handbook 1976 ~~' j - deakin€¦ · handbook 1976 vines road north geelong 3215 ... english...

,,,.~

\ ~~' J

HANDBOOK 1976

-

..

STATE COLLEGE OF VICTORIA AT GEELONG

HANDBOOK 1976

VINES ROAD NORTH GEELONG 3215 (052) 78 9966

1

•

Foreword

Council

Term Dates

Staff

DIPLOMA OF TEACHING (PRIMARY)

Education Studies

Applied Education

Applied Studies

General Studies

Art ....

English

Mathematics Education

Music

CONTENTS

5

·6

6

7

11

12

16

20

37

~8

51

57

61

Physical Education, Health and Recreation 71

Science

Social Science

Sport and Recreation Programme

English and Mathematics Competency

76

86

92

93

DIPLOMA OF TEACHING (PRIMARY) 1974 INTAKE 95

Education C .... .... .... .... .... .... 95

Principles and Practices of Teaching C

Art C

English C

Mathematics C

Music C ....

Physical Education and Health C

Science C

Social Science C .... .... .... . ...

•... 96

97

97

100

. ... 103

105

.... 106

109

3

CONTENTS

DIPLOMA OF TEACHING (PRIMARY) CONVERSION COURSE

Admissions

Education Studies

Applied Studies

Academic/Cultural Studies

.... 111

.... 111

113

117

121

GRADUATE DIPLOMA OF TEACHING (PRIMARY) 127

Admissions

Course Studies

Supportive Studies

GENERAL INFORMATION Associated Schools

Hostels

Resource Centre

Leave

Publications ....

Art Collection

Physical Education Facilities and Equipment

Tutor Group Meetings

College Assembly

Graduation Ceremony

The Neville Seward Award

Transport Facilities and Parking

Travel Concessions

Dress

College Charges ....

Student Organizations

Students' Representative Council

Education Department of Victoria Information

4

.... 127

129

.... 131

.... 139

139

140

.... 141

.... 141

. ... 142

.... 142

142

143

144

.... 144

.... 144

145

145

146

146

146

146

148

..

..

..

..

FOREWORD

The three year course for the Diploma of Teaching is designed to provide for the dual needs of a general education and a professional education and training for primary teachers.

The revised course introduced in 1975 is an integral part of the four year Bachelor of Education degree course which should receive accreditation in 1976.

Teaching is a dynamic profession which has its roots in the past and must be continually adapting itself to meet the changing needs of the present and the future. Graduates must be able to fit in with schools as they are and yet to develop an independent and critical perspective which will lead progressively to contribute significantly to the changing patterns of education of children.

It is important to recognise these two objectives and not to confuse them. Theoretical studies in the course are, as far as possible, linked with teaching practice in schools associated with the College. These studies should not only lead students to a more enlightened understanding of present day teaching, but provide a background of knowledge from which insights could be further developed as experience in teaching widens and becomes enriched by reflective analysis.

Opportunities are provided in College for students to develop the personal qualities considered to be desirable in a teacher. Among these are, to be mature, responsible, adaptable, creative in thinking and rationally critical in approaching problems. A teacher should be a responsible member of the local as well as the larger community, understanding the place of the profession in the framework of the community as a whole. In short, a teacher must develop a responsible and reflective relationship with the total environment.

The College now provides for the continuing education of qualified and experienced teachers by means of the conversion course from the Trained Primary Teachers Certificate to the Diploma of Teaching. If, as anticipated, the course for the Graduate Diploma of Teaching is accreditated early in 1976, teachers holding the Diploma of Teaching or its equivalent will be able to complete the four year qualification for the Graduate Diploma.

This handbook contains information about the courses offered at the College. Read it carefully and continue to refer to it, especially because it should assist students in choosing the subjects most closely related to their needs and interests.

G. W. D. BOYD

5

THE COUNCIL OF THE STATE COLLEGE OF VICTORIA AT GEELONG

Mr. B. M. West, F.A.S.A., Chairman

Mr. G. A. Chomley, F.R.I.A.

Professor M. E. Holman, M.Sc. (Melbourne), D.Phil. (Oxon.), D.Sc. (Monash), F.A.A.

Dr. A. iC. Newell, M.B., B.S., M.D., F.R.A.C.P.

Mr. J. W. Stubbs, M.A., L.L.B.

Mr. R. L. Senior, B.A., B.Ed., T.P.T.C., M.A.C.E.

Mr. G. W. D. Boyd, B.A., B.Ed., T.P.T.C., M.A.Ps .S.

Mr. S. G. McKaskill, B.A., B.Ed., T.P.T.C.

Mr. R. L. Rattray-Wood, B.Sc., B.Ed., Dip.Ed. Admin., T.P.T.C.

Mr. J. W. Kearney, Dip.Phys.Ed., 1st Hons., T.P.T.C.

Mr. P. Milich

TERM DATES FOR 1976

Monday, 2nd February- Friday, 7th May

Monday, 24th May - Friday, 20th August

Monday, 6th September - Thursday, 17th December

Returning students re-enrol - Monday, February 2nd, Tuesday, February 3rd.

New students enrol - Wednesday, February 4th, Friday, February 13th.

..

..

STAFF

Principal: G. W. D. Boyd, B.A., B.Ed., T.P.T.C., M.A.Pc.S. Vice-Principal: S. G. McKaskill, B.A., B.Ed., T.P.T.C. * Indicates Head of Department

ART *Miss J. M. Parrott, B.A. Dip.Art., Dip.Ed., Dip.Ed.Admin.,

T.P.T.C., M.l.A.E. P. M. Divola, Dip.Art & Design, T.A.C.TJC. (Prim.), T.P.T.C.,

M.l.A.E. Mrs. J. K. Grenfell, T.S.T.C., (A/C) H.D.T. (Secondary),

Cert.Art, M.l.A.E'. · K. J. Leach, Dip. Art & Design, T.P.TJC., Cert. A., M.l.A.E. E. J. Major, Dip. Art & Design, T.A.C.T.C. (Prim.), T.P.T.C.,

M.I.A.E. R. E. Reardon, Dip. Art, T.P.T.C., Cert.A., M.I.A.E. T. G. Wells, T.S.T.C. (A/C.), Dip.Art., F.R.M.I.T.,

-M.F.B., M.I.A.E.

EDUCATION *J. Bourke, B.A., B.Ed., T.P.T.C. A. K. Boyd, B.A., B.Ed., Dip.Ed.Admin. T.P.T.C. D. M. Dawkins, B.A. (Hons.), Dip.Ed. B. Dickie, B.Sc., Dip.Ed., T.S.T.C. L. Gheller, B.A., M.Ed., T.P.T.C. R. B. MacLeod, B.A., B.Ed., T.P.T.C. A. R. McTaggart, B.Sc., M.Ed. G. L. O'Neill, B.A. (Hons.), T.S.T.C. J. F. Riley, B.A., B.Ed., T.P.T.C.

APPLIED EDUCATION *L. G. Lomas, M.A., B.Ed., Dip.Ag.Sc., T.P. T.C. Miss A. Bechervaise, Dip. Tchg. Miss E. Fitzpatrick, B.A., T.P.T.C., 1st Class Inf. Teach. Cert. R. Lewis, B.E'c., B.Ed., T.P.T.1C. T. J. McKean, B.A., B.Ed., T.P.T.C. R. G. Matthews, B.A., B.Ed., T.P.T.C. D. Saltzgaver, B.A., M.A. N. White, B.A., Dip.Ed., M.A.P.S.

ENGLISH *T. Code, M.A., T.P.T.C. Miss R. Bunbury, B.A., T.P.T.C. B. J. Edwards, B.A., B.Ed. J. H. Embling, B.A., B.Ed., T.P.T.C., M.A.C.E. B. Hopkins, B.A., Dip.Ed., A.C.E. (Oxon.) K. W. Hem.mens, L.T.C., (Lond.), T.P.T.C. D. Morris, B.A., T.P.T.1C. I. R. Peck, T.P.T.C., Cert.A. L. M. Potts, M.A. (Cantab.) B.A., (Delaware) Dip.Ed. (Melb.)

7

MATHEMATICS *D. W. Turner, B.Sc., M.Ed. A. P. Anderson, B.E.M., T.P.T.C., Cert.B. B. Beaumont, B.Ec., B.Ed., T.P~ T.C. T. J. Bourke, T.P.T.C., Cert.B. R. Dean, B.Sc., B.E'd., T.S.T.C. N ... Pateman, B.Sc., T.S.T.:C. A. Pitman, B.Sc., B.Ed., T.S.T.C., M.A.C.E. W. Wall, B.Sc., T.P.T.C., Cert.A.

MUSIC *B. A. Chalmers, M.Mus., B.Ed., T.P.T.C. Mrs. C. L. Romet, B.Mus., Dip.Ed. Mrs. G. L. Rankin, A.Mus. A., T.P.T.C. N. G. Schulz, A.Mus. A., T.P.T.C., S.T.P.C., Cert.B. Mrs. W. Leslie, B.Mus., Dip.Ed., T.P.T.C.

PHYSICAL EDUCATION, HEALTH AND RECREATION *K. G. Soulsby, B.Sc., (Oregon), Dip.Phys.Ed., T.P.T.C. K. H. Davis, M.Ed., (W.A.), B.Ed. (Hons.), Dip.Ed., T.S.T.C. J. R. Evans, B.Ed., (W.A.), Dip.Phys.Ed., T.S.T.C. L. Fitzclarence, Dip.Phys.Ed., T.P.T.C. B. Lowdon, M.A. (Calif.), B.Com., Dip.Phys.Ed., T.P.T.C. R. Tinning, B.Ed. (W.A.), Dip.Phys.Ed., T.P.T.C. Miss M. Wright, M.Sc. (Wisconsin), B.A. (Washingt.on), Dip.

Phys.Ed.

SCIENCE *R. L. Rattray-Wood, B.Sc., Dip.Ed., B.Ed., Dip.Ed.Admin.,

T.P.T.C. P. A. Ferguson, B.Sc. (Hons.), T.P.T.C. P. J. Hanna, B.Sc. (Hons.), T.P.T.C. J. A. Henry, B.Sc., Dip.Ed. A. N. Kenner, B.Sc., (Hons.), Dip.Ed. I. M. Robottom, B.Sc. (Hons.), Dip.Ed. Miss B. A. Wilson, B.Sc. (Hons.), Dip.Ed.

SOCIAL SCIENCE *H. A. Green, B.A., B.Ed., T.P.T.C. J. R. Charles, B.Ec., T.P.T.C. C. E. Henry, B.Ec., T.P. T.C. N. T. Millen, B.A. (Hons.), T.P.T.C. B. R. Scriven, B.A. (Hons.), T.P.T.C. D. F. Wetherell, M.A. (!U.N.E.) Ph.D. (A.N.U.) Dip.Ed. I. H. Williams, B.A. (Hons.) (Lond.), B.A., Dip.Ed., (Melb.)

AUDIO-VISUAL MEDIA *K. S. Andrews, A.L.A.A., T.P.T.C. Miss S. Crowhurst Mrs. H. Gomes G. Leening J. Pongrac, R.T.V.T.C. 8

..

•

LIBRARY *R. K. Day, B.A., Dip.Ed., A.L.A.A., T.P.T.C., T.T.L.C. D.R. A. Morrison, T.P.T.C., T.T.L.C., Cert.A. Mrs. M. A. Rattray-Wood, T.P.T.C. Miss J. Brequet Mrs. B. Donnelly Mrs. C. Seath Miss K. Soulsby C. Van Kalken, B.A., A.L.A.A. Miss W. Wall Mrs. M. Whiting,T.l.T.C.

ADMINISTRATION Business Manager: Mr. IC. N. Sims, A.A.S.A. Assistant Business Manager: Mr. H. R. Stewart, M.I.A.A.

. Administrative Officers Miss D. Greenwood Miss D. O'Donnell, ('Print. & Pub.) Mr. T. Thekathyil

Typists Miss S. Fonay, Miss P. Panett, Mrs. A. Thorpe, Miss M. Quelch, Mrs. A. Hyder

•

9


This is a three-year tertiary level course planned to prepare effective teachers of primary school children.

The Diploma course has been structured so that, with the addition of a one-year full time program of study, a Bachelor of Education degree may be awarded. However, it is emphasised that such an award is contingent upon receiving accreditation for the four-year course during 1976.

In the three-year Diploma course Education Studies are taken concurrently with General Studies and are integrated with experience in schools.

The aim of the co:urse is to prepare teachers who are sensitive to the needs of children and who understand the influences to which they are subject - the social, cultural and physical environment in general, and the narrower school and classroom environment in particular.

The Structure of the Course For its convenient implementation, the course is divided

into four areas, but their interaction and interdependence ensure that unity essential to the achievement of the aim is not abandoned.

The four areas are : 1. Education Studies 2. Applied Education 3. Applied Studies 4. General Studies

A Sample Course

First Year Second Year Third Year

Leet. Leet. Leet. General Studies General Studies * General Studies * Science SC100 4 Science · SC200 Science SC300 Mathematics MA100 4 Health/Phys. Ed. PE100 Health/Phys. Ed. DE200

Applied Education 5 Applied Studies 6' Applied Studies 5

Education Studies 3 Education Studies 3 Education Studle"S 4 (election of units)

Applied Education Applied Education Applied Education

College 2 College 2, ·College 2 School Schoof· School

Sem. 1. Sem. 1. Sem. 1. 3 weeks 4 weeks 5 weeks

Sem. 2. Sem. 2. Sem. 2. 4 weeks 5 weeks 6 weeks

* Number of lectures will be determined by nature of the subject 11:


EDUCATION STUDIES Education Studies are compulsory in each year of the course,

composing a major study comparable to the major study in General Studies.

Although Education Studies aim to evoke sensitivity to the nature of children and to provide a frame of reference for classroom practices, the intellectual effort demanded is equal to that of General Studies, and, in this sense, they fulfil similar aims, e.g. personal development and a sense of achievement. E'lection of interest areas in the last two years of the Studies fosters the achievement of this element of the aims.

The first two years, in particular, are planned as foundation studies, or service studies, basic to the Applied Studies or the Applied Education areas. For this reason, the first and second year courses of Child Development, Learning Theory, Elementary Statistics and the Child in Society are compulsory. These courses involve students in three to four hours of contact time per week.

In the third year the course strands of Psychology, Sociology and History are extended, and Philosophy is added, but the student selects four semester units out of the six offered, encouraging him to pursue areas of interest. In the third year contact time is four hours per week each semester.

THREE VEAR DIPLOMA COURSE IN EDUCATION Year

ED101 ED102 Psychology (Child Development, pre-natal to adolescence)

Sociology (The child in society)

2

ED201 ED212 Compulsory Psychology (Leaming S1 Sociology (The Theory, Cognition, Child in Society) Elementary Statistics)

ED223 82 History of

Education

3 ED311 ED312 ED315

S1 Psychology (Intel- Sociology Philosophy llgence, Personal- of ity, Adjustment Education

ED321 ED324 ED326

S2 Experimental School Organization Comparative Psychology and Administration Education

(Australian Studies)

NB. Year 3 (above) will be introduced in 1977. 12

Core Studies

Elective Studies

Students select 2 units in each semester

.

..

EDUCATION STUDIES

ED100 FIRST YEAR - EDUCATION I

ED101 - PSYCHOLOGY I (CHILD DEVELOPMENT) Lecturer in charge: Mr. G. O'Neill

The aim of. the first year course is to give students an introduction to the scope and methodology of psychology in the learning process. The course is organized around three central areas: Introduction to methodology; Brain and behaviour; Introduction to child development.

Prescribed Texts Borger, R. & Seaborne, H. The Psychology of Learning Penguin

1966 Ginsbury, H. & Opper, S. Piaget's Theory of Intellectual Develop

ment - An Introdtuction Prentice Hall 1969 Teyler, T. A Primer of Psychobiology Freeman & Co. 1975 Wright, D. & Taylor, A. et al. Introducing Psychology: An

Experimental Approach Penguin 19T2

Assessment Based on assignments and tests.

Contact Two hours of lectures per week throughout the year.

ED102 SOCIOLOGY OF EDUCATION I Lecturer in charge: Mr. D. Dawkins

The child in society. Interpretations and meanings given to everyday actions and the importance of these in the quality of social experience th'at surrounds child socialization. We consider the crucial nature of this experience and it influences individual expectations and educational outcomes.

Prescribed Texts D'Alton, S. & Bittman, M. The Social Experience: An Introduc

tion to Sociology Nelson 1972 Cosin, B. R., Dale, I. R., Esland, G. M. & Swifte, D. F. School and

Society: A Sociological Reader Rooitledge and Kegan Paul 1971

Assessment Progressive tests, class papers and assignments.

Contact One hour per week in lectures and group discussions

throughout the year. 13

DIPLOMA OF TEACHING (PRIMARY) ED200 SECOND YEAR - EDUCATION II

ED201 - PSYCHOLOGY II Lecturer in charge: Mr. B. Dickie

The main topics are Cognition, Learning theory, Motivation, Elementary statistics. In relation to Cognition the main emphasis will be given to Piagetian stages of cognitive development. A further topic will be a consideration of the educational theories· of C. R. Rogers and W. Glasser.

Prescribed Texts Borger, R. & Seaborne, A. The Psychology of Learning

Penguin 1966 · Rogers, R. Freedom to Learn Charles E. Merrill 1969 .

or Glasser, W. Schools Without Failure Harper & Row 1969 Beard, Ruth. An Outline of Piaget's Devewpmental Psychology

for Students and Teachers Routledge and Kegan Paul 1969 or

Ginsburg & Opper. Piaget's Theory of Intellectual Development: An Introduction Prentice Hall 1969

References To be given in lectures.

Assessment Two examinations and two assignments.

Contact Two hours per week throughout the year.

ED212 SOCIOLOGY OF EDUCATION II Lecturer in charge: Mr. D. Dawkins

The study of the child within the school, specifically a consideration of the social factors which influence education. This will involve an examination of class factors, parental and group influence, ethnic influences, sub-cultures, latent culture, deviance and minority group influence.

Prescribed Texts Rubinstein, D. & Stone, IC. Education for Democracy Penguin

Education Specials 1970 Morrison, A. & Mcintyre, D. Schools and Socialization Penguin

Science of Behaviour 1971 Morrison, A. & Mcintyre, D. Teachers and Teaching Penguin

Modern Psychology, 1973 Cosin, B. R., Dale, I. R., Esland, G. M. & Swifte, D. F. School

and Society: A Sociological Reader Routledge and Kegan Paul 1971

14

EDUCATION STUDIES Assessment

Progressive tests, class papers and assignments. At the conclusion of the unit further assignments or an examination will be optional.

Contact One hour per week in lectures and discussions throughout

Semester 3.

ED223 HISTORY OF EDUCATION Lecturer in charge: Mr. J. Reilly

An insight into edUcational practices from the time of the schools of the ancients to the beginning of universal elementary education of the mid-nineteenth century. Topics will include: Greek and Roman educational practice; scholasticism and the rise of the universities; the Reformation and Renaissance; the rise of scientific inquiry; the beginnings of national education.

Prescribed Texts Burridge, T. D. What Happened in Educational History Allyn

and Bacon 1970 References Boyd, W. The History of Western Education Adam and Charles

Black 1966 Monroe, P. A Brief Course in the History of Education

Macmillan 1960

Assessment Students will be assessed on class papers and a terminal test.

Contact 1 hour per week throughout Semester 4.

ED300 THIRD YEAR - EDUCATION Ill To be introduced in 1977. All cdurses will be designed as semester units, two units to

be studied in each semester. The contact time for each unit will be two hours of lecture/

discussion. The courses to be offered are shown in the diagram in the Introduction to Education Studies.

15


APPLIED EDUCATION Applied Education is a composite of two interdependent

areas of experience :

A. Experience in the associated schools - School Experience B. Experience in the College - College Studies

Both areas of Applied Education - College Sfudies and School Experience - are organized to stimulate professional development by progress through a sequence of experiences graded for their complexity.

SCHOOL EXPERIENCE Lecturer in Charge: Mr. N. White

During the three years of the course, the Applied Education Department will organize one period of School Experience in each of the six semesters. The greater part of this experience will be provided in state primary schools in Geelong, but students may elect to spend a period in an independent school, a one or two teacher rural school, a high or technical school, or in a metropolitan school with a high ratio of migrant children.

AE130 School Experience: First Year AE131 Semester 1 - 3 weeks AE132 Semester 2 - 4 weeks Emphasis : Interaction Skills

AE230 School Experience: Second Year AE231 Semester 1 - 4 weeks AE232 Semester 2 - 5 weeks Emphasis: Organization

AE330 School Experience: Third Year AE331 Semester 1 - 5 weeks AE332 Semester 2 - 6 weeks Emphasis: Individualizing Learning

Assessment Assessment of the School Experience area of Applied Edu

cation is the function of associated schools and the College acting in collaboration; school principals, teachers and co-ordinators consult with College supervisors to evaluate the quality of students' work in the classroom. The emphasis is on counselling rather than assessing, but students whose performances continue to be below standard may be advised to terminate the course or they may be failed at its completion. 16

..

APPLIED EDUCATION

COLLEGE STUDIES

AE102 Organization for Teaching-Learning

AE111

Year 1. Classroom Interaction

AE123 Educational Technology (Use of audio-visual equipment)

AE202 Organization for Teaching-Learning

Year 2. AE203 Educational Technology (preparation of learning materials, item writing, program production)

AE304 Remedial Education

AE315 Migrant Education

Year 3. AE326 Modern Curriculum Development

AE327 Early Childhood Education

Semester Units

4

4

4

~102/202 ORGANIZATION FOR TEACHING-LEARNING Lecturer in :Charge: Mr. T. McKean

As well as presenting a unified course, lecturers in this unit are rsponsible for inducting students into the school and classroom situation.

The aim of the course is to assist with the student's professional growth by emphasizing an analytical approach to the organization -0f school and classroom to facilitate effective teaching-learning. Studies in Education - Child Development, Learning Theory and The Child in Society - provide a frame of reference for the course.

The course is organized around the three basic components of the teaching-learning situation: aims, learning experiences, and evaluation.

17

DIPLOMA OF TEACHING (PRIMARY} Prescribed Texts Victorian Education Department The Primary School Harley, B. A Synthesis of Teacsing Methods, McGraw-Hill

Book Co., 1973 Raths, Pancella and Van Ness (eds.) Studying Teaching, "

Prentice-Hall, 1971 De Cecco, J.P. and Crawford, W.R. T~ Psychology of Learning

and Instruction, 2nd edn., Prentice-Hall, 1974

References Edgar, D. The Competent Teacher, Angus and Robertson, 1974 Kibler, Barker and Miles. Behavioural Objectives and Instruction

Allyn and Bacon, 1970 Torrance, E. P. Encouraging Creativity in the Classroom,

W. C. Brown Co., 1971 Theobald, J. H. Classroom Testing: Principles and Practice,

Longman Hall, 1975

Assessment An assignment and a written examination each semester.

Contact One lecture/discussion/workshop session per week for the

first four semesters of the course; at least one excursion each semester.

AE111 CLASSROOM INTERACTION Lecturer in Charge: Mr. D. Saltzgaver

The study of teaching as a complex social process.

Prescribed Texts Raths, J., Pancella, J. R. and Van Ness, J. S. (eds.) Studying

TeacH;ing, 2nd edn., Prentice-Hall, 1971 Amidon, E. J. and Hough, J. B. (eds.) Interaction Analysis:

Theory, Research and Application, Addison Wesley, 1967 Brophy, J. and Good, T. L. Looking in Classrooms, Harper and

Row, 1973 · McDonald, F. J. Educational Psychology, 2nd edn., Wadsworth

Pub. Co., 1965 Nash, R. Classrooms Observed, Routledge and Kegan Paul Olivero, C. E. Micro-Teaching: Medium for Improving Instruc

tion, Merrill Pub. Co., 1970 'Durney, C., Clift, J. C. and Traill, R. D. Microteaching, Sydney

University Press, 1973 Wilson, R. M. and Waynant, L. F. Learning Centres: A Guide

for Effective Use, The Instructo Corp., 1974 18

APPLIED EDUCATION

Assessment Assignments of a practical nature during the semester and

a written examination at its completion.

Contact . A one-hour session of lectures/discussions, micro-teaching/

workshops/practical sessions to cover two semesters of the first year.

.. AE123/203 EDUCATIONAL TECHNOLOGY Lecturer in Charge: Mr. R. Lewis

An investigation of the potentialities of instructional media in the teaching-learning situation. This will involve a study of the educational and technical characteristics of media, their selection and integration into a systematically designed learning framework, and the evaluation of the effectiveness of learning resources when applied in this way.

Prescribed Texts Brown, J. W., Richard, B. and Harcelroad, F. F. A. V. Instruc

tion: Technology, Media and Methods, McGraw-Hill, 1973 Gerlach, V. S. and Ely, R. P. Teaching and Media: A Systematic

Approach, Prentice-Hall, 1971 Moller, H. Media for Discovery, Angus and Robertson, 1974 Morrill, M. D. Instructional Design, Readings, Prentice-Hall Wiltichm, W. A. and Schuller, C. F. Instructional Technology:

Its Nature and Use, 5th edn., Harper and Row, 1973 (Students will be referred to more detailed readings, journal articles etc., during the course. )

Assessment Seminar papers, school-based assignments related to effec

tive integration of instructional media in a specific learning situation, <lesign and production of a variety of learning mgterials and evaluation of commercially available learning resources.

Contact One hour per week for approximately one semester in the

first year (use of media equipment); one hour per week for two semesters during the second year (preparation of learning materials).

AE300 THIRD YEAR To commence in 1977. All units must be taken.

AE304 Remedial Teaching AE315 Migrant EdJUcation AE326 Modern Primary Curriculum AE327 Early Childhood Education

19


APPLIED STUDIES The aim of this area is to apply knowledge, through adapta

tion, to fulfil the needs of children in the classroom. It entails the development of programs in the subject areas of the curriculum which are sensitive to the way children develop, to theories of how children learn, and to cultural, social and historical contexts.

Studies in this area interact with General Studies and Education Studies, particularly with Psychology (Child Development, Learning Theory, Satistical Method) and with Educational Sociology (Child in Society).

The program of School Experience provides access to children so that stludents can relate work in Applied Studies to child development and to classroom realities.

Organization Applied Studies constitute a major study of the Diploma

course. Over three years thirty-two semesters units are allotted to the seven subject departments as follows:

English 6 Mathematics 6 Science 4 Social Science 4 Art 4 Music 4 Health/Phys. Ed. 4

The three-year program, which may be subject to minor changes in the second and third years, is set out below :

The Applied Studies Major Year Semester

1 Music Music AS114 AS114

1 --2

Mathematics Mathematics AS123 AS123 --

1 Mathematics Mathematics AS203 AS203

2

2 Mathematics Mathematics AS203 AS203

--1

Art Art AS311 AS311

--3* Social Social

2 Science Science AS327 AS327

* Not offered in 1976 20

Health- Health-Physical Physical English Education Education AS102 AS115 AS115

Art Science English AS121 AS126 AS102

Social social Science Science

English AS202

AS217 AS217

Art Science Science AS221 AS226 AS226

Music Music English AS314 AS314 AS312

Health- Health-Physical Physical Science Education Education AS326 AS325 AS325

Year

English AS212

2 English AS222

3

' I

APPLIED STUDIES AS121, AS221 APPLIED STUDIES: ART Lecturer in charge: Mr. K. Leach

AS121 THE CULTURAL FOUNDATIONS OF ART EDUCATION .. The nature of art

A study will be made of the Nature of Art and its value to society.

Each student will develop a Definition of Art. The major Arts will be introduced through a brief examin

ation of the different media employed in the making of art forms. Terminology peculiar to these arts and to art in general will be introduced.

Art as Communication will involve the following - the visual statement of an idea; response to content, form and arrangement; meaning through signs ; symbols and images ; responding at different levels; response, evaluation and appreciation.

The art process Elements and Principles at work. Line and Direction elements will be examined in the studio

situation through the making of sculptural forms. Shape and Size elements will be examined in the studio

situation through the making of sculptural forms. Visual and Tactile Texture will be examined in the studio

situation through the making of sdulptural forms. Value and colour elements will be examined in the studio

situation through 3D activities.

The art object: General history of art; Aboriginal and Australian art.

Aesthetic attitude: Structure and Form within the environment. Aesthetic attitude - the development of taste and judge-

"' ment. Prescibed Text Hopwood, G. Handbook of Art. Hopwood 1974

References Anderson, B. Creative Spinning Weaving and Plant Dyeing.

Angus/Rob. 1971 Churcher, B. Understanding Art. Rigby 1973 de Lucio-Meyer, J. Visual Aesthetics. Lund-Humphries, 1973 Fernau. Encyclopaedia of Old Masters. Thames and Hudson

1958 21'

DIPLOMA OF TEACHING (PRIMARY) Freeland. Architecture in Australia. Cheshire 1968 Graves, M. Tht Art of Colour and Design. McGraw-Hill 1951 Hastie & Schmidt. Encounter with Art. McGraw-Hill Heller, J. Printmaking Today. Holt Rinehart & Winston 1957 Janson, H. W. A History of Art. Thames & Hudon 1966 Lake & Maillard. A Dictionary of Modern Painting Methuen

1958 Mayer, R. The Artists Handbook of Materials and Techniques.

Faber & Faber Memmoth, H. Australian Pottery Book. Hamlyn 1970 ~ Millard, R. A Dictionary of Modern Sculpture. Methuen 1958 Murray, P. & L. A Dictionay of Art and Artists. Penguin 1964 Nelson, G. Ceramics. Holt Rinehart & Winston 1966 Smith. Australian Painting. O.U.P. 1962 Whyte, K. Design in Embroidery. Batsford 1969 Berndt & Phillips. The Australian Aboriginal Heritage. Ure

Smith 1973 Reinhold Visuals. Art Appreciation

Appreciation of Modern Painting Along these lines Further along these lines Looking at things

AS221 THE ARTISTIC DEVELOPMENT OF THE CHILD Explanations for artistic growth in children's art. Theories

of artistic learning, the effects of the physical, perceptive, conceptual, emotional and environmental conditions. Piagetian theory in application.

The Characteristics of children's art. Stages of development. Similarities and differences of the characteristics of child art and primitive art.

The development of the child as a maker of art. Development of symbolic creativity and of relevant knowledge skills and attitudes. Differences between the artist and non-artist: the artist's and the environment's influence on the art product.

The development of the child as an appreciator of art. Development of artistic learning. The productive, the critical and the cultural domains. Development of stages and substages in a child's work. Teacher influence on the child's development as an artist and as an appreciator of art works.

Can artistic development be influenced? The Artist at work:

The point of motivation, technical skills, the process of abstrac• tion, the work of art. 22

APPLIED STUDIES References Eisner, E. Educating Artistic Vision. MacMillan New York 1972 Grozinger, W. Scribbling Drawing and Painting. Faber and

Faber London Lansing, K. M. Art Artists and Art Education. McGraw-Hill

New York 1969 Leonhard, A. Primitive Art. Cassell London 1963 Lewenfeld, V. Creative and Mental Growth. MacMillan New

York 5th Edition

Assessment Cumulative assessment, a child study and written assign

ments.

Contact One hour per week for one semester.

AS311 APPLIED STUDIES: ART - THIRD YEAR To be offered in 1977. Details available from the Art Depart

ment.

23

DIPLOMA OF TEACHING (PRIMARY) APPLIED STUDIES: ENGLISH

'

The diagram below sets out the inter-relationship between the various aspects of the Applied Studies in English> ,·

24.

Spelling & Vocabulary

Thematic Studies

Media Studies

AS112 WRITTEN EXPRESSION

ENGLISH

APPLIED STUDIES

CURRICULUM DEVELOPMENT

AS212 READING

AS102 DRAMA/SPEECH

LOWER GRADES

Listening

Word Stt!dY~

Writing

Integrated Language

..

APPLIED STUDIES AS002 REMEDIAL WORK IN ·ENGLISH

For sttldents who display weaknesses in English.

Preliminary Test At the beginning of the year, all first year students will be

required to sit for a test in English skills. This is designed to provide English staff with some indication of the quality of students'· written expression and their understanding of the aspects of English: spelling, work-usage syntax etc. . N.B. Students who appear to have expression problems, or who fail to reach a satisfactory standard in thjs test, will be required to attend compulsory, time-tabled sessions in which an attempt will be made to remove these problems. It is a requiremenf oif "the course in Applied Studies: English that a satisfactory standard be attained before the student is deemed ·to have passed overall. Exemption from the sessions referred to above .does not necessarily mean that students have satisfied this requirement, for it is seen that they have continuing responsibility in this area of work. They might be required to confirm their progress at some future date.

Students' work wiU be analysed and the tutorial sessions will be organized according to specific weaknesses. 'f

.References Lewis, N.' 20 Days to Better Spelling McKaskm; S. G. Grammar in Action Ba~ley,, Shaffer.& Shaw. Handbook of English (Aust., Edition) ' ' ,, '

AS102 SPEECH & DRAMA Lecturer ill charge: Mr. K. Hemmens

Child Drama This area of the course will examine the. advantages of

drama as an educational activity for children. A number of fac.ets of drama will be dealt with, including mime and movement, improvisation and characterisation, elementary dramatic movement and voice and gesture .

Speech This area will cover the fundamentals of vocal delivery with

emphasis on the use and management of the voice in the classroom. Aspects to be covered will include pace, pitch, volume, projection, tonal quality, emphasis, phrasing and intonation.

References Slade, Peter. Child Drama. London University Press .1956 Bruford, Rose. Teaching Mime. Methuen 1958 Clo~, L. & Robson, J. New Drama. Whitcomb & Tombs 1970

25

DIPLOMA OF TEACHING (PRIMARY) Way, B. Development through Drama. Longmans 1970 Courtney, R. Pl,ay Drama and Thought. Cassell 1970 MacAllister, A. H. A 'Year's Course in Speech Training

London University Press 1972 Colson, G. Voice Pro<huction and Speech. Museum Press 1974 Mitchell, A. G. Th~ Pronunciation of English in Australia.

Angus & Robertson 1969 Henderson, A. M. Good Speaking. Arthur Barker 1972

Assessment Speech and Drama together are allotted one semester. There

is one hour per week given to lecture/seminars/practical work. Participation in practical requirements of the course, one

class paper and one test at the end of the semester in each of the two areas.

Contact Speech and Drama together are allotted one semester. There

is one hour per week given to lectures/seminars/practical work.

AS112 WRITTEN EXPRESSION Lecturer in charge: Mr. J. Embling

Equal emphasis will be given in this section to practical and creative writing. The practical area will concern itself with the conventions of writing demanded by society and with the various forms of practical writing. Forms of writing will include letters (private and business), application, reports, note-making, reviews, commentaries, invitations and acceptances or apologies, instructions, etc.

Creative writing will be studied through the text-book and discmssion of actual observations and experiences in class-rooms. Aspects discussed will include stories, incidents, poetry, plays, scripts, motivation, presentation and correction.

Prescribed Text Walshe, R. D. (ed). My Machine Makes Rainbows. Reed 1972

References Curriculum and Research Circulars

Introductory Statement Assumptions Underlying English Teaching Today Working Towards Independence in Writing Children's Writing: What of Grammar and Vocabulary? Overview English 1972

and others as they become available.

Assessment Class participation, presenting papers and reports and prac

tical assignments in schools. 26

APPLIED STUDIES AS202 APPLIED STUDIES: COMMUNICATIONS Lecturer in charge: Mr. I. Peck

Language, Thought and Communication: The process of language acquisition.

Speaking and Listening: Oral communication and listening skills program.

Spelling and Vocabulary Development: The Victorian Spelling Scheme, slupplementary spelling materials, factors influ-encing spelling ability, causes of spelling disability, remedial teaching, the role of Dictation, Vocabulary development.

Prescribed Texts MHler, Psychology of Communication Possien, W. M. They All Need to Talk. New York Appleton

Century Crofts 1969 Russell, D. H. & Russell, E. F. Listening Aids Through the

Grades. Melbourne ACER 1964 Education Dept. of Victoria. Curriculum Guide Spelling 1970

Assessment One assignment to be handed in during semester. A final

examination at the end of the semester.


AS212 READING Lecturer in charge: Mr. R. Matthews

A task analysis of the reading act. Consideration of the developmental nature of learning to read. Implications for inst;rUc:tion.

Prescribed Texts McKeown, P. Reading: A Basic Guide for Parents and Teachers

Routledge and Kegan Paul 1974 Russell, D. H. & Karp, E. E. Reading Aids Through the Grades.

A.C.E.R. 1956 Russell, D. H. & Russell, E. F. Listening Aids Through the

Grades. A.C.E.R. 1964 Reference Bush, C. L. & Huebner, M. H. Strategies for Reading in the

Elementary School. London 1970

Assessment A set assignment and a written examination.

Contact 1 hour per week for one semester.

27

DIPLOMA OF TEACHING (PRIMARY) AS222 LANGUAGE ARTS

Lecturer in charge: Miss M. Fitzpatrick

An outline of the place of Language Arts within the Lower Grades (Reading, a unit studied in Applied Education, wil~ not be studied in this unit of work). Listening and word study, " the link between word study and listening, activities to develop and extend spelling and word study. Writing: introduction skills; handwriting course for infant grades; handwriting instructions; writing readiness ; mirror writing; the left-handed writer.

Creative writing: the difference between practical and creative writing; objectives and motivation; how creative writing may be fostered in the intermediate grade; how the writing of poetry may be fostered.

Integrated Language: link between oral and written language; developing and extending skills in both areas ; resource material.

References Anderson, P. Language Skills in Elementary Education.

MacMillan Co. 1964 Deurell, A. Teaching Children to Read and Write. Holt Rinehart

and Winston 197 4 Logan, L. M. & Logan, V. G. Educating Young Children. McGraw

Hill 1974 Burrows, Jackson & Saunders. They AU Want to Write. Holt

Rinehart 1966 Dean, J. Reading, Writing and Talking. A & C. Black Ltd. Strickland, R. Language Arts in the Elementary School.

Heath & Co. 1969 Smith, J. A. Adventures in Communications - Language Arts

Methods. Allyn & Bacon Inc. 1972 Newman, H. Effective Language Arts Practices in the Elemen

tary School. Selected Readings. John Wiley & Son Inc. 1972 Ridsdale, Angela. Reading Through the Language Arts: A Hand

book to the Young Australm Readers. Thomas Nelson 1973 Nelson 1973

Assessment Tests or examination, assignment.

Contact One hour per week for one semester, lectures/seminars.

28

I,

APPLIED STUDIES APPLIED STUDIES: MATHEMATICS

AS003 REMEDIAL WORK IN MATHEMATICS Lecturer in charge: Mr. A. P. Anderson

At the beginning of first year, all students will be required to sit for a test in mathematics skills. Students who appear to require assistance either in specific areas or in general will be required to attend compulsory, time-tabled sessions in an attempt to rectify this. It is a requirement of the course in Applied Studies: Mathematics that a satisfactory standard be attained before the student is deemed to have passed overall.

AS123, AS203 APPLIED STUDIES: MATHEMATICS Lecturer in charge: Mr. D. W. Turner

Mathematics as a modelling process; the psychological bases of mathematics education and techniques for developing mathematical concepts in young children.

Problems experienced by children in constructing mathematical concepts and interpreting mathematical symbolism.

Diagnosing and remediating misunderstandings in mathematics. The conceptual hierarchy for spatial knowledge, whole number and fractions with particular reference to Piaget's theories concerning these hierarchies. A critical study of the conventional methods employed in the primary school in the light of these theories.

Criticisms of the theories, suggested techniques for conceptual development.

Prescribed Text Sime, M. A Child's Eye View: Piaget For Parents & Teachers.

Thames and Hudson 1973 . Copeland, R. W. How Children Learn Mathematics. 2nd Edition

MacMillan New York 1973 Skemp, R.R. The Psychology of Learning Mathematics.

Pelican 1971 Williams, E. M. & Shuard, H. Primary Mathematics Today.

Longman 1970 Assn. of Teachers of Mathematics : Notes on Mathematics in

Primary Schools. C.U.P. 1967

References Piaget, J. The Child's Conception of Number. Portledge & Kegan

Paul Ltd. 1964 Piaget, J. & Inhelder, B. Thk Child's Conception of Space.

R0iutledge & Kegan Paul Ltd. 1964 Piaget, J. & Inhelder, B. The Child's Conception of Geometry.

Routledge & Kegan Paul Ltd. 1960 29

DIPLOMA OF TEACHING (PRIMARY} Assessment

A number of cumulative tests and a series of assignments. During the second semester of this course it is intended that students will execute a number of short assignments involving clinical interaction with individual children over an extended period of ten weeks.

Contact Two hours per week, commencing in the second semester of

the first year (AS123) and continuing for the two semesters of the second year (AS203).

AS114, AS314 APPLIED STUDIES: MUSIC

AS114 APPLIED STUDIES: MUSIC - FIRST YEAR Development of personal skills

Introduction of the non-music major to the basic concept of music through creative discovery. Sound is explored through a variety of media and the student becomes more confident in using and introducing sound to the classroom.

Familiarity with basic harmony and simple improvisation is sought through the use of the Orff Tuned Percussion. Simpe accompliments to songs are also devised, and an awareness of rhythm achieved through improvisation of rhythmic patterns using inbuilt sounds and simple homemade percussion instruments.

Creative teaching of music in the Primary School School music curriculum - the yearly syllabus, curriculum

guide, time table; objectives and basic principles of creative teaching - new methods and approach, attitudes and interests; the conceptual approach as synaesthetic education in music:

sound - timbre; rhythm - creative movement and dance; melody - aesthetic creativity; harmony - scales, pentatonic and diatonic; composition - orchestration and Orff musicmaking.

Principles of lesson planning. Procedures, organization, motivation, flexibility, inspiring creative activity and expression, the music display centre and teaching aids: a) the singing lesson b) the appreciation lesson c) the rhythm lesson; the correlation of music with other subjects in the school curriculum.

Prescribed Texts Music Branch. Sounds Magic 2 Education Dept. of Victoria

Sounds Fun 4 Sounds Great 4

30

APPLIED STUDIES A.B.C. Radio Broadcast Booklets. Education Dept. of Victoria/Clayton, Wilke & Co.

Hickok, D. & Smith, J. A. Creative Teaching of Music in the Elementary School

Copland, A. What to Listen For in Music Cheyette, I. & Cheyette, H. Teaching Music Creatively

Assessment Progressive practical class tests, and a final written exa

mination.

Contact Two hours per week for one semester.

AS314 APPLIED STUDIES: MUSIC - THIRD YEAR To be offered in 1977. Details available from the Music

department.

AS115 APPLIED STUDIES: PHYSICAL EDUCATION Lecturers in charge: Mr. R. I. Tinning & Mr. L. J. Fitzclarence

There are two main components within the Applied Studies Physical Education units - Physical Education and Health.

Physical Education The provision of a rationale for the inclusion of physical

education in the primary school. An overview of the scope of physical education and a practical and theoretical consideration of the ideas contained in the curriculum guides on Dance, Gymnastics and Ball Handling.

Health A consideration of teacher health, behavioural disorders in

children, infectious diseases, the school child with asthma, the epileptic child. An introduction to basic first aid including the treatment of burns, bites, shock, the control of bleeding, the first aid of fractures and the methods of resuscitation and cardiac compression.

References Education Dept. of Victoria. Suggested Course of Study for

Primary Schools in Physical Education 1970 E'ducation Dept. of Victoria. Physical Education Curricuktm

Guides Facilities & Equipment 1969 Gymnastics 1970 Dance 1970 Ball Handling 1972 Athiletics 1973

31

DIPLOMA OF TEACHING (PRIMARY) Bilborough, A. & Jones, P. Physical Education in the Primary

School. University of London, 1963 Bory, E. Teaching Children to Swim. Paul Hamlyn 1971 Cratty, B. J. Active Learning. Englewood Cliffs Prentice-Hall

1971 Churches, B. Physical Education for Teaching. Allen & Unwin

Ltd. 1971 Esslinger, A. & Volt, E. The Organisation and Administration

of Physical Education. Appleton-Century-Crofts 1967 Kircliner, G., Cunningham, J. & Warrell, E. Introduction to

Movement Education. Brown Co. 1970 Mosston, M. Teaching Physical Education. Charles Merrill Pub

Co 1966 Stanley, S. Physical Edrucation: A movement orientation.

· McGraw-Hil 1969 St. John Ambulance Association. First Aid Manual. Ruskin

Press 1973 Cornacchai, H.J. & Staton, W. M. Health in Elementary Schools

Mosby Co 197 4 Hagg, J. H. School Health Program. Lea and Febiger 1972 Schifferes, J. Healthier Living Highlights. Wiley and Sons 1971 Llewellyn-Jones, D. Every Woman. Faber 1972 Rathbone, F. S. & Rathbone, E. Health and Nature of Man.

McGraw-Hill 1971

Assessment Cumulative, based on progressive theory tests and assign

fnents.

Contact Two hours per week in semester 1.

APPLIED STUDIES: SCIENCE Four units of 14-15 hours contact times are to be taken in

this area. The first unit (ASU6) during first year, a double unit (AS216) in second year and the fourth unit during the final year of the oourse (AS326).

Objectives The development of positive attitudes through the advance

ment of an understanding of "science" appropriate for the teacher of primary school children.

The provision of an awareness of Science as a part of the total curriculum.

The presentation of the reasons for Science being a part of the total primary school curriculum.

The development of an understanding and awareness of the skills of science as are desirable in primary school children. 32

APPLIED STUDIES

The development of an awareness of the relevant theories in maturation of cognition and physical abilities, and the application of this awareness to curriculum, processes and strategies of teaching.

AS116 APPLIED STUDIES: SCIENCE - FIRST YEAR The nature of science - Science as content, procedures and

attitudes. The uses society makes of scientific investigation. Science as part of primary school curriculfUm, brief historic

al background. The reasons for the inclusion of a curriculum and/or teaching strategy that encourages an awareness of science as both process and content.

Important aspects of primary school curricula - positiv~ attitudes, creativity, inventiveness, discovery. The influence of the teacher's background.

The role of the teacher - authoritarian, democrat, leader, member. The concepts of status and eseem, control and influence. Direct and indirect approaches.

Process for future observation and practice - accurate observation and recording, isolation of critical facto•rs, classification of materials and facts, development of hypotheses, adequate deduction, controlled testing, use of feedback.

Prescribed Text Kuslan, L. I. & Stone, A. H. Teaching Children Science: An

Inquiry Approach 2nd edn 1972 Although one other text will be prescribed for succeeding

units, Renner et al will be used throughout the three years of Applied Studies in Science.

References Barber, H. M. E. & Hayes, J. 'Y. Exploring the Physical World

with; Children of 5-9. Dent 1973 Close, B. Teaching Science in Primary Schools, McGraw-Hill

1973 Freidl, A. E. Teaching Science to Children: The Inquiry Ap

proach Applied. Random House 1972 Logan, L .. M. & Logan, V. G. Design for Creative Teaching.

McGraw-Hill 1971 Massialas, B. G. & Zevin, J. Creative Encounters in the Class

room. John Wiley 1967 Pilz, A. & Sund, R. Creative Teaching of Science in the Elemen

tary School. Allyn and Bacon 2nd edn 197 4 Renner, J. W. & Stafford, D. G. & Ragan, W. B. Teaching Science

in the Elementary School. Harper and Row 2nd edn 1973 33


Romey, W. D. Inquiry Techniques for Teaching Science. PrenticeHall 1968

Selberg, E. M., Neal, L. A. & Vessel, M. F. Discovering Science in the Elementary Sch1ool. Addison-Wesley 1970

Victor, E. Science for the Elementary School. MacMillan 2nd edn 1970

Washix>n, N. S. Teaching Science in Elementary and Middle Schools. David McKay, 1974

AS216 APPLIED STUDIES: SCIENCE - SECOND YEAR There will be a strong practical emphasis in each of three

sections to be developed, and it is envisaged that students will have regular frequent contact with children throughout the course. An expectation of the course is that students will develop a positive commitment toward teaching science to children in the primary school.

The Nature of Children's Cognition in Science Inquiry Teaching and Piagetian Theory; discovery teaching and

Bruner.

The Inquiry Vs Verbal Exposition Question - Ausubel's View: Concrete - empirical experiences and understanding science concepts and principles, contrived discovery and learning. Other Viewpoints - Gagne, Suchman.

Approaches for Teaching Science to Children. Inquiry - centred classroom environment, first-hand experiences - strengths and limitations, grOIUp work, experimentation - planning activities, physical science experimentation, biological experimentation, earth sciences demonstrations, picture puzzles, mystery boxes and inquiry, field activities, resources.

Primary School Curricula.

34

Victorian Primary Science: Philosophy, influence of educational psychology, child centredness, objectives. Skills. Planning activities, support literature. Science 5/13: Educational philosophy, psychological theories and Science 5/13. Aims and objectives - analysis, units for their achievement. Analysis of the objectives and a workshop of selected units.

APPLIED STUDIES Prescribed Texts Kuslan, L. I. & Stone, A. H. Teaching Children Science: An

Inquiry Approach. California 2nd edn 1972 Renner, J. W., Stafford, D. G. & Ragan, W. B. Teaching Science

in th.e Elementary School. Harper & Row 2nd edn 1973

References Barber, H. M. E. & Hayes, J. Y. Exploring the Physical World

with Children of 5-9. Dent 1973 Close, B. Teaching Science in Primary Schools. McGraw-Hill

1973 Education Department of Victoria. Course of Study for Primary

Schools - Science. Helix. Ourriculum and Research Branch No 2 1973 Primary School Science. Curriculum Guides A, B and C.

Lovell, K. The Growth of Basic Mathematical and Scientific Concepts in Children. London UP 1961

Piltz, A. & Sund, R. Creative Teaching and Science in the Elementary School. Allyn and Bacon 2nd E'dn 1974

Renner, J. W. & Lawson, A. E. "Piagetian Theory and Instruc. tion in Physics". Pl0;sics Teacher. Vol. II March 1973

Sime, M. A Child's Eye View. London Thames and Hudson 1973 Victor, E. & Lerner, M. E. (eds) Readings in Science Education

for the Elementary School. MacMillan 1971

Contact 2 hours per week for one semester.

AS326 APPLIED STUDIES: SCIENCE - THIRD VEAR To be offered in 1977. Details available from the Science

Department.

AS217 APPLIED STUDIES: SOCIAL SCIENCE - SECOND VEAR Lecturer in charge: Mr. C. Henry

This is a social studies "method" course which is designed to assist students to plan and conduct social studies programes in primary schools. With this aim in mind two inspirational exemplars of the "new" social studies - Jerome Bruner's "MAN - A Course of Study" and "The Taba Program in Social Science" - will be introduced as specific attempts to answer the two key questions - "What is worth knowing about people's Social behaviour?" and "How does one teach what is considered worth knowing?" Consideration will be given to examining the philosophical and psychological assumptions upon which the selected materials are based in the course offered in 1977.

35


Preliminary Reading Jarolimek, J. "In Pursuit of the Elusive New Social Studies"

Educational Leadership. April 1973 Pp 596-599* Postman, N. & Weingartner, C. Teaching As A Subversive Acti

vity. Penguin 1969 especially Ch. 8 Wasserman, S. "Teacher Education or Putting Your Money

Where Your Mouth Is", Childhood Education. March 1973 Pp 295-300

(*Copies available from SS05)

Prescribed Texts Durkin, M. C. & Shindelus, M. J. Teacher Guide for People in

Families. Addison Wesley 1972

References Jarolimek, J. & Walsh, H. M. Reading for Social Studies in

Elementary Education. Second Edition Collier- MacMillan 1969

Postman, N. & Weingartner. Teaching As A Subversive Activity. Penguin 1969

Taha, E. et al. Handbook to Elementary Social Studies, (2nd Edition) Addison - Wesley 1972

Detailed reading lists to be provided.

Assessment By evaluation of participation in class activities and per

formance on class exercises and examinations.

Contact Two hours per week for the first semester.

AS327 APPLIED STUDIES: SOCIAL SCIENCE - THIRD YEAR To be offered in 1977. Details available from the Social

Science department.

36

GENERAL STUDIES The aim of these studies is three-fold:

a) to promote the personal development and the maturity of the student;

b) to provide background knowledge and understanding, insights and perspectives, in the subject areas related to the primary school curricullum;

c) to provide a study in which the student, through sustained effort, achieves a degree of mastery and feels a sense of achievement. A major or sub-major study involves familiarity with the methodology of the subject and a progression through a planned vertical structure to develop an understanding or.f the inter-related concepts. Major studies (three years) and sub-major studies (two years) are unified by the constancy of their content, methodology, theme, etc.

Organization

Students will elect one major stJudy (iParts I-II-III), one sub-major study (Parts I-II), and one minor study (Part I), from those offered by the seven subject departments: Art, English, Health/Physical Education, Mathematics, Music, Science, Social Science. To add as much flexibility as possible to the course, students may elect to take their minor study in the first, second or third year, but administrative realities, e.g. size of groups or availability of staff, may place constraints upon the amount of choice.

Students will be advised about the most desirable way to organize their oourses; three examples are set out below.

Year Example A Example B Example C

Music Social Health/ Art Music Science Part 1 Science Phys. Ed. Part 1 Part I Part 1

Part 1

2 Mathematica Social Mathematics Art Music Science Part 1 Science Part 1 Part II Part II Part II

Part II

3 Mathematica Social Health/ Art Mathematics Science Part II Science Phys. Ed. Part Ill Part 1 Part 111

Part Ill Part II

37

ART AR100 FIRST YEAR Course Co-ordinator: Mr. T. Wells

Plan of weekly sessions

a:

~ w ::E w

"'

C\I

a: w ..... "' w ::E w

"'

Period 1 Period 2

AR132 - VISUAL THEORY AND

EXPERIMENTAL STUDIES

STUDIO STUDY AR121 - CERAMICS I or AR122 - GRAPHICS I or AR123 - PAINTING I or

AR124 - TEXTILES I

STUDIO STUDY

(as above)

STUDIO STUDY (as above)

Students take 8 compulsory units:

Period 3 Period 4

AR131 - FOUNDATIONS OF AESTHETIC EDUCATION I

c z "' <w ..J "' << om a: ..J lo < a: I- 0 < ~ G u. :c 0 0

15 ,... 0 ,... 0

a: "' <

c z "' < l:i: ..J w <O oz :c 0 a.. 0 lo ..J a: "' < < g Q LL. - CJ 0 :c 0 a.. ..J

I~ '<t 0 ,... >-,... "' a: a.. <

STUDIO STUDY (as above)

AR132 - VISUAL THEORY AND EXPERIMENTAL STUDIES AR131 - FOUNDATIONS OF AESTHETIC EDUCATION I AR111 - HISTORICAL AND SOCIOLOGICAL BASES OF ART

38

AR114 - PHILOSOPHICAL AND PSYCHOLOGICAL CONCEPTS OF ART AR121 .;,,__ CERAMICS I AR122 - GRAPHICS I AR123 - PAINTING I AR124 - TEXTILES I

ART

The course in Art is planned to allow for the parallel development of the student - personally - in studio practice, and the study of art and aesthetic education - and professionally -as a person interested in art, who recognizes the value of art to society and its place in the school curriculum and who will put this understanding into practice in the classroom.

The course is designed so that on completion of a major study in Art a stiudent will have learnt how to:

use his creative potential,

apply his developed aesthetic sensibility in his personal and professional life,

appreciate man's philosophical, historical and cultural heri• tage in the arts,

use his individual judgement and discrimination positively and

relate his personal philosophy in aesthetic education to his role as a teacher.

Through studio practice, excursions, lectures, seminars !lnd tutorials, the student will be knowledgeable about past and current trends in both Art and Aesthetics, will have a personal philosophy in relation to both the making and appreciation of art and will be a maker and appreciator of art.

The student will be capable of applying his understanding of the place and value of art in his own life, in the primary school, and in the community - and will be able to achieve effective learning situations in art education for children.

In each year the course consists of three compulsory units :

Aesthetic Education, Study of Art, and Studio Studies.

AR100 FIRST YEAR

AR110 STUDY OF ART

The aim of this course is to introduce the student to a study of art through a variety of disciplines so that the student may choose that study which holds most interest for him.

39

DIPLOMA OF TEACHING (PRIMARY) AR111 HISTORICAL AND SOCIOLOGICAL BASES OF ART Lecturers in charge: Mr. R. Reardon & Mrs. J. Grenfell

An introduction to the role of the artist in society throughout art history. The influence that society has had on he artist and his art. The function of art within a particular society. Awareness of cultural variations, soci'°'"economic class, religious and ethnic backgrounds, urban or rural environments and geographic areas. The function of art and the development of man's involvement in his social and cultural environment. 1. Sociological bases of art - why man creates and what in

fluences art. 2. HisixYrical bases of art - themes in art history, and the his

torical development of principles in art history, Renaissance and Baroque.

References Kavolis, V. Artistic Expression - A Sociological Analysis. Pappas, G. (ed). Concepts in Art and Educatwn. MacMillan Wofflin. Principles of A rt History.

Assessment Two written assignments during the semester.

Contact One period per week for one semester.

AR114 PHILOSOPHICAL AND PSYCHOLOGICAL CONCEPTS OF ART Lecturers in charge: Miss J. Parrott & Mr. R. Reardon

An introduction to the study of the behaviour and experience of the people who make and use works of art. Studies will be theoretical but related to practice wherever possible.

Philosophi.cal concepts: Seeing, imagination and the aesthetic experience.

Psychological Concepts: Creativity and perception.

References Arnheim, R. Art and Visual Perception Berger. Ways of Seeing Collingwood. The Principles of Art Eisner. Educating Artistic Vision Hastie & Schmidt. Encounter with Art Hogg, J. (ed) Psychblogy and the Visual Arts Hudson, L. Contrary Imaginations Langer, L. Philosophical Sketches Langer, L. (ed) Reflections on Art 40

-I

ART

Lodge. P1.ato's Theory of Art Pappas, G. (ed). Concepts in Art and Education Rader (ed). A Modern Book of Aesthetics Saw. Aesthetics - An Introduction Sircello. Mind and Art - An Essay on the Varieties of Expres

sion Weitz ( ed). Problems in Aesthetics

AR120 STUDIO STUDIES This is an introduction to the plastic, graphic and textile

arts through studio study and experiment in the perceptual and conceptual language of art as a basis for advanced work in specialized areas. Participation in the arts and an appreciation of them provides a basis for evaluation. The course is based on the development of the student as,

(a) an artist (b) an educator

with specialist knowledge and skills in the visual arts. The course is structured towards the need of two types of teachers:

(a) the general class room teacher who elects to study art as a single subject, or as a sub major and

(b) the student who elects a particular area in the art course as his major study in order to become a specialist art craft teacher.

AR121 CERAMICS 1 Lecturers in charge: Mr. P. Divola & Mr. E. Major

Experimental studies in clay, traditional aspects of ceramics. The nature of individual artistic expression and the importance of communication of these values in the teaching situation. Practical study of initial units of ceramic technology: basic materials study and decorating.

One experimental design study to embody principles established in initial course (AR108 - Visual Theory and Experimental Studies I). A 'RAKU' seminar linked with present day applications. Practical study of Raku.

References Nelson. Ceramics. Holt Rinehart and Winston 1971 Rhodes. C1.ay and Glazes for the Potter. Pitman 1973 Reigger. Raku - Art and Technique. Studio Vista Additional References in the SCV Geeloo.g collection

Six Modern Potters. 70 slides 41

DIPLOMA OF TEACHING (PRIMARY) Peter Travis 11 slides Six Australian Potters 25 slides Raku Day 33 slides Raku Symposium with Joan Campbell 39 slides

Assessment Tutorial paper and exhibition of practical studies.

Contact 2 lectures per week for half a semester.

AR122 GRAPHICS 1 Lecturer in charge: Mr. K. Leach

The less complex activities in the production of prints by the relief, intaglio and screen methods. Application of design fundamentals. Historical aspects through studies of artists.

Printmaking as an art form, print implications and historical development of processes. Aesthetically based jtudgements of one's own work and that of other printmakers (including children's work).

Prescribed Text Chamberlain, W. Etching and Engraving. Thames & Hudson

1968

References Heller, J. Printmaking Today. Holt Rinehart and Winston 1972 Sotriffer, I. Printmaking History and Technique. Thames and

Hudson 1968

Assessment Will be based on tutorial papers and presentation of prac

tical work.

Contact 2 hours per week for half a semester.

AR123 PAINTING Lectiurer in charge: Mr. T. Wells

Examination of the physical properties of paint" through practical experiments. Reinforcement of design principles presented in visual theory (AR125). Extension of painting media studies. Search for a personal symbolism. "Figurative" painting. Application of compositional theory. Set disciplines in "Non Figurative" painting. Surface - an experiment in texture. Set disciplines in "Non Figurative:: Painting. Colour and value. Modern Painting - methods, directions and philosophies. Personal development. 42

References Bevlin, M. Design Through Discovery. Chs. 5-7-17 Davis, D. Art and the Future Levy, M. A History of Western Art

ART

Taylor, J. Design and Expression in the Visual Arts Ch. 3-5

Assessment a) Practical Work: The satisfactory completion of the set

disciplines in practical work. b) Assignment: A pass is required in a brief written assignment.

Contact Two hours per week for half a semester.

AR124 TEXTILES Lecturer in charge: Mrs. J. Grenfell

A series of experimental exercises designed to develop an awareness of the potential of different techniques, materials and skills associated with the textile arts either as a fine and form or for utilitarian purposes. 1. Design and Design Sources. 2. Material Studies: constructional techniques, weaving, wrap

ping, knitting, crochet, knotting, Macrame and maori knotting, netting, patchwork.

3. Fabric Ornamentation: embroidered forms: collage, applique, stitching, hand and machine, beading. Pulled and drawn printed forms: batik, tie and dye, screen printing.

References Specific references will be prescribed at the beginning of

the course.

Assessment a) folio of work composed of documented experimental pieces

developed during the studio sessions. b) a major work either 2 or 3 dimensional using any technique.


AR130 AESTHETIC EDUCATION

AR131 FOUNDATIONS OF AESTHETIC EDUCATION 1 Lecturer in charge: Miss J. Parrott

An analysis of art education in its historical, philosophical, sociological and psychological aspects. A critical examination of concepts of art as they relate to education. Ways of thinking

43

DIPLOMA OF TEACHING {PRIMARY)

about art and to the critical examination of these. Art as a form of experience, as a form of communication, as a form of knowledge. Can art be defined?

The students will be expected to write critically about artistic theory, to indulge in dialogue with peers about art concepts and to express perceptions of the world in a variety of artistic forms such as poetry, short story, visual arts, creative movement and music.

References Dewey, J. Art as Experience Eisner and Ecker (eds) Educating Artistic Vision Lansing, K. Art Artists and Art Education Pappas (ed). Concepts in Art and Education Tolstoy, L. What is Art? Weitz, M. (ed) Problems in Aesthetics Selection from British Journal of Aesthetics and Art Education

Assessment Continuaus assessment in the form of written assignments,

seminars and creative work.


AR132 VISUAL THEORY AND EXPERIMENTAL STUDIES Lecturer in charge: Mr. T. Wells

Elements of visual theory. 'Experimental studies of these. Studies will include:

Visual language, Design elements and principles, Composion Theory, Media and technical skills and Graphic Design. A satisfactory completion of this course is required before

a pass in Art I is granted.

References Arheim, R. Art and Visual Perception. London Faber 1954 Porter, A. Elements of Design, Shape and Form Selleck, J. Elements of Design Line

Assessment Continuous assessment through successful completion of

period projects and experiments.


44

ART

AR200 SECOND YEAR Course Co-ordinator: Mr. P. Divola

Plan of weekly sessions

Period I Period 2 Period 3 Period 4 Period 5 Period 6

= "C

>o = 'C AR222 - GRAPHICS II or c :s z Ill Ci) ,... AR223 - PAINTING II 0 c

~ a: ~

0 w :s .... OR Q) :s 0

"' c Ci) :::> w c :::E ~ - w w AR221 - CERAMICS II or 0

"' AR224 - TEXTILES II ~ 'C 0 0 j:: z s::. w a; :c

:::!: ~ w

LL. LL.

0 0

> >-(!1 :c 0 ll.

0 ...I 0

"' :c 0 0 ...I :c ~ ll. a.

I I LO: co: (\j .... (\j ....

~~ () ~~ < u. 0

"' = z 0

"C ~ j::

AR221 - CERAMICS II or c :s < Ill - c

"' AR224 - TEXTILES II "' z c a: O> 0 :::> w a; :a 0 .... OR ID :s LL.

"' c Ci) w :::!: ~ -w AR222- GRAPHICS II or 0 ,...

0

"' AR223 - PAINTING II - 'C ~ In 0 z s::. a: a; < :::!:

Ii: LL. < 0 LL. >-0 (!1

~ g 0 0 .... 0 "' 0 :c "' I I "' Cl)= ,... ,... "' "' .... a: .. a:a: < o<<

4

Students take 5 components AR231 AR215 or AR216 AR212 or AR213 AR221 or AR224 AR222 or AR223

45

DIPLOMA OF TEACHING (PRIMARY) AR210 STUDY OF ART

AR212 HISTORY OF ART II Lecturer in charge: Mr. R. Reardon

This follows up th'e introduction to art in ARIII - HISTORICAL AND SOCIOLOGICAL BASES OF ART I by looking at art in historical context. The European tradition of art. Recognition, evaluation and appreciation works from this tradition. Egyptian, Greek, Roman, Byzantine, Romanesque; Gothis, Rennaissance, Baroque, Neo-Classicism, Romanticism, 19th century art, 20th centry art. Lectures, seminars, tutorials and excursions will give the students a basic understanding of the historical development of the European tradition.

Prescribed Text Janson, A History of Art. Thames and Hudson

References Reference will be made to specific monographs, general

references, cassettes, slides and films during the course.

Contact 1 hour per week for 2 semesters.

AR213 SOCIOLOGY OF ART II Lecturer in charge: Mr~. J. Grenfell

. The role of the artist in society throughout art history and the influence of society on the artist and his art.

The function within a society; cultural variations such as socioeconomic classes, religious, ethnic backgrounds, urban or rural environments or geo.graphical areas.

A thematic approach using specific artists in art history. The social bases of culture, folk, popular, high culture,

religious, mythological, symbolic, social and historical, decorative, the landscape, the portrait, romanticism and classicism, expressionism, surrealism, satire related to specific cutures and artists.

Prescribed Texts Chalmers, F. G. 'The Study of Art in a Cultural Context' in

Journal of Aesthetics and Art Criticism. Winter 1973 pp 249-56.

Kaufman, I. Art and Education in Contemporary Culture. MacMillan

Assessment Assessment is cumulative and based on written assignments.


46

I'

AR215 PHILOSOPHY OF ART II Lecturer in charge : Miss J. Parrott

ART

This is a further analysis of the behaviour and experience of people who make and use art. The emphasis will be on a study of aesthetics from the point of view of the work of art.

Problems involved in defining art, perceiving art aesthetically and defining creativity in relation to the person and the process.

References Alrich. Philosophy of Art Barron. The Creative Person and the Creative Process

Assessment By written papers and seminar presentations.


AR216 PSYCHOLOGY OF ART II A critical examination of the psychological bases used in

looking at (a) adult art, (b) child art; leading the student to a knowledge or recent literature associating psychology with the visual arts and to the acquisition of a further dimension in appreciating and viewing child art and adult art.

References Eisner & Ecker. Readings in Art Education Eng. H. The Psychology of Children's Drawings Hogg, J. Psychology and the Visual Arts Pappas, G. Concepts in Art and Education

Assessment By written papers and seminar presentation.


AR220 STUDIO STUDIES

AR221 CERAMICS II LecUurers in charge: Mr. E. Major and Mr. P. Divola

Provides necessary technical grounding in throwing, construction methods and glaze formation at advanced levels and ~n terms that can be expressed in contacts with children; to involve students in studies of ceramics in Eastern cultures.

47

DIPLOMA OF TEACHING (PRIMARY) History, Design and Method of Ceramics II.

1. History Studies: Korean, Japanese, Chinese ceramics. 2~ Studio Studies, Hand formed and wheel thrown ceramics;

Procedural method: equipment, safety, tool maintenance, storage, display. Further studies in Raku.

3, Design Studies: Relationships in forms; form to fit function. 4. Materials Studies : clays and glazes.

Prerequisite AR121 Ceramics I

Prescribed Texts Nelson. Ceramics. Holt Rinehart and Winston Rhodes. C"lay and G"lazes for the Potter. Pitman

Japanese Ceramics. Weatherhill/Tanhosha 1973 Various slide collections in the SCV Geelong Library.

Savage. Pottery Through The Ages. Cassell Wildenhain. Pattern: Form and Expression. Reinhold

Assessment By exhibition of practical studies; assessment of History

Design and Method section will be by tutorial paper and essay.

Contact 3 lectures per week for 1 semester and 1 hour per week for

1 semester for History, Design and Method.

AR222 GRAPHICS II Lecturer in charge : Mr. K. Leach

AR122 - Graphics I will be extended in depth. Practical skills in drawing and design and printmaking, historical and theoretical studies. Greater involvement with printmaking activities in the classroom.

Prerequisite AR122 Graphics I

References Capon. Introducing Graphic Techniques. London Batsford Elliot, B. Silk Screen Printing. Oxford 1971 Hastie & Schmidt. Encounter with Art. New York McGraw-Hill Heller. Printmaking Today. New York Hold Rinehart & Winston Hind, A. A History of Engraving and Etching. 3rd Edn New

York Drover Lindemann. Prints and Drawings - A Pictorial History.

London Pall Mall Loche, R. Lithography. New York Van Nostrand Reinhold 1971 Sotriffer, K. Printmaking History and Technique. London

Thames and Hudson 1968 48

I I

ART Assessment

Assessment for Units A and B will be based on application, conception and execution and will be the responsibility of the lecturer in charge. Units C and D will be progressively assessed by assignment and class papers.

Contact For Units A, B and C contact time will be three hours per

~ek for 1 semester and for Units D, 1 hour per week for 1 semester.

AR223 PAINTING Lecturers in charge: Mr. T. Wells and Mr. R. Readon

1. Experimental Studies . . Introductory studies will explore art concepts with supplementary media studies.

2. Personal, Creative. Image Making. Following the introductory studies, students will be encouraged to contribute a personal communication through painting.

3. Theory of Art. The theory of Art will be presented as a continuing study relating always to the practical work and where applicable to either Art Appreciation or Art Education.

4. Major Assignment.

Assessment Folio of personal creative work, art education and assign,.

ment.

AR224 TEXTILES II Lecturer in charge: Mrs. J. Grenfell

Studio Practice. A development of aesthetic awareness in embroidery, wea~

ing, screen printing and their associated areas, macrame, batik, tie dye, etc.; a study of materials, their characteristics, potentials and limitations and a development of skills and techniques enable the student to exploit his creative potential; by an understanding of design fundamentals and the use of traditicmal techniques in new ways, the student should attain a high degree of expertise in his field.

History, Methods and Design. The study and appreciation of textiles - stitched, woven,

and selected periods and countries. . · ,

49

DIPLOMA OF TEACHING (PRIMARY) References D'Harcourt, R. Textiles of Ancient Peru and their Techniques.

Seattle and London, University of Washington Press. Held, S. A Handbook for Fibre Craftsmen Keller, I. Batik Art and Craft. Rutland and Vermont Robinson, S. A History of Printed Textiles. Studio Vista Spinners and Weavers Guild of Victoria. Dyemaking with dust

Flora Trowell and Nevermann. African and Oceanic Art. New York

Harry N. Abrams Inc. References for the studio practice section of this course

will be distributed during the course

Assessment For studio practice the evaluation folio will include samples

of work showing an extension of skills learned in the first year, and at least two major works from a) constructional techniques, b) ornamental and c) combination of both Evaluation of the history, methods and design section will be based on semi.nars and written assignments

Contact 3 periods per week for 1 semester for studio practice and

1 period per week for 1 semester for history, methods and design.

AR231 FOUNDATIONS OF AESTHETIC EDUCATION II Lecturer in charge: Miss J. Parrott

Aesthetic education in its various aspects, emphasising those who make and appreciate art. The roles of the producer and consumer of art and applying this understanding in the classroom.

1. Art as cultural influence, how the processes of art vary in different cultural settings, the roles of art and artists in different social and cultural environments and on different socio-economic levels.

2. Taste - what determines individual differences in taste, attitudes and types of art production.

3. Art judgement and criticism.

Prerequisite AR131 Foundations of Aesthetic Education 1.

References Eisner and Ecker. Readings in Art Education Hastie and Schmidt. Encounter with Art Haufman. Art and Education in Contemporary Culture Lansing. Art Artists and Art Education McFee. Preparation for Art 50

ART

Assessment Will be based on seminar discussiori and written assign

ments.


AR300 THIRD YEAR (To commence 1977) Details may be obtained from the Art Department of courses

to be offered.

ENGLISH The development of courses offered in English over the three

year period is set out in the plan below :

YEAR I

YEAR II

YEAR III

AUSTRALIAN LITERA'IlURE and

CHILDREN'S LITERATURE

ENGLISH LITERATURE and

DRAMA I or LANGUAGE· I

COMPARATIVE LITERAT,URE and

DRAMA II or LANGUAGE II

EN100 FIRST YEAR ENGLISH

AUSTRALIAN LITERATURE Lecturer in charge: Mr. B. l:Iiopkins

This course offers appreciation and critical examination of works of prose, poetry and drama by Australian authors.

Preliminary Reading Dutton, G. (ed) The Literature of Australia. Penguin 1964

Prescribed Texts 1. Poetry Dawe, Bruce. Condolences of the Season. Cheshire Wallace.,Crabbe, C. (ed) Six Voices. Angus & Robertson 1974 2. Fiction · Clarke, M. For the Term of His Natural Life. Angus and Robert-

son Pacific · Herbert, Xavier. The Chant of Jimmy Blacksmith. Penguin White, Patrick. The Vivisector. Penguin

51


Stow, Randolph. To the Islands. Penguin James, Brian. The Advancement of Spencer Button. Angus &

R-Obertson Classics

3. Short Stories Porter, Hal (ed) It could be you. Rigby

4. Drama Lawler, R. Summer of the Seventeenth Doll. Fontana Williamson, D. The RemovaUsts. Currency Press Hibberd, J. Dimboola. Penguin Australian Drama I Powers, J. TM,e Last of the Knucklemen. (included with

Dimboola)

Recommended Additional Reading Furphy, J. Such Is Life Martin, D. The Young Wife Boyd, M.A. Difficult Young Man White, P. Voss Richardson, H. The F<>rlunes of Richard Mahony Kenneally, T. Bring Larks and Heroes

References J-0hnston, G. (ed) Australian Literature Criticism Green, H. M.A. History of Australian Literature Wright, Judith. Preoccupations in Australian Poetry Coombes, H. Literature and Criticism Articles from Meanjin, Southerly, Overland, etc.

Assessment Each student will present one tutorial paper and write two

book reviews. There will be two two-hour examinations, one at the end of each semester.

Contact Two hours of lecturer/seminar sessions per week.

EN102 CHILDREN'S LITERATURE Lecturer in charge: Miss R. Bunbury

A critical appraisal of literature for children from preschool age to adolescence. The principles of literary criticism applied to the literature which children read. The humane and social values conveyed in the literature. Children's reactions to the literature varying in accordance with language experience, cognitive development interest and needs.

~

ENGLISH

Prescribed Texts A list of prescribed literailure will be issued at the beginning

of the course. Vacation reading for the course should include Tolkien, J. The Hobbit Adams, M. Waters~p Down LeGuin, U. The Wizard of Ewrthsea Pearce, P. Tom's Midnight Garden L'Engle, M. Wrinkle in Time

References Casey, J. The Language of Criticism. Methuen London 1966 Fenwick, S. I. (ed) A Critical Approach to Children's Literature

U.S.A. Univ. of Chicago 1968 Egoff, S. et al ( ed) Only Connect. Oxford Univ. Press 1969 Haviland, V. Children and Literature. Scott Foresman 1973 Saxby, H. M. A History of Australian Children's Literature.

Sydney Wentworth Books 1971 (Vol I and II) Landau, E. D. etc. Child Development Thr<YUgh Literature.

Englewood Cliffs N.J. 1972

Assessment Tutorial, assignment and examination

Contact Two hours lecture/tutorial per week.

EN200 ENGLISH LITERATURE This course is offered as a short introduction to English

Literature. It is based on a selection of English poetry, drama and prose arranged chronologically so that the study, while concentrating on the specific interests in each selection, will also take some account of other developments in the mainstream of English literature. Reference will be made to main figures omitted from this survey and supplementary reading lists will be provided.

The prescribed novels have been specifically selected for two reasons: they provide worthwhile examples in a chronological survey of the development of the 'English novel and they also permit a consideration of the presentation of young people in literature.

Throughout the course siludents will be expected to participate in a direct and individual way, critically examining the literature and their own response to it.

Prescribed Texts Poetry: Donne, J. Poems. Penguin Pope, A. Poems. Everyman

53


Keats, J. Selected Poetry. Signet Classic Yeats, W. B. Selected Poetry. St. Martin's Library Eliot, T. A. Collected Poems. Faber

Drama Shakespeare, W. King Lear. Penguin Wilde, 0. The Importance of Being Earnest Shaw, G. B. Saint Joan. Penguin Pinter, H. The Birthday Party Methuen

Fiction Austen, J. Pride and Prejudice. Penguin Dickens, C. David Copperfield. Penguin Bronte, E. Wuthering Heights. Penguin Eliot; G. The Mill on the Floss Hardy, T. Tess of the d'Urbervilles. St. Martins Conrad, J. Lord Jim. Penguin Lawrence, D. H. Sons and Lovers. Penguin Hartley, L. P. The Go-Between. Penguin

References Some useful general references are listed. Lecturers will

refer to more specific reference texts as examination of the . prescribed texts proceeds. Allen, W. The English Novel Forster, E. M. Aspects of the Novel Gassner, J. Master of the Drama Gassner, J. The Theatre of Our Times James, H. The Art of Fiction Kettle, A. An Introduction to the English Novel Lawrence, D. H. Selected Essays Leavis, F. R. Tide Great Tradition Leavis, F. R. The Common Pursuit Lubbock, P. The Craft of Fiction • Watt, I. The Rise of the Novel Pelican Guide to English Literature Vols I-VII

Assessment Assessment will be based on essay work, tutorial papers and

a final examination. Details will be provided during the presentation of the course.

Contact Two hours of lectures/seminars per week.

54

ENGLISH

EN201 DRAMA I Lecturer in charge: Mr. K. Hemmens

The aim of this course is to encourage a critical appreciation of dramatic literature and to provide a range of experience and understanding of the basic principles of dramatic art.

The syllabus includes a comparative study of the European theatre and its conventions from the fifth centry B.C. to the present day.

Prescribed Texts Aeschylus. The Orestei,an Trilogy. Penguin 1974 Aristophanes. Three Comedies. Penguin 1974 Euripides. Electra. Penguin 1974 Seneca. Four PT,a,ys. Signet 1971 Cawley (ed). Everynmn and Medieval Miracle PT,a,ys (Everyman

and Noah's Flood), Dent's Everyman Library 1967 Three Elizabethan Domestic Tragedies. Penguin ·English Library 1969

Kyd. The Spanish Tragedy. Dent's Temple Dramatists Sheridan. The Rivals. Dent's Temple Dramatists 1971 Congreve. The Way of the World. Dent's Temple Dramatists Wilde, The Importance of Being Earnest. Penguin 1970 Chekhov. The Major Pmys. ·Penguin 1973 Ibsen. A Doll's House. Penguin 1973

References The following books are considered basic books of reference

in connection with all courses in Drama: Gassner, J. Masters of t,.e Dranm. Dover 1969 Nagler (ed). A Source Book in Theatrical History. Dover 1959

The Oxford Companion to the Theatre. Oxford Uni Press 1974

Assessment Progressive tests and seminar papers and a special project

by arrangement between lecturer and student. If necessary an oral examination may be given. ·

Contact Two hours of lectures/seminars/practical sessions per week.

week.

EN202 LANGUAGE I An alternative to Drama I, subject to student demand and

availability of staff. The background of the English language: formative influences of the Scandinavian and Norman invasions, the rise of standard English and the place of English in the

55


modern world. A study could be made of the origin of spoken and written language and the development of the alphabet. Other possible areas are the study of American and Australian English, authority and usage, spelling reform, slang, origins of place names and surnames, word creation and an introduction to linguistics.

References Potter, S. Our Language. Penguin Ogg, 0. The 26 Letters. E. M. Hale & Co. ' Pei, M. The Story of Language. Geo Allen & Uuwin Pei, M. The Story of EngUsh. Geo Allen & Unwin Baker, C. L. The Story of Language. Pan Bodmer, F. The Loom of Language. Geo Allen & Unwin Strang, B. M. H. A History of English. Methuen Foster, B. The Changing English Language. Macmillan Baker, S. J. The Australian Language. Sun Books Hungerford, H. etc. English Linguists. Scott, Foreman & Co. Postman, N. & Weingartner, C. Linguistics: A Revolution in

Teaching. NlY Delta

The course may also offer study of English language in use and practical opportunities for creative writing, on the "workshop" pattern. Recommended reading for this section is given below: Brandt, W. J. etc. The Craft of Writing. Prentice Hall Knott, W. C. The Craft of Fiction. Prentice Hall

Contact Two hours per week.

Assessment To be announced.

EN300 THIRD YEAR (To commence in 1977) Details may be obtained from the English Department of

courses to be offered.

56

MATHEMATICS EDUCATION Lecturer in charge: Mr. A. J. Pitman

MA100 FIRST YEAR Lecturer in charge: Mr. R. Dean

The development of a mathematical structure is initiated by an attempt to provide a manipulable model of an aspect of perceived reality. Consequently this course has been developed along lines which emphasize first the temporal reality situation, the construction of general and specific statements, identification of assumption and primitive terms. Further, as a consequence of this approach, it is important to clarify the methods of argument open to mathematical application.

Three general subdivisions have been made.

MA 101 Argument forms in mathematics Deductive logic, analogy, inductions are used in the develop

ment of elementary calculus of proportions, set algebra, probability and the set of natural numbers. Boolean and non-Boolean algebras.

Prescribed Text (MA100) Kline, M. Mathematics in the Modern World. W. H. Freeman,

1968

References Bowran, A. P. A Boolean Algebra. MacMillan 1965 Polya, G. Mathematics and Plausible Reasoning. Princeton 1958 Assessment

One assignment and one test of 1 hour. Contact

Four hours per week for one term.

MA102 Number systems and their applications Natural numbers, wholes, integers, rationals and reals. Mathematical structures of these. Groups and fields.

,. Numeration systems. Algorithms. Couples numbers. References Boyer, C. B. A History of Math:ematics. Wiley 1968 Niven, I. Number: Rational and Irrational. Random House 1961 Sawley et. al. Groups and Fields. Rigby 1970 Assessment

One assignment and one test of 1 hour. Contact

Four hours per week for one term.

57


MA103 Spatial concepts: geometries The assumptions for a Euclidean geometry. Topologies. Projective concepts. Similarity geometry. Euclidean as a

special case. Bolyai, Gauss and Lobacheuski.

References Chin, W. & Steenrod, W. First Concepts of Topology. Random

House 1966 Faulkner. Projective Geometry '

Assessment One assignment and one test of 1 hour.

Contact Four hours per week for one term.

MA200 SECOND YEAR Lecturers in charge: Mr. A. Pitman and Mr. N. A. Pateman

Whereas the first year of the course in Mathematics Education deals rather more with methods of reasoning and an overview of mathematics, the second year is more specific in content.

The content in the pure mathematical fields taken comes together from time to time in areas of study of direct interest to teachers and social scientists, whilst also servicing the third year.

AJll four units must be taken.

MA201 Number theory and Matrices Views of number The reals. Trigonometric and Logarithmic

numbers. Approximations. Diophantine equations. Series. Iterative processes. Introductory calculus. Matrices as information stores. Partitioned matrices. Products, transposes. Trace of a matrix. Matrix equations.

References Horst, P. Matrix Algebra for Social Scientists. Holt Rinehart

and Winston 1969 Long, :C. Elementary Introduction to Number Theory. Heath 1972 Niven, I. Numbers: Rational and Irrational. Random House 1961

Assessment One assignment and one test of one hour.

58

..

MATHEMATICS EDUCATION

MA202 Probability, correlation and linear regression Binomial, hypergeometric, Poisson and normal distributions.

Stochastic processes. Sampling. Fisher's x2 family, and Pearson's "chi-square." Joint distributions. Regression. Moments. Pearson's r. Polynomial regression. The Fisher exact test.

References Durran, J. Probability and Statistics. Cambridge Bates, G. Probability. Addison Wesley 1965 Hays, W. Statistics. Holt Rinehart and Winston 1969

Assessment One assignment and one test of one hour.

MA203 Measurement The concept of measurement. Development of measurement

concept in the child. Measurement and testing: types of testing, test scales. Error of measurement. Reliability and validity. Measuring achievement, attitudes. Psychophysical testing.

References Ellis, B. Basic Concepts of Measurement. Cambridge 1966 Ebel, R. Measuring Educational Achievement. Prentice Hall 1965 Nunnally, J. Psychometric Theory. McGraw-Hill 1967

Assessment One assignment and one test of one hour

MA204 Introduction to computers Introduction to BASIC programming language and to a

subset of the instruction set. Practical examples. This unit is conducted in conjunction with the Computer Centre of the Gordon Institute of Technology.

References To be advised

Contact Four hours per week

MA300 THIRD YEAR (To commence 1977) Lecturer in charge: Mr. A. J. Pitman

It is important that there be in schools a number of practising classroom teachers with a special interest in mathematics and mathematics curriculum development.

59


Further, it is equally important, in the broader context, that there be practitioners able to evaluate research! in the field of math,ematical education, and the claims made for methods, innovations and commercial curriculum products.

There is also a proportion of students who would pref er to pursue, for some part of their courses, some aspects of mathematics other than in areas directly related to those mentioned above.

Thus, a course of study has been constructed to provide experience in these areas. Each student must select four units in a combination mutually satisfactory to himself and to the faculty.

MA301 Philosophy of mathematics

MA302 Psychology of learning in mathematics, and curriculum development

MA303 Research design and the evaluation of research In education

MA304 Multiple regression and research applications

MA305 Computed appreciation

MA306 Topics in operations research

MA307 Research project

MA308 Topics of pure or applied mathematics

Prerequisites MA304 : Prerequisite MA303 required MA307: Prerequisite MA304 required

Further details may be obtained from the Lecturer-inCharge.

60

l

....

MUSIC

MU100 FIRST YEAR

MU101 INSTRUMENTAL ENSEMBLE 1 This course develops the student's ability to perform in

ensembles. Through participation in instrumental ensemble work, the student is introduced to a knowledge of the instrumental repertoire including music suitable for use in the primary school. The instruments used will include orchestral instruments, Orff instruments and guitar. Instrumental Ensemble I will practically involve the students in an introduction to the mechanics and range of brass, woodwind, string and percussion instruments. Students will then specialize on one orchestral instrument and will attend timetabled tutorials for individual tuition as well as attending the ensemble lectures. Students undertaking a sub-major in music may choose either guitar or an orchestral instrument whereas students majoring in music may also select an approved orchestral instrument or guitar.

A. Orchestral Instrument Prerequisite

The student must have an orchestral instrument approved by the lecturer. The stludent will be required to attend small group or private lessons, and may also be required to perform in ensembles.

Assessment Five progressive tests (50%), assignment (20%), final

programme (30 % )

B. Classical guitar Lecturer in charge: Mr. N. Schulz

An understanding of the mechanics in playing the guitar; The correct functioning of the muscles and joints control

ling the fingers, and the mechanical adjustment of the guitar itself;

A basic and orderly approach to the development of classical guitar technique;

A progressive and systematic development of playing ability, to include scales, arpeggios, chords, technical exercises and studies, and repertoire of classical guitar compositions leading to solo performance;

A study of classical guitar literature and its exponents.

Preliminary Reading Introductory notes in prescribed texts.

61


Prescribed Texts Herfurth, P. & iUnwin, S. G. A Tune A Day for Classical Guitar,

Books l, 2 and 3, Chappell & Co. Andrews, D. Essential Technique. A comprehensive manual of

Scales, Arpeggios and Chords, Albert Edition. Giuliani. Studies for Right Hand. Op.la, Schott Edition Anzaghi, L. 0. Anthology for Guitar. Vol. I. Ricordi Edition

Assessment Progressive Tests 40 % Final Programme 40 % Final Written Examination 20 %

Contact One hour per week.

C. String ensemble Lecturer in charge: Mrs. W. Leslie

Students will compose short pieces to be rehearsed and performed in the ensemble session. Other works for string ensemble will also be included. Time will be spent working in an improvizatory manner to develop the students' aural perception and awareness of ensemble techniques.

Assessment Class tests, performances - private and public, aural tests,

sight reading and general knowledge.

Contact One hour per week in class lectures and/or private tutorials.

MU102 CREATIVE MUSIC Ledurer in charge: Mrs. C. Romet

A course to develop music concepts within the student through the exploration of sound as a creative medium, based on the principles which underlie the various directions that western music has taken.

The course will proceed where applicable, from class and group compositions to individual creative efforts. Students will be involved in performing their own compositions.

A study of four-part modal and chromatic vocal harmony through the harmonization of melodies. Writing instrumental accompaniments to melodies. Settings words to music. The writing of descants and two-part vocal rounds. A study of selected projects from the text Sound & Silence.

The instruments written for will include tuned and nontuned percussion, piano, guitar and non-transposing orchestral instruments.

62

MUSIC

References Paynter, J. & Aston, P. Sound and Silence. Cambridge Univer-

sity Press Dennis, B. Experimental Music in School. O.U.P. 1970 Schafer, R. M. Ear Cleaning. Ontario Berandol Music, 1967 Schafer, R. M. When Words Sing. Ontario Berandol Music Christ, W. et. alia. Materials and Structure of Music. Vol. I,

Prentice-Hall, 1967

Assessment A folder of works plus tests.

Contact One hour per week for two semesters.

MU103 - HISTORY AND LITERATURE OF MUSIC I. Lecturer in charge: Mrs. C. Romet

An introduction to the elements and organization of music: the music of the romantic period will be compared and oontrasted to the music of the baroque, classical and modern eras.

A consideration of the influence of romantic music on popular music of this century.

References Longyear, R. M. Nineteenth Century Romanicism in Music.

Prentice-Hall. Ulrich, H. Music: A Design for Listening. . Spink, I. An Historical Approach to Musical Form. Harman, A. & Mellers, W. Man and His Music. Barrie and Rock

liff, 1962.

Assessment Listening tests, assignments and examinations.


MU104 - NON-WESTERN MUSIC I Lecturer in charge: Mrs. C. Romet

The oourse aims to introduce the students to basic concepts of non-western music. Through a study of music and related arts of non-western cultures it will lead the students to a greater awareness of music as a sociological expression. Part! of this subject will invove an introduction to the various membrano.: phones, idiophones, chordophones fdund in Africa, Indonesia, India, China and in the music of the Australian Aborigines.

63


Prescribed Texts Netti, B. Music in Primitive Culture. Cambridge, Harvard Uni

versity Press, 1956 Malm, W. P. Music Cultures in the Pacific, the Near East and

Asia. Englewood Cliffs, New Jersey, Prentice-Hall. Jones, T. A. The Art of the Didjeridu. Wattle Ethnic Series No.

2 1968

References Merriam, A. P. Anthropology of Music. Northwest University

Press, 1964 Hood, Mantle. The Ethnomusicologist. McGraw-Hill Press 1963

Assessment Listening test and assignment and tutorial papers.


MU105 - VOCAL ENSEMBLE I Lecturer in charge: Mr. N. Schulz

To present a sound pedagigical and artistic basis for choral singing, and to provide numerous S'Uggestions and guides for dealing with various phases of training a choir; the various choral techniques, methods, exercises and suggestions given are applicable to both the specialist groups as well as the musically illiterate; experiences will be given in unison singing, peformance practices in canon singing, the cultivation of improvisational singing and development of four part vocal harmony; examples used will cover the major styles of vocal music between Renaissance and 20th century.

Requirements Students will undertake all areas of the course in Unit I.

A second unit will be offered to certain students who because of previous musical studies, are granted an exemption from the unit on Aural Training.

References Ehmann, W. Choral Directing. Augsburg Jacques, R. Voice Training in Schools. Oxford Van Rippon, C. Voice and Articulation. Pitman Colson, G. Voice Production and Speech. London, Museum Press Lewis, J. Conducting Without Fears. Ascherberg Woodgate, L. The Chorus Master. Ascherberg Westup, J. Musical Interpretation. London, BBC Pierce, A. Musicianship for the Elementary Teacher. McGraw

Hill Wiseman, H. The Singing Class. Oxford 64

..

MUSIC

Assessment By ensemble, sight reading and general knowledge.

Contact One hour of lectures per week for half a semester.

MU107 - SOCIOLOGY AND PSYCHOLOGY OF MUSIC I Lecturer in charge: Mr. B. Chalmers

The object of this course is to increase the sensitivity of the teacher towards creative processes involved in a music learning situation and to make the teacher aware of the wide range of musical abilities and as to how a music program must take into account the varying degrees of musical ability and creativity inherent in each child.

Musical ability and tests designed to assess musical ability. The creative process and personality structure of the musician. The relationship between music education and the development of langtuage in the early years.

Prescribed Texts Bentley, A. Measures of Musical Ability Farnsworth, P. The Social Psychology of Music. New York,

Holt, Rinehart & Winston, 1958

References Raychandhurri, M. Studies in Artistic Creativity: Personality

Structure of the Musician . .Calcutta, Rabindo Varati, 1966

Discography Wing, H. Tests of Musical Ability Drake, W. Tests of Musical Ability Bentley, A. Tests of Musical Ability

Assessment Tutorial papers and assignments.

Contact One hour per week for half a semester.

MU201 - INSTRUMENTAL ENSEMBLE Solo Instrumental tuition will continue as timetabled tuto

rials. Students will be introduced to a wider repertoire and will play their own arrangements which have been composed and orchestrated in creative music lectures. Students undertaking a sub-major in music may choose either guitar or an orchestral instrument whereas students majoring in music must select an approved orchestral instrument.

65

DIPLOMA OF TEACHING (PRIMARY) A. Orchestral instrument

The student will be required to attend small group or private lessons and may also be required to perform in ensembles.

Assessment Progressive tests, assignments and final program.

B. Classical guitar Lecturer in charge: Mr. N. Schulz

A Continuation and extension of Classical Guitar I.

Prescribed Texts As for Classical Guitar MUlOl.

Prerequisite Satisfactory completion of Classical Guitar MUlOl.

Assessment Progressive Tests 30 % Assignment 20 % Final Programme 30 % Final Written Test 20 %

Contact One hour per week.

C. String ensemble A continuation of improvisation and individual tuition. Participation in ensemble work.

Assessment Class tests performance tests.

Contact Time One hour per week.

Prerequisite String Ensemble - MU101

MU202 - CREATIVE MUSIC II Lecturer in charge: Mrs. C. Romet

A continuation of first year work. More advanced harmonic vocabulary with modulation.

Writing of songs with'. modulation and vocal harmony. Writing of three part vocal rolunds. Instrumental writing in the style of Debussy. Further study of projects from the test Sound and Silence including electronic music, including compositions using vocal improvisation.

Prerequisite MU102 - Creative Music I. 66

MUSIC

References Paynter, J. & Aston, P. Sound and Silence. Cambridge University

Press Dwyer, T. Composing with Tape Recorders. O.:U.P., 1971 Christ, W. et alia. Materials and Structure of Music. Vols. 1

and 2, Prentice-Hall, 1967 Thackray, R. M. Creative Music in Education. Novello

Assessment A folder of works plus tests.

Contact One hour per week for two semesters.

MU203 - HISTORY AND LITERATURE OF MUSIC II Lecturer in charge: Mrs. C. Romet Baroque instrumental music: a study of the origins and organization of baroque instrumental music; a consideration of present day revival of popular interest in music of the baroque including transcriptions for guitar, synthesizer and rock band.

An historical survey of the symphony and concerto; the expansion of the symphony and concerto through the expansion of tonality and the development of orchestration.

A study of eighteenth and nineteenth century opera and modern rock opera and the influence of sociological conditions on opera as a means of artistic expression.

References Bukofzer, M. F. Music in the Baroque Era, Dent Davie, C. T. Musical Struct'rure and Design. Drover Pauly, R. G. Music in the Classical Period. Prentice-Hall Simpson, R. The Symphony 1: Haydn to Dvorak. Pelican Hill, R. The Concerto. Pelican Dent, E'. J. Opera. Pelican Jacobs & Sadie, The Fan Book of Opera. Pan Boks

Assessment Listening tests, essays and examination.

Contact Ten weeks of one hour per week for each unit, one hour

per week for two semesters.

67


MU204 - NON-WESTERN MUSIC II Lecturer in charge: Mrs. C. Romet

This course will consist of three 10 week units. Each unit will involve a study of the music of the particular area.

African Music - a study of the ensembles and instruments used by the various peoples of Africa and the context, ritual or non-ritual in which they are used.

Indian music - a study of religious, folk instrumental and vocal music of India. ~

Indonesian music - a study of the ensembles folk rites and musical instruments and dance of Indonesia.

Where practicable the students will be involved in practical music making, using basic concepts of non-western cultures in order to personally discover these basic concepts. We will encourage the students to make their own instruments particularly in the study of African music. We hope to purchase a set of Indonesian angklungs but in the meantime the Orff instruments (tuned percussion) can be of value.

Prerequisite MU104 - Non-Western Music I

MU205 - VOCAL ENSEMBLE PART II Lecturer in charge: Mr. N. Schulz

Further development of choral singing with additional suggestions and guides for dealing with various phases of training a choir. Choral technique, methods, exercises and suggestions are given. Further experiences will be given in iunison singing, part singing to include madrigals, motets, chorales, choruses from cantatas and oratorios, accompanied and unaccompanied part songs of the Romantic era. 20th century vocal experimentation and literature, Improvisational vocal harmony. Examples taken from styles of vocal music from Renaissance to 20th century.

Prerequisite A satisfactory completion of Vocal Ensemble.

Assessment Participation in large and small ensembles, sight reading

and general knowledge. Individual demonstration of conducting techniques and vocal training.

Contact Time 1 hour per week.

68

MUSIC MU206/306 - MUSIC WORKSHOP I & II All lecturers involved.

This course is devoted to the exploration of sound as a creative medium. It is a course designed to develop aural awareness using all the musical media and skills available i.e .. electronic vocal, instrumental and uniting these to creatively explore and express the language of music and the other arts. This is essentially an experimental situation and offers the freedom to explore chosen materials and to create compositions. Interrelation with the other arts is also stressed.

References Symans, J. Music Workshop. Angus and Robertson 1971 Addison, R. Make Music. Holmes McDougall 1967 Payntor, J. & Aston, P. Sound and Silence. Cambridge University

Press 1970 Assessment/Contact

MU207 - SOCIOLOGY AND PSYCHOLOGY OF MUSIC II Lecturer in charge: Mr. B. Chalmers

Environmental and hereditary factors and their effect on musical ability.

Discussion of music as to whether it is a psychic, psychological or sociological expression.

Affective responses to music in relation to the nature of musical taste in young children.

Prerequisite MU107 - Sociology and Psychology of Music I.

Prescribed Texts Farnsworth, P. The Social Psychology of Music. New York,

Rinehart and Winston, 1958 Schutter, R. Psychology of Musical Abilities. Methuen, 1970

References Lundin, P. An Objective Psychology of Music Howes, R. Man Mind and Music. London, Secker & Warburg,

1948 Kolreuter, H. J. 'Attitudes of Consciousness' in Music East and

West, New Delhi, United India Press, 1966 Kartomi', M. J. 'Music and Trance in Java' Journal of the Society

for Ethnomusicoilogy. Vol. XVII, No. 2, May 1973

Assessment Tutorial papers and assignment.

Contact A unit of 15 lectures.

69

D1PLOMA OF TEACHING (PRIMARY)

MU300 THIRD YEAR (Not offered In 1976) Courses to be offered :

MU301 INSTRUMENTAL ENSEMBLE

MJU302 CREATIVE MUSIC

MU303 HISTORY AND LITERATURE OF MUSIC

MU304 NON-WESTERN MUSIC

MU305 VOCAL MUSIC

MU307 PHILOSOPHY OF MUSIC/MUSIC EDUCATION

70

PHYSICAL EDUCATON, HEALTH AND RECREATION

Course Objectives are to provide an opportunity for students:

To pursue professionally oriented studies in physical education in order to apply principles and practices relating to sound teaching procedures.

To develop personal health and fitness to optimal levels through the application of theory and laboratory studies. To develop in students an understanding and application of the

.. relationships of physical education to health and recreation.

OUTLINE OF THE THREE YEAR COURSE

Year I Year II Year Ill

Semester 1 Semester 1 Semester 1

PE101 Historical & PE201 Gross Human PE301 Blomechanics Philosophical Anatomy or Education, Health PE302 Psychological and Recreation aspects of sport

PE102 Blomechanlcs PE202 Blomechanlcs PE303 Recreation Laboratory I. Laboratory II. Studies

;

Semester II ·Semester II Semester II

, PE103 Biological & PE203 Human PE304 Sports

Sociological Physiology Medicine Foundations of PE306 Exercise H.P.E. & R. Physiology

PE204 Measurement or

& Evaluation in PE306 Sociological

PE104 Motor Skill Physical Education Aspects of Sport Acquisition · ·' & Health and Recreation

71


PE100 FIRST YEAR

PE101 HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF PHYSICAL EDUCATION, HEAL TH AND RECREATION

Lecturer in charge: Mr. J. R. Evans . Historical perspectives in physical education and recreation

will be studied with selected examples ranging. from Classical Greece to the present day. The second section of the course will examine the existing philosophies of physical education, and determine the place, role and function of physical education in general education today.

Prescribed Text Bucher, C. A. Foundations of Physical Education. C. V. Mosby

1972

References Barrow, H. M. Man and His Movements: Principles of Physical

Education. Lea and Fibiger 1971 Van Dalen, D. B. & Bennett, B. L. A World History of Physical

Education. Prentice-Hall 1973 Hackensmith, C. W. History of Physical Education. Harper and

Row 1966 Mcintosh, P. C. Sport In Society. 1C. A. Watts & Co 1963 Leonard, F. & Affleck, G. B. The History of Physical Education.

Henry Kumpton 197 4 Nash, T. B. Philosophy of Recreation and Leisure. W. C. Brown

Co. 1971

Assessment Cumulative, based on assignment work, progressive tests

and a final examination.

Contact 2 x 1 hour sessions per week in Semester 1.

PE102 BIOMECHANICS LABORATORY I Lecturer in charge: Mr. J. Evans

A theoretical and practical study of the scientific fundamentals of human movement as applied to a selection of activities from the following areas:

Aquatics, Soccer, Softball, Basketball, Volleyball, Hockey, Athletics.

References Whiting, H. T. Acquiring Ball Skill. G. Bell and Sons 1969 Dyson, G. M. T!Ue Mechanics of Athletics. University of London

Press 1973

72

PHYSICAL EDUCATION, HEALTH AND RECREATION Hay, J. G. The Biomechanics of Sports Techniques. Prentice-Hall

1973 Further references related to specific areas will be indicated

during each respective practical area.

Assessment Cumulative, based on progressive theory and practical tests.

Contact Two hours practical sessions per week in Semester 1.

PE103 BIOLOGICAL AND SOCIOLOGICAL FOUNDATIONS OF PHYSICAL EDUCATION, HEALTH AND RECREATION

Lecturers in charge: Dr. D. Mackay, Mr. J. Evans Contemporary sociological perspectives in personal involve

ment in physical activity will be studied. The role of recreation in society and the social dimensions of leisure for all age groups will be considered.

The biological aspects considered will centre around the effects of physical exercise and nutrition on human growth a11d development, and the social health problems associated with smoking, drug dependence and alcoholism.

Prescribed Text Updyke, W. F. & Johnson, P. B. Principles of Modern Physical

Education, Health and Recreation. Rinehart and Winston. 1970

References Butler, C. Introduction to Community Recreation. McGraw-Hill

1967 Kraus, K. Recreation, Leisure and Modern Society. Appl.eton

Century Crofts 1971 ' Parker, S. The Future of Work and Leisure. Paladin 1972 Nash, T. B. Philosophy of Recreation and Leisure. W . .C. Brown

Co. 1971 .

Assessment Cumulative, based on assignments and tests.

Contact 2 x 1 hour sessions per week in Semester 2.

PE104 MOTOR SKILL ACQUISITION Lecturer in charge: Mr. R. Tinning This course will examine such aspects as:

the nature of skill the theories relating to the stages of skill learning the conditions necessary for optimal learning the motor skill development of children with implications for teaching physical education.

73

DIPLOMA OF TEACHING (PRIMARY) Prescribed Text Robb, M. D. The Dynamics of MoWf' Skill Acquisition. Prentice

Hall 1972

References Fitts, P.A. & Posner, M. I. Human Performance. Belmont

Brooks/Cole Pub Co 1967 Whiting, H. T. Acquiring Ball Skill. Bell and Son Ltd. 1969 Wickstrom, R. L. Fundamental Motor Patterns. Lea and Febiger

1970

Assessment Cumulative, based on submissions of laboratory reports and

tests. Contact

One two hour lecture/laboratory session per week in Semester 2.

P~200 SECOND YEAR

PE201 GROSS HUMAN ANATOMY Lecturer in charge: Mr. K. Davis

A study of systematic human anatomy including the skeletal, arthrodial, muscular, circulatory, digestive, respiratory, urinary and neural systems.

Prescribed Text Crouch, J. F. Functional Human Anatomy. Lea and Febiger

1973

A888Ssment Cumulative, based on progressive theory and laboratory

tests, and a final examination.

Contact 3 hours per week, 1 hour theory and 2 hours laboratory.

PE202 BIOMECHANICS LABORATORY II Lecturer in charge: Mr. K. Davis

A theoretical and practical study of the scientific fundamentals of human movement applied to a selection of activities from the following areas :

gymnastics rhythmics individual and dual sports.

Emphasis will be placed on personal skill development.

References Barnaby, J. M. Racket Work: The Key to Tennis. Allyn and

Bacon 1969

74

PHYSICAL EDUCATION, HEALTH AND RECREATION

Crossley, K. Progressive Badminton. G. Bell & Sons 1970 . Daro, A. F. The Inside Swing: Key to Better Golf. Pelham Books

Ltd. 1973 . . Hankey, K. Beginner's Guide to Squash. Palham Books Ltd. 197.3 Musker, F., Casady, D. & Irwin, W. A Guide U> Gymnastics. · ·

MacMillan Co. 1969

Assessment Progressive theory and practical tests.

Contact Two hours laboratory /practical sessions per week.

PE203 HUMAN PHYSIOLOGY Lecturer in charge: Mr. B. Lowdon

A study of human physiology with particular ei:nphasis on the function of those systems relevant to physical movement, viz. cil'.culatory, respiratory, nervous, endocrine and muscular systems.· ·

Prescribed Text Guyton, A. C. Function of the Human Body. W. B. Saunders Co.

1969

Assessment Cumulative, based on laboratory reports, progressive· tests

and a final examination.

Contact 3 hours per week of 1 hour theory and 2 hours laboratory.

PE204 MEASUREMENT AND EVALUATION IN PHYSICAL EDUCATION AND HEALTH

Lecturer in charge : Mr. K. Soulsby A study of the application of test procedures, and evaluation

in physical education and health education ; the value and scope of measurement in physical education at all levels, with particular emphasis on the primary school physical education program ; construction and administration of tests involving measurement in the following areas - motor fitness, motor educability and sports skills; the application of statistical procedures in the evaluation of standardized tests, and the calculation of norms for class constructed tests.

Pre.cribed Text Johnson, B. L. & Nelson, J. K. Practical Measurement for Eva

luation in Physical Education. Burgess 1969

75


Assessment Cumulative, based on assignment work, progressive tests and

a final examination.

Contact Two hours theory /laboratory sessions per week.

PE300 THIRD YEAR (To commence 1977) Units to be included are shown in the Course Outline on

page 71.

SCIENCE The course outlined provides aspects of science which are

considered appropriate as part of the academic and cultural background of primary teachers. The needs for academic rigour, :progressive development and specialization have also assumed importance whilst using the above consideration of appropriatenes in the design of an elected science course for graduates in primary teaching. It is important also to note that part of the necessary specialized background of teachers at other levels could be provided by some of the units of this course.

Brief Description of the Course in Science.

Past demands, background of current students and the general public concern for the environment have provided the basic reasons for the development of courses in life sciences. ;Reference to the following diagrammatic representation of total course shows that first year studies attempt to indicate the place of science in our society and also concentrate on basic biological principles.

Following the first year the opportunity for specialization is provided. Students may select historical and philosophical studies of the structure of matter, biological investigations and behavioural concepts. The alternative choice of SC212 is a starting point for special studies in Ecology, Animal Behaviour or Genetics.

76

. '

•

..

1.

SCIENCE DIAGRAMMATIC REPRESENTATION OF COURSES

SC 211 History and

Philosophy of Science

/

IN SCIENCE

SC 111 Science and

Society

SC 122 General Biological

Principles

SC 212 Basic Ecological,

Genetic and Behavioral Principles

INTEGRATING PROBLEMS AND PRINCIPLES

SC223 History and

Philosophy of Biological

Investigations

SC 311 History and

Development of Behavioral Concepts

....--SC224 General Ecology

SC 312 General Ecology

-SC 225 Animal

Behaviour

SC 313 Animal

Behavior

....--

SC226 Genetics

SC 314 Genetics

3 At this point students may proceed using free choice with the exceptions • that SC 311 and SC 313 must not proceed to SC 326 and SC 325 respectively.

SC325 Social Behavior

SC326 Laboratory

and/or Field Study

SC327 Human Ecology

SC 328 Human

Variations and Origins

77


SC111 SCIENCE AND SOCIETY The nature of modern science: attitudes, limitations and

forms of explanation; the distinction between pure and applied research, the developing science education movement; perception and processes of science; cybernetics, innovations in science, the arts and the social sciences ; scientism and antiscience ; science, society and technology. Economic growth and decline, government science policy and relevant factors of current philosophies of education; ethical issues; social forces; the need for scientific behaviour.

Prescribed Text George, F. H. Science and the Crisis in Society. Wiley 1970

References Brain, L. Science and Man. Faber and Faber 1966 Conant, J. B. On Understanding Science. Yale University Press

1947 Fuller, W. (ed) The Social Impact of Modern Biology. Routledge

and Kegan Paul 1971 Martin, M. Concepts of Science Education. Scott Foresman 1972

• Open University. Science: Its Origins, Scales and Limitations. Open 1University Press 1970

Open University. Science and Society. Open University Press 1971

Platt, J. R. Perception and Change. University of Michigan Press 1970

Rosenblueth, A. Mind and Brain: A Philosophy of Science. MIT Press 1970

Scientific American. Science, Conflict and Society. Freeman 1969 Scientific American. Scientific TecNnology and Social Change.

Freeman 197 4

Assessment Seminar paper, essay, assignment on topical items and a

concluding test on prescribed areas.

Contact 4 hours per week during the first semester including 2

hours lecture/discussions and 2 hours tutorials.

SC122 GENERAL BIOLOGICAL PRINCIPLES The principles of modern biological investigations, the

p.ature and chemistry of life, the structure of cells, the classification of living things, the physiological processes involved in the maintenance of life, the reproductive process, the origins and evolution of life and the way these organisms interact to form the basic ecosystems on which we depend. 78

•

..

SCIENCE

Prescribed Text Baker, J. J. W. & Allen, G. E. A Course in Biology. 2nd Edition

Addison.Wesley 1972

References Brown, R. B. General Biology. McGraw-Hill 1970 Davis, P. W. & Solomon, E. P. The World of Biology. McGraw

Hill 1974 Enrlich, P.R., Holm, R. W. & Soute, M. E.lntroductory Bwlogy

McGraw-Hill 1973 Ford, J. M. & Monroe, J. E. Living Systems. Harper and Row

1971 Freeman, R. Classification of the Animal Kingdom. English

Universities Press 1972 Guthman, B. S. Biological Principles. Benjamin 1971 Hickman, C. P. & Hickman (Jr. C. P.) Biology of Animals. C. V.

Mosby 1972 Hickman, C. P., Hickman, (Jr.) IC. P. & Hickman, F. M.

Integrated Principles of Zoology. C. V. Mosby 1974 Tuller, R. M. Life: Conquest of Energy. Holt Rinehart & Winston

1972 Weisz, P. B. The Science of Biology. 4th Edition McGraw-Hill

1971 -Winchester, A. M. Modern Biological Principles. 2nd Edition.

Van Nostrand Reinhold 1971

Assessment Reports related to laboratory program, mid-semester and

concluding examinations.

Contact 4 hours per week during the second semester; 2 hours as

lecture/discussions and 2 hours on laboratory organized pro-grams. -

SC211 HISTORY AND PHILOSOPHY OF SCIENCE Some of the important aspects of the progress of investi-

• gations into the structure of matter. Topics to be developed include: ·

Early Greek philosophers: the complex theory employing four elements. The cult of alchemy. Chemistry as a servant to medicine. Theories of combustion; combustion studies as a major key to the development of modern concepts of matter. Revival of atomic theory; the use of chemical names, symbols and formulae.

Prerequisite A pass in first year science.

79


Prescribed Text Partington, J. R. A Sh>ort History of Chemistry. 2nd Edition

MacMillan 1957

References Boyle, R. The Sceptical Chemist. Dent 1967 (Original publication

in 1961). Crombie, A. C. Agustine to Galileo. Vols 1 and 1 Mercury 1964 Dalton, J. "The Atomic Theory" in Knedler, J. W. Jr., (ed)

Masterworks of Science. Vol. 1 McGraw-Hill 1973 Durbin, P. R. (ed) Philosophy of Science: An Introduction.

McGraw-Hill 1968 Kargon, R. H. Atomism in England from Hariot to Newtown.

Clarendon 1966 Knight, D. M. (ed) Classical Scientific Papers: Chemistry. MiUs and Boon 1968 Lavoisier, A. L. Elements of Chemistry. Dover 1965 (First

published in 1789 and translated by Robert Kerr) Multhauf, R. P. The Origins of Chemistry. Oldbourne 1966 Teich, M. & Young, R. (eds) Changing Perspectives in the

Histo-ry of Science. Heinemann 1973 Westfall, R. S. & Thoren, V. E. (eds) Steps in the Scientific

Tradition. Wiley 1968

Assessment Seminar paper, essay, written examination.

Contact 4 hours per week of lecture/discussions, seminars and tuto

rials during the first semester.

SC212 BASIC ECOLOGICAL, GENETIC AND BEHAVIOURAL PRINCIPLES

Biological principles; energy sources and the implications of energy transfer; levels of organisation in the living world; conservation and pollution; social behaviour in man and animals; the origins of behaviour; social science and animal behaviour; Mendel's contribution to genetics; physical basis of heredity; genetics of sex; chemical basis of heredity.

Prerequisite A pass in first year science.

Preliminary Reading Boughey, A. S. Readings in Man, the Environment and Human

Ecology. MacMillan 1973 Lorenz, K. Z. King Solomon's Ring. Pan Books 1960 80

..

•

..

..

SCIENCE

Prescribed Texts Boughey, A. S. Ecology of Populations. 2nd Edition MacMillan

1973 Burns, G. W. The Science of Genetics. 2nd Edition MacMillan

1972 Tinbergen, N. SoCial Behaviour in Animals. 2nd Edition Chap

man and Hall 1964

References Manning, A. An Introduction to Animal Behaviour. 2nd Edition.

Edward Arnold 1972 Stern, C. Principles of Human Genetics. 3rd Edition Freeman

1973 Strickberger, M. W. Genetics. MacMillan 1968 Turk, A., Turk, J. & Wittes, J. T. Ecology Pollution Environment

Saunders 1972

Assessment Practical work, mid-semester test and final test.

Contact Four hours per week in lectures, group discussions, and

practical classes through first semester.

INTEGRATING PROBLEMS AND PRINCIPLES Although the second semester of the second year is one of

specialization, an attempt will be made to integrate the background and interests of both teaching staff and students.

Use will be made of,planned topics which will provide integrating problems and principles. The topics will be developed intutorial groups made up otf students from each area of specialization. Possible topics include:

The Nuclear Age Cultural Evolution The Life Sciences in Education Artificial Environments Book Reviews The 'Green Revolution' Our Load of Mutations The Future Role of the Life Science in Human Development

SC223 HISTORY AND PHILOSOPHY OF BIOLOGICAL INVESTIGATIONS

The beginnings of a scientific approach to biology. Disease: Hippocrates; marine animals: Aristotle; plant propagation and growth : Theophrastus.

81


Some early studies in the origins, structure and processes of living things.

Critical investigations into the development and evolution of life.

The development of biological theories and laws; the examples of the progress of Mendelian genetics to molecular genetics and the development of evolutionary theory; teleological problems.

Prescribed Text Hull, D. L. Philosophy of Biological Science. Prentice-Hall 1974

References Appleman, P. Darwin, A Norton Critical Edition. W. W. Norton

1970 Darwin, C. The Origin of Species. in Knedler, J. W. (ed)

Masterworks in Science. Vol. 3 McGraw-Hill 1973 Dunn, L. C. A Short History of Genetics. McGraw-Hill 1965 Gasking, E. B. Investigations into Generation 1651-1828.

Hutchinson 1967 Gasking, E. B. The Rise of Experimental Biology. Random

House 1970 Ghiselin, M. T. The Triumph of the Darwinian Method.

University of California 1969 Mendel, G. J. "Experiments in Plant Hybridization" in Knedler,

J. W. (ed) Masterworks of Science. Vol. 3 McGraw-Hill 1973

Rook, A. ( ed) The Origins and Growth of Biology. Penguin 1964 Vorzimmer, P. J. Charles Darwin, The Years of Controversy.

University of London 1972 ' Assessment

Seminar papers, essay and concluding written examination.

Contact 4 hours per week of lecture/discussions, seminars and tuto ...

rials during the second semester.

SC224 GENERAL ECOLOGY I The ecological mentality, its rationale and approach to pro

blems. Adaption: natural selection and the influence of the environment. Basic physical and biological requirements of organisms. Ecology of populations.

Preliminary Reading Kucera, C. L. The Challenge of Ecology. Mosby 1973

Prescribed Text Clapman, W. B. Jr. Natural Ecocystems. MacMillan 1973

82

I

•

•

SCIENCE References Andrawartha, A. C. & Birth, L. C. The D-istribution and Abund

ance of Animals. University of Chicago 1954 Kerbs, C. J Ecology. Harper and Row 1972 Murray, D. L. & Bond, M. An Experience with Populations.

Addison-Wesley 1971 Odum, E. P. Fundamentals of Ecology. Saunders 1959 Open University. Unity and Diversity. Bletchley Open University

1971 Ricklefs, R. E. Ecology. Nelson 1973 Scientific American. Ecology Evolution and Population Biology.

Freeman 1974 Scientific American. Vertebrate Structures and Functions.

Freeman 197 4 Smith, R. L. Ecology and Field Ecology. Harper and Row 1966 Strahler, A. N. & Strahler, A. H. Introduction to Environmental

Science. Hamilton 1974

Assessment Seminar paper, mid-semester test and final test.

Contact 4 hours per week during second semester.

SC225 ANIMAL BEHAVIOUR I Perception and sensory capacity of animals, the nature of

sign stimuli and stimulus filtering. The physiology of behaviour. The evolution of behaviour and the influence of genes on behaviour, the evolution of new species, the adaptiveness of behaviour, productive isolation and its necessities and conseqeunces. The development of behaviour in the individual, roles of instinct and learning. Conflict behaviour, in particular threat display, displacement activities, redirected agression, courtship as conflict behaviour, prolonged conflicts and "experimental neurosis."

Preliminary Reading Manning, A. An Introduction to Animal Behaviour. 2nd Edn.

Arnold 1972

Prescribed Text Alcock, J. Animal Behaviour: An Evolutionary Approach.

Sinauer 1975 Price, E. 0. & Stokes, A. N. (eds.) Animal Behaviour in Labora

tory and field. Freeman & Co. 2nd Edn 1975

References Eibl-Eibesfeldt, I. Eth<>logy the Biology of Behaviour. Holt

Rinehart and Winston 1975 2nd Edn. 83


Hinde, R. A. Animal Behaviour: A Synthesis of Ethology and Comparative Psychology. 2nd Edn McGraw-Hill 1970

Klopfer, P. H. & Hailman, J. P. Function and Evolution of Behaviour: an Historical Sample of the Pens of the Ethoilogists Addison-Wesley 1972

Lorenz, K. Z. On Agression. Methuen 1966 Lorenz, K. Z. Evolution and Modification of Behaviour. Methuen

1966 Manning, A. An Introduction fo Animal Behaviour. 2nd E'dn

Edward Arnold 1972

Assessment Seminar paper, report on practical exercises and concluding

examination.

Contact Lecture/discussions, tutorials and practical exercises are to total 4 hours per week during the second semester. It is possible that further time will be required for the completion of some practical exercises.

SC226 GENETICS I Identification of genetic material; transmission and distri

bution of genetic material; mapping arrangements of genetic material; change and structure of genetic material; genetic material and theories of evolution; function of genetic material; genes in populations.

Prescribed Text Burns, G. W. The Science of Genetics. 2 edn. MacMillan 1972

References Gardner, E. J. Principles of Genetics. 3rd edn Wiley 1968 Strickberger, M. W. Genetics. MacMillan 1968 Watson, J. D. Molecular Biology of the Gene. 2nd edn W. A.

Benjamin 1970 Whitehouse, H. L. K. Towards an Understanding of the Mecha

nism of Heredity. 3rd edn Edward Arnold 1973 Where possible original papers will also be used during the

course.

Assessment Seminar paper, essay, reports on practical projects, test and

concluding examination.

Contact Lecture/discussions, seminars and practical work to make up

4 hours per week during the second semester; further time may be required for the completion of some practical studies.

84

..

SCIENCE

SC300 SCIENCE Ill (To commence 1977) This will consist of six units of which the student is to

complete two, one in each semester. Contact time for each unit is four hours per week. The units will include:

SC311 - HISTORY AND DEVELOPMENT OF BEHAVIOURAL

CONCEPTS

SC312 - GENERAL ECOLOGY II

SC313 - ANIMAL BEHAVIOUR II

SC314 - GENETICS II

SC325 - SOCIAL BEHAVIOUR

SC326 - LABORATORY AND/OR FIELD STUDY

SC327 - HUMAN ECOLOGY

SC328 - HUMAN VARIATIONS AND ORIGINS

For further details of the courses proposed for 1977 students should consult the Head of the Science Department.

85

DIPLOMA OF TEACHING {PRIMARY)

SOCIAL SCIENCES The overall plan of courses offered in the Social Sciences

is displayed in the diagram below.

Year Sociology Asian & Pacific History Studies Studies Studies

SS 120 SS 130

1 SS 110 Indonesian Contemporary Sociology I Studies Australian

History

SS 220 SS 230 2 SS 210 Culture Contact The Asian

Sociology II in Asia & The Giants -Pacific China & Japan

SS 320 SS 330 3 SS 310 Papua New Guinea Bt. Social

Sociology 111 A Society In History Transition C19 & C20

Each year's work is self-contained, but in sequential units. In the first year students have a choice of one of three

subjects offered in the department, viz: SSllO - SOCIOLOGY 1, SS120 - ASIAN AND PACIFIC STUDIES or SS130 -OONTEMPORAR:Y AUSTRALIAN HISTORY. Each of these will comprise of four hours of lectures/tutorials per week.

Options available in the second, third and fourth years will depend on the subject chosen in the first year, but there will be mobility between History and Asian and Pacific Studies. Each of these subjects in th~ three years will consist of three hours of lectures/tutorials except where indicated otherwise under the individual course descriptions.

SOCIOLOGY A major in this subject is offered for reasons which relate

particularly to the general education of teachers. Like all of the liberal arts it offers the student the oppor

tunity of freedom from the parochialism of time, place and circumstance. Uneducated persons tend to be enslaved by their own culture and can offer little illumination to others about the universal characteristics of human societies.

It introduces students to the nature and function of logic and scientific method. In the humanities the scientific method plays little part and in the natural sciences it is taken for granted. In sociology there are unique and fascinating difficulties in applying logic and the scientific method.

BS

•

SOCIAL SCIENCES

Sociology stimulates interest in a perennial human problem, the relationship between the individual and society, and provides useful bases for the student to mould a social identity for himself.

With respect to history, sociology asks its most penetrating questions. Sociological description is often graphic and its analyses profound, but underlying all its efforts lies the desire to find explanations for the ways in which human affairs are conducted and how changes take place.

ASIAN AND PACIFIC STUDIES Australian attitudes to Europe and Asia have undergone

significant shifts in the last thirty years. Whilst we still have sentimental, political and economic ties with Europe these are weaker then they used to be, and Australian governments in recent years have become more independent and nationalistic in their conduct of foreign relations. It is opportlune and appropriate therefore to present studies which relate to the geographical, strategic and economic realities of a European society situated in an Asian-Pacific area.

SS110 SOCIOLOGY I Lecturers in charge: Mr. R. A. Green, Mr. N. T. Millen

This is an introductory course which describes and analyses Wes tern Society and sees it structured into certain forms by social processes which appear simple and commonplace, yet are usually intricate in design and far-reaching in their consequences. The course will look at the areas of: socialization; family; community; stratification; social control; deviance; power and bureaucracy; social change; nature and nurture; culture; values and ultimate meanings; sociology as a scientific enterprise.

.. Preliminary Reading Berger, P. Invitation to Sociology. Penguin 1963

Prescribed Texts Berger, P. & Berger, B. Sociology A Biographical Approch.

Basic Books 1972 Berger, B. (ed) Readings in Sociology. Basic Books 1974 Coulson, M. & Riddell, R. Approaching Sociow,gy - A Critical

Introduction. Routledge and Kegan Paul 1970

References Aries, P. Centuries of Childhood. Knopf 1962 Bell, D. & Kristol, I. (eds) Confrontation. Basic Books 1969 Bendix, R & Lipset, S. (eds) Class Status and Power. Free Press

1953 Gans, H. The Urban Villagers. Free Press 1962

87


Goffman, E. Asylums. Doubleday-Anchor 1961 Merton, R. SoC'ial Theory and Social Structure. Free Press 1961 Landis, J. Sociology: Concepts and Characteristics. Wadsworth

1971 Edgar, D. (ed) Social Change in Australia: Readings in Socw

logy. Cheshire 1974

Assessment By progressive tests, readings, assignments, essay and final

examination. !

Contact Four hours of lecture/tutorials per week.

SS120 INDONESIAN STUDIES Lecturer in charge: Mr. I. H. Williams

An introduction to the study of Indonesian society. The main aim is to seek to understand the main features of contemporary Indonesia, with a view to reaching an understanding of the values of an Asian culture and society. The following in some detail: geography, religion, social structure, history, culture, political and economic development.

Preliminary Reading Grant, B. Indonesia. Penguin 1972 Polomka, P. Indonesi:a Since Sukarno. Penguin 1972 Southall, I. Indnnesia Joorney. Lansdowne 1966

Prescribed Texts Legge, J. D. Sukarno, A Political Bwgraphy. Penguin 1973 Missen, G. Viewpoint on Indonesia. Nelson 1972 Mortimer, R. (ed). Showcase State. Angus and Robertson, 1973 Zainu'ddin, A. A Short History of Indonesia. Cassell 1970

References Geertz, C. Agricultural Involution. Uni. of California 1974 Kahin, G. Natwnalism and Revolution in Indonesia. Cornell U.P. Legge, J. Indonesia. Prentice-Hall 1964 McVey, R. (ed) Indonesia. New Haven H.R.A.F. 1963 Reid, A. Indonesian National Revolution. Longmans 1974

Detailed Reading lists will be distributed during the course.

Assessment Evaluation of essays, class paper, topic tests, final exam.

Contact Four lectures/seminars per week.

88

SOCIAL SCIENCES SS130 CONTEMPORARY AUSTRALIAN HISTORY Lecturer in charge: Mr. B. R. Scriven

This course will involve a consideration of Australia's present status and policies with regard to land and other resource utilization, population distribution, changing social attitudes and politics both national and international.

The historical antecedents will be studied and some attention will be given to techniques of presenting logical arguments and assessing the validity of various kinds of historical evidence.

Preliminary Reading McQueen, H. A New Brittania. PengUin 1970 Clark, Manning. A Short History of Australia. Mentor Books

1963

Prescribed Text Elton, G. R. ThJe Practice of History. Sydney <University Press

1967 (Also paperback Fontana)

References Alkinski, H. A. Politics and Foreign Policy in Australia. Durham

Duke University Press 1970 Alexander, F. Australia Since Federation. Nelson 1967 Blainey, G. The Rush that Never Ended. MVP 1963 Clarke, C. M. N. Select Documents in Australian History. Vols

1&2 Crowley, F. K. Modern Australia in Documents. Vols. 1 & 2.

Wren 1973 Erny, H. V. The Politics of Australian Democracy. Macmillan

1974 Fox, L. Australia Taken Over. L. Fox 1974 Kiddle, M. L. Men of Yesterday. MVP 1961 Mayer, H. & Nelson, H. (eds) Australian Politics. Cheshire 1973 Serie, G The Golden Age. MVP 1963 Ward, R. The Australian Legend. OUP 1960

Assessment Class papers, essay work and final examinations.

Contact Three one hour lecture/discussions plus a one hour tutorial.

tutorial.

SS200 SECOND YEAR

89


SS210 SOCIOLOGY (Modern Social Problems) Lecturers in charge: Mr. N. T. Millen, Mr. B. R. Scriven

Where the first year course in Sociology took a comprehensive view of the social processes and structiures in modern, Western society, the second year course seeks to investigate several major social problems of the same type in more detail.

The course will consist of four major areas ; socialization process, social institutions, social change and sociology research methods. The initiatives to be taken in the course will be to demonstrate that human behaviour can be structured, organized and manipulated by hluman institutions and altered in response to and by societal changes. The research section will allow students to participate in sociological field work and to apply methods learnt, to test the validity of several projected ideas about human behaviour.

Prerequisite. SSllO Sociology I

Prescribed Texts Cole, S. The Sociological Met hod. Markham 1972 Roper, T. The Myth of Equality. NUAUS 1970 Wiseman, J.P. & Aron, M. S. Field Projects in Sociology.

Transworld 1972

References Glazer, N. Y. & Greedon, C. F. Children and Poverty: Some

Sociological and Psychological Perspectives. Rand McNally & Co. 1968

Heller, C. Structured Inequality. Collier MacMillan 1969 Hollingworth, P. J. The Powerless Poor. Stockland Press 1972 Hunt, F. J. (ed) Socialization in Australia. Cheshire 1974 Larsen, A. Violence and the Mass Media. Harper & Row 1968 Materman, G. (ed) Poverty in Australia. Angus & Robertson

1969 Rubington, E. J. & Weinberg, M. S. (eds) Deviance: The Inter

actionist Perspective. MacMillan 1970 Sebald, H. Adolescence. A Sociological Analysis. Appleton

Century Crofts 1968

Assessment Within each section of the course there will be progressive

assessment by class papers, assignments, essays and final examination where required.

Contact Three hours of lecture/seminar sessions per week.

90

SOCIAL SCIENCES SS220 CULTURE CONTACT IN ASIA AND THE PACIFIC Lecturers in charge: Mr. R. :Charles, Dr. D. Wetherell, Mr. I. H. Williams

A study of Asian and Pacific cultures and the consequences of European intrusion on their social and economic development. The course will be divided into three areas to cover, The Pacific Islands ; Mainland South East Asia, and The South East Asian Islands.

Prescribed Texts Burling, R. Hill Farms and Paddy Fields. Prentice-Hall 1965 Oliver, D. The Pacific Islands. Doubleday 1961

References Grosshaltz, J. Politics in the Philippines. Little Brown 1964 Hall, D. G. E. The History of South East Asia. MacMillan 1972 Nelson, H. Papua New Guinea: Black Unity or Black Chaos.

Pelican 1972 Steinberg, D. In Search of South East Asia. Pall Mall 1971

Assessment By class papers, essays and final examination.

Contact 3 hours of lecture/seminar sessions.

SS230 THE ASIAN GIANTS: CHINA AND JAPAN Lecturers in charge: Mr. R. Charles, Mr. I. Williams

Unit 1: A study of traditional & modern China. Unit 2: A study of modern Japan in terms of its political

and social institutions and historical antecedents.

Prescribed Texts Chi Nakane. Japanese Society. Penguin 1970 Fitzgerald, C. P. The Birth of Communist China. Penguin 1970 Kahn, H. The Emerging Japanese Superstate. Penguin 1973 Lui, T. C. James & Tu, Wei Ming. Traditional China. Prentice-

Hall 1970 Schram, S. Mao Tse Tung. Penguin 1967

References Meskill, J. An Introduction to Chinese Civilization. Heath 1973 McAleavy, H. The Modern History of China. Weidenfeld Gold-

backs 1968 Reischauer, E. 0. & Fairbank, J. K. East Asia: Th1e Great Tradi

dition. Haughton Muffin 1964 Stary, R. A History of Modern Japan. Peng'Uin 1960 Wheelwright, E. L. & McFarlane, B. The Chinese Road to Social

ism. Penguin 1973 91


Assessment Essays, class papers and final examination.

Contact Three hours of lecture/seminar sessions.

SS300 THIRD YEAR (To commence in 1977) There are three subjects offered to students in third year,

all of which require four hours of student contact. They are as follows:-

*SS310 SOCIOLOGY Ill (Rural and Urban) The oourse covers political and economic aspects of social

development; urbanization; modernization and conservation; social differentiation and relative deprivation; family patterns and changing life styles as well as research methods in selected areas.

SS320 PAPUA NEW GUINEA: A SOCIETY IN TRANSITION This course considers as its central theme the impact of

Western Culture on the indigenous societies of Papua New Guinea; history of colonization; colonial society; culture clash; contemporary problems of Papua New Guinea; social change and associated stresses and strains for an emerging Nation.

SS330 BRITISH SOCIAL HISTORY Political, economic and social conditions prevailing in Britain

in the late seventeenth and early eighteenth centuries are studied as antecedents to immense changes in the subsequent century. The nineteenth century will be studied as the stage on which social changes evolved which laid the foundations for the social structure of present day societies in Britain and Australia.

* This subject is only available to students who have satisfactorily completed SS210 Sociology II.

SPORT AND RECREATION PROGRAM Participation in the recreation program on Wednesday

afternoons is a requirement for all first year students. Second and Third year students are encouraged to participate on a voluntary basis.

A wide range of competitive and non-competitive physical activities are available including Archery, Badminton, Basketball, Canoeing, Golf, Hockey coaching, Horse Riding, Roller Skating, Rowing, Sailing, Self Defence, Remedial Swimming, Scuba Diving, Squash, Table Tennis, Rifle Shooting, Slimway, 92

SPORT AND RECREATION PROGRAM

Orienteering, Netball coachjng, Fencing, Football coaching, Cricket coaching, Ten Pin Bowling, Modern Jazz Ballet, Yoga, Gymnastics. Three units of eight (8) weeks each wiil be conducted during the academic year. First year students will be required to participate in the first two units of recreation. Students failing to complete the requirements to the satisfaction of the Organizer of Recreation must participate in the third unit. The third unit will also be available to all other students who may wis~ to participate.

In addition there are opportunities to participate in intercollege swimming, athletics, major games competitions, minor games competitions and recreational activities. A number of College teams also participate in Geelong and District competitions.

ENGLISH AND MATHEMATICS COMPETENCY Course Requirement relevant to General Studies and Applied Studies

At the commencement of the first semester diagnostic tests will be applied in English and Mathematics to identify students who have not achieved standards that would enable them to complete General and Applied Studies satisfactorily. These students will be required to attend time-tabled remedial classes until the prescribed standard has been reached. In regard to this requirement students are referred to AS002 and AS003 in this Handbook, pages 25 and 29.

93

DIPLOMA OF TEACHING (PRIMARY) 1974 INTAKE

Because of changes to course structure, this will be the final year of the initial courses offered for Diploma of Teaching (Primary). The tnird year programme which will complete the ini'tial course is shown below.

EDUCATION C Of the three areas offered namely Psychology, Comparative

Education and Philosophy, students are to select two areas for study. Each area involves two hours lecture/discussion per week throughout the year.

PSYCHOLOGY C Two courses are taken concurrently throughout the year.

Course A: Laboratory exercises in psychology and related statistical methods. Course B: Two major topics -

a) Intelligence - Nature, theories and measurement. b) The learner and his adjustment.

Prescribed Texts Gaudry, Ainley, Leonard and Morrison. Educational Psychology:

A Laboratory Manual. Wiley Butcher H. Human Intelligence - Its Nature and Assessment. Oeser, 0. A. (ed) Teacher, Pupil and Task Assessment.

Assessment Periodic tests and major assignments.

Contact Two hours per week, Course A and B in alternate weeks.

COMPARATIVE EDUCATION C This course covers a study of the education systems of

a) the U.S.S.R. from 1917 onwards (b) China from the Dynastic period to current policy under the C.C.P. (c) Japan from the Tokugawa period onwards (d) India from Independence to the present (e) Papua New Guinea since World War II. Prescribed Texts Grant, N. Soviet Education Sargent, J. Society, Schools .and Progress in India Chiu-Sam Tsang. Society Schools and Progress in China Miller, T. W. G. (ed) Education in South-East Asia

Assessment Progressive assessment based on tests, class papers and a

major assignment.

95


Contact Two hours per week in lecture/discussion throughout the

year.

PHILOSOPHY OF EDUCATION C Two courses are taken throughout the year.

Course A : An historical link between ancient and modern philosophies of education. Topics: (a) Theory of knowledge (b) Modern philosophies of education (c) Philosophy of dialectical materialism Course B : A study of influences on modern educational theory and practice as outlined in Rousseau's Emile, Dewey's Experience and Education and A. S. Neill's Summerhill.

Prescribed Text Rousseau, J. Emile Neill, A. S. Summerhill Bowen & Hobson. Theories of Education Kneller, G. E. Introduction to Philosophy of Education

Assessment Based on period tests and assignments.

Contact Two hours per week in lecture/discussion throughout the

year.

PRINCIPLES AND PRACTICES OF TEACHING SCHOOL EXPERIENCE

Three teaching rounds, each of 4 weeks. All roundo; nre normally conducted in the one school. Round 1 : Units of work in Applied Studies. Round 2: Half-day sessions leading to full-day sessions by mid

rdund. Round 3: Sustained teaching to one full week. Familiarizatfon

with school administration and organization.

P.P.T. CLASSES

Contact Two hours per week.

96

ART C

Subject !Co-ordinator: Mr. E. Major Lecturers in charge : Art Education, Mr. P. Divola; Ceramics, Mr. E. Major, Mr. P. Divola; Painting, Mr. R. Reardon, Mr. T. Wells; Printmaking, Mr. K. Leach; Textiles, Mrs. J. Grenfell

General Aims are to involve students in the production of art works of quality; to have students speak meaningfully the particular language of artists; to extend knowledge of art education processes and develop teachers capable of implementing valuable programs of art.

Timetabled lectures in this subject will be 4 x 50 minute sessions each week with additional time, at least equal to timetabled lectures being allowed to complete studies in this colUrse.

Art Education. A series of lectures will be conducted on topics relating directly to the teaching of art in the Primary School.

Studio Work. Each student will be required, immediately on commenceent of each course, to complete a set discipline. Following tlris, the remainder of the course is to be planned by each student with assistance from the lecturing staff. Once approved, each course is to be typed and copies lodged with the lecturer in charge of each course. The student will then proceed with his own individual involvement in his chosen area. An artist sketchbook of drawings, cuttings, photographs, etc., will be built up over the whole year and presented with1 the final folio.

Personal Research Program. During the first half of the course each student will prepare and submit a comprehensive paper on a selected topic. This work is to be completed for the first half year assessment.

Assignment - A detailed study centred around an established activity relating to the area in which the student is working will be made throughout the course and submitted to the lecture on September 20th. Topics will be given at the first lecture and the work will be structured towards an in-depth study of an art form and its suitability for the Primary School.

Assessment Mid Year: Lecturette 5 % , Art Education Test 10 % ,

Practical Folio as S or U /S. Final: Practical 60 % , Assignment 15 % , Art Education

Test 10%.

ENGLISH C CHILDREN'S LITERATURE Lecturer in charge: Miss R. Bunbury

97

DIPLOMA OF TEACHING (PRIMARY) This course is offered as an alternative to Drama or

Language for students completing Diploma in 1976.

Aims: 1. To foster in students a critical and appreciative reading of a

wide range of children's novels, short stories and poetry. 2. To study some aspects of child development through literature. 3. To acquaint students with the disparity between adults and

children's perceptions of children's novels. 4. To develop in sfudents the skills necessary to enable them to

share literature with children. 5. To engage students in a pilot study of some aspect of children's

literature. 6. To involve students in an oral, story telling program with

groups of children.

Preliminary Reading Arbuthnot, M. H., Landau, E. D. Children and Books, (3rd Ed.) Epstein, S. L. & Stone, A. P. Child Development Through Litera-

ture. Prentice-Hall N.J. 1972

Prescribed Texts A list of prescribed novels, short stories and poems will be

issued when the course commences.

References Cook, E. ThJ.e Ordinary and the Fabulous Egoff, S., Stubbs, G. & Ashley, L. F. (ed) Only Connect Fenwick, S. A Critical Approach to Children's Literature Haviland, V. Children and Literature Smith, J. S. A Critical Approach to Children's Literature A.P.S. Publications. Children's Literature in Education

Assessment Essay, pilot study and seminar discussions.

Contact . Two hours per week of lectures/seminars/field studies.

COMPARATIVE LITERATURE Lecturer in charge: Mr. J. H. Embling

The syllabus offers a study of works of major authors, dramatists and poets. Study is not confined to English literature, but includes Australian and American studies and the translated versions of foreign authors. The course also includes literary criticism related to the chosen texts.

Prescribed Texts Roberts, M. (ed) Th'e Faber Book of Modern Verse. Faber and

Faber 98

.•

ENGLISH C Blake, W. Selections from Songs of Innocence and of Experience

(Obtainable at College) Cochrane, J. (ed) The Penguin Book of American Short Stories.

Penguin Hall, J. (ed) The Realm of Fiction - 65 Short Stories.

McGraw-Hill Miller, A. Death of a Salesman. Penguin O'Casey, S. Juno and the Peycock in Three Pl,ays. MacMillan

& Co. Brecht, B. Parables for the Theatre. Penguin Ionesco, E. Rhinoceros, etc. Penguin Tolstoy, L. Ann.a Karenin. Penguin Lawrence, L. The Rainbow. Penguin Zola, E. Germinal. Penguin Solzhenitsyn, A. Cancer Ward. Penguin Hemingway, E. The Old Man and the Sea. Jonathan Cape Steinbeck, J. The Grapes of Wrath; Penguin Keneally, T. The Chant of Jimmy Blacksmith. Penguin

Assessment 1. Assessment will be on a cumulative basis. As well as

presenting for the progressive tests in the subject, students will be required to participate fully in discussion and in oral presentation of papers.

2. One 3000 word essay on the Short Stories.

Contact Lectures and seminars amounting to 2 hours per week;

compulsory for all students taking English in third year.

DRAMA Lecturer in charge: Mr. K. Hemmens

A survey of the history of the theatre to provide a background for the study of :

(a) The Greek theatre and Greek plays (b) The rise and development of mediaeval drama in Eng-

land. (c) Elizabethan and Jacobean drama (d) Comedy in the Restoration and Georgian periods (e) Drama and theatrical representation from the late

nineteenth century to the present day, including work of some of the American dramatists.

Plays for Reading and discussion from Marquee 1. The Importance of being Earnest (Wilde) 2. St. Joan (Shaw) 3. The Admirable Chrihton (Barrie) 4. The Andersonville Trial (Levitt)

99


From Three Ailstral:ian Pl,ays 5. The One Day of the Year (Seymour) 6. ThJe Tower (Porter)

From Four Major Pl,ays (Ibsen) 7. A Doll's House (Ibsen)

Three Shakespearean Plays 8. Romeo and Juliet 9. The Taming of the Shrew 10. Macbeth

A Modern American Play 11. The Boys in the Band

Plays of Students Own Choice 12, 13, 14.

From Modern Drama for Analysis 15. Becket (Anouilh) 16. Our Town (Wilder)

Theatre Trips It is proposed to organise a number of visits to Melbourne

theatres and it is anticipated that all drama students will avail themselves of· the opportunity to see live dramatic presentations as opposed to other forms more readily available.

Assessment Two period tests, two assignments, the topics of which will

be determined after discussion between lecturer and student.

Contact Two hours of lecture/seminar sessions per week.

LANGUAGE This course is a possible alternative to Drama, dependent

on student demand and availability of staff. See EN202 for a suggested type of course that could be offered.

MATHEMATICS C A number of term length area studies are available as elec

tives. Students must select one area from each term. Each occupies approximately 7 weeks, 4 hdurs per week.

INVESTIGATIONS IN MATHEMATICS Lecturer in charge: Mr. N. A. Pateman

Familiarization with programmable calculators. Use of the calculator to investigate suitable topics; for example rational and irrational numbers, Fibonnacci series, continued fractions and elementary statistics. 100

MATHEMATICS C Prescribed Text

None. A list of recommended reading will be issued with the course outline.

Assessment One assignment and a two-hdur examination at the conclu

sion of the course.

REMEDIAL MATHEMATICS Lecturer in charge: Mr. P. Anderson

Psychological basis of teaching mathematics. The implications of Piaget and Dienes for the slow learning child. Causes of backwardness in mathematics. Diagnosis of pupil's weaknesses in the operations of whole numbers and fractions. Reme· dial programs for the slow learning child.

References Dienes, Z. P. Mathematics in the Primary School Schonell, F. J. & F. E. Diagnosis and Remedial Teaching in

Arithmetic Reisman, F. K. A Guide to the Diagnostic Teaching of Arithimetic

Assessment Two assignments and a test.

Prerequisite Testing and Measurement.

TEACHING METHOD Lecturer in charge: Mr. B. Beaumont 1. Course Structure.

Factors which affect content and presentation. Alternative methods of course structure. Examination of a variety of courses. 2. Course Implementation.

Use of books, texts and programs. Structured materials and equipment. The place of games and puzzles. Extension of concepts. 3. Classroom Materials Familiarization.

Assessment procedures or equipment. Workshop activities involving familiarization with equipment. Investigation of resource materials.

Prescribed Text Biggs, E. E., MacLean, J. R. Freedom to Learn. Addison

Wesley 1969 Holt, M. & Dienes, Z. P. Let's Play Maths. Penguin 1973 Members of the Assoc. of Teachers of Mathematics. Notes on

Mathematics in Primary Schools. Cambridge Univ. Press 101

DIPLOMA OF TEACHING (PRIMARY) 1974 INTAKE Assessment

This will be by two assignments, one of which will include work done during workshop-lecture sessions. Evidence of personal research outside lectures will be one of the major criteria for assessment.

TESTING AND MEASUREMENT Lecturer in charge: Mr. D. W. Turner

Classification of cognitive and affective objectives of a mathematical education. Test design. Item analysis. Questions of validity and reliability. Combining test scores. Problems peculiar to the infant department.

Prescribed Text Gronlund, N. E. Constructing Achievement Tests. Prentice-Hall

or Theobald, J. H. An Introduction to the Principles of a Classroom

Testing. Hall's Book Store

Assessment One assignment, the setting and analysis of a test, and one

final test.

STATISTICAL TECHNIQUES Lecturer in charge: Mr. A. Pitman

Introduction to probability theory. Frequency distributions. Measures of central location and dispersion. Normal, t, chi square and F distributions. Null and experimental hypotheses. Testing hypotheses. :Correlation. Analysis of variance.

Prescribed Text Popham & Sirotnik. Educational Statistics: Use and Interpreta

tion. Second Edition Harper and Row

Assessment Two assignments and a test.

HISTORY OF MATHEMATICS TEACHING Lecturer in charge: Mr. W. P. Wall

A study of mathematics courses for Victorian primary schools during the last century leading up to the present day course.

A study of issues which have determined the content of those courses and of how they should be implemented.

Copies of past courses will be available.

Assessment One class paper, and either a test not exceeding 1-! hours

or an essay not exceeding 3000 words. 102

MATHEMATICS C

COMPUTER FAMILIARIZATION Lecturer in charge: Mr. D. W. Turner

Familiarity with hardware associated with computers. Problems where computer use is advantageous. Communicating with a computer, flow charts, computer language, writing programs, error correction. Solution of simple problems via computer. This course will be conducted at the Gordon Institute by members of the Computing staff.

Assessment Two minor assignments and a final test.

EXPERIMENTAL TECHNIQUES Lecturer in charge: Mr. A. Pitman

The considerations necessary for the meaningful testing of experimental hypotheses in education. Threats to internal and external validity. Randomization and designs- controlling for various threats. Correlational and ex-post-facto research. Survey research.

Prescribed Text Campbell, D. T. & Stanley, J. C. Experimental and Quasi-experi

mental Designs for Research. Rand McN ally

References Leedy, P. D. Practical Research: Planning and Design.

MacMillan 197 4 Tuckman, B. W. Conducting Educational Research. Harcourt

Brace Jovanovich 1972

Assessment One assignment and one test, of equal value.

Prerequisite Statistical Techniques.

MUSIC C CREATIVE MUSIC Lecturer in charge: Mr. G. Missen

An experimental based year to continue on from Creative Music.

Areas of investigation will include variation writing, writing of part songs, the music of Stravinsky, Bartok and Penderecki. and further work in electronic music - particularly composition with Moog Synthesizer.

103

DIPLOMA OF TEACHING (PRIMARY) 1974 INTAKE Prescribed Text Dwyer, T. Composing with Tape Recorders. O.U~P. 1971 Thackray, R. M. Creative Music in Education. Novello Paynter, J. & Aston, P. Sound and Silence. Cambridge University

Press 1970 Schafer, R. M. The Composer in the Classroom. B.M.I. Canada

Ltd. Schafer, R. M. The New Soundscape. Associated Music Publish

ers Inc.

Assessment Folder of works.

Contact Two hours of lecture/tutorials per week for two semesters.

MUSIC C Lecturers in charge: Mrs. C. Romet, Mrs. W. Leslie, Mr. G. Missen

This course will involve a unit approach to the study of Western and Non Western Mfusic. All units will be compulsory and will provide for an in depth study - into the marvels and structures of music.

1Units are: I. Stravinski & Bartok II. Australian Aboriginal music and Far Eastern Music III. Australian Music - An interrelated arts approach to the

development of Australian music. IV. Aleatoric and Electronic music forms.

Prescribed Texts Australian Heritage Kit Machlis, J. Introduction to Contemporary Music. Dent Kishibe, S. The Traditional Music of Japan. Japan Cultural

Society 1969 Sur, D. Korea in Harvana Dictionary of Music 2nd Edition 1970 Austin, N. W. Music in the 20th Century Covell, R. Australia's Music.

Themes of a New Society. Sun Books ,1967

Assessment Tutorial papers, listening, test, final exam.

Contact Two hours per week for two semesters.

104

MUSIC C, PHYSICAL EDUCATION C

GUITAR Lecturer in charge: Mr. N. Schulz

Further information and direction in both folk guitar and classical guitar. An extention of all areas studied in Diploma 2.

Folk Guitar: Child patterns, vocabulary of folk style, accompaniments, transposing songs, use of the capo, ensemble work.

Classical Guitar:- Procedure for apoyando and tirando strokes, a simple classical guitar solo.

Assessment By class tests, performances, aural tests, sight reading and

general knowledge.

Prescribed Texts Schulz, N. Folk Guitar for You Seeger, P. American Favourite Ballads Urwin. A Tune a Day for Classical Guitar

MUSIC IN THE LIFE OF THE CHILD Lecturer in charge: Mrs. L. Rankin

A study of thle dominant trends in the teaching of music in the Primary School today, with an emphasis on the structure of music.

Assessment Preparation of units of work guides for teachers containing

suitable materials for instr'uction.

Contact Two hours of lecture/tutorials per week for two semesters.

Prescribed Texts Hickok, D. & Smith, J. A. Creative Teaching of Music in the

Elementary School. Allyn and Bacon Cheyette, I. & Cheyette, H. Teaching Music Creatively. McGraw

Hill Do'Mbain, Q; Music Now Colwell, R. Evaluation of Music, TeachiMg and Learning.

Prentice .. Hall

PHYSICAL EDUCATION AND HEALTH C This course will mrovide scope for further development of

previous work in Physical Education and Health. Theory Sections will include:

105

DIPLOMA OF TEACHING (PRIMARY) 1974 INTAKE Principles underlying participation in Physical Education.

Principles of buoyancy and survival swimming. Reading arid Writing of Scientific Journals and Papers in Physical Education. Micro teaching, and the use of videotape as a coaching aid. Psychology and sociology of Physical Education and Rrecreation, or Physiology of Exercise in relation to children and adults. Research Methods in Physical Education, Health and Recreation. The Physical Education teacher in the Primary School. Sports Injuries and Ergogenic Aids. Remedial and Special Physical Education. Practical Topics will include:

Swimming and Life Saving; Major Games including Badminton, Squash; Tennis, Basket Ball, Hockey and Volley Ball ; Dance ; Outdoor recreation activities including horse riding, canoeing, skin and scuba diving, archery, golf, surf life saving, snow skiing, and hiking, and camping. Course Requirements :

1. Student to hold the current St. John Abulance First Aid Certificate.

2. Compulsory attendance is required at two out of three camps offered during the course. (viz: Anglesea, Mt. Buller, Otway).

Prescribed Texts Updyke, W. F. and Johnson, P. B. Principles of Modern Health,

Physical Education and Recreation. The St. John Ambulance Association. First Aid Manual. De Vries, H. A. Physiology of Exercise for Physical Education

and Athletics. or Loy, J. and Kenyon, G. Sport, Culture and Society.

Assessment Practical Area 1 10%. Practical Area 2 15%. Dance 10%.

Paper 1 (Literature Survey) 10%. Paper 2 (Investigation) 20%. Laboratory Reports 10%. Final Examination 25%.

SCIENCE C Students taking Science C will pursue the required studies

in one of the three areas of-Animal Behaviour Environmental Science and Genetics

The latter two areas have a prerequisite of a pass in the same named units of Science B.

Each area will use four hours contact time per week during the academic year. 106

SCIENCE C

ANIMAL BEHAVIOUR 'Behaviour' includes ALL those processes by which an

animal senses the external world and the internal state of its body, and responds to changes which it perceives. Many of such processes will take place "inside" the nervous system and may not be directly observable. What the animal does may involve violent activity or complete inactivity, but all are equally behaviour. Even if amount of movement is not important, we might tend to exclude some movements from a behavioural study because they are too simple. Most of the course will be concerned with animals performing complex patterns of movement.

Topics to be considered in the course include reflexes and complex behaviour, the nature of learning, the sfudy of motivation, the development of behaviour and the importance of instinct, the action of the environment, conflict and agression, hormones and their influence, and the structure of human societies as seen from the viewpoint of animal behaviour.

Prerequisite A pass in second year Science.

Prescribed Texts Ardrey R. African Genesis. 1967 Collins

Territorml Imperative. 1969 Collins The Social Contract. 1970 Collins

Lorenz, K. On Agression. 1966 Methuen Manning, A. An Introduction to Animal Behaviour. Edward

Arnold Price, E. 0. & Stokes, A. W. (eds.) Animal Behaviour in

Laboratory and Field. W. H. Freeman & Co. 2nd edn 1975

Assessment Short papers will be presented by students at relevant

stages during the course. These papers will be prepared from the prescribed readings and from practical research projects. Exercises will be carried out in the laboratory and in the field. Laboratory exercises will involve observing invertebrate and vertebrate behaviour under controlled laboratory conditions. Field work will involve observing wild animals of various species in their natural environments.

The practical experiments to be carried out by students will introduce them to some of the methods used in ethological research such as Observing, Describing, Recording and Naming Behaviour. Patterns observed will often be quantified and discussed and hypotheses that are made will be tested and the results interpreted by the student carrying out the exercises.

107

DIPLOMA OF TEACHING (PRIMARY) 1974 INTAKE Assessment

Shall also include a midyear and a final examination.

Contact 4 hours per week.

ENVIRONMENTAL SCIENCE The course sha.11 be considering the following topics: the

ecological mentality, the nature of adaption, the requirements of life including physical and biological factors, the ecology of populations, the ecology of communities and the resiliency of ecosystems.

All members of the lecture group will be periodically involved in discussions of selected topics drawn from the areas of human ecology.

Holden and Ehrlich will be the basic reference for this section of the course.

Each student will conduct a detailed investigation for a community. This study will involve observations of plant and animal behaviour and structure, and the assessment of environmental fact.ors. The relationships between behaviour, structure and environment will be sought by the student. It is anticipated that students and staff will take part in a number of excursions. These excurisions will be t.-0 a variety of localities which relate t.-0 the course and also to the teaching of science.

Prerequisite A pass in second year science.

Prescribed Texts Clapman, W. B. Natural Ecosystems. 1973 Collier MacMillan Holden, J. 1P. & Ehrlich, P. R. Global Ecology. Harcourt Brace

1971

Assessment Possible class papers and minor tests on background read

ing, field study report, mid-year and final examination will be used for assessment purposes.


GENETICS The following major topics shall be considered; the hist.-Ory

of genetics, the physical basis of heredity, the monhybrid cross, the polyhybrid cross, genetic interaction, the genetics of sex, the genetics of race and species formation, linkage and chromosome mapping, testing genetics ratios, the chemical basis of heredity, cytogenetics, cytoplasmic inheritance and maternal effects. 108

SCIENCE C, SOCIAL STUDIES C It is anticipated that exercises related to some topics will

be conducted to provide practice in some skills and experience in the setting up of experimental situations.

Prerequisite A pass in second year science.

Prescribed Texts Hagle, J. J. Heredity and Human Affairs. Mosby 1974 Stansfield, W. D. Theory and Problems of Genetics. McGraw-

Hill 1969

Assessment Minor assignments throughout the course, on essay and mid

year and final examinations will be used for assessment purposes.


SOCIAL STUDIES C ASIAN STUDIES Ill Lecturer in charge: Mr. R. :Charles

The course will examine some aspects of life in India, China and Japan. Students will select particular areas for intensive study according to their individual interests.

Prescribed Texts Kahn, H. The Emerging Japanese Superstate. Pelican 1970 Wilson, D. Asia Awakes. Pelican 1971

References Basham, A. L. The Wonder That Was India. Fontana 1974 Gittings, J. A Chinese View of China. BBC 1973 Storry, R. A History of Modern Japan. Pelican 1971

Assessment Class papers, essays and final examination.

Contact Four hours of lectures, seminars, tutorials per week.

ABORIGINAL STUDIES 111 Lecturer in charge: Dr D. Wetherell

This course examines the relations between Aboriginals and Europeans in Australia and the response of Aboriginals to the process of settlement. It also studies present trends in Aboriginal European relations in the light of traditional Aboriginal society on one hand and urban trends in Australia in the other.

109


Prescribed Texts Lippmann, L. Words or Blows. Penguin 1973 Maddock, J. AustraUan Aborigines: A Portrait of their Society

Penguin, 1974

References Rowley, C. D. Destruction of Aboriginal Society. Pelican 1972

Remote Aborigines. Pelican 1972 Outcasts in White Australia. Pelican 1972

Social Science Research Council of Australia (sponsors) Aborigines in Australian Society. (8 vols.) 1970-5 (occasional references)

Assessment Class papers, essay and fined examination.

Contact Four hours of lectures, seminars, tutorials per week.

110

DIPLOMA OF TEACHING (PRIMARY) -CONVERSION COURSE

Candidates who satisfactorily complete the requirements .of the Conversion Course will be awarded the Diploma of Tea~hing (Primary).

The Conversion Course (without exemptions) shall be completed in not less than one year (full time) or two years (part time) and except with the permission of the Board of Studies, not more than five years from the initial date of admission.

To be eligible to enter the Conversion Course, a candidate shall have qualified for the Trained Primary Teachers' Certificate (two years) or its equivalent, and shall have taught for a minimum of two years.

Course Structure To fulfil the requirements of the Conversion Course, the

candidate must satisfactorily complete:-A~ Education study comprising four semester units, two

in Education and two in Applied Education. (2 x 2 = 4 hours per week.)

One Academic/Cultural unit (3 hours per week) Three Applied Studies units each of one semester duration.

One of the Applied Studies units should relate directly to the Academic/Cultural unit which is chosen. (3 x 2 x t = 3 hours per week).

A furth,er requirement of the course may be a period of teaching practice not in excess of that required for the third year of the Diploma of Teaching. This will occur if the candidate has not taught full time for one year in the last five years. The amount of teaching practice required will be determined by the Board of Studies.

t\.ny prerequisites for particular subjects will be determined by the Board of Studies; A candidate may be required to meet certain minimum attendance requirements in each unit in order to be eligible for assessment.

Admissions to the Course The Board of Studies shall determine the conditions that

apply in respect to the selection of candidates. equivalent for T.P.T.C. (two years) . exemptions sought within the course on the basis of studies undertaken in other institutions. any other matter relating to the Conversion Course. Exemptions up to a maximum of fifty per cent of the course

may be granted in respect to the following:-

111

DIP. TCHG. (PRIMARY) CONVERSION COURSE

Qualifications obtained through the Victorian Education Department's inservice program. University and CAE subjects acceptable to the Board of Studies. Other qualifications acceptable to the Board of Studies as being appropriate and relevant. Candidates must produce documentary evidence of previous

teritiary studies, including details of courses undertaken and also evidence of teaching experience.

SUBJECTS OFFERED The following units are offered subject to demand.

Education Studies

Education: ED351 Comparative Education ED352 School Organization and Administration ED353 Educational Psychology ED354 Philosophy of Education ED355 Sociology of Education

Applied Education: AE351 Classroom Interaction AE352 Educational Technology AE353 Modern Primary Curriculum AE354 Organization for Teaching Learning AE355 Remedial Teaching

Applied Studies ,AS351 Art AS352 English AS353 Mathematics AS354 Music AS355 Physical Education, Health and Recreation AS356 Science AS357 Social Science

Academic/Cultural Studies AR350 Art (Students to select one area) AR351 Art - Ceramics AR352 Art - Textiles AR355 Art - Australian Art Studies EN350 English MA350 Mathematics MU350 Music PE350 Physical Education, Health and Recreation SC350 Science - Man and the Life Sciences SS350 Social Science - Sociology 112

EDUCATION STUDIES Students will select two units from the Education units

and two units from the Applied Education units. These subjects are semester units. Time allotment is two hours per week for each unit for a semester.

Lists of prescribed texts and reading guides if not included, will be given to successful applicants.

EDUCATION ED351 COMPARATIVE EDUCATION (ASIAN STUDIES)

A brief historical review and an examination of the past and present education systems of the U.S.S.R., the Peoples' Republic of China, Japan and China. ·

Assessment Three period tests, one class paper and one 1500 word essay.

ED352 SCHOOL ORGANIZATION AND ADMINISTRATION Topics include :-

Organization theories - with particular reference to schools. Leadership - styles, dimensions, strategies. Communication in organizations. Organizational change. The role of the school principal.

Assessment An essay, exercises and one two hour examination.

ED353 EDUCATIONAL PSYCHOLOGY Testing and Pupil Evaluation

Teacher-constructed tests. Standardized tests. Personality assessment of children.

Cognitive Development Theoretical conceptions of Jean Piaget. Current state of research. Other views of cognition.

Assessment Topic A. Presentation of practical book and examination. Topic B. Class paper, experimental study and examination.

ED354 PHILOSOPHY OF EDUCATION The aim is to develop a critical awareness towards classical

theories of education and recent innovations in the approach to the philosophy of education. Areas for consideration are:-

113

DIP. TCHG. (PRIMARY) CONVERSION COURSE (1) Educational conservatism (exemplars Plato and Aristotle);

educational liberalism (exemplars Rousseau and Dewey); variations (exemplars Peters and Illich).

(2) Contemporary philosophical analysis of educational issues.

Assessment Two essays and one 2 hours examination.

ED355 SOCIOLOGY OF EDUCATION Introduction to discipline: emphasis on the social construc

tion of reality, including class factors and socialization. Cultural influences in the classroom:- class factors,

parental and peer group influences, ethnic factors, subcultures, latent culture, deviance, minority groups. All related to reality construction.

The school as an organization:- roles and statuses, ritual, rites de passage, bureaucracy. Functions of educations derived from structures within society.

Emphasis throughout will be on the development of competence within pupils and the competency of the teacher.

Assessment One period test, class paper and one 2 hour examination.

APPLIED EDUCATION

AE351 CLASSROOM INTERACTION Teaching as a complex social process. Teacher-pupil inter

action within the school environment. Patterns of teacher-pupil interaction from direct, systematic classroom observation ; psychological climates of various classrooms ; the influences of perception on interpersonal interactions; the organization of classroom groups and instructional strategies in the simulated classroom.

Prescribed Text Raths, J., Pancalla, J. R. and Van Ness, J. S., (eds.)

Studying Teaching, 2nd edn. Prentice-Hall, 1971


a written examination at its completion.

AE352 EDUCATIONAL TECHNOLOGY The aim of the course is for students to investigate the

potentialities of instructional media in the teaching-learning process. This will involve a study of the educational and tech-

114

EDUCATION STUDIES nical characteristics of media, their selection and integration into a systematically designed learning framework, and the evaluation of the effectiveness of learning resources when applied in this way.

References Gerlach, V. S. and Ely, R. P. Teaching and Media: a Systematic

Approach. Prentice-Hall, 1971 Brown, J. W., Richard, B. and Harcelroad, F. F.

A. V. Instruction: Technology, Media and Methods. 4th edn~.Sydney, McGraw-Hill, 1973

Moller, H. Media for Discovery. Angus and Robertson, 1974 Wiltich, W. A. and Schuller, C. F. Instructional Technology: Its

Nature and Use. 5th edn. Harper and Row, 1973 Morrill, M. D. Instructional Design: Readings. Prentice-Hall,

1971 (Students will refer to more detailed readings, journal

articles etc. during the course).

Assessment Seminar papers, school-based assignments related to effec

tive integration of instructional media in a specific learning situation, design and production of a variety of learning materials, evaluation of commercially available learning resources.

AE353 MODERN PRIMARY CURRICULUM The total curriculum of the primary school. The process of

developing and evaluating a curriculum; implications; the relationship between aims, means and evaluation; the justification for the selection and structure of learning experiences; validation of both selection and structure followed by re-planning.

Types of curricula. Innovations in primary school organization; analysis of existing curricula; constructing a curriculum for primary school children.

Implementing the curriculum; planning for a year (syllabuses); planning for a week (record of procedure); planning for a day (time table); the work of grade and subject co-ordinators. Preliminary Reading

Education Department of Victoria, The Primary School, 1970.

Central Advisory Council for Education in England, Children and their Primary Schools. Vol. 1, 1967.

References Campbell, N. H., Conceptual Models of the Curriculum.

Australian Journal of Education. Vol. 13, No. 1. March, 1969 115


Jacka, B. Directions in Primary Education. Melbourne University Press, 1974

Assessment An assignment - constructing or evaluating a curriculum.

A written examination.

AE354 ORGANIZATION FOR TEACHING-LEARNING Aims: A study of statements of aims of the primary school ;

the needs of children and the needs of the community; aims expressed in behavioural terms; aims and priorities; long term and short term aims.

Learning Experiences: Planning learning experiences: methods of instruction. Learning experiences and the individual. The grade as a group, grouping, streaming, team teaching, nongrading, multi-age grouping; individualized learning. Structured materials.

Evaluation: relationship between evaluation and aims and learning experiences; types of evaluation, subjective and objective, teacher-constructed tests, standardized tests; criteria for selecting the appropriate type, the concepts of validity and reliability, construction of test items, interpretation of test results; informing parents of pupil-progress.

References Victorian Education Department, The Primary School Harley, B. A Synthesis of Teaching Methods, Sydney.

McGraw-Hill, 1973 Raths, Pancella, Van Ness (eds.) Studying Teaching. Prentice

Hall, 1971 De Cecco, J. P. The Psychology of Learning and Instruction.

Prentice-Hall, 1968

Assessment An assignment during the semester and a written examina

tion at its completion.

AE355 REMEDIAL TEACHING The general aim of the course is to develop the student's

competence to accurately assess and meet the needs of the child with a learning difficulty. Principles of remediation; the needs of the reading disabled child, diagnostic tools, implementation of instructional programs, approaches to remediation, review of research into the effectiveness of these programs. The nature of disability, models of reading failure and causation, the effect of failure upon the individual, approaches to diagnosis. 116

APPLIED EDUCATION Preliminary Reading Gearheart, B. R. Learning Disabilities: Educational Strategies.

St. Louis, 1973 Jackson, M. S. Reading Disability: Experiment, Innovation and

Individual Therapy, Melbourne, 1972

Prescribed Texts Nicholson, T. An Anatomy of Reading, Sth. Aust. Ed. Dept.

Research Publication, 1973 Tansley, A. E. Reading and Remedial Reading, RKP, London,

1972


a written examinaion at the completion of the semester.

APPLIED STUDIES Students will select three of the following study units. One

of the study units must relate directly to the Academic Cultural study which was chosen. Time allotment will be two hburs per week per study for one semester. Prerequisites, if any, will be specified. Lists of prescribed texts and reading guides if not included, will be given to successful applicants.

AS351 APPLIED STUDY: ART The course aims at making the student knowledgeable, both

personally and professionally, about current development$ in all aspects of aesthetic education both in Australia and overseas so that he may establish more effective learning situations in art education for children.

Assessment Written assignment based on practical experimentation in

the classroom. Examination.

AS352 APPLIED STUDY: ENGLISH Attention is drawn to the statement in the entry for EN350,

in the Academic/Cultural Studies section. Two aspects of English teaching will be studied.

Creative Writing: This unit is specifically oriented to the teaching of creative writing in the primary school. It is examined in its relationship to the whole of written expression and includes study of the part played by language in the individual and social growth of the child, with the emphasis on the personal growth of the child, with the emphasis on the personal growth of the child as the prerequisite for a successful creative writing program.

117


Children's Literature: This unit provides a critical study of the literature which children read, considers the humane, social and cultural values conveyed in this literature, explores the disparity between adults' and children's responses to it and aims at fostering appreciation of literature in the classroom through the application of appropriate skills by the teacher.

Assessment Assignment and examination.

AS353 APPLIED STUDY: MATHEMATICS Testing and evaluation in mathematics: Testing for diagnosis mastery and achievement. Statistical ideas needed for interpreting test results. Reliability and validity of a test. Research in mathematics education: The design of research for the classroom teacher. Areas appropriate for research. Operational definitions of variables. Statistical tests and levels of significance. Descriptive research techniques. Project: Students will be required to conduct a piece of research in the classroom.


AS354 APPLIED STUDY: MUSIC This course includes a study of the dominant trends in the

teaching of music in the primary school today. It incorporates the creative teaching of music, music through the curriculum areas, organization of materials, planning and preparation of lessons and building instructional programs to develop musical concepts.

Assessment Practical tests and assignments.

AS355 APPLIED STUDY: PHYSICAL EDUCATION Lecturers in charge: Mr. R. I. Tinning & Mr. L. J. Fitzclarence

This course uses seminars, lecture/discussion and practical sessions to investigate such topics as:

The contribution of physical activity to the development of the child.

The place of the specialist physical education teacher in the primary school.

118

Sport in the primary school. The problems of the underachiever in physical education. The curriculum guides.

.J I

APPLIED STUDIES Outdoor Education (including canoeing and orienteering). Specific teaching behaviours necessary for effective teach

ing of physical education. Techniques for analysing sports skills. Skill learning and teaching physical education.

References Bory, E. Teaching Children to Swim. Paul Hamlyn 1971 Cratty, B. J. Social Dimensions of Physical Activity. Prentice

Hall 1967 Education Dept. of Victoria. Suggested Course of Study for

Primary Schools in Physical Education 1970 Education Dept. of Victoria. Physical Education Curriculum

Guides Harris, D. V. Involvement in Sport. Lea & Febiger 1972

Relevant articles from the following journals, A.J.H.P.E.R., A.J.S.M., J.O.H.P.E.R., N.Z.J :P ;E ;R.

Assessment Cumulative, based on the submission of seminar papers and

other assignments.

AS356 APPLIED STUDY: SCIENCE EDUCATION Students will be engaged in fieldwork directed towards

personal curriculum development. Rationale and philosophy of the teaching of Science in

Primary School. , The nature of children's cognition in Science. Primary School Science curricula. Science 5 /13. Personal curriculum development. Evaluation. Science and the total curriculum.

Prescribed Texts Kuslan, L. I. & Stone, A. H. Teaching Children Science: An

Inquiry Approach 2nd edn 1972 Renner, J. W., Stafford, D. G. & Ragan, W. B. Teaching Science

in the Elementary School. 2nd edn 1973

References Education Development of Victoria. Course of Study for Primary

Schools - Science Helix. Curriculum and Research Branch No. 2 1973 Primary School Science. Curriculum Guides; A, B and C "Primary School Science, Books for Teachers' Consideration" ,Curriculum and Research Bulletin Vol. 6 1971

Ennever, L. F. & Harlen, W. With Objectives in Mind. Macdonald Educational 1972

Lovell, K. The Growth of Basic Mathematical and Scientific Concepts in Children. London U.P. 1961

119

DIP. TCHG. (PRIMARY) CONVERSION COURSE Piltz, A. & Sund, R. Creative Teaching and Science in the Ele

mentary School. Allyn and Bacon 2nd Edn 197 4 Victor, E. & Lerner, M. S. (eds.) Readings in Science Education

for the Elementary School. MacMillan 1971 Assessment

Students will be required to submit papers in the following areas for assessment purposes. (i) Current Primary Science Curricula. (ii) Children's cognition and Science Teaching. (iii) Curriculum Development Field Study - a detailed report

of a personal curriculum synthesis for one Grade in primary school including an account of teaching strategies employed, problems encountered and an evaluation of the curriculum.

AS357 APPLIED STUDY: SOCIAL SCIENCE Lecturer in charge: Mr. C. Henry

A Social Studies "method" course designed to acquaint experienced teachers with some of the newer trends in Social Studies education, especially as these emerge in recently developed curricula. While theoretical considerations will constitute an important part of the course the program has a decided practical bias and students will have the opportunity to plan social studies suitable for primary school children. Preliminary Reading Ashton-Warner, S. Teacher. Penguin 1963 Jarolimek, John "In Pursuit of the Elusive New Social Studies"

Educational Leadership. April 1973 P596-599* Whitehead, Graham J. "New Lamps for Old or Old Lamps Re

burnished" Curriculum and Research Bulletin. March 1973 P22-38*

Postman, N. & Weingartner, C. Teaching As A Subversive Acti-vity. Penguin 1969

(* 1Copies available from room SS05) Prescribed Texts Durkin, Mary C. & Shindelus, Mary J. Teacher's Guide for People

in Families. Addison-Wesley 1972 Jarolimek, John & Walsh, Huber M. Readings for Social Studies

in Elementary Education (2nd Edition) Collier-MacMillan 1969

Taha, H. et el. Handbook to Elementary Social Studies. (2nd Edition) Addison-Wesley 1972

References Detailed reading lists to be provided.

Assessment By evaluation of participation in class activities and per

formance in class exercises and examinations. 120

ACADEMIC/CULTURAL STUDIES

Students will select one of the following study units. The time allotment in this section of the course will be three hours per week for the academic year. Prerequisites, if any, will be specified. Lists of prescribed texts and reading guides, if not included, will be given to successful applicants.

AR350 ART The course is aimed at developing in the student an under

standing of the role and value of art in the education process through experience as either a maker or appreciator of art. Students may select either Creative Arts or Australian Art Studies.

CREATIVE ARTS Students will select one of the following areas - and will

experience practical involvement through studio work, production methods studies, and history studies where applicable.

Prerequisite for Studio oriented classes -A pass in 2nd Year T.P.T.C. of that specific area - e.g.

ceramics - or an equivalent alternative or evidence of proven interest and ability in that area.

AR351 CERAMICS HisfJotrical Studies: A related historical survey of ceramic art will be made during the course and submitted for assessment in the form of seminar papers. Technical Studies: Lectures relating to materials, processes and equipment will be conducted throughout the course. Studio Studies: Activities designed to give experience in both wheel thrown and hand built shapes with the emphasis directed to individually designed decorative forms.

Assessment

AR352 TEXTILES The course is aimed at developing an aesthetic awareness

of the beauty and value of textiles encouraging creativity and competence in one particular area i.e. embroidery, weaving, fabric printing. However, combinations of technique will be encouraged in problem solving. Experimentation is an important part of the course being used as a means towards problem solving and not as an end in itself.

Assessment Written assignment 25% and presentation of practical folio

and notebook 75%. 121


AR355 AUSTRALIAN ART STUDIES This course will involve the study of the development Of the

various arts in Australia, namely painting, graphics, ceramics, architecture and sculpture and the influence of society's life styles on different periods of these arts.

Comparisons will be made between similar European and American periods and those styles developed in Australia.

Assessment Written assignments and slide test.

EN350 ENGLISH (not offered in 1976) It is the policy of the English Department to off er the

Academic/Cultural Studies (Comparative Literature and Drama) and Applied Studies in English in alternate years. Academic/ Cultural S~udies were given in 1975. Applied Studies in English for 1976 will consist of one semester each for Written Expression and Children's Literature. Details of texts and courses may be obtained by application to the Department of English at this college.

This course has two components both of which' will be studied. Comparative Litemture. A study of major authors, dramatists and poets, including Australian and American studies and the translated version of foreign authors. Drama. A critical approach to dramatic literature in its relation to its social background, with a survey of theatre from the Greek to modern dramatists. A practical involvement is included through student participation in practising the basic principles of mine and movement, dramatic improvisation and characterization.

Assessment Essays and examination.

MA350 MATHEMATICS The nature of mathematics - a modelling process and

investigation of structure characteristic of the models. The nature of algorithms and their role in the model. Construction and use of models, e.g. Boolean systems, matrices, integers, geometrics. The identification and uses of isomorphisms.

The psychological bases for the learning of mathematics. Current theories of the development of number and spatial concepts in children. The conceptual hierarchy underlying these concepts. · 122

ACADEMIC/CULTURAL STUDIES A critical approach to design of methods for the teaching

and learning of mathematics in terms of the above bases. Workshops in this area.


MU350 MUSIC This course is aimed at developing skills and desirable atti

tudes toward music through a guided study of Western and Non Western music, and knowledge of musical concepts through creative participation in group music making activities. There are three sections in the course. Creative Workshop: A course designed to explore sound and to create compo·sitions using a wide variety of sound sources, including tape and electronic sound producing techniques. History of Western and Non Western Music: A study of music as a sociological expression through an examination of the materials and structures of Western and Non Western music. Non Western music studies include studies of African, Indonesian and Far Eastern music. Western music studies include a study of Renaissance, Baroque, Romantic and Contemporary music. Guitar and Vocal: Basic information and direction in folk and classical guitar. Chord patterns, vocabulary of folk style accompaniments, transposing songs, use of the caps, ensemble work. Scales, exercises, studies and pieces for development of classical guitar technique.

This course also includes a section on vocal training, particularly applied to training children's voices and developing vocal repertoire.

Assessment Class tests and papers, practical tests and two written tests.

PE350 PHYSICAL EDUCATION, HEALTH AND RECREATION Lecturer in charge: Mr. B. J. Lowdon

The subject will comprise four parts. Section I

Physiology related to Exercise. A review of the basic functions of human physiology relevant to physical movement will lead into further study of the physical capacities and adaptations of man during activity.

Section II A review of Human Anatomy and its applications to move

ment. Mechanical principles involved in human movement and techniques used in analysis will be investigated.

123

DIP. TCHG. (PRIMARY) CONVERSION COURSE Section Ill

Sociology and Psychology of Sports and Recreation. 'Ibis course will examine such aspects as :

The social variables affecting participation in sport. The work - leisure relationship in today's society. The effect on performance of competition, co-operation, aspiration levels, motivation, arousal.

Section IV Recreational activities a) Camping and Bush walking b) Snow Skiing c) Horse riding

Prescribed Texts Alderman, R. Psychological Behaviour in Sport. W. B. Saunders

Co. 1974 Karpovich, P. V. & Sinning, W. E. Physiology of Muscular Acti

vity. Saunders and Co. 1971 Rasch, P. J. & Burke, R. K. Kinesiology and Applied Anatomy.

Lea and Febiger 1971

Reference Hay, J. G. The Biomechanics of Sports Techniques. Prentice

Hall 1973

Assessment Cumulative, based on progressive tests and laboratory re

ports in Sections 1, 2 and 3, and satisfactory participation in each area of Section 4.

Contact 12 x 2 hours lectures and seminars for each of Sections I

to III. Two weekends for Parts IV (a) and (b) and 4 x 2 hours for IV (c).

SC350 MAN AND THE LIFE SCIENCES The course aims to present an integrated approach to basic

issues in human biology. A. An introduction to three life sciences :

Environmental Science: Requirements for life; levels of organisation in the living world: ecosystem; community, population.

Behavioural Science: Social behaviour; development & evolution of behaviour; conflict, agression & mating; ecology, genetics and behaviour; biological knowledge and Man. 124

ACADEMIC/CULTURAL STUDIES Genetics: Reproduction; basic principles of Mendelian gene

tics; chemical basis of heredity; population · genetics; natural selection ; evolution. B. Lectures and discussions will be based on an integrated life science approach to topical issues which concern man and the modern world. The discussion will involve the application of concepts developed in Section A.

Suggested topics: 1) human population 2) the nuclear age 3) cultural evolution 4) the role of the life sciences in the future development of man.

Prescribed Texts ,Ashton, B. Genes, Chromosomes and Evolution. Longmans 1967 Boughey, A. S. Ecology of Popul,ations. MacMillan 2nd ~ •. 1~'78 Manning, A. An Introductinn to Animal Behaviour. Edward

Arnold Ltd. 2nd edn 1972

References Ardrey, R. African Genesis. Collins 1967 Baer, A. S. Heredity and Society-readings in Social Genetics.

MacMillan 1973 Clapman, W. B. Jr. Natural Ecosystems. MacMillan 1973 Eibl-Eibesfeldt, J. Ethology, the biology of behaviour.

2nd edn Hold Rinehart and Wilson 1975 Kucera, iC. L. The Challenge of Ecology. Mosby 1973 Lorenz, K. Z. The Evolution and Modification of Behaviour.

University of Chicago Press 1965 Stern, Curt. Principles of Human Genetics. W. H. Freeman &

Co. 3rd edn 1973 Strickberger, M. W. Genetics. MacMillan 1968 Turk, A., Turk, J. & Wittes, J. T. Ecology, Pollution, Environ

ment. Saunders 1972

Assessment Unit test on completion of Section A. Written piece of work

on a topic covered in Section B. Seminar presented in Section B. Field Study.

Each student will conduct a detailed examination of a community. This study will involve observation of plant and animal behaviour.

125


SS351 SOCIOLOGY Lecturer in charge: Mr. H. A. Green

This course is basically similar to Sociology I for Diploma of Teaching pre-service students but it will be conducted at a more mature level. It includes:-

(a) A sociological examination of the family, socialization, stratification, power, youth, social change, medicine and psychiatry.

(b) An examination of the methodology of sociology and the logical status of its generalizations.

(c) Discussion of the relevance of the sociological point of view to life in the last quarter of the twentieth century to citizens in general and teachers in particular.

( d) Field work.

Assessment Class tests, class papers (70%) final examination (30%)

126

GRADUATE DIPLOMA OF TEACHING {PRIMARY) Purpose of the Course

To provide a qualification for practising teachers who are three years trained and who need to complete a fourth year of study in order to gain promotion or to further their professional interests.

Admissions to the Course Entrants will have completed at least one year of full-time

teaching and be holders of:-(a) Diploma of Teaching (Primary) (b) Trained Infant Teachers Certificate (3 years)

OR .. (c) T.P.T.C. (2 years) plus a one year certificate course e.g.

Special Teachers Certificate OR

(d) Equivalent qualifications as decreed by the College Admissions Committee OR

(e) Holders of Certificate B plus preliminary course work as outlined hereunder. Requirements for holders of Certificate B:

(i) Holders of Certificate B with 3 in-service subjects i.e., 22 points) will be required to complete a preliminary course of a minimum of 2 hours per week for one year. (ii) Holders of Certificate B with 4 in-service subjects i.e., 24 points) will be required to complete a preliminary course of a minimum of 2 hours per week for one year. (iii) Holders of Certificate B with additional in-service subjects (i.e., 5 or more in-service subjects) will be exempt from preliminary requirements.

Note: Preliminary course work where required will be selected from the subjects offered as part of the conversion r~ourse from T.P.T.C. to Diploma of Teaching (Primary).

Length of the Course A minimum of one year full-time or two years part-time.

COURSE STRUCTURE On entry each student must nominate a field study based on

his particular interests and within the scope of College resources. In the case of part-time or evening students the field study would be undertaken in the second year.

A course will be structured for each student involving three elements integrated as shown with optional unit values indicated (see examples). Each complete course must consists of four units.

127

GRADUATE DIPLOMA OF TEACHING (PRIMARY)

EXAMPLE A

YEAR 1 YEAR 2

Course Study - 1unlt

Supportive Studies Field Study - 2 units

(2 x Y2) = 1 unit

EXAMPLE B

YEAR 1 YEAR 2

Course Study - 2 units

Supportive Studies Field Study - 1 unit

(2 x Y2) = 1 unit

Other combinations could be offered, but on no account should the field study be less than 1 unit value. In fact a 2 unit value field study is preferred (Example A) as this weighting seems more appropriate to the area which is the principal element in the course.

The field study will be the investigation or research requirement of the course. The course study will be the background study supplied by the appropriate subject department and related to the field study. The supportive studies will provide the .methodology and/or subject matter related to the field study. Th'ese studies will be offered by Applied Education, Education and Mathematics departments.

Course Studies These will be offered by the following departments :--:

AR450 Art EN 450 English MA450 Mathematics MU450 Music PE450 Physical Education, Health and Recreation SC450 Science SS450 Social Science

Each course will consist of a year of study (30 weeks) and involve contact time of 2-4 hours per week. 128

COURSE STRUCTURE Supportive Studies Applied Education Department GS411 Curriculum Development GS412 Classroom Interaction GS413 Studies in School and Classroom Organization. GS414 Studies in Remediation, with particular reference to

Reading. GS415 Educational Technology. GS416 Early Ch'ildhood Education (Language Arts)

Education Department GS421 Theories of Learning and Motivation. GS422 Cognitive Development - A Piagetian Study. GS423 Intelligence and Related Abilities. Use and Evaluation

of Standardized Tests.

Mathematics Department GS431 Research Techniques and Associated Design Problems. GS432 Testing and Measurement. GS433 Elementary Statistics.

Each study is taken for one semester (15 weeks) and has the value oft unit. Contact time is two hours per week.

Field Studies Throughout the conduct of the field study the student will

work under the guidance of the appropriate department e.g. Art, Physical Education, etc., and will be required to attend discussion groups or tut.orials.

Departments offering supportive studies may also need to be consulted. There will be specific requirements concerning the format of the thesis presentation.

COURSE STUDIES

AR450 ART The following areas are offered :

Textiles Printmaking Painting Ceramic Art

Prerequisites Art III in the appropriate area, or its approved equivalent.

129

GRADUATE DIPLOMA OF TEACHING (PRIMARY) EN450 ENGLISH The following areas are offered :

Children's Literature Communications Drama Literary Studies Reading

Prerequisites Dependent on the area chosen. The department should be

consulted.

MA450 MATHEMATICS Course studies are offered which include combinations of:

History and Philosophy of Mathematics Curriculum Development Number Theory Geometries

Prerequisites A major study in Mathematics, or its approved equivalent.

MU450 MUSIC Courses will be developed in the following areas :

Ethnomusicology Music Psychology (Educational) History and Literature of Music Creative Music

Prerequisites A sub major in Music.

PE450 PHYSICAL EDUCATION, HEALTH AND RECREATION Lecturer in charge: Miss M. Wright

Students may select to work in any of the following areas :

130

Biomechanics Physical Growth and Development Physiology of Exercise Motor Skill Acquisition Recreation Studies Health Education

COURSE STUDIES Study within any of the above areas will be designed to

prepare the student for the field study. An example of a possible course development for a related field study might be:

YEAR 1

Course Study Physical Growth & Development

(1 unit)

Supportive Studies Motor Skill Acquisition

YEAR 2

Field Study: (2 units)

A cross-sectional study of the relationship between certain

measures in physical growth (1/:z unit)

Research Techniques (1/:z unit)

and development with performance in certain motor skills.

SC450 SCIENCE Course areas offered are:

Science Education Biological Science

SS450 SOCIAL SCIENCE Several courses have been designed by the faculty and

whether each or any one of those listed will be offered to students will depend on enrolments.

For further details of these courses enquiries should be directed to the Head of the Social Science department. Courses to be offered :

Australian Social History Aboriginals in Australia - Yesterday and Today Principles and Techniques of Sociological Enquiry Contemporary Indonesian Society

SUPPORTIVE STUDIES

GS411 CURRICULUM DEVELOPMENT A critical analysis of current definitions of the curriculum,

The curriculum in historical, psychological, philosophical and sociological perspective. The process of curriculum development. Curriculum models based upon the needs of primary school children. Types of curriculum and relate their objectives to associated learning experiences. The means of evaluating a curriculum. The consequences of a number of innovations for the curriculum, e.g. the other classroom, the community school, de-schooling.

131

GRAl>UATE DIPLOMA OF TEACHING (PRIMARY) References Hughes, P. (ed) The Teacher's Ro·le in Curriculum Design.

Sydney, Angus and Robertson, 1973 Musgrave, P. W. Knowledge, Curriculum and Change. Melbourne

University Press, 1973 Wheeler, D. Curriculum Process. London, University of London,

1971 Hooper, R. ( ed) The Curriculum-Context, Design and Develop

ment. Edinburgh, Oliver and Boyd, 1972

Assesslnent Presentation of reading surveys, seminar papers, tutorial

papers and reports.

GS412 CLASSROOM INTERACTION Individual differences in teacher-pupil interaction patterns.

Teachers' control of need satisfaction in inter-personal relations. The value of micro-teaching in improving teacher effectiveness. The influences of classroom climate on pupil behaviour. Accuracy of teachers' perceptions of pupils to teacher effectiveness. Effectiveness of the organization of the classroom group to improve the quality of teacher-pupil interaction.

References Raths, J., Pancella, J. R. and Van Ness, J. S. (eds) Studying

Teaching. 2nd edn., Prentice-Hall, 1971 Dale, E .. Building a Learning Environment. Phi Delta Kappa,

1972 Turney, C., Clift, J. C. and Traill, R. D. Microteaching.

Sydney, Sydney University Press, 1973 Nash, R. Classroom Observed. Routledge and Kegan Paul, 1973 Ober, Bentley and Miller. Systematic Observation of Teaching.

Prentice-Hiall Inc., 1971 Brophy, J. E. and Good, T. L. Teacher-Student Relationships.

Holt, Rinehart and Winston, 1974

GS413 STUDIES IN SCHOOL AND CLASSROOM ORGANIZATION

Relating aims and objectives to models of organization. Approaches to teaching-learning, e.g .. stimulus-free and stimulusbound methods. Alternative methods of organization, e.g. streaming, team teaching, non-grading. Techniques of evaluation and the interpretation of results. The role of the teacher in promoting effective parent-teacher and school-community relationships.

References Simpkins and Miller . .Changing Education - Australian View

points. McGraw-Hill, 1972 132:

SUPPORTIVE STUDIES Bassett, G. W. et al. Primary Education in Australia. Sydney,

Angus and Robertson, 197 4 · Hymen. Ways of Teaching. J. B. Lippencott, 1970 Edgar, D. The Competent Teacher. Melbourne, Angus and

Robertson, 197 4 Kibler, Barker and Miles. Behavioural Objecti'Ves and Instruc

tion. Allyn and Bacon, 1970 Torrance, E. P. Encouraging Creati'Vity in the Classroom.

W. C Brown Co., 1971 . Green. The Learning Process and Programmed Instruction.

Holt, Rinehart and Winston, 1963 De Cecco, J. P. and Crawford, W. R. T~ Psychology of Learning

and Instrtuction. Prentice-Hall, 1972 Hall, 1972

Hedges, W. Evaluation in the Elementary School. Holt, Rinehart and Winston, 1969

Assessment Presentation of reading surveys, seminar papers, tutorial

papers and reports.

GS414 STUDIES IN REMEDIATION Within this area, particular emphasis will be placed upon

the remediation of reading disabilities. Task analysis, isolating, in particular, component skills of

reading. Patterns of failure, determining causes and symptoms. Models of diagnosis and the tools of diagnosis. Evaluation of diagnostic tools and remedial programmes.

References Smith, F. Understanding Reading. Holt, Rinehart and Winston,

1971 Kirk, S. Educating Exceptional Children. Houghton Mifflin Gearheart, B. Learning Disabilities: Educational Strategies.

Mosby Co., 1973 (Detailed reference lists will be issued from time to time,

e.g. on research evaluating remedial programmes.)

Assessment Presentation of literature surveys, research summaries,

a tutorial paper and a report on practical work.

GS415 EDUCATIONAL TECHNOLOGY The relationship between the teacher and resources in the

learning process. Relating resources to the objectives, learning experiences and evaluation components of the teaching-learning situation. The educational-technical characteristics of media. The criteria for the selection of instructional media. Evaluating effectiveness of instructional media.

133


References

Brown, J. W., Richard, B. and Harcelroad, F. F. A. V. Instruction: Technology, Medi.a and Methods. 4th edn. McGraw-Hill, 1973

·Gerlach, V. S. and Ely, R. P. Teaching arui Media: A Systematic Approach. Prentice-Hall, 1971

Moller, H. Medi.a for Discovery. Angus and Robertson Wiltich, W. A. and Schuller, C. F. Instructional Technology:

Its Nature and Use. 5th edn., Harper and Row, 1973 1973 (Students will be ref erred to more detailed readings during the course.)

Assessment Seminar papers, school-based assignments related to chil

dren's use of media, planning and production of learning materials using a comprehensive range of media.

Note: Students undertaking this area will need to achieve basic equipment operation and resource production skills. Assistance in this practical area will be provided by the lecfurer concerned.

GS416 EARLY CHILDHOOD EDUCATION (LANGUAGE ARTS) The acquisition of language in children and the role of

the teacher in developing language skills. Language programmes appropriate to stages of child development. Language programmes and structured language arts. The diagnosis and remediation of language; disadvantaged children. The characteristics of stimulating langluage environments. The relationship between development of language and effectiveness of learning.

References Rosen, C. and Rosen, H. The Language of Primary School

Children. Penguin Educational, 1972 Yardley, A. Exploratihn and Language. Evans Bros., London,

1970 Britton, J. Language and Learning. Pelican Books, 1972 Stewig, J. W. Exploring Language with Children. Charles E.

Merrill Pub. Co., Ohio, 1974 Newman, H. Effective Language Arts Practices in the Element

ary School, Selected Readings. J. Wiley and Sons, 1972

Assessment Presentation of reading surveys, seminar papers, tutorial

papers and reports. 134

SUPPORTIVE STUDIES

GS421 THEORIES OF LEARNING AND MOTIVATlON Review of classical and operant conditioning, extinction,

spontaneous recovery, generalization, discrimination, reinforcement - primary, secondary and negative, Rote learning, massed and spaced practice, skill learning, insightful learning, Hebb's contribution. The cybernetic approach; motivation, extrinsic and jntrinsic, motivation and homeostasis, secondary motivation, need for stimulation, role of the hypothalamus, (Olds and Milner's work). Measurement of motivation, Yerkes-Dodson's competing motivational states, classroom motivation.

References Borger, R. and Seaborne, A. The Psychology of Learning.

Penguin, 1966 Bartoshuk, A. K. Motivation. Wm. C. Brown, Iowa, 1966 Krech, D. and Critchfield, R. S. Elements of Psychology.

Alfred A. Knopf, 1962 Bindra, Dalbir and Stewart, J, Motivation. Penguin, 1966

Assessment End-of-unit examination and one report of a project com

pleted in the student's own class.

GS422 COGNITIVE DEVELOPMENT - A PIAGETIAN STUDY Intellectual development proposed by Jean Piaget. Theoretical conceptions of Jean Piaget: stages, equilibra

tion, the logical model. Current state of research: Conservation training studies, the conservation tests and their methodological problems. Other points of view: the S - R approach: Bruner and cognition.

References Almy, M. Chittendon, E'. and Miller, P. Young Children's Think

ing: Studies of Some Aspects of Piaget's Theory. N~Y., Teachers College Press, Columbia 1University, 1967

Bruner, J. S., Olver, R. and Greenfield, P. M. Studies in Cognitive Growth. Wiley and Sons, 1966

Flavell, J. The Devewpmental Psychology of Jean Piaget. D. Van Nostrand, 1969

Furth, H. G. Piaget and Knowledge: Theoretical Foundations. Prentice-Hall, 1969

Piaget, J. and Inhelder, B. The Psychology of the Child. Routledge and Kegan Paul, 1969

Assessment Class paper, experimental study and examination.

135

GRADUATE DIPLOMA OF TEACHING (PRIMARY) GS423 TESTING AND PUPIL EVALUATION

The construction, the use and interpretation of standardized tests and a basis for personality assessment of the child.

Teacher constructed tests: Objectives, reliability and validity, types and structures, interpretation of results including item analysis.

Standardized tests : Intelligence, achievement, diagnostic readiness.

Personality assessment: Rating scales, sociometric surveys, observational techniques.

References Making the Classroom Tests. Melbourne, A.C.E.R., 1962 Tyler, L. E. Tests and Measurements. Prentice-Hall Inc., 1971 Vernon, P. E. Intelligence and Attainment Tests

University of London Press Ltd., 1968 Gordon, I. J. Studying the Child in School.

John Wiley and Sons, Inc., 1966 Rothney, Wells, J. Methods of Studying the Individual CNiJ,d:

The Psychological Case Study. Blaisdell Publishing Co. 1968

Assessment Presentation of practical book and examination.

N.B. All the above courses are semester courses of 2 lectures each per week.

GS431 RESEARCH DESIGN AND EVALUATION Sources of research problems, framing of hypotheses, sample

selection, internal and external validity, statistical hypotheses, inferential statistics, interpretation of results. Correlational re~earch, multiple regression, computer programme for multiple regression, interpretation of results of multiple regression.

References Ary, D., Jacobs, L. C. and Razavieh, A. Introduction to Research

in Education. Holt, Rinehart and Winston, 1972 Popham, W. J. and Sirotnik, K. A. Educational Satwtics -1Use

and Interpretation. 2nd edn. Harper & Row, 1974 Tuckman, B. W. Conducting Educational Resewrch.

Harcourt Brace Jovanovich, 1972 Kerlinger, F. and Pedhazur. Multiple Regression in Behavioural

Research. 1973

Assessment

136

(a) short periodic tests. (b) evaluation of the quality of research carried out in the

field study.

SUPPORTIVE STUDIES

GS432 TESTING AND MEASUREMENT Objectives and the evaluation of the degree of their achieve

ment, cognitive and affective objectives; techniques of test construction, item analysis, measures of item quality including Guilford's phi, point biserial correlation and the associated probabilities including the Fisher exact test; factor analysis of tests to identify structure; the questions of reliability and validity -the various measures of these types of testing - achievement, diagnostic, mastery, standard tests; interpretation of the contents of technical and normative supplements associated with standard tests.

Prescribed Text Gronlund, N. E. Constructing Achievement Tests. Prentice-Hall or Theobald, J. H. An Introduction to the Principles of CT,ass-

room Testing. Hall's Book Store

References Ebel, R. L. Measuring Educational Achievement. Prentice-Hall Nelson. Measurement and Evaluation in the CT,assroom.

MacMillan Gronlund, N. E. Measuring and Evaluation in Teaching.

MacMillan Bloom, B. S. (ed.) Tiaxonomy of Educational Objectives,

Handbook 1. David McKay Krathwohl, D. R. (ed) Taxonomy of Educational Objectives,

Handbook 2, David McKay Pollard, A. H. A Service Course in Statistics. Pergamon Press Bloom, Hastings and Madaus. Handbook on Formative and Sum

mative Evaluation of Student Learning. McGraw-Hill Farr, R. Measurement and Evaluation of Reading. Harcourt

Brace and World

Assessment An objective type test on co1Urse content, and the setting and

analysis of an objective type test in order to put into practice techniques acquired from the course.

GS433 STATISTICS Elementary descriptive and inferential statistics. Models for

data sets - graphical, histogram, frequency polygon, ogive; parametric - measures of central location and dispersion; measures of relationship, various modifications of the Pearson's r; sampling; sampling distributions and associated inferences, "normal" and student's t tests for significance of differences between means.

137


References Seber, G. F. Elementary Statistics. Sydney, Wiley, 1974 Popham, W. J. and Sirotnik, K. A. Educational Statistics: Use

and Interpretation. New York, Harper and Row, 1974 Pollard, A. H. A Service Course in Statistics. Sydney, Pergamon,

1968

Assessment An objective test on the contents of the course.

138

GENERAL INFORMATION

ASSOCIATED SCHOOLS

Education Department Schools

School Phone Address

Bellaire 43 5203 Larcombe St., Highton Bell Park North 783548 Barton St., Nth. Geelong Bell Post Hill 78 3100 Vines Rd., Nth. Geelong Belmont 432972 Mt. Pleasant Rd., Belmont Chilwell 21 2738 Pakington St., Geelong Corio 751430 Hendy St., Corio Corio South 751815 Vermont Ave., Corio South Corio West 75 2741 Wexford Crt., Corio West Drysdale 51 2272 Springs Rd., Drysdale East Geelong 21 2189 Boundary Rd., East Geelong Fyansford 91679 lnverleigh Rd., Fyansford Fyans Park 21 3772 Cook St., Newtown Grovedale 43 3902 Bailey St., Grovedae Herne Hill 784117 Church St., Nth. Geelong Highton 431494 Roslyn Rd., Highton Leopold 501233 Queenscliff Rd., Leopold Lovely Banks 761321 Anakie Rd., Lovely Banks Manifold Heights 99643 Strachan Ave., Man. Heights Montpellier 43 2521 Lambhill Cr., Highton Moo lap 21 2667 Drysdale Rd., Moolap Newcomb 211356 Richard St., Newcomb Newtown 99730 Aberdeen St., Geelong Norlane 751315 Thrush St., Norlane Norlane West 753260 Peacock Ave., Norlane West North Geelong 78 2794 Melbourne Rd., Nth. Geelong North Shore 751359 Tallis St., Norlane Oberon 431613 Dorothy Ave., Belmont Roslyn 43 3538 Roslyn Rd., Belmont South Geelong 21 4047 Kilgour St., South Geelong South Oberon 43 2997 Pickett· Cres., Belmont Swanston Street 91175 Swanston St., Geelong Tate Street 21 2780 Tate St., East Geelong West Geelong 91001 Lawson Ave., Geelong West Airey's Inlet 89 6392 Bannockburn 811383 Buckley Connewarre 641270 Freshwater Cr'k 64 5127 Maude 81 9223 Moriac 661298 Mt. Moriac 661216 Shelford 81 3291

Principal

Mr. I. Giles Mr. I. McKenzie Mr. G. McLaughton Mr. M. Bawden Mr. F. Le Deux Mr. A. Blackie Mr. M. A. Edmonds Mr. J. Hart Mr. M. Read Mr. P. Perry Mr. B. Denmead Mr. K. O'Callaghan Mr. K. Swansborough Mr. J. Hayes Mr. M. Healy Mr. J. Benstead Mr. P. Scheuffele Mr. C. Dyer Mr. I. Eason Mr. L. Traweek Miss P. Castles Mr. J. Loney Mr. K. Warren Mr. D. Keen Mr. J. Walsh Mr. J. Keaney Mr. W. Willett Mr. J. White Mr. W. Bond Mr. J. Welsh Mrs. V. Burgess Mr. L. McFarlane Mr. B. Ryan

139

GENERAL INFORMATION

Independent Schools

Geelong College Preparatory School Aberdeen Street, Newtown

92261 l\:lr. 1\:1. I. Watson

Geelong Church of England Grammar School - Bostock House, 43 3955

Pigdons Road, Highton l\:lr. A. J. Herbert

l\:lorongo Presbyterian Girls' College 7 4301 Ballarat Road, Bell Post Hill l\:liss Brookshaw

Geelong Church of England Girls' Grammar School 43 7111 "The Hermitage" Pigdons Road, Highton l\:liss Britten

St. John's Lutheran School 215221 33 Aberdeen Street, Newtown l\:lr. K. Oster

St. Robert's School 211075 Nicholas Street, Chilwell (Sisters of l\:lercy)

Our Lady's School 9 8298 l\:linerva Road, l\:lanifold Heights (Brigidine Sisters)

Wall-maps of the Geelong area are posted in the corridor outside the entrance to the General Office and near the S.R.C. Office, show the exact location of all training schools.

HOSTELS

The Education Department provides residential accommodation in three hostels :

Women -"Ariston," Annexe 1, 249 Pakington St., Newtown

Phone 9 4840; Students 21 2377 Annexe 2, 245 Paking-ton St., Newtown

Phone 9 2907; Students 21 2588 "Lauriston," 23 Aberdeen Street

Phone 21 3260; Students 21 5011 Men -

"Hawthorne," 15 Aberdeen Street Phone 21 2960; Sfudents 21 4933

Application forms are supplied to incoming students along with a list of the articles successful applicants are to bring with them. 140

GENERAL INFORMATION

Regulations governing life in hostels are also supplied to prospective residents. It is essential that these conditions be read carefully.

It is assumed that students accepting the privilege of hostel accommodation will fully observe Hostel Rules and Regulations, accept and carry out prescribed duties, and accept the advice, direction and instructions of the Resident Officer.

Students - whether holding Department awards or not ·are eligible to apply for accommodation.

RESOURCE CENTRE All College courses involve students in extensive use of the

book and periodicals literature of their subjects. The Centre's holdings of books and other materials reflect the range of subjects taught, from Science, Mathematics, Physical Education and Health, to Art, Music, E'ducation, English and Social Science. The resource Centre comprises three units of service:

THE LIBRARY housing the main collection of books, periodicals, and other materials, with staff available to aid students in their use of the library.

TEACHING MATERIALS CENTRE containing school level teaching materials such as books, charts, records, sound film strips, etc. for use by students in teaching practice. The Centre is staffed at all time by a trained teacher to help students.

AUDIO-VISUAL CENTRE. This centre is responsible for all Audio-Visual services within the College including educational television.

A separate pamphlet giving details of all facilities, times of opening, etc., is available from the Resource Centre.

LEAVE Each student shoud attend every session of the College as

required by his time-table and every session of the school to which he is attached for school experience.

If you are unable to report for duty at any time, you should follow these instructions : (a) Notify College or the school as soon as possible after you

know you will be absent (b) On ydur return to College, if you have a medical certificate

or special leave, fill in an ABSENCE EXPLANATION SLIP which will be found in a box in front of the General Office.

141

GENERAL INFORMATION

(c) On your return to school inform the school Principal of your return to duty. If you have a certificate or special leave fill in an ABSENCE EXPLANATION SLIP when you return to College. (Principals of schools include in their reports a record of student absences). Students should note that a poor attendance record, even

for medical reasons, prevents a student from meeting the requirements of the course and may lead to failure, with consequent lengthening, suspending, or termination of the course.

PUBLICATIONS The Publications Committee of the College produces, about

once a term, a magazine "Vines" which carries articles prepared by staff within the college and associated schools.

ART COLLECTION The College is justly proud of the art collection which con

fronts students with original works by recognized artists. 'fhe collection includes oil paintings, water-colours, etchings, lithographs, lino-cut and wood cut prints, ceramics and sculpture. It was commenced in 1961 with' the acquisition of a small water color by Arnold Shore entitled "Ballarat," and has since been extended as finance has permitted.

In 1975 the S.R.C. purchased a painting by Jenny Watson, "Stella and Jeff."

PHYSICAL EDUCATION FACILITIES AND EQUIPMENT HaU

Street shoes must not be worn when using the hall for any form of sport or physical education.

Gymnasium (a) Street shoes must be removed before entering the small

gymnasium for any purpose. (b) Appropriate clothing must be worn when exercising in the

small gymnasium. (c) No ball games are to be played in the gymnasium. ( d) During College hours padders must accompany the per

former at the trampoline. After College hours the trampoline may be used at ydur own risk.

(e) Equipment must be returned to the appropriate section of the small gymnasium after use; this applies particularly to mats.

142

GENERAL INFORMATION

Use of Equipment Equipment may be borrowed from the Physical Education

Laboratory Assistant, Mr. Terry Hart, at the Physical E'ducation Storeroom. Borrowing and returning times will be - 2.45 - 4.45 p.m. Wednesdays 12.30 - 1.30 ; 3.30 - 4.30 p.m. Outdoor Adventure Equipment Conditions of Hire: i. Equipment must be hired or returned to the Physical Edu

cation Laboratory Assistant between the hours of 3.45 p.m. and 4.45 p.m.

ii. Equipment must be cleaned and dried before being returned to College.

iii. The following deposits will be required:Canoe Unit $10 Kayak 1Unit $10 2-man tent unit $5 Rucksacks $5

The percentage of the total deposit refundable is dependant upon the cost of repairs or replacement of equipment lost or damaged during the hiring period. iv. Hire Charges:

Canoe Unit ($1 per unit per day) Kayak Unit ($3 per unit per weekend)

($6 per unit per week. 2-man tent Unit $1 per unit per weekend) Rucksack ($2 per unit per week)

This sum is a non-refundable charge to cover maintenance costs.

NOTE: i. A charge of $1 for each additional day beyond the period of

hire will be made for each item of equipment. ii._ In the event of the total loss of the equipment the hirer is

deemed responsible. The hirer will be required to pay a sum of money which will be assessed on the current value of the equipment involved.

Teaching material for school experience equipment to be used in the teaching of physical education lessons may be borrowed from tlie Teaching Materials Centre.

TUTOR GROUP MEETINGS These sessions provide the means of communication between

different sessions of the College - between staff and students, between S.R.C. and the general body of students, between Committee officials and sfudnts, and between students and their tutors. Students are required to attend tutor group meetings.

143

GENERAL INFORMATION

COLLEGE ASSEMBLY

Assemblies of students are arranged when guest speakers visit the College, when special programmes are arranged, when matters of importance are to be discussed with or commnicated to students, and when programmes are arranged by student .committees.

GRADUATION CEREMONY Each year a Graduation Ceremony is conducted. Each

graduate is presented with the Diploma of Teaching, after which an Address is given by an eminent visitor. Parents of graduates receive an invitation both to the ceremony and to an informal luncheon afterwards. Eligible students wear the formal College graduation gowns, which are hired each year at moderate cost.

THE NEVILLE SEWARD AWARD

The Neville Seward award, an honoured and highly coveted prize at Geelong State College, is a memorial to the late Neville Seward who died on January 25th, 1954, after having been Head Teacher at Wallinduc State School from the time he left the then Geelong Teachers' !College in 1952 until the commencement of his illness in October, 1953.

Through the gracious generosity and thoughtfulness of Neville's parents. Mrs. Sarah May Seward and the late Mr. John Seward, a sum of money has been placed in trust with the income to be applied in perpetuity towards the award.

It was decided with the agreement of the donors to identify the award with the ideal of service to one's fellow students -their welfare, their institutions and their organizations within the student community- this being a marked feature of Neville's attitude to, and participation in st'udent life and activities during his course.

Since 1970, two awards have been available, one to a man and one to a woman student. The awards are made at the Final Assembly of each College year to the man and woman student nominated to the Principal by the Students' Representative Council as being most worthy of the designation :

"Outstanding and unselfish service to his (or her) fellows within the corporate life and activities of the student community." 144 .

GENERAL INFORMATION

TRANSPORT FACILITIES AND PARKING

Bus Service to Vines Road A special bus service is arranged from hostels to College for·

the benefit of students. Arrangements are made on a week to week basis with consideration to the following: (i) The service operates only when there is sufficient con

sistent demand. (ii) When the demand falls to a point where the service becomes

'Uneconomical students may then use the "track" buses which stop at the College gate.

(iii) Buses depart hostels for college at 8.35 a.m. (iv) Special bus service operates only when first-year students

are in College, and on all Wednesdays until no longer required.

Taxis Buses and taxis enter through main gateway to serve stu

dents at the College. Taxis may be called from the public phones installed for the use of the students.

Student Parking Students travelling to College in private cars should note the

following points regarding traffic procedure and parking: 1. Student cars are not to be parked in the College grounds

except in the student car park. 2. Park vehicles in a correct and orderly manner within the

lined areas. If all lined areas are occupied the vehicle must be parked outside the grounds.

3. If parking in Drysdale Ave., park only on the south side. 4. Do not park in Vines Road between the signs located near

the bus stop and the Vines Road gateway. 5. Keep clear of all driveways in Vines Rd., and Drysdale Ave. 6. Observe a safe speed within College grounds 7. Note that there are several school crossings on Vines Rd.,

Church St., and Ballarat Rd. These are regularly policed. Note: Changes may be made to transport and parking arrangements at any time. Any alterations will be announced.

TRAVEL CONCESSIONS College students are eligible for the concessions granted by

the Victorian Railways for rail travel between the College and place of residence at weekends and during vacations.

Forms are available at the general office. These shduld be completed in full and presented for signing one full day before required.

145

GENERAL INFORMATION

Travel Concessions are also available under the A.U.G. Travel Scheme.

DRESS During School Experience rounds students are required to

conform with the standard of dress maintained in the schools to which they are appointed.

At College considerable freedom of dress is approved, but it is expected that students will be neat and clean in appearance.

COLLEGE CHARGES Certain compulsory official fees are payable to the Students'

Representative Council and to the College. From these the S.R.C. organizes, through its five chartered committees (Men's Sport, Women's Sport, Social, Concert & Dramatic, Publications) the year's programme of extra-curricular activities.

All fees are due on the first day of College each year. Payments should be made to the Registrar at the College Office.

STUDENT ORGANIZATIONS

Victorian Teachers' Union A students' branch of the V.T.U. is formed at the College.

State College Fellowship There is a T.C.C.F. group in all Victorian primary teachers'

colleges. Each group is completely autonomous and inter-denominational. Through a programme of public meetings - often with guest speakers, Bible studies, hikes, house parties, films, prayer meetings and other activities, the T.C.C.F. aims to provide activities in which Christians can meet together for fellowship and gain the opportunity for presenting the Christian message to college students.

STUDENTS' REPRESENTATIVE COUNCIL SRC Executive: President: Mr. Trevor White , Secretary: Miss Michell Bickley Treasurer: Mr. Robert Hoskin

Elected by the students, this council provides an effective outlet for student opinion, controls, CC>-ordinates and allocates finance to its committees, which are responsible for the organization of various functions throughout the year. This finance is gained by way of student fees. 146

GENERAL INFORMATION

COMMITTEES:

A.U.S.: Secretary: Jenny Marles Women's Officer: Henriette van Schyndel

Provides cheap overseas travel, low cost hospital-dental benefits and general insurance (life and property), advice on educational matters (e.g. Tertiary Allowance Scheme) and help on a· wide variety of student problems.

ASSEMBLIES: Secretary: Bren Hunt Arranges for meetings of the entire student body, where

guest speakers and Bands entertain, and student and administration notices are transmitted to the College as a whole.

CANTEEN: Secretary: Karen Jeffrey Organizes the running of the Canteen and discusses with the

student body any queries regarding administration of same.

CONCERT & DRAMAT:UC: Secretary: Mark Renouf Arranges for the participation of the student body through

the production of a major musical and Pantomine at set times during the academic year.

PUBLICATIONS: Secretary: Liz McAloon Produces at various times during the academic year a

student publication named 'Tatler' and annually a magazine edition of 'Kardina' culminating the happenings of the past year.

SOCIAL: Secretary: Sandy Naughton Organizes the three major social functions of the year -

the Welcome, Presentation and Graduation Balls, as well as various supper dances held intermittently with these.

SOCIAL SERVICE: Secretary: Katrina Peters Is responsible for the organization of the Miss S.C.O.V.A.G.

Quest (a part of the Miss Australia Quest) and the collection of monies for various nominated charities.

SPORTS: Secretary (Women): Chris Butterworth Secretary (Men): Mark Browne

Organizes and controls all phases of College Sport as well as the purchase of Sports equipment available for student use.

147

GENERAL INFORMATION

EDUCATION DEPARTMENT EXTENDED COURSES Students who complete their courses at a creditable standard

may be awarded extensions of their studentships in order to obtain additional or specialized qualifications.

These awards are made on a competitive basis. Total results gained over the three years of the course form the basis of selection. 1. University Courses-leading to a degree in Arts, Science,

Commerce, Economics & Politics, Music. Humanities or to the Diploma of Physical Education. Some of these Arts and Science courses are for major studies in Psychology. Although Matriculation (or Higher School Certificate) is the required level of entrance for these courses, it is also necessary to be accepted in universities quotas.

2. One-year Courses leading to: Graduate Diploma in Special Education (Hearing Impairment) S.C.V. at Burwood. Graduate Diploma of Special Education at the State College of Victoria at Melbourne. This is a qualification for teaching mentally and physically handicapped children. Diploma of Librarianship at the State College of Victoria at Melbourne.

DEPARTMENTAL CORRESPONDENCE All teachers-in-training are entitled to communicate with

the Education Department on matters which concern their service as teachers. They should first seek advice from a College lecturer (e.g. their group tutor), the Vice-Principal, or the Principal.

Students holding Education Department awards should note that communications with the Education Department concerning salaries, qualifications, or any other matter, should be made by letter written on official correspondence paper. It is advisable, when writing on matters concerning the College to forward letters through the Principal. This frequently facilitates prompt reply.

INFORMATION FOR EDUCATION DEPARTMENT STUDENTSHIP HOLDERS Sick Leave

Leave is normally granted, provided that: (a) You have a sufficient reserve of sick leave credits. Each

studentship-holder is credited with twelve days sick leave each year. Absences are subtracted from these credits.

148

GENERAL INFORMATION

(b) You produce a medical certificate when you are absent for more than three consecutive days; when you have been absent previously during the year for a total of five <kys without medical certificates, or when any absence immediately precedes or follows a school vacation.

Notes: (i) A medical certificate is not required for an absence of

three days or less except in the circumstances described in (b) above.

(ii) Students are expected to arrange dental appointments outside College hours. Severe dental trouble will be regarded as "illness" ; A statement from the dentist should be provided to certify that you were unfit for duty until yOIU had received urgent dental treatment.

(iii) Leave without loss of sick leave credits may be granted on account of certain illnesses which may be attributed to "occupational infection." A medical certificate must be produced in all such cases, and an application made for special leave on the yellow form LE 358.

For each of these illnesses a maximum period is listed in the regulations :

Influenza, German Measles, Chicken Pox one week Mumps, Measles ............................................ two weeks Scarlet Fever, Whooping Cough .... .... .... .... .. .. two weeks

(further leave to be approved by the School Medical Officer) Typhoid, Diphtheria, Meningitis as approved by the S.M.O. Hepatitis, Poliomyelitis, P!Ulmonary Tuberculosis

as approved by the S.M.O. (maximum leave - six months on full pay)

(and six months on half pay) In cases of Typhoid, Diphtheria, Meningitis and Hepatitis,

applications for special leave will be considered only if the Principal certifies that there have been cases in the school. (iv) Students who have been absent owing to illness for any

continuous period in excess of th'irteen weeks may be examined by the S.M.O. before they resume duty.

Family Illness or Bereavement Leave may be granted at the discretion of the Minister to

a maximum of two days, but in special circumstances may be granted for a longer period.

Leave if granted for these reasons, is normally limited for the death or serious illness of a close relative (father, mother, sister, brother, wife, son or daughter). In such cases of serious illness a medical certificate should be submitted with your application for leave.

149

GENERAL INFORMATION

Special Leave Application for special leave must be made .to the Principal

or Vice-Principal before the proposed dates of absence. It is the s1ludent's responsibility to notify the lecturers concerned

Medical Examinations and Superannuation On enrolment all students are required to produce a medical

certificate to show that they are free from communicable diseases or defects likely to impair their effectiveness as teachers.

Education Department studentship holders are required to undergo a medical interview and, if indicated, an examination before College entry, as well as an examination at the end of the course.

At the end of the course, students are required to have an X-ray examination and an examination by a School Medical Officer to determine whether they will be eligible for full or limited rights and benefits when they are required to contribute to the superannuation fund, and to determine suitability medically for classroom duties.

A student who fails to furnish any medical or dental information requested by the examining School Medical Officer will be made either a "limited" or a "Service Benefits" contributor by the Superannuation Board. A student who does not attend for examination will be classed as a "Service Benefits" contributor.

Teachers have a right to appeal against being classed as either "limited" or "Service Benefits" contributors within 12 months of the first pay-day, following completion of the course of training.

Any student in this category is advised to appeal without delay since the advantages of becoming a contributor for full rights to benefits are n\J.merous. No increase to contributions is involved.

A booklet explaining the principal provisions of the Superannuation Acts is issued from time to time by the Superannuation Board. Students should consult this booklet for details of this scheme. The Vice-Principal has copies.

Workers' Compensation All students holding Education Department Studenships are

covered by the Workers' Compensation Act against accident or injury whilst on duty at the College, or going to or from their home to College. The Act provides for the payment of ambulance, hospital, medical, nursing and chemists' costs, and for specific amounts for death, loss of limbs, etc. 150

GENERAL INFORMATION

As soon as possible, after receiving an injury a student sh(juld report to the member of staff responsible for Workers' Compensation claims, Mr. R MacLeod. As it is essential that a doctor's certificate, Form "B", accompany the claim for compensation, the student is advised to ask for this visit to the doctor, and to bring it when he comes to make a claim.

If he is absent because of injury he should state on the "Report of Absence" form that Workers' Compensation is being claimed.

Claimant must not pay accounts, but bring these to the College from where they will be forwarded to the State Accident Insurance Office.

A teacher allowed leave and covered by Workers' .Compensation is granted leave with pay. This leave is not a debit on his sick leave credits.

151

- ......

ff.EMRY THACKER PTY. LTD., PRINTERS, GEELON&

152