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In document state college of victoria at hawthorn (Page 113-118)

References Basford, L. and Kogan, P. (eds.) Foundations of Science Library (Series). London, Sampson Low Marston, 1966.

Bulloch, C. et al. Man and His World : A Scientific Perspective. London, Longmans, 1975.

Life Nature Library (Series) New Scientist (Periodical) Scientific American (Periodical)

Additional book and journal references are recommended for particular topics.


This unit is designed for students interested in the develop- ment of literacy skills in technical subjects. It aims to develop critical approaches to existing instructional materials on the basis of their suitability for differing language levels.

It also aims to develop the skills necessary for the preparation of teaching materials in the area of technology.

1. Background: English language — its history, develop- ment and use in the scientific, technical and trade areas.

2. Methodology and skills for the teaching of scientific technical and mathematical language.

3. English for Specific Purposes: readability criteria;

preparation of material for E.S.P. teaching suitable for learning and language enrichment, and improvement of reading and writing in technical subjects.

1. Class contact: two hours per week for the period of 15 weeks.

2. Lectures, discussions, individual and group projects.

Assessment will be based on written and practical assignments.

Participants will be required to analyze teaching and reading materials, technical literature, assignments, modular notes and other classroom materials. Projects such as the design of reading materials appropriate to specific teaching areas will also be required during the course.

Herbert, A.J. The Structure of Technical English. Longman, London, 1971.

Mackay, R. and Mountford, A. English for Specific Purposes.

Longman, London, 1978.

Cigler, M.J. Readability and Teaching Materials. Resource Booklet, SCV Hawthorn, 1977.

Cigler, M.J. Trade Teachers Trained in Remedial Work, Australian Journal of Remedial Education. 4: 19-20,1976.









The major aim of the Complementary Program is to ensure that graduates will have acquired knowledge and skills in a specialised field to a level substantially beyond that at which they will be required to teach. While the major thrust will be specialist studies some areas of professional and general studies may be studied.

Course Details A points system operates as follows:

75 points for the Core Program

40 points for the Complementary Component 115 points for the Diploma of Technical Teaching The 40 points required for the Complementary Program may be obtained by a flexible program of studies outlined in diagram form that follows.

These studies may be taken:

1. after completion of the core 2. before completion of the core

3. partly before and partly after completion of the core.

The following combinations will constitute the normal types of program fo the Complementary Component:

Type I - Elements A and E Type V . — Elements B and F Type II Elements A and F Type VI Elements B and G Type III Elements A and G Type VII Elements C,D and F Type IV — Elements B and E

These combinations are illustrated below.


Middle Level Certificate major sequence

24 B.

Technician's Certificate

24 C. 8

Prescribed Study

D. 16

Project &

Proj. Meth. Seminar

E. 16

Additional Level Cert.

F. 16

General and/or Professional Studies

G. 16

Project &

Proj. Meth.




Complementary The following programs are planned for 1980:

Program The Adult Learner and TAFE

Design Education Graphic Communication Outdoor Education

(9 points) (16 points) (16 points) (9 points)

The Adult Learner and TAFE

Design Education

Units will be offered within the following major strands of study:

1. Teaching/Learning and the Curriculum 2. Communication in Education

3. Structures and Processes in Educational Institutions 4. Education and Society

5. Project and Project Methodology Seminar 6 General Studies

The aim of this program is to explore concepts and issues related to the education of adults, with particular

reference to TAFE. (9 points)

This program aims to develop in teachers an awareness and appreciation of design through the study of:

• selected historical developments;

• current design practice in product manufacture architecture, engineering;

• people as "consumers" of design and as

participants in the production cycle. (16 points) Graphic This program provides a course of study which will satisfy Communication some of the immediate needs of teachers of Graphic

Communication in respect to their classroom teaching and course development. It contains a combination of

professional and specialist studies. (16 points) Outdoor This program is designed to introduce teachers to both the Education theory and practice of outdoor education. In particular it

focuses on the place of outdoor education in the total school curriculum and on the appropriate knowledge and skills to engage in this activity. (9 points)



Strands of Study Within the Complementary Program of the Diploma of Technical Teaching

The list below indicates the range of units which have been planned for inclusion in the program. The units actually offered in 1980 will depend on student choice and staff availability.

Professional Studies Strands

Strand 1: Teaching, Learning and the Curriculum

1.1 Perspectives on Teaching/Learning and the Curriculum 1.2 Educational Technology

1.3 Learning Disabilities 1.4 Measurement & Evaluation 1.5 Classroom Observation 1.6 Distance Education

1.7 Student-Centred Mastery Learning 1.8 Teacher Effectiveness Training 1.9 School-Based Curriculum Processes 1.10 Program Development

Strand 2: Communication in 2.1 Visual Communication 2.2 Visual Communication 2.3 Visual Communication 2.4 Visual Communication 2.5 Language in Education


— 1A (pre-requisite for Units 2.2, 2.3, 2.4)

— 1B Applied Photography

— 1C Closed Circuit Video and the Classroom

— 1D Studio Productions

— (pre-requisite for Units 2.7, 2.8) 2.6 TESL in TAFE

2.7 Reading in Technical Subjects 2.8 Writing in Technical Subjects 2.9 Advanced Speech Communication

Strand 3: Structures and Processes in Educational Institutions

3.1 Understanding Educational Institutions 3.2 Change Processes in Education

3.3 The Teacher as Planner & Decisionmaker 3.4 Social Interaction in Education



Strand 4: Education and Society

4.1 Technical Education in Contemporary Society 4.2 Community Education

4.3 Education in a Multi-cultural Society

4.4 Technological Development and the TAFE Teacher 4.5 Education, Unemployment and the Schools Strand 5: Project and Project Methodology Seminar 5.1 Project

5.2 Project Methodology Seminar General Studies Strand

6.1 Personal Development and Group Interaction 6.2 The Australian Language



In document state college of victoria at hawthorn (Page 113-118)