0 SYLLABUS STUDIES

DIPLOMA OF TECHNICAL TEACHING

Hairdressing

Horticulture

Marks, Harriet. Nutrition and elementary food science. London:

Warne, 1970.

Morel, Julian. The caterer's companion. London: Pitman, 1973.

Gamhill, J. Cutting. Kensington, N.S.W.: University of N.S.W.

Press, 1980.

Openshaw, F. Hairdressing science. London: Longman, 1978.

Powitt, A.H. Hair structure and chemistry simplified. New York:

Milady, 1973.

The Prentice Hall textbook of cosmetology by Olive Scott et al.

Englewood Cliffs, N.J.: Prentice Hall, 1976.

Beard, James B. Turfgrass: science and culture. Englewood Cliffs, N.J.: Prentice Hall, 1973.

Harris, Thistle Y. Shrubs. West Melbourne, Vic.: Nelson, 1977.

Harrison, Richmond E. Handbook of trees and shrubs. 5th ed.

Wellington, N.Z.: Reed, 1974.

Rowell, R.J. Ornamental plants for Australia. 2nd ed.

Kensington, N.S.W.: University of N.S.W. Press, 1981.

DIPLOMA OF TECHNICAL TEACHING

Cabinet Making:

Graphic Communication Trade Mathematics

Advanced Workshop Practice Carpentry and Joinery:

Graphic Communication Building Science & Mathematics Advanced Workshop Practice Electrical Trades:

Electrical Fundamentals Graphic Communication

Advanced Trade Practices/Trade Science Fitting & Machining:

Metallurgy & Welding Graphic Communication Metrology & Machining Analysis Metal Fabrication:

Metallurgy

Graphic Communication

Advanced Trade Practices/Trade Science Plumbing/Gasfitting:

Graphic Communication Trade Mathematics and Science Advanced Trade Practices Secretarial Studies:

Word Processing Shorthand Systems

Introduction to Computer Programming Services and Manufacturing Trades Graphic Communications

Science Related Study Literature Search Sheet Metal Work:

Graphic Communication Trade Mathematics and Science

Advanced Trade Practices/Plastics Welding Speech and Drama:

Perception 52

DIPLOMA OF TECHNICAL TEACHING

Program Presentation Script Writing Movement and Mime Wool Classing:

Wool Technology

Assessment is based on attendance and participation in sessions and completion of satisfactory assignment work.

As some adaptation is necessary to suit the specific needs of individuals and groups, detailed aims, content and references for each area will be made available by subject co-ordinators at the commencement of each academic year.

MEDIA EDUCATION

The contribution of a wide range of educational media to the teaching process is an integral part of all specialist areas. Provision for training in the use of equipment is made through the Open Access Media program of the Institute's Resources Centre. (Refer SPUR Section).

© EDUCATIONAL PSYCHOLOGY

There is no formal course in Educational Psychology in the first year of the course. Contact with Educational Psychology lecturers in the first year is on an informal basis and may involve their working with groups of students on a consultancy basis within the framework of Principles and Methods of Teaching.

During the second year, Educational Psychology is allotted two hours per week throughout the year. This is organised as for Educational Psychology (Graduate Diploma in Education), and consists of a Common Introductory Unit given to method groups in Term One, followed by a choice of optional units to mixed method groups in Term Two, and again a further range of options in Term Three. The formal course is thus composed of three parts:

Common Introductory unit in Term One, first Option in Term Two, and second Option in Term Three. The aims of the course and the details of the Units are as stated in the Graduate Diploma

in Education. Students may be advised that in certain cases, particular options are especially appropriate to their teaching areas.

Q EDUCATION AND SOCIETY

This subject aims to give students an overview of the development and administration of education in Victoria, some familiarity with various levels and types of educational provision, and an understanding of some contemporary issues in technical and further education. It is designed to help them to sharpen and broaden their insight into the role of teachers and educational Assessment

Subject Details

Aims

53

DIPLOMA OF TECHNICAL TEACHING

institutions, so that they may see their own work in a wider context and clearer perspective. It also aims to provide them with developmental experience in observing educational practice, identifying important questions, investigating problems, forming carefully-founded opinions, and reporting their thinking.

Areas of Analysis • The development and administration of education in Victoria.

• Aims and emphases of education in Victoria.

• Levels and types of educational provision in Victoria.

• Contemporary issues in technical and further education.

Conduct Two hours per week arranged in two three-hour sessions every three weeks. A number of sessions is devoted to excursions.

Assessment Based on attendance at, and participation in, scheduled sessions (including excursion visits), and completion at satisfactory standard of prescribed assignments.

References Australia. Committee of Inquiry into Education and Training.

Education, training and employment: report of the Committee of Inquiry into Education and Training (Williams report).

Canberra: A.G.P.S., 1979.

Australian Committee on Technical and Further Education.

TA FE in Australia: report on needs in technical and further education. (Kangan report). Canberra: A.G.P.S., 1974.

Australia. Interim Committee for the Australian Schools Commission. Schools in Australia: report (Karmel report).

Canberra: A.G.P.S., 1973.

Burgess, T. Education after school. Harmondsworth: Penguin, 1977.

School, work and career: seventeen-year-olds in Australia, by T. William et al. Hawthorn, Vic.: ACER, 1980.

Sturman, Andrew. From school to work: a review of major research in Australia. Hawthorn, Vic.: ACER, 1979.

Victoria. Education Department. Technical education handbook.

Melb.: Education Department, 1982.

Q

COMMUNICATION STUDIES — ENGLISH (First Year) Aims To help students to understand the communication process, to

improve the communication skills they employ in their various roles as teacher, student and staff colleague; and to extend their appreciation of the language arts.

SPEECH COMMUNICATION

• Communication. Processes — the nature of human 54

DIPLOMA OF TECHNICAL TEACHING

Conduct

Conduct

Assessment

References

communications; components of the communication situation; types of communication networks; barriers to effective communication.

• Communication Skills — verbal; vocal and other non-verbal skills; listening skills; perceptual skills; interpersonal communication skills.

• Communication and Learning — credibility of the teacher;

effects of communication relationships in an educational setting; the relation between speaking styles and teaching procedures; the appropriate use of industrial language.

• Evaluation of Communication Events — criteria for evaluation; self-evaluation.

• Class contact — one hour per week throughout the first year.

(Additional small-group or individual tutorial assistance is available.)

• The following activities are undertaken:

practical work and associated lectures and discussions;

experiential workshops, which may include impromptu and prepared talks; interviews; small group discussion;

oral precis of written material; role playing; audio and video recording and playback.