Prerequisite. Secretarial Studies
B
or an approved equivalent SyllabusTopics include: course organisation, examination and evaluation of secretarial and related courses in schools, course and lesson planning. facilities and equipment, resources and services; skill learning and development, keyboard introduction, development of typewriting technique, speed, accuracy, production skills, audio typing and listening skills; communication courses, language development programs. personal and vocational courses: shorthand introduction, development of note-taking and transcnption speed and accuracy, dictation procedure; integrating skills, office style assignments, simulated office experience, work experience, career prospects; evaluation of performance, catering for individual differences and learning difficulties.
Texts
Holden. A led) Readings in Method of Teaching Typewriting Fitzroy (Vic): VCTA 1976 Moore, G Courses of Study in Shorthand and Typewriting Fitzroy (Vic): VCTA 1977 Preliminary Reading
Russon. A 8 Wanous, S Philosophy and Psychology of Teaching Typewriting Cincinatti: South-Western 1973
Assessment
As for Method of Teaching — Accountancy
.
Methodology of Economics and Commerce
Special Requirement
This units not available to those students who are able to meet the prerequisites for any four of the above Method studies.
Prerequisite . Enrolment in three of the above five Method studies Syllabus
Topics include
.
use of microteaching in the development of the teaching skills involved in introducing a lesson, question and answer, and maintaining pupil interest within the discipline of economics and commerce: rationale and past development of business subjects in pre-tertiary education; future developments of business studies in pre-tertiary education; and role of a co-ordinator in economics and commerce.Assessment
As for Method of Teaching — Accountancy
.
Method of Teaching — English
Prerequisite English B1 plus one of B2-B 10, or an approved equivalent Syllabus
Traditional topics incorporated in activities during the year include approaches to reading, writing, listening and speaking as part of secondary schooling, and approaches to the teaching of literature, including poetry, the novel, drama, and other literary forms. These are investigated in such a way as to indicate that the relevant skills and approaches depend on the persons involved, especially the adolescent with whom the teacher deals, and on the context within which learning takes place. Activities include investigation of important pedagogical ideas and procedures, with particular reference to the role of language in learning, as these affect the English classroom, the teacher, and the learner. Much of the inquiry centres on the pragmatic context of classroom teaching and learning, and students are asked to relate their insights and questions to the school situation.
138 Subject Descriptions
Books
Australian Association of Teachers of English Resources I, Il, Ill Parkside (Sth Aust) 1974-8 Barnes. D et al Language, the Learner, the School Harmondsworth: Penguin 1971 Saunders, M Developments in English Teaching London: Open Books 1976
Watson, I< D 8 Eagleson, R (eds) English in Secondary Schools Today and Tomorrow Ashfield (NSW):
English Tchrs Assocn 1977 Assessment
Based on class exercises and assignments negotiated between student and lecturer and, unless other acceptable arrangements are made, on participation in organised classes.
Method of Teaching — Film and Television
One 2-hour class a week except during 3-week blocks of School Experience Prerequisite: Credit of 21 points in Media Arts subjects, or an approved equivalent Syllabus/Treatment
The main concerns of this program are the role of studies of film and television, and the ways in which activity in the area might best be initiated and conducted in a secondary school. Of particular concern is ways of integrating such activity into activities in other areas.
There will be a series of workshops which explore classroom materials within typical classroom limitations, discussions including a range of visiting speakers from schools, and visits to schools and other institutions.
Books
Appropriate reading is recommended during the year. Some or allot the following are used:
Berger, J Ways of Seeing London: Penguin 1974 Barthes, R Mythologies London: Paladin 1972
Harcourt, P Movies and Mythologies Canada: CBC Publications 1977 Monaco J How to Read a Film New York: OUP 1977
Assessment
Based on participation in workshop and discussion sessions; on several short assignments deriving from workshops and usually involving a production in film, sound or other media; and on one major project with a child or small group of children.
Method of Teaching — Geography
This program has the following structures:
1. For students other than Environmental Science students, this subject occupies two hours a week, except during block School Experience.
2. For Environmental Science students this subject occupies one hour a week during the year.
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 includes consideration of philosophical and theoretical issues. teaching approaches and techniques, curriculum issues, teacher-student interaction, resources for learning, language and literacy.
Bachelor of Education (Secondary)
139
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 statt and students to explore a number of approaches which might also be appropriate at the secondary school level. The program includes consideration of philosophical and theoretical issues, teaching approaches and techniques, cumculum issues. teacher-student interaction, resources for learning, language and literacy..
Books
Bacon, P (ed) Focus on Geography Washington: NCSS 1970 Graves, N Geography in Education London: Heinemann 1975
Graves. N (ed) New Movements in the Study and Teaching of Geography Melbourne: Cheshire 1972 Assessment
Negotiated with individual students or groups of students.
Method of Teaching — History
Two hours a week, except dunng block periods of School Experience
Methods of Teaching History, Social Studies, and Politics may be conducted jointly around common issues, employing team teaching techniques. Later in the course, electives are offered to provide for some of the interests of students enrolled in the subject.
Prerequisite: Credit of 12 points in History at the Group 2 level, or an approved equivalent Syllabus
This program is a preparation for the teaching of history and aspects of related studies such as social studies and general studies at all levels of secondary schools. Issues considered include: rationales for teaching history in secondary schools; the use of objectives in social education; strategies to develop learning activities; aspects of values and moral education vis-a-vis the secondary school humanities curriculum; teaching 'styles' and teacher-pupil relationships; strategies for the selection of content and evaluation techniques.
Books
Fraenkel, J Helping Students to Think and Value 2nd edn Englewood Cliffs: Prentice-Hall 1980 Additional sources will be suggested during the year. Students may also refer to the readings suggested for Method of Teaching - Social Studies and Politics.
Assessment
Assessment will be negotiated with individual students or groups of students.
Method of Teaching — Librarianship
Prerequisite:
18 points in Librananship at the Group 3 level, together with a pass or concurrent enrolment in Librananship D or equivalentSyllabus
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 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.
Preliminary Reading
Focus on People: Selected Papers (ASLA 3rd Conference, Brisbane 1972) Carlton: ASLA 1973 Roe, E Teachers, Librarians and Children: A Study of Libraries revised edn Melbourne: Cheshire 1972 The Role of Libraries in Secondary Education Canberra: AGPS 1971
140
Subject DescriptionsAssessment
Based on participation in seminars, preparation of practical exercises, presentations of seminar papers, and submission of written exercises. The total written work for assessment will be 3,000-4,000 words.
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
A study of principles and practice in modem 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.
Methods of Teaching — Secondary Science and Mathematics
Methods of teaching in the sciences and in mathematics for intending secondary teachers are organised in three groups. The following Methods of teaching are offered:
Group 1 Group 2 Group 3
Junior Science A Biology Junior Science B
Chemistry Further Studies in School Science Environmental Science
Physics
Junior Mathematics A Senior Mathematics Junior Mathematics B Computer Studies Further Studies in School
Mathematics
Group 1 Methods occupy two class hours a week throughout the year. Methods in Groups 2 and 3 occupy one class hour a week throughout the year.
Students with the necessary prerequisites may take either two hours a week or four hours a week of the above Method studies. There are several conditions on choices within this grouping; these are:
• Students taking four hours a week must select one Method from Group 1.
• Junior Science may not be taken in Group 1 and Group 3.
• Junior Mathematics may not be taken in Group 1 and Group 3.
• Senior Mathematics or Computer Studies may not be taken without either Junior Mathematics A or B.
• Biology, Chemistry, Physics or Environmental Science may not be taken without either Junior Science AorB.
Bachelor of Education (Secondary)
141
The groupings and related conditions make it possible for students to take Method studies in both science and mathematics, or to concentrate in either the sciences or in mathematics. It is also possible to take either science or mathematics Methods in conjunction with a Method study from outside this grouping.