6. Thorough study of large-group dynamics and organization should be developed in conjunction with practice at an appropriate time for an individual student.
Opportunity should be afforded for variety in:
• size;
• age groups;
• activities — both content and method;
• sustained programs;
• short-term programs.
7. A comprehensive view of education and school experience should be en- couraged, with particular emphases determined by course backgrounds. For example:
• a student should have the opportunity to experience work at all levels of the primary school during the course;
• attention and opportunity should be given to pre-school institutions and a particular opportunity should be afforded to all students to study the pre-school — preparatory school transition;
• attention and opportunity should be given to the grade 6—form 1 transition and the relationship between primary and secondary education.
8. Criteria for placement should take into account basic needs in terms of:
• students' awareness of their own regional living environment and the school, both in terms of security and maturational awareness;
• the experience of an area other than that with which the student is familiar by upbringing or accommodation;
• the comparative experiences of different styles of school curricula, organizational and methodological;
• school camps;
• different systems, e.g. Catholic;
• interstate, etc.;
• non-educational institutions, e.g. community centres;
• acquiring some identification with a particular school and the staff, including the liaison staff member.
9. Students should be given opportunity to see expertise and work in their areas of strength and interest. Hence there should be closer liaison and information from subject departments;
• students should be encouraged to review areas of weakness or lack of interest, and be given much more assistance in these in the school by staff of school and College;
• the complexities of skill development and acquisition (e.g. literacy and numeracy) should be a continuing developmental school experience program throughout a student's course.
10. Much more emphasis should be given to 'team teaching' to reduce the isolation and 'my class' notion, for example:
• students working with each other on projects in schools;
• working with College staff on projects in schools;
• working as groups with peer groups at College;
• working with teachers in schools in a variety of ways rather than performing for them.
30
11. Awareness of the relationship of the school within the context of the community.
Many of the students will be at a school which is in quite a different regional location to the area in which they lived. Even though others have lived in the locality of the particular school all their lives, both they and the other group will be relatively unaware of the community factors which contribute towards the shaping of school policy.
It would be useful for the students to be made aware of the implications involved in:
• backgrounds of students at the school;
• finance and upkeep of school;
• voluntary assistance, e.g. mothers, aides, etc.;
• staff recruitment and stability;
• curriculum developments within the school;
• decision-making about objectives and curricula;
• formal and informal relationships within the schools among teachers, and between teachers and the administration.
12. Expectations of a teacher, authority and legal responsibilities:
• laws related to teaching and legal responsibilities, e.g. supervision, etc.;
• important regulations, their derivation and application;
• the relationship between the Education Department and the school;
• the function of the District Inspector;
• the function of the Principal and other differentiated staffing functions. An outline of promotional procedures would be helpful;
• parent groups, advisory councils and their powers;
• specialist teachers and roles;
• the unions;
• working hours related to teaching and absence and sickness procedures;
• in-service possibilities.
13. Workshops in association with school experiences and child development.
14. Workshops in association with school experience and methodologies of particular subject areas.
15. Workshops in association with school experiences and curriculum studies.
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W N COLLEGE SCHEDULE 1976
Week
Mon.—Fri. General DipT. P
B Ed (A&C)
& H
D TS (A&C HDTS
Dip Ed
& HDTS Yr 41
Grad Dip Sp Ed Library Courses (1 year) Team
A Team
B Team Yr 1' Yr 2 Yr 3 Yr 1 Yr 2 Yr 3 Yr 41 Yr 1 Yr 2 Yr 3 C
Jan. 5-9 12-16
College opens
TW TW
TW TW
TW TW 19-23
26-30 Feb. 2-6
9-13 16-20 23-27 Mar. 1-5
8-12 15-19 22-26 29-2 April 5-9 12-16 19-23 26-30 May 3-7
10-14 17-21 24-28 31-4 June 7-11
14-18 21-25
Enrolment commences Australia Day 26 January College closed
TW
Course Advice and Enrolment
TW
of New
TW
Students
TW TW TW TW'è TW TW S
Orientation O
TW I TW 1
TW , O TW TW TW 4 O S S TW S TW TW TW
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S I S TW TW
S S __
TW TW TW TW TW
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TW TW TW TIN TW TW S S S S
S S IÎ S TW S TW TW
TW TW TW TW TW TW TW TW
TW TW TW TW TW TW TW TW
TW TW TW
S I S t S
TW TW TW
S S S Good Friday
April 16 College closed
16, 19, 20
TW TW S TW TW
TW TW TW TW TW
TW TW TW TW TW TW TW TW TW
TW TW TW TW TW
TW TW TW TW 1W
TW TW TW TW TW
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$ _ TW TW Uni., School Vac.
Uni., School Vac. First Term Vacation 1st week available for assessment {2nd week available for excursions Uni. Vac.
Queen's Birthday June 14 College closed
.
1W TW TW TW
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TW TW 1W
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S S S LTN TW
28-2 July 5-9 12-16 19-23 26-30 Aug. 2-8
9-13 16-20 23-27 30-3 Sept. 6-10
13-17 20-24 27-1 Oct. 4-8 11-15 18-22 25-29 Nov. 1-5
8-12 15-19 22-26 29-3 Dec. 6-10
13_17 20-24
; TW i TW i TW_
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Second
TW TW TW
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T W TW TW
Vacationllst TW TW TW
12nd
TW TW 1W TW TW TW TW TW
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week available
TW TW TW TW TW TW TW TW
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TW TW TW TW TW lW TW TW
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Assignments and Assessments
TW TW TW
S S S
TW TW TW
TW TW TW
Results available December 6 S
S Course Advice and Re-enrolments
College Closes 5 p.m. December 23
• Students spend 1 day a week in the school during Terms 2 and 3. This is undertaken in conjunction with the subject School Studies. The complete Dip. 1 school experience program is undertaken at the one school for each student. In second and third years, a concurrent program of 1 day a week is offered as an alternative pattern of school experience, with a consolidated program of one or two weeks.
t Individual programs of school experience are arranged.
t A concurrent program of school experience (e.g. two days a week) is offered with a consolidated program of up to three weeks.
,E Requirements for school experience may necessitate some alteration to this program TW Teaching weeks.
S School experience.
Note—Anzac Day (April 25) this year falls on a Sunday TW
S