EDTS100 to EDTS648
EDTS100 Information Technology and the Classroom
10 cp
This unit aims to provide an opportunity for students to realise the practical implications of information and communication technology (ICT) for education and schooling. Students will examine information and communication technology as a context, stimulus, source of information and tool for learning. Students will create cross-curricular teaching and learning resources to meet learning outcomes using a range of technologies. They will use technologies for the management of computer-based resources in the classroom. Students will use internet tools for communications, as a source of information, and for publishing.
EDTS103 Teaching Students with Special Needs
10 cp
An ongoing challenge for schools is how to meet the educational needs of every student. This challenge becomes more complex each year given the range of cultures in our schools and the national focus on improving student literacy and numeracy. In addition, there is a move towards a greater inclusion of students with disabilities, learning difficulties and/or challenging behaviours in regular classrooms. This move reflects a human rights perspective and is based on a social justice paradigm of equal educational opportunity within the regular classroom for all children. An inclusive school takes a non-categorical approach to students and is evaluated by the degree to which each and every student in the school is provided for and is successfully achieving. The aim of this unit is to develop students’ knowledge, understanding, and skills in creating inclusive classrooms and schools to effectively meet the educational needs of all students, with a particular focus on students with special needs.
EDTS108 Teaching and Classroom Management 2
10 cp
This unit examines models of teaching and management strategies. Specific topics to be considered include the introduction to curriculum processes and issues, assessment principles and techniques, and the teacher’s professional responsibilities in effective school-based partnerships.
EDTS207 Secondary Teaching and Classroom Management1/FXP
10 cp
This unit is designed to introduce the skills necessary to establish and maintain an effective learning environment. The focus is on the essential skills required by the beginning teacher in the classroom, employing a reflective and self-analytical approach. Classroom communication, questioning, explanation, demonstration, discussion, group work, an introduction to segments are among specific areas to be included. As this unit incorporates field experience, strong links are established between the theoretical components and classroom practices in school and community settings.
EDTS210 Teaching and Learning: Preparing for the Contexts of the Field
10 cp
This unit will focus on assisting students develop and apply a critical understanding of a variety of social and cultural contexts, including issues of disadvantage. Students will be introduced to ways of selecting and delivering appropriate teaching, learning and assessment strategies to address these contexts. It is expected that the students’ commitment to social justice and inclusivity as well as their appreciation of the sacred will deepen and broaden as they gain understanding regarding the diverse religious, cultural and social backgrounds of children. Through school-based experiences students will form links between theory and practice in a cohesive manner as they describe, analyse and reflect upon current practices, develop communication, planning and organisational skills and relate their observations to the theoretical foundations given in lectures and readings. It is anticipated that students will continue to develop their own quality pedagogy with particular reference to the significance of appropriately selected material matching student needs and considerations of intellectual quality, especially the elements of problematic knowledge and metalanguage. The graduate attributes of a spirit of service to the community and an enthusiasm to search for further knowledge and understanding will be evidenced throughout this unit through students’ work in acquiring knowledge surrounding the contexts within which they will teach. Education Studies 4 develops further the use of these strategies and the students’ understanding of effective learning environments.
EDTS300 Curriculum Design and Evaluation
10 cp
This unit focuses upon extending the student teacher’s professional responsibilities in the area of program development and curriculum processes. The unit is intended to assist students develop an informed concept of curriculum theory and implementation, particularly in the context of a school community that values Gospel ideals. Program development and evaluation, student assessment and teacher self reflection, together with contemporary curriculum issues such as outcome-based curriculum planning, student profiling and reporting using performance standards, will be examined. A range of theoretical underpinnings for the teaching and learning process, in conjunction with curriculum perspectives impacting upon the curriculum, will be canvassed. The unit is designed to ensure the student teacher has an informed concept of curriculum and curriculum theory, together with the skills to be curriculum designers, implementers and evaluators. The unit introduces the students to models of curriculum design and evaluation strategies for curriculum development.
EDTS309 Primary Teaching and Classroom Management 2/FXP
10 cp
This unit examines models of teaching and management strategies in the classroom. Specific topics to be considered include an introduction to curriculum processes and issues, assessment principles and techniques, and the teacher’s professional responsibilities in effective school-based partnerships. As this unit incorporates field experience, strong links are established between the theoretical components and classroom practices in school and community settings.
EDTS310 Secondary Teaching and Classroom Management 2/FXP
10 cp
This unit emphasises a variety of teaching strategies and builds on the basic teaching skills studied in Teaching and Classroom Management 1/FXP moving toward mastering student-centred teaching-learning strategies. Students study in detail prominent theorists of classroom management, investigate models of curriculum design and explore the role of the teacher’s partnership with parents. As this unit incorporates field experience, strong links are established between the theoretical components and classroom practices in school and community settings.
EDTS418 Secondary Teaching and Classroom Management1/FXP
10 cp
This unit is designed to introduce the skills necessary to establish and maintain an effective learning environment. The focus is on the essential skills required by the beginning teacher in the classroom, employing a reflective and self-analytical approach. Classroom communication, questioning, explanation, demonstration, discussion, group work, an introduction to segments are among specific areas to be included. As this unit incorporates field experience, strong links are established between the theoretical components and classroom practices in school and community settings.
EDTS419 Curriculum Design and Evaluation/FXP
10 cp
This unit focuses upon extending the student’s professional responsibilities in program development and curriculum processes. The unit is intended to assist students to develop an informed concept of curriculum theory and implementation, particularly in the context of a school community that values Gospel ideals. Program development and evaluation, student assessment and teacher self-reflection, together with contemporary curriculum issues such as outcome-based curriculum planning, student profiling and reporting using performance standards, will be examined. A range of theoretical underpinnings for the teaching and learning process, in conjunction with curriculum perspectives impacting upon the curriculum, will be canvassed through an integration of practical and theoretical experience. The unit is designed to ensure that students have an informed concept of curriculum and curriculum theory, together with the skills to be curriculum designers, implementers and evaluators. The unit introduces students to models of curriculum design and evaluation strategies for curriculum development. Students will collaborate to plan a unit of work which could be implemented and evaluated in the field.
EDTS421 Reflective Classroom Research
10 cp
The major purpose of this unit is to help students develop teacher research skills that will enable them to grow professionally. Students will develop their own research foci on the basis of the curricular or learning issues, areas of interest, or areas of concern that they identify. The unit is designed to help students experience the various phases of the action research cycle, and to develop its relevant skills. Students will be encouraged to draw upon their own experiences during class discussion, and to work cooperatively to achieve the targeted outcomes. Emphasis will be given to the utilisation of available classroom information such as formal and informal assessment data as substantial source information for their action research projects.
EDTS505 Curriculum in Action
10 cp
This unit will focus on the identification and analysis of key factors and issues involved in the implementation of curriculum change and innovation. Emphasis is placed upon developing understandings that may in turn affect curriculum implementation practice in participants' work settings. Awareness of a range of current issues in curriculum in Australia, the forces behind changes associated with these issues, and the implications of these changes for teachers' own educational practices, will also be examined. Approaches to the critique of current issues from a social justice perspective will be developed.
EDTS508 Development of Positive Classroom Behaviour
10 cp
Violence, divorce, drugs and media pressures comprise everyday reality for many children and youth today. A recent review of a number of research studies indicates that peer and school connectedness significantly contributes to the well being of children and youth, especially those children who are at risk (Fuller 1998). This unit aims to enhance teachers’ knowledge, understanding and skills in how they can help students to cope with the complexities of their lives. In particular the unit will enhance teachers’ skills in teaching social competence and developing positive class and school behaviours. The unit will also assist participants to develop whole school welfare policies as well as their own personal philosophy or charter on how to facilitate school and peer connectedness for students.
EDTS602 Teacher Growth and Change
10 cp
The focus of the unit is to assist educators to identify, explore and reflect on issues related to the growth and professional development of teachers. Students will be encouraged to articulate their personal beliefs about teaching and to examine the stage of growth and development they are currently experiencing. The aim of the unit is to provide opportunities for teachers to learn about the stages of growth and professional development for teachers, to reflect upon personal development and to learn about processes that will facilitate desired growth and change. The approaches in this unit will encourage educators to critically review the issues that impact on teacher growth and change, to reflect on personal growth and to set goals for the future.
EDTS603 Contemporary Issues in Learning
10 cp
The unit explores the concept of learning, as described in current literature, and considers the learning process primarily from the perspective of the learner. The concept of learning is presented as a socially constructed and students are assisted to make explicit the referents they use to make sense of their own learning and that of others. Metaphor, particularly the analysis of metaphors used in understanding learning, is introduced as a device for making concepts and beliefs about these concepts explicit. Modern approaches to learning are analysed and theory is placed in an educational context by considering the roles of the teacher and the learner in the learning process. The viability of various theories of learning is explored by examining the effectiveness of the theory in assisting in the understanding of learning. Finally, learning is presented as a life long process, dependant on individual belief and volition. The role of metacognition, self regulation and direction and the learning community in sustaining life long learning is considered.
EDTS604 Creating Collaborative Learning Communities
10 cp
The vision for inclusive education for the 21st century hinges on the creation of collaborative learning communities where staff and learner diversity is valued and individuals successfully collaborate to achieve outcomes that no one individual could achieve alone. Achieving these outcomes relates to the redefining of learning, including the development of new forms of leadership and the focus on lifelong learning and the call for people to build collaborative relationships with others within their workplace and in the broader community. This unit explores the theoretical bases and models of cooperative learning and collaborative consultation. The aim of the unit is to develop students' knowledge and understanding of how to create collaborative learning communities in their classrooms and schools so their students experience the positive student gains associated with co-operative learning, and for staff to develop strong interdependent collegial relationships with each other.
EDTS606 Current Issues in Inclusive Education
10 cp
This unit investigates current philosophies, legislation, principles, policies and practices for the inclusion of learners with diverse backgrounds. Students will be required to undertake reading and research in relation to issues such as segregation, integration, inclusion, early intervention, transition programs, gifted education, cultural diversity, Aboriginal education. The unit also examines curriculum implications for developing educational programs and strategies to transform the challenge of inclusive principles to practices in the students’ workplace.
EDTS607 Mentoring for Professional Learning and Development
10 cp
This unit focuses upon extending the knowledge and skills of school leaders and experienced teachers in the areas of supervision and mentoring. The unit is designed to ensure that the participant has an informed understanding of the similarities and differences between supervision and mentoring. The roles and skills for effective mentoring will be explored against the backdrop of the domains of teaching as identified by State and National Institutes of Teachers and current educational practice. Participants will investigate techniques and processed involved in establishing mentoring programs that are based upon informed decision making through the collection and analysis of data, which is then interpreted through integration with research on best practice.
Particular reference will be made to pre-service teachers, induction and retention of beginning and experienced teachers against a standards framework of professional accountability and practice.
EDTS608 Professional Portfolios in Action
10 cp
In this unit course participants will critically analyse the development of a professional learning portfolio as integral to teacher reflection and learning. Participants will consider the research basis for the notion of professional portfolios and the growing perception of these for establishing a professional identity. Within the process of examining criteria for the development and assessment of professional learning portfolios, participants will describe and build an individual portfolio within their own workplace and/or professional context.
EDTS618 Current Issues in Education and Learning
10 cp
This unit explores current issues in education and learning. It engages learners in discourse about beliefs as educators and facilitators for learning at a time of unprecedented change. Theories of learning, pedagogical processes and assessment associated with education as a lifelong process will be examined. Current issues and research in education including professional learning, accountability, catering for diversity, developing autonomous learners and education in a rapidly developing technological world also will be examined.
EDTS619 Curriculum in Action
10 cp
This unit will focus on the identification and analysis of key factors and issues involved in the implementation of curriculum change and innovation. Emphasis is placed upon developing understandings that may in turn affect curriculum implementation practice in participants' work settings. Awareness of a range of current issues in curriculum in Australia, the forces behind changes associated with these issues, and the implications of these changes for teachers' own educational practices, will also be examined. Approaches to the critique of current issues from a social justice perspective will be developed.
EDTS647 Nurturing Connections for Learning in the Early Years of Schooling
10 cp
This unit provides the educator with opportunities to critically reflect on the principles and perspectives that underpin a philosophy of early education that promotes holistic learning that nurtures each child’s continuing development as a lifelong learner. Contemporary learning and child development theories are examined through the making of explicit connections with political, social and cultural contexts that surround the child and that influence learning in the early years of schooling. The holistic view of the child as a lifelong learner provides a frame of reference for the critical review and analysis of contemporary early childhood curriculum directions and trends that influence decision-making and pedagogy. A range of powerful reflective processes and conceptual tools are utilised to assist educators to critically reflect on their own assumptions about learning in the early years of schooling and to align theory with practice. The educator is challenged to name and critique connections between new conceptions of knowledge and practical applications within their own work situations.
EDTS648 Engaging the Learner in the Early Years of Schooling
10 cp
This unit examines approaches to curriculum decision-making and pedagogy that engage young children in quality learning experiences throughout the early years of schooling. It examines contemporary early childhood. It explores the educator’s role in promoting and nurturing young students as lifelong learners and engaging them as active participants in their own learning. The unit explores and critiques contemporary early childhood learning theories and curriculum directions, associated research and evidence based practices within the broader political, social and cultural contexts of teaching in the early years of schooling. Educators are challenged to search for and to create knowledge that may inform and direct curriculum decision-making and approaches to pedagogy that actively engage young students in worthwhile learning experiences, in ways that support and promote each student’s continuing development as a lifelong learner.
Page last updated: 2017-06-28
Short url: https://handbook.acu.edu.au/60704
Page last updated: 2017-06-28
Short url: https://handbook.acu.edu.au/60704