Selection and Status of Candidates 26 Examination and Progress of Candidates 31 Center for Educational Administration 36 Department of Educational Resources 37. The teaching support activities of the College are the staff of the Academic Registrar, the Business Manager, the Department of Educational Resources and the Student Services Section.
DEPARTMENT OF CREATIVE ARTS TEACHING
Cynthia Fitcher, Cert.App.Soc.Sc. Michelle Whelan, Cert.App.Soc.Sc. A.V. Mediekonsulent) Elizabeth Hill, B.A., Dip.Ed. Ray Poole Helen Boerma Erica Addison Dirk Balthazaar Robyn Hinves Peter Jackson Gwen Jensen Mary Lamendola Lina Secatore Bruce Renshaw Greg Sheridan Business Manager.
Many students in the initial degree program have been recruited through a combined recruitment exercise involving the Technical Schools department of the Education Department and the college. The college currently takes two admissions to initial teacher preparation courses each year - in February and in June.
ADMISSION OF STUDENTS
- Minor studies in the related areas of music and drama would be an advantage
- qualifications held by the applicant;
- the level and scope of the applicant's established competence and experience in the field of
- in relation to involvement in the field of a post- initial graduate diploma, the level and scope and
- Identifiable special strengths will be required in order to compensate for any deficiency in normal entry
- In assessing the matters specified in 3.2, sub-committees will -
- where necessary, interview the applicant before making a recommendation;
- take into account, in any case where an applicant is currently employed as a teacher, any view
- consult appropriate experts currently engaged in industry or commerce when assessing competence
- have regard to the requirements of statutory bodies in Victoria with authority over the
- Admission of In selecting applicants for admission to graduate diplomas Certain Categories sub-committees will observe the requirements of the State
- Status 1 Any granting of credit for studies completed elsewhere must conform with the current require-
- In Graduate Diploma courses, candidates who have already completed studies elsewhere that are
- Notice of Details of the relevant requirements will be made available Requirements for the information of candidates before the commence-
- Due Dates, Extensions, etc
- Absence from 1 A candidate who has not obtained an extension under Examination 5.2 and who is prevented by urgent personal or
- Supplementary Supplementary requirements may be set in any case where Examinations the specified examination leaves the examiners in doubt as
- Withdrawal 1 A candidate may withdraw from a course or from any part thereof provided that written notice of
In calculating the periods of study of the approved profession and professional experience for the purposes of the course regulation. No candidate may be awarded more than 107 credit points under clause 7 of the course regulations.
Integration into the creative arts curriculum, the teacher of creative arts and integration of the total school curriculum. The curriculum in business studies: overview of subjects and syllabuses; the role of business studies in the secondary technical curriculum and in TAFE. Students, as individuals and in groups, for the purpose of teaching in the use of resources and encouraging the creative use of free time.
Training to use the equipment is provided by the College's Open Access Media Resource Center program. Objectives To enable student teachers to gain a clearer understanding of the teaching and learning process. Science of vision - functioning and disorders in the functioning of the eye; color perception; photopic and scotopic vision; color blindness; sharpness.
Theories of adolescence — Anna Freud, Mead, Sullivan, Erikson, Bias
Physical changes during adolescence and concern with physique
Discipline — the adolescent in the classroom situation
Sexual development and sex education
The mass media
Delinquency during adolescence
Assessment The main emphasis in assessment is on the students' ongoing evaluation of the concepts and experiences presented during the option - both in relation to their personal and professional growth as teachers. The emphasis of the course will be on the contribution of the selected theory to self-awareness and a practical understanding of behaviour. Interaction in the staff room; parents in and out of school. structured experiences designed to promote self-awareness, trust of others, communication, group cohesion and simulation of classroom situations;. analysis of problems presented by group members through discussion and role play; study and analysis of the group interactions resulting from the problem solving processes.
Attendance and participation are particularly relevant because of the class format and the relationship of these variables to the group. A number of fundamental questions that teachers constantly face in their concern for the educational and personal development of their students provide the main focus of the course;. The aims and objectives of education and the effects of the "knowledge explosion" and social change.
Where and when shall we educate? Th e technical-secondary system in Victoria, alternatives to schooling and the de-
Who shall be educated? Equality of opportunity, the education of minority disadvantaged groups, and the
What happens after compulsory education? Post- secondary education, vocational education, unemploy-
They will be encouraged to develop and define personal values in a broad context and gain experience in sharing general ideas. If necessary, this list will be amended and final details will be published early in 1979. It will provide opportunities for teachers to increase their understanding of the communication process, to examine barriers to interpersonal communication, and to develop their effectiveness.
Communication of information, processes of persuasion, listening, modern methods of discussion, strengthening sociability, use of voice in lessons. As effective oral communication is an important factor in most teacher learning situations, this unit is of immediate professional relevance. To develop an increasing awareness of the complexity of interpersonal speech communication in order to encourage
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
The practical course will be in the use of the simple television equipment found in most technical schools. Instruction will be given in screenwriting, film, editing and sound. ed) Mass Communication Sociology. The particular emphasis of this course will be to consider problems of practical filmmaking as an integral part of the filmmaker's attempt to understand the world about him.
Consequently, technique will be studied as one aspect of what cinema has to say. Students will be encouraged to think creatively in the medium 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 full development of the self.
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
Attention is paid to the roles of the director, actor, director and designer. Objectives This is a unit designed to promote a better understanding of the technical aspects of theatre. The emphasis will be on the role of the producer, the interpretation of the play, characterization, groupings, relationships and the increasing involvement of theater in contemporary social issues.
1.2 "Faculty" refers to the Faculty of Teacher Education of the State College of Victoria at Hawthorn;. 1.4 "UG3 Associate Degree" means an award registered in the UG3 category on the Australian Council for Awards in Advanced Education register; To qualify for the Diploma a candidate must. a) to the satisfaction of the Faculty to participate in the previous classes and in other activities;
- If after the determination of his or her status upon admission a candidate would be required to
- A proposed program of studies for the Comp- lementary Component may include studies to be
- A candidate who wishes to vary his or her approved program of studies for the Complement-
- A candidate pursuing studies for the Complement- ary Component shall if required
A candidate shall pursue the course for the Diploma for at least one academic year and shall, except where
The Council may award the Diploma of Technical Teaching to the candidate who has fulfilled the prescribed conditions. These studies emphasize the development of classroom competencies within and across each of the core curriculum areas associated with technical high schools and/or T.A.F.E. They are complementary to practical classroom experience and student teachers who take them must normally register for school experience at the same time.
Four hours a week in the first year and three hours a week in the second year. Programs in this subject are planned and implemented by teams of lecturers who combine expertise for teaching in specific areas and for general curriculum design, implementation and evaluation. Specialized audiovisual training is available on an open-access basis in the college's media center.
Procedures and Techniques
Content and Objectives
Student progress; registration and reporting 6. Roles and responsibilities of the teacher as an instructor, advisor, colleague, etc.; informal. the curriculum; 'extracurricular' tasks and opportunities. Evaluation is based on participation in and. attending sessions and satisfactorily completing assignment work. In each mandate, the assigned tasks will usually consist of either one major task or several minor ones. i) provide written and/or practical evidence of competence in specific areas at each stage; and. ii) especially at later stages, to provide evidence of knowledge development and.
Separate results are awarded at the end of both the first and second years. Assessment is cumulative in each year and is based on completion at a satisfactory level of prescribed tests, assignments and practical work. Details of the assessment programs for each group of students are the responsibility of the appropriate course coordinator.
S.A., Little, Brown, 1977
S.A., Harcourt Brace, 1962
- Communicate effectively as individuals and group members by developing further their powers of
- Develop and broaden their responses to the humane values and the human experiences to be found in
Study in depth the structure of lesson planning and analysis in a specialized sphere. To develop an awareness of the contribution that a specialist area can make to the whole curriculum. Develop an appreciation of the role of graphic communication and its contribution to the overall educational program.
To develop an awareness of the place of this subject in the field of technical and further education. To develop an understanding of the principles and methods of teaching wool grading for both secondary schools and T.A.F.E. There is no formal course in pedagogical psychology in the first year.
Particular emphasis will be placed on evidence for the development of social awareness and for the improvement of students' critical and expressive skills. To help students understand the basics of numbers and the laws of numbers; thereby increasing their understanding of and ability to use mathematics as a language and tool in technology; and to develop an understanding of the social impact of numbers and modern aids to calculation. The basis of the interrelationship between mathematical branches and their application to solving basic recurring problems in the technologies.
Assessment Assessment will be based on participation in the course and on the completion to a satisfactory standard of prescribed tests and assignments. Class contact: the equivalent of one hour per week for three terms, usually in the second year of the course. Assessment Assessment is based on participation in the course and on the completion to a satisfactory standard of assigned projects and assignments.
111 COURSE DETAILS
- Teaching, Learning and the Curriculum
- Student-Centred Mastery Learning 1.8 Teacher Effectiveness Training
- Communication in 2.1 Visual Communication
- Reading in Technical Subjects 2.8 Writing in Technical Subjects
- Structures and Processes in Educational Institutions
- Education and Society
- Technical Education in Contemporary Society 4.2 Community Education
- Education in a Multi-cultural Society
- Technological Development and the TAFE Teacher 4.5 Education, Unemployment and the Schools
- Project Methodology Seminar General Studies Strand
- Personal Development and Group Interaction 6.2 The Australian Language
The main aim of the complementary program is to ensure that graduates will have acquired knowledge and skills in a specialist area to a level significantly beyond that at which they will be required to teach. 40 points for the complementary component 115 points for the diploma of technical pedagogy The 40 points required for the supplementary education can be obtained by a flexible program of study outlined in diagram form that follows. These examinations can be taken: after completion of core 2. before completion of core. partly before and partly after completion of the core.
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. Teaching/Learning and the Curriculum 2. Structures and Processes in Educational Institutions 4. Project and Project Methodology Seminar 6 General Studies. This program offers a course that will satisfy Communication in some of the immediate needs of graphics teachers.
SCHOOL EXPERIENCE -TEACHING PRACTICE
1.5 "the course" refers to a course approved by the Interim Senate of the State College of Victoria for the Postgraduate Diploma in. 6 To qualify for the Postgraduate Diploma, a candidate must. a) participate to the satisfaction of the Faculty in the classes and other activities prescribed for the course; and. 1.5 "the course" refers to the course for the Postgraduate Diploma in Graphic Communication Education awarded under this regulation.
To qualify for the Postgraduate Diploma, a candidate must (a) participate to the satisfaction of the Faculty in the. classes and other activities prescribed for the course; and. 1.5 "the course" refers to a course approved by the Senate of the State College of Victoria for the Postgraduate Diploma in Literacy and Numeracy at the State College of Victoria at Hawthorn. To qualify for the Postgraduate Diploma, a candidate must (a) participate to the satisfaction of the Faculty in the classes and other activities prescribed for the course; and.
THE EDUCATION DEPARTMENT AND YOU
Attendance at voluntary camps with the C.M.F
Students must submit them to the Vice-Chancellor of the College; other students to their head teacher. Any accident occurring while a student is on college duty must be reported to the Vice-Chancellor of the college, whether or not compensation is to be claimed. Subject to medical fitness, students are guaranteed permanent employment in the Teaching Service after satisfactory completion of their education.
Living allowance Unmarried teachers who have to pay more than a third of their salary for appropriate management can ask the Teachers' Court for an excessive living allowance. Applications for these allowances should be sent to the Education Department through your school's principal. Pension Every teacher, after being classified as a permanent member of the education service and subject to medical fitness, becomes a mandatory contribution to the pension fund.