state college of victoria at hawthorn

GENERAL INFORMATION

V. Media Consultant

Pauline Glenie Wayne Naughton Paul de Serville, M.A. Biblioteekklerk Dale King Biblioteektegnici Stan Kodym.

GENERAL INFORMATION THE COLLEGE

The school experience component of the courses has always been conducted on the 'internship' pattern rather
Most students are employed by the Education Department, and are paid at teachers' salaries (on
Together with a normal intake of students in February of each year, there is an additional mid-year intake
Mathematics and Science Method
Mathematics Method
Science Method

The Diploma of Librarianship (2 or 3 years after Form VI), or the Registration Certificate of the Library Association of Australia, or an approved equivalent together with approved industrial experience. Applications for admission to the College must be made on the appropriate form available at the Office of the Academic Registrar, Room 313, (3rd Floor.).

GENERAL INFORMATION ACADEMIC PROGRESS

The two divisions of the Department of Educational Resources are the Resource Center and the Division of Media Production and Educational Television (E.T.V.) Services. A $1.00 fee is payable, which will be refunded when the key is returned at the end of the year.

COURSE DETAILS

Regulation 1. In this regulation unless inconsistent with the context or subject matter

There shall be a Graduate Diploma in Education which shall be awarded in one grade only

INITIAL PROGRAM

AND 3

Students must complete two of the following options, one in Term 2 and one in Term 3. These options broadly fall into two categories: options that focus primarily on the psychology of learning and options that focus primarily on the psychology of individual development. ment and behaviour.

OPTIONS

To enable beginning teachers to better understand the pressures (social, family, sexual, occupational) that young people are exposed to and to provide some knowledge of the theory in the field. Students are expected to read to improve their general knowledge of human behavior. However, the main emphasis will be on facilitating personal growth and self-understanding through observation and analysis of the interpersonal relationships that develop in the group.

It is expected that each individual participates and contributes to the development of the group.

JNITIAL PROGRAM

Exposure to people currently working in the area of remediation

This unit is planned to complement the other areas of remediation, with particular emphasis on a practical one.

Supervised intensive involvement with a remedial maths student

Exposure to the literature, tools, tests, programs, etc., currently available in this area

This course is designed to help intermediate student teachers to increase their understanding of people from a social, emotional and intellectual point of view. Level Student Teachers are adults with broad industrial or practical experience, student participation in determining the content and methods of the course is highly desirable.

Theories —

Group processes — in which students explore how people relate, behave and learn in groups, through

A critical awareness of the social context of education

An understanding of some problems and issues faced by contemporary educators, and

Some appreciation of the contributions of

Details of these units are given on pages 63 and 64. Candidates will have the widest possible access to the range of electives, but the range available at specific times may be limited by timetable constraints. This unit introduces students to the study of education and its context through an examination of some fundamental questions asked by educators.

Who shall educate? - sources of educational experiences, formal and informal

How shall we educate? - issues such as indoctrination, neutrality and objectivity; authority and freedom;

Where and when shall we educate? - the technical- secondary system in Victoria, alternatives to schooling

Who shall be educated? - equality of opportunity, the education of minority disadvantaged groups, and the

This unit introduces students to the study of education and its context by exploring some of the fundamental questions raised by teachers. the aims and goals of. education and the effects of the "knowledge explosion". sources of educational experiences, formal and informal.

The schooling experience, including an examination of early childhood, primary and secondary schooling;

Post-secondary education

Concepts and goals of T.A.F.E.;

T.A.F.E in other Australian States;

Includes an intensive study of the first T.A.F.E. Kangan) Report and the current T.A.F.E. Report together with a comprehensive study of T.A.F.E. Areas of Analysis Part I: Education, Society and T.A.F.E. teacher in context, including an exam. development, structure and administration of technical education and of technical teachers, their training, employment and professional organisations. For each of the areas examined, attention will be directed to the development of the educational system, the pattern of secondary education, the structure and problems at different levels of technical education, and the articulation of technical education with the secondary schools and with industry and commerce. For each of the areas examined, attention will be directed to the development of the educational system, the pattern of secondary education, the structure and problems at different levels of technical education, and the articulation of technical education with the colleges and with industry and commerce.

Consideration of how these concepts fit into the description of the relationship between democracy and education.

Creativity

This unit aims to increase the understanding of organizational behavior, particularly with regard to technical schools and colleges, to increase the understanding of the dynamics of change in education and its organizations, and to increase the ability to successfully drive innovation in initiate, deal with and evaluate technical schools and colleges. . This unit examines formal and informal behavior in schools in the context of theory and research in sociology.

Communication

A tt raction

Norms

Leadership

Cohesiveness

This unit aims to develop an awareness and understanding of recent movements to increase parental participation and involvement in schools; consider the educational role of parents in schools and the impact of their educational role at home on school behavior, academic performance and children's attitudes towards education; to explore the ways in which Victorian technical secondary schools are meeting the requirements for increased parental participation and involvement and to consider the influences that facilitate or hinder parental participation and involvement. Family and peer group influence behavior and performance in school and attitudes towards education.

Family and peer-group influences on behaviour and performance in school and on attitudes to education

Factors behind the moves for increased parental participation and involvement in schools

Identification of key questions raised by such moves for parents and teachers

Examination of parental involvement and participation in Victorian secondary technical schools

Identification of family factors that facilitate or inhibit parental involvement and participation in the school

This unit aims to help students become aware of recent developments in school-community relations in Australia and other Western societies, particularly the UK and USA; to understand the underlying rationale for developments in this area; evaluate the importance of these developments as they affect the teacher's role in the school and community and become familiar with the goals, functions and resources of non-school community educational agencies. The growth of school-community developments in the UK, USA and Australia with particular reference to Australia.

The growth of school-community developments in UK, USA and Australia with particular reference in Australia

The development, rationale and scope of non-school community education agencies in Victoria

The role of the teacher in the community school and in community education programs

The unit focuses on processes within the school that affect students' personal, political, professional and sexual role socialization i.e. While the unit uses the school as its main focus, the impact of other institutional sources such as media and economics will be considered . This section provides a general introduction to some of the concepts and analytical methods used within the sociological perspective, and provides students with little or no basic knowledge of the sociological perspective.

The school as a social system • The application of the 6 Parsonian social system model to the school context.

The school as a social system • the application of th6 Parsonian social system model to the school context

The culture of the school - the instrumental/expressive culture nexus - the school as socializer

The language of text-books

The language of assignments

Language models

Talking to learn

Classroom discourse

Teaching aids and techniques

The function of writing 2. Development of writing ability

Writing and Literacy

Teacher responses to pupils' writing 6. Teachers as writers

They will be encouraged to develop and define personal values in a broad context and gain experience in exchanging general ideas. If necessary, this list will be modified and the final details will be published early in 1978. This will create opportunities for teachers to increase their understanding of the communication process, to examine barriers to interpersonal communication, and to develop their own effectiveness.

To develop an increasing awareness of the complexities of interpersonal speech communication in order to promote.

To develop an increasing awareness of the complexities of interpersonal speech communication so as to foster

To develop understanding about the function of communication in society with special reference to the

A study/discussion of the effects of the mass media;

A practical course in television production

The structure of Australian television and the role of the broadcasting tribunal

Advertising (including advertising aimed at children)

Sex role stereotypes

Children's viewing habits

The Australian content problem (programs made for women and children)

The mass culture debate

Violence in the media

Accordingly, technique will be studied as an aspect of what the cinema has to say. Students will be encouraged to think creatively in the medium by considering the overlapping roles of language and visual symbolism in modern life. Stress will be placed on the role of fantasy and feeling and their interaction with language in the total development of the self.

During the course an attempt is made to transfer the insights from one medium to another.

Study the characteristics of Australian speech

Analyse the use of the broad, general and cultivated accents in the teaching/learning situation

Study the idiomatic speech of sub-cultures, encountered in the school and its environs

Consider the social implications of the pronunciation of words

Consideration will be given to the roles of director, actor, stage manager and designer. Emphasis will be placed on the role of the producer, the interpretation of the play, characteristics, groupings, relationships as well as the theater's increasing involvement in contemporary social issues. PRINCIPLES AND METHODS OF TEACHING — TWO-YEAR COURSE These studies emphasize the development of classroom skills within and across each of the major curriculum areas relevant to secondary technical schools and/or T.A.F.E.

The details of the program for each team, including assessment details, will be provided at the start of the year.

Content 1. Development and administration of education in Victoria

Levels and types of educational provision
Technical and Further Education — a number of alternative approaches may be offered in this area

To help students understand the communication process;. to improve the communication skills they use in their different roles as teacher, student and staff colleague; and to expand their appreciation of the language arts. Objectives To guide students in developing a sociological perspective and applying this perspective to an analysis of the people, processes and groups involved in socialization within Australian society. Behavior The main themes of the course will be examined in a general way by means of presentations by the lecturer during Term 1.

References Students are provided with extensive lists of both book and non-book materials on each of the major course themes.

Aims 1. To help students gain some insight into the way in which our individual lives are commented upon, our range of

To arouse and/or develop an interest in human affairs and humane values, especially through the consideration
The Australian Context and Contemporary Issues — historical, political, economic, social and cultural
Areas of World Conflict — a choice from such topics as the Third World and the Western powers; Ireland and the

To help students gain some insight into how our individual lives are commented on, our range of. source debate; the changing role of the family; the media; consumerism and alternative lifestyles; radical technology; etc. Comparative Studies - A similar approach applied to the US or Japan or Indonesia or the UK) as compared to the US or Japan or Indonesia or the UK) as compared to Australia, and a consideration of relations between Australia and those countries. Areas of World Conflict - a choice of topics such as the Third World and Western Powers; Ireland and the Third World and the Western Powers; Ireland and the United Kingdom; Zimbabwe and South Africa; Israel and the Arab World; East and West Germany, or the U.S.S.R.

Conduct 1. as contact; two hours per week throughout the second year

Lectures and tutorials; individual and sub-group investi- gations and presentation of seminar sessions; group
History of computation from early times to modern computers
Nomography the science of calculating charts
The mathematics of conservation as a tool in the economical use of materials and facilities

The basis of the interrelationship of the branches of mathematics and their use in solving recurring basic problems in technologies. Grading will be based on course attendance and satisfactory completion of prescribed tests and assignments. Class contact: equivalent to one hour per week over three terms, usually in the second year of the course.

General focus of the course is neither purely theoretical nor entirely based on the examination of administrative practices.

POST-INITIAL PROGRAM

There shall be a Graduate Diploma in Educational Administration which shall be awarded in one grade
An applicant may be admitted to candidature who (a) has qualified for a degree from an approved
The course shall comprise the core study of The Educational Administrator which shall be offered as
A candidate shall pursue the course for at least one academic year and shall, except where otherwise
To qualify for the Graduate Diploma a candidate shall
Aims 1. To assist students to reflect on their previous experience in organizations

To encourage students to identify their own attitudes and values relative to the essential issues in educational
To introduce students to a selected range of relevant theories and research findings
To assist students to relate these theories and findings to their current opinions, practices and positions
To assist students to develop a personal administrative style flexible enough to be adapted to changing
The course and the conditions under which it may be undertaken shall be as prescribed from time to time by
A candidate shall pursue the course for at least one academic year and shall, except where otherwise
To quality for the Graduate Diploma a candidate shall (a) to the satisfaction of the Faculty participate in the
Where a candidate, having undertaken the course, has failed to qualify for the Graduate Diploma the Faculty
The Council may award the Graduate Diploma in Graphic Communication Education to a candidate who

1.5 "Course" refers to a Postgraduate Diploma in Graphic Communication Education course awarded under this Regulation. To qualify for the degree, the candidate must (a) participate to the satisfaction of the faculty in (a) participate to the satisfaction of the faculty in lessons and other activities prescribed for the course; and. Curriculum This component of the course is designed specifically as a development training for the manager/consultant/coordinator/consultant/.

Assessment In general, a participant's performance in each of the main units of the course will be assessed on the basis of tasks completed during the units.

EMPLOYMENT INFORMATION

Attendance at voluntary camps with the C.M.F

Copies of the Education Gazette are available in schools and in the College library and common room. Temporary Temporary teachers who have the qualifications stated in Teacher Regulations 9 of the Education Service (Teacher Court). The qualifications required for promotion within the Technical Schools Division are set out in Regulation 9 of the Regulations of the Education Service (Teachers' Tribunal).

Full details of the pension scheme can be read from the pamphlet in the library.

STATE COLLEGE OF VICTORIA AT HAWTHORN