The department's academic program is organized into four main elements: undergraduate courses, graduate courses, education-care-development studies and academic/professional studies. The effective operation of the overall academic program will involve greater use of the Abbotsford campus.
BACHELOR OF EDUCATION DEGREE
Minor 1
A compulsory core study of 5 units In Term 2 and 3 of Year 1 introduces the students to each of the available specialisations—. The student who takes Art beyond Minor level will continue with one of the following specializations:.
Sculpture 3
The broader purpose of art studies is to help students develop their creative potential, strengthen their awareness and understanding of the visual environment, and lay the foundations for lasting interests that should enrich them as persons and as teachers. Photography and graphics and woodwork are only available for the Minor level, the rest for the Major level.
Sculpture 4
Part 3
Part 4
The components provide the opportunity for study at a tertiary level in the general field of biological science. Students will make up the required number of units from options, but first and second year choices may limit the range of possible choices at third and fourth year level.
- The Meaning and Nature of Creative Drama 1 unit
- Historical improvisations 1 unit
- Mime as a medium of communication 1 unit
In the first year of the minor, students take 5 study units of Introductory Studies in Psychology. Students then select a particular age range to study in-depth in the second half of the year.
The fourth year challenges many of the assumptions made in the first three years and opens up new perspectives on human development. Initially, all students take a 3-unit core component that contrasts a number of approaches to the study of man. Foundations of Education subjects are based on the premise that all students need some understanding and awareness of the problematic nature of education and the foundations of educational decision-making.
The subjects deal with matters of general educational importance and not necessarily those relating only to the field of early childhood education. In the first two years, and part of the third, a basic study is carried out by all students. Concepts in Education, an examination of the views of a range of educational writers on issues such as: the relationship between theory and practice; compulsory education; authority and freedom; children's rights.
A compulsory core study of three main themes: the learning process, a 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 USSR, USA and Australian models.
6 units)
- Introduction to principles and practices 2. The learning environment
- Subject area in the context of curriculum planning
- Programme planning and curriculum development
- Teacher/parent relationships 1112 1112 7. Relating principles to particular teaching
- History of Early Childhood Education 4 units 4. History of Educational Institutions in Australia 4 units
- Sociology of Deviance and the School 4 units 8a. Planning for Atypical Children In Integrated Settings 4 units
- Field day experiences will include regular visits to schools, kinder- gartens and other centres of early childhood care and education
- DEFINITIONS 1.1 Awards
- Program
- Course
- Strand
- Subject
- Component
- Trimester hour (unit)
- Minor, Sub-Major, Major
- Institute
- Board
- Course Committee
- LENGTH OF COURSE
- REQUIREMENTS AND CONDITIONS OF ENTRY TO THE COURSE Four types of entry to the course are possible: Post-Sixth Form,
- Mature Age entry
- Special entry
- Entry with Advanced Standing including Block Credit
- COURSE REQUIREMENTS
- The Degree of Bachelor of Education course requires study and experience In the General Studies and Professional Studies
- The Diploma of Teaching (Early Childhood) course requires study and experience In the General Studies and Professional
- The Board will determine which General Studies subjects listed In Table 2 will be offered to students in any one year
- Changes to the trimester hour values of subjects In Schedule 1, and the Teaching Practice requirements of Table 3, will be
- PROGRESS THROUGH THE COURSES
- In order to undertake a subject or component, the candidate must satisfy any prerequisites established for that subject or
- The usual, and maximum, number of trimester hours of aca- demic study undertaken by a candidate in any year shall bear
- In exceptional circumstances, a student who has demonstrated competence In Teaching Practice and who has completed at
- A candidate whose performance has been affected by Illness or other serious cause may apply, through the Registrar, for
- The progress of each student In the course shall be reviewed by the Course Committee at least annually
- In the case of a student pending a particular subject or com- ponent, such additional assessments as are considered neces-
- A student may not be failed In a component or subject without the opinion of a second examiner
- Where the progress of a candidate is considered to be unsatis- factory, the Board may, on the advice of the Course Committee,
- A candidate whose course has been terminated may exercise a right of appeal to the Board, such an appeal being submitted
- A candidate whose course has been terminated shall not be permitted to re-enrol except with the permission of the Board
- WITHDRAWAL. DEFERMENT AND INTERMISSION
- A candidate seeking to defer or intermit must apply In writing to the Course Committee through the Registrar. Unless special
During the first year of the course, students will have a minimum of 5 days of observation/participation with children 5-8 years. To undertake the specialisation, the student will be required to meet all the minimum teaching practice requirements for all three age groups. A broad area of related content within a course that spans all levels of the course.
The Bachelor of Education Course Committee, a standing committee of the Council, which is also responsible for the Diploma of Teaching (Early Childhood) course. Mature Age enrollment will take place according to the conditions specified by the Academic Council and approved by the Council of the Institute. Special enrollment will take place according to conditions specified by the Council and approved by the Council of the Institute.
The Institute may award credits for previously completed studies not currently offered by the Institute, provided these studies are consistent with the objectives of the course.
Education 4
Barring special circumstances, to be determined by the program committee, any report received after two thirds of a component or course has been presented will be registered as an academic failure. Unless there are special circumstances, to be assessed by the Program Committee, the period of suspension or interruption may not exceed one year. Australian Social History 2 Australian Social History 3 Australian Social History 4 Biological Science 2 Biological Science 3 Biological Science 4 Creative Drama 2 Dance 2.
ASSOCIATE DIPLOMA IN CHILD CARE
PROFESSIONAL STUDIES STRAND
- Part 1 (13 t.h.)
- Part 2 (13 t.h.)
- Part 1 (5 t.h.)
- Part 2 (6 t.h.)
- Part 1 (12 t.h.)
- Part 2 (8 t.h.)
- Part 1 (4 t.h.)
The aim of these subjects is to provide a background of knowledge and skills for the execution of stimulating and enjoyable programs for children and adolescents. The role of play and leisure in development; activities resulting from exploration of the environment — Indoor and outdoor gardening, activities with animals, water-based activity, e.g. model boat building, water powered machines; food-based activities, e.g. cook; weather-based activities, e.g. rain gauges; activities drawn from the areas of drama, movement, literature, music and the arts and crafts; sports and games suitable for different age levels and the learning of skills involved in participating in these. These subjects provide students with the background knowledge and skills necessary for the smooth running of a child care program.
Roles and responsibilities of the adult In the care of children and adolescents; aspects of the care environment — adult/child relationships, grouping of children, quality of social interaction; routine procedures for different age levels, e.g. sleep, spinning and nutrition for young people, leisure and homework organization for the adolescent; assessment and provision of needs of persons in care; organization of the physical environment, design of buildings for best use, factors affecting comfort and health, design of playgrounds, special facilities for children from birth to late adolescence; safety considerations, maintenance of facilities; audiovisual material; innovations in physical environment design in care situations in Australia and overseas. Practical experience is focused on the three main areas of care, namely: day care, twenty-four-hour care and out-of-school care. In Practicum 2, after mastering basic competencies and skills in each area, the student is expected to undertake a 6-week specialization in one of the three main areas of care.
The purpose of general courses is to improve the general educational level of the student.
POST-GRADUATE COURSES
GRADUATE DIPLOMA IN EDUCATION (EARLY CHILDHOOD)
This section provides a framework of practical experience for the student's study of early childhood education. Students undertaking the course are expected to attend lectures for an average of 16 hours each week of the academic year.
GRADUATE DIPLOMA OF ADVANCED STUDIES IN EDUCATION
The course will consist of 20 two-hour lectures/discussions held in two periods of the academic year. In the early part of the course students will be introduced to the differences between different types of educational statements and will examine the evidence appropriate to such statements. There will also be a discussion of the justification of value statements and a discussion of subjectivism.
There will be 20 sessions, each of two hours, held over two semesters of the academic year. There will be ten lectures/discussions offered in the first semester, if possible in the first year of the course if it is conducted on a part-time bash. Evaluation of research to be considered under the following headings — the problem being researched, literature review, measurement methods, sampling techniques, data collection, statistical analysis of data, interpretation of results.
Ten two-hour lectures/discussions are offered in the second semester of the academic year after the Research Methods and Evaluation component.
GRADUATE DIPLOMA IN SPECIAL EDUCATION (EARLY CHILDHOOD)
Studies of the language development of the preschool child as described by Brown, Menyuk, Cazden and Halliday. Handicapped child in the family — a study of the child's problem as a product of family dynamics and family problems due to an atypical child. Working with parents of typical children A — this aspect of the course will deal with frequently recurring problems, child-rearing practices and the roles of parents as they affect children.
Working with the family of a child who has problems in the social or emotional sphere. They are expected to plan a learning sequence for children who show deficits in any of the above areas. They are expected to define the roles of various personnel in terms of the alms and objectives of these agencies.
It will also involve an exploration of the concepts of need, of deprivation and of equality of opportunity.
GRADUATE DIPLOMA IN CHILD DEVELOPMENT
The students will have the opportunity to contribute to the planning of the lectures and discussions to meet the needs of the group. Alternative family situations and structures (i.e. the municipal family, the single parent family, the dual worker family) seen from the perspective of childhood in these different situations. Socialization for the roles will be examined with a view to taking a sociological analysis of breakdowns in parental and marital role performance.
A full examination will be undertaken for children at seven developmental levels between birth and their sixth birthday. At each level, the relationships between physical, affective and intellectual aspects of development will be considered in the context of interactions between genetic factors and environmental, human and non-human factors. The choice will be made after consultation with the course coordinator in the light of the students' needs and previous experience.
The remaining units of the course will be completed by completing 6 units from a wide variety of offerings in one of the other graduate courses, such as Special Education.
GRADUATE DIPLOMA IN MOVEMENT AND DANCE EDUCATION
However, given the limited student intake, not all units in these subjects will be offered in each year. The following areas will be studied: body and body movements (MD1, MD2); movement principles (MD3, MD4); movement analysis and selection of movement themes (MD5, MD6); program planning considering the relationship between movement and other areas of art and learning (MD7, MD8); the role of dance in human life (MD9, MD10). The following areas will be studied at an advanced level: the relationship between movement and personality (MD11, MD12); motion analysis and effort studies (MD13, MD14); choreographic and dance presentations - Individual and group (MD15, MD16); compositional techniques and contemporary dance styles (MD17, MD18); long-range program planning, building on the understanding and skills developed in year 1 (MD19, MD20).
Attention will be paid to the individual needs of the student and the means by which these can be met. Developmental Psychology - this component is offered in Term 2 and individual students can specialize in a particular time period, such as early childhood. Lectures address developmental aspects such as social, emotional, linguistic and cognitive development.
The course will be designed around a number of areas of interest such as curriculum, teaching methods, changing educational goals and a plan tailored to the needs of the child.
IN-SERVICE COURSES
STUDENT ORGANIZATION
GRADUATES' ASSOCIATION
INSTITUTE CALENDAR, 1978
February
Monday 13
Thursday 23
- Ed.4 students enrol and commence lectures
NOT AVAIiALLt ß-o1 LOAN
June
August
Friday 25
September
Friday 22
