hANDBOOK
EFERENCE
' STATE COLLEGE OF VICTORIA
.u_...:•e of Scrly Childhood D.••+d :p`r.;,r...
Ço;::,dd.-:,t Greve, K:w,
MISS HEATHER LYON B.Sc. N.S. Dlp., Dip. K.T.C., F.A.C.E.
Principal 1952-1977
LIBRARY M.C.A.E. — I.E.C.D.
4 Madden Cr.,Kew, 3101 Victoria, Australia
INSTITUTE OF EARLY CHILDHOOD DEVELOPMENT STATE COLLEGE OF VICTORIA
4 Madden Grove, KEW, 3101
CONTENTS
Foreword 3
Council of the Institute .... 5
Bachelor of Education Degree/Diploma of Teaching .... ....
General Information 10
General Studies Strand .... 13
Professional Studies Strand 32
Associate Diploma in Child Care .... 31
Graduate Diploma in Education (Early Childhood) .... ... 36
Graduate Diploma In Child Development 48
Graduate Diploma of Advanced Studies In Education 37 Graduate Diploma in Special Education (Early Childhood) ... 42 Graduate Diploma in Movement and Dance Education 52
In-Service Courses .... .... 56
Library and Resource Centre .... 8
Staff 6
Student Organization . 56
Graduates' Association . 56
Institute Calendar, 1978 inside Back Cover
FOREWORD
The child's early years have long been recognized as a crucial developmental period. The emphasis given today to early education, care and development can therefore be seen as the outcome of a long tradition of societal concern. That emphasis will Inevitably continue In our society despite current economic difficulties, but partly because of those difficulties the whole area can expect to come under Increasingly close scrutiny and assessment.
An Important factor in the quality of early education, care and development is the pre-service and post-initial training available to those wanting to engage In this kind of work. As far back as 1911 the Free Kindergarten Movement in Victoria gave rise to a co-operative training program In which the Education Department and the Kindergarten Union participated. When experience proved this program to be less than satisfactory, the Union initiated In 1916 a distinct training program of its own which almost at once grew from one to two years In duration.
Official recognition of the program came In 1918 when it was agreed that students successfully completing It would be registered by the Council of Public Education. The opening of the Kindergarten Training College on the present site was followed in 1925 by modifications to the program which lengthened It to three years and qualified students for both pre-school and early primary teaching. The major emphasis, nevertheless, remained on pre-school work. In 1965, when the Free Kindergarten Union granted the College autonomy, Its name was changed to the Melbourne Kindergarten Teachers' College, and In 1973 when It became a constituent member of the State College of Victoria, there was a further name change to the Institute of Early Childhood Develop- ment.
As one looks over the sixty years of the Institute's history, It Is evident that there has been a progressive working towards a total academic program which, while contained and balanced, Is also flexible and comprehensive. It is no over-statement to affirm that the work of the Institute has had a marked influence throughout Victoria, in the States and Territories of the Commonwealth and in many other countries with whom the Institute maintains current, direct and active relationships.
In very great measure the credit for the achievements of the Institute can be attributed to the dedication, the vision and the outstanding leader- ship of Miss Heather Lyon, who spent almost 30 years at the College, 25 of them as Principal.
In 1978 the Institute will offer eight courses:
Pre-Service
Diploma of Teaching (Early Childhood) Associate Diploma in Child Care Graduate Diploma in Education Post-Initial
Bachelor of Education (Fourth Year)
Graduate Diploma of Advanced Studies In Education Graduate Diploma in Special Education
Graduate Diploma in Child Development
Graduate Diploma in Movement and Dance Education.
In addition, the In-Service and Community Education section will continue to offer a wide range of short courses for a number of groups In the community.
Subject to successful completion of accreditation procedures, the I.E.C.D. plans to add to these courses in 1979:
(i) Three-year Diploma in Arts (Child Care Services) which will provide training for 'professional' or administrative roles in all forms of child and adolescent care — residential, out-of-school and day care. Applicants must hold a post-secondary child care certificate or associate diploma and will be admitted to the course with advanced standing commensurate with their previous qualification.
(ii) Graduate Diploma in Education (Infant) to be offered initially as a part-time course of study and undertaken over two years.
The course aims at increasing the competence of teachers to develop flexible curricula which embody methods of teaching and learning directly related to each child's needs in the early primary years.
The academic program of the Institute Is organized Into four major elements: undergraduate courses, graduate courses, education-care- development studies, and academic/subject studies.
The effective operation of the total academic program will Involve greater use of the Abbotsford campus. During 1977 renovation work was carried out on a number of the Abbotsford buildings. As a result a spacious and suitably appointed Art-Craft centre is available from the start of 1978 as well as a major building containing a canteen, a dance/drama hall, student common room and a supplementary lecture room. These additional facilities will considerably lessen the Incon- veniences which, until this time, have been associated with I.E.C.D. use of the Abbotsford campus. In accordance with the policy of the Council, professional advice Is being obtained on the means by which the Institute can be most expeditiously and economically relocated at Abbots- ford. While this is unlikely to be achieved in the short term, It is anticipated that It will not be many years before the I.E.C.D. has Its total operation on the attractive and historic Abbotsford site.
COUNCIL
Chairman Maurice Belson
Principal of the Institute Desmond Connelly
Secretary The Registrar — Trevor Brew
MEMBERS:
Appointed by the Governor in Council:
Mr. R. H. Shapcott
Dr. J. P. Keeves, B.Sc., Dip.Ed., M.Ed., Ph.D., FILDR, M.A.C.E.
Mr. W. T. Marshall, LLB.
Mr. B. C. O'Sullivan, B.Com., A.C.A.
Mr. E. L. Ryan, BA., B.Ed., M.A.C.E.
Appointed by the Minister of Education:
Mr. R. S. Murfett, B.Sc., B.Ed.(Melb.).
Appointed by the Minister for Health:
Miss E. M. Stubbs, B.Sc.(Columb.), B.Ed.(Monash), N.S.Dip., Dip.K.T.C.(Melb.), MA.C.E.
The Principal of the Institute:
Dr. D. J. Connelly, B.A.(Lond.), B.Ed.(Melb.), Dip.Ed.Admin.(U.N.E.).
Ph.D.(Ottawa).
Appointed by the Academic Board:
Mr. B. T. Jacka, B.Com.(Melb.), M.Ed., T.P.T.C., M.A.C.E.
Elected by the academic staff:
Mrs. D. M. Willis, M.Sc.(Manchester), B.Ed.(Monash).
Co-opted by the Council, having a special interest In education:
Professor M. Batson, B.Com., B.Ed.(Melb.), Ed.D.(Calif.), A.B.Ps.S., M.A.Ps.S., F.A.C.E.
Mr. F. C. James, M.Sc.(Melb.), F.M.T.C., F.R.A.C.I.
Miss Heather Moorhead, DIp.K.T.C.,(Melb.), Dip.Adv.Stud. In Ed.
(M.K.T.C.), Dip.Child Dev.(Lond.).
Co-opted by Council, having a special interest In early childhood education:
Mrs. A. J. Farrance, Mus.Bac.(Melb.), N.S.Dip., DIp.K.T.C. (Melb.), MA.C.E.
Miss F. J. Kendall, B.Sc.(Pitts.), N.S.Dip., Dip.K.T.C.(Melb.), FA.C.E.
A member elected by the students of the Institute
ACADEMIC STAFF
Principal
Desmond J. Connelly, B.A.(Lond.), B.Ed.(Melb.), Dip.EdAdmin.
(U.N.E.), Ph.D.(Ottawa) Vice-Principal
Florence J. Kendall, B.Sc.(Pitts.), N.S.Dip., Dip.K.T.C.(Melb.), FA.C.E.
Head: Early Childhood Education and Development
Rosemary A Milne, BA, B.Ed.(Melb.), Dip.K.T.C.(Melb.).
Director of Advanced Studies In Education
Frederick R. Perry, Ph.D.(Mon.), T.P.T.C., MA.Ps.S., L.A.A.T.D.
Co-ordinator of Undergraduate Studies
Brian T. Jacka, M.Ed., B.Com.(Melb.), T.P.T.C.
Education-Care-Development Studies
Delys F. Anderson, DIp.K.T.C.(Melb.), Dip.Adv.Stud. in Ed.(M.K.T.C.).
Pamela R. Bell, Dip.K.T.C.(Melb.), DipAdv.Stud. in Ed.(M.K.T.C.).
Joan E. S. Blgby, Teacher's Cert., Dip.Child Dev.(Lond.).
Rosemary J. Boreham, B.A., B.Ed.(Melb.).
Diane S. Bretherton, B.A.(Tas.), Ph.D.(Keele), Dip.Ed.(La Trobe), M.A.Ps.S.
Margaret M. Coady, B.A., M.Ed.(Melb.).
Rosamonde C. Combes, Dip.K.T.C.(Melb.), Cert.Child Dev.(Lond.).
Moira T. Curtain, B.A., Dip.Ed.(Melb.).
Gwenda D. Davey, B.A.(Hons.), Dip.Ed.(Melb.).
Merldith Edgar, DIp.K.T.C.(Adel.), Dip.Adv.Stud In Ed.(I.E.C.D.).
Eileen Edwards, M.A.Psych.(Lond.), BA.(Adel.), M.A.Ps.S.
Kevin J. Fell, T.P.T.C., B.A., B.Ed.(Monash).
Audrey M. Feore, Dip.T.(M.K.T.C., and A.T.T.I.), DipAdv.Stud. in Ed.
(I.E.C.D.).
Trevor T. Hay, B.A., Dip.T.(Adel.), B.Ed.(La Trobe).
Kaye Keck, Dip.K.T.C.(Melb.).
Patricia Kemp, B.A.(Hons., Melb.).
Julian M. Maskell, B.A., DIp.Crim.(Meib.).
Colin R. McCallum, B.A., Dip.Ed.(Meib.), T.P.T.C.
Rosemary A. Milne, Dip.K.T.C.(Melb.), B.A., B.Ed.(Melb.).
M. Avril Mitchell, Dip.K.T.C.(Melb.), Dip.Adv.Stud. in Ed.(M.K.T.C.), B.A.(La Trobe).
Barbara J. Newnham, Teacher's Cert.(Lond.), Cert.Ed.(Lelcs).
Catherine R. Orme, B.A., B.Ed.(Mon.), T.I.T.C.
Gillian R. Parmenter, B.Sc.(Hons., Notts.), Ph.D.(Melb.).
Lorraine M. Riach, B.Com.(Meib.), M.A.(La Trobe), T.S.T.C.
Pamela M. St. John, Cert.K.T.C.(Adel.), DlpAdv.Stud. In Ed.
(M.K.T.C.), B.A.(Melb.).
Phyllis M. Scott, Dip.K.T.C.(Melb.), Ph.D.(Q.), M.A.(Maryland), B.Sc.(Columbia).
Patricia E. Sebastian, Dip.K.T.C.(Melb.), Dip.Adv. Stud. in Ed.
(I.E.C.D.).
.,
Shepherd, T.I.T.Ç., DIp.T.(I.E.C.D.).
Ju
lie L. Simmons, B.A.(Hons.,
Newc.), M.Ps.(N.S.W.). . Frances Sutherland, M.A.(Syd.), Dip.Ed.(Melb.).Joan Taylor, B.Com., DIp.Ed.(Melb.), B.Ed.(Mon.).
6
Jane Tindale, Dip.K.T.C.(Melb.), Dip.Adv.Stud. In Ed.(M.K.T.C.), B.Ed.(La Trobe).
Toni Trewenack, Dip.K.T.C.(Melb.), Dip.Adv.Stud. In Ed.(M.K.T.C.), B.A.(La Trobe).
Beverley J. Willett, Dip.K.T.C.(Melb.), Dip.Adv.Stud. In Ed.(M.K.T.C.), M.A.(lowa State), B.Ed.(La Trobe).
Stella E. Woodroffe, T.T.C., Dip.K.T.C.(Bris.), D.T.C.T.C.(M.HA.
Vic.), DipAdv.Stud. In Ed.(M.K.T.C.), B.Ed.(La Trobe).
Subject Studies
Gael A. Barrett, BA., DIp.Ed.(Melb.).
Karen E. Bond, B.A.(Ohlo).
Patricia Broberg, BA., B.Mus.(Melb.), Cert.Ed.(A.T.T.I.).
Gunda N. Druva, Dip. Printed Textile Design(R.M.I.T.).
Charles Edwards, MA.(Music, Aberdeen), T.T.C.S.
Johanna Exiner. Dip.Music and Dramatic Art (Vienna).
Gavin D. Fry, T.S.T.C.(Art and Craft).
John F. Jenkin, B.Sc., Ph.D.(Melb.).
Linda Lfpski, B.A.(N.S.W.).
Phyllis Lloyd, Dip.T.(LIverpool).
Marian M. Madden), M.A.(Hons., Melb.).
M. Patricia McLaughlin, M.A.(Dillanova,Penn.), Dip.Prim.Ed.(Glas- gow).
Gwendda M. McKay, B.A.(Melb.), M.A., Dip.Ed.(Mon.), T.P.T.C.
Patricia Murphy, F.R.A.I.A.
Lynden J. Nicholls, B.A.(Melb.).
Christine Nugent, B.Sc., Dip.Ed.(Melb.), Ph.D.(Mon.).
Nehama Patkin, M.Mus., A.Mus.A., L.Mus.A.(Melb.).
Erika R. Price, Art Teacher's Cert.(Lond.), Teacher's Cert.(Camb.).
Joan M. Rackham, B.Sc.(Melb.), Dip.Ed.(Mon.).
Harrte P. Rice, Cert.of Art(Swinburne).
Dorothy Rickards, B.A.(Melb.), T.S.T.C., A.S.D.A., Prelim.CertA.LA.
June Rogers, BA., DIp.Ed.(Melb.).
Francesca T. Shelton, B.Mus.(Melb.).
Lesley Tan, M.Sc.(Melb.), Dip.Ed.(Mon.).
Daphne M. Willis, M.Sc.(Manchester), B.Ed.(Mon.).
Peter H. Wright, BA.(Mon.), H.Dip.T., A.T.S.A.
LIBRARY AND RESOURCE CENTRE STAFF Librarian in Charge Beryl Halle, A.L.A.A.
Adrienne M. Gurteen, A.Dip.Lib.(R.M.I.T.), A.LA.A.
Betty Johnson, Art and Craft Cert.(M.T.C.).
Marion Laurie-Rhodes, T.V. Prod.Course(R.M.i.T.), Radar Op.Cert., Cine Op.Lic.(W.R.A.A.F.).
RecemaLyL_LYti. 1'.cß r i t 1 J o ne s
Mavis#arohell,-Lib,Teci►:Cert.Whltehoreej. & ;s•∎ ^C
Brenda Rush, B.A. (La Trobe), A.A.L.A.
Helen Sandercoe, B.A.(Q.), A.L.A.A.
toulce-Terser hl n r joy-
Sharon B. Terry, B.A.(Monash).
Lorel Whitehead.
STUDENT SERVICES STAFF
Medical Joan Ozanne Smith, M.B., B.S.
Counselling Anne Kotzman, Dip.K.T.C.,(Melb.), BA.(Hons., Mon.).
T
ADMINISTRATIVE/SERVICES STAFF
Registrar Trevor J. Brew, M.EdAdmin.(Hons., U.N.E.), B.A.(Syd.).
Business Manager Donald E. Bowman, AA.SA.(S.), A.C.I.S., L.C.A.
Administrative Joy Brazier Elaine Cronin Elsie Jones
F. Joyce Leigh, B.A.(Hons.), Dip.Ed.(Melb.), DIp.A.T.T.I.
Daphne King Marian Maddock Judith McOrist
Barry C. Mitchell, Assoc.Dip.Mgt.(R.M.I.T.).
Alan Watts, A.C.A.
Secretarial Patricia Alsop Valder Barrett Glenys Bowler Margaret Broder Betty Cameron Annette Cordy Noelle Harron Beryl Jones Robyn Matters Margaret Page Wendy Smith Elizabeth Taubert Lynette Vickers Jacqueline Weir Technical Mary Barton
Norbert Hrouda Charles McLennan Maintenance Shirley Ellis
James Richardson
THE LIBRARY AND RESOURCE CENTRE
The library at present consists of some 26,000 volumes comprising the reference and loan collections, the children's collection and the A.V. aids available for teaching practice.
It is envisaged that the library ln the future will fulfil the role of an education resource centre. As a move towards attaining this goal the book collection will be enlarged to approximately 37,000 volumes.
This will be carried out by the addition of multiple copies, and by Intro- ducing a general reading collection and a research collection as well as adding to the present stocks. The teaching aids will be expanded to include material suitable for use in lectures, for self-learning by students and for use In teaching practice (e.g. films, cassettes, records).
The main library houses both the reference and lending collections covering the professional and general subjects. All books in the library are classified according to the Dewey Decimal Classification. Alphabetical author-title catalogues indicate location.
The collection of pamphlets is filed separately and is indexed by both author and subject.
The children's section contains collections of both children's books and music; these are available for loan for limited periods.
The periodical shelves have more than 230 periodicals and news- papers available for reading. These are indexed by title and subject in the main catalogue.
The A-V Centre houses the audio-visual aids and equipment; these are available for use by staff and students within the Institute.
There Is also a collection of pictures and children's books which can be borrowed for practice teaching.
Typing and photocopy facilities are provided In the library on the ground floor, access by the library staircase.
Library Regulations
1. The facilities of the library are available to all members of staff both academic and administrative and students of the Institute, and to such other persons as may be approved by the librarian.
2. No book may be removed from the library unless the loan has been registered at the charge desk.
3. References for essays and assignments may be placed on Reserve.
These may be borrowed at the charge desk for use In the library, for a period of two hours. Loan cards must be signed for all such reserves. Metal signals on catalogue cards Indicate books are on Reserve.
4. Pamphlets and unbound Issues of periodicals may not be borrowed.
5. Bags and cases may not be brought Into the library at any time.
They should be left on the shelves provided near the "Tuliamarine Lounge".
6. Strict silence is to be observed in the library, and students are requested to move about quietly.
7. Smoking In the library is not permitted.
8. Library privileges may be withdrawn for any infringement of rules, 9. Hours of opening and details concerning the borrowing and return
of books are posted in the Library.
BACHELOR OF EDUCATION DEGREE
Purpose of the Degree/Diploma
The purpose of the Degree is to prepare an early childhood edu- cator, capable of assuming responsibility for the educational development of the child between birth and eight years. The educator can expect to work In such settings as day-care, toddler group and play group (for 0-3 year olds), kindergarten (for the 3-5 year olds) and the Junior primary school (5-8 year olds).
Length of the Course
The first three years of the Degree lead to the award of Diploma of Teaching. The Bachelor of Education Degree comprises four years of full-time study (or Its equivalent part-time). The third and fourth years of study must be separated by at least one year as a practising teacher In an approved early childhood setting.
Strands In the Degree
There are two major strands, each of which spans the four years.
The General Studies Strand presents areas of knowledge and skill which contribute to the development of the Individual as a person, regardless of whether that person intends to become a teacher. The Professional Studies Strand presents areas of knowledge and skill which contribute to the professional development of the person specifically as an early childhood educator. Subjects taken within the two strands and the unit value of each are summarized In the table below. One unit Is equivalent to 10 hours of contact time.
Requirements for Qualification
The table shows that to qualify for the award of Bachelor of Educa- tion the student must satisfactorily complete:
156 units of study
130 days of teaching practice.
In order to complete satisfactorily the first three years of the course, and hence qualify for Diploma of Teaching, the student must receive credit for:
120 units of study
130 days of teaching practice.
Qualifications for Admission
Selection of students will be from applicants who have passed at least four subjects, Including English, at the H.S.C. examination or a Sixth Form equivalent, or who have completed the Interstate or overseas equivalent. There are a few Special Entry places for mature applicants who do not fit into the above categories. In addition to academic qualifications, Interest in children and in the field of early childhood development and education are considered essential attributes for those admitted to the course.
(See also Page 26, under Regulations.)
Application Procedure
Applicants themselves should write to the Admissions Officer, requesting forms. A brief letter is sufficient; fuller details are necessary later. Details of all application procedures and closing dates are sent with I.E.C.D. forms.
Special Entry opens In March and closes in July, Ordinary Entry opens in July and closes in October. Entry with Advanced Standing normally closes in September.
Holders of the Diploma of Teaching, who wish to apply for the Fourth Year, are invited to write in June, the usual closing date being September.
Undergraduate courses require in addition a separate application through the Victorian Universities Admissions Committee, on the form in the Guide for Prospective Students, available late in second term through schools or from the Committee, 11 Queens Road, Melbourne, 3004.
Recognition
The Diploma of Teaching (Early Childhood) Is recognised by pre- school organisations throughout Australia and its Territories, and Papua New Guinea, and by the Department of Education and Science in the United Kingdom. Recognition of the Diploma by the Victorian Education Department and the Primary Teachers' Registration Board of Victoria enables teachers to be considered for employment In the Primary Schools Division of the Victorian Education Department.
Financial Assistance
All students may apply under the Tertiary Assistance Scheme.
Allowances are means-tested. Enquiries should be addressed to The Director, Victorian State Office, Department of Education, 450 St. Kilda Road, Melbourne, 3004 (telephone 267 4700).
The Victorian Department of Health offers a limited number of bonded bursaries of equivalent value to Education Department primary studentships. Students need to make separate application to The Director of Pre-School Development, Department of Health, 555 Collins Street, Melbourne, 3000, by November.
The Student Loan fund offers emergency financial assistance to enrolled students. Application forms may be obtained from the Registrar.
Fees
There are no tuition fees, but a Student Representative Council fee of $40, with a Student Services fee of $5, is payable on acceptance.
References and Transcripts
The Institute does not undertake to act as a referee for those completing the Diploma of Teaching course, but provides, at the end of the course, a Transcript of Record which should be retained as an official document.
Certified copies of transcripts are available on application to the Registrar and the payment of a $2.00 fee.
TABLE 1: STRUCTURE OF THE DEGREE
STRAND General Studies Strand
w
Professional Studies StrandPART 1 Minor 1 Major 1 Human
Development 1 10 Subject Studies 1 13 Foundations of Education 1 5 Early Childhood Education 1 9
Human
Development 2 8 Subject Studies 2 7 Foundations of Education 2 5 Early Childhood Education 2 9
PART 3 UNITS
Major 3 8
Human
Development 3 6 Subject Studies 3 4 Foundations of Education 3 6 Early Childhood Education 3 6
PART 4
Major 4 9
Human
Development 4 9 Education 4 18
TOTAL UNITS
41
115
UNITS PART 2 UNITS
5 Minor 2 7
5 Major 2 7
UNITS
Practicum 1 Teaching
Practice (20 days) Field
Experience (10 days)
Practicum 2 Teaching
Practice (35 days) Field
Experience (71, days)
Practicum 3 Teaching
Practice (75 days) Field
Experience (5 days)
36 Total Units 120
156
47 43 30
Art: Introduction Painting
Photography/Graphics Sculpture
Textile Arts Woodwork
Australian Social History Biological Science Creative Drama Dance
English
Interdisciplinary Arts Media Studies Music Psychology Sociology
DISCIPLINE LEVEL/PART
Minor
1 2 3 4
•
• • •
•
• • •
• • •
•
• • • •
• • • •
• •
r • • •
• • • •
•
• •
• • • •
• • • •
r •
GENERAL STUDIES STRAND
The General Studies Strand, concerned with liberal education, pro- vides students with the opportunity to commit themselves to the study, in depth, of discipline of their own choice.
Students will undertake the study of two disciplines over the first two years, so that they may experience the different demands Involved.
In Years 3 and 4 they continue their study of one of those disciplines to a deeper level of understanding, involving initiatives in the areas of independent study and/or research, and the development of positive attitudes towards continued learning. Subject levels are:
Minor level — a 12 unit study over Years 1 and 2 Part 3 — an 8 unit study In Year 3
Part 4 — a 9 unit study in Year 4.
The total General Studies requirement is 41 units over the four years. The student, In Years 1 and 2, must study two Minors thus accumu- lating 24 units. One of these Minors Is carried to Part 3 level in Year 3 (8 units), and to Part 4 level In Year 4 (9 units). The table summarizes the structure.
Minor
Part 1 Part 2 Part 3 Part 4
5 7 8 9
5 7
TABLE 2: General Studies Subjects and their levels
General Studies subjects commence in Term 2 of Year 1 In order that students may have the opportunity to study the various options available to them and to receive advice on their choice.
A brief outline of the content and organization of each discipline Is given here; a fuller statement of subjects and of components is included in the Appendix to the Degree Submission, on sale at the Institute.
Art
The broad purpose of art studies is to help students develop their creative potential, increase their awareness and understanding of the visual environment and lay the basis for lasting interests which should enrich them as persons and as teachers.
Specializations are painting, sculpture, textile arts, photography and graphics, and woodwork. Photography and graphics and woodwork are offered only to Minor level, the rest to Major level.
The structure is:
Minor — Part 1
A compulsory core study of 5 units In Terms 2 and 3 of Year 1 introduces the students to each of the specializations available—
Painting, Photography and Graphics, Sculpture, Textile Arts and Woodwork.
Minor — Part 2 Painting 2
Photography and Graphics 2 Sculpture 2
Textile Arts 2 Woodwork 2 Part 3
The student taking Art past Minor level will continue with one of the following specializations:
Painting 3 Sculpture 3 Textile Arts 3 Part 4
The student will extend the discipline taken at Part 3 level. The subjects available are:
Painting 4 Sculpture 4 Textile Arts 4 Australian Social History
The general purpose of these studies is to lead students to a greater understanding of present society through the perspective provided by history.
As previous history studies are not a prerequisite, the Minor com- mences with a survey of Australian social history. A narrower range of topics Is studied and more developed intellectual skills are required in Parts 3 and 4. Brief content summaries of the Minor, Part 3 and Part 4 subjects are:
Minor (Parts 1 and 2 combined)
The general themes Include the transition from penal settlement to free society, the expansion of settlement, the gold rushes and the economic, social and cultural developments of the latter part of the 19th Century.
Part 3
The changes In Australian society during the 20th Century and the role of major events in effecting these. Topics include: World War I, The Twenties, Depression, The Thirties, World War II and Post-War developments.
Part 4
Students choose three major studies from those offering which Include: The Nature of Exploration in Australia, Australian History through Contemporary Writing, Collection of Oral History, Aus- tralian Historians, Writing Local History, The Australian Aborigine in Australian European History, and Writing Historical Biography.
Biological Science
The components provide the opportunity for study, at a tertiary level, in the general area of biological science. H.S.C. Biology or its equivalent is the normal prerequisite for entry, but students with fifth form studies who are willing to attend some extra tutorials may be admitted to the subject.
A list of the components offered, with their unit value, is set out below. Students will make up the required number of units from options but choices in the first and second year may limit the range of possible choices at third and fourth year levels.
Minor Part 3 Part 4
Parts 1 and 2 Ecology of Populations Man and the
Basic Environmental Immunology (2 units) Environment (4 units) Studies (2 units) Parasitology of Micro- Human Genetics General Principles organisms (2 units) (4 units)
of Microbiology Developmental Mammalian Develop- (2 units) Genetics (2 units) mental Biology Basic Genetics (2 units) Population Genetics (4 units) General Zoology (2 units) Ethology of Man (4 units) Animal Behaviour and other Primates General Botany (2 units) (4 units)
(4 units) General Principles Core Seminar Introduction to of Embryology Programme (1 unit) Biochemistry (2 units) (2 units)
Creative Drama
The general purpose of these studies is to develop through dramatic activity the liberal education of the student.
In order to cater for Individual differences there is a wide variety of optional components, in addition to some core components.
Minor— Part 1
The student undertakes Components 1-4 which are prerequisite, plus one option selected from Components 5-15.
Minor — Part 2
The student makes further selections from Components 5-15 and Is required by the end of Year 2 to have accumulated 12 units.
The number of components offered in any one year will be determined by student demand. The components are:
1. The Meaning and Nature of Creative Drama 1 unit
2. Elements of drama 1 unit
3. Improvisation 1 unit
4. Drama forms 1 unit
5. Puppetry 2 units
6. Improvisation (Advanced) 1 unit
7. Theatre Arts A 2 units
8. Theatre Arts B 2 units
9. Theatre Arts C 1 unit
10. Theatre styles 2 units
11. Historical improvisations 1 unit
12. The one-act play 2 units
13. Shakespeare workshop 2 units
14. Mime as a medium of communication 1 unit
15. Writing for performance 1 unit
Dance
Dance in the General Studies Strand is designed to provide students with maximal opportunity to develop their creative potential In the field of movement and to lead them towards a perceptive and informed appraisal of dance as an art form.
Dance, cont.
In all four years, the discipline is divided into two main streams, one with a theoretical, and the other, a practical emphasis. For the first three years, the theoretical content consists of the study of dance history and Its relation to social and aesthetic developments.
Practical studies in the first three years parallel theory and Involve the study of dance technique, a systematic progression from creative exploratory movement experiences to planned, clearly defined dance compositions and the study of a selected range of ethnic and theatrical dance styles.
In Year 4, a three unit prescribed component gives students scope to further their practical dance experience. In addition, a number of options will be offered for independent investigation and study of selected areas of dance in both theory and practice. The components are:
Minor
Prescribed components:
Dance technique 4 units
Improvisation 1 unit
Introduction to composition 2 units
History of dance in movement 2 units Elective components:
Dance rituals 1 unit
Contemporary dance forms 1 unit
Functions of rhythm 1 unit
Dance and art 1 unit
Part 3
Prescribed components:
Technique (intermediate) 3 units
Improvisational techniques 1 unit
Compositional techniques 1 unit
Modern dance 1 unit
Elective components:
Early dance Innovators 1 unit
Music and modern dance 1 unit
Ethnic dance 1 unit
Dance and social change 1 unit
Part 4
Prescribed component:
Advanced exploration of movement material 3 units
Elective topics 6 units
English
Students will be expected to read widely in a variety of literary genres, in order to deepen their knowledge and appreciation of literature, examine, discuss and evaluate specific works of literature, familiarize themselves with some major critical studies of literature and gain con-
fidence In their ability to read and interpret with perception and sensitivity.
The components available in each year are set out below. While some students may choose to study drama or the novel in depth, and therefore select in each year the components in this area, there is no necessity for students to adhere strictly to any pattern of choice except In Creative Writing.
Minor— Part 1
Four dramatists 2 units
Novels about childhood 2 units
Aspects of English poetry (1900-20) 1 unit
Creative Writing 1 2 units
Literature about migrants In Australia 1 unit
Minor — Part 2 The short story
Four American playwrights Creative Writing 2
The nineteenth century English novel Some contemporary poets
Part 3
Some Australian novels Poetry of love, poetry of war Some Black American writing Three Shakespearean tragedies Non-naturalistic drama
Part 4
Modem Australian drama Trends in the modern novel The Australian short story Shakespeare: three late plays Some Australian poetry
Recent trends in children's literature Black American novelists
2 units 2 units 1 unit 3 units 2 units 2 units 2 units 2 units 2 units 2 units 2 units 2 units 1 unit 2 units 2 units 1 unit 2 units Interdisciplinary Arts: Part 4 — Art, Society and the Individual, 1918-1938
The purpose of this subject is to permit the student to develop an insight into the arts in relation to some of the forces operating in western society between 1918 and 1938, and an understanding of the present role of the artist in society and the influence of the Inter-war period on trends apparent today.
This subject, only offered in the fourth year, is for students who have in their previous General Studies taken subjects that provide an adequate background for the content of Interdisciplinary Arts. It involves an introductory study of the social, political and economic background of the period, and the philosophy or 'ideas' of the period. A survey of six arts follows; an integrated concluding study draws common themes of the period together. The topics are:
Introduction
Social, political and economic background 34 unit
History of ideas Vit unit
Survey of the arts Involved
Painting 1 unit
Dance 1 unit
Music 1 unit
Theatre Arts 1 unit
Literature 1 unit
Sculpture 1 unit
Integrated concluding study 11/2 units Because of the nature of this subject, students wishing to enrol will be selected only after interviews.
Media Studies
Media Studies aims to develop in students an understanding of the techniques of mass communication, and a critical awareness of the influence of mass media upon themselves and society.
Topics include: the notion 'mass' in communication; the 'mass' In film and television compared to the more individualized 'art' forms of each: photography as art — composition in taking and printing; moving photographic techniques — construction of the film, film as communica- tion and style; video as a community resource and progressive production.
Music
The purpose of these studies is to afford students the opportunity to further their liberal education through the study of music. There are no formal prerequisites, though students will be advised to consult with music staff before selecting the course.
Minor
The Minor Is separated into Parts 1 and 2. Part 1 is prescribed for all students undertaking Music and provides a thorough grounding in fundamentals.
In Part 2, students will experience, through a survey of two different stylistic periods, the discipline of studying music in Its historical and cultural context.
Part 3
Students select, from a list of four, two topics and study them where appropriate, across historical periods. Students will be expected to become increasingly capable of organizing their own work and will be required to undertake, under guidance, a critical study of pre- scribed work related to their chosen topics.
Part 4
Students will be expected to bring to Music 4 the skills and knowledge gained in the Minor and in Music 3. The components in Music 4 are so arranged that students may opt either to study three topics of three units each, or one of three units and one of six.
Aural work, instruction in score-reading and practical work will occur throughout the four years of the course, since it is considered Important that the students' work should be based on solid practical foundations. A summary of the topics is:
Minor— Part 1 4 units
The elements of music Principles of musical structure Minor — Part 2
Students select two components from —
A. Major trends in twentieth century music 4 units B. Aspects of romanticism in nineteenth century music 4 units C. Music In the classical period 4 units
D. Aspects of Baroque music 4 units
Part 3
Students select two components from —
A. Jazz and popular music 4 units
B. Opera 4 units
C. Song 4 units
D. Nationalism in music 4 units
Part 4
Students are required to complete a total of 9 units. Components A and B, and C and D respectively have been so arranged that while each single component may be taken as a three-unit entity, each pair may also be seen as a double component of 6 units. A student may therefore choose either three single components, or one single and one double component.
A. Keyboard music from the Renaissance to the classical
period 3 units
B. Keyboard music in the nineteenth and twentieth
centuries 3 units
C. Sacred choral music in the Renaissance and Baroque 3 units D. Sacred choral music from the classical period to the
twentieth century 3 units
E. Music in Australia 3 units
F. History and development of music for dance 3 units
Psychology
The general purpose of studies in this discipline is to permit students the opportunity to extend their liberal education through an Interest in psychology. The structure of the studies is:
Minor
In the first year of the Minor, students undertake 5 units of Intro- ductory studies in psychology. An historical approach is adopted to introduce abstract notions such as the nature of scientific theory, and current systems in psychology. In the second year of the Minor, a 7 unit programme in human perception, cognition and comparative behaviour is undertaken. Laboratory and field study Investigations are an integral part of that programme.
Part 3
Students undertake two components from a range of three, each of which Is worth 4 units. The components are:
Human sexuality: marriage and Its alternatives 4 units
Self, sanity and society 4 units
Minds and machines 4 units
Part 4
The content is more flexible and based on the interests of students both as professional teachers and as individual people. Students will have some part In planning their own courses. There will be, how- ever, certain core studies, including the topic 'The Tools of Psycho- logical Investigation' which will provide a basis for individual or group projects.
Sociology
The general aim is to introduce students to the sociologists's perspective of human behaviour.
After an introduction to the concepts of sociology,, the subject will explore social behaviour in the family and the community, social control and deviant behaviour, social stratification and the factors that underlie social constancy and social change.
PROFESSIONAL STUDIES STRAND
Subjects taken within the strand are set out In the summary, page 12.
Human Development
The broad purpose of these studies and experiences is to provide students with an understanding of human abilities, characteristics and behaviour in order that they better understand themselves and the children they will teach.
Parts 1 and 2
The first two years of study (18 units) consist of a core programme on four different aspects of development: physical, social and emotional, language, and cognitive, with an additional component introducing techniques for studying human behaviour. The first and second years, therefore, provide a broad foundation of studies In human development.
Part 3
In third year, a core component of 3 units in psychological and physical health integrates and extends the various aspects of de- velopment treated in the first two years. Students then select a particular age range to study in depth in the latter half of the year.
Students are expected to select developmental stage specializations
appropriate to their professional intentions and personal interests.
The stage speciality studies, each of 3 units, are the early years, adolescence, the middle years, the later years.
Part 4
The fourth year challenges many of the assumptions made In the first three years and opens up new perspectives on human develop- ment.
Students are expected to move from the descriptive approach to a higher level of cognitive functioning, to undertake critical analysis and evaluate different schools of thought. Initially all students undertake a core component of 3 units which contrasts a number of approaches to the study of man. Students then select one option from four, each of 6 unit value. Each option emphasizes a different perspective of human development: an empirical, research perspective; a cultural or socio- logical perspective; a biological perspective; and the perspective of humanistic psychology. A summary of components is:
Parts 1 and 2
Cognitive development 4 units
Social and emotional development 4 units Communication, and language development 3 units
Physical development 5 units
Behaviour study techniques 2 units
Part 3
Core component:
Psychological and physical health One Elective component from:
The early years Adolescence The middle years The later years Part 4
Core component:
The study of man
One Elective component from:
Independent project in human development The cultural context of human development Biological aspects of human development Humanistic psychology and human development
3 units 3 units 3 units 3 units 3 units
3 units 6 units 6 units 6 units 6 units SUBJECT STUDIES
The purpose here is to provide attitudes at the students' own level to early childhood curricula.
The time allotment is: Year 3-4 units.
Years 1 and 2
Subject Studies are both prescribed prescribed studies, each of 3 unit value.
these are all undertaken in the first two Art
Creative Drama Creative Movement
English: Children's Literature General Science
Mathematics Music
and elective. There are seven Except for one unit of English, years. Prescribed are:
3 units 3 units 3 units 2 units 3 units 3 units 3 units
background knowledge, skills and in disciplines that have relevance 1— 13 units, Year 2 — 7 units, Year
Year 3
Prescribed component
English: Writing for Children 1 unit Elective components (selected up to 3 unit value)
Art:
Puppetry making 1 unit
Painting 1 unit
Textiles 1 unit
Three dimensional 1 unit
Woodwork 1 unit
Creative Drama:
Elements of drama 1 unit
Drama in education 1 unit
Creative drama and puppetry 1 unit Creative Movement:
Developing movement experience 2 units
Physical education 1 unit
English:
Elements of poetry 1 unit
Lore and language of children 1 unit
Mathematics 3 units
Music:
Guitar 2 units
Choral 1 unit
Music and puppetry 1 unit
Science: Natural History 3 units
FOUNDATIONS OF EDUCATION
Foundations of Education subjects are based on the assumption that all students need some understanding and awareness of the prob- lematical nature of education and the bases of educational decision- making. Subjects are concerned with issues of general educational signficance and not necessarily those relating solely to the area of child- hood education.
In the first two years, and part of the third, a core study Is taken by all students. Part 1 and Part 2 provide an introduction to the various disciplines which contribute to the study of education. Part 3 has a core study of 3 units, in which the issue of ethnic minorities and education Is used as a means of illustrating the Interdisciplinary nature of education, and an elective study.
In year 4. these studies constitute about half of Professional Studies 48. A summary of subjects is:
Part 1 (5 units)
A compulsory core study which draws primarily upon the disciplines of philosophy and sociology. Two major topics are treated:
Concepts in Education, an examination of the views of a variety of educational writers on such issues as: the relation between theory and practice; compulsion in education; authority and freedom; the rights of children.
The influence of social systems on education, such Issues as - 'educability' and home background; social class and education; the school as a social system; agencies of informal education.
Part 2 (5 units)
A compulsory core study of three major topics: the learning process, an historical perspective; the development of formal education In Australia, including the origins of the kindergarten movement; the learner and learning in other societies — a comparative study of the models of USSR, USA and Australia.
Foundations of Education, cont.
Part 3 (6 units)
Core Interdisciplinary component Ethnic minorities and education Elective components (one to be chosen)
Alternatives in education Inequality in education History of childhood Learning and instruction Sociology of teaching Media in education Comparative Education A
3 units 3 units 3 units 3 units 3 units 3 units 3 units 3 units EARLY CHILDHOOD EDUCATION
In these subjects, students acquire the basic skills, knowledge and attitudes associated with teaching.
The allotment over the first three years Is 24 units, 9 units taken in Years 1 and 2 and 6 units in Year 3.
Content focusses on the role of the teacher working with children in the 0-8 year age range in a variety of settings, e.g., toddler groups, play groups, kindergartens, day-care centres, family day-care pro- grammes, schools, before-and-after school centres. A summary is:
Component Total units Year 1 Year 2 Year 3
1. Introduction to principles and practices 2. The learning environment
3. Subject area in the context of curriculum planning
1 3
1 3
(1) Receptive & expressive language 4 1112 2112 (ii) Maths., science, social studies 3 1 2
(iii) The Arts 2 112 1112
4. Programme planning and curriculum development
(I) Child study and theory of programme planning
(ii) Current programmes for children 0-8 years of age
31/2 2
1112 1 1112
1 112 (iii) Children with special needs 1 1 5. Administration and classroom
management 1112 1112
6. Teacher/parent relationships 1112 1112 7. Relating principles to particular teaching
practice experience 1112 112 112 11
Total units 24 9 9 6
EDUCATION 4
This subject provides for greater depth of study of two broad areas of knowledge and skill: Foundations of Education and Early Child- hood Education. Drawing on the perspective of experience gained from
at least one year's teaching, the studies within this subject reflect a concern for both theoretical and practical issues associated with teaching and curriculum design.
The subject, of 18 units, has two parts: a core component of 10 units entitled 'Curriculum theory, design and implementation' and elective studies.
Core Component: Curriculum theory, design and implementation (10 units) This compulsory component builds on the studies of the first three years of educational psychology, educational philosophy, educational sociology, educational history, comparative education, human develop- ment and early childhood education. There are three major sections:
Curriculum and the justification of education
A critical consideration of curriculum theories, models and principles of relevance to early childhood education A practical project involving the development, implementa-
tion and evaluation of an aspect of a curriculum
3 units 3 units 4 units Elective Components
Students must undertake two elective components, each of 4 units, selected from the following options:
1. Education Administration 4 units
2. Comparative Education B 4 units
3. History of Early Childhood Education 4 units 4. History of Educational Institutions in Australia 4 units
5. Moral Education 4 units
6. Philosophy of Education 4 units
7. Sociology of Deviance and the School 4 units 8a. Planning for Atypical Children In Integrated Settings 4 units
or
8b. Selected components from the Graduate Diploma In
Special Education to the value of 4 units
PRACTICUM
The general aims of Practicum are to provide a framework of prac- tical experience for Professional Studies Strand subjects as a whole; and to allow for the growth of understanding of the role of the teacher and the gradual acquisition of teaching skills.
Teaching practice rounds range in length from three to five weeks, the schedule being:
Year 1 20 days teaching practice plus a maximum of 10 days field experience.
Year 2 35 days teaching practice plus a maximum of 71 days field experience.
Year 3 75 days teaching practice plus a maximum of 5 days field experience.
By the end of the first three years, students will have been Involved in the full range of experiences described below, although the sequence of experiences will vary for particular groups of students according to availability of schools and other centres. This experience can be divided into two categories: field day experiences, and teaching practice experience.
1. Field day experiences will include regular visits to schools, kinder- gartens and other centres of early childhood care and education.
2. Teaching practice experience —
(a) with children 0-3 years (minimum 35 days)
Students will observe and participate in a variety of programmes and facilities provided for children within this age group including toddler groups, family day-care, home visiting programmes and day nurseries and will be expected to participate fully in the programmes, working the normal shift hours of the particular centres.
(b) with children 3-5 years (minimum 45 days)
Students will gradually accept Increasing responsibility for planning and organizing learning experiences for individual children and groups of children within a range of early childhood services.
After acquiring techniques of organization and control students will extend their range of supervision and responsibility to the whole group, and to the organization of the programme for an integrated day, assuming, in third year, responsibility for the total programme for at least one week.
By Year 3 students will be increasingly involved in planning and and participating in work with parents and In the administrative duties of a teacher.
(c) with children 5-8 years (minimum 35 days)
During the first year of the course students will have a minimum of 5 days of observation/participation with children 5-8 years In a variety of school and after-school settings, followed by 2 three- week periods in Year 2 and 3. Over the three years there will be an increase in responsibility for planning and organizing learning experiences. Emphasis in the early stages will be on planning for Individuals and small groups of children and by the end of the second practice block students will be expected to plan for and supervise the whole class for a minimum of one week.
(d) Area of speciality (minimum 15 days)
During the third year students will be given the opportunity to select the age group or learning situation in which they would prefer to specialize. Fifteen days will be available at the end of the third term for this. To undertake the specialization the student would be required to meet all of the minimum teaching practice requirements for all three age groups.
Time allotment for teaching practice is shown In Table 3.
TABLE 3: Teaching Practice time allotments
0-3 3-5 5-8
Minimum Requirements
Year 1 5 days 10 days 5 days
Year 2 10 days 10 days 15 days
Year 3 20 days 25 days 15 days
Year 3 Possible specialization
(if minimum competencies achieved) 15 days in one area
Total 130 days
REGULATIONS
Regulations for the Bachelor of Education Degree and Diploma of Teaching (Early Childhood)
1.0 DEFINITIONS 1.1 Awards
1.1.1 The Degree of Bachelor of Education Is awarded by the State College of Victoria on the recommendation of the Council of the Institute of Early Childhood Development following successful completion of requirements set out In 4.1 and Schedule 1 below.
1.1.2 The Diploma of Teaching (Early Childhood) Is awarded by the Council of the Institute of Early Childhood Develop- ment following successful completion of requirements set out In 4.2 and Schedule 1 below.
1.2 Program
Prescribed and elected studies, and practicum undertaken by a particular student, the successful completion of which fulfils the requirements for the award of either Diploma of Teaching (Early Childhood) or Bachelor of Education.
1.3 Course
The set of all possible student programs leading to an award.
1.4 Strand
A broad area of related content within a course which extends across all levels of the course. There are two strands: Profes- sional Studies and General Studies.
1.5 Subject
A defined body of content and/or experience within a strand which may be completed at part 1, 2, 3 or 4.
1.6 Component
An Identifiable body of content within a Subject.
1.7 Trimester hour (unit)
Thirty hours of student demand time, which usually Incorpor- ates 10 hours of programmed contact time.
1.8 Minor, Sub-Major, Major
Within the General Studies Strand:
a Minor is a 12 trimester hour study normally taken over a period of two years;
a Sub-Major is a 20 trimester hour study normally taken over a period of three years;
a Major Is a 29 trimester hour study normally taken over a period of four years.
1.9 Institute
Institute of Early Childhood Development, a constituent member of the State College of Victoria.
1.10 Board
Academic Board of the Institute of Early Childhood Develop- ment.
1.11 Course Committee
The Bachelor of Education Course Committee, a standing com- mittee of the Board, which has responsibility also for the Dip- loma of Teaching (Early Childhood) course.
2.0 LENGTH OF COURSE
2.1 The Degree of Bachelor of Education course requires a mini- mum of four years of full-time or equivalent study. The maximum period of time for which a candidate may be enrolled in the course shall be ten years, except that, in special circumstances, the Board may grant an extension of time.
2.2 The Diploma of Teaching (Early Childhood) course requires a minimum of three years of full-time or equivalent study. The maximum period of time for which a candidate may be enrolled In the Diploma shall be seven years, except that, In special circumstances, the Board may grant an extension of time.
3.0 REQUIREMENTS AND CONDITIONS OF ENTRY TO THE COURSE Four types of entry to the course are possible: Post-Sixth Form, Mature Age, Special and Entry with Advanced Standing including Block Credit.
3.1 Post-Sixth Form entry
In order to be eligible for entry to the course, an applicant must have successfully completed the requirements of the Vic- torian Higher School Certificate examination or an alternative approved by the Victorian Institute of Secondary Education, or be regarded by the Institute to possess an equivalent academic background including at least eligibility for university entrance as accredited by the Victorian Universities and Schools Examination Board or its successor.
3.2 Mature Age entry
Mature Age entry to the course may be available to applicants who are at least 23 years of age and who do not satisfy the Post-Sixth Form entry requirement. Mature Age entry shall be according to the conditions specified by the Academic Board and approved by the Council of the Institute.
3.3 Special entry
Special entry to the course may be available to applicants lack- ing the formal qualifications required for Post-Sixth Form entry.
Special entry shall be according to conditions specified by the Board and approved by the Council of the Institute.
3.4 Entry with Advanced Standing including Block Credit
An applicant may be admitted to the course with advanced standing including block credit, under such conditions as may be specified by the Institute from time to time.
3.4.1 Entry under this clause will be considered only after re- ceipt of adequate documentation of previous studies for which recognition, in the form of advanced standing In- cluding block credit, is sought.
3.4.2 Students granted entry under this clause will be required to undertake at least one year of full-time study or Its equivalent at the Institute in order to be eligible for the award of Diploma of Teaching (Early Childhood).
3.4.3 Students granted entry under this clause will be required to undertake at least one year of full-time study or Its equivalent, at least half of which must be at the most advanced level, at the Institute in order to be eligible for the award of Bachelor of Education.*
3.4.4 The Institute may grant credit for previous studies and relevant work experience provided that:
3.4.4.1 the previous studies were within a course that Is approved by the Institute for the purpose of grant- ing credit;
3.4.4.2 relevant work experience gained is not credited towards academic studies in the course.
3.4.5 When awarding credit for previous studies the Institute will take into consideration the compatability of a pros- pective student's previous studies with the requirements of the accredited course. The Institute may grant credit for previously completed studies not currently offered by the Institute, provided that these studies are consistent with the objectives of the course.
3.4.6 Where credit or exemption is sought by the prospective student for studies in educational Institutions other than colleges of advanced education and universities, ratifica- tion of credit or exemption for such studies must be obtained by the Institute from the Academic Board of the State College of Victoria.
3.4.7 The Institute shall Impose requirements In the form of preliminary studies where such studies are considered necessary to satisfy pre-requisite conditions.
3.4.8 The Institute may exempt students from a compulsory component rather than grant credit where the student has completed previous relevant studies. In such cases, the Institute will require the completion of studies in place of those for which exemption has been granted.
4.0 COURSE REQUIREMENTS
4.1 The Degree of Bachelor of Education course requires study and experience In the General Studies and Professional Studies Strands amounting to at least 156 trimester hours and 130 days of Teaching Practice as detailed In Table 1.
4.1.1 Within the General Studies Strand, the candidate must complete a Minor and a Major Study, chosen from those listed In Table 2, amounting to 41 trimester hours.
4.1.2 Within the Professional Studies Strand, the candidate must undertake studies set out in Table 1 amounting to at least 115 trimester hours as follows:
at least 33 trimester hours of study In Human Develop- ment;
at least 24 trimester hours of study In Subject Studies;
at least 58 trimester hours of study in Education, including studies in Foundations of Education and Early Child- hood Education;
and at least 130 days of Teaching Practice as detailed in Table 3 (Page 24).
*Applicants holding Diploma of Teaching (Early Childhood) awarded by SCV Coburg and SCV Frsnkston will be admitted with three years of advanced standing.
27
4.2 The Diploma of Teaching (Early Childhood) course requires study and experience In the General Studies and Professional Studies Strands amounting to at least 120 trimester hours and 130 days of Teaching Practice as detailed in Table 1 (Page 12).
4.2.1 Within the General Studies Strand, the candidate must take a Minor and a Sub-Major study, chosen from those listed In Table 2, amounting to 32 trimester hours.
4.2.2 Within the Professional Studies Strand, the candidate must undertake studies set out in Table 1 amounting to at least 88 trimester hours as follows:
at least 24 trimester hours of study in Human Develop- ment;
at least 24 trimester hours of study in Subject Studies;
at least 40 trimester hours of study in Education, includ- ing studies in Foundations of Education and Early Childhood Education;
and at least 130 days of Teaching Practice as detailed In Table 3.
4.3 The Board will determine which General Studies subjects listed In Table 2 will be offered to students in any one year.
4.4 Changes to the trimester hour values of subjects In Schedule 1, and the Teaching Practice requirements of Table 3, will be determined by the Board from time to time within S.C.V. guide- lines.
5.0 PROGRESS THROUGH THE COURSES
5.1 In order to undertake a subject or component, the candidate must satisfy any prerequisites established for that subject or component as set out In the Institute Handbook. (See Table 4.) 5.2 A student shall not be permitted to register for a component or subject after one-quarter of the component or subject has been presented.
5.3 The usual, and maximum, number of trimester hours of aca- demic study undertaken by a candidate in any year shall bear a relationship to the number of days of Teaching Practice undertaken in that year as follows:
Practicum Part Usual Trimester Maximum Trimester
Hours Hours
Practicum 1 (20 days) 47 56
Practicum 2 (35 days) 43 52
Practicum 3 (75 days) 30 38
5.4 In exceptional circumstances, a student who has demonstrated competence In Teaching Practice and who has completed at least 100 days of supervised Teaching Practice may be con- sidered by the Board to have met the requirements of Teaching Practice as set out in 4.1 and 4.2 above.
5.5 A candidate whose performance has been affected by Illness or other serious cause may apply, through the Registrar, for special consideration of his case by the Course Committee.
5.6 The progress of each student In the course shall be reviewed by the Course Committee at least annually.
