional-social implications of learning disability. Teacher education - philosophy, modes of preparation, standards, Methods 9f usi~g parents as supportive agents for reading and administration, the practicum, issues. writing problems. M.K. Tlwmas J. Scevak Children's sport. Cognition. Teaching physical education. Maps in text. Teacher preparalion in sport and physical education. Study skills. K. W. Tlwmpson Reading comprehension. Curriculum Evaluation and Development in the disciplines: SchUler J.M. Physical and Health Education Implementation of change. Community Sports Pedagogy Courses. Management of change. Pre Service/In Service training of teachers in Physical and Health Instructional school leadership. Education. Use of alternative modes of course delivery. W.G. Warren N J. Schofield Social and political philosophy of education with particular Cognition. reference to Libertarian, Existential and Phenomenological perspectives. Map reading. Learning style preferences. 96 97 o.o THE UNIVERSITY OF NEWCASTLE CAMPUS LAYOUT B~ AE ABORIGINAL EDUCATION CENTRE RS SOCIAL SCIENCES BUILDING N ARCHITECTURE BUILDING SE SPECIAL EDUCATION CENTRE AT ART BUILDING SP SPORTS PAVILION L AUCHMUTY LIBRARY SH STAFF HOUSE NUR 2NUR-FM RADIO STATION TB TEMPORARY OFFICE BUILDINGS AN ANIMAL HOUSE TENNIS COURTS ,,~//~/ TC '0'",' AS ANIMAL STORE TG TRACTOR GARAGE , SC AUCHMUTY SPORTS CENTRE TA TUNRA ANNEXE \ M AVIATION BUILDING U UNIVERSITY UNION - SHORTLAND Sportsfield 3 W BEHAVIOURAL SCIENCES BUILDING US UNIVERSITY UNION - HUNTER TG J BIOLOGICAL SCIENCES BUILDING VA VISUAL ARTS/ MEDIA STUDIES B B01: LECTURE THEATRE ~ EG BULK SOLIDS ENGINEERING UC CENTRAL ADMINISTRATION: The Chancellery CG CENTRAL GARAGE CE CERAMICS EB CHEMICAL AND MATERIALS ENGINEERING Sportsfie)d 2 G CHEMISTRY BUILDING CCK CHILD CARE CENTRE - KINT AlBA / CCW CHILD CARE CENTRE - WONNA YBA ED CIVIL ENGINEERING AND SURVEYING CB COMMONWEALTH BANK CT COMPUTING TEACHING BUILDING Q DRAMA STUDIO p DRAMA THEATRE E EOl: LECTURE THEATRE EE ELECTRICAL AND COMPUTER ENGINEERING EA ENGINEERING ADMINISTRATION EF ENGINEERING CLASSROOMS ES ENGINEERING SCIENCE C GEOLOGY BUILDING GH GREAT HAlL GDT GRIFFITH DUNCAN THEATRE GY GYMNASIUM H HO': BASDEN THEATRE HH HUNTER BUILDING HT HUNTER TECHNOLOGY CENTRE LO LECTURERS OFFICES MW MAINTENANCE WORKSHOP V MATHEMATICS BUILDING A MCMULLIN BUILDING EC MECHANICAL ENGINEERING K MEDICAL SCIENCES BUILDING sn 'DENTS RES,DENCES D PHYSICS BUILDING EH EDWARDS HALL Y PROPOSED 2NUR-FM STUDIOS EV EVAn HOURS (with proposed extensions) , RW RICHARDSON WING IH INTERNATIONAL HOUSE (with proposed \ SB SCIENCE BUILDING extensions , SH STAFF HOUSE UV Site for new student residential complex SW SCULPTURE WORKSHOPS - currently University Village ,~~