MELBOURNE
TEACHERS' COLLEGE
HANDBOOK 1965
EDUCATION DEPARTMENT VICTORIA
THE UNIVERSITY OF MELBOURNE
INSTITUTE OF EDUCATION CARLTON
TABLE OF CONTENTS
ADMINISTRATIVE INFORMATION ...
LECTURING STAFF CALENDAR
FOREWORD •••
9 11
HISTORY OF MELBOURNE TEACHERS' COLLEGE ••• 12
COURSES ... ••• 15
COURSE DESCRIPTIONS •„ 16
SUBJECT DESCRIPTIONS ,,, 24
SPECIAL STUDIES •.. 29
TEACHING PRACTICE ...
•..
32TRAINING SCHOOLS .•.
.
..
36THE STUDENTSHIP ..•
•..
38FINANCIAL INFORMATION ... ... 40
LEAVE OF ABSENCE 41
HOSTELS
42
LIBRARY •.• 43
ART COLLECTION ... 43
COMMUNITY DAY 44
PLAN OF COLLEGE BUILDINGS 45
GENERAL INFORMATION .•. 46
STUDENT ACTIVITIES ... 48
STUDENT REPRESENTATIVE COUNCIL 50
MELBOURNE TEACHERS' COLLEGE
PRINCIPAL
WARWICK EUNSON, T.P.T.C., B.A., B.Ed., A.L.A.A.
VICE-PRINCIPAL
F. CHARLES MELLOW, T.T.C. (Man. Arts), A.T.C., A.T.Dip.
STUDENT REPRESENTATIVE COUNCIL
President MARY MARSHALL
Vice-President RON SMITH
Secretary JUDY LANG
Treasurer BARBARA LEE
Social Secretary MARY McFARLANE
General Clubs Representative BRIAN O'HALLORAN
Editor—Griffin MARIANNE TRIPP
Trainee LINDELL PHELPS
Officer-in-Charge
OFFICE STAFF GEOFFREY L. GILLETT HAROLD R. CLARK (Mrs.) LOUISE DAVID (Mrs.) MURIEL GILCHRIST (Mrs.) LOLA TZANATOS
TELEPHONES
General Office 34-6691
Student Representative Council 34-2726
College Hostel 34-1535
POSTAL ADDRESS Grattan Street, Parkville, N.2, Victoria
LOCATION
The college is situated at the corner of Swanston Street and Grattan Street, and is adjacent to the south-east portion of the grounds of the University of Melbourne.
Trams to East Coburg and Moreland, travelling north along Swanston Street from Flinders Street railway station, pass the college. Grattan Street is at stop No. 9.
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LECTURING STAFF
ART AND CRAFTS
J. Graham Hopwood, T.T.C., A.T.C.
Jorgen C. Christiansen, T.P.T.C., S.A.T.C.
Robert T. D. Cunningham, 1 Hon., T.A.C.T.C., S.A.T.C., Dip.Art (Mrs.) Kay Douglas, T.A.C.T.C. (Prim.)
William I. Edwards, T.P.T.C., C.A.
(Mrs.) Clare A. Finniss, T.S.T.C. (Dom. Arts), Dip.Dom.Ec.
M. Robert Hamilton, T.P.T.C., D.T.S.C., S.A.T.C.
William D. Nicol, 1 Hon., T.P.T.C., D.T.P.C.
David A. Newbury, T.P.T.C., S.A.T.C., A.R.M.I.T.
Louis J. Senini, T.T.C. (Man. Arts), S.A.T.C.
Geoffrey J. Weeks, 1 Hon., T.P.T.C., C.A.
EDUCATION
Douglas Watson, T.P.T.C., B.A., B.Ed.
Leo H. Brophy, T.P.T.C., B.A., Dip.Ed. (qual.) Norman J. Chirgwin, T.P.T.C., B.Com., B.Ed.
John B. Mildren, T.Sp.T.C., B.A., Dip.Ed.
Reed Pollock, T.P.T.C., B.Com., Dip.Ed. (quai.) Donald Russell, T.P.T.C., B.A., B.Ed. (quai.)
Kenneth F. Watkinson, T.Sp.T.C., B.A., Dip.Ed., L.Th.
ENGLISH
Victor E. Fitcher, T.P.T.C., B.A. (Hon.), B.Ed.
Frederick R. E. Allen, T.P.T.C., B.A., Dip.Ed.
Dianna M. Blythe, L.G.S.M., A.G.S.M. (London) Malcolm Greer, T.P.T.C., B.A., B.Ed.
Lysbeth Hunn, B.A., B.Ed.
Austin I. Maloney, T.P.T.C., B.A., B.Ed.
John G. Mitchell, T.P.T.C., B.A.
INFANT SCHOOL METHOD Irene A. Agnew, T.I.T.C.
(Mrs.) Roslyn Fox, T.I.T.C.
Audrey I. Wilson, T.I.T.C., K.T.C.
LIBRARY
George C. Holman, T.P.T.C., B.A., Dip.Ed., A.L.A.A.
Ralph W. Biddington, T.T.L.C.
Olive I. Cousins, T.T.L.C., B.A. (quai.) Robert A. Crawford, T.T.L.C.
George W. Edmonds, T.T.L.C.
Kevin P. Farrelly, T.P.T.C., B.A.
Geoffrey I. Kelso, T.T.L.C.
James J. McKenna T.P.T.C.
James C. Morgan, B.Com., A.L.A.A.
Kathleen M. O'Keeffe, B.A., B.Ed., A.L.A.A.
Janice L. Wright, T.T.L.C.
Wesley H. Young, T.T.L.C.
MATHEMATICS AND SCIENCE
John S. H. Legge. T.P.T.C., B.Sc., B.Ed.
Donald J. H. Adams, T.Sp.T.C.
A. Grant Angus, T.P.T.C., B.Sc., B.Ed.
Norman A. Wakefield, T.P.T.C., B.Sc.
MUSIC
Mary A. Kennedy, T.P.T.C., Mus.Bac., Dip.Ed., L.R.S.M., A.Mus.A.
John F. Gilfedder, T.P.T.C., Mus.Bac., B.Ed.
Carmel M. Jowett, T.P.T.C., Mus.Bac., B.A., A.Mus.A.
William E. Watkins, T.P.T.C., Mus.Bac.
PHYSICAL EDUCATION AND HEALTH
Robert J. Croft, T.P.T.C., B.A., Dip.Ed., Dip.Phys.Ed.
Reginald J. Carr, T.P.T.C., Dip.Phys.Ed.
Judith M. Sprake, T.P.T.C., Dip.Phys.Ed.
Ellen F. Wilkinson, I Hon., T.P.T.C., Dip.Phys.Ed.
SOCIAL STUDIES
M. Allen K. Nilan, T.P.T.C., B.A., Dip.Ed.
Geoffrey G. Sprunt, T.P.T.C., B.A., Dip.Ed. :(qual.)
ASSOCIATE STAFF
H. Wesley Rouch, M.B.B.S., M.R.C.O.G.
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CALENDAR February 2 College re-opens.
9 Second- and third-year students return.
Secondary art and crafts first-year students begin.
16 Primary first-year students begin.
March 5 Welcome Palais 8 Labor Day
11 Inter-Group Swimming Carnival 16 Welcome Concert
23 River Trip
31 Inter-College Swimming Carnival April 16 Good Friday
19 Easter Monday 20 Easter Tuesday May 14 First term ends.
31 Second term begins.
June 8 Invitation Ball 14 Queen's Birthday August 16 Education Week begins.
23 Tours Week begins.
27 Second term ends.
September 13 Third term begins.
30 Show Day
October 20 Inter-Group Athletics Carnival November 1 Examinations begin.
2 Cup Day 5 Poppy Day
17 Inter-College Athletics Carnival 19 Graduation Ball
December 1 Church Services 9 Graduation Ceremony 10 College goes down.
17 Third term ends.
FOREWORD
You are welcome. We shall be delighted to meet you at the Melbourne Teachers' College and we hope that you will find it a friendly place which will gain from your presence. You will, I know, find that the staff and senior students will do all they can to make you feel there is a place for you in the college community.
The courses you will undertake during the next two or three years should be satisfying and stimulating. But you must adapt yourself to this period of preparation for your career as a teacher and learn to be responsible, industrious, and independent. There will be people ready to guide and advise, but none to police you.
Although you will attend lectures and tutorials, you will be obliged to plan wisely the use of your free time, day and evening, for reading, and study, and assignments; for extra-curricular activities, and for non-college interests.
From time to time you will visit various kinds of schools to make observations and to obtain experience in teaching and guid- ing children. You will meet fellow teachers who will give you the benefit of their experience, and children just like those who will be entrusted to your care in the near future. Be ready to co-operate with these teachers and children.
A college must enrich your living. It must provide leisure for recreation and interests which will absorb your energies, give you enjoyment in associating with others, and play a part in forming friendships outside the sphere of daily duty. The college will offer an extensive choice of sports and games; there will be clubs and societies, excursions, entertainments and socials. Enter into these with zest. Enjoy the good fellowship, and take your part in doing some of the work which is necessary in any corporate enterprise.
Many of you will be members of churches, clubs, or associa- tions. Do not sever these links. It is neither healthy nor sensible to live entirely within one small community.
Be prepared to live up to the ideals bequeathed to you from the past; to take criticism with a smile; to give of your best to your fellow students, to the schools, and, above all, to the children.
Throughout your college life do nothing which will lower you in your own estimation, and nothing that will bring our profession into disrepute.
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THE HISTORY OF
MELBOURNE TEACHERS' COLLEGE
The Melbourne Teachers' College, which opened on its present site in 1889, came 'in somewhat irregular scholastic succession from its pro- genitor, established in May, 1855, in the old Model School buildings, formerly in Spring Street, East Melbourne.'
In the early days of the State's development there existed two competing educational authorities—the Denominational School Board (1848) and the National School Board (1852). Each set up a training institution for teachers; but the latter body, by gaining parliamentary authority, became the dominant force until, under the Common Schools Act (1862), both boards were abolished and replaced with a Board of Education which finally set up its own training centre.
It is interesting to note that the building chosen to house the new centre was the former home of the National Board, and the principal appointed was the former head of the Denominational Board. In this way both boards retained something of their identity.
Significant changes in the pattern of training were foreshadowed in the Education Act of 1872, which introduced the 'free, secular and compulsory' system under a Department of Education. Many voices had raised the cry for reform. The most persistent and most effective in influencing public opinion was that of Mr. F. J. Gladman, principal of the training institution.
Plainly and loudly (as he himself put it), he urged the need for 'a well- appointed and properly officered training college' in the highest councils of the State.
It was fitting that, at the close of a distinguished career, his contribution to teacher training should be recognized by the foundation of the Gladman prizes. These are awarded annually to students of the college, for academic merit, and for teaching skill—the qualities he looked for in the thoroughly prepared teacher.
The need for a residential teachers' college was finally brought before Parliament, but even the selection of a site proved a difficult matter.
Eventually a decision was taken to reclaim portion of an area of land temporarily lent to the university authorities on condition of 'their under- taking to render the place impervious to cows and goats'. This followed an examination of claims for rightful possession put forward by repre- sentatives of the University of Melbourne, the Melbourne Hospital, the Education Department, the Minister for Defence, and the residents of Carlton.
The central block of the college was completed in red brick Elizabethan and Queen Anne styles, and occupied in December, 1889, with a remark- able absence of ceremony, considering the lengthy period of its gestation.
Mr. C. A. Topp, the principal, reported:
I have the honour to inform the Secretary that I have occupied the new building at Carlton for the purpose of a Training College since the 16th December, inclusive.
By the time the college had been functioning for two years, both eastern and western wings were completed, under separate contracts. But troubled
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days lay ahead. The government, financially embarrassed like the rest of the community by the aftermath of the land boom, closed the college in 1893.
For the next five years it was leased as a private school, despite efforts by the university council to have the land ceded for its engineering school.
Meanwhile, Mr. F. Tate and Mr. C. R. Long, two college lecturers, kept alive the ideal of professional fitness by giving instruction to pupil teachers at centres in Melbourne, Ballarat, Bendigo, and Geelong.
The college reopened in 1900 with fifty-seven students, seven of whom had not finished their course when it closed in 1893. To the post of prin- cipal came Mr. F. Tate whose enthusiasm for education was matched by his grasp of its true significance. Sixty years ago he propounded the doc- trine that education 'should be real, related to human life, and a prepara- tion for complete living'.
His term of leadership was short. He was forced to sever his connexion with the college to become Director of Education when this position was created in 1902. The students who were associated with him had a bronze bust cast to mark their appreciation of his work. This bust stands today in the college hall.
Much of the tradition which has grown around the college was formed during the long period when Dr. J. Smyth was principal. His influence permeated every aspect of college life. One glance at his portrait in oils, which hangs at the head of the main stairway, is sufficient to arrest the attention, to convey something of the character of the man. A scholar with a world background of learning, he had the honour to become the first to occupy the chair of education at the University of Melbourne.
Students remember him today in the motto he adopted Non omnis moriar
which so fitly describes his own influence on the college, and the badge he chose
The Griffin
which symbolizes swiftness and strength, wisdom and light. Teachers remember him through the John Smyth Memorial Lecture, delivered annually by a distinguished Australian or visiting educationist, to keep alive his aims and his work.
The progress of the college has been uninterrupted since its reopening, although a further threat to the continuity of its existence came during the depression years of the thirties. Two sister colleges which had been established in 1926 at Ballarat and Bendigo, to meet the demands of increased numbers offering for training, closed their doors, and severe retrenchments were made at Melbourne.
Professor L. J. Wrigley, in his comparatively short term as principal during these difficult years, raised the scholastic level of college life to a height never reached before, and had the pleasure of seeing one of his students, Mr. C. Forsyth, gain the Rhodes Scholarship at the University of Melbourne.
Professor G. S. Browne, next in succession, became widely known throughout the Commonwealth because of his interest in modern develop- ments in education. Quickly he realized the importance of radio (and later,
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of television) as an educational medium. He travelled widely, examining new schools and new methods, and worked enthusiastically to widen the horizons of teachers and children living in a rapidly changing world.
When Professor Browne became a full-time officer in charge of the School of Education at the university, his vacant position was filled by Mr.
A. J. Law, formerly vice-principal. Mr. Law came to office in the jubilee year of the college. By this time the increase in student numbers—from the proposed sixty in 1889 to nearly four hundred in 1939—made it imperative that additional facilities be provided, for both residents and non-residents.
Work was commenced in 1939 and, during his term, material gains were made in the erection of a new block housing a gymnasium, common rooms, an assembly hall, and additional lecture rooms; and in the extension of the art block, originally built in 1909.
In 1950 Mr. G. R. Mills became principal and for the next twelve years he graced his role with wise and benign counsel. There were challenges to be met. The continual growth of the college, with its complexity of courses and an enrolment approaching one thousand students, demanded skill in administration and appreciation of human relationships. He met these challenges with a serene mind and a resourceful hand.
The influx of students from country areas increased the pressure on hostel accommodation, and this became one of Mr. Mills' chief concerns.
To relieve this situation the Education Department adopted the policy of buying established homes around the city and, when Mr. Mills re- tired, there were six hostels serving the needs of this college.
The present principal, Mr. W. Eunson, was appointed while on leave overseas in 1962, and during the year of his absence the vice-principal, Mr. F. C. Mellow, held the position with distinction.
Mr. Eunson has pursued a vigorous policy of making fullest use of the resources of a crowded college. Already he has done much to make its physical conditions more attractive while he is planning developmental projects for the future. He has amended the primary teachers' course, and students now have the opportunity for specialized work in certain areas of teaching.
The year 1964 marked the seventy-fifth anniversary of the opening of the college on its present site. Over the years a strong tradition had developed, but Mr. Eunson was concerned that already the record of earlier years was incomplete, that information and documents of considerable value were being dissipated. He therefore decided to give an historical emphasis to the occasion. The chief events of the celebration were a grand reunion of ex-students (the first held since 1920); an historical display as the initial stage in organizing the college archives; and the publication of a special, augmented edition of the college magazine, Trainee.
COURSES
1. TRAINED PRIMARY TEACHER'S CERTIFICATE T.P.T.C.
2. TRAINED INFANT TEACHER'S CERTIFICATE T.I.T.C.
3. TRAINED PHYSICAL EDUCATION TEACHER'S
CERTIFICATE (Primary) T.P.E.T.C. (Prim.) 4. TRAINED TEACHER-LIBRARIAN'S CERTIFICATE T.T.L.C.
5. TRAINED SPECIAL TEACHER'S CERTIFICATE T.Sp.T.C.
6. TRAINED ART AND CRAFTS TEACHER'S
CERTIFICATE (Primary) T.A.C.T.C. (Prim.) 7. TRAINED SECONDARY TEACHER'S
CERTIFICATE (Art and Crafts) T.S.T.C. (Art and Crafts)
PREREQUISITES
The qualification required for entry on the course for T.P.E.T.C.
(Primary) is the Matriculation Certificate of the University of Melbourne, or an approved equivalent. For all other courses, the requirement is the School Leaving Certificate of the University of Melbourne or a pass in five Leaving Certificate subjects including English, or an approved equivalent.
But, the possession of a Matriculation Certificate is an advantage to all students.
The Education Department gives priority in selection and classification to matriculated students.
Only matriculated students are eligible for extended courses at the University of Melbourne.
Matriculated students are employed by the Education Depart- ment at a higher initial salary.
Students must be seventeen years of age and under thirty years before 1st April in the year they commence a course. Under-age applicants who have qualified for the Matriculation Certificate will be considered for admission to a course.
The extended primary courses (4, 5 and 6) are granted to selected students who have completed the course for T.P.T.C. at a certain level of achievement. These awards are competitive and are dependent upon recommendation by a college principal.
Similarly, an extension of the secondary course (7) .to a fourth year may be granted to enable the student to obtain the Secondary Art Teacher's Certificate. Applicants for this extension require a Matriculation Certifi- cate, including art.
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1 2
1 S 1
COURSE DESCRIPTIONS
TRAINED PRIMARY TEACHER'S CERTIFICATE T.P.T.C.
This is the basic two-year course undertaken by students who intend to teach general subjects at any level in the primary school.
The major part of the work of the first year is directed towards con- tinuing the student's general education by advancing his present skills and knowledge, by developing areas which may be needed as a background for his teaching, and by awakening some new interests. He is inducted gradu- ally into the theory and practice of education, especially as it applies to the primary school. In the second year some degree of specialization occurs.
The number of basic subjects is reduced so that the student can advance further in professional skill and knowledge in selected areas of the school curriculum. He continues to gain practical experience in the various departments of the primary school and is instructed in methods of teaching and in school organization.
SCHEDULE
Periods per week Year I Year II Subject
3 2 Basic Studies
Education English Mathematics
Curriculum and Skills
Art Education Music
Physical Education Science
Social Studies Assembly Clubs Meetings Music Groups Study Tutor
5 4 2 2
1 2 Special Studies
3 12
2 Three subjects are chosen from these 2 five areas. Four per-
iods are alloted to 2
J each subject selected.
35 Total 35
7 1
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TRAINED INFANT TEACHER'S CERTIFICATE T.I.T.C.
This course extends over three years. It trains students specifically for teaching children in the infant department of the primary school, and is designed to enable the student to establish right attitudes towards little children, to understand their needs, and to know their capabili- ties. The work of the infant school is seen in its proper perspective with pre-school education and the education of middle-school children.
The first year of the course is identical with that for the T.P.T.C., and it is permissible for a student who has completed the first year of the T.P.T.C.
course to apply for admission to the T.I.T.C. course. In the second and third years, suitable studies at the student's own level aim at an extension of knowledge and the development of personality, as well as an under- standing of the principles of child education, and their practical applica- tion in the infant school.
SCHEDULE Subject
Periods per week Year II Year III
Art and Crafts 4 4
Education 2 2
English 3
Infant Education
Children's Literature 1 3
Methods 5 4
Teaching Discussion 1 1
Music 3 4
Physical Education and Health 1 1
Science 1 1
Social Studies
Assembly 1
Clubs 2 2
Meetings 1 1
Study 9 7
Tutor 1
Total 35 35
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TRAINED PHYSICAL EDUCATION TEACHER'S CERTIFICATE T.P.E.T.C. (Prim.) Students who enter this specialized course are required to complete, in addition to a two-year Diploma of Physical Education at the University of Melbourne, a further year of training in primary teaching to equip them for general teaching in the primary school.
At present the organization of this course is under review.
Periods per week
Subject Year III
Combined Study 5
Curriculum and Skills 5
Education 4
English 4
Physical Education 2
Assembly 1
Clubs 2
Meetings 1
Music
Study 9
Tutor 1
Total 35
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TRAINED TEACHER-LIBRARIAN'S CERTIFICATE T.T.L.C.
Selected students are granted this one-year course as an extension of the T.P.T.C. course. The additional year qualifies them to take charge of libraries within Education Department schools.
The course trains students to administer and organize school libraries, to acquire a knowledge and appreciation of children's literature, to under- stand children's reading habits, and to establish the library as the focal point of the school's educational program. Training is based on the general principles of librarianship, modified and adapted for school libraries.
SCHEDULE
Subject Periods per week
Audio-Visual Methods General Librarianship:
Book Display and Book Crafts 2
Cataloguing and Classification 6
Development of Libraries in Australia History of Books and Printing Music
School Librarianship:
Administration 2
Books and the Curriculum 2
Children's Literature 3
Reading Interests, Skills and Levels
Assembly 1
Clubs 2
Excursions 1•
Meetings 1
Study 7
Tutor
Visiting Speakers
Total 35
One week in the third term is set aside for book-buying experience.
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TRAINED SPECIAL TEACHER'S CERTIFICATE T.Sp.T.C.
Selected students are granted this one-year course as an extension of the T.P.T.C. course.
The object of the course is to give the teacher an understanding of the particular needs of slow-learning and handicapped children, and to train him in the specific skills required for qualification for appointment to opportunity grades, special schools for mentally-handicapped chil- dren, and special schools for the physically-handicapped. Considerable emphasis is placed on individual and group research. This involves wide reading and numerous visits and excursions to appropriate centres.
SCHEDULE
Subject Periods per week
Art Education 4
Education 6
English 3
Music 3
Physical Education 2
Psychology 6
Social Studies 1
Assembly 1
Clubs 2
Meetings
Study 5
Tutor Groups
Total 35
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TRAINED ART AND CRAFTS TEACHER'S CERTIFICATE (Primary) T.A.C.T.C. (Prim.) Selected students are granted this extension after completing the T.P.T.C. course. This further year of training equips teachers to take charge of art and craft centres in primary schools, and to teach art and craft in consolidated schools.
The aims of the course are to develop the students' cultural background, to enrich their knowledge and appreciation of art, and to provide them with opportunities for artistic expression. They are encouraged to ex- periment so that they may develop creativity, and acquire skills that will help them become specialist teachers of art and crafts.
SCHEDULE
Subject Periods per week
Crafts 4
Creative Expression 4
Design 2
Fine Arts 2
Geometrical Interpretation 2
Lettering 2
School Organization
Woodwork, Metalwork; Needlework, Dressmaking 6
Teaching Practice 4
Assembly
Clubs 2
Meetings
Study 4
Total 35
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TRAINED SECONDARY TEACHER'S CERTIFICATE (Art and Crafts) T.S.T.C. (Art and Crafts) This course extends over three years and is taken in part at a technical school and in part at this college. It prepares students for teaching art and craft subjects in secondary schools.
For the first two years of the course, the student spends one day a week at college. Here the general organization of his course is handled, and the professional side of his training given attention. Four days a week are devoted to art and craft experiences in technical colleges, with the conco- mitant development of skills and attitudes. In the final year, methods of teaching the various arts and crafts are studied at the college, while a course in fine arts is done at the University of Melbourne, and a specialized elective study is taken at the Royal Melbourne Technical College. During this year, also, the student engages in teaching practice in selected second- ary schools on one day each week.
SCHEDULE Subject
Periods per week Year I Year II Year III
Art Method 1 1 2
Craft Method 3
Education 3
Elective Study 7
English 1 1
Music
Study of Art 6
Teaching Practice 6
Technical College Subjects 24 24
Assembly 1
Clubs 2 2 2
Meetings 1 1 1
Tutor Groups 1 1
Total 31 31 31
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DETAILS OF SUBJECTS
Knowledge of Art (Technical College)
Art of the past and present. This study culminates in a lecture and tutorial course in fine arts at the University of Melbourne.
Knowledge of Design (Technical College)
Design in everyday things; principles, means and materials used.
Interpretation (Technical College)
Figure and costume; instrumental drawing and lettering; composition and modelling.
Design for a Purpose (Technical College)
One major craft: women—dressmaking and needlework; men—wood- work and metalwork. Women may also study two minor crafts selected from: the art of the book, weaving, leatherwork, fabric printing, pottery.
Blackboard Sketching
Writing and lettering; summaries, diagrams, sketches, general arrange- ment; mass and colour; parallel and angular perspective; figure sketching, animal drawing; architectural sketching, other types of illustration.
Elective (Royal Melbourne Technical College)
One study selected from: painting, fabric printing and weaving, the art of the book, needlework and dressmaking, woodwork, metalwork.
Method of Art
Survey of primary and secondary courses for aim and content; stages of art development in children; secondary system in Victoria—standing com- mittee, Class A and Class B schools, qualifications, promotion, examiners' reports, divisions of service; teaching methods, procedures, assessment;
developing a philosophy of art.
Method of Craft
Historical backgrounds, modern developments; knowledge of processes in selected crafts; acquisition of skill; planning and equipping a craft room.
Method of Woodwork and Metalwork
Child's needs when using wood and metal as media of expression; the room—organization, aids, tools, display; methods of finishing; history and appreciation of the craft—historic examples, contemporary trends, good design.
Method of Needlework and Dressmaking
Knowledge of processes involved in course of study; appreciation of teaching aims; establishing standards of design and technique; knowledge of syllabus; a good selection of teaching aids.
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SUBJECT DESCRIPTIONS
The statements which follow in this section outline in broad principle the approach of the college faculties towards the teaching of the subjects they offer. As this approach is concerned as much with the growth of the student as with the imparting of knowledge and skill, a common policy permeates much of the teaching.
For courses with a particular bias, appropriate modifications, amplifi- cations, and degrees of emphasis are given.
ART AND CRAFT EDUCATION
The various courses in art and craft education are planned to implement the following aims:
To interest each student in a cultured way of life through the studies of art and craft knowledge and design, as seen and experienced in his everyday'environment.
To enrich the student's appreciation of art and craft.
To develop a philosophy of art and craft education through a study of educational principles, a close survey of the stages of development of child art with its characteristics at the various age levels, and a comparative study of the current trends in art education throughout the world.
To study the courses for schools in Victoria, methods of procedure, and organization of syllabuses, in order to foster an effective teaching attitude necessary to achieve education through art.
To effect an understanding of classroom practice through participation in practical activities suitable for the classroom, and observation and teaching of art in the schools.
EDUCATION
In this subject, the general aim is directed towards producing indi- viduals who are well equipped on leaving college to become thoughtful, progressive, adaptable, co-operative, and competent teachers with high ideals and a sense of responsibility to the community. The content of the courses, therefore, is structured around the following specific aims:
To provide a background knowledge of education as a field of activity in our society.
To develop an understanding of and interest in child development, child behaviour, and adult behaviour.
To give students a knowledge of the best practices and ideals in edu- cation at home and abroad.
To provide a close link between practical teaching and theory, and to help students develop as teachers.
To encourage reading and research in education.
To stimulate a thoughtful approach towards the development of a per- sonal philosophy of education.
To develop a pride in the State system of education.
Courses fall under two main divisions:
general education
principles of education and educational psychology.
General education consists of an introduction to teaching and schools, the history of education, modern developments, comparative education, organization of education, general method, and an introduction to the philosophy of education.
Principles of education and educational psychology cover various as- pects of human development, human behaviour, and mental health. The application of this part of the syllabus to teaching lies in such considerations as the learning process, the measurement of individual differences, the tech- niques of child study, group dynamics, environmental influences, and guidance and counselling.
Audio-visual methods are demonstrated by visiting specialists, and through excursions. Students become familiar with a wide range of aids to more interesting and valuable teaching.
ENGLISH
Teaching skill is largely dependent on effective control of the native tongue, a control which the teacher needs to develop and enhance by continued study and constant practice, a control which will be achieved only if he strives to become above all a cultivated person, which implies that he must have learned to read widely and with discrimination.
The English course is designed, therefore, to continue—at a more adult level—the work of the secondary school: to stimulate reading, to widen the student's awareness of life, to develop an aesthetic sense, to provide opportunities for good talk and forceful writing, and to enlarge his grasp and appreciation of language.
Each lecturer will select the books—prose, verse, drama—which he wishes to study with his group or groups. With few exceptions the choice will be made from those types of worth-while contemporary and recent writing most likely to appeal to the student. The lecturer may take into account the special interests of particular groups and plan his course accordingly. Valuable suggestions about books for class study can come from the students themselves.
The student will be expected to contribute to his own progress by read- ing widely outside the set books and will be given opportunities to discuss this reading. He will be encouraged to attend plays (for which concession bookings are available) and to join in discussions on them.
For those groups studying for T.P.T.C. the method of teaching English is an important branch of the course. Much of this study will arise natur- ally from what is outlined above; much of it will arise from what is observed in the training schools and from the student's practical experi- ence there. There are many approaches to the teaching of English. The lecturers will help the student to realize and evaluate these approaches and techniques and to be ready to choose those best suited to the situation and to himself.
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The student will gain from the English course in direct proportion to what he puts into it: by reading and thinking about his reading, by writ- ing, and by being active in discussion.
INFANT SCHOOL METHOD
The lecture and discussion approach to the topics of the course is closely linked with practical work in the schools.
Pre-school education is first surveyed, and students gain some experience in nursery schools and kindergartens. This stage is followed by an exam- ination of the principles which stress the need for:
activity, freedom, and discipline readiness before formal teaching begins the formation of habits and attitudes.
These principles are examined in a detailed study of the methods of teaching reading, phonics, word study, writing, and number; and of initiat- ing and handling creative experiences.
In the final year of the course for T.I.T.C., the work is expanded to instil a deeper understanding of the philosophy underlying approved methods, and is extended to investigate additional topics. These are:
child guidance in classroom situations
the art of questioning and answering questions classroom routine
provision for creative experiences.
LIBRARY
Three short series of lectures, given by the library staff, demonstrate to students the best ways of using fully the resources of a library.
Series A. Using the library—study and recreation. Dewey system of classification, resources, card catalogue, bibliography.
Series B. Interests and needs of children—evaluation and selection of books (non-fiction and fiction), classics and modern fiction for children.
Series C. The school library: organization and use—furniture, finance, sources of free material, information file, classifying, cataloguing.
MATHEMATICS
The aims of the course are:
To provide an historical background to the study of mathematics.
To increase understanding of basic mathematics concepts.
To study methods of teaching in the primary school.
To interest the student in mathematics, and to bridge the gap between his school experiences and his role as a teacher of primary school mathem- atics.
Although the course stresses the importance of meaning and under- understanding, students must reach a satisfactory level of competence in elementary mathematics.
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Lectures and practical experiences, given on the use of Cuisenaire and other structured materials, demonstrate the modern approach which places the accent on discovery and understanding. In addition to this work with pure number the use of practical work in developing concepts in applied number is emphasized.
Fundamental concepts of arithmetic and their relation with algebra and geometry are discussed, and practical exercises are given.
As well as dealing with aims and general principles, the course covers methods of teaching mathematics at specific levels in the primary school, testing, children's errors, and remedial techniques.
MUSIC
This subject spreads out into many branches of college activity and plays a major part in college functions. Fundamentally its purpose is to foster a love and appreciation of music, and to provide the background and skills necessary for transmitting this to the child.
To this end emphasis is placed on enjoyment through singing, listening, and creative exploration. And so, students are given experience in melody, rhythm, and harmony—the basic dimensions of music. They learn to use the new kinds of equipment (song bells, melodicas, autoharps, and Latin- American instruments) which are entering the schools, both here and abroad. They are urged to read widely about music; and to attend con- certs, opera, ballet, and films of musical interest. They should make use of the extensive range of records available at the college for borrowing.
As students grow in perception and understanding, they are required to gain the elementary skills in teaching music, in singing, and in playing, and to study the recent, stimulating developments which are designed to make the child an imaginative and creative participant in music.
Music is an important element in every specialist course, and appro- priate emphasis is placed on those sections of curricula where special needs are to be met.
Music groups, formed to cater for preferred interests, meet each Wednes- day for orchestra, stage production, light and advanced appreciation, choir, madrigals, and melodica.
PHYSICAL EDUCATION AND HEALTH A. Physical Education
The subject comprises two sections—theory and practice.
Theory deals with the aims, principles, and effects of physical education as it is applied to various age groups. The student is made proficient as a teacher, a coach, and an umpire. He makes a study of a particular aspect of physical education and learns the best methods of promoting the subject in the schools.
Practice ensures the acquisition of the skills needed to enable him to take part in the daily physical activities of the different age groups. The student becomes familiar with infant rhythms, folk dancing, games and athletic skills, swimming and lifesaving, elementary tumbling, and many exercises which have neuro-muscular and postural value. By active
27
participation in these sports and exercises, he acquires the experience necessary to act in the directive capacities mentioned above.
B. Health
The approach to this subject is through its practical value and applica- tions. The student is made conversant with the modern concepts of health education which demand the formation of sound attitudes and correct habits in the care of the body. With the welfare of the child in mind, the course deals with such topics as posture, heredity and environment, diet and digestion, infectious diseases, and the practice of school hygiene.
The importance of the mental health of the individual—child and teacher
—is stressed, and a survey is made of the areas of community health, with particular reference to public utilities and safety precautions.
Students also take a course in first aid to enable them to cope with mishaps which occur in a school.
SCIENCE
Background lectures are given on the plant, animal, and mineral king- doms, with emphasis placed upon `continuous observational contact with the local environment'. Lectures are supplemented, wherever possible, with observation, experimental work, excursions, and practical assignments.
The methodological side of the subject considers the scope of nature study in the primary school, and its relationship with science. The organ- ization of the subject requires a knowledge of the effective use of teaching aids—such as the observation bench, pictorial material, and schools broad- casts—and the various sources of information that are available.
SOCIAL STUDIES
This course introduces students to particular aspects of the method of teaching social studies in the primary school. It surveys both methods of teaching and selection of content. Units of work from the courses of study for the junior, middle, and upper school are selected and treated in detail to illustrate these methods. Each student is given the opportunity to plan a syllabus, to implement an activity program, to prepare and use modern teaching aids.
During the year students should keep themselves informed on current sociological problems, and be prepared to discuss current events, es- pecially developments in the South East Asian area.
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SPECIAL STUDIES
In the second year of the primary teacher's course, some specialization occurs. The student reduces the scope of his course by selecting three special studies from five subject areas.
These studies may be undertaken for either of two reasons:
To pursue in depth some particular interest already well established.
To examine an area of knowledge where his skills are relatively un- developed.
It is believed that a well-informed teacher is a better teacher; for this reason students are encouraged to develop their strength as teachers in those fields where their interests and abilities lie.
ART EDUCATION
The function of this study is to investigate a field of art and craft.
The student will be given the opportunity to study fine arts and design, or to pursue such practical activities as painting, pottery, fabric printing, graphic arts, and weaving.
The subject will necessitate a close survey of art and design in the student's environment; extensive reading, research, and visits to galleries and exhibitions will help to increase the depth of this study.
MUSIC
When chosen in the second year, music is developed in depth under the title of "Music for Living". The following are the areas of study:
Appreciation. The course is designed to provide a wide knowledge of great musical works, the composers, and their place in the history of their times. Reference will be made to the parallel growth of all the arts, under the influence of the cultural mentality of the age.
Singing. This includes training of the voice, choral and madrigal experi- ence, and folk-style singing while playing instruments.
Instruments. Advanced playing of melody instruments such as recorder, melodica, and song bells; of harmony instruments such as the autoharp, and of rhythm instruments. Special tuition will be given to those wish-
ing to study other instruments.
Method. More detailed demonstration and variation of the basic approaches taught in the first year; special opportunities at the different grade levels, and in rural schools; classroom singing and appreciation.
Modern Developments. Creative emphasis at the adult and child level;
study of the imaginative work of Mursell, Orff and others; the wider possibilities with simple harmony, with movement, and with apprecia- tion and correlation.
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PHYSICAL EDUCATION
The special study of physical education in the second year preserves the basic approach, initiated in the first year of the course, of integrating an understanding of the theories of physical activity with the personal experi- ence of participation. To do this intelligently and to carry it out efficiently, the student must become aware of the importance of method, both for self- improvement and for imparting skill to others.
The topics of the course are:
Theory
History and philosophy of physical education Anatomy and physiology
Physical, social, emotional, and intellectual development of the child Play and recreation
Organization of sport
Diet and its relation to training Methods of teaching.
Practice
Standards of performance in the following:
Athletics, swimming, major games, gymnastics, trampolining, circuit training.
SCIENCE
A course in biology is divided into three parts:
1. Animal Physiology
This consists of a systematic study, along evolutionary lines, of selected members of the animal kingdom
amoeba, paramecium, sponge, hydra, jelly-fish, flat-worm, round segmented and unsegmented worms, arthropod, echinoderm, mollusc, and the vertebrates (fish, amphibian, reptile, bird, and mammal)
with special reference to the various ways in which they adapt themselves to conditions, move, feed, breathe, and reproduce.
Practical work consists of microscopic and macroscopic studies of animal specimens and animal tissues; and dissection of a placental mammal (such as the rat) to demonstrate the circulatory, digestive, unno-genital, excretory, and nervous systems.
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2. Ecology
This section deals with plant and animal communities. A series of lectures is given on basic concepts. Units such as grassland, woodland, forest, swamp, and seashore are studied in field excursions. Aspects such as the balance of nature, alterations brought about by man, the inter- dependence of plants and animals, and protection and survival character- istics will be treated incidentally.
During the course students use text books, reference collections, and other means to identify many of the plant and animal specimens encount- ered. Knowledge gained in this way will be retained for permanent refer- ence in the form of properly mounted and annotated collections. Work will be recorded in practical books.
3. Genetics
This section outlines the principles of heredity; and the role of heredity in developing the organism, in determining the path of evolution, and in influencing the constitution of a population.
The topics of the course are:
cell theory, mitosis and meiosis
the nature of genes and chromosomes, patterns of inheritance sex determination in various animals, human genetics
population genetics, genetics and evolution.
Practical Work
Experimental crosses will be made with Drosophila cultures to illus- trate Mendel's laws, sex-linked inheritance, and linkage.
SOCIAL STUDIES
Students selecting this special study will undertake a course in one of the two following subjects:
I. Economic Geography
A study of the nature and development of resources, and the complex intraction of these resources in the familiar Australian scene is the start- ing point for a more detailed examination of the resource situation in other hemispheres. The student at the close of this study chould be able to assess resources and forecast possible changes in resource patterns.
A knowledge of the commercial superstructure which man has erected on his physical world should equip him to predict both the direction and the magnitude of such changes.
The study requires individual and group investigation work with every topic of the syllabus.
2. Political Science
An introduction into the nature of political and administrative ac- tivity, this study will cover the theory of the modern democratic state, the constitutional system, the main political institutions, party systems, and contemporary political developments in Australia. Students will be required to submit written work during the year.
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TEACHING PRACTICE
Practical teaching experience is an integral part of each course. Specific periods of observation and teaching bring the student into direct relation- ship with children, and give him first-hand knowledge of working condi- tions in school.
During each teaching round he is attached to a training school and works under the direction of the head teacher. The class teacher helps him plan and organize his lessons. As his training advances, the student assumes increasing responsibility in teaching practice, but he is expected to co-oper- ate with the class teacher at all times, so that the pattern of the work of the class will not be disturbed.
A notes of lessons book records the lessons he teaches each day, and must be available on the occasion of each lesson taught for the supervising teacher or lecturer. These lessons should range widely through the school curriculum and the student should make sure that he obtains a variety of experience in his teaching.
A log book is kept for purposes of observation. In this book are noted ideas and information about such things as teaching methods, devices, aids, and materials.
When the student goes on his first teaching round, he is given the oppor- tunity to see the working of each department of the school. He is con- cerned mainly with observing organization within the grade and across the school; he also supervizes small groups, and assists individual children.
On subsequent rounds, as he gains confidence and greater facility, he handles normal grades for full-scale lessons. As methods of teaching are discussed in college, he applies these critically to his lesson planning and development, and under the guidance of the class teacher and college lec- turers evaluates his own success and progress.
All students chould realize from the beginning of their courses how im- portant a place teaching practice has in their final assessment. Good per- formance in the class-room depends in no small measure on thorough
preparation. Consequently, the excellent facilities provided by the college library and aids room should be used extensively.
SCHEME OF TEACHING PRACTICE T.P.T.C. (Art and Crafts)
Students spend one half day a week teaching art and crafts in primary and secondary schools, to intermediate level.
T.S.T.C. (Art and Crafts)
In the second year students, in small groups, visit three schools per year, observing for two mornings at each school. In the third year, they spend one day a week teaching art and craft in selected secondary schools.
Students on all other courses spend regular periods of continuous teaching practice in departmental schools. The calendar on the next page shows the sequence of these teaching rounds.
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FIRS T TERM VACATION
JUNE 5
JULY 3
AUG 7
LLI
12 19 26
10 7 24 31
14 21 28
16 17 18 19 20 21 22 23 24 25 26 27 28
SEPT 18 29 0
F- 25 30
SPEC
40 DEC 4
41
42 - 18 _
SCHEME OF TEACHING PRACTICE
SECOND TERM VACATION
32 33
9 16
OCT 2 9 16
34 23
35 30
36 NOV 6
37 13
38 20 EXA
39 27
XX4
MS
Al TT 1E5
23 30 NOV 6 13 20 27 DEC 4 11 18 S,A.C.
_ZrIPL:T*KV
TPTL.I TP7L.2
A u
Q u 3 3
B
CIE D F XYZ
2 3 4 5 6 7 8 9 10 II 12 13 14 I.T.C. EXT'NS
2 2 u Ip ' w A B 3 d w WEEK
ENDING SAT.
I FEB 6
2 13
3 20
4 27
5 MAR 6
6 13
7 20
8 27
9 APR 3
10 10
II 17
12 24
13 MAY I
14 8
15 15
WEEK ENDING
SAT.
FEB 6 13 20 27 MAR 6
13 20 27
APR 3
ID 17 24 MAY
8
31 32 33 34 35 36 37 38 39 40 41 42
SCHEME OF
Course Year Teaching Round
T.P.T.C. First 1 Introductory
2 Transitional 3
Second 4
5 Normal
,
6 "
7 It „
T.I.T.C. Second 1 Kindergarten
2 Normal
3 „
4
5 „
6 Kindergarten
Third 7 Normal
8 9 10
If
T.P,E.T.C. Third 1 Introductory
(Primary) 2 Normal
3 If
4 „
T.T.L.C. Third 1 Normal
2 „
3 f,
4
T.Sp.T.C. Third 1 Opportunity Grade
2 Special Grade 3 Opportunity.Grade 4 Special Grade 5 To be selected
34
TEACHING PRACTICE
Length Periods
per day Assessment
2 weeks — None
3 weeks 2 Four-point scale
3 weeks 2 „
3 weeks 2 Ten-point scale
tf 2 „
„ 2 „ „
,, 2 H H
1 week — None
3 weeks 2 Ten-point scale
,, 2 f „
2 „ „
2 „ ,1
1 week — None
3 weeks 2 Ten-point scale
„ 2 „ „
2 H H
„ 2 1, „
■
3 weeks 1 Ten-point scale
2 ,. 99
., 2 19 99
2 H ,
3 weeks 2 Three-point scale
.. 2 „ „
fil 2 „ Of
„ 2 „ fl
2 weeks 2 Ten-point scale
4 weeks
3 weeks 2
2 ,, ,'
4 weeks 5 weeks
2
2 ,, „ H
35
TRAINING SCHOOLS ASSOCIATED WITH T.P.T.C. AND T.I.T.C. COURSES
No. School Location Telephone Head Teacher
4220 Aberfeldie Doone St. 337 8084 E. R. Treadwell;
2608 Ascot Vale Bank St. 37 6507 W. X. Knight
4309 Bell Oakover Rd. 44 4396 W. R. Deakin
1213 Brunswick C. Albert St. 38 8365 F. G. Terrill 3179 Brunswick E. Stewart St. 38 3361 J. Matthews 4399 Brunswick NW. Culloden St. 36 4624 F. R. Tonkin 2743 Brunswick S. Brunswick Rd. 38 1231 L. W. Fink 4304 Brunswick SW. Daly St. 38 1074 A. L. Gerrard
112 Carlton Faraday St. 34 6046 A. P. Doherty 2605 Carlton Rathdown St. 34 6502 T. M. Scanlon 1252 Carlton N. Lee St. 34 4023 J. D. O'Brien 3901 College R.S. Grattan St. 34 6792 F. B. Mulgrew 2870 Elsternwick Murphy St. _ 96 1973 N. J. Stone
3942 Elwood Scott St. 91 2762 A. E. Davis
483 Essendon Raleigh St. 37 7816 H. R. Taylor 4015 Essendon N. Keilor Rd. 379 3979 R. C. Cordingley
250 Flemington Flemington Rd. 33 2137 W. R. Birrell 1912 Footscray Hyde St. 68 2826 E. J. Anselmi
253 Footscray Geelong Rd. 68 1910 C. A. Chappell 3897 Gardenvale Landcox St. 96 3291 D. P. Ewart 2815 Middle Park Richardson St. 69 3336 J. C. Warrick 3987 Moonee Ponds Wilson St. 37 2093 A. G. Bowden 2566 Nth. Melbourne Boundary Rd. 30 1196 J. L. Williams 1402 Nth. Melbourne Errol St. 34 5033 J. E. Duggan 2955 Prince's Hill Pigdon St. 38 1229 A. F. Ford 1852 Sth. Melbourne Eastern Rd. 69 1086 W. C. Ackerly 3659 Spotswood Melbourne Rd. 391 1323 T. M. Quinn 4612 Strathmore Lloyd St. 379 3991 W. W. Shears
1689 W. Melbourne King St. 30 1469 L. N. Tyley 1409 Williamstown N. Melbourne Rd. 65 5722 A. H. Hatfield 2832 Yarraville W. Powell St. 314 7714 N. T. Deckert
36
MELBOURNE TEACHERS' COLLEGE
Transport
Elizabeth St. tram No. 49, 51, 52, 59 to stop 40; or train to Essendon station, and bus from west side of station to Fawkner St.
Elizabeth St. tram No. 49, 51, 52, 59 to stop 30; or train to Ascot Vale R.S.
cross line, walk east.
Collins St. tram No. 10, I I to stop 43.
Eli7.4beth St. tram No. 18, 19, 20 to stop 27.
Swanston St. tram No. 1, 2, 15, 17 to stop 26.
William-St.-Flemington Rd. tram No. 55, 56 to stop 35.
Swanston St. tram No. 1, 2, 15, 17 to stop 20.
William St.-Flemington Rd. tram No. 55, 56 to stop 30.
Walk north-east of College, 3 minutes.
Walk east of College along Grattan St.
Swanston St. tram No. 1, 2, 15, 17 to stop 14.
College grounds.
Swanston St. tram No. 4, 4a, 4b, 4e to stop 41; or Middle Brighton bus in Swanston St. to Head St.
Swanston St. tram No. 4, 4a, 4b, 4e to stop 38..
Elizabeth St. tram No. 49, 51, 52, 59 to stop 40; or train to Essendon R.S.
Elizabeth St. tram No. 49, 51, 59 to stop 47.
Elizabeth St. tram No. 49, 51, 52, 59 to stop 26.
Tramways bus in Queen St. to Footscray R.S.; or train to Footscray R.S. Walk along Hyde St.
Tramways bus in Queen St. to cnr. Victoria and Barkly Sts.; or train to Middle Footscray R.S.
Swanston St. tram No. 62, 64 to stop 60.
Collins St. tram No. 9, 9b, 10, 12 to stop 26.
Eliza beth St. tram No. 49, 51, 52, 59 to stop 35; or train to Moonee Ponds R.S.
Bus from Moonee Ponds junction.
Eliza beth St. tram No. 49, 51, 52, 59 to stop 21; or train to Macaulay R.S.
Elizabeth St. tram No. 49, 51, 52, 59 to stop 17.
Swanston St. tram No. 1, 2, 15, 17 to stop 18.
Swanston St. tram No. 1, 2, 2a to stop 19.
Train to Spotswood R.S.
Elizabeth St. tram No. 49, 51, 52,59 to stop 45; or train to Essendon R.S. Bus from east side to Lloyd St.
Eliza beth St. tram No. 50, 54, 57, 58 to stop 12.
Train to North Williamstown R.S. Walk east.
Train to Yarraville R.S. and bus to Powell St.; or train to Footscray R.S. and Williamstown Rd. tram to stop 70.
37
THE STUDENTSHIP
THE AGREEMENT
A successful applicant for a studentship at a teachers' college is required to enter into an agreement with the Minister of Education, undertaking to observe certain conditions in return for the allowances, tuition, and any fees expended on his behalf. In addition to signing the agreement, the applicant must obtain the consent of a guarantor who will act as surety for him. He must agree:
to observe the conditions of tenure of the studentship
not to relinquish the course without the written consent of the Minister to remain in the service of the Education Department for three years to teach where required in Victoria.
If the student is a woman, who resigns to be married after having begun her service as a classified teacher, a remission of two years of the time which she is required to serve may be granted.
These points are important.
Whoever fails to fulfil the obligations undertaken in the agreement will be required to repay the amount of liability incurred. This sum is reduced in proportion as the necessary period of service after classification is com- pleted.
A student who is granted an extended course must sign an addendum to the original agreement. This addendum does not affect the terms of the original agreement.
TERMINATION OF THE BOND
A student wishing to discontinue his course should consult with his tutor. It is inadvisable to take independent action. Certain legal obliga- tions arise once a student resigns; these may be minimized if the student arranges, through the principal, to have his studentship terminated.
EXAMINATIONS
The Education Department issues the appropriate certificate to each student who is recommended by the principal as having completed a satisfactory course. The basis of this recommendation is a scheme of pro- gressive assessment. Half-yearly estimates of the student's merit are made.
Each lecturer appraises the progress of his group from tasks done within each stated period. The work includes such activities as formal examina- tions, class exercises, period tests, essays, investigations, reading sum- maries, conduct of discussions, lecturettes, the construction of charts and models, and the compilation of folios.
Assignments and other required work must be submitted by the due date. No late work is accepted unless an extension of time has been sought sufficiently early before the work is due. Permission is granted only when a valid reason for delay has been established.
Examinations are conducted in November to complete progressive assessments for the year. No supplementary tests are held after these examinations.
38
