EDUCATION
2. For Environmental Science students this subject occupies one hour a week, except during block School Experience
Prerequisite: Credit of 21 points in Geography including 12 points beyond Group 1 level, or approved equivalent studies.
Syllabus
The study seeks to acquaint students with a wide range of teaching materials, strategies and curriculum ideas so that they in turn can select those which are consistent with their own developing educational philosophies and their own capacities. The use of discussion techniques, inquiry and expository modes, field work, simulations, group work, and a range of audiovisual materials enable the staff and students to explore a number of approaches which might also be appropriate at the secondary school level. The program will include consideration of philosophical and theoretical issues, teaching approaches and techniques, curriculum issues, teacher-student interaction, resources for learning, language and literacy.
Books
Bacon, P led) Focus on Geography Washington: NCSS 1970 Graves, N Geography in Education London: Heinemann 1975
Graves, N led) New Movements in the Study and Teaching of Geography Melbourne:
Cheshire 1972 Assessment
Assessment will be negotiated with individual students or groups of students.
METHOD OF TEACHING — HISTORY
Prerequisite: Credit of 12 points in History at the Group 2 level, or an approved equivalent.
Syllabus
The major areas covered are: objectives, testing, selection and organisation of learning activities, selection and organisation of subject matter, the development of thinking skills, the development of values, evaluation, and planning.
Books
Ehman, L Toward Effective Instruction in Secondary Social Studies Boston: Houghton Mifflin 1974
Fraenkel, J Helping Students to Think and Value Englewood Cliffs: Prentice-Hall 1973
Raths, L E et al Teaching for Thinking Columbus (Ohio): Merrill 1967 Watts, D G The Learning of History London: Routledge & Kegan Paul 1972 Assessment
Assessment will be negotiated with individual students.
Additional information: Inquiries should be directed to the Secretary, Department of History and Politics, room 208A, 1888 Building.
METHOD OF TEACHING — LIBRARIANSHIP
Prerequisite: 18 points in Librarianship at the Group 3 level, together with a pass or concurrent enrolment in Librarianship D or equivalent.
Syllabus
The development of skills to enable students to work effectively with pupils, teachers, and library staff in the educational program of a school; and to evaluate the effectiveness of the library program in the school.
Case studies and seminar discussions drawn from films, texts, and the local experience of students, staff and practising teacher-librarians form the basis of this study.
Issues to be considered include: resource centres in the previous decade; the roles of the teacher-librarian; implications of different teaching and learning styles for the teacher-librarian and the resource centre; communication, display and the resource centre.
Books
Alderman, B Y School Library Media Centres: an annotated bibliography Canberra:
Schools Commission 1976
Focus on People: Selected Papers (ASLA 3rd Conference, Brisbane 1972) Carlton:
ASLA 1973
McNally, P T Non-Book Materials: A Guide for Teachers and Librarians Melbourne: Sun Books 1973
Roe, E Teachers, Librarians and Children: A Study of Libraries revised edn Melbourne:
Cheshire 1972
Sullivan, P Problems in School Media Management New York: Bowker 1971 The Role of Libraries in Secondary Education Canberra: AGPS 1971 Assessment
Assessment is based on participation in seminars, preparation of practical exercises, presentation of seminar papers, and submission of written exercises. The total written work for assessment will be 3,000-4,000 words.
Additional information: Inquiries should be directed to Mrs B Fincher, Senior Lecturer in Librarianship, room 317, 1888 Building.
METHOD OF TEACHING — MODERN LANGUAGES
This study is available as either a single or double method.
Prerequisite: Either the successful completion of three years of tertiary study, or fluency as a native speaker in a particular language.
The double method may be undertaken by students who have met the above prerequisite with respect to two languages.
Students taking the double method follow the same program as those taking the single method, but are required to undertake one extra compulsory assignment.
Syllabus
This method study involves a study of principles and practice in modern language teaching, with special emphasis on the teaching of the language skills by means of audio-oral techniques, material and equipment. The three methods thoroughly discussed are Modified Direct, Audio-Lingual and Audio-Visual.
Such topics as listening comprehension, conversation, reading comprehension, vocabulary, grammar, pattern practice, composition, and testing are treated in context.
Text books and other materials available are critically examined.
Other topics include group work and individualisation, singing and games, the use of the felt-board, and ABC radio and television language programs.
The method study includes a consideration of the aims and objectives of modern language teaching, the choice of foreign languages to be taught in Australian schools, and the place of cultural studies and activities.
Books
Allen, E D & Vallette, R M Classroom Techniques: Foreign Languages and English as a Second Language New York: Harcourt Brace & Jovanovich 1977
Assessment
Single Method: Assessment is based on two assignments, each of 1,500-2,000 words, and on the student's personal record of lessons taught.
Double Method: The same as for a single method as well as the satisfactory completion of one extra assignment of 1,500-2,000 words.
METHOD OF TEACHING — SCIENCE/MATHEMATICS
The Methods of Teaching in the areas of science and mathematics are organised as single methods in two groups.
Group 1
Method of Teaching — Environmental Science in the Secondary School Method of Teaching — Science in the Secondary School
Method of Teaching — Junior Secondary Mathematics Group 2
Method of Teaching — Senior Secondary Biology Method of Teaching — Senior Secondary Chemistry Method of Teaching — Senior Secondary Physics
Method of Teaching — Mathematics in the Secondary School.
Each of the studies above occupies two class hours a week throughout the year. Students intending to take a double method study in this area may select any one method from Group 1 and one from Group 2, or two from Group 1, but not two from Group 2.
Students intending to take a single method study in this area can take any one except Method of Teaching — Mathematics in the Secondary School.
Note: Method of Teaching - Mathematics in the Secondary School cannot be taken without Method of Teaching — Junior Secondary Mathematics.
METHOD OF TEACHING — ENVIRONMENTAL SCIENCE IN THE SECONDARY SCHOOL (Group 1)
This method will centre on the teaching of Environmental Science in secondary schools.
Students with appropriate backgrounds will be given an opportunity to pursue studies in Earth Science and Agricultural Science.
Prerequisite: Either a pass or a concurrent enrolment in Environmental Science C or an approved equivalent.
Syllabus
The nature of environmental education especially as it relates to the teaching of Environmental Science. Relevant curricular materials are examined and evaluated.
Students gain experience in the preparation of courses and units of work for a variety of levels. There is emphasis on the teaching techniques necessary for the classroom, laboratory and excursions. The HSC Environmental Science syllabus is considered in detail.
Books
Reference lists will be provided.
Assessment
Assessment is based on participation during the year, and on three assignments.
METHOD OF TEACHING — SCIENCE IN THE SECONDARY SCHOOL (Group 1)
This method study is designed to introduce students to the teaching of science in secondary schools.
Prerequisite: Credit of 18 points from one or more of the following areas: Science, Biology, Chemistry, Physics, Environmental Science (preferably, students should have undertaken studies in at least three of the above areas); or an approved equivalent.
Syllabus
The development and implementation of school science programs, and commonly used curricular materials. Emphasis will be placed on the development of various classroom skills needed by science teachers, especially in relation to laboratory work.
Books
'A Guide to ASEP (available from the lecturer concerned) Birch, C Confronting the Future Ringwood (Vic): Penguin 1975 Dixon, B What is Science For? Harmondsworth: Penguin 1976
Hedges, W D Testing and Evaluation for the Sciences in the Secondary School Belmont (Calif): Wadsworth 1966
Lee Dow, K Teaching Science in Australian Schools Carlton: MUP 1971
Romey, W Inquiry Techniques for Teaching Science Englewood Cliffs: Prentice-Hall 1968
Assessment
Assessment is based on three or more assignments during the year and on satisfactory participation in class work.
METHOD OF TEACHING — JUNIOR SECONDARY MATHEMATICS (Group 1)
Prerequisite: Credit of at least 18 points in Mathematics subjects.
Syllabus
Topics include an overview of the interrelationships between junior and middle school mathematics together with an analysis of the methods of presenting important concepts in the class room; the use of concrete and visual aids in mathematics teaching; current trends in curriculum design; teaching methodology for junior and middle school courses;
primary background and problems associated with the transition to secondary schools;
and remedial mathematics.
Books
Butler, D H & Wren, F L The Teaching of Secondary Mathematics New York:
McGraw-Hill 1972
Dienes, Z P Building up Mathematics London: Hutchinson 1971
Foley, J Individualizing Mathematics Reading (Mass): Addison-Wesley 1970 School Mathematics Project London: CUP 1969-75
Schools Council Mathematics for the Majority: Continuation Project St Albans (Herts):
Chatto & Windus 1970-74
Scopes, P G Mathematics in Secondary Schools. A Teaching Approach London: CUP 1973
The Slow Learner in Mathematics 35th Yearbook Washington: National Council of Teachers of Mathematics 1972
Assessment
Assessment will be based on a paper of approximately 1,500 words or equivalent; the successful conduct of microteaching sessions; the completion of a unit of work to be tried out in a school situation; and active participation in all class work.
METHOD OF TEACHING — SENIOR SECONDARY BIOLOGY (Group 2)
This method study provides an introduction to the methods and approaches appropriate to teaching Biology at the senior secondary level with emphasis on curricula and materials designed for Australian pupils.
Prerequisite: Either credit of 15 points in Biology at Group 2 level, together with credit of 9 points in Biology at Group 3 level; or credit of 12 points in Biology at Group 2 level, together with a pass or concurrent enrolment in Environmental Science C.
Syllabus
The curricular materials produced by the Australian Academy, of Science, namely The Web of Life, are examined closely with respect to the philosophy and rationale of this
study and its implications for the biology teacher.
Some attention is given to other biology resource materials with a view to developing in students an ability to assess their effectiveness.
The specific skills and attitudes required to teach Biology as inquiry are investigated.
Books
Anderson, O R Teaching Modern Ideas of Biology New York: Teachers College Press 1972
Falk, D F Biology Teaching Methods: An Investigative Approach New York: Wiley 1971 Klinckman, E BSCS: Biology Teachers' Handbook 2nd edn New York: Wiley 1970 Morgan, D G led) Biological Science: The Web of Life — Text 2nd edn 1973, Students'
Manual Parr I 7th edn 1976, Teachers' Guide Part 1 1976 Canberra: Australian Academy of Science.
Pullan, M A Handbook of Biology Teaching Methods London: OUP 1973 Assessment
Assessment is based on participation in sessions during the year and on the submission of three assignments each of not more than 2,000 words.
METHOD OF TEACHING — SENIOR SECONDARY CHEMISTRY (Group 2)
Part 1 of the method study is concerned with the rationale and techniques appropriate