education course information book
DESCRIPTION
2012 Education Course Information BookTRANSCRIPT
Education
- flexible online learning -
5 Mary Street (PO Box 534)
Drummoyne NSW 1470
Sydney, Australia
Tel: 61 2 9819 8888
Fax: 61 2 9719 1714
Email: [email protected]
Web: www.wi.edu.au
CRICOS Code 02664K
ABN 50 360 319 774
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Wesley Institute is a registered Higher Education Provider under the NSW Higher
Education Act and the Commonwealth Higher Education Support Act, and approved
to provide courses to international students. The Institute offers Masters in
Counselling, Education, Leadership and Ethics, Music, and Theology; Graduate
Diplomas in Counselling, Education, and Theology; Bachelors in Dance, Drama,
Graphic Design, Music, Theology; Associate Degrees in Dance, Graphic Design, Music
and Theology; and a Diploma in Drama. Courses are accredited with the NSW
Department of Education and Training, and approved for FEE-HELP, Youth Allowance,
Austudy and Abstudy for eligible students.+ Wesley Institute is an International
Affiliate of the Council for Christian Colleges and Universities, and offers Studies
Abroad for the 110 member universities and colleges in the USA.
All information in this publication is correct at 31 May 2012 but is subject to change
without notice. Wesley Institute reserves the right to change the content of any unit
of study, or to withdraw any unit or course of study it offers, or to impose limitations
on enrolment in any unit or course of study.
+Austudy and Youth Allowance are not available for the Master of Music and the Master of
Theology.
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Contents
Introduction ............................................................................................ 4
Master of Teaching (Primary)* ................................................................. 6
Graduate Diploma of Education (Secondary)* ......................................... 8
Admission - Primary ............................................................................... 10
Admission - Secondary ........................................................................... 10
Credit ..................................................................................................... 11
Assessment ..............................................................................................12
Unit Descriptions - Primary .....................................................................12
Unit Descriptions - Secondary .................................................................14
Academic Staff ....................................................................................... 20
Fees ....................................................................................................... 22
Tuition Assurance .................................................................................. 22
*This course is delivered through online learning, and is therefore only open to domestic students
(Australian citizens and permanent residents).
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Introduction
Wesley Institute promotes and fosters quality in teaching and learning through the
implementation of our vision, mission and institutional values, and their integration in
all aspects of institutional life and culture.
Our Vision:
Transforming lives through excellence in Christian higher education.
Our Mission:
Wesley Institute benefits our community as we equip people to live godly lives in
influential vocations. We seek to fulfil this mission by integrating excellent higher
education, rigorous scholarship, and professional and spiritual development.
Our Values:
All our activities are informed and underpinned by five core values:
- Christian faith in action
- Education informed by scholarship and creativity
- Lifelong learning
- Responsible stewardship
- Integration.
In actively pursuing our mission, Wesley Institute commits to the following:
• courses and learning resources of high quality and standing, as determined by
regulatory authorities, expert advisors, staff and students.
• curriculum and modes of delivery structured so as to maximise student access to
learning opportunities and support without compromising quality or equity.
• a nurturing and safe teaching and learning environment for staff and students
grounded in Christian faith and academic integrity.
• a focus on the achievement of graduate attributes, student satisfaction, course
completions and career relevance.
The Graduate Diploma of Education (Secondary) and a Master of Teaching (Primary)
respond to the need of Christian schools for teaching qualifications that value a
Biblical worldview and consider the implications of this worldview for a Christian
philosophy and practice of education. There is a high demand for qualified and
competent teachers with a distinctive Christian education perspective, and Wesley
Institute graduates have been successful in obtaining teaching positions in both
independent and government schools.
The courses provide professional pre-service training for graduates intending to be
primary or secondary school teachers, imparting the knowledge and skills required for
effective teaching in all schools and, in particular, Christian schools. They aim to
produce teachers who are reflective practitioners, able to bring current developments
in teaching and learning into their practice, and committed to lifelong learning.
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Delivered online, the courses offer candidates the flexibility to undertake coursework
at times they find convenient, and with less travel. Studies commence with a
compulsory on-campus orientation which includes workshops, tutorials, introductions
to first semester units and to the Online Learning System (Moodle), and a Child
Protection Workshop. Access to the Internet is necessary for completion of the course.
Professional experience is a critically important part of teacher education courses. As
such, Wesley Institute is active in developing ongoing relationships with schools willing
to host our pre-service teachers, particularly Christian schools. The courses provide
strong links between the theory units and the practicum through assessment tasks
which encourage pre-service teachers to apply what they learn in the theoretical units
to teaching practice. At the end of each teaching practicum students are required to
engage in reflection on how educational theory informed their practice. Experienced,
well-qualified supervising teachers are selected to supervise and mentor pre-service
teachers during their practicum. Wesley Institute field coordinators support the
supervising teachers in their role. Placements in rural and remote communities are
actively encouraged, and Wesley Institute utilises the services of Beyond the Line run
by the NSW Department of Education and Training in providing the funding for those
who choose to undertake placements in rural and remote communities.
The Graduate Diploma of Education (Secondary) and the Master of Teaching
(Primary) are accredited with the NSW Department of Education and Training under
the Higher Education Act 2001, and approved by the NSW Institute of Teachers as
approved Initial Teacher Education Programs under the NSW Institute of Teachers Act
2004 (http://www.nswteachers.nsw.edu.au/Approved-Programs.html). Graduates are
eligible for employment with the NSW Department of Education and Training
(https://www.det.nsw.edu.au/employment/teachnsw/unicontacts.htm) as well as with
independent schools. Graduates are eligible for provisional accreditation on
employment as teachers in NSW Schools.
Australian States and Territories mutually recognise accreditation and approval
processes, and teachers accredited in one State are normally approved to teach in their
specialisation(s) in the other States.
Please note, however, that these courses are delivered through online learning, and
therefore are available only to Australian citizens and residents.
If you have been thinking about becoming a teacher, perhaps now is a good time to
consider the tremendous fulfilment and satisfaction that is a part of teaching, and the
many opportunities teachers have to make a positive difference in the lives of children
and young adults. The Head of Education, Julie Mathews, would be happy to talk
with you [email: [email protected] or phone: (02) 9819 8840].
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Master of Teaching (Primary)
• Course Code: WED51
• Credit Points: 96
• Number of Units: 16
• Duration: 2 years full-time; 4 years part-time
• Student Workload: 40 hours per week (full-time)
• Delivery Mode: Online coursework; School-based professional experience
The Master of Teaching (Primary) comprises 16 compulsory units grouped into three
strands:
1. Foundational Studies
Introduction to Teaching
Psychology for Teachers
Teaching Students with Diverse Abilities
Teaching Biblical Studies
Cultural Perspectives in Teaching
2. Curriculum Studies
Literacy
English
Numeracy
Mathematics
Science and Technology
Human Society and its Environment
Personal Development, Health and Physical Education
Creative Arts
3. Professional Experience
Professional Experience I
Professional Experience II
Professional Experience III
A sample sequence of study for a full-time candidate commencing in January 2012
follows. The course commences with a compulsory Orientation during which students
will commence working on their first semester units.
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SAMPLE FULL-TIME STUDY SEQUENCE - PRIMARY
Semester Unit Code Unit Name Delivery Mode
1 EDPF401 Introduction to Teaching On campus/Online
EDPC403 Creative Arts On campus/Online
EDPC401 Literacy Online
EDPC402 Numeracy Online
2 EDPF404
or
EDPF403
Teaching Students with Diverse Abilities
or
Psychology for Teachers
Online
Online
EDPC404 English Online
EDPC405 Mathematics Online
EDPE401 Professional Experience I (20 days) School based
3 EDPF405
or
EDPF402
Teaching Biblical Studies
or
Cultural Perspectives in Teaching
Online
Online
EDPF404
or
EDPF403
Teaching Students with Diverse Abilities
or
Psychology for Teachers
Online
Online
EDPC406 Human Society and its Environment Online
EDPE402 Professional Experience II (20 days) School based
4 EDPF405
or
EDPF402
Teaching Biblical Studies
or
Cultural Perspectives in Teaching
Online
Online
EDPC407 Science and Technology On campus/Online
EDPC408 Personal Development, Health and PE On campus/Online
EDPE403 Professional Experience III (20 days) School based
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Graduate Diploma of Education (Secondary)
• Course Code: WED46
• Credit Points: 54
• Number of Units: 9*
• Duration: 1 year full-time; 2 years part-time
• Student Workload: 40 hours per week (full-time)
• Delivery Mode: Online coursework; School-based professional experience
The course has been designed around three strands. Units in strands 1 and 3 are
compulsory. The curriculum studies strand lists the various areas in which teaching
method studies are available. Candidates can only be admitted to a teaching method
in which they have academic qualifications at degree level, since secondary teachers
are subject area specialists. The secondary teaching qualification requires a minimum
of one teaching method (major teaching method), i.e. Curriculum Studies I & II.
Completion of a second (minor) teaching method* may increase employment
opportunities. Candidates should be guided in this matter by their State employment
authorities.
1. Foundational Studies (compulsory)
Foundations of Teaching and Learning
Psychology for Teachers
Teaching Students with Diverse Abilities
Teaching Biblical Studies
Cultural Perspectives in Teaching
2. Curriculum Studies (one method sequence is compulsory)
English Method I & II
Mathematics Method I & II
Science Method I & Biology/Physics/Chemistry/Earth & Environmental Science
History Method I & Ancient History/Modern History Method
Geography Method I & II
Business Studies Method I & II
Studies of Religion Method I & II
Music Method I & II
Dance Method I & II
Drama Method I & II
Technology Studies Method I & Design and Technology Method
3. Professional Experience (compulsory)
Professional Experience I
Professional Experience II
The chart below indicates a sample study sequence for a full-time candidate
commencing in January or July 2012. The course commences with a compulsory
Orientation during which students commence work on their first semester units.
*Candidates wishing to complete a second teaching method would need to add a second Curriculum
Method I & II sequence to their course load, completing 11 units for a course total of 66 credit points.
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SAMPLE FULL-TIME STUDY SEQUENCE - SECONDARY
Semester Unit Code Unit Name Delivery Mode
1 EDSF401 Foundations of Teaching and Learning On campus/Online
EDSF403
or
EDSF405
Psychology for Teachers
or
Teaching Biblical Studies
Online
Online
EDSF404 Teaching Students with Diverse Abilities Online
EDSC--- Curriculum Method I (major, mandatory) Online
EDSC--- Curriculum Method I (minor, if chosen) Online
EDSE401 Professional Experience I (20 days) School based
2 EDSF402 Cultural Perspectives in Teaching Online
EDSF403
or
EDSF405
Psychology for Teachers
or
Teaching Biblical Studies
Online
Online
EDSF404 Teaching Students with Diverse Abilities Online
EDSC--- Curriculum Method II (major, mandatory) Online
EDSC--- Curriculum Method II (minor, if chosen) Online
EDSE402 Professional Experience II (25 days) School based
Admission
There are two intakes each year, in January and July. Application closing dates for
2012 are published on the website (www.wi.edu.au/how-to-apply). Applicants are
encouraged to apply early as professional experience places in schools are limited.
Wesley Institute is committed to ethical and responsible student recruitment. The
application process requires the submission of documents verifying that the student has
met the entry requirements for the course.
Before applying for admission, applicants should approach the teacher registration
authorities in their own State or Territory to establish the suitability of their
undergraduate studies for primary or secondary teaching. Each State employing
authority has particular criteria for recruitment of teaching staff.
New South Wales applicants should check that they have covered an acceptable
program in their undergraduate degree for accreditation as a NSW primary or
secondary school teacher. Please go to the NSW Institute of Teachers website for
details (www.nswteachers.nsw.edu.au/Teaching-in-NSW.html). Responsibility for
clarifying the suitability of undergraduate qualifications for employment with an
employing authority rests with the applicant.
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Primary
Applicants may be admitted to the Master of Teaching (Primary) upon successful
completion of an accredited Bachelor degree containing at least one year of full-time
equivalent studies (eight semester-long units of study) relevant to one or more key
learning areas of the primary school curriculum. The key learning areas are:
• English
• Mathematics
• Science and technology
• Human society and its environment
• Creative and practical arts
• Personal development, health and physical education.
An applicant who has not satisfied the above entry requirement of subject content in
the undergraduate degree may be admitted to the Master of Teaching on condition
that required Bachelor units are completed concurrently with studies in the Masters
degree. In practice this is only allowed for a maximum of two units. The applicant
signs an agreement to indicate understanding that proof of satisfactory completion of
the specified concurrent studies is required before the award of the Master of Teaching
(Primary) can be made.
Applicants whose qualifying undergraduate studies were taken in a language other
than English will be required to demonstrate proficiency in spoken and written English
equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of
8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing
modules. Test score equivalencies for alternative tests are provided below.
IELTS SCORE Band 6.0 6.5 7.0 7.5 8.0
Test of English as a Foreign Language internet
based Test (TOEFL iBT) 60 79 94 102 110
PTE Academic 50 58 65 73 79
Cambridge English: Advanced (CAE) from
Cambridge ESOL test scores 52 58 67 74 80
Secondary
Applicants may be admitted to the Graduate Diploma of Education (Secondary) upon
successful completion of an accredited Bachelor degree with a major study in a
designated area related to a school subject. Undergraduate (and appropriate
postgraduate) studies must include study in a designated area related to a school
subject (first teaching area) as follows:
• a minimum of 6 sequential semester-long units of discipline knowledge in a
designated area (equivalent to a minimum of three academic years of study in the
designated area), and
• at least 4 of these units at level 2 (year 2) or above.
A second designated area, if studied, requires 4 sequential undergraduate units, with 2
units at level 2 or above.
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The first designated area determines the first teaching method to be undertaken in the
Graduate Diploma of Education.
Applicants whose qualifying undergraduate studies were taken in a language other
than English will be required to demonstrate proficiency in spoken and written English
equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of
8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing
modules. See previous page for test score equivalencies in alternative tests
Where an applicant does not meet the entry requirement of minimum study in the
undergraduate degree (i.e. a six-semester major in the chosen teaching area), Wesley
Institute may offer the applicant a place in the course on condition that the missing
study is completed concurrently with studies in the Graduate Diploma of Education.
In practice this is only allowed for a maximum of two units. The applicant signs an
agreement to indicate understanding that proof of satisfactory completion of the
specified concurrent studies is required before the award of the Graduate Diploma of
Education can be made.
Credit
The Institute is committed to the dual principles of maintaining high academic
standards that are at least equivalent to those current in Australian universities, and
providing the shortest possible pathways to the desired award by the recognition of
prior learning wherever this is consistent with these standards. In general terms,
students who have been admitted to one of the Institute’s awards may be granted
credit for prior learning, where that learning is demonstrated to be equivalent to
learning acquired through completing accredited units at Wesley Institute, whether
that learning has been acquired through previous academic studies (credit) or in less
formal contexts (RPL). The maximum level of credit and RPL that may be awarded is
normally one-third of the requirements of the Wesley Institute course.
Candidates who have successfully completed teacher education subjects in other higher
education courses may apply for credit transfer. Credit will not normally be granted
into the GradDipEd(Secondary) or the MTeach(Primary) for units or qualifications
completed more than ten years prior to application unless there is evidence of
substantial relevant experience during the intervening period.
Candidates with one year of full-time classroom teaching experience in a registered
school within the last five years will be eligible to be granted RPL for Professional
Experience I. No further credit can be granted for professional experience.
Applications for credit should be submitted as soon as possible following successful
admission to the course, and must be accompanied by relevant documentation.
Please see the Credit and RPL Policy and Procedures for further details.
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Assessment
A range of different assessment tasks is employed to gauge how well students are
achieving the learning outcomes of the various units. The assessment tasks integrate
the theoretical framework with the practical aspects of teaching. Generally the aim of
assessment is to give students the opportunity to apply knowledge into professional
practice, as well as to guide their progress in the development of their knowledge,
skills and confidence.
Unit Descriptions
Master of Teaching (Primary)
FOUNDATIONAL STUDIES
Introduction to Teaching EDPF401 Prerequisite: Orientation (Course Introduction)
This unit enables prospective teachers to appreciate the diverse roles and
responsibilities of the classroom teacher. It explores Christian distinctives and best
practice within the classroom learning community. Candidates examine the role of
ICT and other teaching and learning strategies. Legal issues and Child Protection are
also covered. In addition, the unit includes five days of Professional Experiences
where candidates observe and take part in classroom activities.
Cultural Perspectives in Teaching EDPF402 Prerequisites: None
This unit introduces significant themes and issues in contemporary education, and the
contextual factors - cultural, social, political, historical, and worldview - that have
impacted education and schooling in Australia today.
Psychology for Teachers EDPF403 Prerequisites: None
A biblical perspective on the mind and learning provides the setting for this study.
Candidates evaluate theories of learning as they consider the physical, social,
emotional, moral and cognitive development of children. They also explore faith
development in children.
Teaching Students with Diverse Abilities EDPF404 Prerequisites: None
This unit provides a basic understanding of the current philosophies and principles of
normalisation and integration of children with special needs in diverse contexts, and
considers Christian principles of humanity and acceptance. It enables prospective
teachers to develop skills to encourage effective learning for all children, including
those with special needs. It also explores the place of support services within the class,
school and community.
Teaching Biblical Studies EDPF405 Prerequisites: None
Biblical Studies provides an overview of the unfolding, redemptive story of the Bible
to enable prospective primary teachers to develop skills in understanding the message
of the Bible and interpreting its meaning for a contemporary generation. The unit
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examines curriculum planning and strategies that facilitate the teaching and learning of
Biblical Studies for primary students.
CURRICULUM STUDIES
Literacy EDPC401 Prerequisites: None
Literacy skills are crucial to a student’s success at school, and the delay in acquisition of
literacy skills can impede a student’s intellectual growth. This unit provides the theory
and practice underpinning the acquisition of reading, writing, speaking and listening
skills. There is also a section on how to support students who are experiencing
learning difficulties in this area.
Numeracy EDPC402 Prerequisites: None
“Numeracy is the ability to effectively use the mathematics required to meet the
general demands of life” (NSW BOS K-6 Mathematics Syllabus, p 11). This unit
explores how children learn mathematics and the growth of mathematical concepts
and processes to enable teachers to facilitate childrens’ learning and understanding of
mathematics. The concepts of quality, measurement, spatial representation,
generalisation and mathematical reasoning are particularly emphasised in this unit.
Creative Arts EDPC403 Prerequisites: Orientation (Course Introduction)
This unit focuses on relevant curriculum documents and resources in primary Creative
Arts, as well as giving candidates practical experiences in the processes and techniques
of each of the arts through on-campus workshops. Candidates are equipped to
facilitate effective teaching and learning in the Creative Arts, and also have the
opportunity to explore the relationship between the arts and a Christian worldview.
English EDPC404 Prerequisite: Literacy
Building on the Literacy unit, the English unit prepares candidates to teach language
and literacy skills. It familiarises them with the relevant curriculum documentation,
and facilitates analysis of worldviews in the media and in literature for children.
Mathematics EDPC405 Prerequisite: Numeracy
This unit assists prospective primary teachers to acquire knowledge and skills which
facilitate the active learning of Mathematics. It provides an understanding of how
current theories relate to Mathematics teaching and learning, and familiarises
candidates with relevant curriculum documentation.
Human Society and its Environment EDPC406 Prerequisites: None
This method unit provides candidates with the understanding and skills for facilitating
effective teaching and learning in Human Society and its Environment. It explores
relevant curriculum documents and resources, as well as a Christian framework for
HSIE.
Science and Technology EDPC407 Prerequisites: Orientation (Course Introduction)
This unit gives prospective teachers the understanding and skills for facilitating
effective teaching and learning in Science and Technology. It familiarises candidates
with relevant curriculum documentation and teaching resources for the primary school.
Participation in an on-campus workshop focusing on the learning processes in Science
and Technology is a requirement of this unit.
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Personal Development, Health & Physical Education EDPC408
Prerequisites: Orientation (Course Introduction)
This unit equips candidates with the knowledge, understanding and skills for
facilitating effective teaching and learning in Personal Development, Health and
Physical Education (PDHPE). It examines relevant curriculum documents and
resources for the primary school, and considers Biblical principles that relate to this
area. Participation in an on-campus workshop focusing on Games and Sport,
Gymnastics and Dance is a requirement of this unit.
PROFESSIONAL EXPERIENCE
Professional Experience I EDPE401 Prerequisite: Introduction to Teaching
This unit commences the development of the competencies required for a beginning
teacher through enabling candidates to participate in a range of practical experiences
in the classroom. Under supervision, candidates will plan, prepare and implement
lessons for the primary classroom. They will then evaluate and reflect on their
teaching with the assistance of their supervising teacher.
Professional Experience II EDPE402 Prerequisite: Professional Experience I
Building on the classroom experience of Professional Experience 1, this unit provides
ongoing practical teaching and learning experiences designed to refine teaching
competencies. The range and variety of lessons taught increases in this four-week
school experience.
Professional Experience III EDPE403 Prerequisite: Professional Experience II
This unit enables candidates to further develop and refine the range of competencies
required for a beginning teacher. Students will participate in a four-week supervised
professional experience in the primary school in which they will increase their lesson
delivery to the equivalent of a full-time teaching load.
Professional Experience Extension EDPE404 Prerequisite: Professional Experience III
Building on the classroom experience of Professional Experience III, this unit provides
ongoing practical teaching and learning experiences designed to refine teaching
competencies. An additional two-week block of supervised classroom experience in
the primary school this unit enables candidates to further develop and consolidate
their teaching skills. They will teach the equivalent of a full-time load.
Graduate Diploma of Education (Secondary)
FOUNDATIONAL STUDIES
Foundations of Teaching and Learning EDSF401 Prerequisite: Orientation (Course
Introduction)
This unit enables prospective teachers to appreciate the responsibilities of the
secondary school teacher. It explores Christian distinctives and best practice within the
classroom learning community. This unit introduces teaching and learning strategies
and explores the role of ICT in the classroom. Legal issues and Child Protection are
also covered.
15
Cultural Perspectives in Teaching EDSF402 Prerequisites: None
This unit introduces significant themes and issues in contemporary education, and the
contextual factors - cultural, social, political, historical, and worldview - that have
impacted education and schooling in Australia today.
Psychology for Teachers EDSF403 Prerequisites: None
A biblical perspective on the mind and learning provides the setting for this study.
Candidates evaluate theories of learning as they consider the physical, social,
emotional, moral and cognitive development of children and adolescents. Faith
development in adolescents is also explored.
Teaching Students with Diverse Abilities EDSF404 Prerequisites: None
This unit provides a basic understanding of the current philosophies and principles of
normalisation and integration of children with special needs in diverse contexts, and
considers Christian principles of humanity and acceptance. It enables prospective
teachers to develop skills to encourage effective learning for all students, including
those with special needs. It also explores the place of support services within the class,
school and community.
Teaching Biblical Studies EDSF405 Prerequisites: None
This unit provides an overview of the unfolding redemptive story of the Bible. It also
assists prospective teachers to effectively plan and program a Biblical studies course for
their class, as well as developing units and lessons that make the Bible relevant for
young people today. The unit considers suitable teaching and learning strategies and
evaluates the resources available.
CURRICULUM STUDIES
Business Studies Method I EDSC401 Prerequisites: None
This unit assists candidates in acquiring skills that facilitate the teaching and learning of
Commerce in the junior secondary school. It focuses on curriculum development in
Commerce and introduces relevant syllabus documents and resources. It also explores
issues of relevance to junior secondary Commerce.
Business Studies Method II EDSC411 Prerequisite: Business Studies Method I
This second method unit covers planning and programming for Business Studies in the
senior secondary school with a focus on syllabus documents and resources for Years
11-12. Consideration will be given to student assessment strategies, the evaluation of
the curriculum, teacher self-evaluation, and an understanding of how research can
enhance teaching.
Dance Method I EDSC402 Prerequisites: None
This unit assists candidates in acquiring skills which facilitate the teaching and learning
of Dance in the junior secondary school. It focuses on curriculum development, and
introduces relevant syllabus documents and resources. It also explores the
contemporary relevance of dance in the Christian community.
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Dance Method II EDSC412 Prerequisite: Dance Method I
This second Dance method unit covers planning, programming, student assessment
and program evaluation for senior classes in Dance. Candidates will examine the
Dance curriculum and resource documents for the senior secondary school, and
become more familiar with Safe Dance Practice.
Drama Method I EDSC403 Prerequisites: None
This unit focuses on the process of curriculum design and development in Drama and
introduces relevant syllabus documents and teaching resources for the junior
secondary school. It will assist prospective teachers in acquiring skills which facilitate
the teaching and learning of drama, and encourage them to explore drama as a means
of expressing issues of relevance to contemporary Christians.
Drama Method II EDSC413 Prerequisite: Drama Method I
The Drama curriculum in the senior secondary school is the major focus of this unit.
Candidates will learn how to plan and program effectively, and will develop
knowledge and understanding of student assessment and teacher self-evaluation.
English Method I EDSC404 Prerequisites: None
This method unit assists candidates in acquiring skills which facilitate the teaching and
learning of English in the junior secondary school. It focuses on curriculum
development in English, and introduces relevant syllabus documents and resources. It
also explores issues of relevance to junior secondary English, such as values in teenage
fiction.
English Method II EDSC414 Prerequisite: English Method I
This second English method unit covers planning, programming, student assessment
and program evaluation, with a focus on the English curriculum in the senior
secondary school.
Geography Method I EDSC405 Prerequisites: None
This unit assists candidates in acquiring skills which facilitate the teaching and learning
of Geography in the junior secondary school. It focuses on curriculum development in
Geography and introduces relevant syllabus documents and resources. It also explores
issues of relevance to junior secondary Geography.
Geography Method II EDSC415 Prerequisite: Geography Method I
This second method unit covers planning and programming for Geography in the
senior secondary school, with the focus on syllabus documents and resources for Years
11-12. Candidates explore student assessment strategies, the evaluation of the
curriculum, teacher self-evaluation, and an understanding of how research can
enhance teaching.
History Method I EDSC406 Prerequisites: None
This unit examines the process of curriculum development in History, introducing
relevant syllabus documents and resources, and assisting prospective teachers in
acquiring skills to facilitate the active learning of history in the junior secondary school.
It also examines the influence of worldviews on the interpretation of history.
17
Ancient History Method EDSC425 Prerequisite: History Method I
The Ancient History curriculum in the senior secondary school is the major focus in
this unit. Candidates will learn how to plan and program effectively, and will
examine relevant syllabus documents and resources. They will also develop
knowledge and understanding of student assessment and evaluation strategies, and
will consider how research can make a difference to teaching.
Modern History Method EDSC426 Prerequisite: History Method I
The Modern History curriculum in the senior secondary school is the major focus in
this unit. Candidates will learn how to plan and program effectively, and will
examine relevant syllabus documents and resources. They will also develop
knowledge and understanding of student assessment and evaluation strategies, and
will consider how research can enhance teaching.
Mathematics Method I EDSC407 Prerequisites: None
This unit focuses on the process of curriculum development in Mathematics, and
introduces relevant syllabus documents and teaching resources for the junior
secondary school. It also explores how students learn mathematical concepts, and
evaluates the teaching and learning strategies used in Years 7-10 Mathematics.
Mathematics Method II EDSC417 Prerequisite: Mathematics Method I
This second English method unit covers planning, programming, student assessment
and program evaluation, with a focus on the Mathematics curriculum in the senior
secondary school.
Music Method I EDSC408 Prerequisites: None
This unit focuses on the process of curriculum design and development in Music, and
introduces relevant syllabus documents and teaching resources for the junior
secondary school. Candidates will evaluate the teaching and learning strategies used
in Years 7-10 Music, and will also consider the importance of music in the Christian
community.
Music Method II EDSC418 Prerequisite: Music Method I
The major context for this second method unit is the Music curriculum for Years 11-12.
Candidates will examine and evaluate the relevant syllabus documents, resources, and
teaching and learning strategies. They will also increase their knowledge and
understanding of student assessment in Senior Music.
Studies of Religion Method I EDSC409 Prerequisites: None
This unit focuses on the process of curriculum design and development in this area in
the junior secondary school. It introduces relevant curriculum documents and assists
prospective teachers in acquiring skills which facilitate the teaching and learning of
Studies of Religion.
Studies of Religion Method II EDSC419 Prerequisite: Studies of Religion Method I
This unit focuses on the process of curriculum design and development in Stage 6
Studies of Religion. It introduces relevant curriculum documents and assists prospective
teachers in acquiring skills which facilitate the teaching and learning of Studies of
Religion to Years 11 and 12.
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Science Method I EDSC410 Prerequisites: None
This unit examines the process of curriculum design and development in Science,
introducing relevant syllabus documents and resources. Prospective teachers will
acquire skills to facilitate the active learning of science in the junior secondary school,
including those needed to run safe and successful practical classes in the laboratory.
They will analyse and evaluate accepted teaching and learning strategies for Years 7-10.
Biology Method EDSC421 Prerequisite: Science Method I
This second Science method unit covers planning and programming for Biology in the
senior secondary school, with the focus on syllabus documents and resources for Years
11-12. Consideration is given to student assessment strategies, the evaluation of the
curriculum, teacher self-evaluation, and an understanding of how research can
enhance teaching.
Chemistry Method EDSC422 Prerequisite: Science Method I
This second Science method unit covers planning and programming for Chemistry in
the senior secondary school, with the focus on syllabus documents and resources for
Years 11-12. Candidates consider student assessment strategies, the evaluation of the
curriculum, teacher self-evaluation, and how research can enhance teaching.
Physics Method EDSC423 Prerequisite: Science Method I
This second Science method unit covers planning and programming for Physics in the
senior secondary school, with the focus on syllabus documents and resources for Years
11-12. Consideration is given to student assessment strategies, the evaluation of the
curriculum, teacher self-evaluation, and an understanding of how research makes a
difference to teaching.
Earth and Environmental Science Method EDSC424 Prerequisite: Science Method I
The Earth and Environmental Science Method unit is the second method unit for
senior Science. It covers planning and programming in the senior secondary school,
with the focus on syllabus documents and resources for Years 11-12. Consideration will
be given to student assessment strategies, the evaluation of the curriculum, teacher
self-evaluation, and an understanding of research enhances teaching.
Technology Studies Method I EDSC427 Prerequisites: None
This unit focuses on the process of curriculum design, development and skill
acquisition in Technology (Mandatory), and introduces relevant syllabus documents
and teaching resources for the junior secondary school. Candidates will evaluate the
teaching and learning strategies used in Years 7-9 Technology, and will also consider a
biblical perspective on technology in society. Students are able to choose study
options from across the wide range of technologies.
Design and Technology Method EDSC428 Prerequisite: Technology Studies Method I
This is the second Technology method unit focusing on Design and Technology. It
covers resources, skill acquisition, planning and programming beginning with Year 10
level as a foundation for lesson planning, unit writing and programming from the
Design and Technology syllabus in the senior secondary school. Consideration will be
given to student assessment strategies, the evaluation of the curriculum and teacher
self-evaluation.
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PROFESSIONAL EXPERIENCE
Professional Experience I EDSE401 Prerequisites: None
This unit develops and refines the range of competencies required for a beginning
teacher through enabling participation in a range of practical experiences in the
classroom. Under supervision, candidates will plan, prepare and implement lessons in
the relevant curriculum methods in the junior secondary classroom. They will then
evaluate and reflect on their teaching with the assistance of their supervising teacher.
Professional Experience II EDSE402 Prerequisite: Professional Experience I
Building on the classroom experience of Professional Experience I, this unit provides
ongoing practical teaching and learning experiences designed to refine teaching
competencies. This five-week block of supervised classroom experience in the
secondary school enables candidates to further develop and consolidate their teaching
skills. They will normally teach the equivalent of a full-time load during the last two
weeks of the practicum.
Professional Experience Extension EDSE404 Prerequisite: Professional Experience III
Building on the classroom experience of Professional Experience III, this unit provides
ongoing practical teaching and learning experiences designed to refine teaching
competencies. An additional two-week block of supervised classroom experience in
the secondary school this unit enables candidates to further develop and consolidate
their teaching skills. They will teach the equivalent of a full-time load.
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Academic Staff
Head of Education
Ms Julie Mathews BA, DipEd, MA, DipBS, EdD current, MACE
Assistant Head of Education
Mr Will Gardner BA, DipEd, GradDipGeoscience, MAEdLead
Teacher Education Manager
Ms Marion Poynton BCA(Dance), GradDipEd, MEd current, MACE
Tutors
Ms Trish Anderson BA, DipEd
Mr Peter Bosker BEd, MEd
Ms Jennifer Boyd BA, DipEd
Mr Stephen Brinton BA, DipTeach, AssocDipTh, MEdSt
Ms Hazel Burns CertTeach, CertGiftedEd, MEdStud
Dr Jean Carter DipTeach, BEd, MA(Curric), EdD, DipAcc
Mr Ross Carlyon BA, DipEd, DipSchAdmin, BEd, MEdSt
Ms Katrina Carter BCA, GradDipEd, BDes(Hons)
Mr Stuart Drennan BAppSc, DipEd
Dr Garry Gannell DipPDHPE, BEd, GradDipEdStud, CertTheol, MEdStud, EdD, MACE
Mr Michael Green BSc(Hons,) GradDipEd
Ms Catherine Hammann BA(Hons), STC, TC(NSW), PTC, TC(Qld)
Mr Matthew Hammann BSc, DipEd, PTC, MEd
Mr Richard Harvey BCom, DipEd, DipMS, DipTh, BTh, MATheol, MMgtEnterprise
Ms Lynette Hester DipTeach, BEd, GradDipChrisEd, MEd, GradCertEdDrama
Ms Ruby Holland BA, TCert, MEdSt
Ms Jenny Hooper BA, DipEd
Mr Remy Low BEc, DipEd, MEc, MEd current, PhD current
Ms Jillian McKay BA, DipEd, MEdLead current
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Ms Hailey McQueen BCA(Drama), MTheatreHist
Ms Philippa Medcalf BA, GradDipEd
Mr Peter Muddle BSc(Hons), DipEd, MEd
Ms Deborah Nash BTeach, BEd, MEd current
Ms Bronwynne Pocknall BA, DipEd, MEd current
Ms Kelly Roche BEd
Dr Thomas Smith DipTh, BA, MEd, PhD
Ms Jennifer Spies DipTeach, GradDipEd, MEd
Dr Peter Stiles BA, MA, MEd, PhD, MACE
Mr Don Taylor BSc, DipEd, MEd(Leadership), MEdStudies
Mr Graeme Taylor BSc, GradDipEd, DipCurricSt
Ms Deborah Walls DipTeach, BA, GradDipChrisEd, MEdLead current
Ms Naomi Walls BA, GradDipEd
Ms Anne Wright BEd, DipTh, BTh, MTh, PhD current
Supervising Teachers
In addition, a large number of qualified and experienced teachers agree to supervise
the students during their pre-service teaching practice blocks.
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2012 Fees
Tuition Fees
COURSE FEES
Master of Teaching (Primary)
Course Fee $25,350.00
Unit Fee $1,530.00
Graduate Diploma of Education (Secondary)
Course Fee $15,300.00
Unit Fee $1,650.00
Administration Fees
$120 Graduation Fee
$100 Late Enrolment Fine
$50 Late Variation to Enrolment Fine
$20 Student ID Card Replacement
$25 Request for Transcript (plus postage costs)
$100 Request for replacement Testamur
$0 - $200
Administration Fee for entering into a Deferred
Payment Contract Fee
$50 Late fee for missing an agreed payment
$50 Re-Issue of Financial Records Fee (current year)
$150 Re-Issue of Financial Records Fee (previous years)
$100++
Course Withdrawal Fee (up to start of classes)
$200++
Course Withdrawal Fee (after classes commence)
Tuition Assurance
To protect students in the event that Wesley Institute ceases to provide a course of
study, the Institute has tuition assurance through its membership of the TAFE Directors
Australia Tuition Assurance Scheme for Australian Students, and the Council of Private
Higher Education Tuition Assurance Scheme for Overseas Students. For details please
see Tuition Assurance on our website.
++New students only
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Wesley Institute offers the following courses:
Master of Arts (Leadership and Applied Ethics)
Master of Arts (Religious Education)
Master of Counselling
Master of Music
Master of Teaching (Primary)
Master of Theology
Master of Theology (Korean medium)
Master of Theological Studies
Graduate Diploma of Arts (Applied Ethics)
Graduate Diploma of Arts (Leadership)
Graduate Diploma of Arts (Religious Education)
Graduate Diploma of Counselling
Graduate Diploma of Education (Secondary)
Graduate Diploma of Theological Studies
Graduate Certificate in Arts (Leadership and Applied Ethics)
Graduate Certificate in Arts (Religious Education)
Bachelor of Theology (Honours)
Bachelor of Dance
Bachelor of Dramatic Art
Bachelor of Graphic Design
Bachelor of Music
Bachelor of Theology
Bachelor of Theology (Korean medium)
Associate Degree of Dance
Associate Degree of Graphic Design
Associate Degree of Music
Associate Degree of Theology
Associate Degree of Theology (Korean medium)
Diploma of Dramatic Art
May 2012
Wesley Institute