JNITIAL PROGRAM
Conduct 1. Conduct 1. as contact; two hours per week throughout the second year
3. The mathematics of conservation as a tool in the economical use of materials and facilities
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INITIAL PROGRAM
Conduct
Assessment
References
4. The mathematics of chance and its application in technology and education.
5. Information science: its social impact; basic skills in using computers such as those commonly found in schools and colleges.
6. The mathematics of nature, art and music.
7. Tables and their uses.
8. The basis of the interrelationship of branches of mathe- matics, and their use in solving recurring basic problems in the technologies.
1.Classes occupy the equivalent of one hour per week for three terms.
2. The format includes lectures, demonstrations, discussions, audio-visual materials, and individual and group projects.
Assessment will be based on participation in the course and on the completion at satisfactory standard of prescribed tests and assignments.
Davies, H.G. and Hicks, G.A. General Mathematics for Technical Colleges. London, McGraw-Hill, 1971.
Dodes, I.A. Finite Mathematics — a Liberal Arts Approach.
New York, McGraw-Hill, 1970.
Groza, V.S. A Survey of Mathematics — Elementary Concepts and their Historical Developments. New York, Holt, Rinehart and Winston, 1968.
Specific references for particular topics will be distributed in lectures.
UNDERSTANDING SCIENCE
Aims To provide for students, as intelligent laymen, sufficient knowledge and experience of selected topics to enable them to —
1. Appreciate the contribution of science to the develop- ment of technology, and the effects of science on society;
2. Distinguish more readily between evidence and opinion in scientific matters.
3. Understand the relationships between facts and scientific theories, and
4. Recognise the human origins of science and the suit- ability of scientific ideas as evidence accumulates.
Content Depending on the background and interests of students, topics will be selected from —
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RSE DETAILS
1. Astronomy: methods of data collection, positional astronomy, structure of the universe, major theories and generalisations.
2. Geology: mineralogy, the identification of ores and their use as raw materials; identification, classification and mineral content of rocks; landforms.
3. Biology: structure and function of living organisms;
microscopy; classification; genetics; evolution.
4. Chemistry: atomic theory; acid base theory; electro- chemistry; polymer chemistry.
5. Physics Newtonian and relativistic mechanics;
electricity and magnetism; optics, atomic physics.
6. Ecology: ecosystems; natural cycles; energy transmission;
interspecies interactions, communities.
Conduct
Assessment
References
1. Class contact: the equivalent of one hour per week for three terms, ordinarily in the second year of the course.
2. Class size tends to be about 16, and classes may comprise students from various specializations.
3. Lectures, laboratory work and field work are used as appropriate.
Assessment is based on participation in the course and on the completion at a satisfactory standard of assigned projects and assignments.
Basford, L. and Kogan, P. (eds.) Foundations of Science Library (Series). London, Sampson Low Marston, 1966.
Bulloch, C. et al. Man and His World : A Scientific Perspective. London, Longmans, 1975.
Life Nature Library (Series) New Scientist (Periodical) Scientific American (Periodical)
Additional book and journal references are recommended for particular topics.
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INITIAL PROGRAM
SCHOOL EXPERIENCE
Regular practice in schools is considered an essential part of learning to teach. Students acquire a direct experiential basis for understanding their studies in the principles, psychology and methods of teaching; they gradually develop skills which enable them to apply that under- standing in action in real situations; and they come to appreciate schools as social units which commit to teachers certain individual and collective responsibilities.
Each year all students enrolled for Teaching Practice are required to undertake a number of supervised teaching experiences. The supervisor — either a College lecturer or an experienced teacher in the student's school who has been allotted this responsibility — will write a constructively critical report on each session supervised. These reports are intended to help the trainee teacher; they will not be used as a basis for the final assessment of the student's teaching ability.
Student-teachers of general secondary subjects, and of middle level subjects are required to undertake three supervised teaching experiences per fortnight, as specified.
Student-teachers of trade subjects in the first year are required to undertake one supervised teaching experience per week, as specified in both years of their course.
Adequate preparation is an essential element of Teaching Practice. A written plan will be expected to accompany each supervised Teaching Practice session. It will serve to focus the student's attention on the objectives of the session, and on the means by which the student and the class will attempt to attain them; and it will make it easier to consider the effectiveness of the session in the light of what was intended as well as what actually happened.
Although written teaching plans will not be assessed separately from Teaching Practice, Supervisors will be expected to consider the adequacy of a student's planning when advising on or assessing Teaching Practice.
Final results in Teaching Practice are determined only after considering the recommendations of both College staff and practice schools.
post initial programs
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COURSE DETAILS
In 1977, the College offered post-graduate studies in the area of Educational Administration. In 1978, studies in Graphic Communication Education as well as in Educational Administration will be offered to suitably qualified and experienced applicants.
Course details and regulations for both of these graduate diploma courses follow.
GRADUATE DIPLOMA IN EDUCATIONAL ADMINISTRATION The College is offering a Post-Graduate Diploma in Educational Administration (A.C.A.A.E. Category P.G1) for teachers in primary, secondary, secondary technical, T.A.F.E. and other post-secondary education as well as for non-teachers involved in educational administration.
The course will be undertaken on a part-time basis over two or three. years.
Course K.A. Smith, B.A., M.Ed.(Ed.Admin.), M.A.C.E.
Co-ordinator
The Course The course seeks to develop understanding of the theory and practice of educational administration, together with a range of interpersonal, organizational and supervisory skills appropriate to administrative processes in education.
General focus of the course is not purely theoretical nor entirely based on the examination of administrative practices. Rather it seeks to apply insights drawn from theory to current observable practice.
Entry Intending students will be expected to have completed an Requirements approved course of teacher preparation and to have spent at
least four years teaching in schools or colleges. Preference will be given to applicants who currently hold or expect to assume some form of administrative responsibility at any level of an educational institution. In addition, a limited number of places will be made available for persons currently involved in educational decision-making but not possessing teaching qualifications.
Entry to the program will be at the beginning of the June semester.
GRADUATE DIPLOMA IN EDUCATIONAL ADMINISTRATION
Regulation 1.1 In this regulation unless inconsistent with the context or subject matter
1.11 "Council" refers to the Council of the State College of Victoria at Hawthorn;
1.12 "Faculty" refers to the Faculty of Teacher Education of the State College of Victoria at Hawthorn;
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