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Education III Units of Study 2010

Units of study on this page:

Semester One

Semester Two

Education III (all Education students)

EDUF3031 Positive Approaches to Special Education

Credit points: 6, Teacher/coordinator: Dr Ilektra Spandagou, Session: Semester One, Semester Two

Session 1
 Primary
Session 2
 Bachelor of Education (Human Movement and Health Education)
Secondary – BEd/BA, BEd/BSc(Maths) and BEd/BSc/Sc

Coursework: lectures – 1hr/wk for 12 weeks, workshop – 2hr/wk for 6 weeks, fieldwork – 20 hours' placement, Prerequisites: 42 credit points, Assessment: fieldwork report (4000-word equivalent), tutorial presentation (650-word equivalent), three position statements (1350-word equivalent)

This unit addresses issues relating to the education of students with special-education needs. The subject matter includes the impact of the philosophy and principles of inclusive education and current legislation; and evidence-based approaches to curriculum, teaching and learning practices for students with special education needs. A specific focus is given to managing the challenging behaviours of students in a range of settings.

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Education III options – Session 1

EDUF3023 Sports, Leisure and Youth

Note: only available to students enrolled in the Bachelor of Education (HMHE) degree.

Credit points: 6, Teacher/coordinator: Dr Steve Georgakis, Session: Semester One, Classes: Lectures: 1 hr/ wk for 12 wks; Seminar: 2 hrs/wk for 12 wks. Prerequisites: 42 credit points Assessment: Seminar presentations (20%), 2,500 wd work research project (40%), 2500 wd portfolio (40%).

This unit of study dissects the role played by youth sport and sport in Australian society from an historical and socio cultural perspective. Youth sport in this unit encompasses school physical education, school sport, organized community sport as well as any organised youth physical activity. This unit endeavours to place greater emphasis on theories that have emerged regarding youth sport and sport issues. These include how youth sport and sport in general have been constructed over time and how each relates to themes such as class, gender, age, ethnicity, sexuality, social identity, policy, politics commercialism, nationalism, terrorism and racism. This unit will encourage students to critically analyse how sport is both constructed and is produced in the context of particular social values and beliefs. The unit is structured in a way to encourage the development of arguments and ideas through tutorial presentations, research projects and a portfolio which relate to these topic areas. This unit of study is designed to encourage student-based multi-disciplinary inquiry as laid out by the Education III design. It is designed also to encourage students to become informed citizens and life-long learners.


EDUF3027 International Education

Credit points: 6, Teacher/coordinator: Dr Nigel Bagnall, Session: Semester One, [[b||Classes: Lectures: 1 hr/wk for 12 wks; tutorials: 2 hrs/wk for 12 wks Prerequisites: 42 credit points Assessment: 1 hr exam, 2500 wd essay, two 1000 wd workshop papers, workshop participation.

The unit emphasis is on the underpinning global education trends of the developed world. A number of themes are dealt with in this global context, in particular youth transition, Indigenous education issues in Australia, USA and New Zealand, the emergence of international curriculum and assessment and a number of education system case studies. These case studies will include the education systems of France, Great Britain, Germany and the United States. The unit will appeal to students who are likely to work in the increasingly global world of teaching and may be involved in latter years in working in organizations such as UNESCO, the OECD or the World Bank.


EDUF3028 Mentoring in Educational Contexts

Credit points: 6, Teacher/coordinator: Dr Lesley Scanlon, Session: Semester One, Classes: Lectures: 1 hr/wk for 10 wks; seminars: 2 hrs/wk for 10 wks Prerequisites: 42 credit points Assessment: Seminar presentation (2000 wds equiv.), reflective journal (4000 wds) and participation in a first year mentor workshop or other approved mentor programme (for 1 hour a week for 7 weeks).

It is increasingly difficult for young people to survive in contemporary risk societies. Particularly problematic is their successful navigation of unfamiliar communities of practice manifest as organizational structures. Subsequently, mentoring has been widely adopted internationally to support young people acquire the organization know-how essential to organisational survive. Specifically, within an educational context mentoring as theory and practice has assumed critical importance in introducing pre-service teachers to the professional practice of teaching. This unit of study examines mentoring in schools and universities and other organizational structures. Students use a range of sociological theories and constructs in order to develop a critical understanding of mentoring as professional practice.


EDUF3034 Australian Theatre, Film and Learning

Credit points: 6 Teacher/Coordinator: Dr Michael Anderson and Dr Kelly Freebody, Session: Semester 1, Semester 2 Classes: 10hrs lectures, 10 hrs seminars, 4 field trips Prerequisites: 42 credit points Assessment: Essay (2500 words), Film Assignment essay (2500 words).

This unit of study examines the nature of theatre and film in Australian cultural and educational settings. A particular focus will be placed on theatre and film for and by young people, and the range of learning that takes place through young people's engagement in, and appreciation of, theatre and film. In addition, the role and nature of Australian film and theatre will be placed within an international context so that students can examine the international forces influencing Australian culture. Indigenous issues in Australian Film and Theatre will be examined. Australian Theatre, Film and Learning will provide first hand experiences of Australian films and theatre performances through field trips to significant theatre performances and festivals, Australian school performances and the viewing of Australian films.
Students enrolled in this unit will incur a levy to cover any additional costs.


EDUF3035 Multicultural Learning and Teaching

Credit points: 6 Teacher/Coordinator: Dr Marianne Hulsbosch Session: Semester 1 Classes: Lectures: 2 hrs/wk for 9 wks, Field: 3 hrs/wk for 3 wks, Seminars: 3 hrs/wk for 3 wks Prerequisites: 42 credit points Assessment: Critical reflective diary 40%, Seminar Presentation 60%.

This unit provides students with a deeper understanding of the historical, cultural and sociological construction of youth in Australia today. This knowledge, as well as the changing experiences of young people, is an important foundation for today's educators. This unit will focus on the Australian educational experience set within the context of multicultural social change. Students enrolled in this unit will incur a levy to cover any additional costs.

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Education III options – Session 2

EDUF3026 Global Poverty and Education

Credit points: 6, Session: Semester Two, Classes: Lectures: 1 hr/wk for 12 wks; tutorials: 2 hrs/wk for 12 wks Prerequisites: 42 credit points. Assessment: One 1hr exam, one 2500 wd essay, one 1250 wd workshop paper, one 750 wd workshop paper.

This unit of study explores relationships between education, poverty and development in the less-developed parts of the world. It acknowledges the importance of a broad-ranging view of development, including its economic, cultural and technological dimensions. The unit begins with an analysis of the impact of globalisation on poorer regions, moving to consideration of a range of theories of development and how education is viewed in them. The major part of the unit examines key issues facing educational development in poorer countries at the present time, and moves on to country and/or regional case studies, consideration of the Australian foreign aid program in education, and the role of UN agencies in educational development. Students will be assessed on the basis of: workshop participation, examination & essay. The emphasis, in all aspects of assessment, will be on demonstrating a sound understanding of the theories developed within the unit of study and applying these to the less-developed areas of the world. The use of educational research to support students' work, combined with a critical integration of all information used, is an integral component of the unit. The unit is especially designed for those who have an interest in developing countries, who may be teaching or writing about development issues, or who may be interested in careers in international and development education, whether in Australia or overseas.



EDUF3029 Psychology of Learning and Teaching

Credit points: 6, Teacher/coordinator: Dr Paul Ginns, Session: Semester Two, Classes: Lectures: 1 hr/wk for 10 wks; tutorials: 2 hrs/wk for 10 wks Prerequisites: 42 credit points and EDUF2006 Assessment: 2000 word essay (35%), collaboratively written 2500 word tutorial paper (20%), individual oral tutorial presentation (15%), 2 hour take home exam (30%), supplementary on-line work.

This unit of study examines four themes from current research on learning and teaching which have significant implications for enhancing learning outcomes in educational settings: (1) the self-system, learning and achievement; (2) collaborative learning: cognitive and motivational factors; (3) information processing and the design of instruction; and (4) learning from text, illustrations and multimedia. Each of these themes is defined by a central question (e.g. how is the self-system organised and what is its relationship to student achievement?) which is examined through several bodies of related recent research. In addition to lectures on each theme, students present the results of their collaborative self-directed research on one of the themes in a series of presentations held in the last three weeks of the unit of study. At the completion of the unit students should be able to analyse, synthesise, and draw conclusions from theory and research in each of the four themes considered, derive educational implications and applications for an educational level (e.g. primary, secondary), demonstrate the skills involved in collaborative and self-directed learning, and demonstrate competence in oral and written communication skills.


EDUF3030 Australian Secondary Schooling

Credit points: 6, Teacher/coordinator: Dr Helen Proctor, Session: Semester Two, Classes: Lectures : 1 hr/wk for 12 wks; Tutorials : 2 hrs/wk for 12 wks Prerequisites: 42 credit points Assessment: Three reading guides (2100 wds), Essay (3000 wds), Exam (1 hr).

How can we explain the ideas, practices and institutions which form the modern Australian secondary school? This unit looks for the answers in the history of the secondary school. Where did the HSC, prefects, SRCs, school uniforms, the curriculum, the private and the public school, the coed and single sex school, and the church and public schools all come from? Understanding the history of the present enables a powerful advantage in the process of reforming secondary schools and education.The first part of the unit looks at the inheritance from Europe and North America before concentrating on Australia, and New South Wales in particular. The workshop and assignment program encourages students to work on the experience and history of particular schools in which they may be interested.


EDUF3032 Curriculum and Evaluation

Credit points: 6 Teachers/coordinators: Associate Professor Robyn Ewing and Dr Lesley Scanlon Session: Semester Two, Coursework: lectures – 1hr/wk for 12 weeks, tutorials – 2hr/wk for 12 weeks, Prerequisites: 42 credit points, Assessment: mind map (10 per cent), analysis of curriculum document (20 per cent), seminar presentation (30 per cent) and related paper on a curriculum phenomenon (40 per cent)

'Curriculum' can mean many things: syllabuses, curriculum documents, policies, plans for teaching by faculties and individual teachers, sets of materials and resources used as the basis for developing learning experiences for learners, as well as the learning experiences themselves. As well, curriculum as a process includes all of the thinking, talking and interacting between individuals and groups that are necessary to arrive at decisions recorded in plans and documents. Evaluation and assessment are often misunderstood concepts. Cultural, social and political influences drive decisions about who, what and how will be evaluated. Evaluation and assessment are often conflated with large-scale testing regimes because these can lead to easily quantifiable results. A broader and more accurate understanding of these terms is important for all educators.


EDUF3034 Australian Theatre, Film and Learning

Credit points: 6, Teachers/coordinators: Dr Michael Anderson and Dr Kelly Freebody Session: Semester One, Semester Two, Classes: 10hrs lectures, 10 hrs seminars, 4 field trips Prerequisites: 42 credit points Assessment: Essay (2500 words), Film Assignment essay (2500 words).

This unit of study examines the nature of theatre and film in Australian cultural and educational settings. A particular focus will be placed on theatre and film for and by young people, and the range of learning that takes place through young people's engagement in, and appreciation of, theatre and film. In addition, the role and nature of Australian film and theatre will be placed within an international context so that students can examine the international forces influencing Australian culture. Indigenous issues in Australian Film and Theatre will be examined. Australian Theatre, Film and Learning will provide first hand experiences of Australian films and theatre performances through field trips to significant theatre performances and festivals, Australian school performances and the viewing of Australian films. Students enrolled in this unit will incur a levy to cover any additional costs.


EDUF3036 Arts-based Learning and Teaching

Credit points: 6, Teacher/coordinator: Dr Marianne Hulsbosch, Session: Semester Two, Classes: Lectures:2 hrs/wk for 9 wks; Field Study: 3 hrs/wk for 3 wks; Seminars: 3 hrs/wk for 3 wks Prerequisites: 42 credit points Assessment: Critical reflective diary: 40%, Case Study: 60%.

This unit provides students with an understanding of the traditions, influences, stylistic and contemporary practices contributing to art and design in Australia and the Pacific. Knowledge of art and design, as well as design traditions and contemporary practices, are an important foundation for both practitioners and art educators. This unit will focus on Indigenous Australian and Pacific Islander art and design education.