SDST203 ICT Systems: An Introduction

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.

This unit aims to build an introductory understanding of contemporary information systems. Students develop a generic understanding of the applications of computers by examining the history of computers, how to buy a computer, computer peripherals, computers in the workplace, computer networks, computerised tasks in the workplace, software solutions, the origin of the internet, Y2K issues and computer viruses. This course is also designed to develop foundation skills in word processing, databases, and spreadsheets and desktop publishing. It is expected that students undertaking this course will recognise computers as the tool of the information age and be able to explain basic concepts in IT.

 

SDST322 ICT Curriculum and Teaching 1

10 cp

This unit aims to develop students’ understanding of how the content of relevant senior science syllabuses is developed in terms of mandatory policies. The major focus is on planning, student assessment and evaluating science units to meet the needs of a range of learners. Use of technology, different modes of assessment, and the place of innovative approaches to teaching science is promoted. Methods by which science can incorporate various curriculum perspectives such as gender, multiculturalism and the environment are considered.

 

SDST323 ICT Curriculum and Teaching 2

10 cp

This unit will assist students to develop further knowledge and skills to become competent and enthusiastic teachers of secondary ICT subjects in senior secondary classes. More specifically it will familiarise students with relevant policy documents, specific syllabus requirements, approaches to lesson sequencing and program development, statutory requirements for student assessment and reporting, the design of suitable assessment tasks, and unit evaluation, as well as the optimum use of facilities and resource management. Students will develop units of work, assessment tasks and learning resources to achieve selected syllabus outcomes.

 

SDST330 Networking for Schools

10 cp

This unit comprehensively investigates why the computer is the tool of the information age. Students will identify interacting elements of a computer system and how the system functions; contemporary operating systems and the various applications for which each is used; explore local and wide-area networks, including various topologies; determine network design criteria; define different types of computers accurately and the purpose of each; and define and examine software licensing and piracy. This unit is structured so that students are supported in their learning by a variety of hard (paper) and electronic information which encourages cooperative self-paced learning.

 

SDST331 Information Technology: Education and Ethics

10 cp

This course aims to give students an awareness and understanding of what it is to be an ethical professional working within an information technology (IT) context. On completion of this course, students should understand the professional responsibilities of an information systems practitioner, be aware of the wider implications of information technology to society at large, and be competent to make sound ethical decisions regarding the implementation and use of information systems. The internet is used as the primary source for exploring fundamental issues related to the ethical use of information technology as it provides a variety of perspectives. Issues examined in this unit are related to the students’ individual educational work context.

 

SDST419 Designing IT Resources in Education

10 cp

This is a project-based unit. It will provide students with opportunities to enhance their knowledge and understanding of a wide range of information and communication technology (ICT) applications in educational contexts. Students will develop software and instructional design skills to create innovative solutions to improve teacher productivity or personal management, and to enhance learning outcomes within educational contexts in their own teaching situations.

 

SDTS100 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.

 

SDTS103 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.

 

SDTS207 Secondary Teaching and Classroom Management 1/Field Experience

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.

 

SDTS210 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.

 

SDTS310 Secondary Teaching and Classroom Management 2/Field Experience

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.

 

SHEO113 The World and Literature of the Bible

10 cp

This unit is an introduction to the background, history, culture and narrative literature of Ancient Israel and first century Christianity. This unit will involve a study of selected biblical texts, such as Genesis, Exodus, the Gospel of Mark and extra biblical texts.

 

SHEO 128 God, Faith and the Search for Meaning

10 cp

In this unit, students will explore questions connected to the search for ultimate meaning, value and human identity in the context of the major religious and philosophical questions affecting the contemporary post-modern world. By developing a critical self-awareness in approaching religious and secular worldviews, students will be enabled to examine a number of core elements of Christian faith and Catholic tradition by employing the critical methods and resources of theology.

 

SHEO237 Foundations of Christian Ethics

10 cp

This unit introduces the student to the major questions, concepts and areas of debate in the field of Christian ethics in the Catholic tradition. It also explores methodological issues in theological ethics focusing on the Catholic tradition.

 

SHEO250 Christian Symbol, Ritual and Sacrament

10 cp

This unit treats the fundamental sacramentality of the world, particularly as it is expressed in Church; its relation to the mystery of Christ and the Holy Spirit. It explores a contemporary sacramental theology and the way in which sacramental-liturgical celebrations express, celebrate and nourish the Christian life and mission for the reign of God.

 

SOAB100 Cultures and Identity in Australian Indigenous Communities

10 cp
Prerequisites Students enrolled in BTeach/BA (Indigenous Studies) course
Teaching Organisation Students will attend two compulsory residential schools on campus. Residential contact will involve lectures, group tutorials and small group discussions.

The major focus of this unit is the exploration of Indigenous identity within Indigenous cultures, its relationship to Australian history and its significance within the wider national context. The unit will examine the diversity of Indigenous cultures and the ways in which the intersection of traditional cultures and modern cultural forms produce multi-faceted Indigenous identities. This foundation will consider the range of cultural practices through which Indigenous identity is sustained as well as the historical and socio-cultural factors and processes that generate change.

 

SOAB200 Indigenous Lives

10 cp
Prerequisites Students enrolled in BTeach/BA (Indigenous Studies) course
Teaching Organisation Students will attend two compulsory residential schools on campus. Residential contact will involve lectures, group tutorials and small group discussions.

This unit focuses on the lives of prominent Indigenous people and their contributions to Australian society. It uses oral histories, biographies and autobiographies students to allow students to expand their knowledge of contemporary Indigenous culture, with a particular focus on the factors which have contributed to the development of their local community.

 

SOAB201 Contemporary Issues in Indigenous Australia

10 cp
Prerequisites Students enrolled in BTeach/BA (Indigenous Studies) course
Teaching Organisation Students will attend two compulsory residential schools on campus. Residential contact will involve lectures, group tutorials and small group discussions.

This unit examines contemporary Indigenous Australian societies by analysing the development and impact of current policies in areas such as health, education, employment and community. The unit also examines the impact of contemporary developments in the Aboriginal visual and performing arts, film, music and literature in redefining the contemporary Australian identity.

 

SOAB202 Australian Policies and their Impact on Society in an Indigenous Context

10 cp
Prerequisites Students enrolled in BTeach/BA (Indigenous Studies) course
Teaching Organisation Students will attend two compulsory residential schools on campus. Residential contact will involve lectures, group tutorials and small group discussions.

Issues of social justice, government policy and other emerging structures form the basis of this unit. Students will investigate current government structures, policies and the law and their impact on Indigenous peoples. The process and impact of change in these areas will be explored in the context of international ideals of social justice.