QDFX100 to QDTS419
QDFX100 Field Experience 1
0 cp
This unit orients the beginning teacher by emphasising professional interaction, familiarisation and guided observation. The unit offers opportunities to develop an awareness of the needs of learners and to promote an image of the student as teacher. Through observation and discussion the student is able to understand and develop elementary teaching and management skills and to undertake some introductory activities.
QDFX200 Field Experience 2
0 cp
This unit develops and extends basic teaching and learning skills. The unit will assist students to identify learning styles and apply various strategies to cater for such learning styles and contexts. The unit offers opportunities designed to develop teaching and management skills; to plan, prepare and implement lessons geared to curriculum area studies; to develop a variety of interpersonal skills; to identify appropriate assessment techniques and to reflect critically on experiences.
QDFX207 Community Engagement Program
0 cp
Co-requisite QDFD221 Creating Inclusive, Safe and Supportive Schools
This is part of a sequence of Professional Experience. The Community Engagement Program aims to assist preservice teachers to understand and value diversity in its many forms enabling them to cater for diversity more effectively. The placement in a community agency, where the preservice teachers contribute to the functions of that agency, enhances the development of their understanding of the contextual factors that impact on the way in which people live their lives. The Community Engagement Program is premised on an understanding that learning is enhanced through exposure to a variety of other individuals and contexts, particularly those that present different forms of knowledge, experiences, and attitudes. To enhance critical examination, promote reflective practices and challenge established beliefs, preservice teachers are offered unfamiliar, problematic experiences which break the continuity of experiences of cumulative socialisation that often date back to their school years. Participation encourages preservice teachers to extend their understanding of the pluralistic and accessible array of non-formal educational settings such as hospitals, prisons and community centres that offer legitimate and authentic experiences for learning, and should therefore be recognised and valued. Further, it enables preservice teachers to listen to the voices of marginalised people and, through reflection, allow such experiences to impact on their personal and professional lives as engaged citizens.
QDFX213 Professional Experience 2B
0 cp
The aim of this professional experience in the primary teacher education program is to provide opportunities for preservice teachers to become immersed in the life of the school program through participation in a combination of full-day professional experiences and a block practicum. This professional experience should develop and extend preservice teachers’ teaching, learning and management strategies, particularly at a whole class level. It should also provide opportunities for integration between education and professional studies undertaken at the University, and the school-based professional learning experiences.
QDFX310 Professional Experience 3
0 cp
The third year of the primary professional experience program builds upon the work commenced during Professional Experience 2 and extends preservice teachers’ understanding of the complexity of the teaching and learning process in regard to individual differences, cultural diversity, and context. Through placements, including remote, rural and international settings, preservice teachers are able to engage in professional learning experiences that provide opportunities for the development of new knowledge and skills, deeper cultural awareness, and professional identity. Students are expected to take responsibility for planning and implementing whole class learning experiences for an extended sequential period as well as participating in other school activities.
QDFX413 Professional Experience 4
0 cp
Prerequisites EDFX310 Professional Experience 3
This school-based professional experience is undertaken in the final year of the course and facilitates the induction of preservice teachers into the profession. This practicum focuses on the identification of the professional role of the teacher as one of reflector, thinker, learner, and investigator within a particular classroom context and as an integral member of a school community. The unit allows principals, school coordinators, associate teachers and preservice teachers to work collaboratively with the University to assess, challenge, develop and extend the abilities of preservice teachers. It also provides opportunities for school-based study and the development of closer links between theoretical considerations and the teaching and learning experiences encountered in schools.
QDLA304 English Education 3
10 cp
The final professional studies unit in English for prospective primary school teachers is intended to deepen students’ understanding of major issues in the area and to develop further their skills in planning, teaching and evaluating in English programs. Issues will relate to on-going theoretical debates, including those relating to the nature of language and language development, and the implications of these for English teaching. The learning needs of particular children will provide a focus for a significant component of the unit.
QDLA309 Literacy Education 2
10 cp
This unit focuses on the learning and teaching of speaking, listening, writing, reading and viewing appropriate to the later years of primary school. It will strengthen the students’ understanding of themselves as learners and educators as they meet intellectual challenges using a range of cognitive processes, and demonstrating a commitment to professional growth. This unit will also assist students to address the questions of integration of knowledge and its application in schools and community. Theoretical frameworks of literacy education will be revisited to ensure students have a strong basis for pedagogy. Students will extend their study of a range of relevant literary (eg novels) information, media multi-modal texts appropriate to Years 3-6 and examine ways of using such texts for planning and integrating literacy across their classroom teaching. Students will extend their knowledge and ability to scaffold children’s learning at more complex levels of reading and writing structures and processes, with a particular focus on scaffolding literacy. This knowledge incorporates children’s ability to draw on spelling strategies, word processing and technology to underpin their competence in literacy. Emphasis will be on students learning how to support children to become effective, analytical and critical writers and readers of a variety of text types for different purposes, appropriate to Years 3-6. Underpinned by a fundamental concern for justice and equity and the dignity of all human beings, the unit will develop students’ understanding of assessment-related issues and the purposes, characteristics, and limitations of various types of assessment. They will become knowledgeable in the implementation of essential learning and productive pedagogies.
QDMA307 Mathematics Education 3
10 cp
This unit is designed to focus in further detail on contemporary curriculum issues that relate to the learning of mathematics. The students will investigate current research into mathematics education and discuss its implications for the classroom.
The students will examine state, national and international curriculum publications, curriculum programs, research journals and internet websites. There will be a particular emphasis on understanding how children construct mathematical knowledge and skills and develop mathematical understandings. Inquiry-based teaching strategies that promote numeracy through mathematical thinking will be modelled. Demonstration of an acceptable level of mathematics knowledge and skills by the student is required.
QDMA309 Exploring Mathematics 2
10 cp
This unit, following on from Exploring Mathematics 1, uses a problem-solving approach and an emphasis on deep understanding of important mathematical content knowledge needed for teaching. In this case, the mathematical focus is on rational number (fractions, decimals, percentages), proportional reasoning, probability and statistics, and algebraic thinking and reasoning. There is a particular emphasis in content and assessment on “real-world” applications of mathematics. The kinds of approaches to teaching and learning advocated in Learning and Teaching Mathematics 1 and Learning and Teaching Mathematics 2 are modelled in this unit, where the desire is to increase the confidence and competence of students with mathematics.
QDMA310 Mathematics: Learning and Teaching 2
10 cp
This unit is designed to provide student teachers with opportunities to consider issues and strategies in planning, implementing and monitoring learning experiences for pupils in primary mathematics, with an underpinning concern for justice and the dignity of all. Students will explore the structure and content of the mathematics curriculum with reference to relevant state or territory documents. Opportunities will be provided for students to experience and critically examine a range of different learning activities and teaching approaches. The teaching of rational number, algebra, and chance and data will form the content basis of this unit. Students will examine a range of formal and informal assessment strategies with an emphasis on using these tools to inform reporting on student achievement. Underpinning students’ explorations in the unit will be theories of children’s mathematical learning such as constructivism, and socio-cognitive approaches to learning. Students will investigate the findings of reported research into mathematics education issues considered within this unit, and will discuss implications for the classroom.
QDMU101 Creative Arts Education: Music
10 cp
This unit is designed to facilitate the students' understanding of the ways in which children perceive, respond to and make music. The unit will assist students to develop music knowledge and skills related to teaching and learning in music education. The unit also examines assumptions held about the nature and value of music in the education of the child and encourages an understanding of the significance of music in a personal, social and cultural context.
QDPH101 Personal Development Health and Physical Education 2
10 cp
The unit aims to continue curriculum development in PD/H/PE, with more emphasis on health education and personal development in the primary school and integrating the content of the 4 syllabus strands that focus primary on these issues. It will give insight into a range of curriculum materials strategies and processes and investigate the implications for personal development and health education within the key learning area of PDHPE with a strong emphasis on drug education, child protection education, sexuality education and personal health choices. Some further investigation of alternatives in teaching gymnastics will be pursued. This will provide students with the knowledge, skills and understandings to be able to plan, program and teach effectively in all facets of the PDHPE syllabus.
QDRE101 Religious Education 1
10 cp
Religious Education in both its faith and educational dimensions defines and distinguishes the Catholic school. It is therefore a core and essential key learning area within the primary school curriculum, as well as foundational to the religious life of the school. The Catholic school system in Australia is and has always been a critical and integral element of the Australian Catholic Church. As Australian society becomes increasingly diverse and pluralist, the place of religion within society must be acknowledged and appreciated in the context of the Catholic school, parish and Church. This unit is an introduction to Religious Education in Catholic primary schools, with a focus on Religious Education in the early years of schooling. When considering effective Religious Education pedagogy in early years’ settings, learning and teaching need to be informed by contemporary early childhood theory and practice. Therefore, key aspects of this unit will include: the nature and purpose of Religious Education in Catholic primary schools; approaches to Religious Education in the early years as outlined in relevant diocesan guidelines; the development of basic teaching and learning strategies for early years’ primary Religious Education.
QDRE102 Religious Education 2
10 cp
As students move through the Catholic primary school their awareness of the society in which they live increases. The classroom teaching of religion needs to reflect such awareness. This unit focuses on religious education in the middle and senior years of primary schooling. It has specific emphases on students’ understanding and awareness of the Catholic Church tradition including the role and place of sacraments and scripture as well as religion’s place in Australia’s multi-cultural and multi-faith society. When considering effective religious education pedagogy in middle and senior primary settings, learning and teaching needs to be informed by contemporary theory and practice that reflects an understanding of the ways in which students in these primary years have developed. Therefore key aspects of this unit include: curriculum development and evaluation processes, sacramental education, Eucharistic liturgical preparation, moral/values education, the exploration of Scripture with students, an appreciation of Indigenous spirituality as well as multi-faith and multi-cultural perspectives, and an evaluation of religious education resources.
QDRE306 Indigenous Spirituality 1
10 cp
The course is designed as an introduction to the area of Indigenous spirituality. The content of the unit will be mainly drawn from those Aboriginal writers, artists and elders, past and present, whose work represents an attempt towards defining or expressing their spirituality. In examining this material, emphasis will be given to developing the skills of empathetic interpretation. Attention will also be given to the idea of art as a form of spiritual expression, and the on-going dialogue between Indigenous spirituality and the formation of an Australian identity.
QDRE421 Indigenous Spirituality 2
10 cp
This unit is designed to develop an understanding of various dimensions or components which constitute a community's spirituality. These dimensions will be presented as representing a particular vision of reality for a particular community of believers. A typological methodology will be employed when examining material from both Aboriginal and other Indigenous spiritual cultures as well as from a variety of religious traditions. Emphasis will be given to understanding the dynamic inter-relationship between the dimensions of story, ritual, symbol and socio-cultural concerns.
QDSS100 Australia in an Asian Context
10 cp
This unit is an introduction to Australia’s interaction with the complexity and diversity of Asia from various perspectives. The unit broadly surveys some of the major cultural, social and economic developments which have shaped the interactions between Australia and selected Asian nations over time. A multi-disciplinary approach is adopted.
QDST101 Environmental Studies
10 cp
This unit is designed to develop the students’ knowledge and understanding of the environment and of the various processes which operate within it. This awareness should help the student to realise that every living thing depends on the environment and on its relationships with other living things. Students should develop a sense of personal responsibility to care for the environment.
QDST201 Science and Technology Education
10 cp
This unit aims to develop students’ understanding of teaching science and technology in the primary school. This will include further development of the students’ own knowledge and skills in science and technology in the primary curriculum, as well as the skills needed to plan learning experiences for children. Constructivism as a theory of learning is central to this unit. The unit examines and models a range of teaching strategies that underpin current best practice in science and technology in the primary school as well as considering issues that impact on student learning in science and technology such as gender and diversity. Students will examine a number of Australian and other curriculum documents and be given opportunities to plan science and technology experiences.
QDTS103 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.
QDTS108 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.
QDTS300 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.
QDTS309 Primary Teaching and Classroom Management 2/Field Experience
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.
QDTS419 Curriculum Design and Evaluation/Field Experience
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.
Page last updated: 2017-06-29
Short url: https://handbook.acu.edu.au/61609
Page last updated: 2017-06-29
Short url: https://handbook.acu.edu.au/61609