1980 HANDBOOK Volume 1

Bachelor of Education (Art and Crafts)

Bachelor of Education (Primary)
Bachelor of Education (Secondary)
Diploma of Teaching (Primary)
Diploma in Education

757 Swanston Street, Carlton, Victoria, 3053. Tel: 341 8111

MELBOURNE STATE COLLEGE
1980 Handbook Volume 1

Bachelor of Education (Art and Crafts)

Bachelor of Education (Primary)
Bachelor of Education (Secondary)
Diploma of Teaching (Primary)
Diploma in Education

THE U NA/ ERB/TY OF MELBO

ER.C. EDUCATION UR NE
CAFLTON

757 Swanston Street

Carlton, Victoria, 3053
Telephone: 341 8111
The regulations and information printed in this Handbook
are as approved by the College Council
at 1 August 1979.

Subsequent changes may be introduced.

Students involved will be notified of any such changes.

Copyright in this material subsists in Melbourne State College. The material may not be
reproduced without the written permission of the Registrar, Melbourne State College, and, subject
to such permission, upon such terms and conditions as the Registrar shall impose.

ISSN 0313 3257

Published by Melbourne State College, 757 Swanston Street, Carlton, Victoria 3053, Australia.
Printed by Ouadricolor Industries Pty Ltd 33 Glenvale Crescent, Mulgrave, Vic. 3170
 Contents
Map of College (iv)
Introduction 1
Principal Dates 1980 1
Central Administration 1
Schedule of Courses 1980 2
College Council Membership 4
College Council Committees 5
Constitution of Council 7
Undergraduate and Diploma in Education Courses Offered Summary 10
Admission and Enrolment Procedures 12
External Studies 16
General Regulations 19
Fees 21
Summary of Academic Organisation 23
Course Committee Contacts 27
Selection Officers and Course Advisers 27
Student Services 29
Financial Assistance 30
Staff 31
Principles for School Experience 46
Education Resource Centre 48
Noojee Outdoor Education Centre 49
Gryphon Gallery 49
Art Collection 50
Day Nursery 50
Open Stage 50
Students' Association 51

Details of Courses
Bachelor of Education (Art 8 Crafts) 53
Bachelor of Education (Secondary) 89
Diploma of Teaching/Bachelor of Education (Primary) 255
Diploma in Education 389
Form of Gift or Bequest 412
MAP OF COLLEGE
MONASH DRIVE

GRATTAN STREET

1, 2 Boom Gates 6 Cafeteria 10 Gryphon Gallery

3 General Office inquiries 7 Cafeteria 11 Reception Office.
4 Student Records 8 Day Nursery Department of
5 Students' Association 9 Open Stage School Experience
 Introduction 1

Introduction
Volume 1 of the College Handbook is primarily designed to provide students with information on
the undergraduate courses in which they are enrolled.
In addition, the Handbook contains general information on enrolment and change of enrolment
procedures, general regulations applicable to each student, an outline of College organisation
and facilities and other matters.
Each student receives on enrolment a Students' Information Booklet which also contains much
important and useful information about the College and the policies and procedures which affect
students.
The Students' Information Booklet and this Volume of the Handbook should be read in conjunc-
tion, and should be retained for future reference.
Graduate courses are described in Volume II.

Principal Dates 1980

January 3 College re-opens.
7 Course advice and re-enrolment begin.
28 Australia Day Holiday College closed.
February 4 Diploma of Teaching/Bachelor of Education (Primary), Year 3;
Bachelor of Education (Art and Crafts). Year 4, begin.
11 Bachelor of Science (Education), Year 4, begins.
16 Bachelor of Science (Education), Year 3, begins.
25 Orientation Week begins and all other undergraduate courses
begin.
April 4-8 Good Friday, Easter Holidays College closed.
25 Anzac Day Holiday College closed.
May 21-23 Award Conferment Ceremonies.
16 First term ends.
26 Second term begins.
June 16 Queen's Birthday Holiday College closed.
August 22 Second term ends.
September 1 Third term begins.
November 3 Assessment begins.
December 12 Issue of results begins.
23 College closes.
Students should consult the Schedule of Undergraduate Courses on the following pages, which
provides the timetable for courses.

Central Administration
Principal William Pye, MA BEd Melb
Acting Deputy Principal John J Ryan, BSc PhD BEd Melb ARACI
Vice Principal Roger R Woock, BA Minnesota MA Columb EdD NYU
Business Manager Neil Maher, AASA ACIS AAIM RCA
Registrar Geoffrey A Richards, BSc DipEd Melb
 r.)

ainpayos a6alloo
SCHEDULE OF UNDERGRADUATE AND DIPLOMA IN EDUCATION COURSES 1980
BEd &
BEd/DTP BEd(A&C) BEd(Sec) BSc(Ed)
DipEd
Week G
General
Monday-Fri day Yr 1 Yr 2 Yr 3 Yr 4 Yr 4
Wk Yr 1 Yr 2 Yr 3 Yr 1 Yr 2 Yr 3 Yr 1-3 Yr 4
(1) (1) (1) (2) (3)
January 31-4 College opens 1
7-11 3 January
14-18 3
21-25 4
Fl77truary 28-1 Aust Day 28 Jan 5
4-8 6 I
11-15 7
18-22 8 111 3
25-29 9 Orientation Week Studios Available Orientation Week 0 Wk
March 3-9 10
10-14 11
17-21 12
24-28 13
April 31-4 G Fri 4 Apr 14
7-11 Resume April
14-18 16
... . ...
21-25 Anz Day 25 Apr
1ay 28-2 1:
5-9 19 1 Study Vacation
12-16 Sch-Uni Vacs 20 Assessment Assessment Study Vacation Study Vacation

June
19-23
26-30
2-6 I
9-13 i
16-20
Sch-Uni Vacs
Uni Vacations
21
22
23 ,,,c
24 1:3 z'
On's Bth 16 Jun 25 6 g
6.=
EMBINUIMMEMMEINE
Excursion Excursion Assessment
Excursion
Assessment
Excursion

HIM

School experience
MUM Optional school experience block, it one day per week option not taken.
 Option of 1 day
23-27 26 =

per week sc hool

per week sc hool
experience

Option of 1 day
per week
July 30-4 27

experience for

experience for
One day

school

15 weeks
10 weeks
7-11 28
14-18 29
21-25 30 MIEN
August 28-1 31 Sty Vac
4-8 32 Sty Vac
11-15 33 L Assessment
18-22 l Uni Vacation 34 Sty Vacation Excursion
25-29 Sch-Uni Vacs 35 Assessent Excursion
September 1-5 Sch-Uni Vacs 36 Excursion
8-12 37

school experience
One day per week
15-19 33
22-26 39
October 29-3 40
6-10 41
13-17 42
20-24 43 (11I
27-31 44 III: 1. Sty Vac
November 3-7 45 I Assessment Assessment
10-14 46 NoClass Assessment Assessment
17-21 47 NoClass Assessment
24-28 48
December 1-5 49
8-12 50 Results submitted before 5 December available 12 December
15-19 51
22-26 College closes 52 26 + 4 27 + 7 26 + 10 29 + 3125 + 6 25 + 6 31 + (3) 29 + 0 27 + 2 29 + 2 21 + 10 25 x 3 17 + 13

ainpay og aBalloo
23 December 30 34 36 32 31 31 31 29 29 31 31 75 30
100 ll 1 25 120 105
Notes for School Experience
1 DTP Year 1 students spend one day each week in the school during Terms 2 and 3. This is taken in conjunction with the subject School Studies A.
The school experience program for each DTP 1 student is based at one school. DTP 2 students are placed at two schools during the year. DTP 3
students are placed at two schools during the year. DTP 3 students go to the same school for the three week school experience at the beginning of
their third year that they were at the Term 3 in Year 2.
2 Individual programs of school experience or professional experience are arranged for one day each week in Terms 1 and 2.
3 DipEd, 8Ed/HDTS Year 4. Although three week blocks of experience are recorded, there are teams which have concurrent school experience of
two or three days a week. For details refer to the Department of School Experience Handbook. The preceding Wednesday morning is a preliminary
visit for all students involved in block rounds.
4 Council

The Council
Membership of the Council at August 1979:

Appointed by the Governor in Council:

Duncan C Barton, BArch Melb FRAIA

John M Clark, BEng Melb
Robert C Glift, BEc Syd BSc (Econ). Lond MCom PhD Melb AASA (Snr)
Professor Emeritus Louis Goldberg, BA MCom LittD Melb FASA ACIS
Philippa M Hallenstein, OBE BA(Hons) LLM Melb
Myra E Roper, MA Cantab MA Melb TD Lond
Kathleen N Watson, BA BEd Melb

An officer of the Education Department, appointed by the Minister:

Rex Murfett BSc BEd Melb

A member of the Board of Studies:

Jocelyn Grant BA WAust DipEd EdDeptVic

A member of the academic staff, elected by the academic staff:

Brian A Hogan, BA BEd Melb AIE Lond TPTC EdDeptVic

Two students of the College, elected annually by the students:

Barry J Gough
John R Shugg

Persons appointed by co-option by the Council(:

William H Eddington
Mary A Hoffman
Albert R Morton, FRAIA
John J Ryan, BSc PhD BEd Melb ARACI
Richard L Senior, BA BEd Melb TPTC EdDeptVic FACE

Member ex officio:

William Pye, MA BEd Melb

The Chairman elected by the Council is Mrs P M Hallenstein

Secretary to Council:

Geoffrey A Richards, BSc DipED Melb

 Committees of Council 5

Committees of Council
Membership of the Committees at August 1979:

Buildings
Duncan C Barton. BArch Melb FRAIA (Chairman)
B John Bird, ARIBA ARIAA ANZIA (ex officio)
Philippa M Hallenstein, OBE BA(Hons) LLM Melb (ex officio)
Neil G Maher, AASA ACIS AAIM RCA (ex officio)
Kevin E Mauger, BSc DipEd Melb MAIP
Albert R Morton. FRAIA
William Pye, MA BEd Melb (ex officio)
Peter J Ralph, DipArt RMIT TSTC EdDeptVic
Barry Rogers
John J Ryan, BSc PhD BEd Melb ARACI (ex officio)

Finance
Robert. C Cliff, BEc Syd BSc(Econ) Lond MCom PhD Melb AASA (Snr) (Chairman)
John G Down, BSc(Hons) PhD DipEd Melb ARACI
Professor Emeritus Louis Goldberg, BA MCom LittD Melb FASA ACIS
Philippa M Hallenstein, OBE BA(Hons) LLM Melb (ex officio)
Neil G Maher, AASA ACIS AAIM RCA (ex officio)
Mark T O'Dwyer
William Pye, MA BEd Melb (ex officio)
John J Ryan, BSc PhD BEd Melb ARACI (ex officio)

Legislation
William H Eddington (Chairman)
Warwick Du Ve. BA(Hons) DipEd Melb MA Keele
Professor Emeritus Louis Goldberg, BA MCom LittD Melb FASA ACIS
Philippa M Hallenstein, OBE BA(Hons) LLM Melb (ex officio)
Geoffrey R Hargreaves, MSc DipEd Melb (ex officio)
Barry McCrae, BSc(Hons) DipEd Melb
Geoffrey M Poynter, BCom Melb BEd Mon TPTC EdDeptVic
William Pye, MA BEd Melb (ex officio)

Staffing
William H Eddington (Chairman)
Kenneth G Boston, MA Melb
Philippa M Hallenstein, OBE BA(Hons) LLM Melb (ex officio)
Rex O'Brien. BSc(Hons) BEd Melb MAIP
David E Pownall. 8M Wisc MM Tulsa MALSc Indiana (ex officio)
William Pye. MA BEd Melb (ex officio)
Shirley Robertson
Myra E Roper, MA Cantab MA Melb TD Lond
John J Ryan. BSc PhD BEd Melb ARACI
6 Committees of Council

Students' Loan Fund

Professur E nrenlus Louis Goldberg. BA MCom LittD Melb FASA ACIS (Chairman)
Philippa M Hallenstein. OBE BA(Hons) LLM Melb (ex officio)
Neil G Maher. AASA ACIS AAIM RCA (ex officio)
Evalynne D Manarin, BA Melb DipEd
Albart H Morton, FRAIA
William Pye. MA BEd Melb (ex officio)
Barry Rogers
 Council Constitution 7

Constitution of the Council of Melbourne

State College

There shall be a council to be known as the Council of the State College of Victora at
Melbourne (hereinafter called 'the Council') which shall be a body corporate to manage and
control the State College of Victoria at Melbourne (hereinafter called the College').
2. (1) The Council shall consist of not more than twenty members and shall be constituted
as follows:
(a) Not more than seven shall be appointed by the Governor in Council of whom one
shall be a principal or a teacher on the staff of a school which provides teaching
practice for students of the College.
(b) One shall be an officer of the Education Department appointed by the Minister.
(c) The Principal of the College shall be a member ex officio.
Id) Where there is a Board of Studies (whether called by that or any other name) of
the College one shall be a member of the Board appointed by the Board in a
manner determined by the Council.
(e) One shall be a member of the academic staff of the College elected by the
academic staff in a manner determined by the Council.
(f) Two shall be students of the College elected annually by the students of the Col-
lege in a manner determined by the Council.
(g) Not more than seven shall be persons having a special interest in education from
time to time appointed by co-option by the Council.
(2) A member appointed by the Governor in Council may be removed by the Governor in
Council.
(31 Members of the Council (other than the Principal and the person elected by the stu-
dents of the College) shall be entitled to hold office for four years from the dates of
their respective appointments and elections: provided that in the case only of the first
appointments not more than three of the members appointed pursuant to paragraph
(a) of sub-clause (1) and not more than two of the members appointed pursuant to
paragraph (g) of sub-clause (1) may be appointed to hold office for two years.
(4) A member of the Council shall be eligible to be re-appointed or re-elected (as the case
may bel but a member shall not be elected or appointed for more than three suc-
cessive terms unless he is appointed by co-option for a further term under paragraph
(g) of sub-clause (1).
(5) If a member of the Council (other than the Principal)
(a) resigns his office by writing under his hand directed to the Chairman of the
Council:
(b) becomes of unsound mind or becomes a person whose person or estate is liable
to be dealt with in any way under the law relating to mental health;
(c) becomes bankrupt;
(d) is convicted of any indictable offence;
(e) without special leave previously granted by the Council absents himself from
four consecutive meetings of the Council;
(f) ceases to hold any qualifications required for his becoming qr being a member of
the Council;
(g) being a member appointed by the Governor in Council is removed from office; or
(h) dies -
his office shall become vacant so as to create a casual vacancy.
(6) A member' appointed or elected to fill a casual vacancy shall be entitled to hold office
for the unexpired portion of the original term of office only.
(7) Where for any reason the Council appoints a person to be Acting Principal the person
so appointed shall, while holding such office, be entitled to attend and vote at any
meeting of the Council and for that purpose shall have all the rights and privileges of
the Principal.
8 Council Constitution

(8) Notwithstanding anything to the contrary in sub-clause (1) of this clause, the said
Council shall be properly constituted where there is a deficiency in the number of
members or of members of any class whether originally or as the result of the occur-
rence of a vacancy.
(9) No member of the Council shall be entitled to vote either in the Council or in a commit-
tee of the Council or.in a joint committee of members of the Council and of officers of
the College on any subject in which he has a direct pecuniary interest, and if any
member does vote on any such subject his vote shall be disallowed.

Proceedings of Council
3. The following provisions shall apply to the Council of the College.
(a) Six members of the Council shall constitute a quorum at any meeting.
(b) The Council shall each year, or where a vacancy occurs during any year, on the occur-
rence of the vacancy, elect a member to be Chairman of the Council and the Chairman
or, in his absence, another member elected to preside, shall preside at any meeting of
the Council.
(c) The Council shall meet at least six times in each year.
(d) The decision of the majority of those present at any meeting of the Council shall be the
decision of the Council.
(e) In the event of equality of votes on any question, the member presiding shall have a
second or casting vote.
(f) The Council shall provide for the safe custody of the Seal, which shall be used only by
authority of the Council, and every instrument to which the Seal is affixed shall be
signed by a member of the Council and shall be countersigned by the Secretary (if
any) to the Council or by some other person appointed by the Council for that purpose.

Powers of Council
4. The Council shall have power to
(a) from time to time determine the terms and conditions on which students of the College
and any other persons may attend classes or make use of any premises or equipment
of the College;
(b) employ members of the academic staff of the College on such terms and conditions as
are for the time being fixed in respect of them by the Governor in Council on the
recommendation of the Senate of the State College of Victoria;
(c) employ members of the administrative technical and other staff of the College on such
terms and conditions as are for the time being fixed in respect of them by the Senate of
the State College of Victoria;
(d) from time to time define the duties of members of the academic administrative techni-
cal and other staff of the College;
(e) suspend or dismiss any member of the academic administrative technical or other
staff of the College (but, in the case of dismissal of a member of the academic staff,
only on a resolution of the Council passed by a majority consisting of not less than
two-thirds of the total number of members of the Council);
(f) charge fees in connexion with education provided, examinations held, and any other
services provided by the College;
(g) from time to time hold examinations in the several subjects and courses offered by the
College and award diplomas certificates and other awards (except degrees) to stu-
dents who reach the required standard in any subject or course;
(h) grant scholarships on such terms and conditions as it thinks fit;
(i) purchase take on lease or in exchange or hire, and sell mortgage lease or dispose of
any real or personal property (which power to sell mortgage lease or dispose of pro-
perty may, in the case of any real property, be exercised only with the consent of the
Senate of the State College of Victoria) and enter into agreements for the supply of
services for the College;
 Council Constitution 9

to engage architects and other professional advisers, and enter into contracts, for the
erection of buildings, the making of improvements or alterations, or the carrying out of
repairs, on any land or buildings vested in or occupied or used by the College;
(k) borrow on overdraft of current account at any bank;
(I) invest any moneys of the College not immediately required for its purposes in any
securities which are authorised investments within the meaning of any law relating to
trustees or. with the consent of the Senate of the State College of Victoria, in any other
manner;
(m) accept gifts of real or personal property to the College;
(n) delegate. subject to such conditions as it thinks fit, any powers vested in the said
Council to any member or committee of members of the Council, any officer or commit-
tee of officers of the College or any joint committee of members of the Council and
officers of the College;
(o) do all such things as advance the interests of the staff and students of the College;
(p) do all such things as may be required to be done in order to render the College eligible
to receive grants under any law of the Commonwealth of Australia or of the.State of
Victoria which provides for the making of grants to educational institutions;
and
(q) do all such other things as are necessarily incidental to the proper management and
control of the College or the effective exercise of the powers conferred on the Council.

Duties of Council
5. (1) It shall be the duty of the Council to invite tenders by publishing an advertisement in a
newspaper circulating generally throughout the State for the supply of any goods or
services or the carrying out of any work the cost of which is estimated by the Council
to exceed $5,000.
(2) This clause shall not apply to the engagement of architects consultants and profes-
sional advisers whose charges are normally made at rates fixed and published by
statutory bodies or professional associates.

Use of Land Buildings and Equipment by Council

6. The Council may use the land buildings and equipment vested in or under the management
and control of the Minister of Education which when this Order takes effect constitute or are
contained in the premises of the College, and any buildings or equipment subsequently
erected or placed on or in the said land or buildings.
10 Courses Offered

Undergraduate and Diploma in Education Courses

Offered
Details of graduate courses offered are given in Volume 2 of the Handbook

Bachelor of Education (Art and Crafts)

This four year course prepares students for teaching art and crafts in secondary schools.
The course has four major components: Studio Practice in Art and Crafts, Education and Art
Education, Fine Arts, and School Experience. These studies are usually taken concurrently each
year, the proportion of time spent on each changing only slightly throughout the course. After year
one there is a progressive reduction in the number of subjects taken until, in the final year, stu-
dents take a single academic study, work in one preferred studio, and spend one day each week.
on Professional Experience.
Subjects available for study include Ceramics, Communication Design, Drawing, Education
Studies, Environmental Design, Fine Arts, Garment Construction, Meta'craft, Painting, Photogra-
phy, Printmaking, Sculpture, Textilecraft, and Woodcraft.

Bachelor of Education (Secondary)

There are eight courses of study leading to the award of Bachelor of Education. Each course of
study is of four years' duration and incorporates studies in specialised areas and in the founda-
tions, principles and practice of education.
Students enrolled in a particular course pursue specialised studies within that course.
Subject choice is not restricted to subjects offered only within the course; however, the choice of
subjects will be restricted by subject quotas, prerequisites and timetable limitations.
The courses of study and their main subject areas are:
Arts (SMAT) English, French, Geography, History, Philosophy, Politics, Psychology, Social
Science, Sociology, Visual Communication.
Business Studies (SMBS) Accountancy, Economics, Legal Studies. Secretarial Studies.
Drama (SMDR) Drama.
Environmental Science (SMES) Biology, Environmental Science, Geography.
Librarianship (SMLA) Librarianship.
Music (SMMU) Music, Practical Music.
Science (SMSC) Biology, Chemistry, Mathematics, Physics.
Television and Film (SMTV) - Media Arts.
In the first year students normally take studies in four subject areas. They then select two or three
subject areas and specialise in these for a further two or three years. Education studies are taken
mainly in third and fourth years.
Students who specialise in librarianship will be accredited by the Library Association of Australia
as having equivalent to registration with the LAA.
External studies are available in some subjects.

Diploma of Teaching/Bachelor of Education (Primary)

The Diploma of Teaching (Primary) award is made on successful completion of a three year pro-
gram. The Diploma (DTP) qualifies the holder for registration and employment as a general
teacher in primary schools.
The compulsory Major Study A includes School Experience and School Studies subjects in each
of the three years and covers experience in a range of primary schools and studies of issues in
education, child development and learning, curriculum development, and teaching methodologies
in language, mathematics and all other areas of the primary school curriculum.
Foundation Studies in English and Mathematics are compulsory subjects in first year and stu-
dents must also take an Education study chosen from Comparative Studies, History, Philosophy,
Psychology, and Sociology.
 Courses Offered 11

The Major Study B is a discipline-based personal development study taken over two or more
years. Students choose subjects in one of the areas of art-crafts, communication-language-
literature. mathematics. physical education. science, and social sciences-humanities.
Teachers who hold the DTP award and have completed at least one year of full-time teachng
experience may resume their course and undertake one year of full-time study, or part-time
equivalent. and qualify for the award of Bachelor of Education (Primary).

Graduate Diploma in Education

This one year graduate course of professional studies is available to applicants with an approved
degree. or an approved art-craft diploma.
Options offered in the course make it suitable for those intending to teach in either primary of
post-primary schools.
The course includes 45 days of practical experience under qualified teachers in various schools,
and studies in the foundations. principles and methods of education. The pattern of the school
experience and other studies varies.
Students may undertake the course in a number of ways. The alternative course structures
include formally structured programs, programs incorporating elective studies, school-based and
community-based programs, and contract -based programs

Subjects Undertaken at Other Institutions

In some instances it might be possible for students to enrol for a subject or subjects at another
institution, and to have these studies included as part of their course at Melbourne State College.
These arrangements are referred to as 'Negotiated Courses'.
Each student desiring to undertake a negotiated course should apply, in the first instance, to the
Registrar, room 248. East Wing. 1888 Building. Students must also obtain the approval of their
course adviser
Students who wish to study an Asian language may be able to do so at the University of
Melbourne. Initial inquiries should be directed to Dr N Battye, room 210, 1888 Building.
12 Admission and Enrolment Procedures

Admission and Enrolment Procedures

Information on Courses and Selection

General Inquiries: These should be directed to the Registrar's Department, East Wing, 1888
Building.
Specific Inquiries: Applicants will be informed by mail as soon as possible and, for most courses,
by early February. if their applications have been successful. It would be helpful if inquiries to
Selection Officers were made only if special circumstances apply.
For information on a particular course, contact one of the course advisers listed on page 27 or, for
the following courses, make an appointment for advice through the appropriate Administrative Of-
ficer for the course.
Course Administrative Officer
Bachelor of Education (Secondary) Ms J Brierley, room 304B, 1959 Building
Bachelor of Education (Art & Crafts) Ms P Barber, room 204A, Arts Centre
Diploma of Teaching/Bachelor of Education
(Primary) Ms F Clyne, room 401, 1959 Building
Diploma in Education Ms B Ryan, room 204D, 1959 Building
External Studies Mr K Sharman (Head of Department),
Hytone House, 538 Swanston Street,
Carlton. Tel: 357 1551

Applications for Admission to Undergraduate Courses

Application through the Victorian Universities Admissions Committee
For entry as a full-time or part-time student to the first or later years of the courses listed below,
application must be made through the Victorian Universities Admissions Committee (VUAC), 11
Queens Road, Melbourne, 3004, by the dates specified.
Application forms are available from VUAC (send self-addressed stamped envelope, together with
a 60 cents stamp) or from secondary schools. Application forms are not available from the Col-
lege. The application forms allow for the listing of up to eight courses in order of preference at the
same or different institutions.
Course Closing Date for Application
Bachelor of Education (Secondary) 2 November 1979
Bachelor of Education (Art and Crafts) 2 November 1979
Diploma of Teaching/Bachelor of Education
(Primary) 2 November 1979
Note: No applications will be accepted by VUAC after 28 December 1979, unless accompanied
by a written authority from the College Selection Officer for that course. Selection Officers are
listed on page
External Studies: Courses which may be taken by external study are listed on pages 16-18.
Interview and Auditions
Prospective students may be called for interview as part of the application requirements for any
course. In the case of the following courses, or course streams, students who are selected on the
basis of details supplied in their applications and on their academic results must also attend an
interview or audition, the outcome of which finally determines selection to the course: Bachelor of
Education (Secondary) Drama, Television and Film, Music. (See VUAC Guide for Prospective
Students 1980 for details.)

Diploma in Education
Applications for the Diploma in Education course should be made on the form available from
VUAC or the College. The closing date for applications is 23 November 1979.
 Admission and Enrolment Procedures 13

Updating or Completing Qualifications for Bachelor of Education

Courses
Applicants for Bachelor of Education courses who are teachers and who wish to complete or
upgrade their qualifications should apply direct to the College on the forms available from the
Registrar's Department or, if external study is contemplated, from the External Studies Depart-
ment, by 7 September 1979. Applications received after this date may be considered.
Successful applicants will, on admission, be granted appropriate credit towards the course in
which they have been granted a place. However, applicants should note that it will not be possible
to request credit for subjects undertaken at an earlier date until after successful admission to the
course.

Re-enrolment Dates
Re-enrolment will be in January 1980. Failure to re-enrol within the dates specified below may
result in exclusion from the College. Where special circumstances apply, and a late re-enrolment
is permitted, a tee of $10 is payable by those students who re-enrol up to two days late and $20
by those students who re-enrol more than two days late. Students who, for sufficient reason, are
unable to attend on the specified days, should see the Admissions Officer as soon as possible, to
make alternative arrangements for re-enrolment
Course Re-enrolment Dates
Bachelor of Education (Art and Crafts) 7-11 January (inclusive)
Bachelor of Education (Secondary)'
(1st 2nd and 3rd years 1980) 14-17 January (inclusive)
Bachelor of Education (Secondary)
(4th year 1980) 18 January
Diploma of Teaching/Bachelor of Education
(Primary)
(1st 2nd and 3rd years 1980) 21, 22 and 23 January
Bachelor of Education (Primary)
(4th year 1980) 24 January

Change of Name or Address

All changes must be notified to the Students' Records Office, (Level 2, East Wing, 1888 Building),
on the form available for this purpose. otherwise, important notices such as results may be sent to
the wrong address, urgent messages may never reach students, and degrees and diplomas may
be printed with the wrong name on them.

Change of Subject
Change of subject must be authorised by a course adviser and presented to the Students'
Records Office on the form available for this purpose, not later than seven days after the date of
authorisation, otherwise no result in the new subject can be recognised. Similarly, withdrawals
from subjects must be authorised by a course adviser and presented to the Students' Records Of-
fice on the form availale for this purpose not later than seven days after the date of authorisation,
otherwise a 'Fail' result in the subject may be recorded.
Note: It is each student's responsibility to ensure that his/her enrolment is recorded at the Stu-
dents' Records Office and that it agrees with the subjects being studied. Students who are not
certain that their enrolment record is accurate, should check with the Students' Records Office.

Application for Admission with Advanced Standing

Students who are offered a place in a course and who have successfully completed previous
studies at tertiary level, may apply to the appropriate course committee for admission with
advanced standing in the course in which they have gained a place. Course committees will
inform students of the extent of credit which has been granted.
Note: Advanced standing will not be granted unless application for advanced standing is made.
Applications should be submitted to the relevant course committee by 29 February, 1980.
14 Admission and Enrolment Procedures

Enrolment
Enrolment arrangements will be specified in the letter of offer of a place.
Students must attend the College on the date specified or, where special circumstances apply,
ensure that a responsible person attends on their behalf. Failure to enrol on the date specified
may result in the place being offered to another applicant.
To complete an enrolment, students must:
1. Attend the Enrolment Centre on the first day, to complete an enrolment form and pay the Col-
lege fee. This fee includes $5.50 which is the cost of the College Handbook. Returning students
are encouraged to purchase a current Handbook. (See page 21 for details of fees.)
2. Within the next two days, after collecting further information on the subjects available, obtain
course advice and an 'Authorisation to Enrol' form from the designated course adviser.
3. Present the 'Authorisation to Enrol' form at the Enrolment Centre. An enrolment is not com-
pleted or accepted until the 'Authorisation to Enrol' form is presented.
4. Obtain a student card. Returning students are asked to bring their 1979 student card to the
Enrolment Centre for updating.
Note: Some students will be able to obtain course advice and an 'Authorisation to Enrol' form and
complete their enrolment form on the first day. Information on enrolment procedures is included in
the Students' Information Booklet which will be available at the time of enrolment. It is recom-
mended that students read this Booklet before completing their enrolment.

Deferment
Students wishing to defer taking up a place until the beginning of the next year should write to the
appropriate course committee through the Students' Records Office, or apply in person to the
appropriate course adviser on the date set for enrolment. In general, deferments will not be
granted if a student intends to undertake tertiary studies elsewhere.

Leave of Absence
Students who have commenced a course and who wish to obtain leave of absence for up to 12
months should apply in writing to the appropriate course committee, through the Students'
Records Office, or apply in person to the appropriate course adviser and/or Student Services Of-
ficer. Students must then advise the Students' Records Office that they have applied for leave of
absence.

Withdrawal from Course

The College strongly advises students who are considering withdrawing from their course to dis-
cuss the matter with their course adviser and the Student Services Officer. In the event that a
reasoned decision has been made to withdraw from a course and the course advisers and the.
Student Services Officer have been consulted, then students must immediately advise the Stu-
dents' Records Office of their withdrawal, either in person or in writing.

Special Consideration
Where students, by reason of illness or other serious cause, have been impeded in their studies.
or are unable to attend an examination, an application for special consideration, with a medical
certificate attached, if appropriate, should be submitted, as soon as practicable, to the Registrar.
Level 2, East Wing. 1888 Building. All applications are treated in strict confidence.

Appeals
A student who considers that he/she has cause to appeal against an assessment or other deci-
sion relating to his/her academic progress in the College. may do so under provisions prescribed
by the Board of Studies and published under General Regulations (see page 20). Appeals should
be directed, in writing, to the Secretary of the Board of Studies.
 Admission and Enrolment Procedures 15

Transcript of Academic Record

Transcripts of a student's academic record will be issued on request, free of charge, up to six
months atter completion of the College course. Thereafter, in some circumstances a charge for
additional copies may be applicable. Requests for transcripts of academic record should be made
on the form available from the Students' Records Office. Normally, a waiting period of seven to ten
days applies.

Change of Course or Course Stream

Applications to change course or course stream should be made on the form available from the
Students' Records Office. by 30 November 1979. No change of course or course stream will be
recognised unless approved by the appropriate course committee and unless the student has
been notified by the Admissions Officer.
Note: It is essential that students re-enrol in their present course or course stream as given in the
scheduled re-enrolment dates, regardless of any application to change course or course stream.
Only in this way will a place in the course be secured in the event of the application being unsuc-
cessful.

Examinations
The details for assessment are given in the subject descriptions in this Handbook. Where formal
assessments are required, an examination timetable is published. It is the responsibility of stu-
dents to attend for examinations at the time and place so published.

Application for Single Subject Enrolments

Provided that there are vacancies in particular subjects after selection of students has been com-
pleted. enrolment in single subjects or a group of subjects may be accepted. These subjects may
not be credited towards a College qualification. Applications for entry to single subjects should be
made to the Deputy Registrar.

Official Notices
Office notices are regularly displayed on College notice boards and students are expected to be
acquainted with the contents of those announcements which concern them. Misreading or
misunderstanding of official information will not be accepted as a reason for a student being
unaware of matters so notified.
16 External Studies

External Studies
General Information
Melbourne State College offers facilities for external study through its Department of External
Studies in selected subjects within the Bachelor of Education (Secondary), Bachelor of Educa-
tion (Art and Crafts) and Diploma of Teaching/Bachelor of Education (Primary) courses.
Generally, students who undertake these subjects by external studies are upgrading their exist-
ing teaching qualifications.
Further details are to be found in the Prospectus for External Students and in the course regula-
tions. All inquiries should be directed to the Department of External Studies.
External studies provide a mode of study for students who, for a variety of reasons (distance from
the College. family responsibilities, employment ties, physical handicap, etc). are unable to attend
the College.
External teaching involves the receipt of printed material, in the form of study guides and other
information, which is to be used by the student in association with texts which the student is
expected to purchase, and with other reference material.
The Education Resource Centre of the College has established a special external loans collec-
tion for the exclusive use of external students. In some subjects the study guides are supple-
mented by other media such as cassette tapes, both audio and visual, and slides. In addition, as
much personal contact between staff and students and between students as is practicable is
considered an important element in the external studies approach. Laboratory classes and semi-
nars may be arranged at the College or in a local area and, in some subjects, attendance by
students is compulsory: usually this attendance requirement is arranged for weekends or during
school vacations.
Regular assignments submitted by the student for assessment and comment are an important
part of all subjects, providing the student and lecturer with a guide to progress.
In some circumstances it may be possible to combine subjects taken externally with other sub-
jects taken internally and to change enrolment from external to internal.
In 1980 the followng provision will be made:
 External Studies 17

Courses for Secondary Teachers

Bachelor of Education (Secondary)
Within this course, students may be able to complete the Group 1, 2 and 3 components by exter-
nal studies. The following subjects will be offered for study externally in 1980 provided that staff
are available and enrolments are adequate;

Group 1 Group 2 Group 3

Asian Studies A Biology 601 English Cl
Biology A Biology 808 English C4
English A Bioloy 609 French C
French A English B1 French D
History All English 62 Geography C2
Librarianship Al French B Geography C3
Librarianship A2 Geography 82 Geography C7
Librarianship A3 Geography 84 History C13
Librarianship A4 Geography B5 History C14
Mathematics A01 Geography B6 History C15
Mathematics A02 History B13 History C18
Mathematics All History B14 Mathematics CO1
Mathematics A21 History BI 5 Mathematics CO2
Mathematics A22 History B18 Mathematics CO3
Mathematics A41 Mathematics 801 Mathematics C11
Philosophy Al Mathematics B02 Philosophy D
Philosophy A2 Mathematics 811 Politics Cl 2
Philosophy A3 Mathematics B12 Politics C17
Philosophy A4 Mathematics 651 Politics C18
Politics A Mathematics B61 Psychology C
Psychology A Philosophy 82
Science Al Philosophy 83
Sociology A Politics B12
Politics B13
Politics 817
Politics 818
Psychology B
Science B
Social Science 811
Social Science 812
Sociology 8

Bachelor of Education (Art and Crafts)

Normally the College does not offer external studies in this course but for holders of the Higher
Diploma of Teaching (Secondary) Art and Crafts, who wish to upgrade their qualifications,
special provisions have been made.
In order to complete the Bachelor of Education (Art and Crafts) most holders of Higher Diploma of
Teaching (Secondary) Art and Crafts will need to enrol in one 6-hour studio subject at Year 3
level, as well as in one Year 4 level academic subject.
The following academic subjects will be offered in 1980 at Year 4 level provided staff are availa-
ble and enrolments are adequate:
Philosophy of Art Fine Arts D1
Philosophy of Education Fine Arts D2 (subject to approval)
Sociology of Education
Studio subjects will not be available for study through the Department of External Studies. The
College will, however, provide facilities to enable the completion of either Printmaking C or Gar-
ment Construction C by students who are unable to attend during the day.
18 External Studies

Courses for Primary Teachers

Diploma of Teaching/Bachelor of Education (Primary)
Subjects within the Diploma of Teaching/Bachelor of Education (Primary) course will be available
for study externally to enable experienced teachers, with or without formal teaching qualifica-
tions, to gain the Diploma of Teaching (Primary) or Bachelor of Education (Primary) award.
The following subjects will be offered for study externally in 1980 provided that staff are available
and enrolments are adequate:
Asian Studies A History 835
Biology A History B36
Biology 1301 History 837
Biology BOB History B38
Biology B09 History 839
Comparative Education B11 History B40
Educational Philosophy 808 History B41
Educational Philosophy B09 History B44
Educational Psychology 802 History of Education B2
Educational Sociology B04 Language and Literature B2
Educational Socioloy B11 Language and Literature C2
Foundation Studies in English Mathematics A01
Foundation Studies in Mathematics Mathematics A02
Geography B2 Mathematics A04
Geography B4 Mathematics A05
Geography B5 Mathematics All
Geography 86 Mathematics A21
Geography C2 Mathematics A22
Geography C3 Mathematics A41
Geography C7 Mathematics 801
History A30 Mathematics B02
History A31 Mathematics B03
History A32 Mathematics B06
History 833 Mathematics B11
History 834 Mathematics 812
Mathematics B51 Psychology B
Mathematics B61 Psychology C
Mathematics B71 School Studies A2
Mathematics CO1 School Studies B3
Mathematics CO2 School Studies B44
Mathematics CO3 School Studies B55
Mathematics C11 School Studies C8
Mathematics C61 School Studies C22
Philosophy Al School Studies C27
Philosophy A2 School Studies C59
Philosophy A3 School Studies C60
Philosophy A4 School Studies C62
Philosophy B5 School Studies C65
Philosophy B6 Science Al
Philosophy B7 Science A4
Philosophy B8 Science A5
Philosophy 89 Science A6
Philosophy Cl Science B
Politics A Social Science 611
Politics B31 Social Science 812
Politics 832 Social Science 615
Politics B33 Sociology A
Politics 834 Sociology B
Psychology A

Application for Entry

The method of application for external studies is to be found in the Prospectus for External
Students, obtainable from the department of External Studies.
 General Regulations 19

General Regulations
Regulation 1 Enrolment
In these Regulations 'appropriate course committee' means the course committee constituted by
the Board of Studies to govern the course in which the student is enrolled. Under the terms of the
Regulations a student is a person who, in any year, has enrolled in:
(I) a course conducted by Melbourne State College, leading town award of Melbourne State
College or of the State College of Victoria: or
(ii) such other studies as are prescribed by Council for purposes of these Regulations.
1.1 Subject to Regulations 2 and 3, and before commencing or continuing studies at the Col-
lege in any year. a person shall enrol or re-enrol as a student.
1.2 Enrolment shall be taken to constitute acceptance of the Regulations of the College as
published from time to time, and the lawful instructions of the College and its agents.
1.3 A student enrolled for three-quarters or more of a one year work-load as prescribed by
regulation or by the appropriate course committee shall be deemed a 'full course' student.
1.4 A student enrolled for less than three-quarters of a one year work-load as prescribed by
regulations or by the appropriate course committee shall be deemed a 'part course' stu-
dent
1.5 Subject to any requirement of class attendance, a person who has obtained approval. from
the appropriate course committee to take all the subjects for the year by external studies
may so enrol and shall be deemed an 'external student'.
1.6 A student enrolled for a course leading to an award may be permitted by the appropriate
course committee to enrol for a subject in another course or institution. The course com-
mittee shall determine the credit to be given for that subject towards the award.
1.7 A student pursuing a combined course leading to two awards shall enrol for subjects of
the combined course as prescribed by, and in a manner approved by, each of the
appropriate course committees.
1.8 A student who wishes to withdraw from a course shall give notice of this intention in writ-
ing to the Registrar. The withdrawal shall be deemed to be in effect following confirmation
by the appropriate course committee. A person who has withdrawn from a course under
this Section may apply for re-admission to the course.
1.9 A student who wishes to obtain leave-of-absence for all or part of an academic year shall
apply in writing to the appropriate course committee. The course committee shall have
power to grant such application, subject to any requirements of the Board of Studies.
Leave-of-absence shall not be granted for a period greater than one academic year with-
out further application.
1.10 Subject to approval by the Board of Studies, a person may enrol for one or more subjects
without enrolling in a course. Such a student shall be deemed a 'non-course' student and
shall not gain credit for such subjects in a subsequent enrolment for a course leading to
an award, without the permission of the Board of Studies.
1.11 An officer of the Students' Association, not being enrolled fora course or subject, may be
granted by the Board of Studies the status of a student.
1.12 Enrolment shall be effected as provided in this Regulation and in accordance with any
other provision determined by Council.
1.13 A person whose enrolment has been discontinued under the terms of Sections 1.6 or 1.9
or 3.2 and 3.3 shall not have the status or rights of an enrolled student of the College until
again enrolled.

Regulation. 2 Entry Quotas

2.1 On receipt of advice from the Board of Studies, the Council may determine the number of
persons who shall be permitted to enrol in any course or subject in any year. Where a
number is so determined, enrolments shall be accepted in accordance with principles
prepared by the Board of Studies and approved by the Council.
20 General Regulations

2.2 No person seeking credit for studies in another institution shall be permitted to enrol as a
student in any course or subject for which the number of enrolments has been deter-
mined, without the approval of the appropriate course committee.
2.3 Students enrolled for courses leading to an award shall be given preference over non-
course students for places in subjects for which entry quotas have been determined.

Regulation 3 Suspension and Limitation for Unsatisfactory

Progress
3.1 In the event of a student failing in one or more subjects in a year, a course committee may
limit the work-load of the student for the following year, and may specify the subjects to be
taken within this work-load. It may also specify the subjects to be taken, without limitation
of work-load. Prior to confirming a decision on such matters, the course committee shall
consult the heads of those departments in which failures have occurred, and extend to the
student an opportunity to show cause why action under this Section should not be taken.
Notification of any action shall be sent by certified mail to the address the student has
registered with the course committee.
3.2 A course committee may suspend a student whose academic progress is unsatisfactory.
Such action shall be taken only after consultation with the heads of departments in which
the student has studied. Prior to confirming a decision on such matters, the course com-
mittee shall consult the heads of those departments in which failures have occurred and
extend to the student an opportunity to show cause why action under this Section should
not be taken. Notification of any action shall be sent by certified mail to the address the
student has registered with the course committee.
3.3 A student shall have a right of appeal against action taken under Sections 3.1 or 3.2 of this
Regulation to the Appeals Committee of the Board of Studies (see Regulation 4). Such an
appeal shall be lodged with the Secretary of the Board of Studies within 28 days from the
date of which notification of the course committee action is posted to the student.
3.4 A student shall be suspended upon:
(a) the expiry of 28 days from the date of which notification of the course committee
action is posted to the student, if no appeal is lodged in that time;
(b) the dismissal by the Appeals Committee of the Board of Studies of such an appeal.
3.5 A person suspended under Section 3.2 and 3.4 of this Regulation may apply to the
appropriate course committee for re-admission after a period of one year or in special cir-
cumstances a shorter period. If the course committee is of the opinion that circumstances
have changed to the extent that the person is likely to make satisfactory progress, it may
authorise, with such conditions as it may specify, re-admission to a course or subject.

Regulation 4 Appeals on Academic Matters

4.1 For the purpose of hearing from students appeals on academic matters, the Board of
Studies shall appoint an Appeals Committee, to determine appeals and report its deci-
sions to the Board. The Appeals Committee shall consist of five members of the Board, of
whom three shall constitute a quorum. At least one board member of the Committee shall
be a student who is a member of the Board. The period of appointment shall be two years.
4.2 The Committee shall determine its own procedures, save that each applicant shall have
the right to appear before the committee, to make written and/or verbal submissions to the
committee, and to be accompanied by an adviser.
 Fees 21

Fees
The College fee for 1980 is:
New Students Full-time $80.50 (including $5.50 charge for Handbook)
New Students Part-time $45.50 (including $5.50 charge for Handbook)
New Students External $20.50 (including $5.50 charge for Handbook)
Returning Students Full-time $75.00
Returning Students Part-time $40.00
Returning Students External $15.00
Single Subject Fees up to 12
point subject(s) $45 .00
More than 12 point subject(s) $90.00

The above fees are subject to confirmation by the College Council.

Note: Returning students are encouraged to purchase a current Handbook, the cost is $5.50.
Postage costs will be payable by persons placing mail orders.

Objection to Payment of Fees

Where a student on enrolment pays the College fees and objects to payment by the Students' As-
sociation of a subscription in respect of him/her to any organisation with which the Students' As-
sociation is affiliated (and to which the Students' Assocition pays a fee calculated on a per capita
basis) on any of the following grounds:
(a) that he/she has an objection in principle to membership of any organisation to which it is
not necessary for him/her to belong:
(b) that he/she has a genuine and honest objection to any of the objects of the organisation
as set out in its Constitution (in which case the object must be stated);
(c) that he/she has a genuine and honest objection to supporting an organisation which has
adopted a policy to which he/she genuinely and honesty objects (in which case the policy
must be stated):
He/she may make a Declaration in the form attached hereto.
Upon receipt of any such Declaration the Students' Association shall:
(i) pay the Students' Loan Fund an amount equal to the annual subscription which it would,
but for the objection, have paid to the organisation in respect of the student;
(ii) notify the organisation of the names only of those students who do not complete the Dec-
laration:
(iii) notify the student that the requirements hereinbefore set out have been complied with.
PROVIDED THAT if the Students' Association believes that an objection under paragraph (b) or
paragraph (c) above is frivolous or obviously false it may by Statutory Declaration of the Secretary
or other member of the Executive state the reasons for its belief that the objection is frivolous or
obviously false and forward the declaration together with the objector's declaration to the Prin-
cipal of the College with a request that he/she convene a meeting of an Appeal Board to consist of
the Principal or his/her nominee and the Head of the Philosophy Department of the College or his/
her nominee and the Chairperson of the Students' Association or his/her nominee. The decision
of the majority of the Appeal Board shall be final.
In such cases the Students: Association shall be required to make the payment to the Students'
Loan Fund unless the Board upholds the challenge by the Students' Association to the student's
objection.
The following is the organisation to which the Students' Association is presently affiliated and to
which it pays a fee on a per capita basis:
The Australian Union of Students.

Deferred Payment of Fees

Students may request deferment of payment of fees for up to 14 days. During this period of defer-
ment, students will have an interim enrolment status. Each student who has deferred payment of
fees will receive a notice explaining the conditions of deferment. Students who are unable to pay
22 Fees

required fees within 14 days must contact the Student Serv ices Officer, Mr Vince Callaghan, to
discuss the matter. An interim enrolment not converted to a confirmed enrolment by 30 March,
1980, will generally be regarded as having been cancelled.
All deferred payment of fees must be made to the Cashier, level 4, ERC Building.

Policy on Refund of Fees

1. Fees will normally be refunded in full to students who formally withdraw from the College
on or before the last College day before the first term break.
2. For the purposes of this policy, formal withdrawal from the College shall include:
(a) the granting of deferment;
(b) the granting of leave of absence;
(c) the cancellation by the student of enrolment.
3. No refund of fees will generally be made unless an application for refund is completed by
the student and received by the College on or before the date specified in 2 above, and
other requirements relating to withdrawal have been completed except that where an
application has been submitted for leave of absence, the date of application for a refund
may be later than that specified, provided that the application for leave of absence is sub-
mitted on or before the date specified in 1 above.
4. Claims for pro-rata refunds of fees, made in respect of withdrawals from the College after
the date specified, will generally not be approved.
5. Claims for refund of the purchase price of the College Handbook will generally not be
approved.
6. Students who change the type of their enrolment, for example from full-time to part-time,
on or before the date specified in 1 above may claim a partial refund of fees according to
the procedures outlined above.
7. The terms of this policy on refund of fees may be varied in special cases on the authority
of the Registrar or Principal.
 Academic Organisation 23

Summary of Academic Organisation

Preamble
The College Council is the body with ultimate responsibility for all College matters. The Board of
Studies is the body in the academic government of the College which is recognised by the Col-
lege Council as responsible for the development of broad policy and advice to Council on
academic matters. Other College bodies may act independently in those academic matters where
they have been so empowered by the Council or the Board of Studies. In all other academic mat-
ters they will make recommendations to the Board.

The Board of Studies

(a) Functions
The authority of the Board derives from the Council of Melbourne State College.
hereinafter called the Council.
Under the Council, the Board shall exercise advisory and executive powers. In its advisory
capacity the Board may consider, and make recommendations to Council upon any mat-
ters related to the functioning of the College. In its executive capacity the Board shall be
responsible for implementation of Council decisions on academic matters.
The responsibilities and obligations of the Board shall be:
(i) to formulate and implement the academic policies of the College;
(ii) to co-ordinate teaching and research within the College;
(iii) to make recommendations to Council on matters referred to it by the Council;
(iv) to co-ordinate and review, and make recommendations to Council upon proposals
submitted to it by faculties and other bodies within the College community;
(v) to consider, and submit to Council resolutions upon, any matters deemed
appropriate by the Board.

(b) Membership
(i) Ex officio membership
the Principal;
the Deputy-Principal;
the Chairman of each faculty of the College;
the Academic Registrar;
the Chief Librarian.
(ii) Faculty membership
Each faculty of the College shall have the right to elect to the Board a number of
faculty representatives, of whom at least one-fourth shall be Heads of Depart-
ments.
The number of representatives each faculty may elect shall be determined
annually by the Board at a meeting in September, at which a recommendation on
this matter shall be presented by the Executive Committee.
The Executive Committee shall prepare its recommendations in terms of the
following:
' the membership of the Board shall total no more than 50 persons;
each faculty shall have at least two representatives elected from and by the
faculty;
the number of representatives from each faculty shall be determined in relation to
the teaching establishments of departments affiliated with the faculty;
the ratio of faculty representatives to the teaching establishments of departments
affiliated with the faculty shall be, as near as practicable, identical for all faculties.
24 Academic Organisation

(iii) Staff membership

Teaching staff of the College shall have the right to elect four representatives to
the Board annually.
(iv) Student membership
Students enrolled in courses of the College shall have the right to elect four repre-
sentatives to the Board annually.
(y) In the event of a member elected under categories (ii), (iii) or (iv) above being
elected Chairman of the Board, and notwithstanding the provisions of these
clauses, the electorate returning that member shall have the right to elect an addi-
tional member.
(vi) Persons not members of the College
The Board shall have the right to appoint two members of the Board not being
members of the College who shall be:
a member of staff from a college affiliated with the Victoria Intitute of Colleges or
a constituent college of the State College of Victoria;
`one other person interested in education.
(vii) Co-opted membership
The Board by resolution may co-opt up to two additional members for a period not
exceeding 12 months, but subject to renewal, provided that the membership of the
Board does not thereby exceed 50 persons.

Faculties
(a) Departments shall be grouped into faculties.
(b) Each faculty shall consist of all staff of its member departments, other staff, representa-
tives of students and other members as provided by each faculty constitution.
(c) Each faculty shall be recognised as the main body for discussion and recommendation to
the Board on academic issues of interest to its member departments.
(d) Teaching departments shall be allowed to join a faculty of their own choice, subject to the
approval of such faculty.
(e) The Board of Studies shall recommend to Council the placing of departments which are
unable to make such a choice or which are not accepted by a faculty.
(f) The Council shall determine from time to time which faculties it recognises for the pur-
poses of receiving academic advice and forming the electorates for the Board of Studies.
This recognition shall be made only after consideration by Council of the constitution of
bodies wishing to be so recognised.

Course Committees
(a) For each course the Board of Studies shall form a Course Committee which shall include
at least one member from each faculty and such other membership categories as deter-
mined by the Board.
(b) The Course Committee shall be responsible for:
(i) continuing development of the course;
(ii) administering the regulations of the course;
(iii) continuing review of regulations and recommending to the Board of Studies such
amendments as may be required;
(iv) appointment of course advisers and the allocation of students, usually on the basis
of major studies to course advisers;
(v) approval of guidelines for course advisers;
(vi) selecting, in accordance with College policy, the students who will undertake the
course;
(vii) doing all those things which are necessary for the successful development and
conduct of the course.
 Academic Organisation 25

(c) For each course, the Staffing Committee shall be requested to appoint a Co-ordinator of
Studies or Executive Officer who shall, inter alia,
lit be. ex officio, a member of the Course Committee;
Iii) provide appropriate information to enable the Course Committee to develop policy;
(kit initiate discussions on policy development;
(iv) provide appropriate information to enable the Committee to carry out its functions.
(d) Each Course Committee shall elect a Chairman from among its members.
(e) Each Course Committee shall elect an Executive.
(f) The membership of the Executive shall be drawn from the Course Committee and include
the Chairman and Co-ordinator of Studies or Executive Officer for the course.
(g) The Executive shall have general responsibility for all those matters delegated to it by the
Course Committee.
(h) Where a course has more than one course arrangement the Course Committee may es-
tablish sub-committees associated with particular course arrangements. Such sub-com-
mittees shall be responsible for such matters as may be delegated by the Course Commit-
tee.

Course Development
For the purposes of course development, the Board shall establish a New Courses Development
and Approval Committee (NCDAC), which shall be responsible for:
(i) monitoring changes in demands for College graduates and changing patterns of subject
choice. and advising the Board of Studies of their implications;
(ii) fostering, monitoring and assisting in the preparation of proposals for new courses or
variations to existing courses;
(iii) recommending to the Board on proposals for approval or accreditation;
(iv) advising the Board and its Committees on the structure and detail of approval and
accreditation documents.

Relations Between the Various Bodies of the College Concerned

with Academic Matters
(a) The Council
The Councils the body with ultimate responsibility for all College matters. The Board shall
advise Council on all matters of an academic nature within the College, and may otter an
opinion or any other matter concerned wth the affairs of the College.
(b) The Relation of the Board of Studies to Faculties
Faculties are not committees of the Board of Studies but are recognised as the main
bodies for discussion and recommendation to the Board on academic issues, and particu-
larly on those issues of interest to member departments.
Before considering matters which constitute new academic policy the Board shall ensure
that faculties have had reasonable time to consider the proposals,
When faculty opinion is sought by the Board such opinion shall be considered during
Board debate if it is received in writing by the due date or if presented orally during the
debate.
Faculties may initiate policy proposals and make recommendations to the Board on any
matter. Such recommendations either may be accepted by the Board or may be referred
back to the originating faculty for further consideration. lf, after such reference, the faculty
or faculties fail to recommend to the Board in acceptable terms, the Board may resolve the
issues as it sees fit. In such an event, a faculty may communicate directly with Council.
26 Academic Organisation

(c) The Relation of the Board of Studies to Course Committees

Course committees are committees of the Board and shall submit regular reports to the
Board which summarise the deliberations and decisions of the committee. In addition,
course committees regularly shall forward copies of all minutes to the Secretary of the
Board..
When a course committee wishes to recommend to the Board on development of
academic policy or is required to report on the implementation of Board policy, such mat-
ters shall be the subject of a separate report.
(d) The Relation of Course Committees to Faculties
Course committees are committees of the Board of Studies. Under the membership provi-
sions determined by the Board, each course committee has a majority of its members
nominated by faculties. This membership from faculties permits the establishment of a
reciprocal working relationship between course committees and faculties. The course
committees draw on faculty views and opinion is expressed by faculty members; the
faculties have a voice on course committees, and obtain information and opinion on
course committees matters from their course committee members.
Each course committee is responsible for reporting to the Board on the implementation of
academic policy and for recommending to the Board on the development of new
academic policy in its course. Each course committee shall send copies of such reports
and recommendations to faculties at the time when they are forwarded to the Board.
Faculties may forward recommendations and opinions to the Board as they see fit.
When course committees are of the view that policy matters warrant discussion on a
broader basis than that provided by their elected faculty memberships, they may submit
proposed recommendations to faculties prior to making such recommendations to the
Board. Replies received from faculties by dates specified by course committees shall be
considered by the course committees before recommendations are sent to the Board.
 Selection Officers and Course Advisers 27

Course Committee Contacts

These course committee contacts are also the course co-ordinators.
Bachelor of Education (Secondary) Norman Head, room 304c, 1959 Building. -
Bachelor of Education (Art & Crafts) William Harding, room 203a, level 2, Arts Centre.
Diploma of Teaching:Bachelor of Education (Primary) Geoffrey Poynter, room 401 b. level 4,
1959 Building.
Diploma in Education Peter Fleming, room 401c, level 4, 1959 Building.

Selection Officers and Course Advisers

Bachelor of Education (Secondary)
Selection Officers
Art s Gregory Brinsmead, room 220, ERC
Business Studies Graeme Taylor, room 414, 1959 Building
Drama Peter Ralph, room 211, Arts Centre
Environmental Science Terry Harrison, room 803, Science Education Build
Librarianship Allan Thomas, room 312, 1888 Building
Music Peter Clinch, room 610, Arts Centre
Science Terry Harrison, room 803, Science Education Build
Television and Film Brian Sheedy, room 302, 1922 Building

Course Advisers
Arts Gregory Brinsmead, room 220, ERC
Business Studies Isabel Haining, room 413, 1959 Building
Drama Lynette Geursen, room 210, Arts Centre
Environmental Science Terry Harrison, room 803, Science Education Build
Librarianship Allan Thomas. room 312, 1888 Building
Music Lynette Geursen, room 210, Arts Centre
Science Terry Harrison, room 803, Science Education Build
Television and Film Lynette Geursen, room 210, Arts Centre

Bachelor of Education (Art and Crafts)

Selection Officer
Geoffrey Clague. room 615, Arts Centre
Course Advisers
First Year Wendy Watson, room 412, Arts Centre
Second Year Wendy Watson, room 412, Arts Centre
Third Year Wendy Watson. room 412, Arts Centre
Fourth Year Ron Upton, room 618, Arts Centre
Part-time Fourth Year Ron Upton, room 618, Arts Centre
Atypical Students Howard Tozer, room 622, Arts Centre

Diploma of Teaching/Bachelor of Education (Primary)

Selections Officers
Donald Adams: room 1005. Science Education Building
Michael Faulkner. room 201. 1959 Building
Philip Johnson, room 206B, 1959 Building
Cheryl McKinna. room 310. 1959 Building
Keith Pigdon. room 306C. 1959 Building
28 Selection Officers and Course Advisers

Course Advisers
Judith Andrews, room 121, 1939 Building
Maxine Cooper, room 403B, 1959 Building
Brian Davies, room 319, 1888 Building
Stewart Dickinson, room 121, 1939 Building
Tony Dyer, room 613, Arts Centre
John Elligate, room 201, 1922 Building
Michael Faulkner, room 201, 1959 Building
Geoff Hill, room 203, 1922 Building
Neville Johnson, room 301, 1888 Building
Philip Johnson, room 306B, 1959 Building
David McFadyen, room 1001, Science Education Building
Cheryl McKinna, room 310, 1959 Building
Kevin Mongan, room 321, 1959 Building
Clifford Penniceard, room 208, 1922 Building
Keith Pigdon, room 306C, 1959 Building
Michael Quin, room 244, 1959 Building
David Rasmussen, room 601, Science Education Building
David Schapper, room 306C, 1959 Building
Peter Wakeham, room 507, ERC
Stanley Watson, room 253, 1888 Building
Barbara Wishart, room 403A, 1959 Building
Wesley Young, room 239, 1888 Building
Part-time and External Students: Donald Adams, room 1005, Science Education Building.
 Student Services 29

Student Services

Student Services Officer

The Student Services Officer, Mr Vince Callaghan, assists students who need help or information
of any kind. Some areas of need dealt with by the Student Services Officer include student loans;
housing; worries about future employment; information on the right person to see about a course,
withdrawal from a course or change of course; student health and counselling.
The Student Services Officer is located in room 104, 1888 Building. Telephone: 341 8580.

Careers and Employment Officer

The Careers and Employment Officer, Ms Noeline Milson, assists students who need help, advice,
or information relating to employment of further study. Inquiries about matters such as employ-
ment opportunities within the teaching profession and other professional areas, job-seeking, writ-
ing applications, interview techniques, scholarships, further study, and part-time employment
should be directed to the Careers and Employment Officer, room 105, 1888 Building. Telephone:
341 8580.

Student Health Service

The services of the Student Health Service of the University of Melbourne, located at 249 Grattan
Street are available to students. Students are able to consult the service on any matters of health.
Full-time staff are available and visiting staff deal with particular specialities. Dressings,
emergency treatment and immunisations against disease are available. Advice can also be
obtained on health problems which may be encountered in other countries. Telephone:
341 6904/5.

Student Counselling Service

This service. located at 278 Faraday Street, Carlton. is provided free of charge to students of the
College. of the University of Melbourne, and of the Lincoln Institute. Six full-time counsellors are
available to help with general problems. Several counsellors maintain a special expertise and
interest in such groups as country and overseas students, mature age students. part-time stu-
dents, and married students. Programs are offered in relaxation training and examination anxiety
management The service is completely confidential. Telephone: 341 6927/8/9.

Student Housing Service

The Student Housing Service, 786 Swanston Street, Carlton, assists students from the College,
the University of Melbourne. and from the Lincoln Institute. who have problems in finding accom-
modation. or who face difficulties as tenants. The service has published a number of pamphlets
covering topics such as: what to look for in renting, which estate agent to contact, where to find
cheap furniture, the least expensive removalists, vacating premises, etc. Telephone: 341 6930.

Education Department Accommodation

Information on Education Department residences is available from the Hostel Section. Victorian
Education Department, Recruitment Branch, 7th Floor, Nauru House, 80 Collins Street,
Melbourne, 3000. Telephone: 651 0140.
30 Student Services

Students' Loan Fund

This fund provides loans to students suffering from financial hardship, particularly those students
in danger of 'dropping our or failing academically as a consequence.
Short term loans: Up to $100 to be repaid over a period of three months, or the remainder of the
College year (whichever is the shorter).
Long term loans: Up to $500 (larger loans will be considered in exceptional cases), generally to
be repaid by the beginning of the following academic year.
There is a small interest rate of 5 per cent per annum on all loans, and more than one loan may be
granted during a student's course.
Inquiries should be directed to Mr V Callaghan, Student Services Officer, room 104, 1888 Build-
ing. Telephone 341 8580.

Financial Assistance

Information on the main avenues of financial assistance available to students will be available
from the Student Services Officer at the beginning of the Academic year.

Tertiary Education Assistance Scheme

This scheme assists students who are permanently resident in Australia, and who are enrolled
full-time in approved courses at universities, colleges of advanced education, technical colleges
and other approved institutions in Australia.
The assistance is subject to a means test and to certain conditions of eligibility, including
satisfactory progress in an approved course.
A student who qualifies for assistance may receive a living allowance, an incidentals fees
allowance. an allowance for dependent spouse and/or child. and, under special circumstances, a
fares allowance. A student must qualify for a living allowance to be able to receive any of the other
benefits.
Applications for assistance are invited each year from students who are about to commence a
course, from students who have partially completed their course, and from students who have
already received benefits under the scheme. All students must apply to have their eligibility for
assistance re-assessed each year.
Application forms are available from the Registrar's Department. Students are strongly advised to
complete and return their application forms as soon as possible. Early submission of applications
assists early payment of allowances.
Inquiries about the scheme and requests for application forms should be addressed to the
Director, Victorian State Office, Commonwealth Department of Education, 450 St. Kilda Road,
Melbourne, 3004. Telephone: 267 4700.

Students' Loan Fund

See section above.
 Staff 31

Staff
Teaching Departments
The following list was compiled at 1 August 1979.
The name of the Head of each department is printed at the beginning of each list.
Part-time staff within departments are indicated by an asterisk ('l. Staff whose duties are shared
between departments are indicated with an obelisk (t).

Art and Design

Teaching
Wiliam J Ferguson, ARMIT TSTC EdDeptVic
Stuart Black, DipArt TPTC EdDeptVic MA SFSU
John L Borrack, FRMIT TPTC EdDeptVic
'Daryl J Carnahan'. DipArt RMIT
Suzanne E Davies. BA Melb DipArt RMIT DipEd Melb
Alan B Day. MA Melb TSTC(A&C) EdDeptVic
Noel J Flood, DipArt FRMIT TTTC EdDeptVic
Alison M French, BA Melb
Rex N Keogh, FRMIT SATC EdDeptVic BEd LaT
Robert G Martin, BA Melb TPTC EdDeptVic
Gregory K Moncrieff, FRMIT
Clive J Murray-White, DipArt PIT TTTC EdDeptVic
John R Neeson, TSTC EdDeptVic FRMIT
David A Newbury. FRMIT TPTC EdDeptVic
Reginald A Parker, DipArt FRMITTTC(Man'I Arts) EdDeptVic
Hal L Peck. ARMIT ACCT EdDeptVic
Graham R Reade, FRMIT TSTC(A&C) EdDeptVic BEd La T AIDIA (Ed)
Kenneth W Scarlett, ARMIT TSTC(A&C) EdDeptVic
Waldemar L Seybold. DipElecEngTech Hungary ARMIT TTC EdDeptVic BEd LaT AIDIA
Stephen B Spurner, TSTC EdDeptVic FRMIT
Mark Strizic
James H Taylor, ARMIT TSTC EdDeptVic
Robert G Treseder, ARMIT DipTRP Melb SATC EdDeptVic AIDIA (Ed)
Ronald W Upton, SATC TSTC EdDepfViC
Val Valentine, ARMIT AIAP MIPT
Ken E Wach. DipArt FRMIT TTTC EdDeptVic
Gregory T Wain, FRMIT SATC EdDeptVic
Wendy Watson, ARMIT TSTC(A&C) EdDeptVic
Ben G Whippy, BEd(ABC) SCV
Donald W Wordsworth, DipArt FRMIT TPTC EdDeptVic
Support
Rosemarie Arceri
Michael H Atkins
Chris C Byrne
John Payne. DipFineArt Gordon
Lucy Wong

Biology
Teaching
Judith F Kinnear, MSc PhD Melb BEd LaT
Donald J Adams. BA BSc Melb TPTC TSpTC EdDeptVic
Ian J Allan. BSc(Hons) Melb TPTC EdDeptVic
John R Baird, MSc DipEd Melb
William Gill, BSc(Hons) Melb HOTS
Terry F Harrison, BSc)Hons) BEd Melb
32 Staff

Jennifer R McFadden, BSc(Ed) BSc(Hons) PhD Melb

David G Morgan, BSc DipEd Melb
Alison M Murray, BSc DipEd Melb
Janet E Pritchard. BSc Syd CertDiet RNH DipEd SCVH
John C Sampson. BSc(Hons) DipEd PhD WAust
Murray W Seiffert, MAgrSc DipEd Melb
Lila Smith, MHSc Otago ACTT EdDeptVic
Eric J Willis, BSc(Hons) McGill
Gregory L Willis, BA SUNY PhD LaT
Support
Lorna M Beulke
Sharon Flack
Andrew C R Henderson. BSc Mon
Ross V B Hortin
Isabel J K Spencer
Susan C Stott, CertApplSci Swinburne
Adrian G A van den Brenk (Laboratory Manager)
Lisa F Yugovic

Business Studies
Teaching
Peter C Joyce, BCom BEd Melb
Richard J Bluck, BCom DipEd Melb
Barbara I Cope. BCom BA Melb TPTC EdDeptVic
Ross F Cowie, BJuris LLB Mon
Dennis J Easton, BJuris LLB Mon DipEd Melb
Ronald W Edwards, BCom DipEd Melb
Ian R Greene. BCom DipEd Melb AASA
Jean M Griffith, DipS'Hand
Isabel O Haining, BCom BEd Melb TPTC EdDeptVic
William Howitt', BCom MEd Melb MAcc V/CM AASA
David Kimber', BEc DipEd Mon
Eng C Riley, BEc Tas TSTC EdDeptVic AASA
Graeme A Taylor, BCom DipEd Melb MEc Mon
Wendy A Wilmoth, BA LLB Melb
Support
Beryl M Johnson

Chemistry and Physics

Teaching
Jean Clark, BSc(Hons) Exon DPhil Oxon DipEd Mon FAIP
Christopher J Bigum, BSc Melb PhD ANU DipEd Melb
John G Down, BSc(Hons) PhD DipEd Melb ARACI
Alan D Fowless, BSc(Hons) PhD Adel
Geoffrey J Giddings, BSc BEd Melb
Ian E Hawkins, BSc Melb BEd Mon TPTC EdDeptVic
Robin A Hirst, BSc(Hons) PhD DipEd Melb MAIP
Gary A Kakos, BSc PhD BEd Melb
W A F (Jacki) Lang', OBE DPhil Vienna FACE
Clifford K Malcolm, BSc(Hons) Melb PhD Sask BEd Melb
Kevin E Mauger, BSc DipEd Melb MAIP
David McFadyen, BSc(Hons) PhD Melb DipEd
Peter J Obendorf, BSc(Hons) PdD Melb
Rex O'Brien, BSc(Hons) BEd Melb MAIP
John M Owen, BSc(Hons) MEd Melb MAIP
Robert J Prosser. BSc PhD BEd Melb
 Staff 33

Peter J Rogers, BSc(Honsl PhD Melb DipEd MAIP

Carole E Scollary, MSc PhD BEd Melb ARACI
Geoffrey R Scollary. MSc Me1b PhD LaT BEd Melb ARACI
Support
Douglas W Bolton (Laboratory Manager)
Marion Godfrey
Christopher G Gray, DipApplChem RMIT (Laboratory Manager)
Hector Kelly, ASAE
Jean H Lyon
Jean P Matthews
Anthony McKinnon
Geoffrey Millist BSc Melb
Elisabeth Milne CertApplSci Sw inburne
Wesley R Neagle, BSc Melb
Colin Reid. AOCP
Douglas M Taylor, BApplSci Vic
Ivan Vit DipApplChem RMIT
Russell Walsh

Crafts
Teaching
Mona B Russell, SATC TTC(Man'I Arts) EdDeptVic
R John Bisset SATC DTPC TPTC EdDepVic DipEdAdmin WAIT BEd LaT
Geoffrey W Clague, FRMIT TSTC(A&C) EdDeptVic
Norman A Creighton, FRMIT SATC EdDeptVic BEd LaT
Anthony L Dyer, FRMIT TPTC TACTC EdDeptVic
M Pamela Pilgrim, TSTC(A&C) EdDeptVic BEd(A&C) SCV
Carolyn R Roberts, ARMIT TSTC(A&C) EdDeptVic GDipEmb RMIT
Tor G Schwanck Gld&SlvrsmthDip NKI(Stockholm)
Raymond J Stebbins, FRMIT TPTC EdDeptVic
Margaret A Stefanovic, DipN'Craft EMcP SATC TPTC EdDeptVic
W Howard Tozer, ARMIT TTC(Man'I Arts) EdDeptVic
Suzanne Walker, BA Meib DipEd ATT(
Alan Wilson, ARMIT TPTC DISC SATC EdDeptVic
Victor G Wood, FRMIT TSTC(A&C) EdDeptVic

Support
Douglas R Asker
Traci Beale
Yvonne Diamond
Rosemary Hale, CertEd LondlnstEd
Charles D Holmes, ACTT
Frank Mollica
Chris Tutty

Curriculum Studies
Teaching
Frank T Hindley, BCom MEd Melb TPTC EdDeptVic
Jocelyn Grant, BA WAust DipEd EdDeptVic
Kevin C Hall, BCom BEd Melb TSTC EdDeptVic
Geoffrey A Hammond, TSTC(A&C) EdDeptVic BEd Old PhD Mon
Nancy M Hammond, TSTCIAnia EdDeptVic BEd(A&C) SCV
Bill K Hempel, BA DipEd Melb AIE Lond
Thomas S Hancy, DipFineArt RMIT SATC TSTC(A&C) EdDeptVic BEd LaT
Evalynne D Manarin, BA Melb DipEd
Peter J Markman, DipApplPhy RMIT TSTC EdDeptVic BEd LeT MEd James Cook
34 Staff

Kevin F Mongan, BCom BEd Melb TPTC EdDeptVic

R Joy Peletier, BA BEd Melb TPTC QIdTC
David R Pontin, HDTS(A&C)
Michael J Quin, BA MEd Melb
Chris Shelton, TSTC(A&C) EdDeptVic BEd(A&C) SCV
William N Stringer, BA BEd Melb BEd Mon FRGS
Mervyn K Vogt, BCom Melb BEd Mon ACTT EdDeptVic
Graeme L Willcox, BA DipEd MEd Melb MA Sussex
Lorraine M Wilson, TITC EdDeptVic
Marilyn Woolley, TITC EdDeptVic

Support
Alida M Bari
M June Carson

Drama
Teaching
Brain A Hogan, BA BEd Melb AIE Lond TPTC EdDeptVic
John W Deverall, BA Mon DipDramaEd N'castle Upon Tyne TPTC TTLC EdDeptVic LTCL
Lynette E Geursen, DipDrama NIDA ALCM IntTC Lond
John R Hillel, MA Lancaster CertEd UK
Lyndal M Jones, BA Mon DipEd ECLEM
David G Lander, BFA Vic CertEd UK
James K Lewis, TCert NSW
Susan J Nevile', BA(Hons) Melb DipEd Mon DipCUIFRED Nancy
Peter J Ralph, DipArt RM/T TSTC EdDeptVic
Paul R Roebuck, BA NewEng TCert NSW
Anita Sinclair, TSTC(A&C) EdDeptVic
Paul B Stevenson, BSc Melb TSTC EdDeptVic

Support
Denise Gale

The Open Stage

Judie Dodd
Harold K Irwin
Carole A Sinclair
Jeffrey Warren, BA NewJer
Daryl J Wilkinson, DipDrama NIDA

Educational Psychology
Teaching
Graham Clunies-Ross, BA(Hons) Adel PhD James Cook MAPsS
Lachlan D Arnott, BSc Melb TSTC EdDeptVic MAPsS
Leo Brophy, BA BEd Melb TPTC EdDeptVic MAPsS
Richard A Cartwright, BA BEd Melb
Louise Cooper, BCom DipCrim Melb TSTC EdDeptVic BEd Mon
Peter Dakis, BCom BEd DipPsych Melb TPTC EdDeptVic MAPsS MASCEH
Marc C Davey, BA MEd Mon TPTC EdDeptVic
Eileen M Dethridge, BA DipEd Melb MAPsS
Michael J Faulkner, BA BEd Mon TPTC EdDeptVic
Kathleen Funder, BA Melb BEd Mon TSTC EdDeptVic
Ian F Gibson, BA BEd DipPsych Melb TPTC EdDeptVic MAPsS
Roger D Hewitt, BSc(Hons) Melb BEd La TSTC EdDeptVic MAPsS
Paul G Power, BA MEd DipPsych Melb PhD Johns Hopkins MAPsS
Monique Tammer, BA BEd Melb GradDipFTV Swinburne
Lurline M Waters. BA Melb DipEd Mon
 Staff 35

Support
Lesley W Buckleyt
Felicity J Manfreda

Educational Sociology and Social Studies

Teaching
Desmond R Fraser, BA BEd Melb
Janeen A Allan, BA(Hons) BEd LaT
Ralph W Biddington, BA BEd PhD Melb TPTC EdDeptVic
Mary L Bourne. BA(Hons) Mon TPTC EdDeptVic
Maxine C Cooper. BA MEd Mon TPTC EdDeptVic
John B Crook, BA(Hons) Mon FRMIT TTTC EdDeptVic
John L Davies, MA La.T DipT Oxon
Peter J Dwyer, MA Fordham
Graeme T Hoel. BA BEd LaT TPTC EdDeptVic
J F Allen Inch. BA MEd Melb
Philip Johnson, BA(Hons) LaT TPTC EdDeptVic
Alfred B Kuen, MA Melb TSTC EdDeptVic
Timothy F Kupsch. MEnvSc BA(Hons) Mon
Cheryl McKinna, DipCrim DipPhysEd MA Melb TSTC EdDeptVic
David H Murphy, MA Melb MEd Mon ATTI Dip Mercer House
David J Nance, BA BEd LaT TSTC EdDeptVic
Keith Pigdon, BA(Hons) LaT TPTC EdDeptVic
Geoffrey M Poynter, BCom Melb BEd Mon TPTC EdDeptVic
Eduards Silkalns, BA BEd Melb
David Schapper, BA(Hons) Melb TPTC EdDeptVic
Rosemary Wentworth, BCom Melb BEd MA LaT TPTC EdDeptVic
Johanna G Willis. BAIHons) Vct
Bruce W Wilson, BA DipEd WAust DipT STCWA TC EdDeptWA
Barbara L Wishart, BA(Hons) Mon TITC EdDeptVic

Support
Rosemary Clarkt
Yvonne Thompson
Maggie Zikou'

Environmental Science Program

Teaching
Gary H Scott (Co-ordinator), BSc PhD Melb ARACI

Support
Paul E McShane, BSc(Hons) WAust

External Studies
Teaching
Kevin J Sharman, BCom DipEd Melb

Support
Pamela C Dubsky
Carol A Smith
Sandra L Young
36 Staff

Geography
Teaching
Kenneth G Boston, MA Melb
Juliet F Bird, MSC Lond
Gregory S J Brinsmead, MSc Melb DipAgSci L'nong HDTS
Douglas G Esler, BA(Hons) Mon MSc Aberdeen DipEd Mon
Douglas W Fox, BA(Hons) DipEd Melb
Norman L Head', BA DipEd Melb
Malcolm H Mathias, BA(Hons) Mon MSc Wisc DipEd Mon
Geoffrey N May, BCom Melb TSTC EdDeptVic
Jill Price', BA DipEd Mon
Roger J Southern, BA Cantab MSc Bristol
Anthony B Stutterd, BA MEd Melb AIE Lond

Support
Neville E Green
Jeanette R Miller

History and Politics

Teaching
Lloyd W Evans, MA DipEd Melb
Ronald G Anderson, BA(Hons) DipEd Melb
Noel A Battye, BA DipEd Melb MA PhD Cornell
Wesley H Blackmore, BCom BEd Melb MA CSUH
Barry Collett, MA Melb TSTC EdDeptVic
Neil A Day, BA(Hons) DipEd Melb MA Essex
Warwick Du Ve, BA(Hons) DipEd Melb MA Keele
Michael J Elliott, BA DipEd Melb
Robert D Ewins, BA(Hons) BEd Melb
Donald S Garden, MA Mon DipEd Melb
Peter M Grant, MA DipEd Melb DipSoc UEA
Dorothy J Lang, BA(Hons) Melb DipEd
David C Littlewood, BA(Hons) DipEd Melb MA Essex
Derek J McDougall, BA DipEd Melb PhD Duke
Paul L Nicholls, MA BEd Melb
David A Park, BA DipEd DipGrim Melb
June E Senyard, BA(Hons) PhD Melb
Gary Smith, BA(Hons) Mon MA LaT
Andrew Theophanous, BA(Hons) Mon BLitt Oxon PhD Melb

Support
Jennifer N Arnold
Barbara Williams

Language and Literature

Teaching
Edward R Rush, BA BEd Melb
Avril Bradley, BA V/C TD Lond
Christopher J Calton, BA Melb BEd Mon TPTC EdDeptVic
Arthur N Cocks, BA Melb TPTC EdDeptVic
Winifred M Cubbon, MA DipEd Mane
Dorothy A Dunkle, BA(Hons) DipEd Melb DipMontessori AMI Bergamo
Helen M Fallaw, BA(Hons) DipEd Mon
Peter J Holloway, MA DipEd Mon
Belinda Hollyer, BA CerT DipT Auck
Helen Jenkins', BLing Manc BA DipEd Melb DipEngLing UWIST
 Staff 37

John A Johnson, BA(Hons) DipEd Melb

Daniele Kemp, MA Melb DipEd La T
Beverly Kennedy', MA DipEd Melb
David F McRae, BA Melb DipEd LaT
Janet Milman, BA DipEd Melb
Raymond J Misson, MA Melb
Brian E J Symes, BA DipEd Melb
Helen K Tippett, BA(Hons) DipEd Melb
Anita M Treloar, BA DipEd Mon TPTC EdDeptVic
Peter J Wakeham, BA(Hons) DipEd Melb
Constance M Warren, BA DipEd Melb
W James Young, MA DipEd Melb

Support
Marion J Brown

Librarianship
Teaching
Graham P Corr, BCom BEd Melb DipLib RMIT PhD Oreg TTLC TPTC EdDeptVic
Eve Andre. BSc Mon DipLib NSW DipEd LaT
Gordon E Bate, BSocSci RMIT TTLC TPTC EdDeptVic ALAA
Catherine Coleman, BA(Hons) Hull CertEd Birm DipLib
Brian R Davies, DipTESL PNG TPTC TTLC EdDeptVic BEd La T GDET SCVT DipT Geneva
Douglas W Down, BSocSci RMIT TTLC TPTC EdDeptVic ALAA
Beatrice M Fincher, BA BEd Melb ARMIT TPTC EdDeptVic ALAA
Deane K Hardwick, BA Melb DipLib NSW TSTC EdDeptVic
Neville J Johnson, BA MEd Mon TPTC EdDeptVic
Wendy A Johnstone, DipDomArts EMcP TSTC EdDeptVic GDET SCVT BEd LaT
Stella McB Lees, BA(Hons) Melb BEd LaT ARMIT TTLC EdDeptVic ALAA
Walter R McVitty, BA DipEd Melb TPTC TTLC EdDeptVic ALAA
Peter F Metherall, BSocSci RMIT TPTC TTLC EdDeptVic
Janet A Miller, BA Melb ARMIT ALAA
H Fay Nicholson, BA Melb DipEd SCVH ALAA ARMIT
Paula F M Seymour, BA(Hons) DipEd Melb ALAA ARMIT
Joy Sheehan', BA Syd ALAA
Mary P Stansfield, BA Melb BEd Mon ALAA
Allan J Thomas, BA Mon ARMIT TPTC TTLC EdDeptVic
Stanley Watson, BCom Melb MEd Mon TPTC TTLC EdDeptVic ALAA
Wesley A Young, BSocSci RMIT TPTC TTLC EdDeptVic

Support
Georgina M Bowman
Liz Kinnaird, BA Melb
Rosemary Nairn'

Mathematics
Teaching
Desmond A Robbie, BSc BEd Melb BSc(Hons) Mon PhD Florida
A Grant Angus, BSc MEd Melb TPTC EdDeptVic
Gary P Asp, BSc Min'sota MA N'Western
Angelina H J Byrne, MSc PhD Melb DipEd Mon
Neal F Byrne, BSc(Hons) Melb TPTC EdDeptVic
Edwin T Conway, MSc DipEd Melb
Brian D Dempsey, BSc MEd Mon
John Dowsey, BA Melb MScEd WAust TSTC EdDeptVic
Barry Harridge, BSc(Hons) DipEd Melb
Millicent M Henry, DipTP Manc TSpTC
Helen Hutchens, MSc DipT Adel
38 Staff

Barry J McCrae, BSc(Hons) DipEd Melb MEd Mon

Ross McKeown, TPTC TTLC EdDeptVic
Terence J Malone, MA Massey TPTC PalmerstonNth
Meei Pyng Ng. BSc Malaya MSc PhD Warwick
John S Murnane, BAppSc RMIT TPTC EdDeptVic
Geoffrey Orrin, BSc(Hons) DipEd Melb
Raymond J Overton, BA BSc(Hons) Melb BEd LaT ARMIT
David I Rasmussen. BEc Mon BEd LaT TPTC Old
Michael W Sorrell, BSc Melb BEd Mon TSTC EdDeptVic
Michael S Thompson, BSc(Hons) Tas DipEd LaT
Ronald J Welsh, BA BEd Mon TPTC EdDeptVic

Support
Brigitte Busch
Judith A Neil
Irene B Sheffield

Media Arts and Education

Teaching
Brian J Sheedy (Acting Head), BCom Melb BEd LaT TPTC EdDeptVic
Arthur S Cantrill
John Hughes
C Lloyd Junor, BA BEd Melb TPTC EdDeptVic MSci Louisville
Colin A Lawn, BCom BEd Melb TPTC EdDeptVic
John G Mitchell, BA BEd Me/b TPTC
David B Ritchie, TPTC Old BEd La T
Thomas P Ryan, BA(Hons) Mon-LaT BEd LaT TPTC EdDeptVic

Support
Anne M Abbink
Anthony J Boyd, DipArt RMIT
Keith S Carroll
Dennis W Claringbold
Stephen R Cozens
Linda Gidlund, MEd SanJose
Max A Goode, R&TVCert RMIT
A Elizabeth Hannay, DipArt Swinburne
Eril W Miller
Monica M Moore
Stephen J Shergis, DipApplPhys GIT
Irmgard Thalman
Brian D Walsh

Music
Teaching
Geoffrey R D'Ombrain. MMus BEd Melb
Trevor J Barnard, ARCM GradMIMIT Lond
Peter G Clinch, LMusA MMus WAust
William G Desailly
Catherine A Falk, BA(Hons) Mon
Alan J Murphy, BMus DipEd Melb
Allan W Nuske, BMus DipEd Melb
Christine J Pedersen, BMus Melb DipEd
Adrian A Thomas, AMusA BMus BEd Melb
Dawn M Vickery, BMus DipEd Melb
William E Watkins, BMus Me/b TPTC EdDeptVic
Kenneth E Whidburn, BMus DipEd Melb
Alan W Woods, BMus BEd Melb
 Staff 39

Support
Timothy J Robinson, AOLCP
Barbara J Wain

Noojee Outdoor Education Centre

Teaching
Bryan F Scott DipPhysEd DipEd L'borough
John H Brewster, BSc Oreg TPTC EdDeptVic
Peter Ebsworth, BSc MA Mon
David J Tune. DipEd Torrens

Support
Helen P Daviest
John Reinert, BEd SCV
Diane Waterhouse

Philosophy
Teaching
Ian H Moore., BA Melb BEd Mon TPTC EdDeptVic
Douglas A Adeney, MA Mon PhD StAndrews
Robin J Barke Hall, BA BEd Mon TPTC EdDeptVic
Lindsay L Jones, BA(Hons) DipEd Melb
Robin J McCormack, BA Cantab DipEd Mon
Clifford A Penniceard. BA(Hons) Mon MA Oxon DipEd Mon
Valina Rainer. BA Syd TSTC EdDeptVic
John F Weckert BA(Hons) Adel MA LaT
Alexander Yule. BA(Hons) Melb BD(Hons) MelbCollDivThD PrincetonTheolSem
Gail Tulloch, BA(Hons) Melb DipEd Mon

Support
Ida Epstein

Physical Education, Health and Recreation

Teaching
0 Geoffrey Hill, BA DipPhysEd BEd Melb TPTC EdDeptVic
E Kathryn Alexander, BA DipPhysEd Melb TPETC EdDeptVic
Judith M Andrews, BA Mon MEd Boston
J Stewart Dickinson, MSc Oreg CertEd WestMid
John E Elligate.DipPhysEd Melb TPETC EdDeptVic
Lawrence J Hayden, BEd Mon BCom DipPhysEd Melb TPETC EdDeptVic MAPsS
Jan Henry. BEd Mon BA DipPhysEd Melb TPETC EdDeptVic
Val J Lewis'. DipPhysEd Melb TPETC EdDeptVic

Support
Malcolm J Girdwood
Catherine Hooton

Psychology
Teaching
V Jean Russell, BA BEd PhD Melb MAPsS
Jennifer M Boldero, MA(Hons) Auck
Robert J Barker, BA DipPsych Melb TPTC EdDeptVic MAPsS
Valerie J Boyd, BA(Hons) Tas DipEd Mon MAPsS
Diane C Chapman, BS Madison MEd Virginia CAS Harvard
40 Staff

Barry J Fallon, BD BA(Hons) Old MA PhD Sunyab MAPsS

Susan F Morrison, BSc(Hons) MEd Melb MAPsS
David Rawlings, BA(Hons) NewEng DipEd C'berraCAE MA Hinders MEd Melb MAPsS
Doreen A Rosenthal, BA(Hons) PhD Melb MAPsS
Rodney Woolcock, BA(Hons) DipEd Melb

Support
Lesley W Buckleyt
Karmel McEvey

School Experience
Teaching
Elaine Sullivan, DipN'Craft TTTC EdDeptVic DipEd Bristol

Support
Helen Bennett, MA(Hons) Auckland
Marianne Bodi, BA(Hons) DipEd EoetvoesL(Budapest) MEd Mon
Sheryl Callanan, BEd MelbSC
Anne Duke, DipLib RMIT HOTS
Susan Haycox, TPTC EdDeptVic DTP
Kaye Jeffs
Linda Kiely
Pat Klemm, TPTC EdDeptVic DTP
Marjorie H Matheson
Michael Pierce
Alison Robb, TPTC EdDeptVic
Margaret Summersgill, BA Old DipEd Mon
Elaine Tisher, DipPhysEd Syd

Special Education
Teaching
Kenneth F Runciman, BA BEd DipPsych Melb MEd Mon TPTC EdDeptVic
Peter N Clarke, BA DipTchg Cantuar MEd Mon PhD Melb TPTC EdDeptNZ
Ishwar Desai, BA BEd Natal MEd Columb DipESN Cantab CertRemEd UED Natal
Kay Frith, THTC TSpTC EdDeptVic
Daryl F Greaves, BA Melb BEd La T MA Leeds TPTC EdDeptNSW
Kenneth W Henry, MHTC Melb BEd LaT GradDipSpEd
John M Hibbet, BA Me/b TPTC TSpTC EdDeptVic
Bessana Keir, GTC Old ATCLSp AdvCertEd AdvDipTchg A TTI TSpTC EdDeptVic BEd La T
Patricia C Long, BA BEd Melb MEd Maryland
Michael F McKay, BA ANU MEd Mon TPTC EdDeptVic
John K Munro, BSc Melb BEd Mon BA(Hons) Melb
John Phemister, MA Lond Cert TEFL RSA TPTC EdDeptVic
A N (Bob) Pilay (Acting Head), BA CertRemEd UED Natal BEd SA MEd T'nto
Mervyn L Rees, BCom Melb BEd Mon MEd James Cook TPTC EdDeptVic MAPsS
Robert A Semmens, BA DipCrim DipSocStud DipEd Melb
Isobel Sweetapple, TTC NZ

Support
Virginia A Paul
Flor G Zubiri
 Staff 41

Administration and Services

Part-time sta ff are indicated by an asterisk (1, staff whose duties are shared between depart-
ments are indicated by an obelisk (t).

Office of the Principal

Principal William Pye, MA BEd Melb
Secretary Gillian M Allshorn
Acting Deputy Principal John J Ryan, BSc PhD BEd Me/b ARACI
Secretary Anna R Ostello
Vice Principal Roger R Woock, BA Minnesota MA Columb EdD NYU
Secretary Elizabeth A Dumps
Administrative Officer Kathleen E Massey, BA(Hons) SUNYB
Administrative Assistant Anne Bridge
Secretary Helen P Daviest
College Projects Research Officer Eugenie M Halls, BA BEd Me/b ALAA TTLC ACII
EdDeptVic
Sta ff Officer Jan F Law
Assistant Sta ff Officer Christopher H Long
Administrative Assistant Susan J Arnold
Typ st'Clerk Julie A Sullivan
Computer Manager Peter J Rogers, BSc(Hons) PhD Melb DipEd MAIP
Systems Programmer Ga ry Hughes, BSc Melb
Applications Programmer Howard C Elliot, BSc MSc Auck

Co-ordinators of Studies
Bachelor of Education (Secondary)
Co-ordinator Norman L Head, BA DipEd Me/b
Academic Officer Jean Brierley, BA(Hons) La T
Secretary Carole Wassail

Bachelor of Education (Art and Crafts)

Co-ordinator A William Harding, FRMIT TSTC EdDeptVic
Administrative Officer Pamela Barber
Secretary Pamela J Jenkins

Diploma of Teaching/Bachelor of Education (Primary)

Co-ordinator Geoffrey M Poynter, BCom Melb BEd Mon TPTC
EdDeptVic
Administrative Officer Fiona H Clyne, BA MSc Mon
Administrative Officer Shirley M Robertson'
Secretary Jennifer J Sykes

Diploma in Education
Co-ordinator Peter G Fleming, BSc BEd Melb
Administrative Officer Barbara M Ryan, BA LaT DTP WillBelmaineCAE
Secretary J A (Prue) Green

Education Faculty
Secretary Mary A Hoffman

Student Services
Student Services Officer Vince Callaghan, BA(Hons) WAust
Careers and Employment Officer Noeline Milson, BA ANU
Secretary Andreina Moro
 42 Staff

Tertiary Education Research Unit

Research Director Gerald R Elsworth, BSc Melb PhD James Cook TTTC
EdDeptVic MAPsS
Research Assistant Rosalind E Hurworth, BA(Hons) Wales PGCE Nott'ham
Secretary Dianelita G Collaga, LitB Sto

Gryphon Gallery
Chiara Potter', DipArt PIT

Education Resource Centre

Chief Librarian David E Pownall, BM Wisc MM Tulsa MALSc Indiana
ALAA
Secretary Joan Wilmot
Deputy Chief Librarian William T Cations, BA Mon MSc CityULond ALAA AIIS
Administrative Services Librarian Douglas J Manning, BA BEd Melb ALAA TTLC TPTC
EdDeptVic
Administrative typist/clerk Vicki Clark

Acquisitions Section
Professional Anthony J Arthur, BA Melb ARMIT ALAA
Robert L Griffiths, BA Mon ARMIT
Support Joan Beard, MA Edin
Luigina Davies
Annette Fernandez
Barbara Fewster, LibTechCert Whitehorse
Marika Livermore, LibTechCert Prahran
Judith Perkal
John B Simmons
Dorothy Wilks

Cataloguing Section
Professional Christine Butler, TSTC EdDeptVic ALAA
Olivia Ho, BA DipEd HKUDipLib UNSWMA SydALAA
Guna R Kulnieks, BA Me/b ARMIT ALAA
Joan L McMicken, BA Mon ALAA TTLC TPTC EdDeptVic
Jan Peacock, BSocSc(Lib) V/C ALAA
Terry Schlicht, ARMIT ALAA
Ron P Wakeham, BA MEd Me/b ARMIT ALAA
Support Stephanie Creighton
Kathleen de Kretzer
Vineeta Deoki
Barbara Edgar
Philomena Major
Rita Steinhards, BA Me/b

Loans Section
Professional June Scotton, ARMIT
Support Anne I Errey
John F Foley, DipFineArts RMIT
Jennifer Hoskins, LibTechCert Whitehorse
Sidney C Lumsden
Garry N McBain,CertAppSocSci(Lib) Prahran
Patrick L Miller
S (Claire) Nordman, BA Melb
Robyn Rawson
Margaret L Robertson
Robert L Wilson
 Staff 43

Materials Section
Professional Lesley Skinner, BSc(Hons) Ade/ARMIT ALAA
Pamela Winston, BA Mon DipLib NSW TPTC EdDeptVic
Support Jane M Edwards
Kathy McBrien
Rick G Youseff

Reference Section
Professional Joan Almeida, ALAA
Barbara D Cranston, ARMIT ALAA
Pamela L Gibson, BA Mon BEd LaTARMIT ALAA
Jean M Liggett, BA Melb ARMIT
Helen Noyes, BA NewEng ALAA
Theodore J Strehlow, BA Ade/MLib UNS WALAA

Registrar's Department
Registrar Geoffrey A Richards, BSc DipEd Melb
Secretary Wendy L Cossar
Deputy Registrar Geoffrey R Hargreaves, MSc DipEd Melb
Secretary Helen M Spry
Academic Officer Jeanette A Wilson, BA DipEd Mon
Administrative Officer Rosemary Bruce, BCom Melb
Admissions Officer Thomas W C Kean
Student Records Officer Nan Armstrong
Student Records Officer Maree Sullivan
Student Records Officer (EDP) Maree Rymer
Assistant Student Records Officer Michelle Jones
Information Officer Jean Kassimates
Publications Officer Penny Cutner, BA Syd
Assistant Publications Officer Rivka Frank
Graphic Designer Luba Baksheev, DipArt Swinburne
Registry Officer Hugh E Markwick
Timetable/Statistics Officer Angela Brenton, BSc DipEd Melb
Typist/Clerks Brigitte Carevic
Pamela Sprague

Business Manager's Department

Business Manager Neil G Maher, AASA ACIS AAIM RCA
Secretary Margaret Malcolmson

Finance Department
Accounting Manager John Vander Pal, AASA DipAccy PTC
Management Accountant Peter F Gilson
Secretary Mary Barratt
Accountant Jacques F Urruty, BA(Hons) Leic ACIS
Purchasing Officer Lynette Barkas
Typist Issy P Bryczman
Storeman John McIntyre
Assistant Storeman George Kharitopoulos
Finance Officer Dianne M Love
Supervisor Accounts Payable Glenda J Kane
Paymaster Horace de Run
Payroll Officer Paul J Lucas
Finance Officer Peggy E Woods
Cashier and Superannuation Officer Keeran Mahoney
Clerical Assistants Janette E Liffey
Jessie A Neagle
44 Staff

Commitals Clerk Sue Wilson

Ledger Machinists Sharom Amis
Susan Royal
Publishing
Publishing Supervisor Brian A Nairn
Typist Carmen F M Cassar
Publishing Assistants R Melvyn Cook
Lana C Osterfield
Diane F Roach

Information Office
Information Officer Kenneth J Walker
Receptionist Fay E Romeo

Serv ices Office

Services Officer Alan J Davies
Clerical Assistant Betty M Mansfield
Telephonists Marea E Avent
Dawn Croft
Refreshment Services Frances M McDonald
Betty Dean'
Alma Lord
Andrea Sinclair

Porters
Mail Alfred L Beaugard
Ronald McCamley
General John M Brittain
Robert Sokoloff
Robert T Stephen
Bernard J Walker

Commissionaires
Car Park Patrick Minogue
Security James White
Caretaker Basil K Nibbs
Carpenters Gregory Barker
Terry B Milner
E John Roberts

Cleaners David Weir-Smith

Helen Argyropoulos
Peter Argyropoulos
Amedeo Bezzarelli
Andon Buhov
John F Casey
Robert S Clarke
Antonio Danzi
Fillipo Danzi
Gerard Di Pastina
Sandra Di Pastina
Giovanni Federico
Lester Greene
Fotula Halkias
John Halkias
Timo Izev
Slavko Kostov
Nicola Lettieri
 Staff 45

Pasquale Lettieri
Carmela Mollica
Mario Mucciacciaro
Biagio Parisi
Louis Robels
Fillipe Siolis
Rex Wilson

Fitter Stephen Hollings

Gardeners John Kaul

Ceasre Mallandra
Bruce Curnow

Painter Hadrian Mifsud

Honorary Academic Staff

Manual Gelman, Chevalier de l'Ordre National du Merite, MA DipEd Melb DSCF Paris
Granted the award of Freedom of Melbourne State College, December 1974.
A Mary Kennedy, MusBac DipEd Melb LRSM AMusA TPTC EdDeptVic
Granted the award of Freedom of Melbourne State College, March 1976.
Professor Albert G Austin, MC BA MEd Melb
Granted the award of Freedom of Melbourne State College, April 1977.
Alan V Jones, BA BEd Melb TPTC EdDeptVic
Granted the award of Freedom of Melbourne State College, April 1977.
The award of Freedom of the College confers the right for the recipient to be regarded for all pur-
poses of courtesy and on ceremonial occasions as a member of the College.
46 School Experience

Principles for School Experience

1. Students should be given as much opportunity as possible to discover:
(a) if working with younger people is what they desire
(b) if working within an educational institution is a compatibility for them and for the institution
(c) if they are more suited to working within the primary, or the secondary level.
Students should be exposed to exploratory situations within the scope of their experience and
development.

2. Initial experiences should be on a one-to-one basis to facilitate:

(a) relating to a person
(b) relating to age groups
(c) learning to analyse needs
(d) learning to develop learning procedures for an individual
(e) learning to handle behavioural responses
(f) establishing the notion of planned continuity
(g) awareness of the scope of individual differences and of some of the ways
of coping with them
(h) opportunity to contribute as an aid in a relatively unskilled way, e.g. hearing a child
read
(i) opportunity to learn and contribute in one-to-one situations in which learning skills
are observed, used and learned, e.g. hearing reading, knowing the way the teacher
wants a particular child helped.
In these instances, written preparation could begin as a record of sequences and an evaluation of
progress. This would reinforce the importance of preparation in learning procedures even when it
is concerned with one-to-one learning. It also helps the student form a sense of purpose and
identity in a relatively unfamiliar setting, and to begin to understand, relate to and communicate
with children.

3. One-to-one experiences should be encouraged in a variety of ways throughout the stu-

dent's course, and should not be regarded as an initial point only.

4. There should be a graduation to small groups, which in addition to the points made in (1),
should involve an understanding of group dynamics. Opportunity should be given for variety
in:
(a) size
(b) age groups
(c) activities both content and method
(d) sustained programs
(e) short-term programs.

5. Small group experiences should be encouraged and developed throughout the student's
course and should not be regarded as subsidiary.

6. Thorough study of large-group dynamics and organisation should be developed, with prac-
tice at an appropriate time for each student. Opportunity should be given for variety in:
(a) size
(b) age groups
(c) activities both content and method
(d) sustained programs
(e) short-term programs.

7. A comprehensive view of education and school experience should be encouraged, with par-
ticular emphases determined by course backgrounds. For example:
(a) a student should have the opportunity to experience work at all levels of the primary
school during the course
(b) attention should be given to pre-school institutions, and students should be given the
opportunity to study the pre-school preparatory school transition
(c) attention should be given to the grade six-form one transition, and to the relations bet-
ween primary and secondary education.
 School Experience 47

8. Criteria for placement in schools should include students':

(a) awareness of their home environment and the school's environment, their maturity and
security
(b) experience in unfamiliar environments
(c) experience of different styles of school curricula, organisation and methodology
(d) experience of school camps
(e) experience of different systems, e.g. Catholic
(f) experience interstate, etc.
(g) experience in non-educational institutions, e.g. community centres
(h) need to acquire identification with a particular school and staff, and liaison staff mem-
ber.

9. Students should be given the opportunity to see expertise, and to work in their areas of
strength and interest There should be closer liaison with, and information from, subject
departments:
(a) students should be encouraged to review their areas of weaknesses or lack of interest,
and should be assisted in these in the school by both school and college staff
(b) the complexities of skill development and acquisition (literacy and numeracy) should
be a continuing developmental school experience program throughout a student's
course.

10. More emphasis should be given to 'team teaching' to reduce the isolation and 'my class'
notion by. a g.
(a) students working with each other on projects in schools
(b) working with College staff on projects in school
(c) working as groups with peer groups at College
(d) working with teachers in schools in a variety of ways rather than performing for them.

11. Awareness of the relationships of the school with the community.

Many students will be placed in schools outside their home environment and will therefore be
unaware of the community factors which help shape the school policy, although students placed
in schools in areas with which they are familiar are also often unaware of these factors.

The School Experience Handbook

The School Experience Handbook will contain information for:
1. Students
2. Supervising teachers and organisers of student teaching practice in schools
3. College staff involved in school work.
The information will include details of the nature and conduct of school experience programs,
obligations and expectations of the parties involved, and administrative procedures.
The School Experience Handbook will be available early in Term 1, 1980.
48 Education Resource Centre

Education Resource Centre

The collections in the Education Resource Centre comprise approximately 150,000 volumes;
200,000 microforms; 2,250 continuous journal titles; and an increasing collection of pictures.
maps, charts, posters, filmstrips, tilmslides, tapes, transparencies and records.

Shelf Arrangement and Location

The books and most of the non-book media are arranged according to the Dewey Decimal
Classification. The reference collection, the microfilm collection, and current and bound periodi-
cals are found on Level 3 of the Centre, school texts and non-book media on Level 4, and
literature on the Social Sciences, Philosophy, Librarianship. Science, Behavioural Science, Fine
Arts and Crafts, Language. Literature, History and Geography, and Children's Literature on
Level 5.
Public access to all levels is through the main entrance foyer on Level 3.

Loans
All staff and students of the College are entitled to borrow from the Resource Centre's collection.
The normal borrowing period for books is one week, but material in high demand may be
restricted to overnight borrowing. Renewals of loans may be arranged. The Reader Services
Librarian may vary the general rules for borrowing to meet special circumstances such as exte-
sion of loans during vacation and school experience periods. Students who fail to return books on
time will be fined. Lost books will be charged for at cost.

Reader Education
A number of reader education programs is available. For new students, programs will be offered
that show the general location of the library's resources, how to make use of the catalogue, and
the basic reference tools. At more advanced levels, tutorials may be arranged for student educa-
tion in the use of such resources as bibliographies, indexing, and abstracting tools in their own
special areas, the purpose of which will be to assist them in a particular project or assignment.

Acquisition of New Materials

Suggestions for the purchase of new material should be made on recommendation cards which
are available from the reference librarians. Any member of the College, staff or student, may make
recommendations for the purchase of material.

The Catalogues
The Education Resource Centre main catalogue, on Level 3, contains entries for all books and
serials.
The Non-book Materials Catalogue is located on Level 4 and contains entries for all non-book
media. Entries for material in this category, catalogued since 1975, can also be found in the main
catalogue on Level 3.

Alice Hoy Memorial Book Collection

In memory of the late Dr Alice Hoy, first Principal of the Secondary Teachers' Training Centre
(later the Secondary Teachers' College) a memorial book collection was established within the
ERC in October 1976.
The books in the Collection are in the area of Australian educational and political history and
related studies.
Donations to the Collection are welcome, and donors are acknowledged by means of book plates
in works donated or purchased.
 Education Resource Centre 49

Gladman Prize Collection

The Gladman Prizes were instituted in 1886 in recognition of the contribution made to the
development of teacher education in Victoria by Frederick John Gladman.
The Education Department of Victoria allocates the annual income for the Prizes to the College for
purchase of works which form part of the Gladman Collection within the ERC.

Book Security System

To improve services an electronic book security system has been installed. Its purpose is to
remind the student who has library materials which have not been charged out at the circulation
desk, and to remind the student who has library materials which are not for loan, that these items
should be either charged out or used only in the library.
If the system is activated, then a chime will sound. and the exit gate will lock. When this happens,
the student should return to the loans desk to be cleared.
Students may bring their personal belongings into the ERC since the bag deposit area is no longer
available.

ERC Hours
The ERC is open during term from 8.30 am to 10.00 pm Monday to Thursday, 8.30 am to 5.30 pm
Friday and 1.30 pm to 5.00 pm every Sunday. During vacations the hours are 8.30 am to 5.30 pm
Monday to Friday.
For further information regarding services and facilities, do not hesitate to ask the reference staff.

ERC Guide
A printed guide to the ERC and its facilities is available to all staff and students.

Noojee Outdoor Education Centre

The Outdoor Education Centre. a department of the College, comprises approximately 65 hec-
tares of mixed bushland and cleared pasture. It is located near Noojee, Gippsland, on the Nayook
Road.
The Centre has been developed to provide for simple outdoor living In a bush setting. Facilities
include accommodation for 40 students and staff in ridge-pole tents, open-fire cooking amenities
incorporating a bark and iron rotunda and camp kitchen, and an amenities block with showers,
laundry and a drying room. Other facilities include a large log cabin and an art-craft shelter.
Since its inception the Centre has been used regularly by groups of students and staff, and has
become an integral part of the College life. Work parties for both students and staff are organised
each year by the Students' Association to continue the program of construction at the Centre.
Activities offered in the outdoor education program include:
Art and Craft involving pottery, drawing, spinning, painting, weaving, and wood carving, using
materials found locally and processed on site.
Environmental science studies including geology, pond and stream life, alpine flora and fauna,
forest biology, and the principles of conservation.
Recreational activities such as bushwalking, lightweight camping, canoeing and Nordic skiing.

The Gryphon Gallery

Since it was first opened in 1972, the Gryphon Gallery has been steadily emerging as a force in
the cultural life of Melbourne. Unlike most other galleries, the Gryphon Gallery mounts exhibitions
covering a range of both arts and crafts.
Exhibitions are mounted by organisations, tertiary institutions, and artist/craftsmen from outside
the College as well as by students and staff. As a result, the Gallery Is booked 18 months ahead.
50 Gryphon Gallery

Future plans for the Gallery include some major exhibitions from overseas. Several exhibitions are
planned in co-operation with Melbourne's five other tertiary institution galleries.
Groups of Bachelor of Education (Art and Crafts) students gain valuable professional experience
by working in the Gallery during the final year of their course.
The Gryphon Gallery is open Monday to Friday, 10 am to 4 pm, and until 7.30 pm on Wednesdays.

Art Collection
The paintings, graphics and pottery owned by the College constitute one of the most important
collections of art outside the major galleries in Victoria.
As well as being of historical significance, the Collection enriches the College environment, and is
a valuable asset in the education of students.
The first paintings were purchaserd in 1939 by A J Law, a former Principal of the Melbourne
Teachers' College. His inspiration led to the acquisition of many important early Australian paint-
ings. Succeeding principals supported and extended the program he began.
When the Melbourne Teachers' College amalgamated with the Secondary Teachers' College in
1972, this collection was united with a collection of almost 400 paintings and graphics, begun in
1959 by D M McDonell former Principal of the Secondary Teachers' College. Emphasis in this col-
lection was placed on more recent works.
Recent acquisitions in the Collection include a selection of ceramics, including objects by inter-
nationally acclaimed ceramists.

Day Nursery
Melbourne State College Day Nursery Co-operative is a State Government subsidised day care
centre established for the children of students and staff of the College. Fully trained staff cater for
60 children a week.
Applicants' names may be placed on the waiting list at any time of the year.
Re-enrolment for 1980 will be Tuesday 4 December 1979 and enrolment for new applicants will
be on Wednesday 20 February 1980. Immunisation books are to be presented on enrolment days.
Any further inquiries should be directed to Anne Watkins, Sister in Charge, East Wing, 1888
Building. Telephone: 341 8583.

The Open Stage

Situated on the entrance level of the Arts Centre is The Open Stage. the theatre studio of the
Drama Department. The studio has been designed to allow and encourage the full extension of
dramatic creativity in a space unhindered by permanent fixtures or seating. The 124 seating
capacity is provided in six blocks of tiered mobile seating modules which can be arranged in
several configurations: thrust, arena, end stage, transverse or proscenium. The seating units can
be telescoped and stored in minutes to allow an empty space for class work, exhibitions or
environmental happenings.
The theatre is professionally staffed with a manager, technician, carpenter and wardrobe
mistress. There is a fully equipped workshop under the theatre for the construction of scenery
and properties. Over the years since the Open Stage commenced operations in Bouverie Street,
Carlton in 1969, a large stock of costumes has been gathered, with the wardrobe mistress con-
tinually adding to stock by sewing for each new show.
Productions are presented every two or three weeks. The students from the Drama program per-
form in and comprise the technical crew for these productions, sometimes with direction from a
member of staff. Included amongst equipment with which the students work are a Strand 60 way
3 preset lighting panel, a mobile stage manager's desk, and a hydraulic hoist for access to the
lighting grid and paint frame. The lighting board is situated in a control room which overlooks the
theatre. A smaller 20 way preset lighting board which can be plugged into remote points at floor
level is used for rehearsals. A catwalk encompasses the theatre and provides either a production
gallery or an additional acting area.
 Open Stage 51

Since the move into the theatre at the beginning of 1974, 70 productions of scripted dramas,
musicals, environmental happenings, group-written works, improvisations and puppetry have
been given.
During 1979 the following productions were presented at the theatre (the items with an asterisk
were written or created by students), 'After You, Mr Muybridge' , 'Romeo and Juliet', 'Chautau-
qua','The Iliad', 'Alice Alderson's Amazing War Relief Concert Party",'Fungus the Bogeyman', a
dual bill of The Weekend' and The Importance of Being Bruce', 'Clownmaker' and 'Play Dice
with Demeter a dance production', as well as many lunch-hour concerts and poetry readings,
and two full weeks of evening concerts by the Music Department.

Students' Association
The Students' Association exists to protect and advance students' rights and interests in all
aspects of College life. All students enrolled in the College are members of the Students' Associ-
ation (SA), and therefore benefit from the services, assistance and facilities that the SA offers.
Regular student general meetings and weekly committee meetings are held, usually in the Green
(Communications) Room. 1888 Building, and students may approach any elected SA officer or
representative at any time if they wish to suggest any policies or activities. Photographs of the
elected personnel are displayed in the Green (Communications) Room, 1888 Building.
The elected officers of the SA are: Chairperson (full-time), Deputy Chairpersons (two), Secretary,
Treasurer, and Assistant Secretary. Elections are held in October and March for these positions,
and for representatives on the various SA committees. All students are entitled to stand for posi-
tions and vote for candidates.
To assist students, the Association employs the following full-time staff:
Activities Officer: co-ordinates the general social activities of the SA and clubs and societies, etc.,
and acts as the property and equipment officer for the SA. Students may have access to equip-
ment and organise social, and staff/student functions through the Activities Officer.
Education Officer: co-ordinates the activities of the SA in education and course matters, and
assists students with administrative or course problems and with any student appeals.
Communications Officer: co-ordinates all media output and publicity of the SA, and assists stu-
dents in collecting and disseminating information useful to all members. Students may publicise
events and gain general information through the Communications Officer.
Business Manager: responsible for the financial administration and maintenance of finance
records or the ssociation in conjunction with the Treasurer and other elected members.
Secretary/Receptionist: manages correspondence, telephone and personal inquiries, and main-
tains the Association's records and files.
Cafeteria Manager and Assistant: manages the SA cafeteria operations.
Shop Manager manages the Association's retail outlet operations.

SA Offices
The offices of the Students' Association are situated next to the Green Room (student lounge) on
Level 1, West Wing, 1888 Building. The SA is your Association and your Involvement is fundamen-
tal to its operations

Elected Committees of the Students' Association

Education Committee
This committee co-ordinates SA action on course and educational matters such as assessment,
course content. etc. It also arranges guest speakers and forums on educational topics, and other
activities
52 Students' Association

Domestic Affairs Committee

Lunch-time concerts, balls, debates, and any activities of a social nature are co-ordinated by this
committee. It is also responsible for SA facilities, equipment, and conditions for students on cam-
pus. If you have a suggestion for an activity or wish to organise a social function, contact this com-
mittee.

Clubs and Societies Committee

Any Club or society in any interest area may be formed by at least 15 members of the Association.
This committee co-ordinates the formation and financing of all clubs and societies on campus

Publication and Information Co-operative

This committee arranges publicity of all SA activities and services, and is responsible for the pro-
duction of the weekly activities news-sheet 'Star' and for the students' newspaper 'Prol'. All infor-
mation processing is co-ordinated by this body.

Administrative Committee
This committee consists of all elected officers of the SA and is responsible for the day-to-day
management of the Association's affairs.

Policy and Planning Committee

All elected officers and representatives, and student members on College academic committees
are members of this committee. It is responsible for developing policy for recommendations to
Student General Meetings and tor planning and implementing the priorities of the Association.

Cafeterias
The SA manages the three cafeterias on campus: the 1959 main serving cafeteria with its hot
meal servery, take-away kiosk, and the 1888 take-away snack and refreshment cafeteria.

Bullwinkle's Shop
The Association manages a student-run stationery and art/craft supplies shop, 'Bullwinkle's',
which otters discounted prices in stationery supplies, cigarettes, calculators, newspapers and
magazines, films, and art materials.
 Bachelor of Education (Art and Crafts) 53

Bachelor of Education
(Art and Crafts)

Contents

Regulations for the Course 55

Advice to Students 60
Subject Descriptions 62
Art Curriculum Studies 62
Art Education 62
Ceramics 63
Communicaton Design 64
Drama Ideas Project 65
Drawing 66
Education 67
Educational Psychology 68
Environmental Design 69
Fine Arts 71
Garment Construction 73
Human Sexuality 74
Metalcraft 74
Painting 76
Philosophy of Art 77
Philosophy of Education 77
Photography 78
Printmaking 79
Professional Experience 80
School Experience 81
Sculpture 81
Sociology of Education 83
Studio Practice 83
Textilecraft 84
Woodcraft 86
 Bachelor of Education (Art and Crafts) 55

Regulations for the Course for the

Bachelor of Education
(Art and Crafts)
1. To satisfy the general entrance requirements for admission to the course for the Bachelor
of Education (Art and Crafts) a candidate must:
(a) satisfactorily complete a Year 12 course of study approved by the Board of
Studies;
or
(b) possess other formal qualifications approved by the Board of Studies;
or
(c) be able to demonstrate to the satisfaction of the Board of Studies that he/she has
the motivation and capacity for tertiary studies.
Note: For admission in 1980, approved. Year 12 courses of study include those meeting
VISE conditions for satisfactory completion of a Year 12 course of study; those
which prior to 1979 satisfied the university entrance requirements of the VUSEB;
and those deemed by the VUAC as satisfying university entrance requirements.
2. To be awarded the Bachelor of Education a student shall have pursued his/her studies for
at least four years.
3. The subjects for the course and the conditions on which such subjects may be taken shall
be as prescribed from time to time by the Board of Studies.
4. The regulations for the course together with the details of subjects and the prerequisite
and special entry conditions shall be published in the Handbook of the Melbourne State
College or supplement thereto.
5. No student may pursue a course of study or receive credit for subjects taken unless the
proposed selection of subjects and the years of the course in which they are to be taken
have been approved by the Board of Studies. It is the responsibility of each student to
obtain this approval before embarking on subjects.
6. (a) A students progress in the course of study shall be expressed in terms of Years.
Such Years shall be defined by a cumulative total of points to be scored as a credit
for subjects passed. The points to be scored for each subject shall be as
prescribed from time to time by the Board of Studies and published together with
the detais of subjects.
(b) A student shall be:
(i) in the first Year of the course until such time as his/her cumulative points
score shall equal or exceed twenty-seven points;
(ii) in the second Year of the course until such time as his/her cumulative
points score shall equal or exceed sixty-three points;
(iii) in the third Year of the course until such time as his/her cumulative points
score shall equal or exceed ninety-nine points;
(iv) in the fourth Year of the course until such time as his/her cumulative points
score shall equal or exceed one hundred and forty-four points.
7. Except where special permission is granted by the Board of Studies for this to be
exceeded, the maximum total number of points that may be attempted In one Year Is as
follows:
A student in the first Year of the course 36 points
A student in the second Year of the course 45 points
A student in the third Year of the course 45 points
A student in the fourth Year of the course 45 points
B. A student who, having completed part or all of another course of study at the tertiary level,
enrols in the course may, with the approval of the Board of Studies, be given credit for
subjects the equivalent of which have been passed in the other course. Where there is no
equivalent subject or subjects he/she may be credited with an appropriate points score to
be determined by the Board of Studies. Such points shall be allocated to the appropriate
Areas when credited.
56 Regulations

9. The Board of Studies may allow a student to include in his/her course subjects offered in
another course of this institution or by another institution which are, in its opinion, of an
appropriate standard and relevant to the student's course of study.
The points to be scored for passing in any such subject shall be prescribed by the Board
of Studies. Such points shall be allocated to appropriate Areas when credited.
10. The total number of points which may be credited to a student under Regulations 8 and 9
shall not exceed 108.
11. Subjects with common content shall be as determined from time to time by the Board of
Studies. No student may receive credit for more than one subject of a group of subjects so
determined.
12. A student who does not pass in a subject may be credited by the Board of Studies with the
points to be scored for that subject, having regard to his/her performance in all subjects
taken by him/her (whether taken in one year or more), in accordance with principles
determined by the Board of Studies.
13. The Bachelor of Education may be awarded to a student who has complied with the
prescribed conditions and
(a) has gained a cumulative score that equals or exceeds 144 points;
(b) has in Area 1 gained at least 69 points;
(b) has in Area 2 gained at least 29 points;
(d) has in Area 3 gained at least 18 points;
(e) has in Area 4 gained at least 12 points; and
(f) has in Area 5 gained at least 16 points.
14. The subjects, their Areas and points scores in the course shall be:

Table of Subjects

Subject Area Points

Ceramics B 1 3
Ceramics C 1 6
Ceramics D 1 18
Communication Design B 1 3
Communication Design C 1 6
Communication Design D 1 18
Drawing A 1 2
Drawing B 1 2
Drawing C 1 2
Drawing D 1 2
Garment Construction B 1 3
Garment Construction C 1 6
Garment Construction D 1 18
Introduction to Environmental Design 1 5
Environmental Design B 1 3
Environmental Design C 1 6
Environmental Design D 1 18
Metalcraft B 1 3
Metalcraft C 1 6
Metalcraft D 1 18
Painting B 1 3
Painting C 1 6
Painting D 1 18
Photography B 1 3
Photography C 1 6
Photography D 1 18
 Bachelor of Education (Art and Crafts) 57

Subject Area Points

Printmaking B 1 3
Printmaking C 1 6
Printmaking D 1 18
Sculpture B 1 3
Sculpture C 1 6
Sculpture D 1 18
Studio Practice Arts 1 7
Studio Practice Crafts 1 7
Textilecraft B 1 3
Textilecraft C 1 6
Textilecraft D 1 18
Woodcraft B 1 3
Woodcraft C 1 6
Woodcraft D 1 18

Art Education 8 2 4
Art Education C 2 4
Education A 2 7
Education B 2 7
Education C 2 7

Fine Arts A 3 6
Fine Arts B 3 6
Fine Arts C 3 6

Art Curriculum Studies 4 12

Educational Psychology 4 12
Fine Arts D1 4 12
Fine Arts D2 4 12
Philosophy of Art 4 12
Philosophy of Education 4 12
Sociology of Education 4 12

School Experience A 5 2
School Experience B 5 5
School Experience C 5 5
Professional Experience D 5 4

These regulations should be read and interpreted in conjunction with all documents
relating to procedures of the Board of Studies.
 cn
w

asmo0 {o 9.1njonlls
First Year Second Year Third Year Fourth Year

Drawing A Drawing B Drawing C Drawing D

Introduction to Environmental Design Ceramics B ) Ceramics C ) Ceramics 0 )
Studio Practice Arts Communication 1 Communication ) Communication )
Studio Practice Crafts Design B ) Design C ) Design D )
Garment ) Garment ) Garment )
Construction B ) Construction C ) Construction D )
Environmental ) Four Environmental ) Two Environmental One
Design B ) Studies Design C ) Studies Design D ) Study
Metalcraft B ) Onlyt Metalcraft C ) Only! Metalcraft D ) Only
Painting B ) Painting C ) Painting D )
Photography B ) Photography C Photography D )
Printmaking B ) Printmaking C 1 Printmaking D )
Sculpture B Sculpture C Sculpture D )
Textilecraft B ) Textilecraft C ) Textilecraft 0 )
Woodcraft B 1 Woodcraft C ) Woodcraft D )

Art Education B Art Education C Art Curriculum

Studies )
Education A Education B Education C Educational 1
Psychology ) One
Fine Arts A, B or C+ Fine Arts A, B or C+ Fine Arts A, B or C+ Fine Arts D1 or D2 1 Study
Philosophy of Art ) Only
Philosophy of 1
Education
Sociology of )
Education 1
School Experience School Experience School Experience School Experience

Notes:
Includes the equivalent of one hour a week for one year in photography, taken over a period of eight weeks.
+ All students must complete at least two Fine Arts subjects. An approved subject or subjects with a minimum total value of six points, offered
by Departments in Faculties other than Education and Art Education, may be taken as an alternative to Fine Arts A, B, or C. The points
awarded for the subject(s) shall be allocated to Area 3.
f Studies in the second year should be selected in complementary pairs. Approval will be given for substitution of an equivalent to one of
these studies from subjects offered by the Creative Arts Faculty.
It is expected that two of the second year studies will be followed by similar six hour studies in the third year. Given the endorsement of the
Course Committee, a student may elect to take a single twelve hour study as an alternative. One of these studies will then be undertaken as

Bachelor of E ducation (Art and Crafts)

the twelve hour study in the fourth year.
60 Advice to Students

Advice to Students
Students selected for admission to the course for the Bachelor of Education (Art and Crafts)
should read this section very carefully before enrolling.

Course Advisers

Each student is allocated to a course adviser. These advisers will provide assistance in planning
a course of study, and can also assist in such matters as deferment of. or leave of absence from,
studies; special consideration in the event of illness, or death in the family; changing subjects;
and so on.
The course advisers are listed on page 27.

Structure of the Course

The course comprises four years of full-time study. Students undertake education studies
concurrently with other studies in each year of the course.
An outline of the structure of the course is provided on page 58. This outline indicates the various
subjects available in each year of the course.
Each subject offered for selection has a points value; when a student passes in a subject he/she
is awarded the points score of the subject. Points awarded for passing in subjects are thus
accumulated over the four years of the course.
To qualify for the award of Bachelor of Education (Art and Crafts) a cumulative total of 144 points
is necessary. This total must include a minimum number of points scored by passing subjects in
each of the five 'Areas of Study'.
The effect of this requirement of the Regulations is to make enrolment in significant subjects such
as Education and Art Education (Area 2) compulsory.
Points scored in excess of the minimum required in any Area are not transferable.
The subjects available for selection, together with their Area allocation, are listed in the Table of
Subjects on page 56.
Where the structure of the course indicates that an alternative subject may be taken, the points
scored for passing will be allocated in the same Area as the subject replaced.
The minimum number of points in each Area is:
Total No. Minimum Minimum Minimum Minimum Minimum
of points Points Points Points Points Points
Needed Area 1 Area 2 Area 3 Area 4 Area 5

144 69 29 18 12 16

Credit may be granted for subjects completed in another course of study at the tertiary level. See
section on Admission and Enrolment procedures. page 12.

Selection of Subjects

Decisions made in choosing subjects are important because they determine the areas in which
students intend to specialise during the course. The course advisers are available to advise
students on their choice of subjects prior to enrolment. This advice will, however, be most helpful
it students have already made themselve familiar with the Regulations, with the subject
descriptions outlined in the following pages of this Handbook, and have considered what their
fields of interest are likely to be.
 Bachelor of Education (Art and Crafts) 61

Prerequisites
Before applying for enrolment in any subjects, students should ensure that they have fulfilled the
necessary prerequisite conditions for enrolment in those subjects. Prerequisites are indicated in
the subject descriptions provided in the following pages.

Subjects Selected from other Courses at the College

A student wishing to enrol for a subject available within other courses offered by the College must
obtain the approval of his/her course adviser and of the Head of the Department offering the
subject Many of the subjects offered in the other courses will be timetabled at the same time as
subjects in this course. Obviously, it is impossible to enrol for subjects which have classes at the
same time In addition, several of the subjects available in other courses may involve time
commitments which would reduce the amount of time available for study of your main subjects.

Subject Summaries
The subject descriptions given in this Handbook are summaries only. Full details of syllabuses
and booklists may be obtained from the departments which present the subjects.

Assessment
Each subject department formulates its own assessment procedures. Information on assessment
methods can be found in the relevant subject descriptions in the following pages of the
Handbook These assessment procedures cannot be altered by a department without the written
approval of each student enrolled in the relevant subject.

Books
The subject summaries in the next section of this Handbook include booklists. Students should
read any material listed as 'preliminary reading' before classes commence.
Complete booklists are available from the departments concerned.
62 Subject Descriptions

ART CURRICULUM STUDIES (ASD00) 12 points

One lecture-seminar discussion of three hours a week throughout the year.
Prerequisite: Credit of at least 99 points in the course.

Syllabus
Art in schools is examined from the point of view of the curriculum theorist and involves
philosophical, sociological, psychological, and historical considerations.
The subject thus draws together many of the issues examined by students in Education studies
during preceding years.
There is a brief introduction to recent curriculum theory, followed by an investigation of past and
present thinking about the nature and value of art and craft subjects in schools. The values most
commonly attributed to art as an educational activity are examined through reading and
discussion.
Students are expected to undertake a detailed examination of an aspect of art education chosen
in consultation with the lecturer.

Books
Eisner, E W (ed) The Arts, Human Development and Education Berkeley (Calif): McCutchan 1976
Eisner, E W The Educational Imagination New York: Macmillan 1979
Macdonald, S The History and Philosophy of Art Education London: Univ of London 1970
Musgrave, P W Society and the Curriculum in Australia London: Allen & Unwin 1979
A complete list of preliminary reading is availabe before the subject begins.

Assessment
Based on individual student research projects and report writing, and on seminar discussion
sessions.

ART EDUCATION B (ADBOO) 4 points

Two hours of class work a week throughout the year.
Prerequisite: Nil.

Syllabus
This introductory study is designed to encourage an awareness of the variety of problems
involved in the teaching of art and craft, and to prepare students for their school experience
sessions.

Books
Eisner, E W Educating Artistic Vision London: Collier-Macmillan 1972
Field, D Changing in Art Education London: RKP 1970
Tritten, G Teaching Colour and Form in Secondary Schools New York: Van Nastrand-Reinhold
1975
Wachowiak, F & Hodge, D Art in Depth New York: International Textbook Coy 1970

Assessment
Based on student participation and one major and one minor assignment.

ART EDUCATION C (ADC00) 4 points

Two hours of class work a week throughout the year.
Prerequisite: Art Education B.

Syllabus
This study is an extension of work taken in second year, with an emphasis on problems
associated with actual teaching situations. Topics studied include ways of relating studio
practice to teaching, the function and importance of art within the curriculum as a whole, types of
activities appropriate for a secondary art-craft program, and various possible approaches to the
teaching of art-craft.
 Bachelor of Education (Art and Crafts) 63

Books
Arnheim, R Art and Visual Perception London: Faber 1972
Berger. J Ways of Seeing Harmondsworth: Penguin 1972
Eisner, E W led) The Art s. Human Development and Education Berkeley (Calif): McCutchan 1976
Field. D d Newick J legs) The Study of Education and Art London: RKP 1973

Assessment
Based on student participation and one major and one minor assignment.

CERAMICS
Ceramics is essentially a studio program aiming to provide opportunity for personal development
through various experiences with clay and associated media.
Although emphasis is placed on the practical aspects of ceramics, students are encouraged to
experiment widely with the various methods of technical production essential to their personal
expression.
Students are able to select activities and areas of investigation, appropriate to their individual
needs, from the ceramics syllabus. available from the Department of Art and Design.

CERAMICS B (CEB00) 3 points

Three hours of class and studio work a week throughout the year.

Syllabus
This subject continues to develop the broad practical approach of the first year.
The program is strongly student-centred, and the individual in encouraged to develop ideas
further and to express them in ceramic terms. Although emphasis is placed on experience with a
wide range of techniques, students may choose to extend their involvement with one or more
specific approaches as personal forms of expression develop.
Students are expected to further basic technical studies in the followng areas:
Body preparation and testing.
Glazing classification, sources of raw materials, calculation and recipe formulation.
Kilns and kiln management. firing techniques and reaction of ceramic materials to heat.

Books
A comprehensive booklist is available from the Department of Art and Design.

Assessment
Assessment is continuous and is based on each student's participation throughout the subject,
largely in terms of involvement and response. Students will be encouraged to engage in the
process of self-assessment
It is the student's responsibility to show evidence of the work produced in order to secure a pass.
Any student who is rated 'unsatisfactory' by his/her lecturer should know that his/her position will
be discussed at length in conference between the Head of the Department, the staff member, and
the student concerned, both at the half year and at the end of the year.

CERAMICS C (CECOO) 6 points

Six hours of class and studio work a week throughout the year.
Prerequisite Ceramics B

Syllabus
Students are expected to develop a more personal manner of expression and to investigate the
potential of combining other media with ceramics.
As part of their involvement students are required to participate in the organisation and
maintenance of their ceramics studio. Students electing a major study in ceramics are expected
to undertake more detailed technical studies in the following areas:
Clay and Body Preparation each student is expected to prepare, test and evaluate a clay body
suitable for studio application. -
64 Subject Descriptions

Glazes and Glazing geological and mineral sources of raw materials and calculaton of recipes
or formulae. Each student is expected to develop, test and evaluate high temperature (+1300C)
glaze base and detail the following: colouring agents, influence of kiln atmosphere and reaction to
various clays and bodies.
Kilns and Kiln Management students are encouraged to participate in the design, construction
and operation of a solid fuel kiln. Operation of kilns specific reference to the theory of firing and
to pyrometrics. Kiln furniture.
Workshop and Studio Practice this area is an essential background study for students wishing
to undertake Ceramics D in fourth year.

Books
A comprehensive booklist is available from the Department of Art and Design.

Assessment
As for Ceramics B.

CERAMICS D (CED00) 18 points

Twelve hours a week throughout the year.
Prerequisite: Ceramics C.

Syllabus
Students in the fourth year are expected to be self-actualising and autonomous in every way.
They are given absolute freedom of approach to studio practice assistance and advice being
given only when requested.
All fourth year students are required to participate in the organisation and maintenance of the
ceramics studio. At this level, technical involvement within the five syllabus areas will consist of
extending and developing those techniques essential to professional studio practice.
Students are encouraged to undertake an in-depth study of one specific area and to experiment
with more sophisticated ceramic techniques such as enamelling, mould-making, slip casting, and
kiln design and construction.
Workshop and studio practice is considered an essential involvement, with emphasis on school
ceramics and studio development and operation.
Senior students are encouraged to participate in exhibitions and to establish communication with
professional organisations.

Books
A comprehensive booklist is available from the Department of Art and Design.

Assessment
As for Ceramics B.

COMMUNICATION DESIGN B (GMBOO) 3 points

One 3-hour class a week throughout the year.
Prerequisite: Introducton to Environmental Design.

Syllabus
Methods of representation, drawing procedures and conventions, visual perception,
communication design, semiotics, and basic charting devices are examined through lectures.
tutorials, practical classes and research assignments.

Text
McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks-Cole 1972
Reading lists outlining references will be distributed throughout the year.

Assessment
Determined by class participation as well as by progressive assessment of prescribed projects.
 Bachelor of Education (Art and Crafts) 65

COMMUNICATION DESIGN C (GMC00) 6 points

Two 3-hour classes a week throughout the year.
Prerequisite. Communication Design B.

Syllabus
Program planning, history and philosophical aspects, consumer graphics, objective drawing and
rendering, technical drawing, statistical graphics, and publications design are examined through
tutorials, practical classes and individual research assignments.

Books
Bowman, W Graphic Communication Chicester: Wiley 1968
Kepes. G fed) Education of Vision London: Studio Vista 1965
Moorhouse. C E ledl Visual Education New York: Pitman 1974
Powell, L Communication and Learning London: Pitman 1976
Reading lists outlining additional information will be distributed throughout the year.

Assessment
Determined by class participation as well as by progressive assessment of prescribed projects.

COMMUNICATION DESIGN D (GMD00) 18 points

Twelve contact hours a week throughout the year.
Prerequisite: Communication Design C.

Syllabus
Sociological aspects of communication, community needs, program planning, visual literacy,
objective drawing and rendering, publications design, exhibition design, and film graphics or
photographics are examined through tutorials, field work, and individual research and practical
projects.

Books
Garland. K Graphics Handbook London: Studio Vista 1968
Moorhouse. C E Visual Education New York: Pitman 1974
Pocket Pal 2nd Aust edn Melbourne: Assocd Pulp & Paper Mills 1973
S ty le Manual Canberra: AGPS 1972
Reading lists outlining additional references will be distributed throughout the year.

Assessment
Determined by class participation and presentation of selected projects at the completion of the
subject.

DRAMA IDEAS PROJECT (DRZOO) 3 points

An elective subject of three hours a week throughout the year or its equivalent, offered to students
in the second year of their course.

Special Requirement
To be eligible for assessment a student must have attended 80 per cent of classes.
Prerequisite: Nil.

Syllabus
Students are expected to participate as a group member in one or more of the Drama Department
Project Electives. A number of these units is offered during the year, and many culminate in
a public presentation in the Open Stage Theatre. Each project is designed to provide students
with the opportunity to participate in a group task which involves either (a) the exploration of a
specific theme using dramatic techniques, or (b) a sustained exploration of a specific aspect of
Drama or Drama in Education, or (c) the exploration of areas of intersection between drama and
the various related arts. Each Project unit involves the group in presenting its work, in
whatever way it sees as appropriate, to a larger group. A number of the Drama staff are involved
with each project in either a leadership, consultancy or participatory capacity.
66 Subject Descriptions

Books
Students will be advised of special reading requirements at the commencement of projects
elected.

Assessment
Each student pursues the subject program by entering into a written contract with the relevant
staff, for which the two parties are mutually responsible. The completion of the tasks specified in
the contract is to be to their mutual satisfaction.
Each of the following aspects of the student's work will be specified in the contract:
(a) quality of day to day participation in each of the group activities:
(b) reading and individual research which, together with group findings, must be documented;
(c) an individual assignment based on particular application of the work studies in the subject:
(d) contribution to the preparation and conduct of a group-based activity.

DRAWING A (DGA00) 2 points

Two hours a week throughout the year.

Syllabus
Initial experiences in imaginative experimental drawing and drawing from life.
Drawing in mass, tone and line: 2, 3, 5, 10, 20 minute figure drawing; inital experience in control of
three dimensional illusion, rhythm and unity; exercises involving size and placement, and contour.

Assessment
Presentation of folios twice during the year.

DRAWING B (DGB00) 2 points

Two hours a week throughout the year.
Prerequisite: Credit of at least 21 points in the course.

Syllabus
Drawing in mass, tone and line; 2, 5, 10, 20, 40 minutes figure drawing; methods of obtaining three
dimensional illusion; awareness of design problems (rhythm, tonal distribution, size, shape, line,
etc), and emphasis on observation.

Assessment
Based on presentatin of folios twice during the year.

DRAWING C (DGC00) 2 points

Two hours a week throughout the year.
Prerequisite: Credit of at least 63 points in the course.

Syllabus
Development of an awareness of design problems and emphasis on development of technical
skills and their application to graphic problems.

Assessment
Students submit folios at the end of the academic year.

DRAWING D (DGDOO) 2 points

Two hours a week throughout the year.
Prerequisite: Credit of at least 99 points in the course.

Syllabus
Further development of technical skills manipulative, and their application to design problems.
An attempt to develop a personal line of inquiry, i.e. drawing as a vehicle for personal expression.
 Bachelor of Education (Art and Crafts) 67

Assessment
Students submit folios at the end of the academic year.

EDUCATION A (EDA80) 7 points

Three hours 3 week throughout the year.

Prerequisite: Nil.

Syllabus
The aim of this subject is to foster a greater awareness and understanding of educational issues
through studies of human development and behaviour, by exploration of the social and cultural
settings within which schools function. and by investigation of the assumptions and values which
underpin educational endeavour. Visits to educational and other institutions will be arranged
during the year to complement the College-based program.
The subject is an integrated program offered by staff from the departments of Educational
Sociology and Social Studies, Educational Psychology, and Philosophy.

Books
De Mause. L The History of Childhood London: Harper 1977
Dwyer. P How Lucky Are We T Carlton: Pitman 1977
Hill, B The Schools Harmondsworth: Penguin 1977
Richards L A Having Families Harmondsworth: Penguin 1978

Assessment
Based on written work satisfactorily completed throughout the year, and participation in set
worksheet assignments One essay (3,000 words) and one book review (1,000 words) and one
exercise (1.000 words), or their equivalent, will be required.

EDUCATION B (EDB80) 7 points

Three hours a week throughout the year
Prerequisite Credit of at least 27 points in the course.

Syllabus
Current educational issues and problems, some of which may have been raised in Education A,
are explored through studies in Comparative Education, Educational Psychology. Educational
Sociology, and Philosophy_ There is an introduction to these disciplies as such, familiarisation
with their scope and methods, and a development of awareness of ways in which each may be
employed to study both art and education. Effort is made to exploit links among units and with Art
Education B during the year.

Books
Comparative Education:
Connell, W F et al China at School Sydney: Novak 1973
Grant. N Soviet Education Harmondsworth: Penguin 1972
Educational Psychology:
Bruner. J S Toward a Theory of Instruction Cambridge (Mass): Belknap-Harvard 1966
Educational Sociology:
Thompson, K d Tunstall, J (eds) Sociological Perspectives Richmond (UK): Open University Press
1974
Philosophy:
Reading and reference lists are available from the Secretary, Department of Philosophy. Further
reading lists for this subject will be distributed from time to time.

Assessment
Details of texts assignments, seminar papers and individual projects are available from the
lecturers concerned. A final examination may be set if the result of progressive assessment is
unsatisfactory.
68 Subject Descriptions

EDUCATION C (EDC80) 7 points

Three hours a week throughout the year.
Prerequisite: Credit of at least 65 points in the course.

Syllabus
Students choose two units from the four studies in Education B, viz Comparative Education,
Educational Psychology, Educational Sociology, and Philosophy. It should be noted that lack of
numbers may preclude the formation of classes in any one of the units.
In the selected units, students will pursue, to a greater depth, studies in the disciplines which
relate closely to art and/or education.
Comparative Education: A review of both descriptive studies and problem studies with a selection
from both styles of comparative analysis. Topics may include a comparative cross-cultural
examination of the forms of schooling in Westen society, education and society in past eras,
comparative studies of innovation and strategies of teaching and learning, and studies of
education in Asian and communist countries.
Educational Psychology: Lectures and seminars are used to examine a variety of approaches to
teaching and learning, and the understanding and explanation of human behaviour. Topics
receiving special emphasis are learning difficulties and classroom management. literacy,
creativity and the development of art/craft skills.
Educational Sociology: After an introduction to several major sociological perspectives, students
will explore the concept of the social construction of reality and the implications of this concept
for both education and the sociology of art.
Philosophy: An examination of problems of perception, epistemological theories and implications
for any theory of education or art

Books
Educational Psychology:
Bruner, J S The Relevance of Education Harmondsworth: Penguin 1974
Hogg, J Psychology and the Visual Arts Harmondsworth: Penguin 1969
Educational Sociology:
Preliminary Reading
Berger, J Ways of Seeing Harmondsworth: Penguin 1973
Charon, J M Symbolic Interactionism, An Introduction, An Interpretation, An Integration
Englewood Cliffs: Prentice-Half 1979
Roszak, T Where the Wasteland Ends ... New York: Doubleday 1973
Philosophy:
Reading and reference lists are available from the Secretary, Department of Philosophy.
Further reading lists for this subject will be distributed from time to time.

Assessment
Details of texts, assignments, seminar papers and individual projects are available from the
lecturers concerned. A final examination may be set if the result of progressive assessment is
unsatisfactory. An unsalisfactory result in one or more units will result in failure in the subject. If
the degree of failure in the case of a one unit failure is not considered serious by the Department
concerned, a pass may be awarded in the subject.

EDUCATIONAL PSYCHOLOGY (DPD80) 12 points

One lecture-seminar of three hours a week throughout the year.
Prerequisite: Credit of at least 99 points in the course.

Syllabus
The subject is concerned with sources of educational success and failure. A variety of
approaches is employed including critical analyses of theories in relation to the student's
Concurrent professional experience. Consideration is given to the nature of learning and
comprehension as they occur in school settings; the centrality of language in such processes;.
recent debates on educational inequality and their applicability to Australia; ways in which
 Bachelor of Education (Art and Crafts) 69

school organisation. curricula and teaching styles are seen to influence outcomes: a study of
children at risk in schools: an examination of current approaches to art/Craft learning.

Books
Australia Government. Commission of Inquiry into Poverty Outcomes of Schooling: Aspects of
success and failure Canberra: AGPS 1978.
Bruner, J S The Relevance of Education London: Allen & Unwin 1972
Embling, J Tom Ringwood: Penguin 1978
Smith. F Comprehension and Learning New York: Holt Rinehart & Winston 1975

Assessment
Based on seminar presentations, and a major assignment which may take the form of a critical
analysis of one theoretical area or a report of a small research project or community or school
involvement project

INTRODUCTION TO ENVIRONMENTAL
DESIGN (DNA00) 5 points
One 3-hour class and one 1-hour lecture a week throughout the year.
Prerequisite: Nil.

Syllabus
This introduction to environmental design incorporates aspects of Industrial design,
communication design and photography; including history and philosophy of design, problem-
solving strategies, visual anthropology, information processing, visual semantics, and control
factors in communication.
Work in the subject centres on a major design project through which student are introduced to
the nature of design and the design process as it is applicable to forming and controlling the man-
made environment

Preliminary Reading
Papenek. V & Hennessy, J How Things Don't Work New York: Pantheon Books 1977

Text
Beakley. G C & Chilton, E G Introduction to Engineering Design and Graphics New York:
Macmillan 1973
Reference lists are available from the Department of Art and Design.

Assessment
Determined by class participation and by progressive assessment of two major assignments.

ENVIRONMENTAL DESIGN B (DNBOO) 3 points

One 3-hour class a week throughout the year.

Special Requirement
Some field work is necessary in this subject.
Prerequisite: Introduction to Environmental Design.

Syllabus
Design Method. Design Process and Design Factors
The design process, methods, and the various factors affecting them, with emphasis on the notion
that design is context-bound. people-oriented, dynamic and open-ended. Required work consits
of discussion based on reading, short exercises and a project the area of investigation decided
by the group involving research analysis and photographic presentation of a problematic area
of existing design.
Technology, Materials and Processes -
Students are introduced to some of the tools and materials that are used in, or have to be
considered in, designing for production. Work centres on the designing and building of a self-
70 Subject Descriptions

regulating device that incorporates electronic, optical, magnetic or chemical elements, and which
is manufactured using various machine tools and methods including vacuum-forming. The use of
computers in design is included at an introductory level.
Visual Anthropology Field Study
During non-teaching weeks in August a field study of 7-10 days in the outback or in an industrial
area of the country is planned. The study enables students to acquire first-hand information about
actual problems and situations. During the study, visual materal recorded photographically and
associated with written data will take the form of a project prepared and submitted for
assessment in Term 3.

Preliminary Reading
Waddington, C H Tools for Thought London: Paladin 1977
Reading lists outlining references are distributed at the start of each study.

Assessment
Assessment is progressive and determined by class participation and individual work.

ENVIRONMENTAL DESIGN C (DNC00) 6 points

Two 3-hour classes a week throughout the year.

Special Requirement
Up to one-third of this subject may be undertaken as a field study.
Prerequisite: Industrial Design B or Communication Design B or Environmental Design B.

Syllabus
The history and philosophy of design, human factors in design, methods of production, and design
in education are examined through lectures, tutorials, field work, and practical classes.

Text
Beakley, G C & Chilton, E G Design Serving the Needs of Man New York: Macmillan 1974
Reading lists outlining references are distributed throughout the year.

Assessment
Determined by class participation as well as by progressive assessment of individual work.

ENVIRONMENTAL DESIGN D (DND00) 18 points

Twelve hours a week throughout the year.
Prerequisite: Industrial Design C or Communication Design C or Environmental Design C.

Syllabus
A further examination of sociological aspects of design, community needs, and design education
takes place through tutorials, field work, and individual research and practical projects.

Books
Baynes, K (ed) Attitudes in Design Education London: Lund Humphries 1969
Beakley, G C & Chilton, E G Design Serving the Needs of Man New York: Macmillan 1974
Green, P Design Education London: Batsford 1974
Reading lists outlining additional references are distributed throughout the year.

Assessment
Determined by class participation and the presentation of selected projects at the completion of
the subject.
 Bachelor of Education (Art and Crafts) 71

FINE ARTS A (FAA00) 6 points

One 1-hour lecture and two 1-hour tutorials a week throughout the year.

Special Requirement
Students are required to attend the lecture program and participate in tutorials.
Prerequisite: Nil.

Syllabus
This subject provides a general survey of art movements, mainly in the Western world, from
antiquity to the rise of contemporary art The cultural milieu of the periods presented will be
studied in conjunction with the varied manifestations of the visual arts. An indication of some of
the themes which may be covered in the subject is given below.
Area A
li) Prehistory and the Beginning of Civilisation.
(ii) The Evolution of Greek and Roman Culture up to 312AD.
Area B Christian Art to 1400AD.
Area C Art from the Proto-Renaissance to 1600.
Area D European Art styles 1600 to circa 1874.

Texts
Berger, J Ways of Seeing Middlesex: Penguin 1975
Fleming. W Arts and Ideas New 8 Brief edn New York: Holt-Rinehart 1974
Holt, E A Documentary History of Art 3 vols New York: Doubleday Anchor 1957
Pevsner, N An Outline of European Architecture Ringwood: Penguin 1972
Reading lists outlining references will be provided at the beginning of the year.

FINE ARTS B (FABOO) 6 points

One 1-hour lecture and two 1-hour tutorials a week throughout the year.

Special Requirement
Students are required to attend the lecture program and to participate in tutorials throughout the
year.

Syllabus
The subject introduces the student to a range of relevant art and ideas from at least two of the
following areas: Modern Art, Australian Art, and Asian Art. In these studies, emphasis Is placed
upon schools of thought and their interrelationships rather than upon a strict historical
chronology of art movements. An indication of some of the topics which may be covered In the
subject is given below.
Area E Late Nineteenth and Twentieth Century Developments in the Mainstream of European
and American Art.
Area F The Arts in Australia from the Beginnings of the Colony to the Present Day.
Area G Early Asian art and ideas.

Texts
Area E:
Gauss,C E The Aesthetic Theories of French Artists from Realism to Surrealism Baltimore: Johns
Hopkins 1970
Hamilton. G Painting 8 Sculpture in Europe 1880-1940 Harmondsworth: Penguin 1967
Richardson. A 8 Stangos. N leds) Concepts of Modern Art Harmondsworth: Penguin 1973
Area F:
Smith. B Australian Painting 1788-1970 Melbourne: OUP 1971
Area G:
Lee, S History of Far Eastern Art London: Thames & Hudson 1967

Reading lists outlining references will be provided at the beginning of the year.
72 Subject Descriptions

Assessment
Assessment is progressive and is based on the following: two tutorial presentations, one research
assignment, and one tutorial test. Some students may be required to present for a three-hour final
examination.

FINE ARTS C (FAC00) 6 points

One 3-hour class a week throughout the year.

Prerequisite: A creditable standard achieved in Fine Arts A or Fine Arts B.

Syllabus
The subject is divided into two sections, both of which must be taken. The subject offers a detaied
spectrum of ideas and issues relevant to an understanding of Recent Art and its developments.
Areas of investigation include: Manifestos, Techniques, Historiography, Influences, Literature,
Psychology, Feminism, Abstraction, Theology and Primitivism.
Section 1:
Surrealism: A study of the movement, works, literature, issues, meanings and influence.
Section 2:
Any two of the following may be offered; students may choose one only.
Asian Art and Culture
Aboriginal Art and Culture
Women's imagery and the Arts
Rise of abstraction in Australian Art.

Preliminary Reading
Balakian, A Literary Origins of Surrealism New York: New York Univ Press 1966
Breton, S Manifestos of Surrealism Ann Arbor: Univ of Michigan Press 1971
Matthews, J H An Introduction to Surrealism University Park: Penns State Uni Press 1965
Walberg, P Surrealism London: Thames & Hudson 1965
A comprehensive booklist is available from the Department of Art and Design.

Assessment
Based on one 3,000 word essay, one seminar presentatic- and one visual test.

FINE ARTS D1 (FAD01) 12 points

Thesis Course
Three hours a week throughout the year.

Special Requirement
Students are required to attend seminars or interviews.
Prerequisite: Intending students for this subject should have shown an aptitude for research in
Fine Arts.

Syllabus
The subject aims to allow students the opportunity to research an acceptable topic or area and to
present a thesis or written material in support of their work. The Thesis or Research Project
should avoid plagiarism, purely descriptive accounts and compilation of previously consulted
works, and instead should focus upon a well documented, well directed coherently argued case.
Students are required to select an approved topic and to progress with research, unhampered by
formal lecture or tutorial commitments. Occasional reports and/or interviews are necessary in the
development of the Thesis or Research Project.

Texts
Anderson, D P Thesis and Assignment Writing Milton (Old): Wiley 1970
La Nauze, J A Presentation of Historical Theses Melbourne: MUP 1972.
Teitelbaum, H How To Write Theses - A Guide to the Research Paper New York: Monarch Press
1966
 Bachelor of Education (Art and Crafts) 73

Assessment
Based on the submission of one 10,000 word Thesis or an equivalent Research Project.

FINE ARTS D2 (FAD02) 12 points

Studies in Asian Art and Culture
One 1-hour lecture followed by one 2-hour seminar/tutorial a week throughout the year. It is not
assumed that students have previously studied aspects of the subject.

Syllabus
the subject develops Asian visual studies with specific reference to Asian literary sources in
translation related to a variety of art forms. A rtefacts considered throughout the illustrated lecture
program are interpreted from the viewpoint of Asian scholarship in art historical studies, together
with Western scholarly investigations of Asian art.
The areas to be presented are treated in the form of both ancient and modern Asian traditional
cultural units: and the calligraphy, fresco and miniature painting, sculpture, architecture and
other associated arts of the Asian continent will be shown.

Units of Study
Section A. Non-extant Culture Western Asia
Area 1: Sumero-Akkadian Art and Culture (Ancient Mesopotamia)
Area 2: Ancient Egyptian Art and Culture. Old, Middle and New Kingdoms
Section B: Extant Culture of Asia. Western and Eastern Asia
Area 1: Islamic Art and Culture
Area 2: - Buddhist Art and Culture (Theravada and Mahayana)
Area 3: Hindu Art and Culture
Themes of lectures will be issued by the Lecturer.

Texts
Hawkes, J The First Great Civilizations Life in Mesopotamia, the Indus Valley and Egypt
Penguin 1973
Kramer, S N Sumerian Mythology A Study of Spiritual and Literary Achievements in the Third
Millennium BC New York: Harper and Row 1972
Arnold, T W Painting in Islam A Study of the Place of Pictorial Art in Muslim Culture New York:
Dover 1965
Detailed booklists are available from the Fine Arts area of the Department of Art and Design.

Assessment
Assessment in this elective subject is cumulative comprising the results of two 3,000 word essays
chosen from different areas of the subject, one visual test, and one oral examination on aspects of
the areas set for study.

GARMENT CONSTRUCTION B (GNBOO) 3 points

Three hours a week throughout the year.

Syllabus
This subject is the second pa rt of a major sequence in garment construction and fashion design
which includes elementary pattern cutting and basic block adjustments to enable students to
develop their own designs Construction techniques associated with students' own designs are
demonstrated during the subject.

Books
A complete reference list is available from the Department of Crafts.

Assessment
Students are assessed progressively throughout the year by submitting each unit of work, as It is
completed, to their lecturers. Participation and involvement are essential, and fundamental to
achieving a satisfactory assessment. There will not be a final examination, but a folio of work
completed during the year will be submitted for final assessment. Students whose final
74 ' Subject Descriptions

assessment is considered unsatisfactory by their lecturer shall have their work also assessed by
a second lecturer and the Head of Department and they, in conjunction with the group lecturer,
shall make a final decision.

GARMENT CONSTRUCTION C (GNC00) 6 points

Six hours a week throughout the year.
Prerequisite: Garment Construction B.

Syllabus
This subject is the third part of a major sequence in garment construction and fashion design
which includes the craft skills as used in garment construction and tailoring. Students develop
their own original designs from sketches and make patterns by use of a basic block to their own
measurements. Basic pattern drafting.

Books
Morris. F R Cutters' Practical Guide 12th edn London: Tailor & Cutter 1965
A complete reference list is available from the Department of Crafts.

Assessment
A folio of practical work to be presented at the end of the year forms the basis of the final
assessment.

GARMENT CONSTRUCTION D (GND00) 18 points

Twelve hours a week throughout the year.
Prerequisite: Garment Construction C.

Syllabus
students undertake construction of garments at an advanced level to their own designs, prepare
fashion sketches of designs, and undertake supervised research with construction techniques
and pattern cutting.

Reference
Bray, M Dress Pattern Designing London: Crosby Lockwood 1967
Bray, M More Dress Pattern Designing London: Crosby Lockwood 1968
Kopp, E et al How to Draft Basic Patterns New York: Fairchild 1968
Kopp, E et al Designing Apparel through the Flat Pattern New York: Fairchild 1971
A complete reference list is available from the Department of Crafts.

Assessment
Based on a folio of work to be presented at the end of the year.

HUMAN SEXUALITY (HSA00) 3 points

See subject description on page 191.
The points scored for this subject:
(i) may be counted towards the total required (Area 3) to complete the BEd (Art & Crafts);
(ii) may be added to the total required to complete the BEd (Art & Crafts).

METALCRAFT B (MTB00) 3 points

Three hours a week throughout the year.

Syllabus
A development and extension of work covered in Studio Practice Crafts.
Further tuition in techniques and processes is offered to enable students to develop and expand
more fully their personal concepts. The subject is less structured than in the first year and
 Bachelor of Education (Art and Crafts) 75

students are able to follow personal directions.

Instructions in the correct and safe use of equipment are given as required.

Books
A comprehensive booklist is available from the Department of Crafts.

Assessment
Students are assessed progressively throughout the year by submitting each unit of work, as it is
completed, to their lecturers. Participation and involvement are essential and fundamental to
achieving a satisfactory assessment There will not be a final examination. Students whose final
assessment is considered unsatisfactory by their lecturer shall have their work also assessed by
a second lecturer and the Head of Department and they, in conjunction with the group lecturer,
shall make a final decision.

METALCRAFT C (MTC00) 6 points

Six hours a week throughout the year.
Prerequisite: Metalcraft B

Syllabus
An intensive program in which students have opportunity to develop and extend selected aspects
of the subject in depth. Illustrated lectures are given on specific techniques and processes
relating to student needs, and generally students are encouraged to develop and research
personal concepts. Work direction (lecturer or student initiated) may encompass one or more of
the following jewellery objects. functional objects: non-functional objects two dimensional:
non-functional objects three dimensional.
Some emphasis will be placed on twentieth century development of art concepts, materials and
associated technologies.

Books
A comprehensive booklist is available from the Department of Crafts.

Assessment
Students submit their work at the conclusion of the year for assessment by a panel of Metalcraft
staff chaired by the lecturer in charge of the year.

METALCRAFT D (MTD00) 18 points

Twelve hours a week throughout the year.
Prerequisite Metalcraft C.

Syllabus
A variety of materials and approaches are presented to cater for the differing backgrounds of
students, but general requirements for successful completion of the subject are the same,
Generally, the needs of the course require students to design and execute a number of objects
employing metal and associated materials, and to prepare research material on a Selected aspect
of metalcraft or associated technology. The nature of the works produced, or the research, is to be
negotiated with the lecturer responsible.

Practical Work
A number of well conceived and imaginatively produced art forms, executed to a high degree of
finish, is expected. Experiments and prototypes will have limited assessment value.

Research Project
Presentation of evidence of research into any aspects of metalcraft or an associated technology.
e.g processes, historical, educational, experimental or investigatory. This project will be prepared
in presentation form slides, booklet, photographs, thesis or drawings.
76 Subject Descriptions

Books
A comprehensive booklist is available from the Department of Crafts.

Assessment
Assessment is made by a panel of lecturers from the Metalcraft area, convened by the lecturer
responsible for the particular group. Practical work will comprise 80 per cent, and research work
20 per cent of the final assessment.

PAINTING B (PABOO) 3 points

Three hours a week throughout the year.
Prerequisite: Satisfactory completion of Painting Unit of Studio Practice Arts.

Syllabus
Further exercises in composition and imagination, development of skills and expression, and
further understanding of materials and methods. Areas of study include an extension and
development of the introductory painting course, and study from the human figure with strong
emphasis on specific design problems.

Books
Doerner, M The Materials of the Artist trans Neuhaus, E New York: Rupert Hart-Davis 1969
Mayer, R The Artist's Handbook London: Faber 1969

Assessment
Based on the presentation of both a folio of paintings and a folio of ideas twice a year.

PAINTING C (PAC00) 6 points

Six hours a week throughout the year.
Prerequisite: Painting B.

Syllabus
Creative composition approximately half a day a week.
Painting from life figure, head, still life, landscape approximately half a day a week.
Folios of related drawings and sketches, knowledge of art, materials and methods of production.
Study of Australian and overseas painters.
Specific lectures in methods.
The areas of study will be selected by the lecturers and the students involved. The aim will be to
encourage individual areas of development in depth.

Books
Doerner, M The Materials of the Artist trans Neuhaus, E New York: Rupert Hart-Davis 1969
Mayer, R The Artist's Handbook London: Faber 1969

Assessment
Based on the presentation of a folio of work and notes on methods, processes and appreciation at
the end of the year.

PAINTING D (PADOO) 18 points

Twelve hours a week throughout the year.

Prerequisite: Painting C.

Syllabus
Creative composition approximately half a day a week.
Studies from life approximately half a day a week.
Materials and method of production. Study of Australian and overseas painters.
Mural painting approximately half a day a week.
Areas of study will include an individual work program selected by the students. Advice and
 Bachelor of Education (Art and Crafts) 77

guidance will be provided by at least two lecturers. The aim will be to develop skills, techniques
and concepts in depth.

Books
Doerner, M The Materials of the Artist trans Neuhaus, E New York: Rupert Hart-Davis 1969
Gettens, R J & Stout G L Printing Materials: A Short Encyclopedia New York: Dover 1966
Mayer, R The Artist's Handbook London: Faber 1969

Assessment
Based on the presentation of a folio of work and notes on methods, processes and appreciation at
the end of the year.

PHILOSOPHY OF ART (PTD00) 12 points

Three hours a week throughout the year.
Prerequisite: Credit of at least 99 points in the course.

Syllabus
A philosophical inquiry into conceptual problems related to art, and the justification of aesthetic
judgements. Particular topics to be studied include the question of what art is, the art-craft
distinction, representation, expression, imagination, creativity, symbolism, and the relationship
between art and knowledge. The place of art in society and social influences upon art and
aesthetic response are considered. Issues in the philosophy of art are related to problems in art
education, its aims and its desirable role in schools.

Preliminary Reading
Langer, S K Problems of Art London: RKP 1957

Reference
Hospers, J led) Introductory Readings in Aesthetics New York: Free Press 1969
Philipson, M Aesthetics Today New York: Meridian 1961
Sontag. S Against Interpretation New York: Delta 1966

Assessment
Based on three written submissions, each of approximately 2,000 words, or their equivalent.

PHILOSOPHY OF EDUCATION (PDD00) 12 points

This elective study offered to fourth year students involves one lecture-seminar discussion of
three hours a week throughout the year.

Syllabus -
An examination of the philosophical origins and contemporary expressions of progressive and
radical thought Particular attention will be paid to the libertarian, anarchist, social
reconstructionist, and revolutionary positions in the contemporary debate.

Books
Dewey. J Democracy and Education New York: Free Press 1966
Freire, P Education for Critical Consciousness New York: Seabury Press 1973
Gross. R & Gross, B (edsl Radical School Reform New York: Simon & Schuster 1969
Neill, A S Surnmerhill St Albans (Herts): Hart 1964

Assessment
Assessment will be based on written work completed throughout the year. Two essays of about
1,500 words of their equivalent will be required. Honours will not be awarded,
78 Subject Descriptions

PHOTOGRAPHY B (PGB00) 3 points

Three hours a week throughout the year.

Special Requirement
To be eligible for assessment a student must have attended 80 per cent of classes.
Prerequisite: Design A or Introduction to Environmental Design.

Syllabus
The subject aims to further the experience of students in the use of photography as a means of
expression and communication, to introduce photographic theory, to provide assistance in the
preparation of communicative materials, and to initiate a basis for the application of photographic
design and experimentation.
The following program is dealt with in lectures, tutorials, demonstrations and practical workshops:
develart drawing and photograms; the pin hole camera; sensitised materials, monochrome
processes, fundamentals of photographic sensitometry and introduction to advanced darkroom
techniques; nature of light; light sources employed in photography, and studio lighting
techniques; camera composition; portraiture.

Text
Swedlund. C Photography New York: Holt. Rinehart & Winston 1974
A comprehensive booklist is available from the Department of Art and Design.

Assessment
Student progress through Photography B is determined by equal weighting of class part icipation
in lectures, tutorials and studio workshops and progressive assessment of individual work in
prescribed photographic exercises and assignments. Assessment of each experience is based
on the student's concepts and skills in the application of his/her knowledge and understanding of
particular aspects of the syllabus.

PHOTOGRAPHY C (PGC00) 6 points

Six hours a week throughout the year.

Special Requirement
To be eligible for assessment a student must have attended 80 per cent of classes.
Prerequisite: Photography B.

Syllabus
Photography C provides the opportunity for experimentation with more advanced techniques and
materials, the aim of which is to extend the student's theoretical knowledge and skills and to
encourage creative innovation. The following program is dealt with in lectures, tutorials.
demonstrations and practical workshops: monochrome photographics of continuous tone
elimination process. pseudo-solarisation, bas relief, posterisation and tone line process, Agfa
contour film process, toning and colour coupler processes, gum bichromate process;
photographic equipment, studio and darkroom design; land and seascape photography or
architectural and industrial photography, photographic design, montage and collage.

Text
Swedlund, C Photography New York: Holt, Rinehart & Winston 1974
A comprehensive booklist is available from the Department of Art and Design.

Assessment
Student progress is determined by equal weighting of class participation in lectures, tutorials and
studio workshops, and fieldwork, and progressive assessment of individual work in prescribed
photographic exercises and assignments. Assessment of each experienced is based on the
student's concepts and skills in the application of his/her knowledge and understanding of
particular aspects of the syllabus.
 Bachelor of Education (Art and Crafts) 79

PHOTOGRAPHY D (PGDOO) 18 points

Twelve hours a week throughout the year.

Special Requirement
To be eligible for assessment a student must have attended 80 per cent of classes.
Prerequisite: Photography C.

Syllabus
Photography D aims to foster individual expression, the ability to discover and recognise new
relationships, to formulate ideas and feelings, and to develop new means and approaches to
artistic realisation. Students are encouraged to participate in exhibitions, to undertake
commissions and excursions, and generally to operate in a professional manner.
The following program is dealt with in lectures, tutorials, demonstrations, practical workshops and
field work, and primarily concerned, at this level, with creative photography and development of
the student's perception of colour and composition: history of subject; photography as an art
form; the role of the photographer in society; colour theory and analysis of modern colour
processes; monocolour process; experimentation in colour photographics and applied infra-red
photography; colour composition and psychological factors in colour photography; creative
illustrative photography or photojournalism; figure and movement photography; creative,
technical and theoretical aspects of teaching photography up to secondary school level.

Text
Swedlund. C Photography New York: Holt, Rinehart & Winston 1974
A comprehensive booklist is available from the Department of Art and Design.

Assessment
Student progress is determined by equal weighting of class participation in lectures, tutorials and
studio workshops, field work, progressive assessment of Individual work In prescribed
photographic exercises and assignments, and by submission at the completion of the subject of a
folio of selected photographic works for inclusion in a group exhibition. Assessment of each
experience is based on the student's concepts and skills in the application of his/her knowledge
and understanding of particular aspects of the syllabus.

PRINTMAKING B (PRBOO) 3 points

Three hours a week throughout the year
Prerequisite: Satisfactory completion of the Printmaking Unit of Studio Practice Arts.

Syllabus
A sequential, practical introduction to major printmaking techniques:
(a) Single and Multicolour linocuts
lb) Woodcuts and relief prints
(c) Dry point line etching and aquatint
(d1 Screen printing
Theoretical studies of processes, materials and equipment.

Texts
Edmondson, L Etching Wokingham: Van Nostrand-Reinhold 1973
Elliott. B Silkscreen Printing London: OUP 1971
Peterdi. G Printmaking London: Macmillan 1959
Ross, J & Romano, C The Complete Printmaking London: Collier-Macmillan 1971

Assessment
Based on the presentation of folios, and notes on processes, materials and equipment twice a
year as well as on a final unaided project.
80 Subject Descriptions

PRINTMAKING C (PRCOO) 6 points

Six hours a week throughout the year.
Prerequisite: Printmaking B.

Syllabus
A study of the main relief, intaglio and planographic processes.
Intensive block-making for all purposes
Block-making related to other areas of study such as drawing from life, painting and design.
Presentation and editioning, appreciation of contemporary printmaking Australian and
overseas, history of methods, lectures in methods of production.

Books
As for Printmaking B.

Assessment
Based on the presentation of a folio of prints, proofs, ideas, notes on methods, processes and
appreciation at the end of the year.

PRINTMAKING D (PRD00) 18 points

Twelve hours a week throughout the year.
Prerequisite: Printmaking C.

Syllabus
Intensive study of relief, intaglio and planographic processes.
Mounting and preparation, storage and collection of prints, editioning, appreciation of
contemporary prints Australian and overseas, history of methods and study of methods of
production.
Development of a personal aesthetic related to printmaking.

Assessment
Based on presentation of a folio of work, and notes on methods, processes, appreciation and
ideas at the end of the year.

PROFESSIONAL EXPERIENCE D (SED80) 4 points

One day a week for 20 weeks or its equivalent.

The requirements for completing this subject may be satisfied in a number of ways.
1. By attending a school for additional supervised teaching
2. By attending a school or other institution for studies or research related to the Year Four
academic study
3. By attending a school for practice specifically related to the Year Four studio study
undertaken
4. By working as an assistant/apprentice in an approved private or public studio/gallery/
workshop or non-teaching department of this College
5. By such variations of the above which may be approved from time to time.
For administrative purposes students are attached to either the Department of Art and Design or
the Department of Crafts according to enrolment in a Year Four studio study.
Assessment is based on participation and involvement over the 20 days.
 Bachelor of Education (Art and Crafts) 81

SCHOOL EXPERIENCE
School Experience is a compulsory component of the course in Years One, Two, and Three and
allows students the opportunity to apply their acquired knowledge and developing skills while
gaining an appreciation and awareness of the role of the art/craft teacher in the classroom and in
the total school community. Over the three years, school experience of 70 days is allocated either
in a block or on a concurrent basis, according to the year.
Assessment, on a 'Satisfactory' or 'Unsatisfactory' basis, is dependent on reports from
supervisors at the schools of placement, from College Method of Teaching staff, College
supervisors and from the Head of the Department of School Experience. It is envisaged that the
assessment at the conclusion of the final School Experience program will Indicate that the
particular student is ready for unsupervised teaching.

SCHOOL EXPERIENCE A (SEA80) 2 points

This component involves students in a two-week induction program in a primary school and a
similar one-week program in a secondary school. Students are encouraged to observe, in the
broad sense, so that they are made aware of the many facets of a school, its organisation, and its
community involvement. Teaching may be attempted on a one to one basis initially, progressing
from small to large groups at the discretion of the supervising teacher.

Assessment
Based on the student's participation and involvement over the 15 days.

SCHOOL EXPERIENCE B (SEB80) 5 points

This component usually involves students in two block programs each of three weeks' duration.
The first program involves induction into the secondary school as well as introduction to practice
teaching; the second program places the emphasis on practice teaching.
Preliminary and follow-up instruction for these programs is undertaken during Method studies In
Art Education B.

Assessment
Based on the student's participation and involvement over the 30 days.

SCHOOL EXPERIENCE C (SEC80) 5 points

This Component usually involves students in two block programs each of three weeks' duration.
Preliminary and follow-up instruction for these programs is undertaken during Method studies In
Art Education C.

Assessment
Based on the student's participation and involvement over the 30 days.

SCULPTURE
The approach in Sculpture is strongly student-centred. The autonomous student Is able to
experience the art of sculpture in a broad way.
It is expected that students taking Sculpture B be concerned with a broad experience, while
Sculpture C and D students spread themselves less and concentrate on depth studies in their
selected areas,
An outline of the areas of sculptural experience available to students may be obtained from the
Department of Art and Design.

SCULPTURE B (SRBOO) 3 points

Three hours a week throughout the year.
82 Subject Descriptions

Syllabus
The program is strongly student-centred, and the individual is encouraged to develop his/her
ideas and express them in sculptural terms. Students are able to select activities and areas of
investigation appropriate to their individual needs. Students may specialise to some degree with
studies in depth rather than being wide-ranging as in the first year. Experiences will be selected
from the constructed, modelled, carved, kinetic, light, environmental and happening areas.

Books
Bowness, A Modern Sculpture London: Studio Vista 1965
Clarke, G 8 Cornock, S A Sculptor's Manual London: Studio Vista 1968
Maillard. R fed) New Dictionary of Modern Sculpture 2nd edn New York: Tudor 1971
Myers, B Sculpture: Form and Method London: Studio Vista 1965
A comprehensive list of references is available from the Department of Art and Design.

Assessment
In all Sculpture subjects, assessment is continuous throughout the year without emphasis on any
particular work. A capacity for self-assessment is necessary. No final examination. It is the
student's responsibility to show evidence of the work produced in order to secure a pass. Any
student who rates 'unsatisfactory' should know that his/her position will be discussed at length in
conference between the Head of the Department, the staff member and the student concerned
both at the half year and at the end of the year.

SCULPTURE C (SRCOO) 6 points

Six hours a week throughout the year.
Prerequisite: Sculpture B.

Syllabus
Students are expected to be largely self-actualising and autonomous in their work. They will find
opportunity to question traditional and experimental forms of expression as well as to consider
the suitability of materials and techniques. The opportunity will still exist for students to work in
any of the main areas of sculptural expression, but it would be expected that the student would
select fewer areas and work at greater depth.

Books
As for Sculpture B.

Assessment
As for Sculpture B.

SCULPTURE D (SRD00) 18 points

Twelve hours a week throughout the year.

Prerequisite: Sculpture C.

Syllabus
Students at this level are expected to be self-actualising and autonomous in every way. They will
be given absolute freedom of approach assistance and advice being given only when
requested.

Practical Work
Practical work is carried out in the appropriate work areas. Facilities of the ceramics areas will be
made freely available to sculpture students.

Books
As for Sculpture B.

Assessment
As for Sculpture B.
 Bachelor of Education (Art and Crafts) 83

SOCIOLOGY OF EDUCATION (DSD00) 12 points

One lecture/seminar of three hours a week throughout the year.
Prerequisite. Educational Sociology Unit of Education C or approved preliminary studies.

Syllabus
The study provides the opportunity to specialise in three ways
The opportunity to study particular aspects of Australian Society particularly as they relate to
current issues and developments in education. These could include alternatives in education,
ideology in society. culture, the concept of equality of opportunity, parent involvement in
education, the Schools Commission Reports Poverty and Education and Education and the
Arts
Development of a sociological perspective which will assist in the understanding of the above
aspects of contemporary society might be developed through a critical examination of the
schooling process, particularly as it relates to concepts of freedom in 'open' education and
innovation, and how it reflects contemporary social and cultural issues.
In Term 3 students will initiate and conduct an individual research project arising from an area of
interest developed in the above topics. This will occasion the examination and use of research
techniques developed in the social sciences.

Preliminary Reading
Freire, P Pedagogy of the Oppressed Harmondswgrth: Penguin 1972

Reference
Dwyer, P How Lucky Are We? Melbourne: Pitman 1977
Fitzgerald, R T Poverty and Education in Australia (Commission of Inquiry into Poverty, Fifth Main
Report) Canberra: AGPS 1976
Geertz. C The Interpretation of Cultures New York: Basic Books 1973
Schools Commission b Australia Council Education and the Arts Canberra: Summit Press 1977

Assessment
Based on student involvement in an extensive program of reading and discussion, and on the
presentation of a research report of approximately 4,000 words.

STUDIO PRACTICE ARTS (SAA00) 7 points

Six hours a week throughout the year.

Syllabus
A broadly based introduction to the arts, in which students undertake work in four basic units. In
each of these units, while the notion of art as a personal activity is encouraged, there will be some
emphasis on the development of sound techniques and procedures.
Units 1 and 2. Sculpture Ceramics
A studio-based program designed to Introduce students to the concepts underlying.
contemporary sculpture and ceramics Students are able to select activities and areas of
investigation appropriate to their own needs from the main areas of sculptural experience and
basic technical studies in ceramics.
Unit 3. Painting
Introduction to painting in both figurative and non-figurative modes and initial studies in direct
painting from reality using a simple and permanent technique. Emphasis is placed on structural
analysis.
Unit 4. Printmaking
An introduction to the major printmaking techniques such as Intaglio and planographic
processes, and to editioning. presentation of prints, history and methods, and studio organisation.
Note. A half-day a week for one semester will be the usual time span for each unit, although by
arrangement a student may proceed to the next if proficiency is proven. The full day each week
may be used for a more flexible approach to Integrated studies as arranged by the department
concerned.

Books
As specified by the lecturers concerned.
84 Subject Descriptions

Assessment
It should be noted that is is the student's responsibility to submit a folio, individual items of work
and/or assignments as notified. An unsatisfactory result in one or more units will result in failure
in the subject. If the degree of failure in the case of a one unit failure is not considered serious by
the lecturer concerned, a pass may be awarded.

STUDIO PRACTICE CRAFTS (CRA00) 7 points

Six hours a week throughout the year.

Syllabus
A broadly-based introduction to the crafts, in which students undertake work in four basic units.
The subject is intended to provide students with the opportunity to acqure essential skills and a
firm understanding of basic procedures with various materials while undertaking meaningful
personal projects consistent with the foregoing. In all units instruction in the correct and safe use
of equipment will be given. Participation and involvement in the studio programs are essential and
fundamental to achieving a satisfactory assessment.
Unit 1. Garment Construction
This unit is the first part of a major sequence in garment construction and fashion design, which
includes the basic techniques for making simple garments, thus enabling students to gain an
understanding of the various types of fabric.
Unit 2. Metaicraft
An introductory unit involving various techniques and processes suitable for working a diverse
range of materials, but with emphasis on metals. Experiences will offer the opportunity to integrate
materials and allow students the freedom to develop personal ideas and attitudes to the above
knowledge.
Unit 3. Textilecraft
This unit forms an introductory study of basic textile techniques and processes, involving the
following areas: stitchery, spinning, weaving, and knotting. Emphasis will be placed on
development of individual skills and a personal approach.
Unit 4. Woodcraft
Within the limitations imposed by learning the various techniques and processes appropriate to
making functional and non-functional objects in wood, students will be free to solve the problems
posed in an individual manner to assist their personal development. The studio experience will
offer opportunities to inegrate diverse materials but with the emphasis placed on the working of
timber in its various forms.
Note: A half-day a week for one semester will be the usual time span for each unit although by
arrangement a student may proceed to the next if proficiency is proven.

Books
As specified by the lecturers concerned.

Assessment
Student progress will be determined by progressive assessment in accordance with instructions
issued before commencing each project It should be noted that it is the student's responsibility to
submit a folio, individual items of work and/or assignments as notified. An unsatisfactory result in
one or more units will result in a failure in the subject. If the degree of failure in the case of a one
unit failure is not considered serious by the department or lecturer concerned, a pass may be
awarded.

TEXTILECRAFT B (TEB00) 3 points

Three hours a week throughout the year.

Syllabus
This subject involves a further development of, and intensive studies in, related textile areas
 Bachelor of Education (Art and Crafts) 85

covered in Studio Practice Crafts.

The following textile techniques form the basis of a more personalised investigation:
Fibres and Threads -
Fabric Structures (Primitive)
Stitchery
Textile Printing (Improvised)

Books
A comprehensive booklist is available from the Department of Crafts.

Assessment
Students will be assessed progressively throughout the year by submitting each unit of work on
completion. The folio submitted for final assessment should include completed basic work from
each of these four units. The award of 'pass' which will cover the majority of students will be
decided by the lecturer in charge of the group. The review of failed candidates' work and the
award of 'honours' will be made by a panel consisting of the Head of Department and all lecturers
taking the particular aspect of craft in the current year.

TEXTILECRAFT C (TECOO) 6 points

Six hours a week throughout the year.

Prerequisite Textilecraft B,

Syllabus
A subject incorporating textile studies at an advanced level, within which opportunities are
provided for the development of individual concepts and research in specific areas of study.
Thread Forms
Textile Printing
Fabric Structures
Embroidery.

Books
A comprehensive booklist is available from the Department of Crafts.

Assessment
Students are to submit a folio of work at the conclusion of the year for final assessment by a panel
consisting of the Head of Department and all lecturers taking the particular aspects of craft in the
current year.

TEXTILECRAFT D (TED00) 18 points

Twelve hours a week throughout the year.
Prerequisite Textilecraft C.

Syllabus
This subject enables students to undertake an intensive course of study In a specific area of
textiles. Emphasis is placed on personal involvement and the development of Individual concepts
in the area of specialisation. Supervised research into any related aspects of textilecraft Is to form
part of the final folio.

Books
A comprehensive reference list is available from the Department of Crafts.

Assessment
Students are to submit a folio of work at the conclusion of the year for final assessment by a panel
consisting of the Head of Department and all lecturers taking the particular aspect of craft In the
current year.
86 Subject Descriptions

WOODCRAFT B (WOBOO) 3 points

Three hours a week throughout the year.

Syllabus
This subject involves a development and extension of the work covered in first year Studio
Practice Crafts. Further tuition in techniques and processes is offered in the form of open-
ended problem-solving activities which will enable students to develop and extend more fully
their personal concepts and work direction. Stress is placed on the importance of acquiring
background knowledge and the necessary skills to assist the students as craftsmen and
teachers. The safe use and maintenance of equipment, particularly power machines, is a
compulsory unit of work.

Books
A comprehensive booklist is available from the Department of Crafts.

Assessment -
Students are assessed progressively throughout the year by submitting each unit of work, as it is
completed, to their lecturers. Participation and involvement are essential and fundamental to
achieving a satisfactory assessment. There will not be a final examination. Students whose final
assessment is considered unsatisfactory by their lecturer shall have their work also assessed by
a second lecturer and the Head of Department and they, in conjunction with the group lecturer,
shall make a final decision.

WOODCRAFT C (W0000) 6 points

Six hours a week throughout the year.

Prerequisite: Woodcraft B.

Syllabus
An intensive program in which students have the opportunity to develop and extend selected
aspects of the subject in depth. Illustrated lectures are given on specific techniques and
processes related to student needs, and generally students are encouraged to develop and
research pesonal concepts. Work direction (lecturer and student initiated) may encompass one
or more of the following: small-scale forms; functional objects; non-functional objects two
dimensional; non-functional objects three dimensional.
Students will be expected to research materials and their associated technologies wherever the
need arises some emphasis will be placed on twentieth century development of a rt concepts,
materials, and their respective technologies.

Books
As for Woodcraft B.

Assessment
Students submit their work at the conclusion of the year for assessment by a panel of Woodcraft
staff chaired by the lecturer in charge of the year.

WOODCRAFT D (WOD00) 18 points

Twelve hours a week throughout the year.

Prerequisite: Woodcraft C.

Syllabus
This is a personal development subject in the area of woodcraft. It is intended to offer the
individual the greatest possible degree of autonomy in order that personal involvement is
developed and extended to a maximum. It is a year of specialisation, combining techniques of
one's own choice with concepts and craftsmanship. Each student determines his/her course
commitment with the lecturer responsible. It is the responsibility of the student to acknowledge
his/her commitment by presenting the product of his/her involvement at the conclusion of the
year.
 Bachelor of Education (Art and Crafts) 87

It is envisaged that students will engage in the development of highly personal concepts leading
to the production of art objects Such activity, whilst considering wood as a material, may draw
extensively upon diverse media and technological systems. Students are expected to draw upon
the skills and experience of other lecturers in the Department of Crafts, the resources of other
departments on the College campus, and outside resources (industry).

Books
As for Woodcraft B.

Assessment
Students submit their work at the conclusion of the year. It may take the form of all or any part of
the following: writing, research, drawings and/or objects. The assessment will be undertaken by a
panel of Woodcraft staff, chaired by the lecturer in charge of the year.


6) 6
I
 Bachelor of Education 89

Bachelor of Education

Contents

Regulations for the Course 91

Outline of Course Streams 98
Advice to Students 101
Advice to Students Enrolled in HOTS 104
Bridging Studies 104
Subject Descriptions
Accountancy 105
Asian Studies 108
Biology 109
Chemistry 116
Computer Studies 120
Drama 124
Drama English 129
Economics 130
Education 135
English 154
Environmental Science 166
French 167
Geography 171
History 185
Human Sexuality 191
Language in Education 192
Legal Studies 192
Librarianship 194
Mathematics 201
Media Arts 209
Methods of Teaching (see Education)
Music (see also Practical Music) 217
Outdoor Education 223
Philosophy 224
Physical Education, Health and Recreation 227
Physical Science 227
Physics 228
Politics 236
Practical Music 243
Psychology 245
Science 247
Secretarial Studies 247
Social Science 249
Sociology 250
Visual Communication 250
 Bachelor of Education 91

Regulations for the Course for the

Bachelor of Education (Secondary)
1. To satisfy general entrance requirements for admission to the course for the Bachelor of
Education (Secondary) a candidate must:
(a) satisfactorily complete a Year 12 course of study approved by the Board of
Studies;
or
(b) possess other formal qualifications approved by the Board of Studies;
or
lc) be able to demonstrate to the satisfaction of the Board of Studies that he/she has
the motivation and capacity for tertiary studies.
Note: For admission in 1980, approved Year 12 courses of study include those meeting
VISE conditions for satisfactory completion of a Year 12 course of study; those
which prior to 1979 satisfied the university entrance requirements of the VUSEB;
and those deemed by the VUAC as satisfying university entrance requirements.

2. To be awarded the Bachelor of Education a student shall have pursued his/her studies for
at least four years.
3. The subjects for the course and the conditions on which such subjects may be taken shall
be as prescribed from time to time by the Board of Studies.
4. The regulations for the course together with the details of subjects and the prerequisite
and special entry conditions shall be published in the Handbook of the Melbourne State
College or supplement thereto.
5. No student may pursue a course of study or receive credit for subjects taken unless his/
her proposed selection of subjects and the years of his/her course in which they are to be
taken have been approved by the Board of Studies. It is the responsibility of each student
to obtain this approval before embarking on subjects.
6. (a) A student's progress in his/her course of study shall be expressed In terms of
Years.
Such Years shall be defined by a cumulative total of points to be scored as a credit
for subjects passed. The points to be scored for each subject shall be as
prescribed from time to time by the Board of Studies and published together with
the details of subjects.
(b) A student shall be.
(i) in the first Year of his/her course until such time as his/her cumulative
points score shall equal or exceed twenty-seven points;
(ii) in the second Year of his/her course until such time as his/her cumulative
points score shall equal or exceed fifty-seven points;
Gut in the third Year of his/her course until such time as his/her cumulative
points score shall equal or exceed ninety-three points;
(iv) in the fourth Year of his/her course until such time as his/her cumulative
points score shall equal or exceed one hundred and thirty-eight points.
7. Except where special permission is granted by the Board of Studies for this to be
exceeded, the maximum total number of points that may be attempted in one year is as
follows:
A student in the first Year of his/her course: 36 points
A student in the second Year of his/her course: 45 points
A student in the third Year of his/her course: 45 points
A student in the fourth Year of his/her course: 45 points.
8. A student who, having completed part or all of another course of study at the tertiary level,
enrols in the course may, with the approval of the Board of Studies, be given credit for
subjects the equivalent of which have been passed in the other course.
Where there is no equivalent subject or subjects he/she may be credited with an
appropriate points score to be determined by the Board of Studies. Such points shall be
allocated to appropriate Groups when credited.
92 Regulations

The Board of Studies may allow a student to include in his/her course subjects offered in
another course of this institution or of another institution where such subjects are, in the
Board's opinion, of an appropriate standard and relevant to the student's course of study.
The points to be scored for passing in any such subject shall be as prescribed by the
Board of Studies. Such points shall be allocated to appropriate Groups when credited.

10. The total number of points which may be credited to a student under Regulations B and 9
shall not exceed 84, including a maximum of 75 points in Groups 1, 2, and 3 and a
maximum of 18 points in Group 4.

11. A student shall not gain credit for subjects in any one subject area in excess of the
following:
Group 1 9 points (a)
Group 2 24 points
(a) In Mathematics, Music and Physical Science, 18 points
Note: For the purposes of this Regulation, each of the following constitutes one
subject area:
(a) Music, Practical Music
(b) Social Science, Sociology.

12. A student shall not gain credit in Group 1 of more than a total of 18 points in subjects in
the following group of subject areas: Asian Studies, History, Politics.

13. No student shall receive credit for a subject for which the prerequisite conditions have not
been met prior to the year in which the subject is taken.

14. Subjects with common content shall be as determined from time to time by the Board of
Studies. No student may receive credit for more than one subject of a group of subjects so
determined.

15. A student who does not pass in a subject may be credited by the Board of Studies with the
points to be scored for that subject, having regard to his/her performance in all subjects
taken by him/her (whether taken in one year or more), in accordance with principles
determined by the Board of Studies.

16. The Bachelor of Education may be granted to a student who has complied with the
prescribed conditions and:
(a) has gained a cumulative score that equals or exceeds 138 points;
(b) has in Groups 1, 2, and 3 gained a cumulative score that equals or exceeds 102
points including:
(i) at least 57 points in Groups 2 and 3 of which at least 12 points are in Group
3;
or
(ii) at least 48 points in Groups 2 and 3 of which at least 24 points are in
Group 3;
(cl has in Group 4 gained at least 36 points, including a pass in School Experience.
Group 1 comprises first Year studies in Arts, Business Studies, Drama. Environmental
Science, Film and Television, Librarianship, Music and Science.
Group 2 comprises studies for which the prerequisite conditions have been met as a
result of studies in Group 1 in the same or a specified related area.
Group 3 comprises studies for which the prerequisite conditions have been met as a
result of studies in Group 2, or other studies in Group 3, in the same or a specified related
area.
Group 4 comprises studies in Education.

17. The allocation of points scores is as follows:

(See Table of Subjects on following pages).
These regulations should be read and interpreted in conjunction with all documents relating
to procedures of the Board of Studies.
 Bachelor of Education 93

Table of Subjects*
Subject Group and Points
Subject Area
Group 1 Group 2 Group 3 Group 4
Accountancy A 9 B11 6 Cl 4
B22 6 C2 4
C3 4
C4 4
C5 4
C6 4
Asian Studies A 9
Biology Al 9 BO1 4 CO1 6
A2 9 B02 4 CO2 6
B03 4 CO3 6
804 4 C04 6
605 4 CO5 3
B06 4 C06 3
B07 4
B08 4
B09 4
Chemistry Al 9 B1 2 Cl 9
A2 3 B2 3 C2 9
83 2 D1 4
B4 4 D2 5
135 2
B6 2
B7 3
Computer Studiestt A 9 801 4 CO3 4
Al 3
A2 3
A3 3
Drama Al 5 1301 6 CO1 6
A2 4 B02 6 CO2 6
603 6 CO3 6
804 6 C04 6
D21 5
D22 4
Drama English 12
Economics A 9 B1 12 Cl 4
C2 4
C3 4
C4 4
C5 4
C6 4
C7 1
C8 4
C9 4
Students are advised to study the Table of Subjects in conjunction with the section, Advice to
Students'. page 101.
94 Regulations

Table of Subjects*
Subject Group and Points
Subject Area
Group 1 Group 2 Group 3 Group 4
English A 9 B1 8 Cl 8
B2 4 C2 4
B3 4 C3 4
B4 4 C4 4
B5 4 C5 4
B6 4 C6 4
B7 4 C7 4
B8 4 C8 4
B9 4 C9 4
B10 4 C10 4
CF 9
D1 5
D2 4
Environmental
Science B1 9 C 36
B2 9
French A 9 B 12 C 12
D 9
Geography Al 3 B1 4 Cl 4
A2 3 B2 4 C2 4
A3 3 B3 4 C3 4
A4 9 134 4 C4 4
B5 4 C5 4
B6 4 C6 4
B9 4 C7 4
B11 6 C8 4
B12 6 C9 4
B13 6 C10 3
C11 3
C12 3
C13 3
C14 3
C15 3
C16 3
C17 3
C18 3
C19 3
C20 4
History A11 9 B12 12 C12 12
A13 9 813 12 C13 12
B14 12 C14 12
B15 12 C15 12
B16 6 C16 6
B17 6 C17 6
B18 6 C18 6
B19 6 C19 6
D 9
Human Sexuality 3

Students are advised to study the Table of Subjects in conjunction with the section, 'Advice to
Students', page 101.
 Bachelor of Education 95

Table of Subjects*

Subject Group and Points

Subject Area
Group 1 Group 2 Group 3 Group 4
r
Language in
Education 6
Legal Studies A 9 B 12 C 12
Librarianship Al 3 B1 3 Cl 3
A2 2 82 3 C2 6
A3 2 83 6 C3 3
A4 2 C4 3
C5 3
C6 3
C7 3
C8 6
D 9
Mathematics AO1 3 BO1 4 CO1 4
A02 3 BO2 4 CO2 4
AO3 3 811 4 CO3 4
All 3 812 4 C11 4
A21 3 821 4 C21 4
A22 3 B31 4 C31 4
A31 3 832 4 C32 4
A41 3 833 4 C33 4
A6t 3 851 4 C34 4
B61 4 C51 4
C62 4
D1 3
D2 3
D3 3
Media Arts Al 3 B1 6 Cl 6
A2 3 62 6 C2 6
A3 3 63 6 C3 6
A4 3 B4 6 C4 6
A5 3 B5 6 C5 6
A6 3 B6 6 C6 6
B7 6 C7 6
B8 6 C8 6
B9 6 C9 6
Music A1-1 5 81-1 6 C1-1 6
Al -2 5 B1-2 6 C1-2 6
Al -3 5 B2 5 C2 5
A2 4 B3 1 C3 1
C4 3
C5 3
C6 3
C7 3
D 9
Outdoor Education A2 3
A3 1
A4 1
A5 1

Students are advised to study the Table of Subjects in conjunction with the section, 'Advice to
Students'. page 101.
96 Regulations

Table of Subjects*

Subject Group and Points

Subject Area
Group 1 Group 2 Group 3 Group 4

Philosophy Al 9 B1 12 C 12
A2 3 B2 12 D 9
A3 3 B3 12
A4 3
Physical Education,
Health and
Recreation A 9
Physical Science A 18
Physics A01 2 B01 5 CO1 4
A02 2 B02 4 CO2 4
A03 2 B03 3 CO3 4
A11 3 B04 2 C04 2
Al2 2 B05 4 C05 2
B06 2 C06 2
B07 3 C07 1
B08 4 C08 3
B11 2 C09 2
C10 4
C11 2
C12 3
Politics A 9 B11 6 C11 6
812 6 C12 6
B13 6 C13 6
B17 6 C17 6
B18 6 C19 6
819 6 C19 6
B20 6 C20 6
821 6 C21 6
B22 6 C22 6
B23 6 C23 6
D 9
Practical Music Al 4 B1 6 Cl 6
A2 5 B2 6 C2 6
Psychology A 9 B 12 C 12
D 9
Science Al 9
A3 9
Secretarial Studies A 9 B 12 C# 12
Social Science'" A 9 B4 4
B7 4
B8 4
B10 4
811 4
B12 4
B13 4

Students are advised to study the Table of Subjects in conjunction with the section, 'Advice to
Students', page 101.
 Bachelor of Education 97

Table of Subjects*

Subject Group and Points

Subject Area
Group 1 Group 2 Group 3 Group 4

Sociology+ A 9 B 12
Visual
Communicationt Al 3 B1 3
A2 3 B2 3
A3 3 B3 3
84 3
Education 2 2
3 9
4A 27
4B 36
4D 6
4E 6

Notes:
tt The sequence of Computer Studies subjects does not constitute an approved major study.
Application may be made for accreditation of major studies in Computer Studies.
* Secretarial Studies C we be offered in 1980 subject to approval by the Senate of the SCV.
" Application may be made for accreditation of major studies in Social Science. Students may
undertake no more than 12 points in Social Science B subjects.
+ Application may be made for accreditation of major studies in Sociology, and the availability
of studies in Sociology beyond Group 2 level will be subject to such accreditation and decisions
of the Board of Studies
t The availability of studies in Visual Communication beyond Group 2 level will be subject to
accreditation of major studies in this area.
Students are advised to study the Table of Subjects in conjunction with the section, 'Advice to
Students'. page 101.
98 Outline of Course Streams

Outline of Course Streams

The Bachelor of Education (Secondary) course provides studies in a range of specialisations
designed to prepare teachers in various areas in post-primary schools. The course comprises the
equivalent of three years of study in discipline-based subjects and the equivalent of one year of
study in education.
There are eight course streams. Students are enrolled in one of these streams and pursue
specialised studies within that stream. Subject choice is not restricted to subjects offered only
within the stream; however, the choice of subjects will be restricted by subject quotas,
prerequisites and timetable limitations. Course streams are outlined below.

Arts (SMAT)
The Arts stream provides a program of studies with a specialisation designed primarily to prepare
teachers in humanities and social science subjects.
A range of programs of study is offered, providing varying degrees of specialisation in particular
subject areas. However, every program must include, in addition to studies in education, at least
one major study; that is, a study in a subject area taken over three or four years.
In the first year, studies are normally taken in four subject areas. The later years of the course
comprise further studies in selected areas, together with studies in education.
Studies may be taken for up to three or four years in biology, economics, English, French,
geography, history, legal studies, mathematics, politics, philosophy, and psychology. A major
study may be taken in either drama or music if taken in association with a major study from the
above list.
Studies may be taken for up to two years in social science, sociology, and visual communication.
Studies may be taken for one year in accountancy, Asian studies, chemistry, computer studies,
librarianship, media arts, physics, practical music, science, and secretarial studies. Normally,
approval is not granted for the inclusion of studies in more than one of these latter areas.

Business Studies (SMBS)

The Business Studies stream provides a program of studies with a specialisation designed
primarily to prepare teachers of secondary school economics and commercial subjects.
Areas of specialisation offered in Business Studies are accountancy, economics, legal studies,
and secretarial studies.
In the first year, studies are normally taken in four subject areas. Accountancy, economics, and at
least one of legal studies and secretarial studies are compulsory. Studies in one other area may
be chosen from subjects offered in the Arts, Drama, Librarianship, Music, Science, and Television
and Film course streams.
In the later years of the course, the major areas of study are in subject areas selected from those
taken in the first year, together with studies in education.

Drama (SMDR)
The Drama stream provides a program of studies with a specialisation designed primarily to
prepare teachers of drama. Particular emphasis is placed on practical training relevant to working
in schools, in community centres, and in recreation programs.
In the first year, studies are normally taken in four subject areas. Drama is compulsory. Other
subjects may be chosen from subjects offered in the Arts, Business Studies, Librarianship, Music,
Science, and Television and Film courses streams.
In the later years of the course, the main areas of study are drama (with the opportunity for
students to specialise in areas of their own choice), education, and one or more other areas.
 Bachelor of Education 99

Environmental Science (SMES)

The Environmental Science stream provides a program of studies with a specialisation designed
primarily to prepare secondary school teachers of environmental science, science (junior forms),
and biology or chemistry or geography.
The program, using the ecosystem concept as a basis, focuses on the place of man in his
environment and on the study of selected environmental problems.
The first year comprises Biology Al, Geography A4, and Physical Science A.
The second year comprises Environment Science B1 and 82, together with approved studies in
Biology and/or Geography or Chemistry.
The third and fourth years comprise studies in Environmental Science C, together with studies in
Education.

Librarianship (SMLA)

The Librarianship stream provides a program of studies with a specialisation designed primarily
to prepare teacher-librarians
In the first year, studies are normally taken in four subject areas. Librarianship is compulsory.
Other subjects may be chosen from subjects offered in the Arts, Business Studies, Drama, Music,
Science, and Television and Film course streams.
In the later years of the course, the main areas of study are librarianship, education, and one or
more other areas
Graduates are qualified as secondary teachers and as professional librarians. The qualifications
received is equivalent to Registration of the Library Association of Australia.

Music (SMMU)

The Music stream provides a program of studies with a specialisation designed primarily to
prepare teachers of music.
Principal subject divisions in music are practical music and performance, composition and
improvisation, and musicology.
For the student taking music at the specialist level, music studies comprise about 70 per cent of
the discipline-based studies in the course. The specialist program is designed for the training of,
secondary school teachers in both classroom and instrumental music teaching. At the non-
specialist level, music studies comprise up to 40 per cent of the discipline-based studies.
In the first year, studies are normally taken in four subject areas. Music and practical music are
compulsory. Other subjects may be chosen from subjects offered in the Arts, Business Studies,
Drama, Librarianship. Science, and Television and Film course streams.
In the later years of the course, the main areas of study are music, education, and one or more
additional areas

Science (SMSC)

The Science stream provides a program of studies with a specialisation designed primarily to
prepare secondary teachers of biology, chemistry, Computer studies, earth science, mathematics,
physics and science.
Areas of specialisation offered in Science are biology, chemistry, mathematics and physics.
Studies in other areas of specialisation may also be included.
In the first year, studies are normally taken in four subject areas chosen from the following:
applied mathematics, biology, chemistry, earth science, geography, physical science, physics,
Psychology. pure mathematics and one other subject offered in the Arts, Business Studies,
Drama, Librarianship, Music, or Television and Film streams.
Later years of the course must include studies in one or more of biology, chemistry, mathematics,
and physics as well as education. Studies from other areas may also be Included.
100 Outline of Course Streams

Television and Film (SMTV)

The Television and Film stream provides a program of studies with a specialisation in television
and film. The course is designed primarily to prepare teachers in the area of visual media.
Studies in film and television comprise up to 50 per cent of the discipline-based studies in the
course. The principal areas of activity are film-making, film and television studies, and video
production, with emphasis on the new media technology of Super-8 film and portable video. There
is a strong emphasis on self-directed production/learning activity. The program is designed to
equip participants to be actively critical of visual media as well as to be able to take and teach
media action. The course does not aim to prepare people to work in the commercial film and
television industries.
In the first year, studies are normally taken in four subject areas. Media Arts subjects are
compulsory. Other subjects may be chosen from subjects offered in the Arts, Business Studies,
Drama, Librarianship, Music, or Science course streams.
In the later years of the course, the main areas of study are film and television, education, and one
or more other areas. Students should note that subjects in film and television are listed as Media
Arts subjects in this handbook.
 Bachelor of Education 101

Advice to Students
General
Students selected for admission to the course for the Bachelor of Education (Secondary) should
read this handbook very carefully before enrolling.
The variety of subjects available to students in their first and later years is not only wide and
extensive but many of the subjects are not immediately recognisable from previous school
experience, for example philosophy, psychology, computer studies, and so on. In addition, some of
the subjects available at the College may not have been available for study at a particular school,
eg., accountancy, legal studies This need not mean that students are unable to study these
subjects where previous study is required, detailed information is given in the subject entries in
the following sections of this handbook.
Decisions made in choosing first year subjects are important because they lay the foundations for
the degree as a whole. The course advisers are available to advise students on their choice of
subjects prior to enrolment Before enrolling in any subject, each student must have the course
adviser's authorisation to enrol. Advice on courses will be most helpful if students have already
made themselves familiar with all the subjects offered and have considered what their fields of
interest are likely to be. Similarly, when re-enrolling in later years of the course, students should
discuss their choice of subjects with the course advisers, and again the course adviser's
authorisation to enrol is required.

Course Advice
You should plan your entire course well in advance. Decide which subjects you most want to
teach then consult your course advisers about planning a course which will not only prepare you
for teaching in those areas; but will challenge and interest you as well. Keep in mind that you must
gain the minimum points scores outlined in the table below.
Each student is allocated to a course adviser. These advisers will provide assistance In planning
a course of study, and can also assist in such matters as deferment of, or leave of absence from,
studies; special consideration in the event of illness or death in the family; changing subjects;
and so on.
Course advisers must be consulted in the following instances:
Enrolment: Before enrolling or re-enrolling all students must obtain from their course adviser a
signed authorisation to enrol.
Change of subject: Students wishing to change their enrolment in subjects must obtain from the
course advisers an authorisation to change subjects.
The course advisers are listed on page 27.

Course Structure
The course compries four years of full-time study. In the first year studies are normally taken in
four subject areas. Later years of the course comprise further studies in selected areas, together
with studies in education. Normally students commence some education studies In the second
year, continuing to combine education studies with academic studies for the duration of the
course; alternatively, they may complete three years of academic studies and then undertake
education studies in fourth year.

Subjects, Groups and Points

Each subject offered for study has a points value. When a student passes in a subject he/she Is
awarded the points score of that subject Points awarded for passing In subjects are thus
accumulated over the four years of the course.
102 Advice to Students

This cumulative points score must include minimum points scores obtained in the various Groups
of subjects. The Groups are:

Group 1
First year studies in any of the subject areas offered.

Group 2
Studies requiring the completion of appropriate Group 1 subjects, a-g. to take History 813. a
Group 2 subject, you must have completed History All or A13.

Group 3
Studies requiring the completion of the approprite Group 2 subjects, or completion of other
studies in Group 3, e.g. to take History D you must have completed Groups 1 and 2 or 3 history
subjects having a total value of 21 points.
Group 4
Studies in education.
The table below outlines the minimum points scores needed in the various Groups. There are two
distinct sequences, either of which may be followed depending on the course of study you are
undertaking. Course advisers will advise you of the more appropriate sequence for your course.

TOTAL NO. MINIMUM MINIMUM MINIMUM MINIMUM OTHER

OF POINTS POINTS POINTS POINTS POINTS REQUIRE-
NEEDED GROUP 1 GROUP 2 GROUP 3 GROUP 4 MENTS

SEQUENCE pass in
1 138 X X 24 36 School
.- 48 Exp.

SEQUENCE pass in
2 138 X X 12 36 School
------ 7 Exp.

Minimum total of y
points for 102
Groups 1,2,3

The above table shows that to qualify for the Bachelor of Education (Secondary) degree a student
must obtain at least 138 points which must include:
(a) at leat 36 points in Group 4 subjects (and must include satisfactory completion of School
Experience);.
(b) at least 102 points in Groups 1, 2 and 3 subjects.
In accumulating these 102 points (minimum) in (b) above in Groups 1.2 and 3 subjects, a student
may choose either the sequence 1 or the sequence 2 method outlined in the table as follows:
(i) In sequence 1,
a student must gain a minimum of 48 points in Groups 2 and 3, including a
minimum of 24 points in Group 3.
(ii) In sequence 2, a student must gain a minimum of 57 points in Groups 2 and 3, including a
minimum of 12 points in Group 3.
There is no specified minimum number of points to be gained in Group 1. A student must,
however, complete the appropriate prerequisite Group 1 subjects before being able to proceed to
Group 2 subjects.
Points credit may be gained for subjects completed in another course of study at the tertiary level.
Students seeking this credit should consult their course advisers.
All of the subjects available for study, together with their Group allocation and points scores, are
listed on pages 93-97 of this Handbook.
 Bachelor of Education 103

Subjects Selected from Other Courses Available

at the College

Students wishing to enrol for subjects available in the Bachelor of Education (Art and Crafts) or
Bachelor of Education (Primary)/Diploma of Teaching (Primary) courses must obtain the approval
of the Course Committee for the Bachelor of Education (Secondary).
Many of the subjects offered in the other courses will be timetabled at the same time as subjects
in this course. Obviously, it is impossible to enrol for subjects which have classes at the same
time. In addition, several of the subjects available in other courses may involve time commitments
which would reduce the amount of time available for study of your main subjects.

Prerequisites
A prerequisite is a standard that students must reach before being able to undertake a particular
subject. This standard is usually expressed as a subject, e.g. Prerequisite: HSC Pure Mathematics
this means you must have passed HSC Pure Mathematics to be eligible to enrol in the subject
which lists HSC Pure Mathematics as a prerequisite. Sometimes the prerequisite is written as a
points score, e.g. Prerequisite: at least 21 points in Geography this means you must have
gained previously at least 21 points in geography subjects at this College or received, from the
Course Committee, credit equal to 21 points if you undertook geography subjects at another
institution.

Subject Summaries
The subject descriptions given in this handbook are summaries only. Full details of syllabuses,
booklists, etc. are available from the departments or staff offering the subjects.

Books
The subject descriptions in the next section of this handbook include booklists. Students should
read any material listed as preliminary reading before classes commence. Books listed as texts
should be purchased by students.

Assessment
Each subject department formulates its own assessment procedures. Information on assessment
methods can be found in the relevant subject descriptions in the next section of this handbook.
These assessment Procedures cannot be altered by a department without the written approval of
each student enrolled in the relevant subject. -
Any student who considers that he/she has cause to appeal against an assessment may direct an
appeal, in writing. to the appropriate head of department. An appeal against the decision of a head
of department regarding assessment may be directed, in writing, to the Appeals Committee of the
Board of Studies.

Methods of Teaching
Planning a course of study involves more than simple selection of enough subjects in the
appropriate Groups to secure the necessary points scores. It is important to keep in mind that you
are working towards being able to teach a particular subject or range of subjects.
As part of your education studies in the course you will undertake units known as Methods of
Teaching. These units are designed to acquaint you with various approaches to teaching. When
planning your courses you should work towards obtaining the prerequisites necessary for
undertaking method studies in the areas in which you intend to teach.
104 Advice to Students

School Experience
Just as Methods of Teaching introduce you to the skills of teaching, so School Experience allows
you the opportunity to apply your knowledge, skills and teaching methods in the real situation
schools. By working closely with teachers in schools you will gain additional skills and an
appreciation of what it is really like to be a teacher.

The Course Committee for Bachelor of Education (Secondary)

The Course Committee for Bachelor of Education (Secondary) is responsible for continuing
development of the course, for selecting and advising students who will undertake the course, for
administering the course regulations, for appointing selection officers and course advisers, and.
for allocating students to course advisers.
The Course Committee contact is provided on page 27 of this Handbook. Students wishing
to communicate with the Committee should contact the Academic Officer or Executive Officer for
the course.
Students wishing either to defer taking up their place in the course, or to obtain leave of absence
from their studies, should apply to the Course Committee; such applications, in writing, should be
forwarded through the Registrar. Students considering applying for leave of absence should con-
sult with their course adviser before making application.

Advice to Students Enrolled in HDTS

Regulations
The regulations for the Higher Diploma of Teaching (Secondary) are as for the Bachelor of Educa-
tion (Secondary), except the words 'Higher Diploma of Teaching (Secondary)' should be
substituted for the words 'Bachelor of Education', and the following subject should be added to
the table of subjects: Education 4AP (Group 4, 20 points).

Subject Descriptions
The subject descriptions in the following pages of this Handbook are for both the Bachelor of
Education (Secondary) course and the Higher Diploma of Teaching (Secondary).
The subject description for Education 4AP is available from the course advisers.

Bridging Studies
In December 1975, the State College of Victoria approved the introduction of the Bachelor of
Education course at Melbourne State College and in April 1976 further approved that students
who commenced the first year of the Higher Diploma of Teaching (Secondary) course at this Col-
lege in 1974, and who subsequently met the Bachelor of Education course requirements, would
be the first to qualify for the award of the Bachelor of Education.
Students who undertook the subjects French B and Stenographic Studies B in 1975 will be
required to undertake appropriate bridging studies in order to qualify for the award of Bachelor of
Education by the completion of the 1980 academic year.
Details of arrangements for the conduct of bridging studies will be available at enrolment in 1980.
 Bachelor of Education 105

ACCOUNTANCY A (ACA00) 9 points

Two 1-hour lectures and two 1-hour tutorials a week throughout the year.

Special Requirement
Class participation is an integral part of the subject and the submission of all assignment work is
compulsory.
Prerequisite Nit

Syllabus
An introduction to the theory and practice of accounting through a consideration of the 'Account-
ing Cycle' for the following:
Sole traders running service or retail businesses. Emphasis is given to recording, reporting and
evaluating accounting information together with an introduction to accounting principles and cur-
rent accounting problems.
Manufacturers. Emphasis is given to budgeting and planning.
Non-trading concerns, small businesses, partnerships and companies. Emphasis is given to the
special or different procedures encountered in each case.

Preliminary Reading
Goldberg. L & Hill, V R Elements of Accounting 3rd edn Melbourne: MUP 1966

Text
Accountancy Exercises First Year Melbourne: MUP 1974
Hunter, M H & Allport, N J Accounting Sydney: Holt, Rinehart & Winston 1979

Assessment
Class assignments and tests comprise 30 per cent of the assessment, one 2-hour examination
paper in mid-year 30 per cent of the assessment, and one 3-hour examination paper at the end
of the year 40 per cent of the assessment.
Note Students must perform satisfactorily in all areas of assessment to be credited with a pass in
this subject

ACCOUNTANCY B11 (ACB11) 6 points

Financial Accounting
Two 1-hour classes a week throughout the year.
Special Requirement
Class participation is an integral part of the subject, and the submission of all assignment work is
compulsory.
Prerequisite: Accountancy A or an approved equivalent.
Syllabus
Data processing systems; manual, mechanical, and electronic.
Financial accounting for persons with proprietary interests in
Sole trader: formation, recording. reporting and appropriating, profit, sale of business.
Partnership: legal authority, formation, operation, reporting and appropriating, profit, admission
and retirement of partners, dissolution, acquiring an interest.
Company: legal authority, recording and reporting for formation, profit distribution, re-
organisation, holding companies, liquidations, taxation authorities and financial auditors: analysis
and interpretation, evaluation of accounting reports in the maintenance of shareholder capital.
Estate: accounting procedures and special rules in recording and reporting income, capital,
investments, beneficiary and life tenant entitlements, legacies and devises.

Text
Cliff, R C led) Accounting Communication and Control Sydney: Butterworths 1978

Assessment
Class assignments comprise 20 per cent of the assessment, tests held during class time 20 per
cent of the assessment presentation of seminar papers 10 per cent of the assessment, and
one 2-hour examination paper at the end of the year 50 per cent of the assessment.
Note Students must perform satisfactorily in all areas of assessment to be credited with a pass in
this subject
106 Subject Descriptions

ACCOUNTANCY B22 (ACB22) 6 points

Management Accounting
Two 1-hour classes a week throughout the year.
Special Requirement
Class participation is an integral part of the subject, and the submission of all assignment work is
compulsory.
Prerequisite: Accountancy A or an approved equivalent.

Syllabus
The contribution of accountancy to management including:
The recording of cost information for job process cost systems using historical and standard
costs and absorption or variable cost methods for the purpose of product costing, inventory
valuation and control.
Budgeting as an aid to planning and control.
Variable costing, cost-volume-profit relationships, relevant data and incremental analysis as aids
to planning and decision-making.

Text
Accountancy Exercises Advanced Melbourne: MUP 1973
Clift, R C led) Accounting: Communication and Control Sydney: Butterworth 1978

Assessment
Class assignments and tests comprise 40 per cent of the assessment,and one 3-hour
examination paper at the end of the year 60 per cent of the assessment.
Note: Students must perform satisfactorily in all areas of assessment to be credited with a pass in
this subject.

ACCOUNTANCY Cl (ACC01) 4 points

Advanced Financial Accounting
One 2-hour seminar a week throughout the year. Classes are not held during periods of School
Experience.
Special Requirement
Seminar participation is an integral part of the subject and the submission of all assignment work
is compulsory.
Prerequisite: Accountancy B11 and 822, or an approved equivalent.

Syllabus
Consideration of financial accounting and reporting including:
Objectives of a firm and their reflection in accounting reports.
Accounting concepts and standards and their application to accounting reports.
Company reconstruction, holding company and group reports.
Methods of accounting for current assets, leaseholds, income tax, intangibles, liabilities and price
levet changes.

Text
Cowan, T & Kenley, W Case Studies in Financial Accounting Sydney: Butterworths 1978
Henderson, S & Peirson, G Issues in Financial Accounting Melbourne: Cheshire 1975

Assessment
Assignments and tests set during the year comprise the assessment.

ACCOUNTANCY C2 (ACCO2) 4 points

Advanced Management Accounting
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.
 Bachelor of Education 107

Special Requirement
Seminar participation is an integral part of the subject and the submission of all assignment work
is compulsory.
Prerequisite: Accountancy B11 and B22, or an approved equivalent.

Syllabus
Advanced management accounting including:
Management theory particularly as it relates to successful budgeting.
Planning, decision making and budget preparation including the capital budget.
The management accounting system including the documentation and flow of information
particularly for overhead costs, recording of costs and establishment of unit cost particularly in a
process cost system; and problems of allocating costs such as fixed overhead and joint costs of
production.
Establishing the unit selling price and transfer prices between departments.

Text
Accountancy Exercises Advanced Melbourne: MUP 1973

Assessment
Assignments and tests set during the year comprise the assessment.

ACCOUNTANCY C3 (ACC03) 4 points

Auditing
One 2-hour seminar a week throughout the year. Classes are not held during periods of School
Experience.
Special Requirement
Seminar participation is an integral part of the subject and the submission of all assignment work
is compulsory.
Prerequisite: Accountancy B11 or B22, or an approved equivalent.

Syllabus
A profile of a current audit practice; audit objectives; principles of internal control; systems
analysis; development and implementation of audit techniques, review of EDP and sampling
methods; legal requirements and the recommendations of the Australian Society of Accountants
and the Institute of Chartered Accountants in Australia; current problems facing auditors;
auditing and the future.

Assessment
Assignments and tests set during the year comprise the assessment.

ACCOUNTANCY C4 (ACC04) 4 points

Taxation
One 2-hour seminar a week throughout the year. Classes are not held during periods of School
Experience.
Special Requirement
Seminar participation is an integral part of the subject and the submission of all assignment work
is compulsory.
Prerequisite' Accountancy B11 or B22, or an approved equivalent.

Syllabus
The law relating to income taxation and related tax impositions levied in Australia with emphasis
on. the conceptual and accounting implications, and their importance in the planning of business
activities.
Preliminary Reading
Barrett. R Principles of Income Taxation Sydney: Butterworlhs 1975

Text
Master Tax Guide Sydney: CCH
108 Subject Descriptions

Assessment
Assignments and tests set during the year comprise the assessment.

ACCOUNTANCY C5 (ACC05) 4 points

Business Finance
One 2-hour seminar a week throughout the year. Classes are not held during periods of School
Experience.
Special Requirement
Seminar participation is an integral part of the subject and the submission of all assignment work
is compulsory.
Prerequisite: Accountancy 811 or 822, or an approved equivalent.

Syllabus
The financial problems facing a firm in the implementation of investment, financing and dividend
decisions. Risk, uncertainty and portfolio theory in investment analysis; capital investment
including leasing; current asset management; and financing and dividend policies.

Text
Peirson, C G & Bird, R G Business Finance Sydney: McGraw-Hill 1976
Scorgie, M et al Interest A Programmed Approach Melbourne: GUS 1976

Assessment
Assignments and tests set during the year comprise the assessment.

ACCOUNTANCY C6 (ACC06) 4 points

Development of Accounting Thought and Practice
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.
Special Requirement
Seminar participation is an integral part of the subject and the submission of all assignment work
is compulsory.
Prerequisite: Accountancy B11 and B22, or an approved equivalent.

Syllabus
Early developments in accountancy; the concepts and theories forming the basis of accounting
practice; efforts to arrive at acceptable accounting principles; influences on the development of
accounting thought and practice such as legal, economic and social influences and the work
of accounting bodies; contemporary issues and current thinking in accountancy; and
developments in the teaching of accountancy.

Assessment
Assignments set during the year comprise the assessment.

ASIAN STUDIES
See also studies listed under History and Politics. Students interested in Asian Studies should
note the opportunities for developing a major study in their interest, by referring to the studies
listed under History and Politics.

ASIAN STUDIES A (ANA00) 9 points

Tradition and Modernity: An Introduction

Three or four hours of work a week throughout the year in the form of lectures, tutorials, seminars,
and workshops. In Term 1 there will be two 1-hour lectures a week.
Prerequisite: Nil.
 Bachelor of Education 109

Syllabus
A study of Asian cultures and change within them. In Term 1 there is a core program surveying the
main traditional institutions of East and South Asia. Students choose two electives from
comparative studies of culture contact and change, one in Term 2 and one in Term 3.

Core Study: Chinese and Indian Traditions

1. China Cosmology and religion. Language, identity, and patterns of thought. Philosopher-
teachers: Confucianism and Taoism. The Confucian State: Emperor, bureaucracy, examination
system and tributary states. The elite family. The family and the peasant tradition. Art and
literature.
2. India Hinduism. Buddhism. Caste. The Hindu State: Kingship, Universal Empire, The
Arthasastra in political thought The village. The patriarchal family. The Sanskrit literary tradition.

Electives
Electives, which will depend on availability of staff and on student demand, may include: Modern
Asian literature: tradition and response to the West. Asian peasant societies. Asian religious and
philosophical thought Culture contact and change in traditional and early modern Southeast
Asia. Japan: tradition and successful modernisation. Cultural revival movements in nineteenth
and twentieth century Asia. Pre-modern Asian economies. Traditional Asian political thought.
Modern Asian political thought

Preliminary Reading
Dufty, D et al Seeing It Their Way Sydney: Reed 1975
Reference lists are available from the Department of History and Politics.

Assessment
Students are assessed on class work, written exercises, essays, and probably on unit tests.

BIOLOGY Al (BIA00) 9 points

One lecture. one 2-hour and one 3-hour lecture/seminar and practical work class, and one 1-
hour tutorial or demonstration a week throughout the year.
Credit may not be granted for this subject as well as for Science Al.

Special Requirement
All students are required to attend at least one excursion.
Students' participation in discussion groups is an important pa rt of the subject and, by this means,
students are able to make a personal contribution to the subject. Practical work is an integral part
of the subject and students are expected to submit written reports on laboratory exercises.
Laboratory Work: Instructions can be obtained from the Department of Biology at the beginning of
the academic year. Each student must provide him/herself with various items of equipment, a list
of which is available at the beginning of the year.
Prerequisite: Nil.

Syllabus
An introduction to the diversity and classification of living organisms. Cell theory and structure;
cell activities. cell replication and mitosis. The evolution of the multicellular green plant; meiosis
and plant life cycles: plant systems; plant nutrition. Animal reproduction, embryology and
development Energy for life: photosynthesis; procurement and digestion of food; nutrition and
cellular respiration. Comparative animal structure and function: cell specialisation; gas exchange
and circulation; excretion; nerves, hormones and homeostasis. Animal behaviour. Microbiology.
Evolution: variations in populations; adaptive significance of adaptations; mechanisms of
evolution. Ecological interrelationships of organisms and with the environment.
Genetics: pa tterns of inheritance; molecular genetics; genetics and evolution.

Text
Kirk, D Biology Today 2nd edn New York: CRM-Random House 1975
110 Subject Descriptions

Assessment
Based on participation in group discussion and practical work, written answers to problems and
assignments. practical and excursion reports. and performance on short exercises held at the end
of each unit of work. In exceptional circumstances, an additional written examination may be
given to assess border-line students.

BIOLOGY A2 (BIA02) 9 points

Human Biology
Three 1-hour lecture/tutorial sessions and one 3-hour laboratory session a week throughout the
year.
Prerequisite: Nil.

Syllabus
The subject is intended to provide students with an understanding of human beings as
functioning and evolving organisms. Lectures, seminars and laboratory work are integrated to
develop knowledge and skills within the areas of: human anatomy and physiology; growth and
development throughout the life cycle; human genetics including human pedigree studies,
aspects of population genetics and genetics in medicine; human evolution; a study of patterns of
behaviour; personal and public health issues, including vaccination and immunisation programs,
drugs, smoking and venereal diseases; man in the environment human demography and
studies of the impact of man on the environment.

Preliminary Reading
Clarke, C A Human Genetics and Medicine (Inst of Biol. Series in Biol, No 20) London: Edward
Arnold 1970
de Kriut, P Microbe Hunters Harmondsworth: Penguin 1972
Sinclair, D Human Growth after Birth 2nd edn London: OUP 1972

Text
Volpe, E P Man, Nature and Society 2nd edn Iowa: Wm C Brown 1975

Assessment
Continuous and based on participation in course work including discussion sessions, seminar
programs and written assignments.

BIOLOGY B01 (BIB01) 4 points

Biology of Terrestrial Plants
Three 1-hour sessions and one 3-hour session a week for one term.

Special Requirement
Students may be required to attend a field excursion and to carry out individual assignments.
Prerequisite: Biology Al or an approved equivalent.

Syllabus
The bryophytes, ferns, conifers and flowering plants are investigated from an evolutionary and
structural viewpoint. Emphasis is given to the biological importance of the adaptations of native
plants for coping with the stresses of the Australian environment. Other topics of study may
include the biology of crop plants, medicinal and narcotic plants, pollination and dispersal
mechanisms, and plant symbioses. Laboratory studies focus on plant structure and the identifica-
tion of common Victorian plants.

Text
The Families and Genera of Victorian Plants 7th edn Parkville: School of Botany, Univ of Melb
1977
A reading list of other material is available from the Department of Biology at the beginning of the
year.

Assessment
Continuous and based on participation in course work, including group discussion and laboratory
sessions, written reports and assignments, and one 2-hour examination.
 Bachelor of Education 111

BIOLOGY B02 (BIB02) 4 points

Comparative Zoology
Three 1-hour sessions and one 3-hour session a week for one term.
Prerequisite: Biology Al or an approved equivalent.

Syllabus
This subject begins with an overview of the lower animals and then examines the evolution of the
reptiles, birds and mammals. The student is introduced to the local vertebrate fauna.

Books
A reading list is available from the Department of Biology at the beginning of the year.

Assessment
Based on performance in laboratory work, experiments and/or a two-hour examination.

BIOLOGY B03 (BIB03) 4 points

Ecology
Three 1-hour sessions a week for one term, and one 3-hour session for five weeks of the term.
Field excursions may replace some of these sessions.

Special Requirement
Attendance at field excursions, including one of four days' duration is compulsory.
Prerequisite: Biology Al or an approved equivalent.

Syllabus
An introduction to the ecology of natural populations, including the nature and characteristics of
natural populations, the measurement and sampling of natural populations, population dynamics.
The ecology of natural communities and ecosystems, including the community concept,
community classification, the ecosystem concept, terrestrial ecosystems and their functioning.

Text
Krebs, C J Ecology. The Experimental Analysis of Distribution and Abundance 2nd edn New York:
Harper & Row 1978

Assessment
Based on one 3-hour examination at the end of term, and on assignments and practical reports.

BIOLOGY B04 (BIB04) 4 points

Biology of Aquatic Organisms
Three 1-hour sessions and one 3-hour session a week for one term, plus two 1-day excursions.
Prerequisite: Biology Al or an approved equivalent.

Syllabus
The diversity of organisms in marine, freshwater and estuarine environments Is investigated.
Emphasis is placed on the algal and invertebrate components, and their ecophysiology. Other
topics include productivity, trophic structure, community structure, temporal and spatial
distribution, and factors affecting community composition.

Text
Williams, W D Australian Freshwater Life: the invertebrates of Australian inland waters Melbourne:
Sun Books 1968

Assessment
Based on one 2-hour examination at the end of term, and on assignments and practical work.
11 2 Subject Descriptions

BIOLOGY B05 (BIB05) 4 points

Physiology
Three 1-hour sessions and one 3-hour session a week for one term.
Prerequisite: Biology Al or A2 or an approved equivalent.

Syllabus
A study is made of the basic elements of physiology of animals and plants with emphasis on the
way in which organisms have adapted physiologically to marine, freshwater and terrestrial
environments.

Preliminary Reading
Galston, A W The Life of the Green Plant (Foundations of Modern Biology Series) London:
Prentice-Halt 1972
Schmidt-Nielson, K Animal Physiology 3rd edn Englewood Cliffs: Prentice-Hall 1970

Text
Schmidt-Nielson, K How Animals Work London: CUP 1972

Assessment
Continuous and based on participation in course work, including group discussion and laboratory
sessions, written reports and assignments and one examination.

BIOLOGY B06 (BIB06) 4 points

Microbiology and Immunology
Three 1-hour sessions and one 3-hour session a week for one term.
Prerequisite: Biology Al or A2 or an approved equivalent.

Syllabus
The study serves as a general introduction to prokaryotic organisms (bacteria and blue-green
algae), viruses and certain eukaryotic organisms (protozoa and fungi). Study of these organisms,
includes their properties as determined by laboratory cultivation and investigation, and their
behaviour and importance in the natural environment and in the pathogenesis of disease in
animals and plants.
The subject includes an introductory study of the science of Immunology.

Text
Levy, J et al Introductory Microbiology New York: Wiley 1973
or
Stanier, R Y et al General Microbiology 4th edn London: Macmillan 1976

Assessment
Based on one 1'bhour theory and one 1-hour practical examination at the end of the term, and on
assignments.

BIOLOGY B07 (BIB07) 4 points

Biochemistry
Three 1-hour sessions and one 3-hour session a week for one term.
Prerequisite: Biology Al or an approved equivalent.

Syllabus
The studs aims to provide an introduction to the relationship between structure and function of
biological compounds at the levels of organisms, cells and molecules. It emphasises the
relevance of structures, reactions and metabolism of amino acids, lipids, carbohydrates and
nucleic acids in plant and animal tissues, the structure and mode of action of enzymes, and the
regulation of anabolic and catabolic pathways by metabolites. Applied aspects such as the action
of herbicides and insecticides on living systems; the role of enzymes in industry; and the
biochemistry of some human diseases are investigated. The laboratory work serves to introduce
the student to methods and techniques.
 Bachelor of Education 1 13

Text
Bohinsky, R C Modern Concepts in Biochemistry 2nd edn Boston: Allyn & Bacon 1976

Assessment
Based on one 2-hour examination at the end of the term and on participation in course work,.
including practical work, and a 2.000 word essay based on study of an approved topic or a
literature review.

BIOLOGY B08 (BIB08) 4 points

Genetics
Two 1-hour lectures, one 1-hour seminar/tutorial and one 3-hour practical/demonstration/
discussion session a week for one term.
Prerequisite: Biology Al or A2 or an approved equivalent.

Syllabus
This subject provides an extension of the basic concepts of heredity with particular reference to
human genetics. Topics covered include Mendelian inheritance and genetic variation in human
Populations; human pedigree analysis; polygenic inheritance and quantitative traits in man;
chromosomal studies and human karyotype analysis; population genetics; practical applications
of genetic principles in medicine and agriculture; an introduction to genetic engineering;
Computer simulations in genetics.

Text
Burns, G W The Science of Genetics 3rd edn New York: Macmillan 1976

Assessment
Continuous and based on participation in course work, including regular assignments, problem
sets, practical exercises, a selected field investigation and a written review of a selected topic.
Twenty per cent of the assessment is based on performance in one 1-hour examination at the end
of term.

BIOLOGY B09 (BIB09) 4 points

Nutrition
Three 1-hour sessions and one 3-hour session a week for one term.
Prerequisite: Biology Al or A2 or an approved equivalent.

Syllabus
The study investigates the components of food and the nutritional Importance of the nutrients
contributing to the modern diet. Lectures and laboratory activities cover such topics as: the
nutrient requirements of the living organism; the nutritional needs of different groups in the
human population; problems associated with undernutrition, overnutrition, malnutrition; methods
of assessing nutritional status, the chemistry of foods, the effect of processing food in its nutrient
retention; food selection and meal planning; nutrition education and public health. A community
survey to investigate and evaluate nutritional problems will be undertaken.

Preliminary Reading
Davidson, S et al Human Nutrition and Dietetics 6th edn New York: Longman 1975

Texts
Cordon, M 8 Thomas, S Simplified Food Composition Tables Canberra: AGPS 1971
Robinson, C Fundamentals of Normal Nutrition 3rd edn New York: Macillan 1978

Assessment
Based on one 2-hour written examination, and on participation in course work. Including practical
work, and a 2.000 word essay based on personal research of an approved topic or
a literature
review.
114 Subject Descriptions

BIOLOGY CO1 (BIC01) 6 points

Advanced Genetics
Two 1-hour sessions and one 3-hour session a week for two terms.
Prerequisite: Biology 811.
Syllabus
A subject of integrated theoretical and practical work drawing on research papers, journal articles
and reference books. Topics covered include cytogenetics and current techniques in karyotype
analysis; inherited diseases in man and their molecular bases; extranuclear inheritance;
regulation of gene activity; developmental genetics; isozymes; population genetics and gene
duplication in evolution; current issues in genetics including genetic engineering; mapping
human chromosomes, prenatal diagnosis of genetic disorders, genetics in the control of insect
population. Practical techniques introduced include electrophoresis, autoradiography,
chromosome culturing, fluorescence microscopy.
Books
Reading lists are distributed at the beginning of the subject.
Assessment
Continuous and based on participation in course work, including regular assignments, problem
sets, practical exercises, presentation of seminar topics, written reviews of selected topics, and
visits to research institutions. Twenty per cent of the assessment is based on performance in one
2-hour examination.

BIOLOGY CO2 (BICO2) 6 points

Advanced Physiology/Biochemistry
Two 1-hour sessions and one 3-hour session a week for two terms.
Prerequisite: Biology 806.

Syllabus
This subject makes a detailed study of the structure and function of the cell in relation to its own
integrity and to that of the whole organism of which it is part.
Areas of study include: The structure, properties and functions of cell organelles and fluids. Cell
nutrition and metabolic pathways: their control and integration. Biochemical and physiological
mechanisms in specialised cells. Cellular communication and co-ordination.

Books
Reading lists are available from the Department of Biology at the beginning of the year.

Assessment
Based on performance in theoretical and practical work.

BIOLOGY CO3 (BIC03) 6 points

Advanced Ecology
Two 1-hour sessions and one 3-hour session a week for two terms, plus three excursions.

Special Requirement
Attendance at field excursions is compulsory.
Prerequisite: Biology B07 and B08.

Syllabus
Studies in the ecology of local organisms using selected topics such as ecophysiology of
Australian plants and animals, behavioural ecology, species interactions, theoretical ecology.

Books
Reading lists are available from the Department of Biology at the beginning of the year.

Assessment
Based on performance in one 2-hour examination and on assignments and practical reports_
 Bachelor of Education 115

BIOLOGY C04 (BIC04) 6 points

Selected Studies of Australian Fauna and Flora
Two 1-hour sessions and one 3-hour session a week for two terms. Field excursions may
substitute for some of these sessions.
Prerequisite: B02 and B04.

Syllabus
This subject encompasses detailed studies of selected species of animals and plants found in
the Australian region. These studies serve to deepen and extend knowledge and understanding
of geneal botany and zoology in an integrated treatment of the anatomical, physiological,
biochemical. behavioural and biogeographical features of the organisms concerned. Field-based
studies are supplemented by laboratory investigations and research into the pertinent literature.

Books
Reading lists are available from the Department of Biology at the beginning of the year.

Assessment
Based on performance in theoretical and practical. work, and on assignments.

BIOLOGY CO5 (BIC05) 3 points

Research Project in Biology
A subject consisting of a research project of approximately 40 hours' duration.

Special Requirement
This subject is normally taken in conjunction with one of Biology C01, CO2, CO3, or C04.
Attendance at. and participation in, three introductory seminar sessions is compulsory.
Prerequisite: As for Biology C01, or CO2, or CO3, or C04.

Syllabus
Topics covered in seminar sessions include literature searches, statistical analyses of research
data. research design in biological investigations. The details of the project, and the arrangement
of the work schedule, will be negotiated between the staff member responsible and the student.

Books
Reading lists are available from the staff member concerned.

Assessment
Based on participation and a written report (about 4,000 words) of the research project.

BIOLOGY CO6 (BIC06) 3 points

Evolution
Two 1-hour sessions and one 3-hour session a week, in which theoretical and practical work are
integrated. for one term.
Prerequisite: One of Biology BO1 or B03 and B04.

Syllabus
The Darwinian revolution. the modern synthetic theory of evolution, isolating mechanisms,
patterns of speciahon, prebiotic evolution, origin of eukaryotic cells, major evolutionary trends in
the metazoa, the origin of flowering plants, co-evolution and mimicry, molecular evolution, the
evolution of behaviour, human evolution.

Preliminary Reading
Patterson. C Evolution St Lucia: UOP 1978
Reading lists are available from the Department of Biology at the beginning of the year.

Assessment
Based on participation in course work, assignments, and performance in an examination at the
end of term.
116 Subject Descriptions

CHEMISTRY
Chemistry subjects are designed to cater for intending teachers of science and chemistry. In first
year the theme is Chemistry in the World and Chemistry Al discusses basic principles and their
applications. In second year the theme is Chemistry in Science. Subjects are designed to develop
chemical principles from first year and establish the relations between chemistry and other
branches of science.
Year three Chemistry studies focus on the subject as a discipline; the year is designed for major
studies in Chemistry. The course of study culminates in fourth year where the theme is Chemistry
Education and Research.
Additional information: Inquiries should be directed to the Head of Department of Chemistry and
Physics, room 413, Science Education Building.

CHEMISTRY Al (CHA00) 9 points

Chemistry in the World
Four 1-hour lectures-tutorials and one 3-hour practical session a week throughout the year.
Credit may not be granted for this subject as well as for Science Al.

Special Requirement
Attendance at laboratory programs is compulsory.
Prerequisite: There is no formal prerequisite, but a knowledge of chemistry to fifth form level is
assumed.

Syllabus
This subject deals with basic chemical principles and makes extensive use of contemporary
applications in the areas of applied chemistry, technology and chemically-based issues of social
importance.
Topics covered include the following: Chemical Kinetics and Reaction mechanisms: reaction
rates, rate laws. Chemical Equilibrium: gaseous, solubility and acid-base equilibria.
Electrochemistry: conductance of electrolytes, redox reactions, electrochemical cells.
electrolysis. Atomic Structure and Chemical Bonding. Thermodynamics: first law, internal energy,
heat, work and enthalpy. Organic Chemistry: systematic study of the compounds of carbon;
biologically and industrially important compounds. Inorganic Chemistry and the Periodic Table:
the interpretation of properties of selected compounds.

Books
Reading guides are issued for each topic during the year.

Assessment
Assignments, tutorial performance, practical work, short tests during the year and final
examinations contribute to the final assessment

CHEMISTRY A2 (CHA02) 3 points

Chemistry for Changing Times
Twenty-four 1-hour lectures and six 1-hour tutorials. This subject is designed primarily for non-
science students.
Prerequisite: Nil.

Syllabus
The subject provides a basic set of principles for interpreting a broad spectrum of contemporary
issues which require some chemistry for their understanding and consequent decision-making.
The chemical concepts essential for an understanding of modern chemical technology and its
applications will be developed and applied to a selection of topics. Through a case study
approach students consider aspects of consumer chemistry such as detergents, food additives,
pesticides, drugs, fuels, modern materials, and those social and political issues which have as
their basis a significant chemistry component

Books
Selinger, B Chemistry in the Marketplace Canberra: ANU Centre for Continuing Education 1978
 Bachelor of Education 117

Assessment
Based on tutorial participation, assignments, excursions, seminar papers, and resource material
preparation.

CHEMISTRY B1 (CHB01) 2 points

Structure and Properties of Materials
Sixteen 1-hour lectures and eight hours of tutorial/practical classes.
Prerequisite: Chemistry Al, Physical Science A, or an approved equivalent.

Syllabus
This subject is concerned with a consideration of the principles of bonding in chemistry, and their
application to an understanding of the properties and structure of everyday materials, e.g.
ceramics, glazes, wood, plastics, metals, paper, rubber, adhesives and paints. Introduction to the
major theories of bonding in chemistry including qualitative molecular orbital theory and valence-
bond theory. The nature of intermolecular and intramolecular bonding. Determination of structure.

Books
Reading guides and departmental notes will be issued.

Assessment
Based on assignments, participation in tutorials, and an examination.

CHEMISTRY B2 (CHB02) 3 points

Chemical Energetics
Twenty-four 1-hour lectures and 12 hours of tutorial/practical classes.
Prerequisite: Chemistry Al or an approved equivalent

Syllabus
This subject deals with the principles and applications of energy and electron transfer reactions
in chemistry. Applications focus on biological energetics, selected industrial processes and
corrosion problems. Topics covered include the following: The first, second and third laws of
thermodynamics, entropy and entropy changes in chemical reactions. Free energy and Its
relationship to maximum work, equilibrium, and e.m.f. Chemical potential and equilibrium
conditions: Thermodynamics of solutions activities and activity coefficients. The conductance
of solutions. Charge transfer processes in solution. Overvoltage.

Books
Reading guides and departmental notes are issued during classes.

Assessment
Based on assignments, performance in tutorials/practical classes and a final examination.

CHEMISTRY B3 (CHB03) 2 points

The Chemistry of Aquatic Systems
Sixteen 1-hour lectures and six hours of tutorial/practical classes.
Prerequisite: Chemistry Al, Physical Science A, or an approved equivalent.

Syllabus
This subject is concerned with the chemistry of the important Inorganic species present In natural
aquatic systems. It is designed to provide the relevant chemistry involved in geographical, biologi-
cal and environmental studies of aquatic systems. Bonding theory and stereochemistry of
inorganic complexes of natural aquatic systems. Co-ordination polyhedra, physical methods of
structure determination, silicates, phosphates, stability constants. Methods of analysis.

Books
Reading guides and departmental notes will be issued.
118 Subject Descriptions

Assessment
Based on assignments, performance in tutorials/practical classes and a final examination.

CHEMISTRY B4 (CHB04) 4 points

The Chemistry of Biological Systems
Thirty-two 1-hour lectures and fourteen hours of tutorial/practical classes.
Prerequisite: Chemistry Al, Physical Science A, or an approved equivalent.

Syllabus
This subject deals with the fundamental aspects of organic chemistry and kinetics as they relate
to an understanding of the structure and function of biologically important molecules. Elementary
reaction mechanisms, including electrophilic and nucleophilic substitution. Introduction to the
determination of structure by molecular spectroscopy. Introduction to stereo-chemistry and
polyfunctional compounds. Experimental techniques and treatment of experimental results.
Collision and transition state theories. Reaction mechanisms including steady state
approximation. Homogeneous and heterogeneous catalysis.

Books
Reading guides and department notes are issued during classes.

Assessment
Based on assignments, performance in tutorials/practical classes and a final examination.

CHEMISTRY B5 (CHB05) 2 points

Chemistry Education for Science Teachers
Sixteen 1-hour lectures and one or two 1-hour seminars a week.
Prerequisite: Chemistry Al, Physical Science A, or an approved equivalent.

Syllabus
This subject provides a practical basis for the teaching of applied aspects of chemistry by
science teachers in secondary schools. The topics are drawn from current areas of secondary
school curricula and deal with consumer chemistry and local chemical industry. Evaluation of the
popular chemical education literature. Decision-making in chemistry. Modelling, sampling, data-
collection and computer applications in chemical education.

Books
Reading guides and departmental notes are issued during classes.

Assessment
Production of a resource paper, attendance and participation in seminars, and assignments
comprise the final assessment.

CHEMISTRY B6 (CHB06) 2 points

Modern Advanced Techniques in Chemistry
A subject of 36 hours laboratory work.
Prerequisite: Chemistry Al or an approved equivalent

Syllabus
This subject deals with practical work associated mainly with the concepts covered in Chemistry
B4, and it is designed for students studying Biology and Chemistry concurrently. Emphasis is
placed on basic organic chemistry, kinetics, spectroscopy and chromatography.

Books
Departmental practical notes will be available before the series of practical sessions.

Assessment
Attendance, performance in the laboratory, and written laboratory reports will be assessed.
 Bachelor of Education 119

CHEMISTRY B7 (CHB07) 3 points

Analytical Environmental Chemistry
Eight lectures and 36 hours laboratory work/field trips.
Prerequisite: Chemistry Al, Physical Science A, or an approved equivalent.

Syllabus
This subject is concerned with the development of analytical skills appropriate to the
measurement of environmentally significant chemical parameters. The determination of chemical
composition by classical and instrumental methods. Statistical analysis of data. Separation
procedures. Electrochemical and spectrophotometric procedures.

Books
Departmental practical notes are available before the series of practical sessions; reading guides
will be issued

Assessment
Based on attendance and performance in the laboratory programs, written laboratory reports and
on an assignment

CHEMISTRY Cl (CHC01) 9 points

Organic Chemistry, Spectroscopy and Bonding

Forty lectures, 70 hours of laboratory work and 24 hours of seminars/literature survey throughout
the year.

Special Requirement
Attendance at practical sessions and seminars is compulsory.
Prerequisite: Chemistry 81, B4 and B6 or approved equivalents.

Syllabus
The subject deals with advanced aspects of organic chemistry, spectroscopy of organic systems
and applications of chemical bonding principles. Organic Chemistry: advanced synthetic
methods, molecular re-arrangements, biosynthesis of selected classes of compounds,
pharmacological organic chemistry, natural and man-made polymers. Spectroscopy: analysis of
ultraviolet infra-red nuclear magnetic resonance and mass spectra. Bonding: operator theory,
variation theorem and secular equations; types of wave functions and energy calculations;
Pauling '3-electron' bond: Hckel molecular orbital theory for rr-electron systems; Ruedenberg
theory of covalent bonding.
Laboratory work and seminars: experiments in organic chemistry and spectroscopy; seminar
topics covering a variety of chemical issues.

Books
Reading guides and notes will be issued.

Assessment
Based on examinations, assignments, laboratory work, seminar performance and attendance.

CHEMISTRY C2 (CHCO2) 9 points

Inorganic, Physical and Industrial Chemistry
Forty lectures, 70 hours of laboratory work and 24 hours of seminars/literature survey throughout
the year.

Special Requirement
Attendance at practical classes and seminars is compulsory.
Prerequisite: Credit of 8 points in B level Chemistry subjects, including Chemistry B2 and one of
Chemistry 86 or 87 or approved equivalents.
120 Subject Descriptions

Syllabus
The subject is concerned with advanced aspects of inorganic chemistry, co-ordination chemistry
and physical chemistry together with aspects of industrial chemistry. Inorganic and Co-ordination
Chemistry: bonding in co-ordination and organometallic compounds; descriptive chemistry of the
transition elements and the main group elements; structural chemistry. Physical Chemistry: two
topics chosen from Polymer Chemistry, Kinetics of Gas Phase Reactions, Catalysis by Solids,
Surface Chemistry, Advanced Electrochemistry. Industrial Chemistry: history and development of
the Australian chemical industry; interplay of technical and economic factors: different roles
played by chemists in industry; interrelationship of research, development, production, quality
control, engineering and sales departments. Laboratory work and seminars: experiments in
inorganic and physical chemistry; seminar topics covering a variety of chemical issues.

Books
Reading guides and notes will be issued.

Assessment
Based on examinations, assignments, laboratory work and seminar performance and attendance.

CHEMISTRY D1 (CHD01) 4 points

Chemistry Education
Thirty-two 1-hour lectures with seminars offered over three terms, except during periods of
School Experience.
Prerequisite: Credit of at least 9 points in Chemistry B subjects, including Chemistry B5 or
approved equivalents.

Syllabus
Topics are chosen from contemporary issues in chemical education and may include petroleum
chemistry, battery technology, mineralogy, food chemistry, nuclear chemistry, galactochemistry,
metals of economic importance, energy in chemistry, secondary-tertiary chemical interface,
chemical education industry interface.

Books
Reading guides and departmental notes are issued during classes.

Assessment
Assignments, seminar participation and attendance comprise the final assessment.

CHEMISTRY D2 (CHD02) 5 points

Chemistry Education Project
Eighty hours of laboratory work offered over three terms, except during periods of School
Experience.
Prerequisite: Credit of at least 12 points in Chemistry B subjects, including either Chemistry B6 or
B7 or approved equivalents.

Syllabus
The practical work comprises d specific chemical education project chosen in consultation with
a member of staff.

Assessment
Satisfactory performance in practical work and a written report comprise the final assessment.

COMPUTER STUDIES
Students should note that the sequence of subjects in Computer studies does not constitute a
major study within the BEd (Secondary) course.

Practical Computer Work

Students taking Computer Studies subjects will normally be required to undertake practical
computer work of three hours a week.
 Bachelor of Education 121

Books
Booklists for Computer Studies subjects are available from the Department of Mathematics.

Related Studies
For studies related to Computer Studies, studenli,. should refer to Mathematics subjects, in
particular, Mathematics A41, 851 and C51 which ail involve substantial computer work. Other
subjects such as Mathematics C32 and C34 are concerned with Operations Research and would
also complement computer studies.

Additional Information: Inquiries should be directed to the Department of Mathematics, room

707, Science Education Building.

COMPUTER STUDIES A SUBJECTS

In 1980, subject to adequate enrolments, a sequence of A level subjects will be offered as follows:
Term 1 Computer Studies At, Term 2 Computer Studies A2, Term 3 Computer Studies A3.
Each subject has a value of 3 points. Computer Studies A, with a value of 9 points, will also be
offered.
Note: Credit may not be granted for both Computer Studies A and the sequence Computer
Studies Al, A2, A3.

COMPUTER STUDIES A (CSA00) 9 points

Computer Literacy
Three 1-hour lecture/tutorials and one 2-hour laboratory class a week throughout the year.
Credit may not be granted for this subject as well as for any other A level Computer Studies
subject

Special Requirement
Attendance at laboratory classes is compulsory.
Prerequisite Nil.

Syllabus
The Nature of Computers and Programming: A history of computers; computer organisation and
programming languages. The BASIC programming language elementary concepts, loops, lists,
subroutes strings, formatted output. A user's view of operating systems; programming aids
editors and other utilities
Computers in Society: Applications of the computer in art, business, design, government, law,
libraries medicine. music, etc. Data banks and information retrieval, systems analysis; artificial
intelligence and cybernetics. The computer in social science research statistical techniques
and program packages. Social implications job redundancy and re-allocation, education for
leisure. privacy issues, etc.
Computers in Education: Computer-assisted instruction; computer-managed instruction;
computer-supported instruction. Drill and practice; mathematical modelling and computer
simulation: computer graphics.
A study of some area in depth, negotiated individually, such as a detailed investigation of the
computerisation of libraries either through a literature survey or by case studies. A paper of at
least 2,000 words, with due allowance for any computer programs written as part of the study, is
expected.

References
The Computer and Education (Educational Technology Review Studies) Englewood Cliffs: Ed
Tech Publications 1973
Kemeny, J G & Kurtz, T E Basic Programming 2nd edn New York: Wiley 1971
Martin, J & Norman, A R D The Computerised Society London: Penguin 1973
Rothman, S 8 Mosmann, C Computers and Society 2nd edn Chicago: SRA 1976
122 Subject Descriptions

Assessment
Regular programming exercises, assignments, and occasional essays and tests will be set. A
media notebook must be kept in a specified form throughout the year. Class attendance and
participation will contribute to the final assessment. At least 15 per cent of the final assessment
will be allotted to the study in-depth.

COMPUTER STUDIES Al (CSA01) 3 points

Computers and Programming
Three 1-hour lectures and one 2-hour tutorial/laboratory class a week throughout Term 1.
Credit may not be granted for this subject as well as for Computer Studies A.

Special Requirement
Attendance at the laboratory classes is compulsory. The practical work must be completed
satisfactorily before the end of Term 1.
Prerequisite: Year 11 Mathematics.

Syllabus
Computer organisation and programming languages: basic computer components, both
hardware and software, and their functions; low and high level languages. Algorithms and
problem-solving techniques: flowcharts, stepwise refinement. The Pascal programming
language: simple data types and data structures and basic programming constructs. Good
programming style: structured programming. Program testing, debugging and documentation.

References
Findlay. W & Watt. D A Pascal An Introduction to Methodical Programming London: Pitman
1978
Kerrigan, B W & Plauger, P J The Elements of Programming Style New York: McGraw-Hill 1974
Schaeffler, G F Introducing Computers Sydney: Wiley 1974
Watkins, R P Computer Problem Solving Sydney: Wiley 1974

Assessment
Based on tutorial work, practical work and a two-hour end-of-term examination. The practical
work will consist of approximately four programming projects of a combined length of up to 200
statements and must be completed satisfactorily in order to obtain a pass.

COMPUTER STUDIES A02 (CSA02) 3 points

Algorithms and Data Structures
Three 1-hour lectures and one 2-hour tutorial/laboratory class a week throughout Term 2.
Credit may not be granted for this subject as well as for Computer Studies A.

Special Requirement
Attendance at the laboratory classes is essential. The practical work must be completed
satisfactorily before the end of Term 2.
Prerequisite: Computer Studies Al.

Syllabus
The Pascal programming language: character processing, structured data types and advanced
constructs. The representation of simple and structured data types. The interaction of algorithms
and data structures. Algorithms for internal sorting and searching. Recursive algorithms.

References
Findlay, W & Watt. D A Pascal An Introduction to Methodical Programming London: Pitman.
1978
Jensen, K & Wirth, N Pascal User Manual and Report 2nd edn New York: Springer-Verlag 1975
Knuth, D F The Art of Computer Programming. Volume 3 Reading (Mass): Addison-Wesley 1974
Lewis, T G & Smith, M Z Applying Data Structures Boston: Houghton-Mifflin 1976
 Bachelor of Education 123

Assessment
Based on tutorial work, practical work and a two-hour end-of-term examination. The practical
work will consist of approximately four programming projects of a combined length of up to 200
statements and must be completed satisfactorily in order to obtain a pass.

COMPUTER STUDIES A03 (CSA03) 3 points

Data Management and COBOL Programming
Three 1-hour lectures and one 2-hour tutorial/laboratory class a week throughout Term 3.
Credit may not be granted for this subject as well as for Computer Studies A.

Special Requirement
Attendance at the laboratory classes is essential. The practical work must be completed
satisfactorily before the end of Term 3.
Prerequisite: Computer Studies A2.

Syllabus
Commercial data processing data collection, preparation and editing. Databases. COBOL
programming language. Physical storage devices: sequential and random access. File
organisation and access: file update and processing procedures. External sorting and merging
algorithms. Report preparation.

References
Kroenke. D Database Processing Fundamentals. Modeling and Applications Sydney: SRA
1977
McCracken, D D A Simplified Guide to Structured COBOL Programming New York: Wiley 1977
Moneypenny, W H 8 Bellair, D J An Introduction to Computer Programming in COBOL (Monecs
COBOL) Melbourne: Monash Univ Computer Centre 1977
Sanders. D H Computers in Business Tokyo: McGraw-Hill 1975

Assessment
Based on tutorial work, practical work and a two-hour end-of-term examination. The practical
work will consist of approximately four programming projects of a combined length of up to 200
statements and must be completed satisfactorily in order to obtain a pass.

COMPUTER STUDIES B01 (CSB01) 4 points

Computer Organisation and Assembly Programming
Offered in Term 1.
Prerequisite: Mathematics A41 and one other Mathematics A subject.

Syllabus
Searching and sorting techniques. Assembly language programming. Boolean algebra.
Fundamentals of computer design, memory systems. Introduction to data structures.

Assessment
Based on examinations and/or assignments.

COMPUTER STUDIES CO3 (CSC03) 4 points

Computers in Education
This subject will not be offered in 1980.
Prerequisite. Mathematics B41 and one other Mathematics B subject.

Syllabus
History of computers and computing. Simulation and its uses in education. Turing machines.
Computers: data structures, operating systems, compiler techniques, social implications;
computers in education.

Assessment
Based on examinations and/or assignments.
124 Subject Descriptions

DRAMA Al (DRA01) 5 points

Seven hours of practical drama workshops a week during the first half of the year.
This subject is normally taken in conjunction with Drama A2.

Special Requirement
Students must accept the demand for regular practical work and attendance.
Prerequisite: Nil.

Syllabus
The first year program is seen as a general and practical introduction to the range of
developmental drama. The main elements emphasised are dramatic form, improvisation,
interpersonal awareness, language, and movement These elements are to be seen wherever
possible within the context of educational practice and theory. Additional elements arise out of
these basic activities and include experience in varied media puppetry, mask, make-up.
theatre technology, sound, music. film, video, design and crafts. (lt is emphasised that experience
in any of these areas is limited in this introductory, group-oriented program. The opportunity for
studies in depth is provided in the Drama B, C and D programs.)

Books
There are no specific titles recommended for preliminary reading. Students are referred to
relevant texts from time to time throughout the program.

Assessment
There are no formal examinations although students are required to complete some written work
such as assignments or class papers throughout the program. The progress of each student will
be considered at the end of each subject unit and recommendation to continue in the program
will be given if all work has been completed satisfactorily. Stress is placed upon the student's
ability to conceive, plan, carry out, and evaluate any project undertaken.

DRAMA A2 (DRA02) 4 points

Seven hours of practical drama workshops a week during the second half of the year.
This subject is normally taken in conjunction with Drama Al.

Special Requirements
Students must accept the demand for regular practical work and attendance.
Prerequisite: Nil.

Syllabus
There is a continuing emphasis on dramatic form, improvisation, interpersonal awareness,
language and movement as in Drama Al, to be seen within the context of educational practice
and theory.

Books
There are no specific titles recommended for preliminary reading. Students are referred to
relevant texts from time to time throughout the program.

Assessment
As for Drama At.

DRAMA B01 (DRB01) 6 points

Drama Education B
The equivalent of four hours class time a week throughout the year. These sessions may take a
variety of forms, e.g. lecture, film screening, seminar, discussion, or practical workshop with
children.
Note: This subject and Drama CO1 are prerequisites for BEd (Secondary) students wishing to
 Bachelor of Education 125

take Method of TeachingDrama. This subject is also a prerequisite for School Studies C33
(Drama in Primary EducationAdvanced) for DTP/BEd (Primary) students. It is strongly
recommended for students considering entry into the BEd (Primary) fourth year discipline-based
drama program.
Prerequisite: Drama Al and A2 or approved equivalents.

Syllabus
In this fundamental background study the following areas are covered: the development of the
discipline of drama in pnmary and secondary education; the application of drama in primary and
secondary schools as a teaching method and as a subject in its own right; the relationship
between drama, play and child development Students are provided with the opportunity to
explore areas of special personal interest as individual research topics. Approximately half of the
workload is devoted to practical drama projects with community or school groups.

Books
Gorman, R M Discovering Piaget a guide for teachers Columbus: Merrill 1972
Slade. P Child Drama London: OUP 1954
Way, B Development through Drama London: Longman 1967

Assessment
Students are required to complete some written work such as assignments or class papers
throughout the year. Each student pursues the subject program by entering into a written contract
with the relevant member of staff, for which the two parties are mutually responsible. Each of the
following aspects of the student's work will be specified in the contract:
(a) quality of day-to-day participation in each of the group activities;
(b) reading and individual research which, together with group findings, must be documented;
(c) individual assignments based on a particular application of the work studied in the subject;
(d) contribution to the preparation and conduct of a group-based activity.

DRAMA 602 (DRBO2) 6 points

Drama Core Studies B
The equivalent of four hours class time a week throughout the year. Sessions take a variety of
forms, eg. lectures, film screenings, seminars and practical workshops.

Special Requirement
Students must accept the demand for regular practical work and attendance.
Prerequisite Drama Al and A2 or approved equivalents.

Syllabus
The subject aims to develop further the student's ability to use the dramatic form consciously.
Work is centred on the development of a sound background of knowledge and skills attained by
exploring the relationship between drama and theatre, improvisation, movement, and the visual
and oral modes of communication.

Books
Burnstein. C 8 Bell, d Into the Life of Things London: English Speaking Board 1972
Esslin, M An Anatomy of Drama London: Temple Smith 1976
Foster, R Knowing in My Bones London: AMC Black 1976
Fry, D Homo loquens man as a talking animal London: CUP 1977

Assessment
As for Drama 801.

DRAMA BO3 (DRBO3) 6 points

Drama and Theatre B
The equivalent of four class hours a week throughout the year. Sessions take a variety of forms,
e.g. seminar groups, practical workshops, rehearsal sessions and performances. Some of the
sessions will demand attendance on evenings and weekends.
126 Subject Descriptions

Special Requirements
Students must accept the demand for regular practical work and attendance.
Prerequisite: Drama Al and A2 or approved equivalents.

Syllabus
The focus of the subject is a study of the aesthetic perspectives of drama. In addition to
participating fully in workshops, students are expected to read a variety of plays, writings on
theatrical theory, and accounts of contemporary and past performances. Students are required to
prepare regular written submissions and to submit a detailed evaluation of the year's work at the
end of the unit

Preliminary Reading
Brook, P The Empty Space Harmondsworth: Penguin 1973
Students will be referred to other relevant texts from time to time throughout the year.

Assessment
As for Drama Bot.

DRAMA B04 (DRB04) 6 points

Drama Project Study B
The equivalent of four class hours a week throughout the year. Sessions take a variety of forms,
depending on the nature of the project selected, e.g. lectures, seminars, practical workshops or
performance work.

Special Requirement
Students must accept the demand for regular practical work and attendance.
Prerequisite: Drama Al and A2 or approved equivalents.

Syllabus
Students select a particular project from several offered. These are designed to provide students
with the opportunity to participate in a group task which involves either the exploration of a
specific theme using dramatic techniques, the extension of existing skills in a specific area of
interest, or the sustained exploration of a specific aspect of drama or drama education. The
projects will be offered in timetabled hours during the week. In 1980 offerings may include a
sound project a puppetry project, and a theatre in education project. Students will be expected to
submit a detailed evaluation of the project at the end of the unit.

Books
Students will be referred to relevant texts from time to time throughout the year.

Assessment
As for Drama B01.

DRAMA CO1 (DRC01) 6 points

Drama Education C
Two 2-hour sessions a week throughout the year.
Note: This subject is a prerequisite for continuation to Method of TeachingDrama in fourth year
for BEd (Secondary) students.
Prerequisite: Drama B01 or an approved equivalent.

Syllabus
Students are involved in extending their understanding of the background to drama education
commenced in Drama B01. The unit is practical in nature and concentrates on developing basic
teaching competencies using drama both as a method of teaching and as a subject in its own
right. To this end, special emphasis is placed on practical work within community and educational
institutions of various kinds.
 Bachelor of Education 127

Books
Courtney, R Play, Drama and Thought 3rd edn London: Cassell & Collier-Macmillan 1974
Seely, J In Context: language and drama in the secondary school London: OUP 1954
Wagner, B J Dorothy Heathcote: Drama as a learning medium Washington: National Education
Association 1976

Assessment
As for Drama B01.

DRAMA CO2 (DRCO2) 6 points

Drama Core Studies C
The equivalent of four hours class time a week throughout the year. Sessions may take a variety
of forms, e.g. lectures, film screenings, seminars and practical workshops.

Special Requirements
Students must accept the demand for regular practical work and attendance.
Prerequisite: Drama B02 or an approved equivalent.

Syllabus
The subject aims to pursue the core studies in drama which were commenced in second year.
The work involves an extension of the content and skills attained in exploring the relationship
between drama and theatre, improvisation, movement, and the visual and oral modes of
communication. Opportunity to pursue studies in areas not previously covered will be provided.

Books
As for Drama B02.

Assessment
As for Drama B01.

DRAMA CO3 (DRC03) 6 points

Drama and Theatre C
The equivalent of four class hours a week throughout the year. Sessions take a variety of forms,
e.g. seminar groups, practical workshops, rehearsal sessions and performances. Some of the
sessions will demand attendance on evenings and weekends.

Special Requirements
Students must accept the demand for regular practical work and attendance.
Prerequisite:Credit of 6 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus
The focus of the subject is a study of the aesthetic perspectives of drama. In addition to partici-
pating fully in workshops, students are expected to read a variety of plays, writings on theatrical
theory, and accounts of contemporary and past performances. Students are required to prepare
regular written submissions and to submit a detailed evaluation of their work at the end of the unit,
including a discussion of possible applications of the work studied to educational situations.

Preliminary Reading
Roose-Evans, J Experimental Theatre New York: Discus-Avon 1970
Students will be referred to relevant texts from time to time throughout the year.

Assessment
As for Drama B01.
128 Subject Descriptions

DRAMA C04 (DRC04) 6 points

Drama Project Study C
The equivalent of four class hours a week throughout the year. The sessions take a variety of
forms, depending on the nature of the project selected, e.g. lectures, seminars, practical
workshops or performance work.

Special Requirement
Students must accept the demand for regular practical work and attendance.
Prerequisite: Credit of 6 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus
Students select a particular project from several offered. These are designed to provide students
with the opportunity to participate in a group task which involves either the exploration of a
specific theme using dramatic techniques, the extension of existing skills in a specific area of
interest, or the sustained exploration of a specific aspect of drama or drama education. The
projects will be offered in timetabled hours during the week. In 1980 the offerings may include a
sound project a puppetry project, and a theatre in education project. Students will be expected to
submit a detailed evaluation of the project at the end of the unit, including a discussion of
possible applications of the work studied to educational situations. Students who have previously
completed project studies are expected to select a project from an area different from that
covered in the earlier work.

Books
Students will be referred to relevant texts from time to time throughout the year.

Assessment
As for Drama Bot.

DRAMA D21 (DRD21) 5 points

This fourth year drama subject for those students wishing to pursue a special project or research
study involves the equivalent of four hours a week throughout the year but, as it is an individual
project, the time can be covered within one or two semesters.

Special Requirements
All projects undertaken in Drama D21 will be student-initiated and only those students with
positive submissions involving original thought and approach will be enrolled in the subject. All
students applying to undertake Drama D21 will be interviewed for selection. Submissions should
include statements covering:
(a) past activities in the Drama Department,
(b) reasons for wishing to undertake a research study or special project,
(c) an outline of the proposed study or project.
Prerequisite: Credit of 12 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus
Each student will nominate the method of presentation for his/her project or study, e.g. written
submission, film, tape, performance, seminar with appropriate professional group, etc. If the
finding does not take the form of a written submission, an outline of work done is required for
Drama Department records. Submissions and outlines must be typed and two copies submitted.
The project will be seen as an individual concern, even though it may involve work done within a
group project.

Books
Each student will be referred to the texts relevant to his/her project or study.

Assessment
Each student will be allocated to a member of the teaching staff of the Drama Department who will
act as a consultant. The consultant will observe the development of the work undertaken and will
be available for regular discussions. Students must consult regularly as required by the
 Bachelor of Education 129

consultant Emphasis is placed upon self-assessment in terms of the initial contract. The student
may renegotiate the terms of the original contract; however, this renegotiation must occur with co-
ordinating staff and the consultant immediately it is obvious that the terms of the original contract
cannot be met or need to be modified.

DRAMA D22 (DRD22) 4 points

This subject which consists of student-initiated drama workshops involves the equivalent of three
hours a week throughout the year. Initial workshops will be conducted by staff.

Special Requirement
Students must accept the demand for regular practical work and attendance.
Prerequisite: Credit of 12 points in Drama at the Group 2 level, or an approved equivalent.

Syllabus
The workshop prgram will be decided by students enrolled in the subject in consultation with
members of staff.

Books
There are no specific titles recommended for preliminary reading. Students will be referred to
relevant texts from time to time throughout the year.

Assessment
Students are required to complete some written work such as assignments or class papers
throughout the year. Each student pursues both the specialised educational studies and the
workshops by entering into contracts with the relevant staff, for which the two parties are mutually
responsible. The completion of the tasks specified in the contract is to be to their mutual
satisfaction. Stress is placed upon the student's ability to conceive, plan, carry out and evaluate
any project undertaken.

DRAMAENGLISH (DRCOO) 12 points

Three 2-hour classes a week throughout the year.

Special Requirement
Theatre visits will be organised in which students will be expected to participate.
Prerequisite: Credit of 12 points in either English or Drama at the Group 2 level.

Syllabus
The major emphasis is detailed work on a number of plays, chosen to cover some of the major
periods in the history of theatre, and to show something of the range of possibilities for scripted
drama. Of special concern in this study will be: discovering the experience offered by the play
through both critical analysis and practical drama work, the play in the theatre of its own time, an
exploration of its possibilities in the modern theatre, and an attempt to relate the work done on the
play to the classroom.
Work will be done on drama as an instrument of language development, both in its use as a
stimulus to expressive writing, and in its use in improving oral skills.

Preliminary Reading
Brook, P The Empty Space Harmondsworth: Penguin 1972
Courtney. R Teaching Drama London: Cassell 1965
Styan, J L Drama. Stage and Audience London: CUP 1975
Texts
Bowskill. D Acting and Stagecraft: Made Simple London: W H Allen 1973
Sophocles Oedipus the King New York: Washington Square 1967
Euripides The Bacchae New York: Washington Square 1968
Shakespeare, W A Midsummer Night's Dream New York: Signet 1964
Shakespeare, W Macbeth New York: Signet 1963
Chekhov, A Uncle Vanya Harmondsworth: Penguin 1959
130 Subject Descriptions

Brecht B The Caucasian Chalk Circle London: Methuen 1963

Beckett S Play London: Faber 1968
Beckett S Not l London: Faber 1973
Williamson, D The Removalists Sydney: Currency Press 1972
(Note: The lists of plays above will be the sta rting-point for work in the subject but students will
be expected to read widely around the plays set and at times buy copies of other related plays)

Assessment
Based on class participation and the satisfactory completion of assignments.

ECONOMICS A (ECA00) 9 points

Two 1-hour lectures and one 2-hour tutorial class a week throughout the year.
Credit may not be granted for this subject as well as for Economics Al and/or A2.

Special Requirements
Tutorial work is an integral part of the subject and attendance at classes is compulsory. A
satisfactory standard of tutorial work must be attained for a pass in the subject.
Prerequisite: Nil.

Syllabus
The subject examines the methodology and contribution of economics to contemporary social
and economic problems in Australia today. Brief comparisons are drawn with other economic
systems.
The subject comprises a study of those forces which affect resource allocation, consumer
behaviour, prices and outputs of goods and services, pollution, unemployment and inflation.

Books
A detailed reading list will be issued at the commencement of the subject

Assessment
One 2-hour paper in mid-year will comprise 30 per cent of the assessment one 2-hour paper at
the end of the year 30 per cent of the assessment and assignments and exercises throughout
the year 40 per cent of the assessment.

ECONOMICS B1 (ECB01) 12 points

Macro-Economics
Two 1-hour lectures and one 2-hour tutorial class a week throughout the year.

Special Requirements
Tutorial work is an integral part of the subject and attendance at classes is compulsory. A
satisfactory standard of tutorial work must be attained for a pass in the subject
Prerequisite: Economics Al and A2, or an approved equivalent

Syllabus
A subject in advanced macro-economic theory and policy with the aim of the student being able
to analyse, interpret and evaluate the economic policy of the Australian market capitalist system.
The major emphasis is on inflation and unemployment.

Preliminary Reading
Trevithick, J A Inflation Harmondsworth: Penguin 1977

Text
Shapiro, E Macroeconomic Analysis 4th edn New York: Harcourt Brace Jovanovich 1978
OECD Towards Full Employment and Price Stability Paris 1977
Addition reading lists are distributed during the subject
 Bachelor of Education 131

Assessment
One 2-hour examination in mid-year, one 2-hour examination at the end of the year, and two
essays set during the year.

ECONOMICS Cl (ECC01) 4 points

Public Finance
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.

Special Requirement
Seminar participation is an intergral part of the subject and attendance at classes is compulsory.
Prerequisite: Economics B1 or an approved equivalent.

Syllabus
The subject examines:
(a) the economic. equity and welfare effects of government monetary and fiscal policies upon the
political-economic system,
(b) the economic and functional effects of inter-government finance,
(c) the impact of government policy upon the structure and path of the Australian economy during
the past decade.

Text
Groenewegen, P Public Finance in Australia, Theory and Practice Sydney: Prentice-Hall 1979
Additional reading lists are distributed during the subject.

Assessment
Assignments set during the year and class participation comprise the assessment.

ECONOMICS C2 (ECCO2) 4 points

International Economics
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.

Special Requirement
Seminar participation is an integral part of the subject and attendance at classes is compulsory.
Prerequisite: Economics B1 or B2, or an approved equivalent.

Syllabus
A study of theories of free trade and protection; the Australian Balance of Payments; exchange
rates, tariffs and other weapons of balance of payments control; the conflict between internal and
external balance, international capital movements; the international monetary system; and
current international issues

Preliminary Reading
Perkins, J O N Australia in the World Economy 3rd edn Melbourne: Sun 1979

Texts
Grubel, H G International Economics Homewood: Irwin 1977
Kindleberger, C P & Lindert, P H International Economics 6th edn Homewood: Irwin 1978
Snape, R H International Trade and The Australian Economy latest edn Croydon (Vic): Longman

Assessment
Assignments set during the year and class participation comprise the assessment.
132 Subject Descriptions

ECONOMICS C3 (ECC03) 4 points

Industrial Relations
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.

Special Requirement
Seminar participation is an integral part of the subject and attendance at classes is compulsory.
Prerequisite: Economics B1 or 82 or an approved equivalent.

Syllabus
Industrial relations systems, industrial conflict, strikes and strike patterns in Australia, methods of
settlement of industrial disputes in Australia, trade unionism, employers associations, and
overseas industrial relations systems.

Texts
Hyman, R Strikes London: Fontana 1972
Isaac, J E & Ford, G W (eds) Australian Labour Relations: Readings 2nd edn Melbourne: Sun
1971
Martin, R M Trade Unions in Australia Ringwood (Vic): Penguin 1975
Rawson, D W Unions and Unionists in Australia Sydney: Allen & Unwin 1978

Assessment
Assignments set during the year and class participation comprise the assessment.

ECONOMICS C4 (ECC04) 4 points

Economic Growth and Development
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.

Special Requirement
Seminar participation is an integral pa rt of the subject and attendance at classes is compulsory.
Prerequisite: Economics 81 or an approved equivalent

Syllabus
Planning and measurements of economic growth and development Examination of models of
economic growth to provide a theoretical framework for the analysis of the growing economy.
Consideration of the desirability of economic growth as a policy objective and the costs of
economic growth. Problems facing less developed countries in their attempts to formulate
policies for their development The role of planning, the government and social institutions in
promoting development

Preliminary Reading
Baldwin, R E Economic Growth and Development 2nd edn New York: Wiley 1972

Text
Meier, G M (ed) Leading Issues in Economic Development 3rd edn New York: OUP 1976
Additional reading lists are distributed during the subject.

Assessment
Assignments set during the year and class participation comprise the assessment.

ECONOMICS C5 (ECC05) 4 points

Comparative Economic Systems
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.
 Bachelor of Education 133

Special Requirement
Seminar participation is an integral part of the subject and attendance at classes is compulsory.
Prerequisite: Economics Bt or B2, or an approved equivalent

Syllabus
A comparative study of different economic systems in tems of their goals, methods of allocating
resources, organisation and institutions. Particular emphasis is given to the following systems:
competitive capitalism, competitive socialism, contemporary capitalism (USA, France and
Australia), market socialism (Yugoslavia), centrally administered socialism (USSR and China).

Preliminary Reading
Eidem, R & Viottie, S Economic Systems Oxford: Martin Robertson 1978

Texts
Bornstein, M led) Comparative Economic Systems 3rd edn Homewood: Irwin 1974
Carson, R L Comparative Economic Systems New York: Macmillan 1973
Grossman, G Economic Systems 2nd edn Englewood Cliffs: Prentice-Hall 1974
Wiles, P J Economic Institutions Compared Oxford: Blackwell 1977
Additional reading lists are distributed during the subject.

Assessment
Assignments set during the year and class participation comprise the assessment.

ECONOMICS C6 (ECC06) 4 points

History of Economic Thought
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.

Special Requirement
Seminar participation is an intergral part of the subject and attendance at classes is compulsory.
Prerequisite: Economics B1 or B2, or an approved equivalent.

Syllabus
A study of the development of economic ideas and theory In order that current theory (and
practice) of economics may be seen in historical perspective. Economic theories of money,
aggregate demand and supply, and the whole of government and welfare are traced from the
Renaissance to the present day. Schools and individuals to be studied include the Mercantilists,
and Physiocrats, Adam Smith, the classical and neo-classical economists, Karl Marx and John
Maynard Keynes.

Preliminary Reading
Barber, W History of Economic Thought Harmondsworth: Penguin 1967

Text
Roll, E A History of Economic Thought London: Faber 1973

Assessment
Assignments set during the year and class participation comprise the assessment.

ECONOMICS C7 (ECC07) 1 point

Current Issue
Two 1-hour seminars a week for four weeks of Term 3. Classes are not held during periods of
School Experience.

Special Requirement
Seminar participation is an integral part of the subject and attendance at classes is compulsory.
Prerequisite: Economics B1 or B2, or an approved equivalent.
134 Subject Descriptions

Syllabus
An analysis of a current economic problem.

Books
A detailed reading list is issued at the commencement of the subject

Assessment
One essay to be submitted after completion of the subject.

ECONOMICS C8 (ECC08) 4 points

Urban Economics
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.

Special Requirement
Seminar participation is an integral part of the subject and attendance at classes is compulsory.
Prerequisite: Economics B2 or A2 and Economics B1, or an approved equivalent.

Syllabus
An economic study of current urban issues and relevant theory. Special reference is made to: the
city of Melbourne, urban land-use and land land-use controls, industrial location, urban
expansion, the urban housing market, urban transport, urban poverty, city size and
decentralisation.

Text
Mills, E S Urban Economics Glenview (Ill): Scott-Foresman 1972

Assessment
Assignments set during the year and class participation comprise the assessment.

ECONOMICS C9 (ECC09) 4 points

Social Economics
Two 1-hour seminars a week throughout the year. Classes are not held during periods of School
Experience.

Special Requirement
Seminar participation is an integral part of the subject and attendance at classes is compulsory.
Prerequisite: Economics B1 or 82, or an approved equivalent.

Syllabus
This subject provides an economic approach to social questions and includes an examination of
the relevance and contribution of economic concepts to the problems of resource allocation and
the distribution of income. The goals of economic policy, together with the methods of scope of
government intervention, are examined in terms of the possible conflict between society's values
and market forces. The issues raised are illustrated by reference to some current Australian
welfare policies including the relief of poverty, health services, housing, and education.

Preliminary Reading
Atkinson, A 8 fed) The Economics of Inequality Oxford: Clarendon Press 1975

Texts
Commission of Inquiry into Poverty Poverty in Australia: First Main Report vols 1 d 2 Canberra:
AGPS 1975
Culyer, A J The Economics of Social Policy Oxford: Martin Robertson 1973

Assessment
Assignments set during the year and class participation comprise the assessment.
 Bachelor of Education 135

EDUCATION
Under the Regulations for the BEd and HDTS courses, each student is required to take a minimum
of 36 points in Group 4 Education subjects.
Subjects offered are as follows:
Education 2 2 points
Education 3 9 points
Education 4A 27 points
Education 4B 36 points
Education 40 6 points available only to HOTS diplomates
Education 4E 6 points f admitted to the BEd course.
In addition to the above subjects, students in the second year of their course undertake a two-
week period of school experience in a primary school, and students in the third year of their
course undertake a two-week period of school experience in a secondary school. In each
instance, school experience is normally undertaken at the end of Term 2.
Education subjects are offered under the auspices of the Education Faculty, with lecturing staff
drawn from the co-operating Departments of Curriculum Studies, Educational Psychology,
Educational Sociology and Social Studies, and School Experience, with a number of staff drawn
from other appropriate departments

EDUCATION 2 (EDB00) 2 points

Syllabus
Students undertake one of the following options in the latter half of the year:
1. An elective study, involving two hours a week for eight to ten weeks.
2. An individual project, planned with, and supervised by, a member of staff.
3. The Creative Arts in Education' (for Creative Art s students only), a unit offered by the
Departments of Drama. Film and Television, and Music, in conjunction with the Education
Faculty.
The options listed above involve 16-20 hours of work.

Assessment
Assessment in the options varies according to the option selected.

EDUCATION 3 (EDC01) 9 points

Educational Sociology: The School and Society
Three contact hours a week throughout the year.

Syllabus
The aim of this syllabus is the development of a sociological awareness, and the application of
this awareness to the study of education in general and of Australian education in particular. The
study therefore aims at enabling students to add to an understanding of the importance of the
individual, an awareness of the social forces that also affect people's lives and shape their
approach to reality.
To achieve these aims, the following areas of study are covered:
An examination of the social factors that have influenced the origin and development of
Australian education until the recent past. An examination of the social factors that currently
influence Australian education. Discussion of the social factors that influence the personal
development and education of the members of society. An introduction to basic sociological
concepts and methods of research. A study of major educational Issues, both theoretical and
practical, from a sociological point of view. An analysis of the school as a 'social Institution' its
functions, roles, style and authority, and relationships to other institutions and groups In society.

Preliminary Reading
Kohl, H 36 Children Harmondsworth: Penguin 1973
Mills, C W The Sociological Imagination Harmondsworth: Penguin 1973
Reference lists are distributed throughout the year.
136 Subject Descriptions

Assessment
Based on class pa rticipation and the completion of assigned work studies involving
approximately 7,000 words.

EDUCATION 4A (EDD00) 27 points

The time commitment in this subject is understood to be 75 per cent of a full year's workload.

Syllabus
Students undertake this subject within one of the programs offered by the Education Faculty. The
programs are described on pages 137 to 139. Students are offered the foundation studies in
education which are drawn from Communication, Curriculum Studies, Educational Philosophy,
Educational Psychology, and Educational Technology.
All students also undertake two Methods of Teaching and a minimum of 45 days supervised
school experience.
While each of the programs embodies these three component areas, the approach to these
studies and the arrangements for school experience differ according to the program undertaken.

Assessment
Details appear as pa rt of each component statement below.

EDUCATION 4B (EDD40) 36 points

The time commitment in this subject represents a full year's workload.

Syllabus
Students undertake this subject within one of the programs offered.
The programs are described on pages 137 to 139. Students are offered the foundation studies in .
education which are drawn from Communication, Curriculum Studies, Educational Philosophy,
Educational Psychology, Educational Sociology, and Educational Technology.
All students also undertake two Methods of Teaching and a minimum of 45 days supervised
school experience.
While each of the programs embodies these three component areas, the approach to these
studies and the arrangements for school experience differ according to the program undertaken.

Assessment
Details appear as part of each component statement below.

EDUCATION 4D (EDD03) 6 points

Contemporary Education Issues
Students are required to choose one unit for four hours a week for 14 weeks; this involves two 2-
hour sessions, organied for the most part as lecture-seminars. Classes will be held in the late
afternoon. Alternative arrangements for the class attendance requirements will be considered on
application by students.
Prerequisite: Higher Diploma of Teaching (Secondary).

Syllabus
This subject consists of a number of alternative units, each of which is concerned with a major
contemporary educational issue. It is intended that students be able to explore one unit in
considerable depth over half the year, so that they have the opportunity to explore recent
research and theories concerning the related broad issues. Units will be offered in such areas as:
Change and Resistance in the Curriculum, Contemporary Problems in Teacher Education,
Outcomes of Schooling, the Impact of Poverty, Politics of Education in Australia, Schooling in a
Pluralist Society, Sexual Discrimination in Education in Australia.
Not more than four units will be offered in any one year.
 Bachelor of Education 137

Assessment
The method of assessment may vary from unit to unit, and will be based on such requirements as
pa rticipation in classes presentation of seminar papers, essays, and research projects.

EDUCATION 4E (EDD04) 6 points

Advanced School Studies
Students are required to choose one unit for four hours a week for 14 weeks; this will involve two
2-hour sessions, organised for the most part as lecture-seminars. Classes will be held in the late
afternoon. Alternative arrangements for the class attendance requirements will be considered on
application by students.
Prerequisite: Higher Diploma of Teaching (Secondary).

Syllabus
This subject consists of a number of alternative units, each of which is concerned with a specific
issue relating to teaching and learning. Students will undertake in substantial depth one unit
related to their own work or interests. Units will be offered in such areas as: Advanced Method
Studies Developments in Curriculum Planning, Language and Skills and the Curriculum, Recent
Research on Teaching and Learning. Remedial Education, Social Constraints on Success and
Failure.
Not more than four units will be available in any one year.

Assessment
The method of assessment may vary from unit to unit, and will be based on such requirements as
participation in classes, presentation of seminar papers, essays, and research projects.

EDUCATION 4 PROGRAMS
The following have been approved as programs which might be available for 1980:
Type A: Subject-based
Type B: Core-elective
Type C: School-based
Type D: Contract-based
Type E: Elective-based.
The diversity of programs offered assumes that no single way of teacher preparation is superior to
all others, and that the student is likely to benefit if able to help determine the style of program in
which he/she would prefer to work.
In addition. programs differ from each other in such significant features as:
Flexibility of content student choice is greater in some programs than others
Flexibility of structure some programs have a regular timetable throughout the year,
whilst others have varying degrees of negotiated arrangements
School Experience some programs require three 3-week teaching rounds and
others concurrent School Experience, e.g. two days a week. The
minimum requirement for all students is satisfactory completion
of 45 days of School Experience.
Location education studies in most programs are undertaken at the
College, but students in some programs are required to spend
some time each week outside the College using other
resources.

A. Subject-based Program
This program is available only to students undertaking Education 4A and 4B over more than one
year.
This program aims to ensure that students are systematically introduced to, and involved in, the
study of a range of themes and issues in the following education areas: Curriculum Studies,
Educational Philosophy, Educational Psychology, Educational Sociology, Educational
Technology, Communication. Methods of Teaching and School Experience.
138 Subject Descriptions

A students weekly commitment is clearly defined from the beginning of the year. All timetabled
activities in Education cease for the duration of teaching rounds.
The program is conducted through lecture-discussions, seminars, films, guest speakers and visits
to educational institutions. There will be some flexibility in content and approach according to
student interest and needs: A considerable degree of student choice and initiative will be
facilitated through assignments, seminar papers, practical work and small-group discussions.
Assessment in foundation studies is continuous, making use of essays, assignments and tutorial
papers.
School Experience is normally undertaken in three 3-week teaching rounds.

B. Core-elective Program
Education studies are organised in two sections, (1) foundation studies in education, and (2)
electives. In addition, students undertake Methods of Teaching and School Experience.
Foundation studies are undertaken in classes and tutorials on a regular basis throughout the
year, except during teaching rounds. These studies are taken from the areas of Curriculum
Studies, Educational Philosophy, Educational Psychology, Educational Sociology (4B only), and
Educational Technology.
Assessment in this section is continuous, making use of assignments, tutorial papers, and essays.
Elective studies are developed to enable students to pursue studies of interest and relevance.
They are of sufficient number to allow the student flexibility in timetable arrangements. Each
Education 4A student must complete 64 hours, while Education 4B students must complete 96
hours.
The selection of electives is supervised by members of staff to ensure that a sufficient variety of
content is undertaken.
Assessment for each elective is described in the list of electives offered.
School Experience is normally undertaken in three 3-week teaching rounds.

C. School-based Program
Education studies in Curriculum Studies, Educational Philosophy, Educational Psychology,
Educational Sociology (4B only), and Educational Technology are conducted through school-
based seminars, College-based study groups and seminars, and by individually contracted work.
In additon, students undertake Methods of Teaching and School Experience.
In Term 3 each student negotiates an individually contracted study, supervised by a staff member.
The contract may include further school experience, research projects, theoretical studies or
specific projects related to the students needs or interests. Contracted studies are school-based.
but may involve participation in seminars at the College.
Assessment in the Education studies is continuous, and is set out by the staff responsible for the
areas of work being undertaken.
Students will be located in the program's schools in groups of 8-13, and will spend two and a half
days (4A students) or three days (4B students) each week in Terms 1 and 2 in schools. Two days
each week are concerned with classroom experience. The additional time is set aside for seminar
work and educational studies.

D. Contract-based Programs
The program is an integrated course of Education studies, with elements of Curriculum Studies.
Educational Philosophy, Educational Psychology, Educational Sociology, and Educational
Technology. In addition, students undertake Methods of Teaching and School Experience. The
program is flexible, with topics and activities negotiated with students in terms of their relevance
and interest.
Each student is required to contract in advance into approximately 30 hours of Education studies
each week. This includes sessions offered by the team staff or by team students, additional
school experience, and individual work which includes reading and assignments.
Every student is required to undertake a minimum of 45 days of School Experience during the
year, and usually this is undertaken in three 3-week teaching rounds, although alternatives may
be negotiated.

Bachelor of Education 139

Assessment is the responsibility of the team staff, and is made following a review of the students
work for the year. At the beginning of the year each student is assigned to a tutorial leader who is
responsible for supervising the work and programs of that student, including the arrangement and
team ratification of the students contracts, supervision of the students progress by frequent
meetings, visits during teaching rounds, and pastoral care.

E. Elective-based Program
Education studies including Curriculum Studies, Educational Philosophy, Educational
Psychology, Educational Sociology, and Educational Technology are conducted through weekly
College-based seminars, selected area electives, and by individually contracted work. Each
student's studies are selected to provide a balanced program for that student.
Assessment for each elective is described in the list of electives offered, and is the responsibility
of the staff member conducting that elective.
In Term 3 each student undertakes a contract planned by her/himself in consultation with team
staff. The contract may include further school experience, research projects, theoretical studies
or specific projects related to the student's needs and interests. The contract is supervised and
assessed by the staff member on the basis of the negotiated terms.
School Experience usually involves two days in schools each week throughout Terms 1 and 2 to
a total of 45 days by the end of Term 2. School Experience is so arranged that each student is
involved in three schools, including at least two different types, during the year. Some block
experience is also available.
Assessment is the responsibility of the team staff, and is continuous.
Note: Each of the programs described is subject to further review during 1980. Some changes
may occur in the detail of each program.

EDUCATION 4 TEAMS
In 1980, the programs offered will be conducted in teams of staff and students. The number of
teams and their size and intake is determined each year. Each team is committed to a particular
program and it is intended that the team approach will facilitate more effective communication
between the staff and student involved, and that a learning environment suited to the final year of
pre-service teacher education will be established. The intake into some programs has to be
confined as the College has limited access to the resources necessary for the operation of some
programs.
Furthermore, the College believes that an optimum size for a unit of students and staff does exist,
and it attempts to approach the optimum within the organisational constraints imposed.

EDUCATION 4 METHODS OF TEACHING

All students enrolled in Education 4A or Education 4B undertake the equivalent of two methods of
teaching. Each method of teaching involves a program of up to two contact hours a week
throughout the year.
Method of Teaching makes a direct contribution to the strengthening of professional competence.
This includes the following objectives, to:
acquaint students with a wide range of teaching materials, strategies and curriculum ideas so
that they in turn can select those which are consistent with their own developing educational
philosophies and their own capacities.
indicate both the unique and interdisciplinary nature of various curriculum areas
suggest the practical ramifications of educational theory
develop enthusiasm for, and competence in teaching and learning
indicate recent developments in the practice of teaching
encourage students to evaluate critically their assumptions about methods of teaching.
140 Subject Descriptions

Broadly there are six main categories into which any program can be divided, though these
decisions may not be considered separately:
philosophical and psychological issues
teaching approaches and techniques
teacher-pupil interaction
language, literacy and the learner
curriculum issues
resources for learning.
School Experience provides students with the opportunity of implementing and evaluating
Method work developed in College sessions. Consequently, Methods of Teaching and School
Experience are closely related components of a student's course.

METHOD OF TEACHING CLASSROOM MUSIC AND

INSTRUMENTAL MUSIC
A lecture/discussion program combined with workshop sessions for up to three hours a week.
Method of Teaching Classroom Music is available as either a single or a double method.
Method of Teaching Instrumental Music is available as a single method.
Prerequisite: Classroom Music taken as a single method: 21 points in Music, including 12
points at Group 2 or 3 level.
Classroom Music taken as a double method: 42 points in Music.
Classroom Music (single method) taken in conjunction with Instrumental Music:
42 points in Music.
Instrumental Music taken as the only music method study: 27 points in Practical
Music.
Students taking Classroom Music must have some vocal or instrumental performing competence.
Students taking Instrumental Music must have competence on one orchestral instrument and
experience on a second orchestral instrument (Where experience on a second instrument is
inadequate, students may be admitted to Instrumental Music if they are prepared to attend class
instruction in a second orchestral instrument concurrently.)

Syllabus
The method study deals with the methods and materials of music education in relation to the
needs of students in modern secondary education. World trends in music education will be
examined and related to the situation in Victoria. The approach to sessions is through tutorials/
discussions and workshop activities.

Books
A comprehensive reading guide will be distributed at the beginning of the academic year.

Assessment
Assessment will be based on participation in classes together with the completion of assignments
and other set tasks arising from the study.

METHOD OF TEACHING COUNSELLING

Note: This Method will not be offered in 1980.

Special Requirement
As students who undertake this method spend one teaching round in the Counselling, Guidance
and Clinical Services Division of the Education Department, they must select an education
program which permits a three-week school experience block.
Prerequisite: Psychology D, or Psychology C together with a concurrent enrolment in Psychology
D, or an approved equivalent prerequisite.

Syllabus
The method of study is intended, within the limits of time available, to provide some of the
knowledge and skills appropriate for pastoral counselling in combination with normal
 Bachelor of Education 141

teaching duties in schools, It is not intended to be a preparation for counselling as a full time
professional specialty.
Topics include: an introduction to theories and techniques of counselling, examination of
educational and environmental factors underlying pupils' difficulties at school, and guidelines for
appropriate action which teachers may take in supporting children in difficulty.

Preliminary Reading
Cantwell, P W Counselling Today's Youth Melbourne: Spectrum 1973
Lett, W R (ed) Counselling for What? Sydney: Angus & Robertson 1973

Assessment
Progressive and based on seminar participation, a written assignment, and experience in the
Counselling. Guidance and Clinical Services Division. There is no final examination although, in
certain circumstances, students may be required to take unit tests.

METHOD OF TEACHING DRAMA

The method study comprises one 2-hour session a week (or its equivalent) throughout the year.
The session may take a variety of forms, e.g. lecture, seminar, discussion, or practical workshop.
Sessions at College will include and be supplemented by examination of the work of experienced
teachers in the classroom, individual and group research projects, and community-centred
activity.

Special Requirement
Students must accept the demand for regular practical work and attendance.
Prerequisite: Credit of 33 points in Drama including either Drama B11 or C11. A concurrent
enrolment in Drama D21 and/or D22 may be counted towards prerequisite credit.

Syllabus
The study deals with the methods and materials of drama education in relation to the needs of
children in secondary schools.

Books
There are no specific titles recommended for preliminary reading. Students are referred to
relevant texts from time to time throughout the year.

Assessment
There are no formal examinations although students will be required to complete some written
work such as assignments or class papers throughout the year.

METHODS OF TEACHING ECONOMICS AND

COMMERCE
Each unit occupies the equivalent of one hour a week throughout the year, except during block
periods of School Experience.

Special Requirements
Double Method
Students undertaking all their Method studies in the Department of Business Studies will select
any four units from the six available.
Single Method
Students who wish to undertake the equivalent of only one Method subject in the Department of
Business Studies may select any two units from the six available.
All students enrolled in Method of Teaching Economics and Commerce are required to attend:
(a) a core program held during the first week as a general orientation to method school
experience with specific reference to business studies
(b) scheduled classes throughout the rest of the year.
142 Subject Descriptions

Method Units Available

1. Method of Teaching Accountancy (Senior Secondary Teaching Area)
Prerequisite: Accountancy B11 and B22, or their equivalent
2. Method of Teaching Consumer Education (Middle Secondary Teaching Area)
Prerequisite: Nil
3. Method of Teaching Economics (Senior Secondary Teaching Area)
Prerequisite: Economics B1 or its equivalent
4. Method of Teaching Legal Studies (Senior Secondary Teaching Area)
Prerequiste: Legal Studies B or its equivalent
5. Method of Teaching Secretarial Studies (Middle and Senior Secondary Teaching Area)
Prerequisite: Secretarial Studies B or its equivalent
6. Methodology of Economics and Commerce (Middle and Senior Secondary Teaching Area)
Prerequisite: This unit is only available to students enrolled in three of the above five Method
units, and is not available to those students able to meet the prerequisites for at least four of
the above Method units.

Syllabus
Units 1 to 5 should be seen as an introduction to the teaching of business studies subjects in
Victorian secondary schools. Each unit will consider the basic teaching model: objectives,
method, content, resources, and evaluation in terms of teaching and pupil learning within the area
bounded by economics and commercial subjects.
Unit 6 considers the rationale and teaching of business subjects at secondary level. Present and
possible future developments are examined.

Journals
Compak Fitzroy (Vic): VCTA 1980

METHOD OF TEACHING ACCOUNTANCY

Prerequisite: Accountancy B11 and B22 or an approved equivalent.

Syllabus
Topics include: objectives in accounting, courses at HSC and 11th year (recommended and
alternative), strategies for the introduction of accounting concepts, methods of teaching and their
applicability to accounting, analysis and interpretation the continued emphasis, evaluation of
commercially available materials, availability and use of community resources, and evaluation of
objectives.

Preliminary Reading
Popham, E L et al Teaching-Learning System for Business Education New York: McGraw-Hill
1975
Tonne, H A et al Methods of Teaching Business Subjects 3rd edn New York: McGraw-Hill 1965

Assessment
Based on the year's work with participation in class constituting 50 per cent. Assignments.
exercises and completion of materials also constitute 50 per cent. These include critical analyses
of selected articles, seminar papers, production of teaching/learning materials, and preparation of
a syllabus.

METHOD OF TEACHING CONSUMER EDUCATION

Prerequisite: Nil.

Syllabus
Topics include: development of consumer education, content and aims of recommended and
alternative courses (Education for Living compared with Education for Employment), strategies
involving structured pupil-centred learning, methods of teaching and their applicability to middle-
 Bachelor of Education 143

level commerce. the pupil as a key resource, evaluation of commercially available materials.
availability of community resources and their value in learning, and evaluation of objectives in
consumer education.

Texts
Davison. A et al Strategies and Methods Fitzroy (Vic): VCTA 1977
Greene, I R Resource Materials in Consumer Education Fitzroy (Vic): VCTA 1977
A collection of community resources is housed in a file at the College and is available to students.

Assessment
As for Method of Teaching Accountancy.

METHOD OF TEACHING ECONOMICS

This unit is co-ordinated closely with the unit Method of Teaching Consumer Education, so
providing a range of learning experience and activities.
Prerequisite: Economics 81 or an approved equivalent.

Syllabus
Topics include: the development and place of economics in the secondary school curriculum;
economics course of study for junior, middle and senior levels; syllabus planning, topic and
lesson planning; methods of teaching and their applicability to economics; availability of
resources and aids for teaching economics, text and resource evaluation; evaluation and
assessment in economics; and Economic Education Movement future developments including
APEL and the Radical Critique.

Preliminary Reading
Lee. N (ed) Teaching Economics London: Economics Association 1967
Lumsden, K G fed) New Developments in the Teaching of Economics Englewood Cliffs: Prentice
Hall 1967
Prehn. E C Teaching High School Economics: The Analytical Approach New York: Pitman 1968
Whitehead. D Curriculum Development in Economics London: Heinemann 1974

Assessment
As for Method of Teaching - Accountancy.

METHOD OF TEACHING LEGAL STUDIES

Prerequisite Legal Studies 8 or an approved equivalent.

Syllabus
Topics include: review of school-based experiences and observations; critical review of content
of level 11 and HSC syllabuses; adoption and expression of objectives in legal studies; resources
in legal studies; a critical assessment; assessment items In legal studies; and strategies In
presenting material such as 'chalk and talk', lecture, student papers, 'the debate', the 'mock trial',
excursions. games and role-playing.

Texts
Commercial and Legal Studies Teacher's Guide Year 11 Melbourne: VCTA 1978
Commercial and Legal Studies Teacher's Guide Year 12 Melbourne: VCTA 1978

Assessment
As for Method of Teaching Accountancy.
144 Subject Descriptions

METHOD OF TEACHING SECRETARIAL STUDIES

Prerequisite: Secretarial Studies B or an approved equivalent.

Syllabus
Topics include: Course organisaton examination and evaluation of secretarial and related
Courses in schools, course and lesson planning, facilities and equipment, resources and services.
Skill learning and development keyboard introduction, development of typewriting technique,
speed, accuracy, production skills, audio typing and listening skills; communication courses,
language development program, personal and vocational courses; shorthand introduction,
development of note-taking and transcription speed and accuracy, dictation procedure.
Integrating skills office style assignments, simulated office experience, work experience,
career prospects; evaluation of performance, catering for individual differences and learning
difficulties.

Texts
Holden. A (ed) Readings in Method of Teaching Typewriting Melbourne: VCTA 1976
Moore, G Courses of Study in Shorthand and Typewriting Melbourne: VCTA 1977

Preliminary Reading
Rosen, S led) Typewriting Methods in the Seventies New York: NBEA 1970
Russon, A & Wanous, S Philosophy and Psychology of Teaching Typewriting Cincinatti: South-
Western 1973

Assessment
As for Method of Teaching Accountancy.

METHOD OF TEACHING METHODOLOGY OF

ECONOMICS AND COMMERCE
Special Requirement
This unit is not available to those students who are able to meet the prerequisites for any four of
the above Method studies.
Prerequisite; Enrolment in three of the above five Method studies.

Syllabus
Topics include: use of microteaching in the development of the teaching skills involved in
introducing a lesson, question and answer, and maintaining pupil interest within the discipline of
economics and commerce; rationale and past development of business subjects in pre-tertiary
education; future developments of business studies in pre-tertiary education; and role of a co-
ordinator in economics and commerce.

Assessment
As for Method of Teaching Accountancy.

METHOD OF TEACHING ENGLISH

Prerequisite: English B or an approved equivalent.

Syllabus
Traditional topics incorporated in activities during the year include approaches to
reading, writing, listening and speaking as part of secondary schooling, and approaches to
the teaching of literature, including poetry, the novel, drama, and other literary forms.
These are investigated in such a way as to indicate that the relevant skills and
 Bachelor of Education 145

approaches depend on the persons involved, especially the adolescent with whom the teacher
deals, and on the context within which learning takes place. Activities include investigation of
important pedagogical ideas and procedures, with particular reference to the role of language in
learning, as these affect the English class room, the teacher, and the learner. Much of the inquiry
centres on the pragmatic context of class room teaching and learning, and students are asked to
relate their insights and questions to the school situation.

Books
Australian Association of Teachers of English Resources I, I1, III Parkside (Sth Aust) 1974-8
Barnes, 0 et al Language. the Learner, the School Harmondsworth: Penguin 1971
Saunders, M Developments in English Teaching London: Open Books 1976
Watson. K D 8 Eagleson. R (eds) English in Secondary Schools Today and Tomorrow Ashfield
(NSW): English Tchrs Assocn 1977

Assessment
Based on class exercises and assignments negotiated between student and lecturer and, unless
other acceptable arrangements are made, on participation in organised classes.

METHOD OF TEACHING FILM AND TELEVISION

One 2-hour class a week except during 3-week blocks of School Experience.
Prerequisite: Credit of 21 points in Film and Television or Media Arts subjects, or an approved
equivalent

Syllabus/Treatment
The main concerns of this program are the role of studies of film and television, and the ways in
which activity in the area might best be initiated and conducted in a secondary school. Of
particular concern is ways of integrating such activity into activities in other areas. There will be a
series of workshops which explore classroom materials within typical classroom limitations,
discussions including a range of visiting speakers from schools, and visits to schools and other
institutions

Books
Appropriate reading is recommended during the year. Some or all of the following are used:
Berger, J Ways of Seeing London: Penguin 1974
Barthes, R Mythologies London: Paladin 1972
Harcourt. P Movies and Mythologies Canada: CBC Publications 1977
Monaco J How to Read a Film New York: OUP 1977

Assessment
Based on participation in workshop and discussion sessions; on several short assignments
deriving from workshops and usually involving a production in film, sound or other media; and on
one major project with a child or small group of children.

METHOD OF TEACHING GEOGRAPHY

This program has the following structures:
1. For students other than Environmental Science students, this subject occupies two hours a
week, except during block School Experience.
2. For Environmental Science students this subject occupies one hour a week during the year.
Prerequisite: Credit of 21 points in Geography including 12 points beyond Group 1 level, or
approved equivalent studies

Syllabus
The study seeks to acquaint students with a wide range of teaching materials, strategies and
curriculum ideas so that they in turn can select those which are consistent with their own
developing educational philosophies and their own capacities. The use of discussion techniques,
146 Subject Descriptions

inquiry and expository modes, field work, simulations, group work, and a range of audiovisual
materials enable the staff and students to explore a number of approaches which might also be
appropriate at the secondary school level. The program includes consideration of philosophical
and theoretical issues, teaching approaches and techniques, curriculum issues, teacher-student
interaction, resources for learning, language and literacy.

Books
Bacon, P led) Focus on Geography Washington: NCSS 1970
Graves. N Geography in Education London: Heinemann 1975
Graves, N (ed) New Movements in the Study and Teaching of Geography Melbourne: Cheshire
1972

Assessment
Negotiated with individual students or groups of students.

METHOD OF TEACHING HISTORY

Prerequisite: Credit of 12 points in History at the Group 2 level, or an approved equivalent.

Syllabus
The major areas covered are: objectives, testing, selection and organisaton of learning activities,
selection and organisation of subject matter, the development of thinking skills, the development
of values, evaluation, and planning.

Books
Ehman, L Toward Effective Instruction in Secondary Social Studies Boston: Houghton Mifflin
1974
Fraenkel, J Helping Students to Think and Value Englewood Cliffs: Prentice-Hall 1973
Raths, L E et al Teaching for Thinking Columbus (Ohio): Merrill 1967
Watts, D G The Learning of History London: Routledge & Kegan Paul 1972

Assessment
Assessment will be negotiated with individual students.

METHOD OF TEACHING LIBRARIANSHIP

Prerequisite: 18 points in Librarianship at the Group 3 level, together with a pass or concurrent
enrolment in Librarianship D or equivalent.

Syllabus
The development of skills to enable students to work effectively with pupils, teachers, and library
staff in the educational program of a school; and to evaluate the effectiveness of the library
program in the school. Case studies and seminar discussions drawn from films, texts, and the
local experience of students, staff and practising teacher-librarians form the basis of this study.
Issues considered include: resource centres in the previous decade; the roles of the teacher-
librarian; implications of different teaching and learning styles for the teacher-librarian and the
resource centre; communication, display and the resource centre.

Preliminary Reading
Focus on People: Selected Papers (ASLA 3rd Conference, Brisbane 1972) Carlton: ASLA 1973
Roe. E Teachers, Librarians and Children: A Study of Libraries revised edn Melbourne: Cheshire
1972
The Role of Libraries in Secondary Education Canberra: AGPS 1971

Assessment
Based on participation in seminars, preparation of practical exercises. presentation of seminar
papers, and submission of written exercises. The total written work for assessment will be 3,000-
4.000 words.
 Bachelor of Education 147

METHOD OF TEACHING MODERN LANGUAGES

This study is available as either a single or double method.
Prerequisite: Either the successful completion of three years of tertiary study, or fluency as a
native speaker in a particular language.
The double method may be undertaken by students who have met the above prerequisite with
respect to two languages.
Students taking the double method follow the same program as those taking the single method,
but are required to undertake one extra compulsory assignment.

Syllabus
A study of principles and practice in modern language teaching, with special emphasis on the
teaching of the language skills by means of audio-oral techniques, material and equipment The
three methods thoroughly discussed are Modified Direct, Audio-Lingual and Audio-Visual. Such
topics as listening comprehension, conversation, reading comprehension, vocabularly, grammar,
pattern practice. composition, and testing are treated in context. Text books and other materials
available are critically examined. Other topics include group work and individualisation, singing
and games, the use of the felt-board, and ABC radio and television language programs.
The method study includes a consideration of the aims and objectives of modern language
teaching, the choice of foreign languages to be taught in Australian schools, and the place of
cultural studies and activities.

Books
Allen, E D 8 Vallette, R M Classroom Techniques: Foreign Languages and English as a Second
Language New York: Harcourt Brace & Jovanovich 1977

Assessment
Single Method: Assessment is based on two assignments, each of 1,500-2,000 words, and on the
student's personal record of lessons taught
Double Method: The same as for a single method as well as the satisfactory completion of one
extra assignment of 1,500-2,000 words.

METHOD OF TEACHING SECONDARY SCIENCE AND

MATHEMATICS
Methods of teaching in the sciences and in mathematics for intending secondary teachers are
organised in three groups The following Methods of teaching are offered:
Group 1 Group 2 Group 3
Junior Science A Biology Junior Science B
Chemistry Further Studies in School
Science
Environmental Science
Physics
Junior Mathematics A Senior Mathematics Junior Mathematics B
Computer Studies Further Studies in School
Mathematics
Group 1 Methods occupy two class hours a week throughout the year. Methods in Groups 2 and 3
occupy one class hour a week throughout the year.
Students with the necessary prerequisites may take either two hours a week or four hours a week
of the above Method studies. There are several conditions on choices within this grouping; these
are:
Students taking four hours a week must select one Method from Group 1.
Junior Science may not be taken in Group 1 and Group 3.
Junior Mathematics may not be taken in Group 1 and Group 3.
Senior Mathematics or Computer Studies may not be taken without either Junior Mathematics
A or B.
Biology, Chemistry, Physics or Environmental Science may not be taken without either Junior
Science A or B.
148 Subject Descriptions

The groupings and related conditions make it possible for students to take Method studies in both
science and mathematics, or to concentrate in either the sciences or in mathematics. It is also
possible to take either science or mathematics Methods in conjunction with a Method study from
outside this grouping.

METHOD OF TEACHING JUNIOR SCIENCE A (Group 1)

This Method is designed to introduce students to the teaching of science in secondary schools,
with an emphasis on science as taught in Years 7-10.
Prerequisite: Credit of 18 points from one of the following subject areas Science, Biology,
Chemistry. Physics, Environmental Science, or an approved equivalent.

Syllabus
An examination of the role of science in the school curriculum. The development and
implementation of school science programs. The impact of a range of textual and curricular
materials. An emphasis is placed on the development of knowledge and skills needed by teachers
of science, especially in relation to laboratory work.

Texts
Australian Science Education Project A Guide to ASEP Victorian Govt Printer 1974
Haysom, J & Sutton. C (eds) Theory into Practice London: McGraw Hill 1974
Education Department of South Australia The Do It Yourself Curriculum Guide Adelaide:
Government Printer 1977

Assessment
Based on satisfactory completion of at least four assignments during the year and on satisfactory
pa rticipation in class work.

METHOD OF TEACHING - JUNIOR MATHEMATICS A (Group 1)

Prerequisite: Credit of at least 18 points in Mathematics subjects.

Syllabus
This Method is intended for those who wish to focus on issues in mathematics teaching,
especially in junior and middle school courses. A strong emphasis is placed on the problems
associated with the transition of pupils from the primary to the secondary school. A detailed
analysis of the methods of presenting important concepts in the classroom is emphasised by
referring to the use of concrete and visual aids. Current trends in curriculum design are
investigated.

Preliminary Reading
Butler, D H & Wren, F L The Teaching of Secondary Mathematics New York: McGraw-Hill 1972
Westwood, P The Remedial Teacher's Handbook Edinburgh: Oliver & Boyd 1975

Assessment
Based on a major paper of at least 1,500 words, an evaluation of a selected mathematical
teaching aid for use in the classroom, the preparation and conduct of a microteaching session,
and participation in sessions.

METHOD OF TEACHING BIOLOGY (Group 2)

Prerequisite: Either credit of 15 points in Biology subjects at Group 2 level together with credit of
9 points in Biology subjects at Group 3 level, or credit of 12 points in Biology subjects at Group 2
level together with a pass or concurrent enrolment in Environmental Science C.

Syllabus
This study provides an introduction to the methods and approaches appropriate to teaching
Biology at the senior secondary level with emphasis on curricula and materials desig ied for
Australian pupils.
 Bachelor of Education 149

The curricular materials produced by the Australian Academy of Science, namely The Web of Life,
are examined closely with respect to the philosophy and rationale of this program and its
implications for the biology teacher. Some attention is given to other biology resource materials
with a view to developing in the student ability to assess their effectiveness. The specific skills
and attitudes required to teach biology as inquiry are investigated.

Preliminary Reading
Anderson, O R Teaching Modern Ideas of Biology New York: Teachers College Press 1972
Klinckman, E BSCS: Biology Teachers' Handbook 2nd edn New York: Wiley 1970
Pullen, M A Handbook of Biology Teaching Methods London: OUP 1973

Text
Morgan, D G led) Biological Science: The Web of Life Text 2nd edn 1973, Students' Manual
Part 1 7th edn 1976, Teachers' Gude Part 1 1976 Canberra: Australian Academy of Science.

Assessment
Based on participation during the year and on the submission of at least two assignments.

METHOD OF TEACHING CHEMISTRY (Group 2)

Prerequisite: Credit of 15 points in Chemistry subjects at Group 2 level, or an approved
equivalent

Syllabus
Topics include: aids to chemistry teaching models/films/loops/programmed materials;
alternative courses and curricular materials; demonstration techniques; teaching strategies;
lesson, unit and syllabus planning; classroom interactions; laboratory organisation, management
and safety: assessment evaluation and diagnosis; item-writing and test construction; and
criterion-referenced testing, mastery learning.
Part 1 is concerned with the rationale and techniques appropriate to the teaching of chemistry at
the senior secondary school level.
Part 2 consists of a series of advanced lectures on the teaching of chemistry at all school levels
as well as a chemical education research project.

Books
A reading guide is issued to students.

Assessment
Part 1: Assessment is based on the submission of at least two assignments.
Part 2: Students are assessed on individually contracted projects.

METHOD OF TEACHING ENVIRONMENTAL SCIENCE (Group 2)

Prerequisite: Either a pass or a concurrent enrolment in Environmental Science C, or an approved
equivalent

Syllabus
This Method considers the teaching of environmental science In post-primary schools. Students
with appropriate backgrounds may be given an opportunity to pursue Method studies In earth
science and agricultural science.
The broad objectives for environmental education; the Stapp-Cox model for environmental
education and its implementation within Victoria. The design, introduction and evaluation of the
Year 12 Environmental Science course; consideration of the role of environmental educaton
within the general school program with emphasis on Years 11 and 12; the evaluation and
utilisation of available curriculum materials and resources in unit planning for various school
levels.
150 Subject Descriptions

Text
Greenall, A Environmental Education A Teachers' Handbook Melbourne: Longman-Cheshire
1978
Reference lists will be provided.

Assessment
Based on participation and the submission of assignments throughout the year.

METHOD OF TEACHING PHYSICS (Group 2)

Prerequisite: Credit of 15 points in Physics subjects at Group 2 level, or an approved equivalent

Syllabus
This study is an introduction to the various aspects of a secondary physics course and its place in
the total curriculum. It includes an outline of the rationale, methodology and learning materials
associated with each of the alternative approaches recommended for the HSC Physics course.
Topics include: aids to physics teaching films, loops, overhead projectors, stroboscopic
photography, programmed materials; alternative courses and curricular materials; lesson, unit
and syllabus planning; laboratory organisation, management and safety; assessment evaluation
and diagnosis; item-writing and test construction; the general principles involved in the design,
supervision and assessment of school-based options; and review of current journal articles on
physics education.

Texts
Haysom, J F & Sutton, C R (eds) Theory into Practice London: McGraw-Hill 1974
Lewis, J L Teaching School Physics Harmondsworth: Penguin 1972

Assessment
Based on participation in sessions throughout the year, and on the submission of at least two
assignments.

METHOD OF TEACHING SENIOR MATHEMATICS (Group 2)

Prerequisite: Credit of at least 36 points in Mathematics subjects, preferably including studies in
each of Pure Mathematics, Applied Mathematics and Statistics. In addition, students are required
to have passed or to be enrolled in Method of Teaching Junior Mathematics A or B.

Syllabus
Topics include the methods of teaching some of the important topics in senior secondary
mathematics; skills and concepts, and their interconnection, which one can realistically expect of
students at various stages of their secondary schooling; concepts found to present special
difficulties, and relevant teaching strategies; resource available to teachers and students of
mathematics at the senior level; problem-solving; examination techniques; 'alternative' courses.

Books
Butler, D H & Wren, F L The Teaching of Secondary Mathematics New York: McGraw-Hill 1972
Fawcett, H P & Cummins, K B The Teaching of Mathematics from Counting to Calculus Columbus
(Ohio): Merrill 1970
Marjoram, D T E Teaching Mathematics London: Heinemann
Polya, G How to Solve it Princeton (NJ): Princeton Univ Press

Assessment
Based on participation in classes throughout the year, a seminar paper of approximately 1,500
words, and a number of short assignments.

METHOD OF TEACHING COMPUTER STUDIES (Group 2)

Prerequisite: Mathematics B41 or an approved equivalent In addition, students are required to
have passed or to be enrolled in Method of Teaching Junior Mathematics A or B.
 Bachelor of Education 151

Syllabus
The place of computer studies in the school curriculum: The nature of computer science;
informatics versus information science. Computer appreciation versus computer-science
courses; cross-discipline computer studies; the relationship of computer science in
mathematics. Computer-assisted instruction, computer-managed instruction and computer-
supported instruction.
Suitable equipment and resources: Setting up a school computer laboratory remote facilities,
mini-computer systems, microcomputers. Curriculum projects concerned with computers SMP
Compak, 'The computer: your obediently', Computer Education in Schools, etc. Simulation
Packages.
Computer science syllabuses: The HSC Computer Science syllabus is considered in detail and
compared with some English O- and A-level syllabuses and approaches in other Australian
States.

Books
British Computer Society Schools Committee, Resources Working Party (Chairman: J Shelley)
Computer Educational Aids and Resources for Teachers London: NCAVE 1977
Computer Education The Journal of the Computer Education Group
Conference Board of the Mathematical Sciences, Committee on Computer Education (Chairman:
E G Begle) Recommendations Regarding Computers in High School Education Washington
DC: CBMS 1972
IFIP Working Group on Secondary School Education (Chairman: W F Atkinson) revised edn
Geneva: IFIP 1974

Assessment
Based on an essay of about 1,500 words; a major project under the direction of the lecturer, e.g.
the preparation and presentation of a short program or lesson on a computer-related topic; and
participation in class work.

METHOD OF TEACHING JUNIOR MATHEMATICS B (Group 3)

Prerequisite: Credit of at least 18 points in Mathematics subjects

Syllabus
This study is similar to Method of Teaching Junior Mathematics A, but focuses only on
fundamental issues in junior and middle school mathematics teaching. The emphasis Is on the
use of aids and teaching strategies in the classroom.

Books
As for Method of Teaching Junior Mathematics A.

Assessment
Based on a paper of no fewer than 1,500 words and a written evaluation of a selected teaching
aid.

METHOD OF TEACHING FURTHER STUDIES IN SCHOOL

SCIENCE (Group 3)
This Method study is intended for students specialising in science methods.
Prerequisite: This Method may be taken only in conjunction with Method of Teaching Biology
or Chemistry or Environmental Science or Physics.

Syllabus
An examination of innovations in science education, and contemporary Issues concerned with
teaching science in schools. Students undertake a project related to one of these aspects.
152 Subject Descriptions

Books
Students are expected to consult recent research literature in such journals as Australian
Science Teachers Journal, American Biology Teacher, Education in Chemistry, Journal of
Research in Science Teaching, The School Science Review, Science Education and The Physics
Teacher.

Assessment
Based on a project of about 3,500 words.

METHOD OF TEACHING JUNIOR SCIENCE B (Group 3)

Prerequisite: Credit of 18 points from one of the following subject areas Science, Biology,
Chemistry, Physics, Environmental Science, or an approved equivalent.

Syllabus
This Method study is designed to introduce students to the teaching of science in secondary
schools. It is designed to be taken in conjunction with studies in mathematics methods or with a
combination of mathematics and a senior secondary school science method.
The Method is similar to Method of Teaching Junior Science A. but focuses only on
fundamental issues in science teaching in Years 7-10.

Books
As for Method of Teaching Junior Science A.

Assessment
Based on performance of two or more assignments during the year and on satisfactory
participation in class work.

METHOD OF TEACHING FURTHER STUDIES IN SCHOOL

MATHEMATICS (Group 3)

Preprequisite: This Method may be taken only in conjunction with Method of Teaching Senior
Mathematics.

Syllabus
Students explore in depth some aspects of contemporary mathematics teaching. Areas for
special study may include the development of teaching aids and materials, the development and/
or the evaluation of curricular materials, catering for gifted children. Students have the oppor-
tunity to investigate other areas.

Books
As for Method of Teaching Senior Mathematics.

Assessment
Based on participation in classes throughout the year, and a major project under the direction of
the lecturer, e.g. tutoring a student and keeping a journal as a record of progress and planning or
bridging the gap between mathematics and other subjects in secondary curricula.

METHOD OF TEACHING SOCIAL STUDIES AND

POLITICS

This study constitutes a single method, and is organised in a core-elective structure. It is

designed to prepare teachers for teaching integrated studies programs in junior and middle forms
in secondary and technical schools, together with either integrated programs, or politics at the
senior level.
The program comprises two class-hours a week throughout the year, made up of a core study of
appropriate social studies methodologies with electives offered later in the year in politics units
and senior social studies units. Class hours are organised as seminars, discussion, tutorials, and
field work.
 Bachelor of Education 153

Prerequisite: Students should have at least 12 points at Group 2 level in one of the academic dis-
ciplines appropriate to the methods, i.e., anthropology, criminology, economics, geography,
history, philosophy, politics, psychology. or sociology. A credit of 12 points in Politics at the Group
2 level, or an approved equivalent is required for the Politics method elective.

CORE
(Social Studies Method for Junior and Middle Schools.)

Syllabus
This program is a preparation for the teaching of social studies, general studies, and aspects of
history and geography at junior and middle levels in secondary and technical schools. Issues
considered include: contemporary definitions of social studies in secondary education; educa-
tional objectives that might be pursued through social studies; possible course structures rele-
vant to a study of society by adolescents; the teacher-pupil relationship, group methods, selec-
tion of subject content, and evaluation techniques available to people in the area of social studies.
Approaches include: conve tional classes, and interdisciplinary sessions in which Methods of
Teaching History, and Social Studies may be joined around common issues.

Books
Boutwell, C E Getting it All Together in the New Social Studies San Rafael: Leswing Press 1972
Dufty, D G led) Teaching about Socie ty: Problems and Possibilities Kent Town (SA): Rigby 1970
Dufty, D G et al Seeing it Their Way Ideas, Activities and Resources for Intercultural Studies
Terrey Hills (NSW): Reed 1975
Morrisett I fed) Concepts and Structure and the New Social Science Curricula New York:
Rinehart & Winston 1967

Assessment
Assessment is based on participation in classes, and the submission of written work which may
be either:
1 (a). The progressive preparation of a notebook of observations about, and reflections upon, the
teaching of the subject;
(b). The eventual review of a program of learning experience already designed for students in
schools, presented in any of the following forms as assignment, a unit of work, a text
book, a syllabus, a school curriculum, etc.
or
2. An equivalent piece of work as negotiated by staff member and student.

ELECTIVES
1.Politics Method

Syllabus
Teaching strategies appropriate for senior students, the identification of objectives in unders-
tanding concepts in politics, the management of resources, and the consolidation of skills in
research and expression.

Books
As for core study above.

Assessment
As for core study above

2. Senior Social Studies Method

(This elective is offered as an alternative to the Politics method elective.)

Syllabus
A preparation for teaching integrated social studies programs at the senior level. Attention is
given to integrated programs currently offered in schools; the choice and development of topics;
approaches to the design of assignments; activities and resources to cater for ranges of
individual difference, including language and literacy.
154 Subject Descriptions

Books
As for core study above.

Assessment
As for core study above.

ENGLISH
Outline of Structures
Studies for a major in English
First Year English A 9 points
Second Year English B1 8 points}
12 points
plus one of B2 to B10 4 points
Third Year English Cl 8 points
12 points
plus one of C2 to C10 4 points
First and second years constitute a sub-major in English and permit a student to study Method of
Teaching English.

Additional studies in English

Second Year up to three B electives B2 to B10. These may be studied over more than one
year if desired.
Third Year
(a) up to three C electives C2 to C10. These may be studied over more than one year if desired.
(b) English CF, 9 points. This subject is designed for fourth year students who are unable to take
English C because of school experience commitments and who are ineligible for English D. It
does not constitute a major in English and students taking this subject cannot proceed to
English D.
(c) English C1, 8 points. This does not complete a major in English nor constitute any pa rt of a
major study and students taking this subject cannot proceed to English D.
Fourth Year
(a) English D1 5 points
plus English D2 4 points 9 points
(b) English D1 5 points
(c) English D2 4 points.

Other related subjects in the third and fourth years

Language in Education (6 points) this subject is available to all students, not merely students of
English. See the entry under alphabetical listings.
Drama English (12 points) this subject is available to Drama and English students who have
a credit of 12 points in either Drama or English at the Group 2 level. See the entry under Drama
listings.

ENGLISH A (ENA00) 9 points

One or two 1-hour discussion classes, depending on staffing, and two 1-hour lectures a week
throughout the year. Attendance at tutorials is obligatory unless other arrangements are made.
Prerequisite: There are no preprequisites in this subject, but as this is primarily a literature-based
subject, a pass in HSC English Literature is an advantage.

SECTION A LITERATURE
Syllabus
This is essentially an introduction to the concentrated study and critical evaluation of works of
literature. The subject is designed to acquaint students with a wide range of literature, and to
involve a consideration of the various possibilities of artistic expression. The texts to be studied
are predominantly English; however, some significant works will be studied in translation.
 Bachelor of Education 155

Books
Books marked with an asterisk (1 will be given special study.

Preliminary Reading
Coombes, H Literature and Criticism Harmondsworth: Penguin 1970
Drew, E Poetry: A Modern Guide New York: Dell 1965
Macleish, A Poetry and Experience Harmondsworth: Penguin 1965
Bailey. R F A Survival Kit for Writing English Melbourne: Longman 1976

Prescribed
Poetry
'Donne, J Poems (ed Hayward, J) Harmondsworth: Penguin 1969
Dickinson, E Selected Poems London: Heineman 1973
Eliot. T S Collected Poems London: Faber and Fabe 1974
Fiction
'Dickens. C Hard Times Harmondsworth: Penguin 1971
*Tolstoy, L Anna Karenin Harmondsworth: Penguin 1969
'Forster, E M A Passage to India Harmondsworth: Penguin 1969
Woolf, V To The Lighthouse St Albans (Herts): Panther 1977
Waugh, E Decline and Fall Harmondsworth: Penguin 1969
Vonnegut, K Jnr Mother Night St Albans (Herts): Panther 1975
Drama
'Aeschylus Agamemnon in The Oresteian Trilogy (trans Rehm, R) Melbourne: Hawthorn Press
1978
'Shakespeare. W King Lear New York: Signet 1975
Jonson, B Volpone Tonbridge: New Mermaid 1968
Chekhov, A Three Sisters Harmondsworth: Penguin 1970
Shaw, G. B Heartbreak House Harmondsworth: Penguin 1977

Assessment
Based on written assignments, class papers and one 3-hour paper at the end of the year.

SECTION B LANGUAGE STUDIES

Syllabus
A brief introduction to some aspects of the study of the English language. A detailed syllabus will
be supplied at the begining of the year.

Assessment
Based on written assignments.

ENGLISH B SUBJECTS
A second year major study in English comprises the study of English B1 plus one B elective unit
B2 to 810. English B1 cannot be taken as an independent subject but must be taken
simultaneously with at least one of the electives B2 to B10.
As well, up to three other 8 electives B2 to 810 may be studied (spread over more than one year) if
desired.

ENGLISH B1 (ENB01) 8 points

English Literature from the Romantics to the Moderns
Two 1-hour lectures and one 1-hour tutorial a week throughout the academic year. Attendance at
tutorials is obligatory unless other arrangements are made.
Prerequisite: English A or an approved equivalent.

Syllabus
The study of selected nineteenth and twentieth century English poetry and fiction.
156 Subject Descriptions

Reading
Books marked with an asterisk (1 should be purchased by students.

Preliminary Reading
Furst, L R Romanticism London: Methuen 1969
Leavis, F R New Bearings in English Poetry London: Chatto & Windus 1950
Leavis, F R Revaluation London: Chatto & Windus 1936
(Students are strongly advised to read the novels before lectures begin.)

Prescribed
Poetry in the late eighteenth and nineteenth centuries
Price. M (ed) The Restoration and the Eighteenth Century (The Oxford Anthology of English
Literature Part 3) New York: OUP 1973 (useful though not essential, but will be used later in
English Cl)
'Bloom, H & Trilling, L (eds) Romantic Poetry and Prose (The Oxford Anthology of English
Literature Part 4) New York: OUP 1973
(The selections from Blake in this anthology need to be supplemented by the Penguin text below,
and any student making a special study of Wordsworth, Coleridge or Keats should purchase the
particular, more comprehensive, volume listed below.)
'Blake. W Songs of Innocence and Experience Harmondsworth: Penguin
Wordsworth, W Selected Poetry New York: Modern Library 1974
Coleridge, S T The Portable Coleridge New York: Viking 1961
Keats, J Complete Poetry and Selected Prose New York: Modern Library 1951
Poetry in the twentieth century
'Jeffares, A N (ed) W B Yeats Selected Poetry London: Macmillan Educ 1974
'Eliot, T S Collected Poems 1909-1962 new edn London: Faber 1974
'Auden, W H Collected Shorter Poems 1927-1957 London: Faber 1966
Fiction The nineteenth and twentieth century novel
'Austen, J Persuasion Harmondsworth: Penguin 1970
'Bronte, E Wuthering Heights London: Everyman Paperback 1975
'Dickens, C Bleak House Harmondsworth: Penguin 1971
'Eliot, G Middlemarch Harmondsworth: Penguin 1970
'Hardy, T Tess of the D'Urbervilles London: Papermac 1971
'Conrad, J Victory Harmondsworth: Penguin 1970
'Joyce, J A Portrait of the Artist as a Young Man Harmondsworth: Penguin 1969
'Lawrence, D H Women in Love Harmondsworth: Penguin 1969
'Golding, W The Inheritors London: Faber 1973

Assessment
Based on tests, essays and class papers, and on examinations at the end of the year.

ENGLISH B2 (ENB02) 4 points

Australian Literature
Nine 1-hour lectures and eighteen 1-hour tutorials throughout the academic year three
lectures and six tutorials a term. Attendance at tutorials is obligatory unless other arrangements
are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English B1 or who
have passed English B1 or its equivalent in a previous year. Students who have satisfactorily
completed the Australian Literature elective of English B or English C cannot enrol in this subject.

Syllabus
An introduction to the 200 years of Australian fiction, poetry, and drama through a study of key
texts.
 Bachelor of Education 157

Reading
Preliminary Reading
Serle, G From Deserts the Prophets Come Melbourne: Heinemann 1973
Dutton, G (ed) The Literature of Australia 2nd edn Ringwood (Vic): Penguin 1976

Prescribed
'McAuley. J A Map of Australian Verse Melbourne: OUP 1975
'Hope, A D Collected Poems Cremorne (NSW): Angus & Robertson 1971
'Wright, J Collected Poems Cremorne (NSW): Angus & Robertson 1971
'Lawson, H The Bush Undertaker and Other Stories (Selected by Colin Roderick) Cremorne
(NSW): Angus & Robertson 1974
'Richardson, H H Australia Felix Ringwood (Vic): Penguin 1971
'Stead, C The Man Who Loved Children Ringwood (Vic): Penguin 1975
'White, P The Tree of Man Ringwood (Vic): Penguin 1961
*Malout, D Johnno Ringwood (Vic): Penguin 1976
'Waten, J & Murray-Smith, S Classic Australian Short Stories Melbourne: Wren 1974
'Lawler, R Summer of the Seventeenth Doll Sydney: Currency Press 1978
'White. P Four Plays Melbourne: Sun Books 1967
'Hibberd, J A Stretch of the Imagination Sydney: Currency Press 1978

Assessment
Based on essays and exercises completed throughout the year and in end-of-year examinations
if necessary.

ENGLISH B3 (ENB03) 4 points

Modern Drama
Eighteen 1 '/-hour sessions throughout the academic year - six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English B1 or who
have passed English B1 or its equivalent in a previous year. Students who have satisfactorily
completed the Modern Drama elective of English B or English C cannot enrol in this subject.

Syllabus
A study of selected modern plays.

Reading
Preliminary Reading
Williams, R Drama from Ibsen to Brecht Harmondsworth: Penguin 1973

Prescribed
'Beckett, S Endgame London: Faber 1964
'Bergman, I Scenes from a Marnage New York: Bantam 1974
' Bond, E Bingo London: Eyre Methuen 1974
'Brecht, B Mother Courage and her Children London: Methuen 1962
'Ibsen, H Hedda Gabler Harmondsworth: Penguin 1961
'Lowell, R The Old Glory London: Faber 1966
'Miller, A The Crucible Harmondsworth: Penguin 1968
'O'Neill, E The Iceman Cometh London: Cape 1966
'Pinter, H No Man's Land London: Eyre Methuen 1975
'Stoppard, T Rosenkrantz and Guildenstern are Dead London: Faber 1967
'Strindberg, A The Dance of Death New York: Doubleday 1960
'Weiss, P Marat-Sade London: Calder & Boyars 1965

Assessment
Based on assignment work. There may be an examination at the end of the year.
158 Subject Descriptions

ENGLISH B4 (ENB04) 4 points

American Literature
Twenty-seven hours of classes which may consist of seminars or lectures and/or tutorials. It is
probable that the subject will be taught in eighteen 11/2-hour sessions. Attendance at these
sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English B1 or
have passed English B1 or its equivalent in a previous year. Students who have satisfactorily
completed the American Literature elective of English B or C cannot enrol in this subject.

Syllabus
A study of selected American poetry and prose.

Reading
Preliminary Reading
Cunliffe, M The Literature of the United States Harmondsworth: Penguin 1960

Prescribed
'Hawthorne, N The Scarlet Letter New York: Signet 1960
'Melville, H Moby Dick Harmondsworth: Penguin 1972
'Twain, M The Adventures of Huckleberry Finn Harmondsworth: Penguin 1970
'James, H What Maisie Knew Harmondsworth: Penguin 1966
'Fitzgerald, F S The Great GatsbyHarmondsworth: Penguin 1969
'Nabokov, V Lolita London: Corgi 1961
'Faulkner, W As I Lay Dying Harmondsworth: Penguin 1960
'Bellow, S Hezog Harmondsworth: Penguin 1969
'Whitman, W Leaves of Grass New York: Signet 1955
'Raban, J fed) Robert Lowell's Poems: A Selection London: Faber 1974
'Moore, G led) The Penguin Book of American Verse Harmondsworth: Penguin 1977

Assessment
Includes consideration of students' essays, papers, and contributions to tutorial discussion,
together with a final examination if required.

ENGLISH B5 (ENBO5) 4 points

Literature in the Classroom
Eighteen 11/2-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English 81 or who
have passed English 81 or its equivalent in a previous year.

Syllabus
An introduction to theories and practices of literature in the classroom. Aspects of the teaching of
fiction (including adolescent literature), poetry, and drama will be related to school texts.

Reading
Preliminary Reading
Department of Education and Science A Language for Life London: HMSO 1975

Prescribed
D'Arcy, P Reading for Meaning London: Hutchinson 1973
'Dunning, S 8 Howes, A B Literature for Adolescents Glenview (Ill): Scott Foresman 1975
'Grugeon, D Language and Literature Milton Keynes: Open University Press 1973
Hunt, P 'The Central Role of Literature in English Teaching' ACES Review vol 4 nos 5 & 6 1977, vol
5no11978
 Bachelor of Education 159

'Rosenblatt, L Literature as Exploration London: Heinemann 1970

'Watson, K D & Eagleson, R P English in Secondary Schools: Today and Tomorrow Ashfield
(NSW): English Teachers' Association of NSW 1977
Whitehead, F Children's Reading Interests London: Evans Methuen 1975
'Mallick D et a/ The Growing Green South Yarra (Vic): Heinemann 1976
'Dickinson, P The Gift Harmondsworth: Puffin 1975
'Garfield, L Devil-in-the-Fog London: Longman 1973
'Garner, A The Owl Service London: William Collins 1967
'Mayne, W The Jersey Shore Harmondsworth: Puffin 1976
'Sutcliff, R Dawn Wind London: OUP 1961

Assessment
Based on essays and exercises completed throughout the year.

ENGLISH B6 (ENB06) 4 points

Approaches to Writing
Eighteen 1v2-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English B1 or who
have passed English B1 or its equivalent in a previous year.

Syllabus
This subject offers an introduction to modern theories of writing and their pedagogical
implications, and the opportunity for students to write in various forms (personal, expository,
imaginative).

Reading
Preliminary Reading
'Davis, D F et al Towards a Taxonomy of Essay Functions Melbourne: Australian International
Press & Publications 1978

Prescribed
Britton, J The Development of Writing Abilities 11.18 London: Macmillan 1975
'Burgess. C et al Understanding Children Writing Harmondsworth: Penguin 1973
'Elbow. P Writing Without Teachers London: OUP 1973
'Grugeon, D Language and Literature Milton Keynes: Open University Press 1973
Harpin, W The Second 'R': Writing Development in the Junior Schoo/London: Allen & Unwin 1976
'Martin, N et al Writing and Learning Across the Curriculum 11-16 London: Ward Lock 1976
'Moffett, J Teaching the Universe of Discourse Boston: Houghton, Mifflin 1968
'Powell, B Making Poetry Toronto: Collier-Macmillan 1973
Walshe, R 'Teaching Writing: A Great Advance is Possible' in English in Teacher Education (eds)
M Gill d W Crocker Armidale (NSW): University of New England Press 1977
'Watson, K D 8 Eagleson, R P English in Secondary Schools: Today and Tomorrow Ashfield
(NSW): English Teachers' Association of NSW 1977
Williams, J T Learning to Write, or Writing to Learn London: NFER 1977

Assessment
Based on essays and exercises completed throughout the year.

ENGLISH B7 (ENB07) 4 points

This subject will not be offered in 1980.

History of the English Language

Eighteen 11/2-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.
160 Subject Descriptions

Special Requirement
This subject may be taken only by those students who are currently enrolled in English B1 or who
have passed English B1 or its equivalent in a previous year.

Syllabus
This subject covers the history of the English language from Anglo-Saxon to modern times. As
well as giving students an insight into the process of linguistic change, the subject bases much of
its work on the language as used in literary texts, and so should be of help to students in reaching
a fuller and more accurate understanding of the literature of different periods. The subject
concludes with a study of some of the varieties of present-day English, and the forces for change
at work within it.

Reading
Preliminary Reading
Potter, S Our Language Harmondsworth: Penguin 1961

Prescribed
'Baugh, A C & Cable, T A History of the English Language London: RKP 1978
Strang, B A History of English London: Methuen 1970
Foster, B The Changing English Language Harmondsworth: Penguin 1970
(Students will be supplied with samples of texts from different periods.)

Assessment
Based on assignment work. There may be an examination at the end of the year.

ENGLISH B8 (ENB08) 4 points

Language in Education 1
Eighteen 1'12-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English B1 or who
have passed English B1 or its equivalent in a previous year.

Syllabus
An introduction to the nature of language, with particular reference to those aspects relevant to
teaching. The subject will examine such areas as: language as a sign system, language and
thought, variety of language function, language and social context, and language in the
classroom.

Reading
Preliminary Reading
Committee of Inquiry into Reading and the Use of English (UK): A Language for Life (Bullock
Report) London: HMSO 1975

Prescribed
Barnes. D From Communication to Curriculum Harmondsworth: Penguin 1976
Barnes, D, Britton, J & Rosen. H Language, the Learner and the School Harmondsworth: Penguin
1974
Martin, N et al Writing and Learning Across the Curriculum 11-16 London: Ward Lock 1976
Torbe, M & Protherough, R Classroom Encounters London: Ward Lock 1976
Wilkinson, A Language and Education London: OUP 1975

Assessment
Based on assignment work. There may be an examination at the end of the year.

ENGLISH B9 (ENB09) 4 points

This subject will not be offered in 1980.

 Bachelor of Education 161

Language in Education 2
Eighteen 172-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English B1 or who
have passed English BI or its equivalent in a previous year, and who have satisfactorily
completed English B8.

Syllabus
A study of the processes by which the child masters language. The major areas of concern will be
language acquisition and reading.

Reading
Preliminary Reading
Britton, J Language and Learning Harmondsworth: Penguin 1970

Prescribed
Crystal. D Child Language, Learning and Linguistics London: Edward Arnold 1976
D'Arcy, P Reading for Meaning. Vol 1: Learning to Read London: Hutchinson 1973
Halliday. M Learning How to Mean London: Edward Arnold 1975
Smith, F Reading Cambridge: CUP 1978
Wilkinson, A The Foundations of Language London: OUP 1971

Assessment
Based on assignment work. There may be an examination at the end of the year.

ENGLISH B10 (ENB10) 4 points

English in Education

Eighteen 172-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirements
This subject may be taken only by those students who are currently enrolled in English B1 or whd
have passed English B1 or its equivalent in a previous year. Students who have satisfactorily
completed the English in Education elective of English B or English C cannot enrol in this subject.

Syllabus
This elective is an introduction to the teaching of English, to the place of English in education, and
to the uses of English in the community. It will investigate issues of particular relevance to
students intending to teach in secondary schools. Those who, at a later date, undertake
Education 4A, or Education 4B, and School Experience, will find that this elective provides a
context within which to consider the practical issues associated with teaching 'literature and
English language in schools.
Topics for this elective centre on: the historical development of the teaching of English In
Australia. the United States of America and the United Kingdom; the aims, content and
methodology of English in Australia. particularly in secondary school curricula; and the uses of
English in the community, including a consideration of the concept of literacy.
A range of approaches to teaching and learning Is used In the classes held, Including formal
approaches group work, seminars, workshops and individual papers.

Reading
Prescribed
Applebee, A N Tradition and Reform in the Teaching of English Urbana: National Council of
Teachers of English 1974
Barnes, D, Britten, J & Rosen, H Language, the Learner and the School Harmondsworth: Penguin
1971
162 Subject Descriptions

Committee of Inquiry into Reading and the Use of English (UK) A Language for Life (Bullock
Report) London: HMSO 1975
Crocker, W J & Gill, M (eds) English in Teacher Education Armidale (NSW): University of New
England 1977
Mathieson, M The Preachers of Culture London: Allen & Unwin 1975

Assessment
Based on tests, essays and class papers, and on examinations at the end of the year.

ENGLISH C SUBJECTS
A third year major study in English comprises the study of English Cl plus one C elective unit. As
well, up to three other C elective units may be studied (spread over more than one year if desired).

ENGLISH Cl (ENC01) 8 points

English Literature from Chaucer to the Eighteenth Century
Four hours a week seminars or lectures and/or tutorials throughout the academic year.
Attendance at classes is obligatory unless other arrangements are made.
Prerequisite: Credit of 12 points in English at Group 2 level, including English B1, or equivalent

Syllabus
A study of selected poetry, prose and drama from Chaucer to the eighteenth century.

Reading
Preliminary Reading
Leavis, F R The Common Pursuit Harmondsworth: Penguin 1973
Saunders, M Developments in English Teaching London: Open Books 1976
Thompson, D (ed) Discrimination and Popular Culture Harmondsworth: Penguin 1970

Prescribed
'Hollander, J & Kermode, F (eds) The Literature of Renaissance England (The Oxford Anthology of
English Literature Part 2) New York: OUP 1973
'Price, M (ed) The Restoration and the Eighteenth Century (The Oxford Anthology of English
Literature Part 3) New York: OUP 1973
Much of the work in the subject is based on the above volumes which include the complete texts
of two plays to be studied: Dr Faustus by Christopher Marlowe, and The Tempest by William
Shakespeare. Students making a special study of a particular author will generally need a more
comprehensive collection of the author's works than the anthology provides; in these cases the
following texts are recommended:
Muir, K fed) Collected Poems of Sir Thomas Wyatt London: RKP 1949
Warnke, R (ed) Donne: Complete Poetry and Selected Prose New York: Random House
Parfitt, J led) Ben Jonson The Complete Poems Harmondsworth: Penguin 1975
Summers, J H led) George Herbert New York: Signet 1964
Donno, E S (ed) Andrew Marvell The Complete Poems Harmondsworth: Penguin 1976
All students must also have the following texts:
'Cawley, A C (ed) Canterbury Tales London: Everyman 1958 -
'Cawley, A C (ed) Everyman and Medieval Miracle Plays London: Everyman 1965
'Shakespeare, W Hamlet New York: Signet 1963
'Shakespeare, W Henry IV Part I New York: Signet 1965
'Shakespeare, W Othello New York: Signet 1965
'Shakespeare, W Twelfth Night New York: Signet 1965
'Shakespeare, W Sonnets New York: Signet 1964
Jonson, B Volpone in Three Comedies Harmondsworth: Penguin 1966
'Middleton, T The Changeling in Salgado, G (ed) Three Jacobean Tragedies Harmondsworth:
Penguin 1966
'Milton, J Paradise Lost New York: Rinehart 1951
'Pope, A Complete Poems London: Methuen 1963 or Collected Poems London: Everyman 1963
'Swift, J Gulliver's Travels Harmondsworth: Penguin 1970
 Bachelor of Education 163

Assessment
Includes consideration of students' essays, papers, and contributions to tutorial discussions,
together with a final examination.

ENGLISH CF (ENC70) 9 points

This subject is designed for fourth year students who are unable to take English Cl (because of
school experience commitments) and who are ineligible for English D1 and D2.
Four hours a week, except during periods of school experience. Attendance at classes is
obligatory unless other arrangements are made.
Prerequisite: Credit of 12 points in English at Group 2 level, including English B1, or equivalent.
All other details are as for English Cl, with some minor alterations and additions. Students will be
advised of the variations.

ENGLISH C2 (ENCO2) 4 points

Australian Literature
Nine 1-hour lectures and eighteen 1-hour tutorials throughout the academic year three
lectures and six tutorials a term Attendance at tutorials is obligatory unless other arrangements
are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English Cl or who
have passed English Cl or its equivalent in a previous year. Students who have satisfactorily
completed the Austraian Literature elective of English B or English C cannot enrol in this subject.
Other details are as for English 82.

ENGLISH C3 (ENC03) 4 points

Modern Drama
Eighteen 1'/2-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English Cl or who
have passed English Cl or its equivalent in a previous year. Students who have satisfactorily
completed the Modern Drama elective of English B or English C cannot enrol In this subject.
Other details are as for English 83.

ENGLISH C4 (ENC04) 4 points

American Literature
Twenty-seven hours of classes a year, which may consist of seminars or lectures and/or tutorials.
It is probable that the subject will be taught In eighteen 1' /2-hour sessions. Attendance at these
sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English Cl or who
have passed English Cl or its equivalent in a previous year. Students who have satisfactorily
completed the American Literature elective of English B or English C cannot enrol in this subject.
Other details are as for English 84.

ENGLISH C5 (ENC05) 4 points

Literature in the Classroom
Eighteen 11/2-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.
164 Subject Descriptions

Special Requirement
This subject may be taken only by those students who are currently enrolled in English Cl or who
have passed English Cl or its equivalent in a previous year.
Other details are as for English 85.

ENGLISH C6 (ENC06) 4 points

Approaches to Writing
Eighteen 11/2-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English Cl or who
have passed English Cl or its equivalent in a previous year.
Other details are as for English 86.

ENGLISH C7 (ENCO7) 4 points

This subject will not be offered in 1980.

History of the English Language

Eighteen 1'/2-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English Cl or who
have passed English Cl or its equivalent in a previous year.
Other details are as for English 87.

ENGLISH C8 (ENCO8) 4 points

Language in Education 1
Eighteen 11/2-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English Cl or who
have passed English Cl or its equivalent in a previous year.
Other details are as for English 88.

ENGLISH C9 (ENCO9) 4 points

This subject will not be offered in 1980.

Language in Education 2
Eighteen 1'/rhour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.

Special Requirement
This subject may be taken only by those students who are currently enrolled in English Cl or who
have passed English Cl or its equivalent in a previous year, and who have satisfactorily
completed English B8 or English C8.
Other details are as for English 89.

ENGLISH C10 (ENC1O) 4 points

English in Education
Eighteen 11/2-hour sessions throughout the academic year six sessions a term. Attendance at
these sessions is obligatory unless other arrangements are made.
 Bachelor of Education 165

Special Requirement
This subject may be taken only by those students who are currently enrolled in English Cl or who
have passed English Cl or its equivalent in a previous year. Students who have satisfactorily
completed the English in Education elective of English B or English C cannot enrol in this subject.
Other details are as for English 1310.

ENGLISH D SUBJECTS
A fourth year major study in English comprises the study of English D1 and English D2, but either
of these units may be studied separately.

ENGLISH D1 (END01) 5 points

Theories of Literary Criticism and the Twentieth Century Novel
Two 2-hour classes a week throughout the academic year, except during block rounds of school
experience.
Prerequisite: Credit of 12 points in English at Group 3 level, including English Cl, or equivalent.

Syllabus
This subject examines assumptions underlying theories of literary criticism, with special
reference to novels of the twentieth century. Aspects of the novel as philosophy, fable, and myth,
as well as the experimental and comic novel, are also studied.

Reading
Preliminary Reading
Wellek, R 8 Warren, A A Theory of Literature Harmondsworth: Penguin 1975

Prescribed
'Lodge. D led) Twentieth Century Literary Criticism: A Reader London: Longman 1977
'Camus, A The Outsider Harmondsworth: Penguin 1963
'Waugh. E Brideshead Revisited Harmondsworth: Penguin 1968
'Kafka. F The Trial Harmondsworth: Penguin 1975
'Orwell. G Animal Farm Harmondsworth: Penguin 1975
'Mann. T Or Faustus Harmondsworth: Penguin 1973
'Joyce. J Ulysses Harmondsworth: Penguin 1974
'Fowles, J The French Lieutenant's Woman London: Panther 1973
'Kesey. K One Flew Over The Cuckoo's Nest London: Picador 1973
'Waterhouse, K Billy Liar London: Joseph 1973

Assessment
Continuous and based on essays and exercises completed throughout the year.

ENGLISH D2 (END02) 4 points

English D Elective Study
A study conducted throughout the academic year. Contact-time with supervisor to be mutually
arranged.

Special Requirements
The administration of this subject will be the responsibility of the lecturer-in-charge of English D1.
After discussion with him/her, students will submit, by Easter, an outline of the work they wish to
pursue. On approval of this, they will then be attached to an appropriate member of the
department who will supervise their work throughout the year. Supervisors will be responsible for
assistance with reading lists. discussion, and the development of drafts. The supervisor will notify
the lecturer-in-charge of English D1 of progress at the end of May and at the end of July. Two
Copies of the final draft must be submitted no later than 30 September, preferably typed.
Prerequisite: Credit of 12 points in English at Group 3 level, including English Cl, or equivalent.
166 Subject Descriptions

Syllabus
This subject allows students with an English major to work under supervision in an area of
individual interest. Students will pursue a study in one of the following areas:
(a) Long Essay: A detailed critical study of an aspect of literature (7,500 words).
(b) Research Project: A substantial inquiry into an aspect of English in secondary schools.
(c) Imaginative Writing: Critical reviews of contemporary Australian imaginative writing together
with the producton of a substantial piece, or a folio, of fiction, poetry or drama.

Preliminary Reading
The MLA Style Sheet 2nd edn New York: Modern Language Association of America 1970
Reference lists will be arranged with supervisor.

Assessment
Assessment will be carried out by the supervisor and one other member of the Department.

ENVIRONMENTAL SCIENCE 131 (ESB01) 9 points

Approximately 100 hours (or equivalent) of lecture/seminar/tutorial classes and approximately
70 hours (or equivalent) of laboratory classes, excursions, projects and reading assignments
throughout the year. Students will gain experience in research using library and other resources.
Credit may not be granted for this subject as well as Science A3.

Special Requirement
Participation in all class activities, excursions and the completion of all assignments and projects
is compulsory.
Prerequisite: Physical Science A or an approved equivalent.

Syllabus
The content of the subject is concerned with the physical world as man's environment and the
impact of man upon the environment. Principal topics include: The Physical World; Earth's Solid
Surface and Below; Natural Processes at the Earth's Surface; Natural Resources and Man's
Interaction with the Environment; Characteristics of the Atmosphere; Earth's Energy Balance;
Global and Local Patterns of Air Movement; Condensation and Precipitation; Weather Patterns;
The Contaminated Atmosphere; The Hydrosphere Man's Impact on the Hydrological Cycle;
Climate, Man and the City; The Influence of Climate on Architecture; Climate, Industry and
Transport; Plants, Animals and Climate; Temporal Changes in Climatic Boundaries.

Books
Full details of all references and reading material will be given during the year.

Assessment
Assessment comprises two major parts: the first part is in the form of two 2-hour and one 1'/2-hour
examination and on the quality of assignment, seminar, project work and on laboratory and
excursion reports throughout the year; the second part covers a literature survey which will be
assessed through assignments, a bibliography, and a final report

ENVIRONMENTAL SCIENCE B2 (ESB02) 9 points

Six 1-hour classes a week throughout fhe year.

Special Requirement
Participation in all class activities and the completion of all assignments and projects is
compulsory.
Prerequisite: The subjects of the first year Environmental Science program or an approved
equivalent
 Bachelor of Education 167

Syllabus
The subject explores the origins of both small- and large-scale human groupings and the
evolution of culturally divergent philosophies and institutions. Regligious, political, economic and
legal norms and mores are examined with particular reference to their influence on
environmentally-linked a ttitudes and values. The concept of the 'Westminster' political and
philosophical 'Democratic' principles will be studied in the context of social change in a
technological future of Australian society. Students are encouraged to develop basic theoretical
and practical skills in methods of social investigation and data interpretation techniques. The
program also considers current rural and urban sociological research, including the role of
government bodies in planning and development functions.

Books
Full details of all references and reading material will be given during the year.

Assessment
Based on tutorial and seminar participation, assignments, projects, reading assignments, and
resource material preparation.

ENVIRONMENTAL SCIENCE C (ESC00) 36 points

Lectures, seminars, tutorials, laboratory work and field trips throughout the year.

Special Requirement
Participation in all class activities, field trips and the completion of all assignments and projects is
compusory.
Prerequisite: Because this subject aims to build upon and extend the work covered in the first two
years of the environmental science program, the prerequisites are all the subjects listed for the
first and second years of the environmental science program, see page 99. Students who do not
fulfil the above prerequisite requirements may apply to the Environmental Science Standing
Committee for some or all of the prerequisites to be waived.

Syllabus
Students work with staff in research groups on laboratory and field-based studies. These studies
are designed to apply and extend the work covered In the first and second years of the
Environmental Science program and have been developed as systematic, Interdisciplinary
studies of urban and natural environments. In pursuing the major studies, all course work Is given
as necessary.
Topics covered during the year include: Advanced Ecology; Laboratory and Field Techniques:
Data Analysis and Report Writing Techniques; Environmental Planning and Management;
Recreational Studies: Environmental and Social Assessment.

Books
Full details of all reference and reading materials will be given during the year.

Assessment
All field and laboratory work, lecture, assignment, seminar, project work and final reports form the
basis of the final assessment There is also an oral examination on the major project report.

FRENCH
French studies have three elements language, literature, and civilisation which are present
in all years. There is a definite emphasis towards satisfactory performance in spoken and written
French, and all sections of the subjects are used to this end.

Books
The following books are recommended for reference in all French subjects:
Dictionaries:
Dubois, J et at Dictionnaire du francais contemporain 'Special Enseignement' Paris: Larousse
1971
168 Subject Descriptions

Mansion, J E (ed) Harrap's New Standard French and English Dictionary Part 1 3 vols London:
Harrap 1972
Mansion, J E led) Harrap's Shorter French and English Dictionary London: Harrap 1967
Mansion, J E (ed) Harrap's Standard French and English Dictionary 2 vols London: Harrap 1968
Robert, P Le Petit Robert Paris: SNL 1968
Robert, P Micro Robert Paris: SNL 1968
Grand Larousse encyclopedique Paris: Larousse 1965
Nouveau Petit Larousse Paris: Larousse 1965
Grammars:
Grevisse, M Le Bon Usage Gembloux: Duculot 1959
'Hennebert, J (ed) Dites plutt Mercure de France: Paris 1964
'Vuibert, J Faux -amis Paris: Koessler-Derocquigny 1964
'Loisau, R (ed) Grammaire Francaise Paris: Hachette 1974
Hagiwara, M P & Politzer, R (eds) Active Review of French London: Wiley 1963

FRENCH A (FRA00) 9 points

Six classes a week throughout the year, using class-participation techniques.

Special Requirement
Regular attendance at classes and submission of written exercises are essential requirements of
this subject which stresses the development of language skills.
Prerequisite: HSC French or an approved equivalent. Native speakers who have not studied
French as a school subject are encouraged to apply for admission to the subject, and should
arrange an interview with the lecturer in charge.

Syllabus
1. Language
(a) An audio-lingual course: This will consolidate the linguistic material acquired by students
at the secondary level.
(b) Reconstruction and dictation exercises: The aim of this class will be to improve students'
aural comprehension, and to practise oral and written composition.
(c) Phonetics, pronunciation and reading: Students will be made aware of the usefulness of
phonetics in the understanding of the organisation of a language. There will be individual
tuition with pronunciation exercises and reading practice.
(d) Language exercises aimed at self correction.
2. Literature
Selected novels and poems from twentieth century literature, a rock opera in French, and a
classical opera in French. The works studied in literature are also used as the basis of spoken
French exercises during the year.
3. Civilisation
A study of the cultural history of France. The same study is offered to French A and B students
over two years: in 1980 the study will be cultural history and in 1981 regional geography.

Books
Texts Provided
Regional study
La France Aerienne Paris: Documentation francaise IPN 1966
Historical study
Brodin, P & Ernest, F La France and les Francais New York: Rinehart & Winston 1970

Reference
Section 1:
'Harris, J & Leveque, A Intermediate Conversational French New York: Holt, Rinehart & Winston
1972
Section 2:
Dorin, Francoise (ed) Vas voir Maman, Papa travaille Paris: Laffont 1976
Pagani, H Megalopolis rock opera Paris 1973
Vercors Le Silence de la Mer Paris: Livre de Poche 1959
 Bachelor of Education 169

Assessment
Section 1: Language assignments.
Section 2: Three essays one on each of the set texts. The first essay will be in English, the
second and third will be in French. Each will be about 1,500 words in length.

FRENCH B (FRBOO) 12 points

Six classes a week throughout the year, using class-participation techniques.

Special Requirement
Regular attendance at classes and submission of written exercises are essential requirements of
this subject
Prerequisite: French A or an approved equivalent.

Syllabus
1. Language
(a) Intensive study of French vocabulary and syntax.
(b) Reconstructions and dictation exercises are used to assist aural comprehension, and to
correct written and oral expression in French.
(cl Oral-aural practice: conversation in small groups based on prepared topics.
(d) Practical work this involves assignments and exercises covering a range of areas:
language (self correction techniques); civilisation (book review); film review (analysis and
review of a number of films a year); and a free reading list of optional books, to be
duscussed with lecturer in charge at set interviews.
2. Literature
A broad study of French theatre based on three plays, and the study of one modern novel.
Students will also take one unit at the University of Melbourne.
3. Civilisation
Studies of French cultural history (see French A).
4. Students will take one unit at the French Department, University of Melbourne.

Books
Anouilh, J Antigone London: Methuen 1951
Le mariage de Figaro Paris: Nouveaux Classiques Larousse 1968
Rostand, E Cyrano de Bergerac Paris: Garnier-Flammarion 1960
Yourcenar, M (ed) Le coup de Grace Paris: Gallimard 1971

Assessment
Section 1: (a) one written exercise each week: (b) two language assignments from section (d).
Section 2: Two essays of approximately 2,000 words, to be written in French, and one 2-hour
examination based on the last two works studied in Term 3.
Section 3: Written and oral assignments, involving both individual research and teaching
techniques.
Section 4 Assessment by French Department, University of Melbourne.

FRENCH C (FRCOO) 12 points

Six classes a week throughout the year, using class-participation techniques.

Special Requirement
Regular attendance at classes and submission of written exercises are essential requirements of
this subject
Prerequisite: French B or an approved equivalent.

Syllabus
1. Language
(a) This section of the study is divided into five units of five weeks. (One hour a week.)
(i) Linguistics and language learning
(ii) French as a second language pedagogy
(iii) Socio-linguistics
170 Subject Descriptions

(iv) Contrastive linguistics

(y) Elementary Italian.
(b) Reconstruction exercises with training in the use of this technique in the classroom.
(c) Language exercises associated with set texts.
(d) Practical work including exercises and assignments on language, films, civilisation and
pedagogy.
2. Literature
(a) Twentieth century fiction and theatre. Two plays and one novel are studied.
(b) Apart from the novels and plays treated in class, students also select one extra work a
term for individual discussion with a staff member. A list of books will be provided by the
Department and this list will concentrate on works from the important entre-deux-guerres
period.
3. Civilisation
A miscellany of topics involving many aspects of contemporary life in France the economy,
politics, education, and cinema.
4. Students will take one unit from the third year program at the French Department, University of
Melbourne. This unit will be selected for students at the end of the studies in French B.

Books
Reference
Section 1:
Fromkin, V & Rodman, R An Introduction to Language New York: Holt Rinehart & Winston 1974
Prescribed
Section 2(a):
Cocteau, J Les parents terribles Paris: Livre de Poche 1966
Sartre, J-P Les mains sales Paris: Livre de Poche 1966
Yourcenar, Marguerite (ed) Les archives du Nord Paris: Gallimard 1974
Section 3:
'Michaud, G & Torres, G Guide France Paris: Hachette 1974
'Ardagh, J The New France: De Gaulle and After Harmondsworth: Penguin 1970
Cobban, A A History of Modern France vols 2 & 3 Harmondsworth: Penguin 1961

Assessment
Section 1: The requirements are outlined as part of the syllabus.
Section 2: Three essays in French of 2,000 words, and one 2-hour examination at College.
Assessment of the unit taken at the University is done by the University.

FRENCH D (FRD00) 9 points

Three classes a week throughout the year, using discussion and other class-participation
techniques.
Prerequisite: French C or an approved equivalent.

Syllabus
1. Language
Units on language, and units based on the completion of language skills necessary for the
secondary teacher. Experimentation by the student will be under the guidance of staff in the
techniques of language acquisition. This section will be closely tailored to studies undertaken
in the Method of Teaching Modern Language.
2. Literature
A study of three pieces of contemporary literature.
3. Civilisation
Studies focussed on contemporary problems including sociological and pedagogical issues.

Books
Groult, B (ed) Ainsi-soit-elle Paris: Grasset 1975
"Ionesco, E Rhinoceros Paris: Gallimard 1967
Malraux, A La Condition Humaine Paris: Livre de Poche 1961
 Bachelor of Education 171

Assessment
Oral exercises including micro-teaching sessions. One written assignment covering section 1.
Three essays, one on each of the listed books, of approximately 2,000 words.

GEOGRAPHY
Most geography subjects are one term in length. Students generally select three of these subjects
each year. although it is possible to choose fewer or more than this number.
The normal structure of studies in Geography is set out below.

First Year
There are no prerequisites for first year Geography.
Either (a) Geography Al (Term 1) 3 points
Geography A2 (Term 2) 3 points
Geography A3 (Term 3) 3 points
Total for year 9 points
Or (b) Geography A4 (whole year) 9 points
Geography A4 is designed for Science and Environmental Science students, and normally is
taken only by this group.

Second Year
The prerequisite for entry to second year subjects (Group 2 level) is 6 points in Geography at first
year (Group 1 level) or an approved equivalent. Science A3 is an approved equivalent
prerequisite for entry to Geography B1, 84 and 65.
Either (a) Any subjects chosen from B1, B3, B4, B5, 136, B9. Each subject carries 4 points: a
student wishing to take 12 points would select three subjects.
Or (b) Geography B11. 812, B13. These subjects are designed for Science and
Environmental Science students. However any of them may also be taken by other
students.

Third Year
The prerequisite for entry to third year subjects (Group 3 level) is 8 points in Geography at second
year level.
Students may select from Geography C l, C4, C6, and C9. Each subject carries 4 points.

Fourth Year
Any subjects chosen from C11, C14, C16, C19 and C20, provided that the subjects do not
correspond to similar subjects already passed at third year level. All subjects carry 3 points
except C20 (4 points).
The list of books for the subjects below is likely to change as new material becomes available; for
this reason students should contact the Department of Geography before purchasing any texts.

GEOGRAPHY Al (GPA01) 3 points

Physical Geography
Two 1-hour lectures, one 1-hour tutorial and one 2-hour laboratory class a week, together with
approximately 20 hours of field activities, in first term.
Credit may not be granted for this subject as well as for Geography A4.
Prerequisite: Nil.

Syllabus
The subject is concerned with the physical environment, studied in terms of the perspectives of
the physical geographer. It examines relationships between components of the atmosphere,
hydrosphere, biosphere and lithosphere, largely within the context of processes causing variation
in land surface form. The lectures and tutorials deal with some basic principles and
methodological issues in physical geography, while the laboratory classes provide training in
techniques such as the use of field survey instruments, and in laboratory skills such as map and
air photograph interpretation. Field activities are a major part of the course: fieldwork will be
conducted as a residential program over one week-end.
172 Subject Descriptions

Books
Information on references will be provided at the beginning of the subject.

Assessment
Based on participation in all activities, laboratory assignments, field assignments and on one 2-
hour examination paper. Satisfactory completion of each component of assessment is required.

GEOGRAPHY A2 (GPAO2) 3 points

Human Geography
Two 1-hour lectures, one 1-hour seminar, and one 2-hour laboratory class a week, together with
approximately 20 hours of field activities, in second term.
Credit may not be granted for this subject as well as for Geography A4.
Prerequisite: Nil.

Syllabus
This subject is a study of the patterns and processes associated with the distribution of man and
his use of the environment. The topics considered are: population structure and distribution;
settlement patterns; urbanisation and urban structure; agricultural land-use; manufacturing
systems, transport networks; movement of goods, people and information; economic
development and regional planning. The lectures and seminar classes are designed to acquaint
students with the fundamental principles and methodology of human geography, while the field
studies and laboratory work are used to integrate aspects of the subject within the context of a
regional study in Victoria.

Reference
Bradford, M G & Kent, W A Human Geography London: OUP 1977
Haggett, P Geography: A Modern Synthesis 2nd edn New York: Harper & Row 1975
Kolors, J F & Nystuen, J D Geography: The Study of Location, Culture and Environment New York:
McGraw-Hill 1974
Tidswell, V Pattern and Process in Human Geography University Tutorial Press 1976
Reading lists outlining additional references are distributed during the subject.

Assessment
Based on laboratory and field work reports, seminar assignments, and on one 2-hour examination
paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY A3 (GPA03) 3 points

Applied Geography
Two 1-hour lectures, one 1-hour tutorial, and one 2-hour seminar class a week, together with up
to 20 hours of field activities, in third term.
Credit may not be granted for this subject as well as for Geography A4.
Prerequisite: Nil.

Syllabus
The subject is designed to link the physical and human aspects of geography through the study
of man's impact on the environment. In the search for food and water, for minerals and energy, and
for scenic and recreational amenities, man has modified most of the natural ecosystems of the
world. The subject reviews some of the changes that have taken place in Australia and overseas,
and examines the ways in which planning and technological progess can control unexpected and
often unwelcome side effects.

Preliminary Reading
Miller, G T Living in the Environment: concepts, problems and alternatives Belmont (Calif):
Wadsworth 1975
Reading lists outlining references will be distributed throughout the term.
 Bachelor of Education 173

Assessment
Based on written assignments, participation in laboratory and field activities, and on one 2-hour
examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY A4 (GPA04) 9 points

Geography for Science and Environmental Science Students
Two 1-hour lectures, one 1-hour tutorial and one 2-hour laboratory class a week throughout the
year, together with approximately 60 hours of field activities.
Credit may not be granted for this subject as well as for Geography Al, A2 or A3.
Prerequisite: Nil..

Syllabus
The theme of the subject is Environment and Man.
The lecture component of the subject is identical to Geography Al, A2 and A3. but the laboratory,
tutorial and fieldwork activities are different in emphasis. These components of the program are
designed to relate to Studies in ecology, plant and animal biology, chemistry, physics and earth
science undertaken in other part s of the Science and Environmental Science streams.
The subject begins with a study of the physical environment, in which laboratory and field
programs are designed to investigate aspects of natural physical systems and to develop field
skills appropriate to environmental science. This is followed by a study of patterns and processes
associated with the distribution of Man and his use of the environment. The third part of the
subject deals with Geography as applied human ecology: by means of case-studies and
individual projects prepared by students it considers the technological innovations, conservation
measures and planning strategies necessary to sustain human life on this planet.

Preliminary Reading
Detwyler, T D Man's Impact on the Environment New York: McGraw Hill 1971
Miller, G T Living in the Environment: concepts, problems and alternatives Belmont (Calif):
Wadsworth 1975
Tidswell, V Pattern and Processes in Human Geography University Tutorial Press 1976
Information on references will be provided at the beginning of the subject.

Assessment
Based on participation in all activities, laboratory assignments, field assignments and one 2-hour
examination at the end of each term. Satisfactory completion of each component of assessment is
required.

GEOGRAPHY B1 (GPB01) 4 points

Geology: Petrology and Geological Mapping

Two 1-hour lectures and one 2-hour laboratory class a week, together with approximately 30
hours of field activities, in third term.
Prerequisite: Credit of 6 points in Geography at Group 1 level including Geography Al , or Science
A3, or approved equivalent studies.

Syllabus
The subject is concerned with the study of petrology and stratigraphy. A series of lectures and
laboratory classes is designed to acquaint students with knowledge and methodology in
analysing the origin and compositirn of rocks and geological successions with special emphasis
on methods of microscopic petrology, sedimentology and geological mapping. Field surveys and
practical sessions are designed to complement the lecture program by providing specific
knowledge of Victorian petrology and stratigraphy and by developing competence in a range of
analytical techniques.

Books
Details will be provided early in the year.
174 Subject Descriptions

Assessment
Based on participation in laboratory and field exercises. The major part of assessment involves
submission of reports discussing the petrology and stratigraphy of mapped areas together with
completed geological maps. Students are expected to show competence in the preparation of
rock thin sections and their interpretations.

GEOGRAPHY B2 (GPB02) 4 points

This subject will not be offered in 1980, but may be offered in 1981.

Geography of Economic Activities

Two 1-hour lectures, one 1-hour seminar and one 2-hour workshop session a week, together with
approximately 20 hours of field activities, for one term.
Prerequisite: Credit of 6 points in Geography at Group 1 level, or an approved equivalent.

Syllabus
The subject is concerned with the organisation and distribution of man's economic activities,
particularly with factors affecting the location of production and supply. These aspects are
illustrated with local and Australian examples mainly drawn from agricultural, manufacturing and
commercial activities. The subject also provides an introduction to the economic structure of
cities and regions; the distribution of 'economic health'; and policies for economic development
at the regional level.

GEOGRAPHY B3 (GPB03) 4 points

Population Studies
Five class hours a week, including lectures, laboratory and tutorial work, together with up to 20
hours of field activities, in third term.
Prerequisite: Credit of 6 points in Geography at Group 1 level, including Geography A2 or
approved equivalent studies.

Syllabus
The subject is concerned with the analysis and interpretation of the spatial characteristics of
population. Topics include: Population distribution at global, regional and local scales: numbers
and characteristics (including age, sex, fertility, mortality and ethnicity). Techniques of
measurement of population characteristics and relationships. Population movement:
international, regional and local movement; movement and migration theory, including gravity and
behavioural models. Population dynamics: characteristics and measurement of population
growth; the demographic transition model; prospects for future growth at global, national and
regional scales; population projections.

References
Australia, Parliament Population and Australia: A Demographic Analysis and Projection: First
Report of the National Population Inquiry (Chairman: W D Borne) Canberra: AGPS 1975
Bogue, D J Principles of Demography New York: Wiley 1969
Borrie, W D Population, Environment and Socie ty Auckland Univ Press 1973
Wilson, M G A Population Geography Melbourne: Nelson 1968
Information on additional references will be provided at the beginning of the subject.

Assessment
Based on prescribed class and field work, including essays, class papers and laboratory and
research reports, and on a written examination. Satisfactory completion of all components of
assessment is required.

GEOGRAPHY B4 (GPB04) 4 points

Geomorphology
Two 1-hour lectures, one 2-hour laboratory class, and one 1-hour tutorial/seminar class a week,
together with approximately 20 hours of field activities, in second term.
 Bachelor of Education 175

Credit may not be granted for this subject as well as for Geography B12.
Prerequisite: Credit of 6 points in Geography at Group 1 level including Geography Al, or Science
A3, or approved equivalent studies

Syllabus
The subject is concerned with the analysis of areal variation in land surface morphology, and with
the interpretation of this variation in terms of underlying geology, climatic regimes and associated
geomorphological processes Emphasis is given to the identification and description of particular
physical problems associated with the intervention of man in previously stable environments.
Case studies are chosen from recent geomorphological events which have immediate relevance
to different sectors of the community. The subject Includes training in morphological mapping,
field survey and laboratory techniques

References
Hills, E S Physiography of Victoria Sydney: Whitcombe & Tombs 1976
Twidale, C R Analysis of Landforms London: Wiley 1976

Assessment
Based on participation in all activities, laboratory and field work reports, seminar papers and on
one 2-hour written examination. Satisfactory completion of all components of assessment is
required.

GEOGRAPHY B5 (GPB05) 4 points

Climate and Man's Environment
Two 1-hour lectures, one 2-hour laboratory class and one 1-hour tutorial/seminar class a week,
together with approximately 20 hours of field activities, In first term.
Prerequisite: Credit of 6 points in Geography at Group 1 level including Geography Al, or Science
A3, or approved equivalent studies

Syllabus
The subject is concerned with analysis of the spatial organisation of weather and climate patterns
at both the macroclimatic and microclimatic scales, and with interpretation of these patterns in
terms of relevant meteorological processes. At the macroclimatic scale the subject examines
global aspects of energy, moisture and atmospheric motion. Selected areas are then Investigated
at a microclimatic scale. in relation to the modification of climate caused by man or other animals
and plants The selected areas investigated may include climatic variability, tree-ring analysis,
climatic constraints on industry and architectural designs which optimise microclimatic
conditions

References
Oliver, J E Climate and Man's Environment New York: Wiley 1973
Trewartha, G T An Introduction to Climate London: Methuen 1968

Assessment
Based on participation in all activities, required papers and exercises, field work and on one 2-
hour written examination at the end of the term. Satisfactory completion of all components of
assessment is required.

GEOGRAPHY B6 (GPB06) 4 points

Regional Planning
Two 1-hour lectures and one 2-hour seminar a week in addition to 30 hours of project work, In
first term. The project work will include up to 20 hours of field activities.
Credit may not be granted for this subject as well as for Geography B11.
Prerequisite: Credit of 6 points in Geography at the Group 1 level, or an approved equivalent.
176 Subject Descriptions

Syllabus
The subject concentrates on the theory and practice of urban and regional planning. Particular
emphasis is placed upon contemporary Australian issues and case studies, although some
examples of planning strategy and methodology are drawn from Europe and North America. A
principal objective is to develop an understanding of the interacting roles of government, citizens
and private enterprise in regional planning.

References
Hall, P Urban and Regional Planning New York: Halstead (and in Penguin) 1974
Glasson, J An lntroducton to Regional Planning: concepts, theory and practice London:
Hutchinson 1974
Scott, P (ed) Australian Cities and Public Policy Melbourne: Georgian House 1978
Stilwell, F J B Australian Urban and Regional Development Sydney: ANZ Book Co 1974

Assessment
Based on essays, written assignments and participation in laboratory and field activities. There
may be an examination paper. Satisfactory completion of all components of assessment is
required.

GEOGRAPHY B9 (GPB09) 4 points

Studies in the Teaching of Geography
Six class hours a week during second term.
Prerequisite: Credit of 6 points in Geography at Group 1 level, or an approved equivalent.

Syllabus
The subject comprises an introduction to the study of teaching geography. This is seen as a
specialist field of applied geography appropriate for consideration by second year students prior
to undertaking the majority of education studies and programs of school experience. The subject
includes the following: vocabulary acquisition in geographic education, children's perceptions
and understanding of their environment, conceptualisation and logical thinking, values and
environmental concern in geographic education, the use of the local community as a teaching
resource. A range of teaching approaches is used, including seminar discussions of an open or
directed nature, inquiry and expository methods, guest speakers, field work, and group or
individual projects.

Books
Graves, N Geography in Education South Yarra: Heinemann 1975
Graves, N led) New Movements in the Study and Teaching of Geography Melbourne: Cheshire
1972
Tuan, Yi-Fu Topophilia Englewood Cliffs: Prentice-Hall 1974

Assessment
Based on attendance, involvement in dicussion and evidence of reading, satisfactory completion
of class exercises, and an assignment equivalent to about 2,000 words.

GEOGRAPHY B11 (GPB11) 6 points

Regional. Planning
Two 1-hour lectures, one 1-hour seminar and one 2-hour laboratory class a week in addition to
30 hours of project work, in first term. The project work will include up to 20 hours of field
activities.
Credit may not be granted for this subject as well as for Geography B6.
Prerequisite: Credit of 6 points in Geography at Group 1 level, or an approved equivalent.

Syllabus
The subject is designed for students in the environmental science program. It covers the same
content as Geography B6, but extends into the area of recreation policy and planning. The
principal additional topics are: The factors influencing patterns of recreational behaviour in
 Bachelor of Education 177

Australian urban and rural areas. Recreational research techniques. Policy and planning issues
relating to land use conflicts arising from recreational demands. The environmental impact of
recreation and tourism.

References
In addition to books for Geography B6:
Driver. B L led) Elements of Outdoor Recreation Planning Ann Arbor: Univ of Michigan Press 1974
Godbey, G. & Parker, S Leisure Studies and Services: an overview Philadelphia: W B Saunders
1976
Mercer, D C Leisure and Recreation in Australia Melbourne: Sorrett 1977
Miles, C W & Seabrooke, W Recreational Land Management London: Spon 1977

Assessment
As for Geography B6.

GEOGRAPHY B12 (GPB12) 6 points

Applied Geomorphology
Two 1-hour lectures, one 2-hour laboratory class and one 2-hour tutorial/seminar class a week,
together with approximately 30 hours of field activities, in second term.
Credit may not be granted for this subject as well as for Geography 84.
Prerequisite: Credit of 6 points in Geography at Group 1 level including Geography A4, or Science
A3, or approved equivalent studies

Syllabus
This subject is designed for students in the environmental science program. The lecture
component of the subject is identical to Geography B4, but the laboratory and tutorial/seminar
work is different in emphasis Attention is given to applied aspects of geomorphology, with
particular reference to a range of problems appropriate to studies in environmental science, and
as a background to research problems to be undertaken within the subject Environmental
Science C.

Books
As for Geography 84.

Assessment
Based on participation in all activities, submitted laboratory and field work reports, seminar
papers and on one 2-hour written examination at the end of the term. Satisfactory completion of
all components of assessment is required.

GEOGRAPHY B13 (GPB13) 6 points

Aquatic Systems: A Geographical Analysis
Two 1-hour lectures, one 2-hour seminar and one 2-hour laboratory class a week, together with
approximately 30 hours of field activities, in third term.
Prerequisite: Credit of 6 points in Geography at Group 1 level (Including Geography A6) or
Science A3. or approved equivalent studies.

Syllabus
The subject is designed for students in the environmental science program, and seeks to relate to
studies in ecology, plant and animal biology, chemistry, physics, and geology undertaken in other
sections of that program. The subject is an analysis of human impact on the spatial organisation
of selected components of aquatic systems Particular attention is given to estuaries and to other
sytems characterised by a high intensity of interaction between man and aquatic environment.
The subject covers a series of interrelated topics, including the spatial and ecological effects of
domestic sewage, agriculture and forestry, industrial wastes, engineering projects, and recreation
on estuaries and other aquatic systems
178 Subject Descriptions

References
Bayly, I A E & Williams, W D Inland Waters and Their Ecology New York: Longman 1973
Ketchum, B H (ed) The Water's Edge: Critical Problems of the Coastal Zone Cambridge (Mass):
MIT Press 1972
Lauff, G H (ed) Estuaries AAAS 1967
Perkins, E J The Biology of Estuaries and Coastal Waters London: Academic Press 1974

Assessment
Based on prescribed class work, seminars, and on one 2-hour written examination at the end of
the term. Satisfactory completion of all components of assessment is required.

GEOGRAPHY Cl (GPC01) 4 points

Coastal Geomorphology
Two 1-hour lectures, one 2-hour laboratory class and one 1-hour seminar a week, together with
approximately 20 hours of field activities, in third term.
Credit may not be granted for this subject as well as for Geography C11.
Prerequisite: Credit of 8 points in Geography at Group 2 level, or approved equivalent studies.

Syllabus
The subject comprises studies at an advanced level in coastal geomorphology. The main
emphasis of the subject is on a series of lectures, seminars and laboratory classes designed to
acquaint students with the broad spectrum of knowledge and methodology in the discipline, and
also with recent research and developments in specialist areas.

Preliminary Reading
Bird, E C F Coasts: An Introduction to Systematic Geomorphology vol 4 2nd edn Canberra: ANU
Press 1976

References
King, C A M Beaches and Coasts 2nd edn London: Arnold 1972
Komar, P D Beach Processes and Sedimentation Englewood Cliffs: Prentice-Hall 1976
Shepard, F P Submarine Geology 3rd end New York: Harper & Row 1973

Assessment
Based on participation in all activities, laboratory and field work reports, seminar papers and one
2-hour examination paper. Satisfactory completion of all components of assessment is required.

GEOGRAPHY C2 (GPCO2) 4 points

This subject will not be offered in 1980 but may be offered in 1981.

Regional Planning
Two 1-hour lectures, one 1-hour tutorial and one 2-hour project workshop a week, together with
up to 20 hours of field activities, for one term.
Credit may not be granted for this subject as well as for Geography C12.
Prerequisite: Credit of 8 points in Geography at Group 2 level, or an approved equivalent.

GEOGRAPHY C3 (GPC03) 4 points

This subject will not be offered in 1980, but may be offered in 1981.

Geography of Agriculture
One 1-hour lecture, one 2-hour seminar and one 2-hour laboratory class a week, together wth
approximately 20 hours of field activities, for one term.
Credit may not be granted for this subject as well as for Geography C13.
Prerequisite: Credit of 8 points in Geography at Group 2 level, or an approved equivalent.
 Bachelor of Education 179

Syllabus
This subject is a study of the use of land for agricultural purposes. It includes the following topics:
the structure and spatial organisation of agricultural systems primitive, subsistence and
commercial systems; processes determining the location of agricultural activities
environmental, economic, social, political; agricultural location theory economic, behavioural:
competition for agricultural land: sources of agricultural data and techniques of regional analysis;
and the capacity of the earth to provide man with food and fibre population and food supply.

GEOGRAPHY C4 (GPC04) 4 points

Historical Geography
Two 1-hour lectures. one 1-hour tutorial and one 2-hour laboratory class a week, together with up
to 20 hours of field activities, in second term.
Credit may not be granted for this subject as well as for Geography C14.
Prerequisite: Credit of 8 points in Geography at Group 2 level, or an approved equivalent.

Syllabus
The subject examines the impact of man on the landscape of Victoria, beginning with the time of
aboriginal occupation and extending into the twentieth century. Some comparison is made with
other parts of the world. Emphasis is placed on the interpretation of primary source material
where this is available.

Preliminary Reading
Kiddie, M Men of Yesterday Melbourne: MUP 1967

Reference
Powell. J M & Williams, M (eds) Australian Space. Australian Time Melbourne: OUP 1975
Other references will be given during the term,

Assessment
Based on seminar papers. laboratory reports and essays, and a two-hour examination paper.

GEOGRAPHY C5 (GPC05) 4 points

This subject will not be offered in 1980, but may be offered in 1981.

Biogeography
Two 1-hour lectures, one 1-hour tutorial and one 2-hour practical class a week, together with
approximately 20 hours of field activities, for one term.
Credit may not be granted for this subject as well as for Geography C15.
Prerequisite: Credit of B points in Geography at Group 2 level, or an approved equivalent.

Syllabus
The subject is concerned with analysis and interpretation of plant distributions at a variety of
scales. Topics include: the biosphere, elements and interrelationships; principles and methods of
plant population and community analysis; plant-habitat relationships at regional and local scales;
the evolution, structure and distribution of Australian flora; studies of selected ecosystems; and
the impact of man.

GEOGRAPHY C6 (GPC06) 4 points

Urban Studies
Two 1-hour lectures: one 1-hour seminar and one 2-hour workshop a week, together with
approximately 20 hours of field activities in first term.
Credit may not be granted for this subject as well as for Geography C16.
Prerequisite: Credit of 8 points in Geography at Group 2 level or approved equivalent studies.
180 Subject Descriptions

Syllabus
This subject considers the processes and problems of urbanisation. Social and economic
changes associated with urbanisation are major geographical characteristics of the modern
world. Cities are seen as spatial outcomes of the prevailing economic and social order; such
issues as poverty, transport and energy, housing, government, the urban environment and
employment are analysed in terms of current theories of urban spatial structure and urban policy
and planning.

Preliminary Reading
Neutze, M Urban Development in Australia Sydney: Allen & Unwin 1977

Assessment
Based on two essays, a project report and participation in seminars.

GEOGRAPHY C7 (GPC07) 4 points

This subject will not be offered in 1980, but may be offered in 1981.

Streams: Form, Process and Management

Two 1-hour lectures, one 3-hour laboratory class and one 1-hour seminar a week, together with
approximately 20 hours of field activities, for one term.
Credit may not be granted for this subject as well as for Geography C17.
Prerequisite: Credit of 8 points in Geography at Group 2 level.

Syllabus
The subject is concerned with the analysis and interpretation of the spatial characteristics of
stream channels and stream networks. Consideration is given to landforms produced by erosion
and deposition of sediments by rivers. The subject builds on this hydrological background and
expands into planning and management problems associated with river catchments, flood plain
occupance and urban growth. Major case studies are from the Melbourne Metropolitan Area and
surrounding Victorian rivers.

GEOGRAPHY C8 (GPC08) 4 points

This subject will not be offered in 1980, but may be offered in 1981.

Third World Geography

Two 1-hour lectures and one seminar class a week, together with up to 20 hours of project work
and other special activities, including films and visiting speakers.
Credit may not be granted for this subject as well as for Geography C18.
Prerequisite: Credit of 8 points in Geography at Group 2 level, or approved equivalent studies.

Syllabus
The subject considers the processes and patterns which have shaped the contemporary human
geographies of nations that have experienced colonialism. Consideration is given to such factors
as: settlement systems and transport development, land tenure and agricultural change, rural-
urban migration and urbanisation, regionalism and political structures, and international
economic relationships. Major case studies will be from the island nations and territories of the
South West Pacific.

GEOGRAPHY C9 (GPC09) 4 points

Studies in the Teaching of Geography

Six class hours a week during third term.
Prerequisite: Credit of 8 points in Geography at Group 2 level, or an approved equivalent.
 Bachelor of Education 181

Syllabus
The subject includes the following: children's views on the nature of geography and their views
on significant issues which might be incorporated in secondary school geography courses, an
introduction to commercially available learning materials, further studies in values education, the
hidden curriculum and conceptualisation.

Books
Graves, N Geography in Education London: Heinemann 1975
Graves, N led) New Movements in the Study and Teaching of Geography Melbourne: Cheshire
1972
Cole. R A New Role for Geographic Education: Values and Environmental Concerns Illinois:
NCGE 1974

Assessment
Based on attendance, involvement in discussion and evidence of reading, satisfactory completion
of class exercises, and an assignment equivalent to approximately 2,000 words.

GEOGRAPHY C10 (GPC10) 3 points

This subject will not be offered in 1980, but may be offered in 1981.

Geography in Education
One 2-hour lecture/seminar, one 2-hour tutorial, and other special activities including organised
visits, progress reports and other field activities, for one term.
Prerequisite: Credit of 21 points in Geography including 12 points beyond Group 1 level, or an
approved equivalent, together with either a pass or a concurrent enrolment in Method of Teaching
Geography, or a pass in an approved equivalent subject.

Syllabus
This subject seeks to integrate tertiary studies in geography with methods of learning appropriate
at the secondary school level. This subject examines, in depth, the issues Involved in the planning
and preparation of curriculum in secondary school Geography. Lectures/seminars concentrate
on such theoretical issues as: aims and objectives in secondary school geography; approaches
to unit design and curriculum development in geography; and approaches to evaluation of
geography curriculum models. Tutorials concentrate on practical examples of units and might
include: development, of a regional or systematic study: development of a fieldwork unit,
development of a unit which involves the use of the 'problem-solving' approach.

GEOGRAPHY C11 (GPC11) 3 points

Coastal Geomorphology
'Two 1-hour lectures, one 2-hour laboratory class and one 1-hour seminar a week, together with
approximately 20 hours of field activities, in third term.
The subject is available only to students with school experience commitments in 1980. There will
be no class commitment during three-week block periods of School Experience.
Students undertaking School Experience on the basis of two or three days a week throughout the
term may enrol for either the complete Geography Cl program (4 points) or the complete
Geography C11 program (3 points).
Credit may not be granted for this subject as well as for Geography Cl.
Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or an
approved equivalent.

Syllabus
As for Geography Cl.
Books
As for Geography C l.
Assessment
As for Geography C1.
182 Subject Descriptions

GEOGRAPHY C12 (GPC1 2) 3 points

This subject will not be offered in 1980, but may be offered in 1981.

Regional Planning
Two 1-hour lectures, one 2-hour laboratory class and one 1-hour seminar a week, together with
approximately 20 hours of field activities, for one term.
The subject is available only to students with school experience commitments in 1980. There will
be no class commitment during three-week block periods of School Experience.
Students undertaking School Experience on the basis of two or three days a week throughout the
term may enrol for either the complete Geography C2 program (4 points) or the complete
Geography C12 program (3 points).
Credit may not be granted for this subject as well as for Geography C2.
Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or
approved equivalent studies.

Syllabus
As for Geography C2.

GEOGRAPHY C13 (GPC13) 3 points

This subject will not be offered in 1980, but may be offered in 1981.

Geography of Agriculture
Two 1-hour lectures, one 2-hour laboratory class and one 2-hour seminar a week, together with
approximately 20 hours of field activities, for one term.
The subject is available only to students with school experience commitments in 1980. There will
be no class commitment during three-week block periods of School Experience.
Students undertaking School Experience on the basis of two or three days a week throughout the
term may enrol for either the complete Geography C3 program (4 points) or the complete
Geography C13 program (3 points).
Credit may not be granted for this subject as well as for Geography C3.
Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or
approved equivalent studies.

Syllabus
As for Geography C3.

GEOGRAPHY C14 (GPC1 4) 3 points

Historical Geography
Two 1-hour lectures, one 2-hour laboratory class and one 1-hour seminar a week, together with
approximately 20 hours of field activities, in second term.
The subject is available only to students with school experience commitments. There will be no
class commitment during three-week block periods of School Experience.
Students undertaking School Experience on the basis of two or three days a week throughout the
term may enrol for either the complete Geography C4 program (4 points) or the complete
Geography C14 program (3 points).
Credit may not be granted for this subject as well as for Geography C4.
Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or
approved equivalent studies.

Syllabus
As for Geography C4.

Books
As for Geography C4.
 Bachelor of Education 183

Assessment
As for Geography C4.

GEOGRAPHY C15 (GPC15) 3 points

This subject will not be offered in 1980, but may be offered in 1981.

Biogeography
Two 1-hour lectures, one 2-hour practical class and one 1-hour tutorial a week, together with
approximately 20 hours of field activities, for one term.
The subject is available only to students with school experience commitments. There will be no
class commitment during three-week block periods of School Experience.
Students undertaking School Experience on the basis of two or three days a week throughout the
term may enrol for either the complete Geography C5 program (4 points) or the complete
Geography C15 program (3 points).
Credit may not be granted for this subject as well as for Geography C5.
Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or
approved equivalent studies.

Syllabus
As for Geography C5.

GEOGRAPHY C16 (GPC16) 3 points

Urban Studies
Two 1-hour lectures, one 2-hour workshop, and one 1-hour seminar a week, together with
approximately 20 hours of field activities, in first term.
The subject is available only to students with school experience commitments. There will be no
class commitment during three-week block periods of School Experience.
Students undertaking School Experience on the basis of two or three days a week throughout the
term may enrol for either the complete Geography C6 program (4 points) or the complete
Geography C16 program (3 points).
Credit may not be granted for this subject as well as for Geography C6.
Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or
approved equivalent studies.

Syllabus
As for Geography C6.

Books
As for Geography C6.

Assessment
As for Geography C6.

GEOGRAPHY C17 (GPC1 7) 3 points

This subject will not be offered in 1980. but may be offered in 1981.

Streams: Form, Process and Management

Two 1-hour lectures, one 3-hour laboratory class, and one 1-hour seminar a week, together with
approximately 20 hours of field activities.
The subject is available only to students with school experience commitments in 1980. There will
be no class commitment during three-week block periods of School Experience.
Students undertaking School Experience on the basis of two or three days a week throughout the
term may enrol for either the complete Geography C7 program (4 points) or the complete
Geography C17 program (3 points).
Credit may not be granted for both this subject and Geography C7.
184 Subject Descriptions

Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or

approved equivalent studies.

Syllabus
As for Geography C7.

GEOGRAPHY C18 (GPC18) 3 points

This subject will not be offered in 1980, but may be offered in 1981.

Third World Geography

Two 1-hour lectures and one seminar class a week, together with up to 20 hours of project work
and other special activities, including films and visiting speakers.
The subject is available only to students with school experience commitments in 1980. There will
be no class commitment during three-week block periods of School Experience.
Students undertaking School Experience on the basis of two or three days a week throughout the
term may enrol for either the complete Geography C8 program (4 points) or the complete
Geography C18 program (3 points).
Credit may not be granted for this subject as well as for Geography C8.
Prerequisite: Credit of 21 points in Geography, including 12 points beyond Group 1 level, or
approved equivalent studies.

Syllabus
As for Geography C8.

GEOGRAPHY C19 (GPC19) 3 points

Project in Geography
A subject of 100 hours project work. The project may extend over any period, but not beyond the
end of the 1980 academic year.
Prerequisite: Credit of 21 points in Geography including 12 points beyond Group 1 level, or an
approved equivalent. The subject is available only to students undertaking School Experience in
1980.

Syllabus
The subject offers students an opportunity to engage in group or individual research projects
under the direction and supervision of members of staff. Topics may be suggested by staff or by
students; however detailed proposals must be approved by the Department of Geography before
work is allowed to proceed. The progress of each project is to be supervisedclosely by membersof
staff. Interim reports are to be made to the supervisors assigned to each project. While students
may be required to present seminar papers on their project topics, there will be few regular
classes. However, students will have full access to the laboratory and equipment facilities of the
Department of Geography during the course of their projects.

Books
Information on references will be provided at the beginning of the subject.

Assessment
Assessment methods will vary according to the nature of the project. For each project, the basis of
assessment will be determined in consultation with the student before the project is commenced.

GEOGRAPHY C20 (GPC20) 4 points

Project in Geography
A subject of 125 hours project work. The project may extend over any period, but not beyond the
end of the 1980 academic year.
Prerequisite: Credit of 21 points in Geography including 12 points beyond Group 1 level, or an
approved equivalent. The subject is available only to students undertaking School Experience in
1980.
 Bachelor of Education 185

Syllabus
The subject offers students an opportunity to engage in group or individual research projects
under the direction and supervision of members of staff. Topics may be suggested by staff or by
students, however detailed proposals must be approved by the Department of Geography before
work is allowed to proceed. The progress of each project is to be supervised closely by members
of staff. Interim report s are to be made to the supervisors assigned to each project. While students
may be required to present seminar papers on their project topics, there will be few regular
classes. However, students will have full access to the laboratory and equipment facilities of the
Department of Geography during the course of their projects.

Books
Information on references will be provided at the beginning of the subject.

Assessment
Assessment methods will vary according to the nature of the project. For each project, the basis of
assessment will be determined in consultation with the student before the project is commenced.

HISTORY Al 1 (HIA11) 9 points

Modern British
Two 1-hour lectures and one 2-hour tutorial a week throughout the year.

Special Requirement
Students will be expected to attend 80 per cent of tutorials in this subject.
Prerequisite: Nil.

Syllabus
The subject covers the years approximately 1832-1945.
1. Initially the subject will orientate students to:
(a) the necessary skills and methods required to study a tertiary history;
(b) the relevance of the subject to modern society, while providing an historical and
knowledge framework within which the material can be comprehended.
2. Students will then examine a number of themes related to aspects of change in Britain 1832-
1945. These themes will include:
(a) changing social structure;
(b) social attitudes;
(c) political philosophies and social responsibility;
(d) political developments towards greater popular participation;
(e) Britain's international and imperial relations.

Preliminary Reading
Harrison, J F C The Early Victorians St Albans (Herts): Panther 1973
Perkin, H The Origins of Modern English Society 1780-1880 London: RKP 1972
Webb, R K Modern England London: Allen & Unwin 1969
A comprehensive reference list is available from the Department of History and Politics.

Assessment
Exercises submitted throughout the year comprise 60 per cent of assessment, and an
examination 40 per cent

HISTORY Al 3 (HIA13) 9 points

The Foundations of Western Civilisation
Four hours of class work a week throughout the year in the form of two 1-hour lectures and one 2-
hour tutorial.
Prerequisite. Nil.

Syllabus
The subject involves an introduction to the historical discipline, and to work intended to develop
the skills of inquiry appropriate to the study of history. These theoretical and practical studies will
186 Subject Descriptions

be associated with a survey of the stages in the development of Western Civilisation, intended to
provide students with an appropriate perspective for an understanding of their own times and/or
further historical study.
The subject covers prehistory to the end of the Roman Empire. Studies in 1980 will concentrate
on the following:
Prehistory.
Culture and civilisaton (3,500-1.000 BC).
Classical civilisation (1,000 BC-500 AD).
Islamic civilisation (600-800 AD).
Students will be expected to involve themselves in a critical appraisal of issues that arise out of
these studies; for example democracy, authority, leaders and leadership, social values, role of
women and war.

Preliminary Reading
Cantor, N E d Schneider, R I How to Study History New York: Crowell 1967

Text
McNeill, W H A World History New York: OUP 1971

Assessment
Based on class work, written exercises and essay work, and possibly on unit tests.

HISTORY B12 (HIB12) 12 points

This subject will not be offered in 1980.

European: The Old Regime and The French Revolution

HISTORY B13 (HIB13) 12 points

Early Modern European History
Two 1-hour lectures and one 2-hour tutorial a week throughout the year.
Credit may not be granted for this subject as well as for History C13.
Prerequisite: Credit of 9 points in History, or an approved equivalent.

Syllabus
A detailed examination of certain cities and regions, especially of fifteenth and sixteenth century
Italy and Germany. The subject corresponds to some sections of the HSC syllabus and is
designed to provide historical training, specifically for prospective teachers. Close attention will
be paid to economic and political analysis and to religious questions of the period. The writings of
particular men especially Machiavelli, Erasmus, More, Luther and the reformers will be
studied in detail. Students will be required to become familiar with philosophical issues and the
latest research. Independent study programs are encouraged. Foreign languages are not
necessary.

Preliminary Reading
Elton, G R Reformation Europe 1515-1559 London: Fontana 1963
Hay, D The Italian Renaissance in its Historical Background Cambridge: The Univ Press 1970
Keen, M The Pelican History of Medieval Europe Harmondsworth: Penguin 1969
A comprehensive reference list is available from the Department of History and Politics.

Assessment
Assessment, usually based on three supervised research essays, may be negotiated.

HISTORY B14 (HIB14) 12 points

European History 1870-1950
Two 1-hour lectures and one 2-hour tutorial a week throughout the year.
 Bachelor of Education 187

Credit may not be granted for this subject as well as for History C14.
Prerequisite: Credit of 9 points in History, or an approved equivalent.

Syllabus
The syllabus for external students differs from this one, which is for internal students. External
students should consult the Prospectus for External Studies 1980, available from the Department
of External Studies.
The subject consists of a study of aspects of European history between 1870 and 1950. The year
will be divided into three major areas of study:
1. War and revolution 1914-1923: the impact of the Great War on Russia and Germany. The
approach will be comparative. examining the structural changes resulting from war and
revolution.
2. Social history, with special reference to the European peasantry, and to the USSR after the
revolution.
3. German National Socialism: the nature of the movement, its relationship with German society
and with European Fascism.

Preliminary Reading
Barraclough. G An Introduction to Contemporary History Harmondsworth: Penguin 1976

Text
JoII. J Europe Since 1870: An International History New York: Harper & Row 1973

Assessment
Based on essays and/or tests submitted throughout the year.

HISTORY B15 (HIB15) 12 points

Australian History
Two 1-hour lectures and one 2-hour tutorial a week throughout the year.
Credit may not be granted for this subject as well as for History C15.
Prerequisite: Credit of 9 points in History or an approved equivalent.

Syllabus
A study of selected aspects of the history of Australia, concentrating on the period since 1788.
Particular a ttention will be paid to major themes such as the transplantation of British institutions,
ideas and culture to the Australian environment, early Victorian history to 1870, the development
of nationalism, the town and country, urbanisation and migration, depression and war.

Preliminary Reading
Clark. C M H A History of Australia vol 1 Melbourne: MUP 1962
Crowley, F K led) A New History of Australia Melbourne: Heinemann 1974
Detailed reference lists will be distributed throughout the year.

Assessment
Based on written work and class participation during the year. Specific details of assessment will
be made available at the beginning of the subject.

HISTORY B16 (HIB16) 6 points

South East Asian History Vietnam
This subject is conducted in the first half of the year with two 1-hour lectures and one 2-hour
tutorial (including workshop activities) a week. (Students should inquire at the Department of
History and Politics whether this subject will be offered in 1980.)
Credit may not be granted for this subject as well as for History C16.
Prerequisite: Credit of 9 points in History, or an approved equivalent.
188 Subject Descriptions

Syllabus
The subject is designed as a study of Vietnam within the Southeast Asian region, looking at such
topics as traditional society, the national movement, the impact of World War II, Ho Chi Minh, the
Vietnam War. During the study emphasis is placed on the skills used by historians and on the
teaching of history.

References
Marr, D G Vietnamese Anticolonialism 1885-1925 Berkeley: Univ of Calif Press 1971
Nguyen Khac Vien Tradition and Revolution in Vietnam Indochina Resource Centre 1974
Sheehan, N (ed) The Pentagon Papers New York: Bantam 1974
Steinberg, D J et al In Search of Southeast Asia New York: Praeger 1971

Assessment
Based on written work and class participation during the subject.

HISTORY B17 (HIB17) 6 points

South East Asian History Indonesia

This subject is conducted in the second half of the year, with two 1-hour lectures and one 2-hour
tutorial (including workshop activities) a week.
Credit may not be granted for this subject as well as for History C17.
Prerequisite: Credit of 9 points in History, or an approved equivalent.

Syllabus
The subject is designed as a study of Indonesia within the Southeast Asian region, looking at
such topics as traditional society, the nationalist movement, the impact of World War II, Sukarno,
the New Order. During the study emphasis is placed on the skills used by historians and on the
teaching of history.

References
Legge, J D Indonesia Sydney: Prentice-Hall 1977
Mortimer, R Showcase State Sydney: Angus & Robertson 1973
Polomka, P Indonesia Since Sukarno Ringwood (Vic): Penguin 1971
Steinberg, D J et al In Search of Southeast Asia New York: Praeger 1971

Assessment
Based on written work and class participation during the subject.

HISTORY B18 (HIB18) 6 points

China
Three to four hours a week in the first half of the year.
Credit may not be granted for this subject as well as for History C18.
Prerequisite: Credit of 9 points in History, or an approved equivalent.

Syllabus
A study of selected topics in Chinese History from the decline of the Ch'ing Dynasty until the
establishment of the People's Republic of China. This subject provides an alternative or a
complementary study to Politics B13 or C13.

Preliminary Reading
Schram, S Mao Tse-tung Harmondsworth: Penguin 1974
Suyin, H The Crippled Tree St Albans (Herts): Panther 1972
Reading lists will be issued during the year.

Assessment
Based on class exercises and one long essay.
 Bachelor of Education 189

HISTORY B19 (HIB19) 6 points

The Educator in History
Four class contact hours a week in the second half of the year.
Credit may not be granted for this subject as well as for History C19.
Prerequisite: Credit of 9 points in History or an approved equivalent

Syllabus
The elucidation of cultural assumptions of particular seminal manifestations of Western
civilisation. Depending on staff availability the following will be offered, students selecting two for
study: classicial civilisations of Greece and Rome, Western Christendom, Renaissance
humanism and the Reformation, the Age of Reason and the Enlightenment, nineteenth and
twentieth century industrial societies in Europe and North America, twentieth century European
totalitarianism. Educational thought, institutions and practices will be analysed as reflections of
the cultural assumptions and of the historical forces at work during the period under study.

Preliminary Reading
de Mause, L led) The History of Childhood no 4 Psycho History Press 1974
Aries. P Centuries of Childhood London: Penguin 1973

Assessment
Based on written work submitted during the subject.

HISTORY C12 (HIC12) 12 points

This subject will not be offered in 1980.

European: The Old Regime and The French Revolution

HISTORY C13 (HIC13) 12 points

Early Modern European History
Two 1-hour lectures and one 2-hour tutorial a week throughout the year.
Credit may not be granted for this subject as well as for History B13.
Prerequisite: Credit of 12 points in History in Group 2. or an approved equivalent.

Syllabus
As for History B13.

Books
As for History B13.

Assessment
As for History B13.

HISTORY C14 (HIC14) 12 points

European History 1870-1950
Two 1-hour lectures and one 2-hour tutorial a week throughout the year.
Credit may not be granted for this subject as well as for History B14.
Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent.

Syllabus
As for History B14.

Books
As for History B14.

Assessment
As for History B14.
190 Subject Descriptions

HISTORY C15 (HIC16) 12 points

Australian History
Two 1-hour lectures and one 2-hour tutorial a week throughout the year.
Credit may not be granted for this subject as well as for History B15.
Prerequisite: Credit of 12 points in History in Group 2 or an approved equivalent.

Syllabus
As for History B15.

Books
As for History B15.

Assessment
As for History B15.

HISTORY C16 (HIC16) 6 points

South East Asian History Vietnam
This subject is conducted in the first half of the year with two 1-hour lectures and one 2-hour
tutorial (including workshop activities) a week.
Credit may not be granted for this subject as well as for History B16.
Prerequisite: Credit of 12 points in History in Group 2 or an approved equivalent.

Syllabus
As for History B16.

Books
As for History B16.

Assessment
As for History B16.

HISTORY C17 (HIC17) 6 points

South East Asian History Indonesia
This subject is conducted in the second half of the year, with two 1-hour lectures and one 2-hour
tutorial (including workshop activities) a week.
Credit may not be granted for this subject as well as for History B17.
Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent.

Syllabus
As for History B17.

Books
As for History B17.

Assessment
As for History 817.

HISTORY C18 (HIC18) 6 points

China
A subject conducted in the first half of the year, with three to four hours of classes a week.
Credit may not be granted for this subject as well as for History B18.
Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent.
 Bachelor of Education 191

Syllabus
As for History B18.

Books
As for History B18.

Assessment
As for History B18.

HISTORY C19 (HIC19) 6 points

The Educator in History
Four class contact hours a week in the second half of the year.
Credit may not be granted for this subject as well as for History B19.
Prerequisite: Credit of 12 points in History in Group 2, or an approved equivalent.

Syllabus
As for History B19.

Books
As for History B19.

Assessment
As for History B19.

HISTORY D (HID00) 9 points

The Historical Discipline
Three class contact hours a week throughout the year (except during periods of Year 4 block
school experience), involving lectures, tutorials, and assignment work.
Prerequisite: Credit of 21 points in History, or in History and an approved equivalent.

Syllabus
The subject aims to stimulate and develop an awareness and understanding of history as a
discipline. Students will be expected to draw on, apply, and extend their previous history studies.
The subject consists of three areas which are, to a considerable extent, inter-related:
An analysis of the procedures and techniques of historical inquiry with special emphasis on the
problems confronting historians in interpreting and explaining their materials.
A survey of the history of historical writing with special emphasis on one or two selected aspects,
e.g. Greek and Roman history: Christian history; Renaissance humanist history; history In the Age
of Reason and the Enlightenment; history under the Influence of Romanticism; Liberalism,
Nationalism; Historical materialism; scientific history and the influence of the Social Sciences.
An evaluation of one of the contemporary varieties of the historical discipline, e.g. social history,
'total' history. psycho history, cultural history.

Preliminary Reading
Elton. G R The Practice of History London: Fontana 1969
Walsh, W H Introduction to Philosophy of History London: Hutchinson 1964
Specific reading guides citing references will be issued during the year.

Assessment
Students will be assessed on short individual exercises, class papers, and a major essay

HUMAN SEXUALITY (HSA00) 3 points

The equivalent of two 2-hour sessions a week for one term. The sessions may take a variety of
forms.
Prerequisite: Nil.
192 Subject Descriptions

Syllabus
The subject is intended to introduce students to an understanding of important issues in human
relationships and sexuality. Task-oriented discussion sessions are designed to introduce the
following topics: methods of communication: attitudes, feelings and emotions; physiological,
psychological and sociological aspects of sexuality; varities of sexual expression; birth control;
sexually transmitted diseases; sex and the law.

Books
Full details of a reading and resources list will be available at the beginning of the subject.
Material suitable for preliminary reading could be selected from:
Cousins, J Make It Happy Ringwood (Vic): Penguin 1979
Goldstein, B Human Sexuality Sydney: McGraw-Hill 1976
Llewllyn-Jones, D Everywoman 2nd edn London: Collier Macmillan 1977
Oakley, A Sex, Gender and Socie ty Melbourne: Sun Books 1972

Assessment
There are no formal examinations. Students will be required to undertake a literature review, as
well as a survey or investigation of a selected topic. Assessment will be based on these activities,
as well as on participation in seminars and course work.

LANGUAGE IN EDUCATION (LLA00) 6 points

Two hours a week throughout the year, except for the weeks set aside in Year 4 for block School
Experience. This subject is designed to be taken in the later years of the course.

Special Requirement
Any student who has satisfactorily completed any of the subjects English B8, B9, C8, C9, can-
not enrol for this subject.
Prerequisite: Nil.

Syllabus
Theoretical studies, with related practical exercises, from the following areas:
Introduction to the nature of language; language as a system of rules; accent and dialect; 'stan-
dard English'.
Language and social context; language and social control.
Relationship of language to thought; ways in which language is said to structure reality; langauge
and culture.
Acquisition of language; relationship of language to learning, including concept development;
child-adult dialogue.
Language in the classroom; explanatory language and classroom organisation as a determinant
of linguistic interaction; language across the curriculum; technical vocabularies of subjects; the
language of the teacher.
The reading process; reading in the context of other linguistic skills; reading for meaning;
individual differences affecting reading.

Preliminary Reading
Barnes, D From Communication to Curriculum Harmondsworth: Penguin 1976
Barnes, D, Britton, J & Rosen, H Language, the Learner and the School Harmondsworth: Penguin
1974
Britton, J Language and Learning Harmondsworth: Penguin 1970

Assessment
Based on tests, exercises, class papers or essays done throughout the year.

LEGAL STUDIES A (LSA00) 9 points

Introduction to Law
Four 1-hour classes a week throughout the year. Credit may not be granted for this subject as well
as for Social Science B11.
 Bachelor of Education 193

Special Requirement
Attendance at classes is compulsory.

Prerequisite: Nil.

Syllabus
The theme of the subject is the operation of law in society as an instrument of social control. This
overriding aspect of the subject is studied by an examination of:
The concept of society and the evolution of a legal system within society. An analysis of the
various definitions of law and their relationship to the society in which they were developed. A
study of the historical development of the Common Law. An analysis of the relationship, if any,
between the concept of a legal system and the concepts of justice and morality. A study of the
legal institution and of the legal process in Australia. Law reform.

Preliminary Reading
Friedman. W Law in a Changing Society Ringwood (Vic): Penguin 1972
Derham. D. Maher, F 8 Waller, L An Introduction to Law Sydney: Law Book Coy 1970
Nettheim, G 8 Chisholm, R Understanding Law Sydney: Butterworths 1978
Lloyd, D The Idea of Law Harmondsworth: Penguin 1970
A detailed guide will be issued at the beginning of the year.

Assessment
Submissions during the year comprise 50 per cent of the assessment, and one examination at the
end of the year comprises 50 per cent of the assessment.

LEGAL STUDIES B (LSBOO) 12 points

Law and the Individual

Two 1-hour classes and one 2-hour tutorial a week throughout the year.
Credit may not be granted for this subject as well as for Social Science B11.

Special Requirement
Attendance at classes is compulsory.

Prerequisite: Legal Studies A.

Syllabus
Consideration of the link between social objectives and two aspects of the law invdlving the
individual:
1. The individual as a member of a legal and social Institution the family.
2. The individual as a member of society consideration will be limited to the area of criminal
law and its social objectives.

Preliminary Reading
Krupinski, J d Stoller, A (eds) The Family in Australia Sydney: Permagon 1974
Friedmann, W Law in a Changing Society Ringwood (Vic): Penguin 1972
Chappell, D 8 Wilson, P R The Australian Criminal Justice System Melbourne: Butterworths 1972
Nygh, P E Guide to the Family Law Act Sydney: Butterworths 1975
A detailed reading list will be issued at the beginning of the year.

Assessment
Submissions during the year comprise 50 per cent of the assessment, and one examination at the
end of the year comprises 50 per cent of the assessment.

LEGAL STUDIES C (LSCOO) 12 points

Law and Government
Four class hours a week throughout the year.
194 Subject Descriptions

Special Requirement
Attendance at classes is compulsory.

Prerequisite: Legal Studies B.

Syllabus
This subject continues to explore the role of law in society by examining the links between social
objectives and the use of the law in the attainment of those objectives. Reference is made to the
relationship between socio-economic policy and the law in Australia and with reference to other
economies. A study of federalism is made to explore the relationship between Federal and State
institutions. The exercise of governmental powers is examined primarily through trade practices
and consumer affairs legislation. Additional optional topics will be studied to illustrate the con-
vergence of law with a government's economic and social policies.

Preliminary Reading
Campbell, E & Whitmore, H Freedom in Australia Sydney: Sydney University Press 1975
Fleming, J The Law of Torts Sydney: Law Book Coy 1977
Lane, P H A Student's Manual of Australian Constitutional Law Melbourne: Law Book Coy 1972
Taperell, G 0, Vermeesch, R B & Harland, D J Trade Practices and Consumer Protection 2nd edn
Melbourne: Butterworths 1978
A detailed guide will be issued at the beginning of the year.

Assessment
Submissions during the year comprise 40 per cent of the assessment. A test on the optional
strand will be held at the end of Term 2, comprising 20 per cent of the assessment. One examina-
tion at the end of the year comprises 40 per cent of the assessment.

LIBRARIANSHIP Al (LIA01) 3 points

The Education Resource Centre Multi-Media Concept of School Library
Provision
One 2-hour seminar/workshop a week for one semester,
Prerequisite: Nil.

Syllabus
The general objective of this subject is to introduce students to the field of school librarianship so
that they can outline the relationship between educational practice, resource-based learning, and
library resource centre development.
Areas examined include:
(i) Educational Trends and ERC Development
(ii) Resources in Learning
(iii) Education Resource Centre Facilities and Services
(iv) Resource Centres in Practice

Assessment
Students must complete all sections of the course of study to a satisfactory level to achieve a
pass in this subject Assessment is based on: attendance and participation in seminars,
workshops and all visits to school ERCs; written report on primary school ERCs visited; presenta-
tion of a seminar topic; a paper of 1,000 words outlining the role and functions of the education
resource centre in relation to the school's educational program.

LIBRARIANSHIP A2 (LIAO2) 2 points

Introduction to Reference Services
One 2-hour lecture/workshop a week for one semester.
Prerequisite: Nil

Syllabus
Content:
Definition, evaluation and use of reference materials.
 Bachelor of Education 195

Biographical, geographical and word sources.

Encyclopaedias. yearbooks, almanacs, handbooks, directories and manuals.
Indexing and abstracting services.
Systematic searching for information.
Objectives:
Upon completion of this subject each student should be able to locate information in reference
materials selecting the most appropriate source. In order to meet this major objective students
must be able to:
(a) identify different types of reference materials
(b) evaluate specific titles in terms of their usefulness for finding information
(c) develop a search procedure for the location of specific information.

Preliminary Reading
Cheney, F N Fundamental Reference Sources Chicago: American Library Association 1971
Katz W A Introduction to Reference Work: Vol 1: Basic Information Sources 2nd edn New York:
McGraw-Hill 1974

Assessment
Continuous and is based on attendance, participation, and completion of workshop activities;
three short assignments; and short answer tests

LIBRARIANSHIP A3 (LIA03) 2 points

Introduction to Bibliographic Organisation
Two hours a week for one semester.
Prerequisite. Nil.

Syllabus
This introduction to bibliographic organisation entails a study of the basic principles and prac-
tices of the indexing of information.

Assessment
Each student will be assessed on the basis of tests and/or assignments.

LIBRARIANSHIP A4 (LIA04) 2 points

Introduction to Reading for Young People
One 2-hour seminar a week for one semester.
Prerequisite: Nil.

Syllabus
An introduction to the fiction read and/or recommend to students aged 11-18 in post-primary
schools The area is treated from (a) a historical viewpoint. I.e. early streams, and developments
and charges in attitudes and methods of presentation; and (b) a study of genres (e.g. historical fic-
tion. fantasy, science fiction) and content (e.g. Individual authors, particular themes and styles).
Attention is given also to methods of presentation and to ways of encouraging fiction-reading In
schools

Preliminary Reading
Arbuthnot M H Children and Books Glenview: Scott Foresman 1972
Egoff, S et al Only Connect Toronto: OUP 1969
Fisher, M Intent Upon Reading Leicester: Brockhampton 1964
Hildick, E W Children and Fiction London: Evans 1970

Assessment
Students are expected to participate in all seminar discussions and prepare:
A reading diary: a record of reading in a specified form arranged as a professional tool to aid
future selection.
A tutorial paper: presented to a tutorial group on a selected topic.
An essay on a selected topic or six fortnightly presentations on previously agreed topics.
196 Subject Descriptions

LIBRARIANSHIP B1 (LIB01) 3 points

Education Resource Centre Studies

Two 1-hour lectures and one 1-hour tutorial a week for one semester.
Prerequisite: Librarianship Al.

Syllabus
Section 1: History of Books and Printing
A series of 12 lectures designed to show the development of the book from ancient times to the
present, covering the production of the modern book, early writing, books before printing,
development of printing.
Section 2: History of Libraries
A series of 12 lectures with associated seminars, briefly surveying the history of libraries in the
Western World.

Preliminary Reading
Section 1:
Jennetk S The Making of Books 5th edn London: Faber 1973
McMurtrie, D The Book, the story of printing and bookmaking New York: OUP 1943
Section 2:
Jackson, S L Libraries and Librarianship in the West: a brief history New York: McGraw-Hill 1974
Johnson, E D & Harris, M H History of Libraries in the Western World 3rd edn Metuchen (NJ):
Scarecrow 1976

Assessment
Attendance and participation in seminars is required. Written submissions detailing preparatory
reading are to be handed in at each seminar. An assignment or test will be set in each section.

LIBRARIANSHIP B2 (LIB02) 3 points

Reference Services
One 1-hour lecture and one 2-hour workshop a week for one semester.
Prerequisite: Librarianship A2.

Syllabus
Content:
History, theory and evaluation of reference services.
Reference interview and systematic searching.
Bibliographies:
Reference services in academic, special and public libraries.
Reference literature for humanities, social sciences, science and technology.
Computers, networks and automation,
Objectives:
This subject is a continuation of Librarianship A2 in that students are expected to apply their
knowledge of reference books to the location of information and the provision of a reference ser-
vice.
Upon completion of this unit each student should be able to:
(a) recognise the characteristics and purposes of different services
(b) relate reference service to other library activities
(c) conduct a reference interview
(d) locate information in reference sources selecting the most appropriate source
(e) identify and evaluate the reference sources of specified subject areas.

Preliminary Reading
Cheney, F N Fundamental Reference Sources Chicago: American Library Association 1971
Katz, W A Introduction to Reference Work Vol 1: Basic Information Sources 3rd edn New York:
McGraw-Hill 1978
Katz, W A Introduction to Reference Work Vol 2: Reference Services 3rd edn New York: McGraw-
Hill 1978
 Bachelor of Education 197

Assessment
Assessment is continual. Formal assessment will take the form of two 1-hour tests and two
assignments.
Participation in workshops is expected so that students can acquire practical expertise.

LIBRARIANSHIP B3 (LIB03) 6 points

Bibliographic Organisation 1
Three class hours a week throughout the year.
Prerequisite: Librarianship A3.

Syllabus
The objectives of this subject are to study and apply the principles underlying various methods of
indexing a wide range of materials and to analyse the problems involved in bibliographic control
of library material. Topics include subject analysis, cataloguing codes, classification schemes
and bibliographic standards.

Texts
Anglo-American Cataloguing Rules (North American text) Chicago: ALA 1967
Dewey, M Decimal Classification and Relative Index 18th edn New York: Forest Press 1971
Weihs, J R et al Nonbook Materials Ottawa: Canadian Library Assocn 1973
Westby, B N (ed) Sears List of Subject Headings 11th edn New York: Wilson 1977

Assessment
The student must reach a satisfactory standard in a range of assessment requirements including
tests an essay, and assignments involving the construction of catalogues and indexes.

LIBRARIANSHIP Cl (LIC01) 3 points

Developments in Librarianship
One 1-hour lecture and one 2-hour workshop a week for one semester.
Prerequisite. Credit of 9 points in Librarianship at Group 2 level.

Syllabus
The subject involves the examination of current developments in areas of librarianship. As
developments vary and change, so will the content and emphasis of the subject. The subject will
include, as a major component, a series of workshops on the use of media equipment and
materials.

Books
Reading lists are made available as they are required in the development of the subject.

Assessment
Based on attendance, an essay, and satisfaction of the criteria-based program of the media com-
ponent

LIBRARIANSHIP C2 (LICO2) 6 points

Resource Materials Selection and Collection Building
One 1-hour lecture and one 2-hour seminar a week for two semesters.
Prerequisite: Librarianship 82.
First Semester Selection and Evaluation

Syllabus.
The syllabus covers the general principles of collection building with special attention to
school resources. Students will become familiar with a variety of materials, handling them,
examining them, and starting to become familiar with the range and variety available. The use
of selection aids and tools, and familiarity with supplies and suppliers of material will be stressed.
198 Subject Descriptions

Building of confidence based on knowledge of resources is necessary so that selection princi-

ples can be applied as and when necessary.

Books
Cabeiceras, J The Multi-media Library New York: Academic 1978
Carter, M D et al Building Library Collections 4th edn Metuchen (NJ): Scarecrow 1972
Gaver, M V (comp) Background Readings in Building Collections 2 vols Metuchen (NJ):
Scarecrow 1969
McNally, P Non-book Materials Melbourne: Sun Books 1973

Assessment
Cumulative and based on written assignments. It is not expected that there will be a formal
examination, but provision may be made for one if the lecturer(s) concerned require(s) additional
evidence on which to base assessment of a student's work.

Second Semester Resource Materials II

Syllabus
A study of particular clienteles in primary and secondary schools to identify their curriculum and
extra-curriculum resource needs, emphasising the middle school area; together with familiarisa-
tion with, and evaluation of, relevant materials and their sources, particularly in the social
sciences and humanities.

Preliminary Reading
Lee Dow, K Teaching Science in Australian Schools Carlton: MUP 1971
Mansoc vol 3 no 2 August 1978 (whole issue)
Powell, T F (ed) Humanities and the Social Studies Washington: NCSS 1969
Tonkin, C B (ed) Innovation in Social Education: social science curricular development in Victoria
1967-1974 Carlton: Pitman 1975

Assessment
Attendance and participation; assignments oral review, multi-media presentation, bibliography
and other supporting material (3,500 words or equivalent); provision is made for confirmatory
testing; students are required to pass in all sections.

LIBRARIANSHIP C3 (LIC03) 3 points

Bibliographic Organisation II
Three hours a week for one semester.
Prerequisite: Librarianship B3.

Syllabus
The objective of this subject is to widen the student's appreciation of problems in the bib-
liographic organisation area by:
(a) carrying out a comparative study of varying methods of organising, classifying and indexing
materials and information,
(b) investigating the changes which the computer has brought, and is likely to bring to activities
in the field, and
(c) requiring the student to study one aspect of the subject of his/her own choice in further
depth.

Preliminary Reading
Horner, J Cataloguing London: Association of Assistant Librarians 1970
Needham, C D Organizing Knowledge in Libraries 2nd edn London: Deutsch 1971
Foskett, A C The Subject Approach to Information 2nd edn London: Bingley 1971

Assessment
Based on two progressive tests of one hour each (40 per cent), a practical assignment (40 per
cent), an essay of approximately 1,500 words (20 per cent), and participation in the lecture/semi-
nar program. All sections must be passed.
 Bachelor of Education 199

LIBRARIANSHIP C4 (LIC04) 3 points

Literature for Young People Advanced Studies
One 1-hour lecture and one 2-hour seminar a week for one semester.
Prerequisite: Librarianship A4 and credit of 9 points in Librarianship at Group 2 level.

Syllabus
Familiarising students with the range of fiction of interest to middle and older adolescents, includ-
ing literature of Australia, Britain and the United States, dealing with different genres and themes.
Examining current writing for young people and adults.
Exploring the problem areas in fiction (such as censorship and controversial themes) in the
sc hool library.
An introduction to the understanding of the psychology of the adolescent.

Preliminary Reading
Egoff, S et al Only Connect Toronto: OUP 1969
Fader, D Hooked on Books Oxford: Pergamon 1969
Hildick, E W Children and Fiction London: Evans 1970
Meek, M et al (eds) The Cool Web: the Pattern of Children's Reading London: Bodley Head 1977

Assessment
Based on a reading diary: an expanded diary based on the compilation made in the first year, a
tutorial paper on a selected topic, an essay or fortnightly presentation, and on a research assign-
ment aimed at discovering the reading interests of 20 young people aged between 11 and 18
years.

LIBRARIANSHIP C5 (LIC05) 3 points

Selectives
Three contact hours a week for one semester.
Prerequisite: Credit of 9 points in Librarianship at Group 2 level.

Syllabus
Students elect to do one of a range of topics offered.
Topics which may be offered are as follows: reading, writing for children, comparative librarian-
ship, design and construction of materials for Individualised learning, designing programs for
individualised education, the library and the arts.
This list may be expanded or diminished depending upon facilities and staff available.

Books
Reading lists are provided by each topic co-ordinator.

Assessment
Based on attendance, essays, class papers and exercises, and class tests. The combination of
these elements will vary from topic to topic.

LIBRARIANSHIP C6 (LIC06) 3 points

Selectives 1
A subject which may be taken in three class hours a week for one semester or by contract.
Prerequisite: Higher Diploma of Teaching (Secondary).

Syllabus
Students elect to take studies in one of a range of topics offered. Students may not select a topic
for which they have been credited in Librarianship C5 in the HDTS course.
Topics which may be offered are as follows: reading, writing for children, design and construction
of materials for individualised learning, designing programs for individualised learning, Australian
bibliography, advanced audio-visual production, libraries and computerisation, comparative
librarianship, drama and the library, language skills oral and aural, graphic communication,
200 Subject Descriptions

the library and special groups, librarianship's response to change.

The precise nature of the study will be subject to contract with the topic co-ordinator.

Books
Reading lists are provided by each topic co-ordinator.

Assessment
Based on attendance, essays, class papers and exercises, and a class test. The combination of
these elements will vary from topic to topic.

LIBRARIANSHIP C7 (LIC07) 3 points

Selectives II
A subject which may be taken in three class hours a week for one semester or by contract.
Prerequisite: Higher Diploma of Teaching (Secondary)

Syllabus
As for Librarianship C6. Students may not select a topic for which they have been credited in
Librarianship C5 in their HDTS, or a topic studied in Librarianship C6.

Books
As for Librarianship C6.

Assessment
As for Librarianship C6.

LIBRARIANSHIP C8 (LIC08) 6 points

School Librarianship A Major Paper
Prerequisite: Higher Diploma of Teaching (Secondary)

Syllabus
A major paper (6,000 words) the subject of which will be a matter of negotiation between a super-
vising lecturer and the student. The paper will show evidence of primary research.

Assessment
Satisfactory completion of the major paper.

LIBRARIANSHIP D(LID00) 9 points

Resource Centre Administration
One 1-hour lecture and one 2-hour seminar a week for two semesters.
Prerequisite: Successful completion of all Librarianship B subjects and Librarianship Cl, C2, C3
and C5.

Syllabus
School resource centre policies and objectives; school organisation; management theory; ad-
ministrative principles and skills; organisation of services; accessibility and use, library design;
processing and service systems for print and non-print materials; finance and budgeting, person-
nel management; public relations and communication; co-operative and centralised services;
evaluation; teacher-librarianship as a profession.

Books
Evans, G E Management Techniques for Librarians New York: Academic Press 1976
Massie, J L Essentials of Management Englewood Cliffs (NJ): Prentice-Hall 1964
Wasserman, P, Bundy, M L (eds) Reader in Library Administration Washington: Microcard Editions
1968
 Bachelor of Education 201

Assessment
Based on attendance at and participation in, seminars; submission of a major assignment, two
minor assignments and class exercises and tests. A final examination may be held if assessment
items are not successfully completed.

MATHEMATICS
Books
Detailed references will be given in lectures. For interested students a list of texts for preliminary
reading can be found on the noticeboard in the Department of Mathematics, level 7, Science
Education Building.

Assessment
Assessment in each subject will be by examination and/or assignment. Full details will be given at
the commencement of each subject

MATHEMATICS A SUBJECTS
Each of the Mathematics A subjects offered is one equivalent to 24 lectures, together with
tutorials and practice classes taken over a period of one term. Each subject has a value of 3
points. Mathematics A41 requires three hours of practical computer work a week.
In 1980. A level subjects will be offered according to the following timetable arrangements:
Stream Term 1 Term 2 Term 3
1 MAA01 MAA11 MAA02
2 MAA21 MAA41 MAA31
The subjects within each Stream will have a common timetable during the three terms.
The Computer Studies listings in this Handbook contain subjects for additional or alternative first
year work.

MATHEMATICS A01 (MAA01) 3 points

Linear Algebra I
Prerequisite: HSC General Mathematics or Pure Mathematics.

Syllabus
Geometric vectors: scalar, vector and scalar triple products, three dimensional geometry.
Vector spaces: space and subspaces, dependence, basis.
Matrices: solution of systems of linear equations, row echelon form and rank, linear transforma-
tions, eigenvalues, eigenvectors and applications, determinants.

Assessment
Based on examination and assignments.

MATHEMATICS A02 (MAA02) 3 points

Number Systems and Abstract Algebra
Prerequisite. HSC General Mathematics or Pure Mathematics.

Syllabus
Number systems, residue classes, induction, complex numbers.
Group theory: definitions, symmetry groups, cyclic groups, sub-groups, permutation groups,
isomorphisms.

Assessment
As for Mathematics A01.
202 Subject Descriptions

MATHEMATICS A03 (MAA03) 3 points

Introductory Geometry
See subject description on page 317.

MATHEMATICS Al 1 (MAA11) 3 points

Real Analysis I
Prerequisite: HSC General Mathematics or Pure Mathematics.

Syllabus
Functions of one real variable: elementary functions and their inverses, parametric co-ordinates,
differentiation and integration with applications, Taylor series.
Functions of two real variables: surfaces, partial derivatives, intergration.

Assessment
As for Mathematics A01.

MATHEMATICS A21 (MAA21) 3 points

Probability and Statistics

Prerequisite: HSC General Mathematics or Pure Mathematics.

Syllabus
Probability theory. Random variables; standard distributions. Sampling; distribution of sample
statistics. Estimation of population parameters; confidence intervals; hypothesis testing. Distribu-
tion-free methods.

Assessment
As for Mathematics A01.

MATHEMATICS A22 (MAA22) 3 points

Statistics for Teachers

See subject description on page 318.

MATHEMATICS A31 (MAA31) 3 points

Mechanics I

Special Requirement
This subject may be taken only by those students who are enrolled for, or who have passed, Math-
ematics A01 and Al 1.

Syllabus
Applications of vector addition and subtraction, scalar and vector products, and vector calculus
to dynamics.
The principles of linear and angular momentum and work-energy, with applications to the motion
of particles.
The application of certain types of first and second order differential equations to problems of
mechanics and other areas of applied mathematics.

Assessment
As for Mathematics A01.

MATHEMATICS A41 (MAA41) 3 points

Numerical Methods and FORTRAN Programming

Three 1 -hour lectures and two 1-hour tutorials/laboratory classes a week throughout Term 3.
 Bachelor of Education 203

Special Requirement
The practical work must be completed satisfactorily before the end of Term 3.
Prerequisite: HSC General Mathematics or HSC Pure Mathematics.

Syllabus
Computers and programming: algorithms. The FORTRAN programming language: data types and
their representation, basic constructs, subprograms, arrays. Structured programming. Simple
numerical methods of solving non-linear equations and ordinary differential equations.
Mathematical modelling: simulation programs.

References
Bellamy, C J & Whitehouse. L G An Introducton to Computer Programming in FORTRAN (Monecs
FORTRAN) Melbourne: Sorrett 1978
Katzan, H Fortran 77 New York: Van Nostrand-Reinhold 1978
McCracken, D D & Dorn, W S Numerical Methods and FORTRAN Programming New York: Wiley
1966
McCrae, B & Robinson, I Numerical Methods Melbourne: LaTrobe University 1977

Assessment
Based on tutorial work, practical work and a two-hour end-of-term examination. The practical
work consists of approximately four programming projects of a combined length of up to 200
statements and must be completed satisfactorily in order to obtain a pass.

MATHEMATICS A61 (MAA61) 3 points

Number Sense and the Young Child
See subject description on page 318.

MATHEMATICS B SUBJECTS
Each of the Mathematics B subjects offered is one equivalent to 24 lectures together with
tutorials and practice classes taken over a period of one term. Each subject has a value of 4
points. Mathematics B51 requires three hours of practical computer work a week.
In 1980, B level subjects will be offered according to the following timetable arrangements, but
students should consult Mathematics staff to ensure that they will be equipped for 1981 C level
offerings.
Stream Term 1 Term 2 Term 3
1 MAB12 MAB11 MAB01
2 CSB01 MAB21 MAB51
3 MA832 MAB33 MAB31
The subjects within each Stream will have a common timetable during the three terms.
The subject description for Computer Studies BOt is given under the Computer Studies listings in
this Handbook.

MATHEMATICS B01 (MAB01) 4 points

Linear Albebra II
Prerequisite. Mathematics A01.

Syllabus
Vector spaces. Linear transformations, matrix representations and ranks, change of bases:
normal forms. Eigenvectors and eigenvalues, diagonalisation and triangularisation with
applications, Cayley-Hamilton Theorem.

Assessment
Based on examination and assignments.
204 Subject Descriptions

MATHEMATICS B02 (MAB02) 4 points

Geometry
See subject description on page 319.

MATHEMATICS B11 (MAB11) 4 points

Real and Complex Analysis
Prerequisite: Mathematics A01, A02 and Al1.

Syllabus
Complex functions: Exponential and related functions, continuity and differentiability, Cauchy
Riemann equations, analytic functions, mapping with applications. Sequences and series: E, N (el
notation, convergence tests.

Assessment
As for Mathematics B01.

MATHEMATICS B12 (MAB12) 4 points

Real Analysis II
Prerequisite: Mathematics A01, A02 and All

Syllabus
Functions of two variables: differentiability, chain rules, Jacobians, stationary points (ordinary
and constrained, via Lagrange multipliers), Taylor series. Integration; infinite and improper
integrals, repeated integrals and their applications, line integrals in the plane and in space,
Green's theorem.

Assessment
As for Mathematics B01.

MATHEMATICS B21 (MAB21) 4 points

Probability and Statistics Il
Prerequisite: Mathematics A01 and A21.

Syllabus
Probability theory. Distribution theory, moments and central moments, generating functions,
bivariate and multivariate distributions. Estimation: Method of moments, maximum likelihood.
Statistical inference; analysis of variance.

Assessment
As for Mathematics B01.

MATHEMATICS B31 (MAB31) 4 points

Mechanics Il
Prerequisite: Mathematics A31 and one other Mathematics A subject.

Syllabus
Motion of rigid bodies in 2 and 3 dimensions. Principles of linear momentum, angular momentum
and work energy.
Rotating frames of reference: centrifugal and Coriolis force and applications.
Classical mechanics: generalised co-ordinates; classification of systems; generalised forces:
Lagrange equations for conservative and non-conservative systems; small oscillations and
normal modes of oscillation.

Assessment
As for Mathematics B01.
 Bachelor of Education 205

MATHEMATICS B32 (MAB32) 4 points

Vector Calculus
Prerequisite: Mathematics A01 and All.

Syllabus
Scalar and vector point functions, gradient, divergence and curl in cartesian and curvilinear co-
ordinates; cartesian tensors: theorems of Gauss and Stokes with applications.

Assessment
As for Mathematics B01.

MATHEMATICS B33 (MAB33) 4 points

Boundary Value Problems and Differential Equations
Prerequisite. Mathematics Al 1.

Syllabus
Ordinary differential equations of second order: constant coefficients, Euler-type: series
solutions. Legendre functions, orthogonality. Bessel functions, zeros, orthogonality; Fourier
series; half-range series; applications. Partial differential equations: Standard types, separation
of variables. application to vibrating strings, membranes, heat conduction.

Assessment
As for Mathematics B01.

MATHEMATICS B51 (MAB51) 4 points

Numerical Methods 1
Prerequisite: Mathematics A01, All, and A41.

Syllabus
A mathematical discussion (including error analysis) and programming of selected numerical
methods from the following general fields: solution of non-linear equations, systems of linear
equations, numerical integration. Difference equations; programmable calculators.

Assessment
As for Mathematics B01.

MATHEMATICS B61 (MAB61) 4 points

School Mathematics
See subject description on page 322.

MATHEMATICS C SUBJECTS
Each of the Mathematics C subjects offered is one equivalent to 24 lectures, together with
tutorials and practice classes taken over a period of one term. Each subject has a value of 4
points. In years when Mathematics C51 Is offered, the subject will require three hours a week of
practical computer work.
In 1980 C level subjects will be offered according to the following timetable arrangements
(subject to enrolment numbers):
Stream Term 1 Term 2 Term 3
1 MAC01 MAC I1 MAC03
2 MAC31 MAC32 MAC34
The subjects within each Stream will have a common timetable during the three terms.
206 Subject Descriptions

MATHEMATICS CO1 (MAC01) 4 points

Abstract Algebra
Prerequisite: Any two Mathematics B subjects and Mathematics A02.

Syllabus
Groups: Cosets; Lagrange's Theorem; normal subgroups; quotient groups; Cayle s Theorem;
homomorphisms. Rings: Subrings; ideals; quotient rings; homomorphisms. Integral Domains.
Fields: Introduction to field properties; finite fields; straight edge and compass construction.

Assessment
Based on examination and assignments.

MATHEMATICS CO2 (MACO2) 4 points

Combinatorics and Number Theory
Prerequisite: Any two Mathematics B subjects.

Syllabus
General rules of combinatorics; samples; permutations and combinations, distributions and
partitions; occupancy problems; recurrence relations; generating functions. Number systems;
postulates for the positive integers, prime numbers and the fundamental theorem of arithmetic;
congruences; diophantine equations; continued fractions,

Assessment
As for Mathematics C01.

MATHEMATICS CO3 (MAC03) 4 points

Geometry
Prerequisite: Any two Mathematics B subjects.

Syllabus
Axiomatic systems. Various geometries such as Euclidean, affine, projective, finite and
topological.

Assessment
As for Mathematics C01.

MATHEMATICS C11 (MAC11) 4 points

Complex Functions
Prerequisite: Mathematics B11 and B12.

Syllabus
Integration: Definition, Cauchy's integral formulae, Taylor and Laurent series, singularities,
residues, contour integration. Conformal mapping.

Assessment
As for Mathematics C01.

MATHEMATICS C21 (MAC21) 4 points

Probability and Statistics Ill

Prerequisite: Mathematics B01 and B21.

Syllabus
A selection of topics from:
classification of
1. Introductory stochastic processes: Markov processes in discrete time:
discrete and finite Markov chains; limiting distributions.
 Bachelor of Education 207

2. Simulation: random number generation; deterministic simulation; probabilistic simulation;

Monte Carlo methods.
3. Decision theory: decision theory and game theory; prior and posterior distributions; loss
functions and Bayesian decisions; Bayes and minimax principles for the choice of decision
rules.
4. Traffic theory: introduction to theories of traffic flow; dynamic, hydrodynamic and queuing
theory aspects.
5. Experimental design: randomisation and blocking; Latin squares; factorial designs; analysis
of experiments.

Assessment
As for Mathematics COI.

MATHEMATICS C31 (MAC31) 4 points

Mathematical Methods
Prerequisite. Mathematics 812 and B33.

Syllabus
A selection of topics from:
1. Calculus of variations: Fundamental problem, natural boundary conditions, variable end-point
problems; constraints and Lagrange multipliers, selected applications.
2. Solution of first order linear partial differential equations, hyperbolic, elliptical and parabolic
second order partial differential equations as typified by the wave equation, Laplace's
equation and the heat equation. Selected methods of solution Including the method of
characteristics, integral transform techniques, and separation of variables involving
trigonometric Fourier series. Boundary value problems.
3. Special relativity.
4. Differential geometry.

Assessment
As for Mathematics C01.

MATHEMATICS C32 (MAC32) 4 points

Linear Programming
Prerequisite: Mathematics B01 and one other Mathematics B subject.

Syllabus
The simplex method; duality; parametric linear programming; sensitivity analysis; Integer linear
programming, the transportation problem game theory.

Assessment
As for Mathematics C01_

MATHEMATICS C33 (MAC33) 4 points

Graph Theory
Prerequisite: Any two Mathematics B subjects and Mathematics A02.

Syllabus
Basic concepts, planar graphs and connected graphs. Euler and Hamilton circuits, isomorphic
graphs, automorphism group of a graph, composition of graphs and associated groups. Directed
graphs and applications.

Assessment
As for Mathematics C01.
208 Subject Descriptions

MATHEMATICS C34 (MAC34) 4 points

Network Flow Theory and Applications
Equivalent to 24 lectures, eight tutorials and eight practice classes throughout the term.
Prerequisite: Any two Mathematics B subjects.

Syllabus
Survey of the place of network concepts in the solution of practical problems. Shortest (longest)
path algorithms. Critical path analysis and associated problems. Maximum flow in a network with
capacity restrictions. Minimum cost-maximum flow algorithms (including modern simplified
methods of T C Hu and others). Applications including dynamic programming techniques.

References
Battersby, A Network Analysis for Planning and Scheduling London: Macmillan 1967
Hu, T C Integer Programming and Network Flows Reading (Mass): Addison-Wesley 1969

Assessment
Based on examinations and assignments with grades being determined on the basis of
assignments moderated by examinations.

MATHEMATICS C51 (MAC51) 4 points

Numerical Methods Il
Prerequisite: Mathematics B01 and B51.

Syllabus
A mathematical discussion (including error analysis), and programming of selected numerical
methods from the following general fields: interpolation and approximation of functions, solution
of ordinary differential equations. eigenvalues and eigenvectors, solution of partial differential
equations. Continued fractions.

Assessment
As for Mathematics C01.

MATHEMATICS C62 (MAC62) 4 points

Readings and Research in Mathematics Education

See subject description on page 325.

MATHEMATICS D SUBJECTS
Each of the Mathematics D subjects is one equivalent to 15 lectures together with tutorials taken
over one term. Classes are not held during block periods of School Experience. Each subject has
a value of 3 points.
In 1980, D level subjects will be offered according to the following timetable arrangements
(subject to enrolment numbers):
Term 1 Term 2 Term 3
MADO1 MADO3 MADO2
The timetable will be arranged to suit staff and students.

MATHEMATICS DO1 (MAD01) 3 points

Prerequisite: Any two Mathematics C subjects.

Syllabus
Seminar papers and assignments must be prepared in a selected topic in mathematical modelling
under the supervision of a member of staff.
 Bachelor of Education 209

Assessment
By assignment and seminar participation.

MATHEMATICS D02 (MAD02) 3 points

Prerequisite: Any two Mathematics C subjects.

Syllabus
This subject is concerned with the history and philosophy of mathematics, with emphasis on the
development of mathematical theories.

Assessment
As for Mathematics 001.

MATHEMATICS D03 (MAD03) 3 points

Prerequisite: Any two Mathematics C subjects.

Syllabus
A discussion and investigation of modern developments in mathematics education, with
particular emphasis on current curriculum projects.

Assessment
As for Mathematics DoT.

MEDIA ARTS
Studies in Media Arts have four main elements film-making, video production, radio production,
and critical and cultural studies in film, mass media, and popular culture. The emphasis in the
program is on the development of personal expression and communication through these media,
and on increasing an awareness of their social, political and educational significance rather than
on the acquisition of skills. The first year subjects may be taken in alternative forms (see Media
Arts A1, A2, A3 and Media Arts A4, A5, A6) both of which are general introductions to production
and criticism in the main mass media (other than print). In later years students work In areas of
particular personal interest by selecting from a range of subjects (see Media Arts B1'-B9 and Cl -
C9). A program in Method of Teaching Film and Television is available in fourth year.

Assessment
Assessment is all subjects is continuous and is based on attendance and involvement, individual
contribution to group activity, and evidence of personal endeavour and development in Individual
work. The work required for each subject is assessed in a manner appropriate to the content and
may include audio tapes, videotapes, film, folios, and essays.

MEDIA ARTS Al -A3

These subjects are normally taken in sequence in the same year with no discrete content
boundaries. The pattern for the first year sequence is a weekly film screening, a weekly lecture/
seminar of two hours, and a three hour workshop/discussion session in small groups. Some
individual creative work, both written and in production, is required, and extensive cinema-going
is expected. First year studies are concerned more and more with media ideas than with media
skills, but ample opportunities exist to develop both according to personal interest and level of
development

MEDIA ARTS Al (MSA01) 3 points

Beginnings
A program of lectures and workshops in Term 1. This subject is normally taken in conjunction with
Media Arts A2 and A3.
Prerequisite: Nil.
210 Subject Descriptions

Syllabus
The main strands of image analysis, criticism and production are introduced in the context of the
mass media's role in contemporary society. Production possibilities include super-8 film-making,
audio production for personal or radio use, and television production, especially portable video
and including some studio work. Critical discussion is centred on films both commercial and
independent and television programs.

Assessment
The most important requirement is participation in the form of active involvement in classes and
project work. Some personal production in critical and/or original sound or image production will
be required, the nature of this varying from group to group.

MEDIA ARTS A2 (MSA02) 3 points

Developments
A program of lectures and workshops throughout Term 2. This subject is normally taken in
conjunction with Media A rts Al and A3.
Prerequisite: Nil.

Syllabus
The subject develops the ideas and potentials initiated in Media Arts Al.

Assessment
As for Media Arts Al.

MEDIA ARTS A3 (MSA03) 3 points

Extensions
A program of lectures and workshops throughout Term 3. This subject is normally taken in
conjunction with Media Arts Al and A2.
Prerequisite: Nil.

Syllabus
This subject provides for the extension of group and individual work in criticism and production.
Provision may be made for specialist workshops in specific areas.

Assessment
As for Media Arts Al.

MEDIA ARTS A4-A6

This sequence is offered, through evening classes, as an alternative first year to the following
students:
part-time students or students who have regular employment;
students from courses in which fixed commitments prohibit or make extremely difficult
participation in Media Arts Al, A2, or A3 subjects;
students whose intention is to take Media Arts for one year only;
mature age students and students with previous work experience in the media area.
Normally students who are enrolled in the Arts, Drama, Music, or Television and Film streams
undertake Media Arts Al, A2, and A3.
The usual pa ttern in which Media Arts A4, A5 and A6 are taught is a weekly screening and two
weekly evening classes lecture/tutorial/workshop - each of two hours. Media Arts A4 is
taught in Term 1, and AS and A6 are taught concurrently in Terms 2 and 3. Certain production
elements of Media A rts A6 may require some full day workshops in vacation time or at weekends.
There is a greater emphasis on private study (including project work) in these subjects than in
Media Arts Al, A2 and A3. These subjects are normally taken together in the one year.
 Bachelor of Education 211

MEDIA ARTS A4 (MSA04) 3 points

Media as Messenger
A program of lectures and tutorials, usually offered in Term 1. This subject is normally taken in
conjunction with Media Arts AS and A6.
Prerequisite: Nil.

Syllabus
Mass media as the mainstreams of popular culture. Students examine the ways in which the mass
media film, television, radio and print work as instruments for transmitting information,
entetainment and values; how media messages are packaged and how they are received;
potentials for mass education, mass stimulation, mass manipulation.

Books
Arnhem, R Visual Thinking London: Faber 1970
Berger, J Ways of Seeing Harmondsworth: Penguin-BBC 1972
Gattegno, C Towards a Visual Culture New York: Ed Solutions 1969
Jung, C A Man and His Symbols New York: Dell 1964

MEDIA ARTS AS (MSA05) 3 points

Screen Studies
One 2-hour class a week, and a screening, usually taken over Terms 2 and 3. This subject is
normally taken in conjunction with Media Arts A4 and A6.
Prerequisite: Nil.

Syllabus
An introduction to the methods of film criticism. This subject attempts to provide a general
framework in which particular films might be discussed. Several films are selected from the realm
of popular cinema and examined in relation to the process of reading the Image, the role of
conventions, the generic tradition, the structuring of the narrative, and general notions of film as
industrial product (the studio, the star, the selling of the film/. Specific methods of particular critics
and the critical positions they represent will be studies within the structure. Requirements will be
attendance at screenings and weekly seminars and directed reading progress.

Books
Cameron, I led) Movie Reader London: November Books 1972
Cinema Papers
Film Comment
Monaco, J How to Read a Film New York: OUP 1977

MEDIA ARTS A6 (MSA06) 3 points

Producton Exercises
One 2-hour workshop a week throughout Terms 2 and 3. This subject is normally taken in
conjunction with Media Arts A4 and A5.
Prerequisite: Nil.

Syllabus
Opportunities are provided to produce material on a group or Individual basis In super-8 film,
portable video, studio television, radio, and photography. Normally a student will select any three
of these media For some, weekend or vacation workshops may be held. The production of
individual work in one or more of these media is required.

MEDIA ARTS B1-B9

These subjects are normally offered over two semesters although In some cases they may be
taken intensively for one semester only. The normal pattern Is one class or workshop of two or
three hours duration a week. In most cases there will be continuous development throughout the
212 Subject Descriptions

year; however students may choose from a range of electives within the 6 point framework, e.g. in
Media Arts B4Combined Media Production there may be a choice between film, video, radio,
studio television, and photography. Each subject description below is a guide only full details,
reading guides and descriptions may be obtained from the Department after 1 December in the
year preceding enrolment Attention is drawn to assessment details which precede A level
descriptions above.
Note: B level and C level subjects Where a subject with the same descriptive title is offered in
both B and C levels (e.g. B7 and C7 Media, Education and Society) the focus of the study
changes in alternate years. Consequently, students may usually proceed from a B level subject to
a C level subject with the same descriptive title.

MEDIA ARTS B1 (MSB01) 6 points

Film-making

One class a week, comprising one hour of theory and two hours of individual practical work and
assistance throughout the year. Credit may not be granted for this subject as well as for Media
Arts B4.
Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus
A practical subject to develop skills in super-8mm camera use and editing, the originating of film
ideas, and techniques of scripting. Each student is expected to produce several individual films
during the year including one with an original sound track.

Books
Lipton, L The Super-8 Book San Francisco: Straight Arrow 1975

MEDIA ARTS B2 (MSB02) 6 points

Video Production
After a series of weekly workshops (three hours a week) in first semester, small production groups
are formed to follow specific program goals for the remainder of the year. Credit may not be
granted for this subject as well as for Media Arts B4.

Special Requirements
Some weekend work and/or a vacation week may be required for studio workshops/productions.
Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent

Syllabus
This subject provides opportunities for work both in portable video and in studio television. A
finished tape is expected from each group.

MEDIA ARTS B3 (MSB03) 6 points

Radio Production
One 3-hour workshop a week throughout the year. Credit may not be granted for this subject as
well as for Media Arts 84.
Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus
This subject introduces students to basic recording techniques used in the production of radio
programs. Not only will programs be produced for broadcast, but participants in the workshop will
be ecouraged to involve themselves actively as volunteers in the workings of a public
broadcasting station. Although this is a production subject, radio as an information and
entertainment medium will also be explored from cultural, social and political viewpoints,
especially with regard to public broadcasting and its place within the existing broadcasting
spectrum.
Each participant will be required to produce individual program work.
 Bachelor of Education 213

Books
Gillet, G Sounds of the City
Rosenbloom, H Politics and the Media Brightlingsea (UK): Scribe 1978

Journals
Rolling Stone, New Musical Express, Trouser Press, Pulp and any other popular music magazines.

MEDIA ARTS B4 (MSB04) 6 points

Combined Media Production
A subject of three hours a week, comprising two hours of theory and additional individual and
supervised practical work throughout the year. Credit may not be granted for this subject as well
as for Media Arts BI, B2 or 83.
Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus
This subject is designed to provide additional production experience for those whose prime
interest is in non-practical areas. It is concerned with production skills in film-making, video, and
radio, with the aim of discovering and comparing the unique capabilities of each medium. Some
individual work in each medium is required.
Note: This subject may not be offered in 1980.

MEDIA ARTS 65 (MSB05) 6 points

Photography
Three hours a week throughout the year.

Special Requirements
Students enrolling in this subject are expected to have a 35mm SLR camera for private use.
Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus
The subject aims, through a series of classes/workshops, to develop skills In the taking of
pictures, developing, and printing. Participants are required to submit a folio of photographic
works and to undertake set photo-essay assignments from time to time.
Note: This subject may not be offered in 1980.

MEDIA ARTS B6 (MSBO6) 6 points

Popular Culture
One 2-hour lecturertutorial a week throughout the year.
Prerequisite Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus
The reference point for this study of television, radio, popular music, journalism, and particular
strands of popular licton is their shared status as examples of popular culture. The subject will
examine samples of the material within a critical and cultural framework their standards of
excellence, the modes of their production and presentation, their place within a particular society.
Individual work for assessment may be in the form of essay, tape or folio.

Books
Barthes, R Mythologies St Albans (Herts): Paladin 1974
Hall, S 8 Whannel, P The Popular Arts London: Hutchinson 1964
Thompson, D led) Discrimination and Popular Culture 2nd edn London: Heinemann 1973
Williams, R Communications Harmondsworth: Penguin 1969
Note: This subject may not be offered In 1980.
214 Subject Descriptions

MEDIA ARTS B7 (MSB07) 6 points

Media, Education and Society
One 2-hour lecture/tutorial a week throughout the year.
Prerequisite: Credit of 6 points in Media Arts in Group 1 level, or an approved equivalent.

Syllabus
This subject is concerned with the central role mass media play in the social and political life of a
community. There will be an emphasis on broadcasting in Australia, especially television - its
structures and content, and its implicit attitudes and values. Work for assessment will require at
least one major essay and additional research using both reading and interview techniques.

Books
Hall, S Supertoy Melbourne: Sun Books 1976
Howkins, J Understanding Television London: Sundial 1976
Johnson, N & Armstrong, M Two Reflections on Australian Broadcasting Bundoora (Vic): La Trobe
Media Centre 1977
McQueen, H Australia's Media Monopolies Hawthorn (Vic): Widescope 1977

MEDIA ARTS B8 (MSB08) 6 points

Film Theory and Criticism
A subject of weekly screenings, supported by extensive personal film-going, and a two hour
lecture/turorial a week throughout the year.
Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus
This subject provides a general framework for film analysis. One area of study will be the
technological and aesthetic developments in the cinema from its birth in the late nineteenth
century up to the coming of sound at the end of the 1920s.
Another will be the various ways in which films, both silent and sound, have been examined within
a critical-theoretical methodology. Questions of context, both historical and ideological, will
provide the basis for discussion of the films screened weekly.
The subject is centrally focused on American cinema, though attention will be paid to films from
Europe, Japan, and Australia. Each student is normally required to complete a major essay or two
minor essays (or equivalent).

Books
Barthes, R Mythologies St Albans (Herts): Paladin 1974
Harcourt, P Six European Directors Harmondsworth: Penguin 1973
Haskell, M From Reverence to Rape Harmondsworth: Penguin 1974
Lawder, S D The Cubist Cinema New York: Anthology 1974

MEDIA ARTS B9 (MSB09) 6 points

Contemporary Cinema
A subject of regular screenings, extensive independent film-going, and a two-hour weekly class
throughout the year.
Prerequisite: Credit of 6 points in Media Arts at Group 1 level, or an approved equivalent.

Syllabus
This subject will explore concerns of contemporary cinema its impact on, and reflection of,
modern society, and the evolution of contemporary film aesthetics. Units may deal separately with
such areas as recent Australian cinema, German cinema, American cinema, contemporary avant-
garde cinema, etc. Independent work for assessment will normally take the form of a major essay
or two minor essays but alternative forms of expression (e.g. tapes, films) may be approved.

Books
Reading will vary according to the specific areas being studied.
 Bachelor of Education 215

MEDIA ARTS C1-C9

The range of subjects offered at C level (Group 3) is identical in title to those offered at the B level
(Group 2). Students are usually able to extend studies in a particular area by choosing the same
area(s) in both years. e.g. Media Arts B1 Film Making and Media Arts Cl Film Making which
provide a development in depth in film production as well as extensions into specific areas such
as animation. Where appropriate, development in breadth is also provided e.g. Media Arts C8
and Media Arts C9 provide for studies of cinema, contemporary or historical, from a range of
countries and directions, or in a variety of genre. All subjects consist of a weekly two or three hour
class or workshop, and run throughout the year except where indicated.
Attention is drawn to the general statements about assessment which precede the A level
descriptions: At the C level, greater stress is placed on the quality of production or critical work
than at previous levels

MEDIA ARTS Cl (MSCO1) 6 points

Film-Making
One 2-hour workshop a week throughout the year. Credit may not be granted for this subject as
well as for Media Arts C4.
Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts 131, or an
approved equivalent

Syllabus
Advanced techniques of super-8mm and 16mm film-making are developed. Animation and
optical printer work are covered and may be taken as specialisations. Substantial independent
work and a completed film of high quality are required.

Books
Anderson, Y Teaching Film Animation to Children New York: Van Nostrand 1970
Lipton, L Independent Film Making San Francisco: Straight Arrow 1972
Marsden, R Animated Film New York: Interland 1969

MEDIA ARTS C2 (MSCO2) 6 points

Video Production
In this subject formal workshops and classes are of less importance than group-Initiated activity
in general, each student is required to commit approximately 100 hours to this project. Credit
may not be granted for this subject as well as for Media Arts C4.

Special Requirements
Studio work could involve some weekends and/or a vacation week.
Prerequisite: Credit of 12 points in Media Art s at Group 2 level, including Media Arts 82, or an
approved equivalent

Syllabus
Opportunities are available to extend both location video and television studio work. A major
production may be undertaken in the studio by those with studio interests, and work with outside
groups may be available to those concerned with portable video. Increased specialisation in one
area is normally required. Each individual's contribution to the group effort will be assessed.

MEDIA ARTS C3 (MSC03) 6 points

Radio Production
One 3-hour workshop a week throughout the year, or six hours a week for one semester. Credit
may not be granted for this subject as well as for Media Arts C4.
Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts 83, or an
approved equivalent
216 Subject Descriptions

Syllabus
The subject will concentrate on programming for radio. Existing programming formats will be
analysed and discussed, and new ones designed to meet specific needs. Participants will
produce particular programming inputs from a wide range of possibilities radio journalism,
documentaries, music programs, spot announcements, film reviews, radio drama, etc. for
broadcast on a public station. Each participant will be responsible for the production of one
substantial program.

MEDIA ARTS C4 (MSC04) 6 points

Mixed Media Production
Three hours a week, comprising two hours of theory and additional individual and supervised
practical work. Credit may not be granted for this subject as well as for Media Arts Cl, C2 or C3.
Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts B4, or an
approved equivalent.

Syllabus
A subject in which more advanced techniques of film-making, video (including studio work) and
radio are explored, with a view to defining the potentialities of each medium. Individual
productions in selected media will be required.
Note: This subject may not be offered in 1980.

MEDIA ARTS C5 (MSC05) 6 points

Photography
One 3-hour class a week throughout the year.
Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts B5, or an
approved equivalent.

Syllabus
Work of increasing sophistication in both monochrome and colour is required, and certain special
effects are explored. A folio of photographs is expected from each student.
Note: This subject may not be offered in 1980.

MEDIA ARTS C6 (MSC06) 6 points

Popular Culture
One 2-hour class a week throughout the year.
Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts B6, or an
approved equivalent.

Syllabus
This subject will be an extension of the material outlined in Media Arts B6, but will focus on
specific aspects of popular culture selected from television comedy, programming patterns in
commercial and alternative radio, recent developments in popular music, the control and contents
of particular newspapers, the detective novel. Work for assessment may take a variety of forms
including presentation of a tape, film, folio, and essays.
Note: This subject may not be offered in 1980.

MEDIA ARTS C7 (MSC07) 6 points

Media, Education and Society
One 2-hour class a week throughout the year.
Prerequisite: Credit of 12 points in Media Art s at Group 2 level, including Media Arts B7, or an
approved equivalent.

Syllabus
Following the general explorations of Media Arts B7, this subject will provide the opportunity to
 Bachelor of Education 217

examine certain media issues and/or media content in greater depth. Areas of specific interest
might include children's television, public broadcasting, radio and popular music, television news
and current affairs, audience research in radio and television, the effects of the media on
audiences and others. A research essay, developed from prime sources of available material
including programs, or from investigations, interviews, surveys, etc, is required. Alternative forms
of presentation, e.g. tape or film, may be approved.

MEDIA ARTS C8 (MSC08) 6 points

Film Theory and Criticism
A subject of weekly screenings, independent film-going, and one 2-hour class a week throughout
the year.
Prerequisite.' Credit of 12 points in Media Arts at Group 2 level, including Media Arts B8, or an
approved equivalent

Syllabus
A development of those issues introduced in Media Arts 88, this study will encourage more
specialised studies of film history and criticism. Particular areas for study will be early
documenary film, animation, the growth of particular Hollywood genres, the films of particular
directors (e g. Jean Renoir, John Ford, Jean-Luc Godard), early avant-garde film, methods of
evaluative criticism, structuralism and semiology. A major essay or two minor essays will be
required.

MEDIA ARTS C9 (MSC09) 6 points

Contemporary Cinema
A subject involving weekly screenings, independent film-going, and one 2-hour class a week
throughout the year.
Prerequisite: Credit of 12 points in Media Arts at Group 2 level, including Media Arts B9, or an
approved equivalent.

Syllabus
An extension of Media Arts B9 involving a study in greater depth of areas dealt with in that
subject The work of a specific director, or films falling within a particular genre, may be studied. A
major essay or two minor essays will be required.

MUSIC Al -1 (MUM 1) 5 points

One 2-hour workshop, one 1-hour seminar and one 1-hour tutorial a week. Credit may not be
granted for this subject as well as for Music Al-2 or Music Al-3.
Prerequisite: Approximately HSC level of performance in Practical Music, determined by audition.

Syllabus
The content of the workshops consists of compositional and improvisational tasks designed to
explore sound as a creative medium. Students may elect within the program to work in a variety of
media electronic, tape. instrumental, and vocal and apply both determinate and
indeterminate processes. The construction and discovery of unconventional instruments or
sound sources is also stressed in the program as part of composition and improvisation.
The content of the seminar consists of guidance in individual composition exercises, and the
discussion of original compositions by students taking the subject.
The content of the tutorial is the examination of part-writing with the aim of giving students
sufficient resources to meet their present needs in the area of composition. Western, non-
Western and contemporary approaches to part-writing are investigated from the conceptual point
of view.

Books
Seay, A Music in the Medieval World Englewood Cliffs: Prentice-Hall 1965
218 Subject Descriptions

Assessment
Based on regular weekly preparation, involvement in group activities, assignments and course
work.

MUSIC A1-2 (MUA1 2) 5 points

One 2-hour workshop, one 1-hour instrumental class and one 1-hour basic musicianship tutorial
a week.
Credit may not be granted for this subject as well as for Music Al-1 or Al-3.

Special Requirements
Students undertaking this subject must be prepared to give special attention to the development
of their individual musical competence.
Enrolment approval is subject to an interview with a Department of Music adviser.
Prerequisite: Nil.

Syllabus
The content of the workshop is described in Music Al-1. The instrumental class consists of
weekly lessons, generally in guitar, designed to give students skills in an accompanying
instrument
Where students have a background of study on other approved instruments, continued study on
these instruments will be made available.
The basic musicianship tutorial is designed to relate closely to work undertaken in the
instrumental class and the workshop. Specific areas covered include aural perception, music
reading and harmonisation.

Books
Holst, I An ABC of Music London: OUP 1963

Assessment
Based on regular weekly preparation, involvement in group activities, assignments, and on course
work. In practical work, performance development is also assessed.

MUSIC A1-3 (MUA13) 5 points

A terminal subject involving one 2-hour workshop and a basic notation class a week. The subject
does not lead to second year studies.
Credit may not be granted for this subject as well as for Music Al-2 or Al-1.

Special Requirements
Enrolment is subject to an interview with a Department of Music adviser.
Prerequisite: Nil.

Syllabus
The content of the workshop is described in Music Al-1. The basic notation class is designed to
introduce students to the reading and notation of music.
Note: This subject may not be offered in 1980.

MUSIC A2 (MUA02) 4 points

One 2-hour lecture/discussion with demonstrations each week.
Prerequisite: The subject is divided into three streams according to background:
Stream A A strong notational background.
Stream B Some notational background.
Stream C No notational background.
Prerequisites are applicable to streams within the subject and not the subject itself. Music staff
are available to advise students in relation to appropriate streams.
 Bachelor of Education 219

Syllabus
Studies in the subject are in three areas: pre-twentieth century Western music, non-Western
music, and contemporary music. The aim of the subject content is to aid students in the
development of a flexible definition of music by studying its nature and function in a variety of
cultural settings. Discovery from listening is the basis of the approach, but reference work and, in
some cases, practical exercises are also important The teaching of the subject is organised as
follows:
Segment 1:
Stream A: An introduction to major concepts in contemporary music.
Stream 8: An introduction to major concepts in non-Western music.
Stream C: An introduction to major concepts in pre-twentieth century Western music.
Segment 2:
Stream A: An introduction to major concepts in non-Western music.
Stream 8: An introduction to major concepts in pre-twentieth century Western music.
Stream C: An introduction to major concepts in twentieth century music.
Segment 3:
Stream A: An introduction to major concepts in pre-twentieth century Western music.
Stream B: An introduction to major concepts in twentieth century music.
Stream C: An introduction to major concepts in non-Western music.

Books
Apel, W Ha rv ard Dictionary of Music 2nd edn London: Heinemann 1976
Deri, O Exploring Twentieth Century Music New York: Holt, Rinehart & Winston 1968
Grout D J A History of Western Music New York: Norton 1960

Assessment
Based on course work and a 1,500 word essay for each segment of the study.

MUSIC B1-1 (MUB11) 6 points

One 2-hour workshop, one 1-hour seminar, and one 1-hour tutorial a week. Credit may not be
granted for this subject as well as for Music 81-2.
Prerequisite: Music Al-1.

Syllabus
The two-hour creative music workshop builds on the experience gained in the first year workshop
activities. Students have the opportunity to work in a range of media, both in improvisation and
composition.
The content of the seminar consists of guidance in individual composition exercises and the
discussion of original compositions by students taking the subject.
The content of the tutorial is an in-depth development of the systems of part-writing studies
described in Music Al-1.

Assessment
Based on regular weekly preparation, involvement in group activities, assignments and course
work.

MUSIC B1-2 (MUB12) 6 points

One 2-hour workshop. one 1-hour instrumental class, and one 1-hour basic musicianship tutorial
a week.
Credit may not be granted for this subject as well as for Music B1-1.
Prerequisite. Music Al-1 or Al-2.

Syllabus
The content of the workshop is described in Music B1-1.
The instrumental class consists of weekly lessons in the instrumental area approved for Music
Al -2. The program of instruction is related to the musical requirements of the workshop.
220 Subject Descriptions

The basic musicianship tutorial is designed to relate closely to work undertaken in the
instrumental class and the workshop. The specific areas commenced in Music Al-2 are
developed in further depth.

Assessment
Based on regular weekly preparation, involvement in group activities, assignments and course
work. In practical work, performance development is also assessed.

MUSIC B2 (MUB02) 5 points

One 2-hour lecture/discussion with demonstrations each week. The year is divided into three 9-
week segments and one study is to be selected for each segment.
Prerequisite: Music A2.

Syllabus
The general approach to studies in this subject is described under Music A2. The studies
available are as follows:
Segment 1
A. Aspects of Early to Middle Baroque Music
B. Indian Music
C. Medieval Music to Ars Nova
D.Music Drama
E.Electronic Music
F. Spanish and South American Music
G. Blues, Dixieland and Ragtime
H. Music of Java and Bali
Segment 2
A. Twentieth-Century Vocal and Instrumental Music - Post-Webern to the Present
B. The Sonata Principle Classical
C. Pre-Classical Chamber Music
D. Music of the Islamic World
E. The Sonata Principle - Romantic
F.Folk Song
G. Swing and Bop
H. Choral Music
Segment 3
A. The Climate of Change Debussy, Stravinsky, Schoenberg, Bartok
B. Sub-Saharan African Music
C. Poetry and Music
D. Solo Keyboard Music
E. New Directions in Jazz and Popular Music
F. Music in Renaissance Life
G. Aspects of Late Baroque Music
H. Chamber Music
Comprehensive booklists for each area of study are available from the Department of Music.

Assessment
Assessment in each area of study is based on course work and an essay.

MUSIC 83 (MUB03) 1 point

Performance Skills
One hour a week for 14 weeks.
Prerequisite: Either Music Al-1 or Al-2 or A2 or Practical Music Al or A2.

Syllabus
The content of studies in this area is related to performance practice and preparation, or the
development of special techniques leading to performance. The range of electives offered is
 Bachelor of Education 221

variable and related to demand. The following is included as a guide:

Electronic music studio techniques, jazz/rock group, madrigal group, Renaissance ensemble,
recording studio techniques, accompanying workshop, chamber music groups, South American
music group, part-singing group. sound and light, string orchestra, symphonic wind ensemble, folk
music group, Indonesian music group, recorder consort, jazz singing group, vocal studio
techniques, jazz piano.

Assessment
Based on regular weekly preparation.

MUSIC C1-1 (MUC11) 6 points

One 2-hour workshop, one 1-hour seminar, and one 1-hour tutorial a week. Credit may not be
granted for this subject as well as for Music C1-2.
Prerequisite Music B1-1.

Syllabus
The emphasis in the workshop is on student-initiated creative ventures with a broadening of the
musical activity to embrace media other than sound. This involves extensions into mixed-media
areas using light colour, film, poetry, movement, and theatre.
The content of the seminar consists of guidance in individual composition exercises and the
discussion of original compositions by students taking the subject.
The content of the tutorial involves a study of contemporary approaches to part-writing.
Considerable emphasis is placed on student composition.

Assessment
Based on regular weekly preparation, involvement in group activities, assignments and course
work.

MUSIC C1-2 (MUC12) 6 points

One 2-hour workshop, one 1-hour instrumental class, and one 1-hour basic musicianship tutorial
a week.
Credit may not be granted for this subject as well as for Music C1-1.
Prerequisite Music B1-1 or B1-2.

Syllabus
The content of the workshop is described in Music C1-1. The instrumental class and the basic
musicianship tutorial are a continuation of the work described in Music B1-2.

Assessment
Based on course work, regular weekly preparation and, in the practical areas, on performance
development.

MUSIC C2 (MUCO2) 5 points

A 2-hour lecture/discussion with demonstrations each week. The year is divided into three 9-
week segments and one study is to be selected for each segment.
Prerequisite Music 62.

Syllabus
The studies available are listed under Music 82 and from these students must make a selection of
areas not undertaken in Music B2.

Assessment
Assessment in each elective is based on course work and an essay.
222 Subject Descriptions

MUSIC C3 (MUC03) 1 point

Performance Skills
One hour a week for 14 weeks.
Prerequisite: Either Music B1-1 or B1-2 or 82, or Practical Music B1 or B2.

Syllabus
The range of performance and special skills electives is indicated in Music B3.

Assessment
Based on regular weekly preparation.

MUSIC C4 (MUC04) 3 points

One 2-hour choral workshop and a 1-hour vocal tutorial each week. Credit may not be granted for
this subject as well as for more than one of Music C5, C6 and C7. This provision does not apply to
HDTS diplomates.
Prerequisite: Credit of 12 points in Music at Group 2 level.

Syllabus
The syllabus consists of an examination of the literature in the field of choral music and voice,
with particular attention given to arranging, directing, conducting and performance. The program
also includes a study of selected school choral literature.

Assessment
Based on regular weekly attendance and two assignments selected from the following areas
conducting, arranging, direction and repertoire.

MUSIC C5 (MUC05) 3 points

One 2-hour big band workshop and a 1-hour jazz tutorial each week. Credit may not be granted
for this subject as well as for more than one of Music C4, C6 and C7. This provision does not apply
to HDTS diplomates.
Prerequisite: Credit of 12 points in Music at Group 2 level.

Syllabus
The syllabus consists of an examination of the literature in the field of big band music and jazz,
with particular attention given to arranging, improvisation, directing, conducting, and
performance. The program also includes a study of material particularly suited to school use.

Assessment
Based on regular weekly attendance and two assignments selected from the following areas
conducting, improvisation, direction, arranging, and repertoire.

MUSIC C6 (MUC06) 3 points

One 2-hour symphonic workshop and one 1-hour instrumental tutorial each week. Credit may not
be granted for this subject as well as for more than one of Music C4, C5, and C7. This provision
does not apply to HDTS diplomates.
Prerequisite: Credit of 12 points in Music at Group 2 level.

Syllabus
The syllabus consists of an examination of the literature in the field of instrument-playing with
particular attention given to conducting, arranging, directing, and performance. The program also
includes a study of material particularly suited to school use. The instrumental tutorials are
divided on the basis of instruments of similar kind, e.g. all clarinets, all flutes, etc. Work in direction
is associated with these tutorials.
 Bachelor of Education 223

Assessment
Based on regular weekly attendance and two assignments selected from the following areas
conducting, direction, arranging, and repertoire.

MUSIC C7 (MUCO7) 3 points

One 2-hour ensemble workshop and one 1-hour ensemble tutorial each week. Credit may not be
granted for this subject as well as for more than one of Music C4, C5, and C6. This provision does
not apply to HDTS diplomates
Prerequisite: Credit of 12 points in Music at Group 2 level.

Syllabus
The syllabus consists of an examination of the literature in the field of ensemble music with
particular attention given to arranging, directing, and performance. Selection and adaptation of
material for school use is also examined. Ensemble workshops and tutorials could range from
traditional chamber music groupings to early music arrangements, and ensembles within ethnic
areas such as South America.

Assessment
Based on regular weekly attendance and two assignments selected from the following areas
arranging, direction, and repertoire.

MUSIC D (MUDOO) 9 points

One 2-hour music workshop each lecture week and a special study, or two special studies,
together with 1-hour vocal/instrumental workshop.
Prerequisite.: Credit of 12 points in Music at Group 2 or Group 3 levels.

Syllabus
Special study topics are to be selected after consultation with lecturers concerned, and are to be
chosen from the following areas: Musicology, Children or Adolescents and Music, Music in
Culture Field Study.

Assessment
Based on an essay or report related to each special study undertaken, on involvement and course
work in the workshop area, and on performance development in the practical studies.

OUTDOOR EDUCATION A2 (OEA02) 3 points

Basic Skills of Outdoor Living

See subject description on page 331.

OUTDOOR EDUCATION A3 (OEA03) 1 point

Bushcraft
See subject description on page 331.

OUTDOOR EDUCATION A4 (OEA04) 1 point

Snowcraft
See subject description on page 331.

OUTDOOR EDUCATION A5 (OEA05) 1 point

Watercraft
See subject description on page 332.
224 Subject Descriptions

PHILOSOPHY Al (PIA01) 9 points

Three hours of class work a week throughout the year.
Prerequisite: Nil.

Syllabus
The aim of this subject is to encourage careful philosophical thought on a number of important
topics.
First term: Philosophy of religion, discussing the existence or God, the competing claims of faith
and reason, and the relation between religion and morality.
Second term: Social and political philosophy, investigating such issues as the basis of political
obligation, the proper extent of individual liberty, and any respects in which all men are equal or
ought to be.
Third term: A choice between Logic, dealing with methods of distinguishing good reasoning from
bad, and Existentialism, which reflects upon the meaning of human existence.

Preliminary Reading
Hick, J Philosophy of Religion 2nd end Englewood Cliffs: Prentice-Hall 1973
Mabbott. J D The State and the Citizen 2nd edn London: Hutchinson 1967

References
Hick, J led) The Existence of God New York: Collier-Macmillan 1964
Mill, J S On Liberty (ed Spitz. D) New York: Norton 1975

Assessment.
Based on assignments completed throughout the year.

PHILOSOPHY A2 (PIA02) 3 points

Miracles
Three hours a week during Term 1.
Prerequisite: Nil.

Syllabus
This subject explores the various belief-systems of science, religion and magic with respect to
abnormal phenomena concerning behaviour of material objects, healings, and the natural world in
general. It focuses on the connections between individual and cultural perceptions, paradigms of
thought and their relation to experience, the limits of empiricism, and the credibility of individual
experience.

Books
Hume, D 'Miracles' in Inquiry Concerning Human Understanding (ed Steinberg, E) Indianapolis:
Hackett 1977
Watson, L The Romeo Error London: Coronet Books 1976
Watson, L Supernature London: Coronet Books 1974

Assessment
Based on participation in class, and on one 2,500 word essay or equivalent.

PHILOSOPHY A3 (PIA03) 3 points

Psychic Phenomena
Three hours a week during Term 2.
Prerequisite: Nil.

Syllabus
This subject explores the various belief-systems of science, religion and magic with respect to
psychic phenomena, particularly 'seeing', telepathy and psychokinesis. It focuses on the
similarities and differences between Western science and Eastern mysticism, the conflicts
 Bachelor of Education 225

between interpretation of events in anthropological societies and their explanation in Western

terms, as well as the differing accounts of the nature of thought and matter.

Books
Broad. C D Lectures on Psychical Research London: RKP 1962
Castaneda, C Tales of Power Harmondsworth: Penguin 1976
Castaneda, C Journey to Ixtlan Harmondsworth: Penguin 1975

Assessment
Based on participation in class, and on one 2,500 word essay or equivalent.

PHILOSOPHY A4 (PIA04) 3 points

Life Beyond Death
Three hours a week during Term 3.

Syllabus
This subject explores the various belief-systems of science, religion and magic with respect to
reincarnation, immortality of the soul, resurrection of the body, and spiritual powers. It focuses on
the nature of the claims which people make concerning knowledge of these areas, problems
concerning the rationality of the belief systems, and the definition of reality which each of these
ways of interpreting the world offers us.

Books
Hume, D'On the Immortality of the Soul' in Philosophical Works 4 vols (eds Green, T H & Grose, T
H) New York: International Publications Service 1964
Moody, R Life After Death London: Corgi 1977
Plato Phaedo London: CUP 1972
Watson, L The Romeo Error London: Coronet Books 1974

Assessment
Based on participation in class, and on one 2,500 word essay or equivalent.

PHILOSOPHY B1 (P1B01) 12 points

Marx, Freud and Nietzsche
Two 1-hour lectures and one 1-hour tutorial a week throughout the year.
Prerequisite: 9 points in A level Philosophy subjects, or approved equivalent studies.

Syllabus
This subject consists of a detailed study of Marx, Freud and Nietzsche and their revolutionary
contributions to the understanding of ourselves and the modern world. The problem of modernity
what distinguishes the modern world from that of the past and its varied treatment in the
writings of these authors provides the central linking theme of this study.

Books
Texts will be selected from the writings of Marx, Freud and Nietzsche.
A full reading list is available from the Department of Philosophy.

Assessment
Based on written work completed throughout the year.

PHILOSOPHY B2 (PIB02) 12 points

Morals and Man
Three hours' class work a week throughout the year.
Prerequisite: 9 points in A level Philosophy subjects, or approved equivalent studies.
226 Subject Descriptions

Syllabus
This subject deals with some important philosophical issues concerning the nature of man and
his status as a moral agent. Among these issues are the problem of the nature of the mind and its
relation to the body; the criteria of personal identity; the question of whether or not we really have
'free will'; the criteria of moral responsibility for our actions; the nature and rational status of moral
judgements and principles; and the nature of happiness.

Preliminary Reading
Taylor, R Metaphysics 2nd edn Englewood Cliffs: Prentice-Hall 1974

References
Feinberg, J led) Reason and Responsibility 4th edn Elcino: Dickenson 1978
Flew, A fed) Body, Mind and Death New York: Collier-Macmillan 1964
Mill, J S Utilitarianism (any edition)

Assessment
Based on six essays done throughout the year.

PHILOSOPHY B3 (PIB03) 12 points

Scientific Explanation
Four hours of lecture/tutorial/seminar sessions a week throughout the year.
Prerequisite: An introductory Philosophy subject or a minimum of 18 points in Science subjects,
or an approved equivalent.

Syllabus
The subject will introduce some of the important questions in Philosophy of Science, including
What is the nature of 'scientific method'? Can scientific theories ever be verified? Can scientific
theories ever be falsified?
An attempt will be made to answer these questions, not only by philosophical argument, but also
by an examination of some examples from the history of science.
For a major part of the second semester students will be involved in researching an elective case
history of a problem in science or philosophy in an attempt to determine their own conception of
what is meant by scientific explanation.

Books
Chalmers, A F What Is This Thing Called Science? St Lucia: Univ of Old Press 1976
Howe, G M Man, Environment and Disease in Britain Harmondsworth: Penguin 1976
Kuhn, T S The Structure of Scientific Revolutions Chicago: Univ of Chicago Press 1970
Watson, J The Double Helix Harmondsworth: Penguin 1976
Further reference lists may be provided.

Assessment
Based on written work submitted during the year as well as on participation in the weekly seminar
program. Three essays of 2,000 words and one essay of at least 4,000 words for the equivalent)
will be required. Honours will not be awarded.

PHILOSOPHY C (PIC00) 12 points

Classical Greece - Philosophy and Tragedy
Three class hours a week throughout the year.
Prerequisite: Credit of 12 points in Philosophy at Group 2 level, or an approved equivalent.

Syllabus
The aim of this subject is to examine the philosophy of Plato and Aristotle in its cultural and
historical setting, as an interpretation of that culture and as a response to the problems of the age.
There will be an introductory study of the drama of Aeschylus, Sophocles and Euripides to
illuminate some aspects of the civilisation of Classical Greece. The historical transition from the
 Bachelor of Education 227

poetic-tragic vision to the rational-philosophical view of life will be considered in relation to the
political background the critical period of the Peloponnesian War and the decline of Athens.

Books
The principal texts are Plato's Republic London: Dent 1976 and Aristotle's Nicomachean Ethics
London: OUP 1953.
A full reading list is available from the Department of Philosophy.

Assessment
Based on written work done throughout the year.

PHILOSOPHY D (PID00) 9 points

Contemporary Philosophy
Three seminar-hours a week throughout the year, except during periods of block School
Experience.
Prerequisite: A pass in Philosophy subject at the Group 2 level, or an approved equivalent.

Syllabus
The subject is designed to involve students in a study of Important developments in twentieth
century philosophy. The study focuses on issues raised by the writings of Ludwig Wittgenstein.

Preliminary Reading
Kenny, A Wittgenstein Penguin: Harmondsworth 1973
Pears. D Wittgenstein London: Fontana 1970
A reference list is available from the Department of Philosophy.

Assessment
Based on seminar participation and written work done throughout the year. One essay of about
2,000 words will be required each term.

PHYSICAL EDUCATION, HEALTH

AND RECREATION A (PEA00) 9 points
See subject description on page 338.

PHYSICAL SCIENCE A (PSA00) 18 points

Fourteen class hours a week, comprising six hours of lectures, six hours of laboratory work and
field trips, and two hours of tutorials and/or seminars throughout the year.
Credit may not be granted for this subject as well as Science Al.

Special Requirements
All timetabled classes are compulsory.
Prerequisite: There are no prerequisites but Mathematics to Year Il standards is assumed.

Syllabus
The subject aims to develop in students an understanding of key concepts of physical science,
examine selected environmental issues in relation to physical science, and develop an
appreciation of the nature of science. Major topics include: aquatic systems; energy crisis;
population and pollution; energy and energy transformation; transport; and materials and the
environment

Books
Full details of all reference and reading material is given during the year.

Assessment
Examinations are held at the end of each term. In addition, seminar, laboratory and assignment
work during the year is taken into account in the final assessment.
228 Subject Descriptions

PHYSICS
Physics subjects are of one term's duration with the exception of the first year laboratory program,
Physics Al 1, which runs for the entire year. Whilst most students would choose the four Physics
A subjects listed below in their first year, this is not essential and a student may choose to take
only one or two. The normal first year pattern would be as follows:
Physics A01 2 points Term 1
Physics A02 2 points Term 2
Physics A03 2 points Term 3
Physics Al t 3 points All year
There are no formal prerequisites for these subjects, but it is generally assumed that students will
have studied Physics or Physical Science and a Mathematics subject at the HSC level.
In their second year students would normally follow the program below:
Physics 802 4 points Term 1
Physics B03 3 points Term 2
Physics 811 2 points Term 2
Physics B01 5 points Term 3
Several other Physics subjects are available. Mathematics must be studied concurrently if
students wish to take Physics in their third year. Students should normally have 9 points of
Physics from first year if they wish to enter a full second year program, but will be allowed to take
individual second year Physics subjects if they have met the prerequisites for those subjects.
The third year Physics program at present concentrates on the areas of electronics, astronomy,
and solid materials. Third year Physics students should consult staff to discuss individual
programs.

PHYSICS A01 (PHA01) 2 points

Mechanics
Twenty-four lectures and weekly tutorials in Term 1.
Credit may not be granted for this subject as well as for Science Al.
Prerequisite: There is no formal prerequisite, but it is assumed that students will have taken a
mathematics subject and a physical science subject at Form 6 level.

Syllabus
This subject is concerned with developing an understandng of the ideas of classical mechanics
of translation and rotation of rigid bodies and systems of particles. Throughout the subject the
application of mechanics is shown in areas of everyday life such as athletics, road safety, and
transportation. Topics studied include momentum, force, work-energy relations, torque, moment
of inertia, angular momentum and conservation principles.

Books
Weidner, R T & Sells, R L Elementary Physics, Classical and Modern Boston: Allyn & Bacon 1975

Assessment
Based on assignment work during the term, and on a 2-hour examination at the end of the subject.

PHYSICS A02 (PHA02) 2 points

Electricity and Magnetism
Twenty-four lectures and weekly tutorials taken in Term 2.
Credit may not be granted for this subject as well as for Science Al.
Prerequisite: There is no formal prerequisite but it is assumed that students have taken a mathe-
matics subject and a physical science subject at Form 6 level. Students wishing to enrol in
Physics A02 are advised to take Physics A01 and Physics All also.

Syllabus
The central concern of this subject is the development of electric and magnetic field theory lead-
 Bachelor of Education 229

ing to the formulation of Maxwell's equations in integral form. Applications of electric and mag-
netic phenomena will be treated in detail. The subject will include the analysis of simple circuits
and networks.

Books
Weidner, R T & Sells, R L Elementary Physics. Classical and Modern Boston: Allyn & Bacon 1975

Assessment
Based on assignment work during the term, and on a 2-hour examinaton at the end of the subject.

PHYSICS AO3 (PHAO3) 2 points

Waves and Modern Physics
Twenty-four lectures and weekly tutorials taken in Term 3.
Credit may not be granted for this subject as well as for Science Al.
Prerequisite: There is no formal prerequisite, but it is assumed that students have taken a mathe-
matics subject and a physical science subject at Form 6 level. Students wishing to enrol in
Physics A03 are advised to take Physics A01 also.

Syllabus
The subject is designed to develop an understanding of the general properties of waves, to apply
this to a study of sound and electromagnetic waves, and to extend the wave model into quantum
mechanics and an introductory study of atomic and nuclear systems. Topics include the reflec-
tion, refraction and diffraction of waves, the superposition principle and Huygen's principle, reso-
nance, matter waves and the uncertainty principle, atomic structure, atomic spectra, X-rays, nuc-
lear structure and stability, nuclear reactions and nuclear energy.

Books
Weidner, R T & Sells, R L Elementary Physics, Classical and Modern Boston: Allyn & Bacon 1975

Assessment
Based on assignment work during the term, and on a 2-hour examination at the end of the subject.

PHYSICS Al 1 (PHA1 1) 3 points

Laboratory
One 3-hour laboratory session a week througout the year (a total of 72 hours).

Special Reequirement
Attendance at all sessions is compulsory.
Prerequisite: Nil.

Syllabus
The general aim of the subject is to develop skills in the design and performance of experiments,
the analysis and interpretation of data, the evaluation of experiments, and the recofding and re-
porting of experimental work. The exercises include both small and large group project work. In
each term the laboratory work is related to the concurrent theory study.

Books
A laboratory manual is available from the department for students enrolled In the subject.

Assessment
Continuous. including written and laboratory tests.

PHYSICS Al 2 (PHA1 2) 2 points

Astronomy
Twelve lectures and 12 hours of related laboratory work (including night observations) In Term 3.
Credit may riot be granted for this subject as well as for Science A3.
230 Subject Descriptions

Prerequisite: Nil.

Syllabus
The subject provides an introduction to astronomy and is designed especially for students taking
most of their subjects from outside the physical science area.
Topics in the subject include a study of the motion of the sun, sundials, time, the apparent motion
of the planets through the constellations of the Zodiac, the interpretation and use of star maps, the
optics and use of telescopes.

Books
Students will be advised of appropriate references during the subject.

Assessment
Based on assignment work and practical exercises.

PHYSICS B01 (PHB01) 5 points

Electronics
Twenty one-hour lectures and tutorials and 8 six-hour laboratory sessions.
Prerequisite: Physics A02 and Al 1, and Mathematics A02 and Al 1.

Syllabus
This integrated lecture-laboratory program is designed to develop understanding, both practical
and analytical, of circuits involving passive and active components. In particular, the operation
and applications of semi-conductor diodes, bipolar transistors, field effect transistors and opera-
tional amplifiers are studied together with the use of feedback, negative to improve amplifier per-
formance and positive to obtain oscillation.

Books
The level of treatment of this subject is comparable to the level of treatment in
Brophy, J J Basic Electronics for Scientists 3rd edn New York: McGraw-Hill 1976

Assessment
Continuous and based on laboratory participation and assignments, and an examination at the
end of the subject.

PHYSICS B02 (PHB02) 4 points

Optics
Sixteen one-hour lectures, 8 tutorials and 7 six-hour laboratory sessions
Prerequisite: Physics A03, and Mathematics A02 and Al 1.

Syllabus
The lectures, tutorials and laboratory work comprise an integrated subject which is designed to
develop an understanding of the nature of light, its propagation, its interference effects in thin
films, its diffraction by various apertures, and the applications and limitations of optical
instruments.

Books
The level of treatment of this subject is comparable to the level of treatment in
Hecht, E & Zajak, A Optics Reading (Mass): Addison-Wesley 1974

Assessment
Continuous and based on laboratory participation and assignments, and an examination at the
end of the subject.

PHYSICS B03 (PHB03) 3 points

Quantum Mechanics
Twenty-four one-hour lectures and weekly tutorials.
 Bachelor of Education 231

Credit may not be granted for this subject as well as for Physics B06.
Students intending to study Physics C08 or C12 are advised to take Physics B03 rather than
Physics B06.
Prerequisite: Physics A01 and A03, and Mathematics A01 and Al 1. Students are advised to take
Mathematics 833 concurrently.

Syllabus
The subject is designed to develop an understanding of wave mechanical Ideas and their
application. Topics include the study of wave packets, solution to Schroedinger's equation for
simple potential fields (including the simple harmonic oscillator and the hydrogen atom) and
consideration of the mathematics of differential operators in the description of physical systems.

Books
The level of treatment of this subject is comparable to that in
Scharff, M Elementary Quantum Mechanics New York: Wiley-lnterscience 1975

Assessment
Continuous and based on assignments during the term, and an examination at the end of the
subject

PHYSICS B04 (PHB04) 2 points

Thermal Physics
Two 1-hour lectures and one 1-hour tutorial a week.
Prerequisite: Physics A01 and Mathematics All.

Syllabus
The subject is designed to develop an understanding of ideal and real gas properties, the laws of
Thermodynamics and their applications, and transport phenomena.

Books
The level of treatment of this subject is comparable to the level of treatment in
Sears F W & Salinger. G L Thermodynamics. Kinetic Theory of Gases and Statistical Mechanics
Reading (Mass): Addison-Wesley.

Assessment
Continuous and based on assignments during the term, and an examination at the end of the
subject

PHYSICS B05 (PHB05) 4 points

Astronomy
Twelve lectures and three hours a week of laboratory work or night observation.
Prerequisite. Any two of Physics A01, A03, Al1.

Syllabus
This is an introductory study of astronomy, and topics covered Include solar and sidereal time, co-
ordinate systems in astronomy, use and interpretation of star maps, optics of telescopes and
cameras, astrophotography, the sun and sunspot motion, and classification of atelier objects.
Throughout the subject there is emphasis on the practical aspects of astronomy.

Books
Students are advised of appropriate references during the subject.

A ment
Continuous including assignment work, and an examination at the end of the subject.

PHYSICS B06 (PHB06) 2 points

Quantum Mechanics
Sixteen lectures and five tutorials.
232 Subject Descriptions

Credit may not be granted for this subject as well as for Physics B03.
Students intending to study Physics CO8 or C12 are advised to take Physics B03 rather than
Physics B06.
Prerequisite: Physics A01 and A03, and Mathematics A01 and A11. Students are advised to take
Mathematics B33 concurrently.

Syllabus
The subject is designed to develop an understanding of wave mechanical ideas and their
application. Topics include the study of wave packets, solution of Schroedinger's equation for
simple potential field (including the simple harmonic oscillator and the hydrogen atom) and
consideration of the mathematics of differential operators in the description of physical systems.

Books
The level of treatment of the subject is comparable to that in
Scharff, M Elementary Quantum Mechanics New York: Wiley-Interscience 1975

Assessment
Continuous and based on assignments during the term, and an examination at the end of the
subject.

PHYSICS B07 (PHB07) 3 points

Modern Physics
Eight lectures, 42 hours of laboratory work, and fortnightly tutorials.
Credit may not be granted for this subject as well as for Physics B11.
Prerequisite: Physics A03 and Al 1.

Syllabus
The subject is designed to build on the knowledge of nuclear physics gained by students in
Physics A03. The lectures will revise the relevant work of Physics A03 and then continue with the
physics and physical techniques of nuclear accelerators and reactors. Aspects of nuclear power
generation and safety will be discussed. The associated laboratory program will give students
experience in using nuclear radiation detectors and other forms of nuclear instrumentation.

Books
Students are advised of appropriate references during the subject

Assessment
Continuous and based on laboratory participation and assignments, and an examination at the
end of the subject

PHYSICS B08 (PHB08) 4 points

Electronics for Scientists
Eighteen lectures and 36 hours integrated practical work in one term.
Prerequisite: Credit of 18 points in subjects from the mathematics-science area.

Syllabus
This subject is a terminal subject designed to provide the student with a basic knowledge of DC
and AC circuit theory, amplification and signal processing. Applications and an opportunity for
project work will be provided which are relevant to the student's particular area of interest

Books
Reference lists will be provided.

Assessment
Based on one 3-hour written examination at the end of the subject, and submission of frequent
laboratory reports.
 Bachelor of Education 233

PHYSICS B11 (PHB11) 2 points

Modern Physics Laboratory
Seven 6-hour laboratory sessions.
Credit may not be granted for this subject as well as for Physics B07.
Prerequisite: Physics A03 and A11.

Syllabus
This subject is purely laboratory-based. It aims to give students hands-on experience of some of
the techniques and instrumentation now used in the study of nuclear radiation detection, pulse
height analysis and coincidence measurements. The laboratory demonstrates very clearly the
reliance placed on electronics in all aspects of measurement.

Books
A laboratory manual for students is available from the Department of Chemistry and Physics.

Assessment
Continuous and based on laboratory participation and laboratory reports.

PHYSICS C SUBJECTS
Books
The Department of Chemistry and Physics regularly reviews text references for the subjects listed
below, and in some cases relies on journal articles or internally produced notes. Details of
references and any further information may be obtained from the Department before the
beginning of the academic year.

Assessment
The assessment methods will match the manner in which each subject is presented. Students in
theoretical subjects tor components) will, in general, be assessed by a final examination and by
continually assessed assignment work. The assessment in applied subjects (or components) will
be based mainly on laboratory work.

PHYSICS CO1 (PHC01) 4 points

Physics of Materials
Sixteen one-hour lectures/seminars or the equivalent, and 42 hours of laboratory work.
Prerequisite Physics B02. 803 or 806, and Mathematics B33.

Syllabus
The subject is designed to develop an understanding of elementary crystallography, the use of X-
ray diffraction techniques in structure determinations, and the mechanical, thermal, electrical and
magnetic properties of solids, liquids and gases, and the technological applications of these
properties.

PHYSICS CO2 (PHCO2) 4 points

Applied Spectroscopy
Sixteen one-hour lectures/seminars and 42 hours of laboratory work or the equivalent.
Prerequisite: Physics 802,803 or B06, and Mathematics 833.

Syllabus
This subject is an introduction to the area of spectroscopy with emphasis placed on optical
spectroscopy. The theory relevant to both atomic and molecular spectroscopy will be presented.
The associated laboratory program will examine both simple and complex spectra, and the use
made of spectroscopy in chemical analysis.
234 Subject Descriptions

PHYSICS CO3 (PHCO3) 4 points

Applied Electronics and Instrumentation
Sixteen lectures/seminars and 42 hours of laboratory work or their equivalent.
Prerequisite: Physics B01.

Syllabus
This subject is an integrated study which is designed to give a working understanding of
electronics and its application to instrumentation. After developing a deeper general
understanding of analogue and digital eletronics and transducers, specific instruments are
studied which combine these three areas of electronics.

Books
Lion, K S Elements of Electrical and Electronic Instrumentation New York: McGraw-Hill 1975

PHYSICS C04 (PHC04) 2 points

Medical Physics
Eight 1-hour lectures/seminars and 20 hours of laboratory work.
Prerequiste: Physics B01 and B11.

Syllabus
The areas of biophysics and medical physics are becoming more important as medicine adopts
the approaches of science and technology. In this subject the body is viewed as a physical
system a system which can be described and understood in physical terms. The effects of
various types of energy, for example thermal, acoustic, electromagnetic and nuclear, falling on the
body will be studied as will the related medical technology.

PHYSICS C05 (PHC05) 2 points

Physics in School Laboratories
Thirty hours of laboratory sessions/seminars/discussion.
Prerequisite: Credit of 18 points in Physics B subjects.

Syllabus
This subject is concerned with trends in the development of the physics curriculum, through a
study of research into various aspects of physics education.
This is a study of research papers and other current literature. in particular those which pertain to
the evaluation of the impact of such projects as PSSC, Nuffield Physics and Project Physics. In
addition, the problems of school-based development of programs in physics are considered,
particularly in relation to the design and management of school physics laboratories.

PHYSICS C06 (PHC06) 2 points

Electromagnetism
Twenty one-hour lectures/seminars, or their equivalent.
Prerequisite: Physics A02 and Mathematics B32.

Syllabus
In this subject the techniques of vector calculus are applied to electromagnetic phenomena in
order to increase our understanding of the electromagnetic field, and electric and magnetic
properties of matter. The subjectculminates in a detailed consideration of Maxwell's equations (in
differential form) and the propagation of electromagnetic waves.

PHYSICS C07 (PHC07) 1 point

Relativity
Eight lectures and three tutorials, or equivalent.
 Bachelor of Education 235

Prerequisite: Physics A01 and at least two of the Physics subjects B01, B02, B03, or B06, and
804.

Syllabus
The subject studies the basis of Einstein's special relativity postulates and the consequences of
accepting them. Special Relativity and the 4-vector model is developed and compared with
Galilean Relativity and the 3-vector model.

PHYSICS C08 (PHC08) 3 points

Advanced Quantum Mechanics
Twenty-four one-hour lectures or equivalent.
Prerequisite: Physics B03 or 806, and Mathematics 801 and 833.

Syllabus
This subject is designed to introduce students to the more elegant and sophisticated techniques,
concepts, and applications of quantum mechanics. Included in the subject will be any analysis
and appraisal of the more important approximation methods, such as perturbation theory and
variational techniques. A study of matrix mechanics as proposed and developed by Heisenberg
will also be studied. and the use of matrix formulation as applied to the angular momentum states
of atomic and nucleus systems will be considered.

PHYSICS C09 (PHC09) 2 points

Classical Mechanics
Sixteen one-hour lectures or equivalent
Credit may not be granted for this subject as well as for Mathematics 831.
Prerequisite: Physics A0/ and Mathematics Al 1 and B33. Students wishing to enrol in Physics
C09 are advised to take Physics 803 or B06 also.

Syllabus
This subject is especially designed for intending physics teachers. It reviews basic Newtonian
mechanics and critically examines Newton's Laws of motion. The subject further contrasts and
compares the Newtonian vector formulation with the scalar, energy approach as presented by
Lagrange and Hamilton. Throughout the subject an understanding of the similarities and
differences in these approaches is emphasised. The subject concentrates on physical
interpretation but overlaps to some extent with Mathematics 831.

PHYSICS C10 (PHC10) 4 points

Advanced Astronomy and Astrophysics
Eight 1-hour lectures/seminars and 42 hours of laboratory/observation.
Prerequisite. Physics 805.

Syllabus
A laboratory-based program including UBV stellar photometry of bright sources and variable
stars. A discussion of recent advances in astronomy.

PHYSICS C11 (PHC11) 2 points

Thermodynamics and Statistical Mechanics
Sixteen 1-hour lectures/seminars.
Prerequisite. Physics B04.

Syllabus
The subject is designed to develop an understanding of the laws of Thermodynamics and their
applications, the statistical foundations of Thermodynamics. and the statistics of many body
systems.
236 Subject Descriptions

PHYSICS C12 (PHC12) 3 points

Nuclear Physics and Elementary Particles
Twenty-four one-hour lectures or equivalent.
Prerequisite: Physics 603 or BOB. Students are advised it would be valuable to have completed
Physics C08 prior to a study of this subject

Syllabus
The properties of the nucleus are studied and simple models developed for nuclear structure and
nuclear reactions. The search for elementary particles, their properties and classifications are
studied.

POLITICS A (POA00) 9 points

Two 1-hour lectures and one 2-hour tutorial a week throughout the year.

Special Requirement
Students are required to submit two essays during the year.
Prerequisite: Nil.

Syllabus
An introduction to politics which stresses an integrated approach to theory, political behaviour
and political institutions with a detailed application to the Australian state and society. The
subject includes:
(a) A discussion of democratic theory and the critics of democracy. Theories of the modern state
concerning its relations to capitalist economy and to socio-cultural structures are explored.
(b) The differences between conservative, liberal and socialist party programs, and the problems
they encounter within a Western democratic society.
(cl A study of the processes of socialisation which lead children and adults to accept or reject
the political system and participate in particular ways.

Preliminary Reading
Emy, H The Politics of Australian Democracy Melbourne: Macmillan 1978
Playford, J & Kirsner, D (eds) Australian Capitalism Ringwood (Vic): Penguin 1972

References
Connell, R W Ruling Class, Ruling Culture Cambridge: CUP 1977
Mayer, H S & Nelson, H (eds) Australian Politics: A Fourth Reader Melbourne: Cheshire 1976

Assessment
Students are offered a choice between assessment by essays and project work, and assessment
by essays and examination.

POLITICS B AND C SUBJECTS

In second and third years a range of studies in Politics is avails be
Each area of study may be taken as a B or C subject, but students should note the prerequisites
that apply to C subjects, and the difference in the method of assessment.
The range of subjects offered each 'ear depends on availability of staff and on student
enrolments. Departmental policy is to rotate subject offerings in order to maximise students'
choice over these two/three years of studies in Politics, and to provide opportunities for students
to combine studies in Asian Studies, History and Politics. When planning courses and at the
beginning of each year, students should consult with the Head of the Department of History and
Politics to ascertain which subjects will be available.

POLITICS B11 (POB11) 6 points

This subject will not be offered in 1980.

An Introduction to United States' Government and Politics

 Bachelor of Education 237

POLITICS B12 (P0B12) 6 points

Problems in United States' Politics
Two 1-hour lectures and one 2-hour tutorial a week, for half of the year.
Credit may not be granted for this subject as well as for Politics C12.
Prerequisite: Politics A or an approved equivalent.
Students without background in US Politics will be offered additional classes at the beginning of
the study.

Syllabus
A study of selected aspects of US society such as: Federalism, Problems of the Cities, Organised
Labour, Ethnic Minorities, Elections.

Preliminary Reading
Denenberg. R V Understanding American Politics London: Fontana/Collins 1976
Lees. J D The Political System of the United States London: Faber 1975

Assessment
Based on an essay of 2.000 to 2.500 words, and on various other items of written work relating to
the subject as a whole. Specific details of assessment will be made available at the beginning of
the study.

POLITICS B13 (POB13) 6 points

Chinese Politics
Three to four hours of classes a week in the second half of the year.
Credit may not be granted for this subject as well as for Politics C13.
Prerequisite. Politics A or Asian Studies A, or an Asian History subject, or an approved equivalent.

Syllabus
An introductory study of contemporary Chinese government and politics. The study will focus on
the major themes of the relationship of ideology and politics, policy-making and policy issues,
party leadership and popular participation, and the relationship of social and political change.

Preliminary Reading
Fitzgerald. C P Mao T'se-Tung and China Harmondsworth: Penguin 1977
Pye, L China An Introduction Boston: Little Brown 1972
Schram. S R led) Mao T'se-Tung Harmondsworth: Penguin 1966
Wang Gungwu China and the World Since 1949 Melbourne: Macmillan 1977

Assessment
Based on an essay of 2.000-2.500 words and on various other items of written work relating to the
subject as a whole. Specific details of assessment will be made available at the beginning of the
study.

POLITICS B17 (POB17) 6 points

The Foreign Policies of the Great Powers
Three hours a week during the second half of the year.
Credit may not be granted for this subject as well as for Politics C17.
Prerequisite. Politics A or History A or Asian Studies A or an approved equivalent.

Syllabus
A study of the foreign policies of the United States, the Soviet Union. and China. Particular
attention will be given to the following topics: the American, Russian and Chinese foreign policy
traditions, the origins of the Cold War, the Cuban missile crisis, the peiod of detente in Soviet-
American relations, Sino-American relations since the 1940s, the Sino-Soviet conflict, Australian
and US-USSR-China relations.
238 Subject Descriptions

Preliminary Reading
Robertson, C L International Politics Since World War I1: A Short History 2nd edn New York: Wiley
1975
A comprehensive booklist is available from the Department of History and Politics.

Assessment
Based on an essay of 2,000-2,500 words, and on other written work relating to the subject as a
whole. Specific details of assessment will be made available at the beginning of the study.

POLITICS B18 (POB18) 6 points

The Third World in International Politics
Three hours of classes a week during the first half of the year.
Credit may not be granted for this subject as well as for Politics C18 or Social Science BB.
Prerequisite: Politics A or History A or Asian Studies A or an approved equivalent.

Syllabus
A study of the position of the Third World in the general context of international politics. Particular
attention will be given to the following topics: the European empires in Asia and Africa in the late
nineteenth and early twentieth centuries, the rise of nationalism and the process of
decolonisation in Asia and Africa, the contemporary conflict in Southern Africa, the nonaligned
movement the contemporary North-South conflict, American intervention in the Third World,
Australia and Third World issues.

Preliminary Reading
Tinker, H R Conflict and the International Order: From Empire to United Nations London:
Macmillan 1977

Assessment
Based on an essay of 2,000-2,500 words, and on other written work relating to the subject as a
whole. Specific details of assessment will be made available at the beginning of the study.

POLITICS B19 (POB19) 6 points

This subject will not be offered in 1980.

Political Development

POLITICS B20 (POB20) 6 points

Political Theory
Two 1-hour lectures and one 1-hour tutorial during the first half of the year. (Students should
inquire at the Department of History and Politics whether this subject will be offered in 1980.)
Credit may not be granted for this subject as well as for Politics C20.
Prerequisite: Politics A or Philosophy A or History A. or an approved equivalent.

Syllabus
An examination of the ideas which underlie the modern democratic capitalist society. The study
will provide for discussions of such concepts as democracy, legitimacy, equality, liberty, power,
and/or of the philosophies of conservatism, liberalism and socialism.

Preliminary Reading
Spragens, T A Understanding Political Theory New York: St Martin's Press 1976

Assessment
Based on an essay of 2,000-2,500 words, and on various other items of written work relating to
the subject as a whole. Specific details of assessment will be made available at the beginning of
the study. Class participation will be considered important.
 Bachelor of Education 239

POLITICS B21 (POB21) 6 points

Political Behaviour
Three to four hours of classes a week probably during the second half of the year. (Students
should inquire at the Department of History and Politics whether this subject will be offered in
1980.)
Credit may not be given for this subject as well as for Politics C21.
Prerequisite: Politics A or an approved equivalent

Syllabus
This subject will involve an examination of recent electoral behaviour research in Australia,
Britain and the United States. Studies of voting behaviour, political participation, and political
attitudes will be explored in detail. Th.- study will involve some discussion of the problems of
methodology associated with survey research, and will include some training in elementary
statistics. Students will have the opportunity to undertake secondary analysis of selected
surveys, and will be introduced to computer-based data analysis.

Preliminary Reading
Aitkin, D Stability and Change in Australian Politics Canberra: ANU 1977
Butler, 0 & Stokes, D Political Change in Britain 2nd edn if available in paperback, otherwise 1st
edn Harmondsworth: Penguin 1971
Nie, N H The Changing American Voter Cambridge (Mass): Harvard Univ Press 1976
Tuffe. E R Data Analysis for Politics and Policy Englewood Cliffs: Prentice-Hall 1974
Detailed reading guides will be available before the study begins.

Assessment
Based on an essay of 2,000-2.500 words or an equivalent project, and on various other items of
written work relating to the subject as a whole. Specific details of assessment will be made
available at the beginning of the study. Class participation will be considered important.

POLITICS B22 (P0B22) 6 points

Problems in Australian Politics
Four class hours a week for half the year. (Students should inquire at the Department of History
and Politics about which issues will be offered in 1980.)
Credit may not be granted for this subject as well as for Politics C22.
Prerequisite: Politics A, History B15 or History C15, or an approved equivalent.

Syllabus
The subject involves study of one or more selected issues in Australian politics, e.g. education,
foreign policy, environmental and energy problems, welfare and immigration and ethnic affairs.

Preliminary Reading
Duncan, G Critical Essays in Australian Politics Melbourne: Arnold 1978
Patience, A & Head, B W (eds) From Whitlam to Fraser Melbourne: OUP 1979

Assessment
Based on an essay of 2,000-2,500 words and on other written work relating to the subject as a
whole. Details of assessment will be made available at the beginning of the study.

POLITICS B23 (P0B23) 6 points

Studies in South Asian Politics and Society
Three to four class hours a week for half the year. Credit may not be granted for the subject as
well as for Politics C23.
Prerequisite: Politics A, or Asian Studies A, or an approved equivalent.
240 Subject Descriptions

Syllabus
This subject comprises an introductory comparative study of India, Pakistan, Bangladesh and Sri
Lanka. The aim of the study is not to examine each country in depth but to examine particular
cross-national issues in developmental politics which arise in the subcontinent and the methods
by which countries can be compared. Studies are selected from the themes of religion and
politics, theories and reality of political stability, the conditions for multi-party democracy in new
states, problems of evaluating government performance in developing countries, the role of elites
in politics, the relationships of politics and social change, and revolutionary and populist
movements.

Preliminary Reading
Palmer, N D Elections and Politics: The South Asian Experience London: Hurst 1975
Blackburn, R (ed) Explosion in a Sub-Continen Harmondsworth: Penguin 1975
Myer, M W A Short History of the Sub-Continent 2nd edn Totawa (NJ): Littlefield 1976

Assessment
Based on an essay of 2,000-2,500 words and on other written work relating to the subject as a
whole. Details of assessment will be made available at the beginning of the study.

POLITICS C11 (POC11) 6 points

This subject will not be offered in 1980.

An Introduction to United States' Government and Politics

POLITICS Cl 2 (POC1 2) 6 points

Problems in United States' Politics
Two 1-hour lectures and one 2-hour tutorial a week for half of the year.
Credit may not be granted for this subject as well as for Politics B12.
Prerequisite: Credit of 6 points in Politics at Group 2 level, or an approved equivalent.

Syllabus
As for Politics B12.

Books
As for Politics B12.

Assessment
Based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a
whole. Details of assessment will be provided at the beginning of the subject.

POLITICS Cl 3 (POC13) 6 points

Chinese Politics
Three to four hours of classes a week during the second half of the year.
Credit may not be granted for this subject as well as for Politics B13.
Prerequisite: Credit of 6 points in Politics or in an Asian History subject at Group 2 level, or an
approved equivalent.

Syllabus
As for Politics B13,

Books
As for Politics B13.

Assessment
Based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a
whole. Specific details of assessment will be made available at the beginning of the study.
 Bachelor of Education 241

POLITICS C17 (POC17) 6 points

The Foreign Policies of the Great Powers
Three hours of classes a week during the second half of the year.
Credit may not be granted for this subject as well as for Politics B17.
Prerequisite: Credit of 6 points in Politics or History at the Group 2 level, or an approved
equivalent

Syllabus
As for Politics 817.

Books
As for Politics 817.

Assessment
Based on an essay of 3,000-3,500 words. and on other written work relating to the subject as a
whole. Specific details of assessment will be made available at the beginning of the study.

POLITICS C18 (POC18) 6 points

The Third World in International Politics
Three hours of classes a week during the first half of the year.
Credit may not be granted for this subject as well as for Politics B18 or Social Science 88.
Prerequisite: Credit of 6 points in Politics or History at the Group 2 level, or an approved
equivalent

Syllabus
As for Politics 818.

Books
As for Politics 818.

Assessment
Based on an essay of 3.000-3.500 words, and on other written work relating to the subject as a
whole. Specific details of assessment will be made available at the beginning of the study.

POLITICS C19 (POC19) 6 points

This subject will not be offered in 1980.

Political Development

POLITICS C20 (POC20) 6 points

Political Theory
Two 1-hour lectures and one 1-hour tutorial probably during the first half of the year. (Students
should inqure at the Department of History and Politics whether this subject will be offered in
1980.)
Credit may not be granted for the subject as well as for Politics 820.
Prerequisite: Credit of 6 points in Politics at the Group 2 level, or an approved equivalent.

Syllabus
As for Politics 820.

Books
As for Politics 820.

Assessment
Based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a
whole. Specific details of assessment will be provided at the beginning of the study.
242 Subject Descriptions

POLITICS C21 (POC21) 6 points

Political Behaviour
Three to four hours of classes a week probably during the second half of the year. (Students
should inquire at the Department of History and Politics whether this subject will be offered in
1980.)
Credit may not be granted for this subject as well as for Politics B21.
Prerequisite: Credit of 6 points in Politics at Group 2 level, or an approved equivalent

Syllabus
As for Politics B21.

Books
As for Politics 621.

Assessment
Based on an essay of 3,000-3,500 words or an equivalent project, and on other written work
relating to the subject as a whole. Specific details of assessment will be provided at the beginning
of the study.

POLITICS C22 (POC22) 6 points

Problems in Australian Politics
A subject of four class hours a week for half the year. (Students should inquire at the Department
of History and Politics about which themes will be offered in 1980.)
Credit may not be granted for this subject as well as for Politics B22.
Prerequisite: Credit of 6 points in Politics or Australian History at Group 2 or 3 level, or an
approved equivalent

Syllabus
As for Politics B22.

Books
As for Politics B22.

Assessment
Based on an essay of 3,000-3,500 words and on other written work. Specific details of
assessment will be made available at the commencement of the study.

POLITICS C23 (POC23) 6 points

Studies in South Asian Politics and Society
Three to four class hours a week for half the year.
Credit may not be granted for this subject as well as Politics B23.
Prerequisite: Credit of 6 points in Politics or an Asian History subject at Group 2 level, or an
approved equivalent

Syllabus
As for Politics B23.

Books
As for Politics B23.

Assessment
Based on an essay of 3,000-3,500 words, and on other written work relating to the subject as a
whole. Specific details of assessment will be made available at the beginning of the study.
 Bachelor of Education 243

POLITICS D (POD00) 9 points

Advanced Studies in- Politics
A study taken over a whole year.
Prerequisite: Credit of 12 points in Politics at Group 2 level, or an approved equivalent.

Syllabus
This subject provides an opportunity for students to arrange an individual program of study under
the supervision of a member of the Department of History and Politics. Possible areas of study
include: international politics theory of politics, United States' politics, Asian politics, and
Australian politics

Preliminary Reading
Mayer, H (comp) The Art of Research (Occasional Monograph No 7) Sydney: Department of
Government and Public Administration Univ of Sydney 1974
Mills, C W The Sociological Imagination Harmondsworth: Penguin 1970

Assessment
Based on one or more research essays

PRACTICAL MUSIC Al (MUA51) 4 points

One 2-hour group music class and one 1-hour commitment in performance or special skills
electives a week.
Prerequisite. Approximately HSC level of performance in Practical Music, determined by audition.

Syllabus
The content of the group music class consists of music-reading, arranging, conducting,
transposition, extemporisation, and the practical application of these skills in ensemble playing. A
fundamental aspect of the subject is the development of aural perception skills essential in group
music-making. The range of performance and special skills electives is indicated in Music B3. A
different area may be selected for each semester, or one area for the whole year.

Assessment
Based on course work. regular weekly preparation, and on performance development.

PRACTICAL MUSIC A2 (MUA52) 5 points

One 2-hour seminar, one 1-hour practical lesson, and one 1-hour vocal or instrumental workshop
a week.
Prerequisite: As for Practical Music Al.

Syllabus
The content consists of seminar discussions based on performance of works by students and
other available performers The emphasis in discussion Is on Interpretation, style and technical
demands
The practical lesson consists of class instruction in the area of a student's practical competence.
This instruction culminates in the presentation of a performance program at the end of the
academic year. The instruction is closely related to the seminar in that works are regularly
prepared for performance in the seminar.
Jazz practical study is offered as an alternative to the practical lesson described in the paragraph
above. It is available to students whose special field of performance Is jazz. The content of the jazz
practical study is a practical instrumental class where the major part of the repertoire is taken in
jazz literature, and a one-hour class taken with all students involved in the study of jazz-playing
and improvisation.
A vocal or instrumental workshop is designed to give students the opportunity of developing a
second practical area, but essentially in a group learning situation.
The following is a guide to the workshop areas offered, but the actual classes conducted will
depend upon demand: brass, early music, guitar/lute, introductory keyboard, percussion, string,
vocal and woodwind.
244 Subject Descriptions

Assessment
Based on course work, regular weekly preparation and on performance development.

PRACTICAL MUSIC 131 (MUB51) 6 points

One 2-hour music class and one 1-hour commitment in performance or special skills electives a
week.
Prerequisite: Practical Music Al.

Syllabus
The content of the group music class is designed to develop the techniques necessary for group
music-making, and involves a continuation of activities referred to under Practical Music Al. The
range of performance and special skills electives is indicated in Music 83. A different area may be
selected for each semester, or one area selected for the whole year.

Assessment
Based on course work, regular weekly preparation, and performance development

PRACTICAL MUSIC B2 (MU652) 6 points

One 2-hour seminar, one 1-hour practical lesson, and one 1-hour vocal or instrumental workshop
a week.
Prerequisite: Practical Music A2.

Syllabus
This is a continuation of the areas and electives described under Practical Music A2. As the work
in this field is developmental, activities are geared to a more advanced performance level.

Assessment
Based rn course work, regular weekly preparation and on performance development

PRACTICAL MUSIC Cl (MUC51) 6 points

One 2-hour class in musical arranging and directing, and one 1-hour commitment in performance
or special skills electives a week.
Prerequisite: Practical Music Bi.

Syllabus
The content of the arranging and directing class is designed to give opportunities for the
development of student initiative and leadership in group music-making. A substantial part of the
subject is directed towards group music-making in schools. The range of performance and
special skills electives is indicated in Music B3. A different area may be selected for each
semester, or one area selected for the whole year.

Assessment
Based on course work, regular weekly preparation, and on performance development

PRACTICAL MUSIC C2 (MUC52) 6 points

One 2-hour seminar, one 1-hour practical lesson, and one 1-hour vocal or instrumental workshop
a week.
Prerequisite: Practical Music 82.

Syllabus
This is a further continuation of the areas and electives described under Practical Music A2, but
with a special emphasis in the seminar and main practical study on contemporary idioms. In
addition, performance preparation is based upon individual research.
 Bachelor of Education 245

Assessment
Based on course work, regular weekly preparation, and on performance development.

PSYCHOLOGY
Studies in psychology contribute to the preparation of a classroom teacher and also provide the
initial training of a counsellor or psychologist. The four-year sequence (i.e. Psychology A, B, C and
DI in the BEd (Secondary) course has been accredited by the Australian Psychological Society.
Thus students who complete this sequence can, after further training, become counsellors or
Psychologists_ Students therefore have the opportunity to enter two allied professions, i.e.
teaching and, subsequently, psychology. It should be noted that the four-year psychology
sequence in the BEd (Primary) course has not yet been accredited by the Australian
Psychological Society.

PSYCHOLOGY A (PYA00) 9 points

Psychological Processes and Their Development
Two 1-hour lectures, one 1-hour tutorial, and one 2-hour laboratory class a week throughout most
of the year

Special Requirements
To be eligible to be considered for a pass in Psychology A, students must have attended the
weekly two-hour laboratory class throughout the year.
Prerequisite. Nil.

Syllabus
Introduction: The meaning of the term 'psychology', the focus on development developmental
concepts: aspects of development.
Social psychology' Introduction to social psychology; socialisation agents and effects of
socialisation: attitudes. beliefs and values - their development and change.
Cognition: Biological bases, learning, sensation and perceptual development, language
acquisition, and the structure and development of intelligence.
Personality: The concept 'personality', developmental theories of personality and influences on
personality development
Design and statistics: The research process, levels of measurement, descriptive and inferential
statistics, elementary tests: t-test, chi-square, correlation.
Elective: There will be one 3-week elective.
Laboratory work: Practical application of statistics and research methodology.

Books
To be advised

Assessment
Assessment will take place progressively throughout the year and may be based on two essays,
three laboratory reports, two laboratory proformas and two tests. To be awarded a pass In
Psychology A students must also satisfy the special requirement listed above.

PSYCHOLOGY B (PYB00) 12 points

Theories in Psychology
Lectures, tutorials and laboratory work for a total of five hours a week throughout the year, and a
two-hour fieldwork placement for Terms 1 and 2.

Special Requirements
To be eligible to be considered for a pass in Psychology B, students must have:
(a) attended the weekly two-hour laboratory classes throughout the year
(b) supplemented their studies with a two-hour a
week fieldwork placement
(c) reached a satisfactory standard both in the end of the year assessment and work assessed
throughout the year.
246 Subject Descriptions

Prerequisite: Psychology A or an approved equivalent.

Syllabus
Introduction: Theories in psychology the structure and value of theories, their contrasting
approaches, their different models of man.
Cognition: Thinking and conceptual processes, memory, language-thought relationships,
theories of intelligence, and influences on cognition.
Social interaction processes: Behaviour in groups, group pressure, decision-making and
problem-solving, impression formation and stereotyping, non-verbal communication.
Personality: Theories of personality structure and dynamics; and cognitive, dynamic, trait and
factorial theories.
Electives: There will be one 3-week elective.
Laboratory work: Students will undertake appropriate experimental work. Part of the laboratory
course will be concerned with methodology and statistics,

Preliminary Reading
Bannister, D & Fransella, F Inquiring Man: A theory of personal constructs Harmondsworth:
Penguin 1971
Greene, J Thinking and Languag London: Methuen 1975
Norman, D A Memory and Attention 2nd edn New York: Wiley 1974
Raven, B & Rubin, J Social Psychology: people in groups New York: Wiley 1976

Assessment
Assessment wilt be made progressively throughout the year and will include three laboratory
reports, three laboratory proformas, one essay, one elective assignment and a fieldwork diary.
Assessment at the end of the year will be either by an examination or an equivalent number of
short essays. To be awarded a pass in Psychology B, students must also satisfy the special
requirements listed above.

PSYCHOLOGY C (PYCOO) 12 points

Problems in Development and Behaviour
Lectures, tutorials and laboratory/workshop classes for a total of five hours a week throughout
the year, and three hours a week fieldwork placement for one term.
Prerequisite: Psychology B or an approved equivalent.

Syllabus
Introduction: What is abnormal behaviour? What tools have we for the study of behaviour
deviance?
Methodology: Experimental method, internal and external validity of experimental designs, types
of experimental design, use of analysis of variance. 'Quasi' experiments. Issues in testing and
measurement 'Experimental' methods in psychology. Advantages and disadvantages of the
various methodologies.
Cognition: Problems in cognitive development and cognitive processing.
Personality: Psychopathology - theories and their implications, Theories and techniques of
counselling and therapy.
Social psychology: Social problems and social determinants, and deviance as a social concept.
Electives: There will be one 3-week elective.
Case study: Intensive study of an individual case.

References
Brenner, C An Elementary Textbook of Psychoanalysis New York: International University Press
1973
Goffman, E Stigma Harmondsworth: Penguin 1970
Other references to be advised.

Text
Campbell, D T & Stanley, J C Experimental and Quasi-experimental Design for Research Chicago:
Rand McNally 1966
 Bachelor of Education 247

Assessment
Assessment will be made progressively throughout the year and will be based on three essays of
2,000-3,000 words: three laboratory reports, research assignments, or elective essays of 1,500-
2,000 words each; two methodology assignments of 500-1,000 words each; and a case study.

PSYCHOLOGY D (PYD00) 9 points

Seminars and individual supervision for a total of five hours a week throughout the year, except
during periods of School Experience.
Prerequisite: Psychology C or an approved equivalent.

Syllabus
The subject consists of three elements:
1. Seminar: Research Methods
A review of the research process and the more usual research paradigms and statistical analyses.
Opportunity is provided for designing appropriate research strategies for particular
investigations. An introduction to methods other than the usual experimental approach is given:
program evaluation, survey research, multivariate analyses.
2. Seminar: Theories and Issues in Psychology
A brief review of the history of psychology. The major systems of psychology: associationism,
structuralism, functionalism, behaviourism, gestalt psychology, psychoanalysis, humanist
psychology. Three issues: the mind-body problem, levels of analysis (experiential,
psychological, behavioural). the nature of psychology. Theories in psychology: the nature of
theories, scientific explanation, values and value judgements, verstehen. Recent problems and
issues.
3. One research project.

References
Marx. M H d Goodson, F E reds) Theories in Contemporary Psychology New York: Macmillan
1976
Rudner, R S Philosophy of Social Science Englewood Cliffs: Prentice-Hall 1966
Shotter, J Images of Man in Psychological Research London: Methuen 1975

Text
Robinson, P W Fundamentals of Experimental Psychology Englewood Cliffs: Prentice-Hall 1976

Assessment
Assessment will be made in terms of the presentation of class papers and participation in seminar
discussions, and one research project of about 7,500 words.

SCIENCE Al (SCA01) 9 points

Introduction to Scientific Thought
See subject description on page 376

SCIENCE A3 (SCA03) 9 points

Earth Science A
See subject description on page 377.

SECRETARIAL STUDIES A (STA00) 9 points

One 1-hour lecture, and four practical class hours a week throughout the year.
Prerequisite: Nil.

Syllabus
The reading and writing of Dacomb shorthand including a detailed knowledge of the theory and
structure of the system, the ability to read fluently, the ability to write shorthand at 65 warn for
248 Subject Descriptions

three minutes, transcribing at the typewriter at 15 warn with 95 per cent accuracy.
Touch typing at 35 warn from printed matter and 30 warn from audio sources for five minutes with
95 per cent accuracy.
Typewriting from handwritten notes, audio sources, shorthand outlines, rough drafts and display
copy. Integration of shorthand and typewriting skills through the completion of stenographic
assignments.

Texts
Fielding. J E Vocational Typing An Australian complete Course Sydney: McGraw-Hill 1967
Joy, J Dacomb The Australian Shorthand Melbourne: Dacomb College 1974
Joy, J Dacomb Key to the Exercises Melbourne: Dacomb College 1967
Joy. J Dacomb Speed Development Melbourne: Dacomb College 1973
Assessment
Based on prescribed class work completed during the year, unit tests to be held during the year,
and on a final examination of not more than two hours in shorthand theory at the end of the year.
To pass in this subject, a satisfactory level of achievement is required in both shorthand and
typewriting.

SECRETARIAL STUDIES B (STB00) 12 points

Two 2-hour lecture/seminar sessions and one 2-hour stenographic laboratory class a week
throughout the year.
Special Requirement
Field study in business organisation of five days' duration, and work programs in Secretarial
Studies Production Centre.
Prerequisite: Secretarial Studies A.

Syllabus
The subject comprises three units:
1. Secretarial Practice: The practical application of secretarial skills to a variety of simulated
office situations designed to develop understanding of, and expertise in, secretarial practice.
2. Office Management: An analysis of the functions of the office and its staff, and a study of
moden office procedures and services.
3. Business Administration: An introduction to the major concepts of business administration
and an evaluation of modern administrative techniques and practices.

Preliminary Reading
Massie, J Essentials of Management Englewood Cliffs: Prentice-Hall 1971
Mills, G & Standingford, O Office Organisation and Method London: Pitman 1978
Texts
McCabe, H & Popham, E Word Processing A Systems Approach to The Office New York:
Harcourt, Brace & Jovanovich 1977
Saville, J Australasian Office Administration Melbourne: Macmillan 1977

Assessment
Subject units are weighted for assessment as: Secretarial Practice 30 per cent, Office
Management 35 per cent, and Business Administration 35 per cent. Assessment is based on
assignment work, seminar papers, research reports, unit tests and on stenographic laboratory and
production centre work. To pass in this subject, a satifactory level of achievement is required in
each of the three subject units.

SECRETARIAL STUDIES C (STC00) 12 points

Two 2-hour lecture/seminar sessions a week throughout Terms 1 and 2, and one 2-hour seminar
a week during Term 3.

Special Requirement
Work experience in a business organisation for a minimum of 10 days during Term 3.
Prerequisite: Secretarial Studies B.
 Bachelor of Education 249

Syllabus
The subject comprises three units:
1. Administrative Secretarial Practice: The practical application of administrative and
secretarial skills to a variety of simulated office situations.
2. Business Administration: An examination of the behavioural aspects of administration, in
business organisations and in the educational context.
3. Work Experience and Case Study: Practical secretarial/office experience in the business
environment and detailed study of administration aspects of that environment.

Preliminary Reading
Joske, P E The Law and Procedure at Meetings Sydney: Law Book Coy 1976
Medcalf, W Understanding People in Business: Human Relations in Australian Management
Melbourne: Sun Books 1977

Texts
Anderson. R et al The Administrative Secretary New York: McGraw-Hill 1978
Vroom. V H 8 Deci. E L (edsl Management and Motivation (Modern Management Readings)
Harmondsworth: Penguin 1970

Assessment
Subject units are weighted for assessment as Administrative Secretarial Practice 35 per cent,
Business Administration 35 per cent, and Work Experience and Case Study 30 per cent.
Assessment is based on assignment work, seminar papers and reports submitted throughout the
year. and on unit tests. To pass in this subject, a satisfactory level of achievement is required in
each of the three subject units.

SOCIAL SCIENCE A (SSA00) 9 points

See subject description on page 381.

SOCIAL SCIENCE B4 (SSB04) 4 points

Teacher in Society
See subject description on page 382.

SOCIAL SCIENCE B7 (SSB07) 4 points

Migrant Studies
See subject description on page 382.

SOCIAL SCIENCE B8 (SSB08) 4 points

The Third World
See subject description on page 382.

SOCIAL SCIENCE B10 (SSB10) 4 points

Young People in Society
See subject description on page 383.

SOCIAL SCIENCE i1 (SSB11) 4 points

An Introduction to Criminology
See subject description on page 383.
250 Subject Descriptions

SOCIAL SCIENCE B12 (SSB1 2) 4 points

Women's Studies
See subject description on page 384.

SOCIAL SCIENCE B13 (SSB1 3) 4 points

Aboriginal Studies
See subject description on page 384.

SOCIOLOGY A (SOA00) 9 points

The Individual and Society
See subject description on page 386.

SOCIOLOGY B (SOBOO) 12 points

People in a Changing Society
See subject description on page 387.

VISUAL COMMUNICATION Al (VCA01) 3 points

Visual Perception
One 1-hour lecture and one 2-hour tutorial/workshop a week for one term. Methods of
presentation include discussions, demonstrations, practical work, and student presentations.
Prerequisite: Nil.

Syllabus
The subject is designed to enable students to gain an understanding of the processes underlying
visual perception, and includes the following: physiological basis of vision: optical mechanism,
photo-sensitive mechanism, conduction of mechanism, central mechanisms. Theories of colour
vision. Basic concepts in visual perception: absolute and differential thresholds, stimulus and
stimulus object, dimensions of colour vision, colour mixture, visual sensitivity, visual acuity, visual
adaptation.
Aspects of visual perception: perceptual constancies; perceptual organisation; visual illusions;
depth perception; attention and peception; interaction of the senses; perception in strange
environments; influence of motivation and emotion on perception.
Development of perception: visual perception in infants, innate and learned abilities, restored
vision, visual deprivation and its effects, perception and general cognitive development,
development of imagey in the child.
Individual differences in perception and information processing: abilities and disabilities;
influence on perception of learning, motivation and culture.

Books
Day, R H Human Perception Sydney: Wiley 1969
Forgus, R H Perception: a cognitive stage approach New York: McGraw-Hill 1976
Gregory, R L Eye and Brain: the psychology of seeing London: Weidenfeld & Nicolson 1973
Gregory, R L & Gombrich, E H (eds) Illusion in Nature and Art London: Duckworth 1973

Assessment
Based on one major assignment (approximately 1,500 words) and two minor assignments
(approximately 750 words each) which are to be presented in visual and/or verbal form.

VISUAL COMMUNICATION A2 (VCA02) 3 points

Visual Thinking
One 3-hour lecture/workshop a week for one term. Methods of presentation include lectures,
discussions, demonstrations and practical work.
Prerequisite: Nil.
 Bachelor of Education 251

Syllabus
The subject is designed to develop an understanding of the processes underlying thinking, with
particular reference to visual-thinking abilities and to the use of visual methods in problem-
solving; and an understanding of theoretical and empirical approaches to the nature of
representation and creativity.
The subject includes the following: memory and attention as processes in thinking; models of
problem-solving: factors inhibiting problem-solving; logic and thought; the nature of
representation; symbolism and imagery; functions of imagery; spatial cognition; cognitive
mapping; creativity; aesthetics.

Books
Arnheim, R Visual Thinking London: Faber 1970
Bolton, N The Psychology of Thinking London: Methuen 1972
McKim, R l-t Experiences in Visual Thinking Monterey (Calif): Brooks/Cole 1972
Norman, D A Memory and Attention: an introduction to human information processing 2nd edn
New York: Wiley 1976

Assessment
Based on two major assignments (approximately 1,500 words each); these may be presented in
visual and/or verbal form.

VISUAL COMMUNICATION A3 (VCA03) 3 points

Basic Practical Studies
One 2-hour lecture/workshop a week throughout the year. Methods of presentation will include
discussions, demonstrations, practical work and field studies.
Prerequisite: Nil.

Syllabus
The subject includes the following:
Visual Composition
Visual language form vocabulary (the graphic elements of point, line, tone, texture, shape,
colour); space grammar (special organisations such as plane, multi-plane, continuous); Image
phrasing (modes of visual interaction including relationship, differentiation, emphasis).
The graphic statement visual concepts (objective, symbolic and abstract translation); visual
character (appearance, structure, organisation, movement, system, process, size, quantity, trend,
division, area. location, position); visual editing (language errors, statement errors, economy);
image meaning (content placement, character), graphic figures (simple, compound, complex).
Drawing Techniques
Basic drawing representational drawing (pictorial, symbol, abstracts, Including oblique,
axonometric, perspective drawing); subjective and objective drawing (expressive and functional
processes).

Books
Bowman, W J Graphic Communication New York: Wiley 1968
Chilton. E G Design and Graphics New York: Macmillan 1973
De Sausmarez, M Basic Design London: Studio Vista 1972
Dubery, F 8 Willats, J Drawing Systems London: Studio Vista 1972

Assessment
Students will be assessed on the basis of six projects of which two are to be submitted each term.

VISUAL COMMUNICATION B1 (VCB01) 3 points

Visual Literacy
A subject of one 3-hour lecture-workshop a week for one term, Methods of presentation will
include lectures, tutorials, discussions, practical work, and student presentations.
Prerequisite: Visual Communication Al and A2, or approved equivalent studies.
252 Subject Descriptions

Syllabus
The subject includes the following:
Graphic ideation: drawing to extend thinking as distinct from drawing to communicate a well
formed idea; seeing, imagining and drawing as a cyclic feedback process; visual brainstorming;
interaction of thought and language.
Visual language: arrangement and interrelationship of visual elements to communicate concepts
and information; examination of syntactic and semantic aspects of visual image; semiotics:
language as communication of a perceptual/cognitive idea or event; language as presented
visually in order to enhance perceptual meaning; language as invention or systematic structure.

Books
Guiraud. P Semiology London: Routledge 8 Kegan Paul 1975
Kepes. G fed) Education of Vision New York: Braziller 1960
Kepes. G fed) Sign, Image and Symbol New York: Braziller 1965
McKim. R Experiences in Visual Thinking Monterey (Calif): Brooks/Cole 1972

Assessment
Students will be assessed on the basis of one major assignment and two minor assignments
which may be presented in visual or verbal form as appropriate.

VISUAL COMMUNICATION B2 (VCB02) 3 points

Communication Studies
One 3-hour lecture/workshop a week for one term. Methods of presentation include lectures,
discussions. demonstrations and practical work.
Prerequisite: Visual Communication Al and A2, or approved equivalent studies.

Syllabus
Communication: definition, purposes, outcomes; animals and human communication;
information-processing models; communication in groups of different size.
Language and verbal communication: structure and functions of language; comprehension and
production; ambiguity; language acquisition; left and right hemisphere functions; language-
thought relationships.
Non-verbal communication: types, development; individual differences; non-verbal
communication and the classroom; interrelation of verbal communication, non-verbal
communication and imagery.
Social communication awareness of self and others: interaction processes person
perception, impression formation, stereotypes, attribution of motives and intention; attitudes,
values, beliefs, prejudice; group dynamics.
Interrelationships: interrelationships of languge, thought, non-verbal communication, perception,
emotion and motivation; effects of other variables on these.

Books
To be advised.

Assessment
Based on four minor assignments (approximately 750 words each), to be presented in visual and/
or verbal form.

VISUAL COMMUNICATION B3 (VCB03) 3 points

Design Methods
One 3-hour lecture/workshop a week for one term. Methods of presentation will include lectures,
discussions, demonstrations, and practical work.
Prerequisite: Credit of 6 points in Visual Communication at Group 1 level, including Visual
Communication A2, or approved equivalent studies.
 Bachelor of Education 253

Syllabus
The subject is designed to develop an understanding of the need to employ systematic method in
solving communication design problems, and competency in the selection and use of the
appropriate methods in attempting to solve specific communication or education design
problems.
The subject includes the following:
The need for, and development of. methodology in design; the development of design problems
from self-made objects to dealing with 'organised complexity'. The nature of design problems;
design as 'meaningful ordering' (Papanet),'tam and 'wicked' problems (Ritte)), design as choice
(Rapaport). Context-bound participatory design.
Models and structure of the design process: the models of Asimov, Archer, Alexander; the
cybernetic, the communication and general systems theory models of designing.

Books
Beakley, G C & Chilton. E G Introduction to Engineering Design and Graphics New York:
Macmillan 1973
Hamilton, E A Graphic Design for the Computer Age New York: Van Nostrand Reinhold 1970
Hocking. P (ed) Principles of Visual Anthropology The Hague: Mouton 1975
Jones. C J Design Methods: Seeds of human futures New York: Wiley-Interscience 1970
Petto, P J 8 G H Anthropological Research, The Structure of Inquiry London: CUP 1978

Assessment
Students will be assessed on the basis of three minor assignments (of approximately 750 words
each).

VISUAL COMMUNICATION B4 (VCB04) 3 points

Basic Practical Studies II
One 2-hour lectureiworkshop a week throughout the year. Methods of presentation will include
discussions. demonstrations, practical work, and field studies.
Prerequisite: Credit of 6 points in Visual Communication at Group 1 level, including Visual
Communication A3. or approved equivalent studies.

Syllabus
The subject is designed to further the skills and competencies developed in Visual
Communication A3.
The subject includes the following:
Basic Drawing: representational drawing (pictorial), symbol, abstracts, including oblique,
axonometric. perspective drawing; subjective and objective drawing (expressive and functional
processes).
Conventional drawing: diagrams (conventions, applications, techniques, presentation of
statistical and explanatory diagrams); symbols (standard conventions and signs, logos,. corporate
images; etc); typography (development of the alphabetical form; typefaces nomenclature and
production categories, measuring system, calculation and specification, proof correction). -
Special drawing techniques: drafting (architectural, engineering familiarisation with materials,
equipment methods); rendering (architectural, product, figure, etc, reflections, shadow projection,
simulated texture); illustration (zoological, botanical, anatomical, etc); computer graphics.

Books
Beakley, G C 8 Chilton, E G Introduction to Engineering Design and Graphics New York:
Macmillan 1973
Chilton, E G Design and Graphics New York: Macmillan 1973
Monkhouse. F J & Wilkinson, H R Maps and Diagrams 3rd edn London: Methuen 1971
Reekie, R F Draughtsmanship: drawing techniques for graphic communication in architecture
and building 2nd edn Port Melbourne (Vic): Edward Arnold 1974

Assessment
Students will be assessed on the basis of six projects of which two are to be submitted each term.
 Diploma of Teaching and Bachelor of Education (Primary) 255

Diploma of Teaching and Bachelor of Education

(Primary)

Contents

Regulations for the Course 257

Advice to Students 269
Subject Descriptions
Art 274
Asian Studies 276
Biology 276-
Ceramics 278
Comparative Education 279
Computer Studies 281
Crafts 282
Design and Photography 285
Drama 288
Early Childhood Education 289
Economics 290
Educational Philosophy 290
Educational Psychology 292
Educational Sociology 293
Fine Arts 297
Foundation Studies in English 297
Foundation Studies in Mathematics 298
Geography 298
History 300
History of Education 306
Human Sexuality 309
Language and Literature 309
Legal Studies 316
Mathematics 316
Media Arts 325
Music 327
Outdoor Education 330
Painting 334
Philosophy 335
Physical Education, Health and Recreation 338
Politics 344
Printmaking 346
Psychology 347
School Experience 347
School Studies 349
Science 376
Sculpture 381
Social Science 381
Sociology 386
 Diploma of Teaching and Bachelor of Education (Primary) 257

Regulations for the Course for the Diploma of

Teaching/Bachelor of Education (Primary)

To satisfy general entrance requirements for admission to the course for the Diploma of
Teaching and Bachelor of Education a candidate must:
(a) satisfactorily complete a Year 12 course of study approved by the Board of
Studies;
or
(b) possess other formal qualifications approved by the Board of Studies;
or
(c) be able to demonstrate to the satisfaction of the Board of Studies the motivation
and capacity for tertiary studies.
Note: For admission in 1980 approved Year 12 courses of study Include those
meeting VISE conditions for satisfactory completion of a Year 12 course of
study: those which prior to 1979 satisfied the university requirements of the
VUSEB. and those deemed by the VUAC as satisfying university entrance
requirements.

2. (a) To be awarded the Diploma of Teaching a student shall have pursued studies for
at least three years.
(b) To be awarded the Bachelor of Education a student shall have:
(i) pursued studies for at least four years;
(ii) completed the equivalent of at least one year of full time teaching as
approved by the Board of Studies.

3. The subjects of the course and the conditions on which such subjects may be taken shall
be prescribed from time to time by the Board of Studies.

4. The regulations for the course together with details of subjects and the prerequisite and
special entry conditions shall be published in the Handbook of the Melbourne State
College or supplements thereto.

5. No student may pursue a course of study or receive credit for subjects taken during a year
of the course unless his/her selection of subjects has been approved by the Board of
Studies. Approval will not be granted for a student to receive credit for two or more
subjects determined by the Board of Studies as having substantial common content .It is
the responsibility of each student to obtain approval of his/her selection of subjects.

6. (a) Progress in a students course shall be expressed in terms of Years. The Years are
defined by the cumulative total of points credited to Study Categories. The points
to be gained for each subject and their apportionment to Study Categories shall be
prescribed from time to time by the Board of Studies and published together with
details of subjects.
(b) The Study Categories shall be:
School Experience
II Curriculum and Teaching Studies
III Child Development and Learning Studies
IV Discipline-based Education Studies
V Discipline-based Studies
VI Community Involvement.

7. A student shall be:

(a) in Year 1 of the course until his/her cumulative total of points equals or exceeds
27;
(b) in Year 2 of the course until his/her cumulative total of points equals or exceeds
71;
(c) in Year 3 of the course until his/her cumulative total of points equals or exceeds
110;
258 Regulations

(d) in Year 4 of the course until he/she has gained at least 30 points in that year of the
course, has completed the equivalent of at least one year of full-time teaching
approved by the Board of Studies, and until his/her cumulative total of points
equals or exceeds 155.
8. Except where special permission is granted by the Board of Studies:
(a) a student in Year 1 of the course shall receive approval to enrol for subjects
totalling no more than 43 points;
(b) a student in Year 2, Year 3 or Year 4 of the course shall receive approval to enrol
for subjects totalling no more than 45 points.
9. A student who has completed part or all of another course of study at the tertiary level or
has achieved professional experience relevant to the course may, with the approval of the
Board of Studies, be given credit for this study or experience.
10. A student may be allowed to include in his/her course subjects offered in another course
of this institution or of another institution providing the Board of Studies considers such
subjects to be of an appropriate standard and relevant to the course.
11. (a) The points to be gained under Regulations 9 and 10, and the allocation of these
points to appropriate Study Categories, shall be determined by the Board of
Studies.
(b) Except where special permission is granted by the Board of Studies the total
number of points which may be gained by a student under Regulations 9 and 10
shall not exceed 116 towards the award of the Bachelor of Education.
12. A student who does not satisfactorily complete a subject may be credited by the Board of
Studies with points to be gained for that subject having regard to his/her performance in
all subjects taken by him/her (whether taken in one year or more) in accordance with
principles determined by the Board of Studies.
13, Part 1: The Diploma of Teaching may be granted to a student who has completed the
prescribed conditions and who has:
la) completed the subjects:
School Studies Al
School Experience A
Foundation Studies in English
Foundation Studies in Mathematics
School Studies B1
School Experience B
School Studies Cl
School Experience C;
(b) completed other School Studies B and C subjects which have been approved, by
the Board of Studies as ensuring coverage of designated aspects of the primary
school curriculum (see Note 1);
(c) by completion of these and other subjects attained a cumulative total of points that
equals or exceeds 116 within which
(i) in Category I, School Experience, there be at least 24 but not more than 26
points;
(ii) in Category II, Curriculum and Teaching Studies, there be at least 21
points;
(iii) in Category Ill, Child Development and Learning Studies, there be at least 6
points;
(iv) in Category IV, Discipline-based Education Studies, there be at least 8
points;
(v) in Category V, Discipline-based Studies, there be at least 39 points of
which not less than 17 points be for a sequence of related studies
approved by the Board of Studies (see Note 2) taken over two or three
years of the course and which includes no more than 9 points for A level
subjects;
(vil in Category VI, Community Involvement, there be not more than 9 points.
 Diploma of Teaching and Bachelor of Education (Primary) 259

Part 2: The Bachelor of Education may be granted to a student who has completed the
prescribed conditions and who has:
(a) completed the subjects:
School Studies Al
School Experience A
Foundation Studies in English
Foundation Studies in Mathematics
School Studies BI
School Experience B
School Studies Cl
School Studies C2
School Experience C;
(b) completed other School Studies B and C subjects which have been approved by
the Board of Studies as ensuring coverage of designated aspects of the primary
school curriculum (see Note 1);
(c) by completion of these and other subjects attained a cumulative total of points that
equals or exceeds 155 within which
(i) in Category I, School Experience, there be at least 24 but not more than 26
points;
(ii) in Category II, Curriculum and Teaching Studies, there be at least 23
points;
(iii) in Category Ill, Child Development and Learning Studies, there be at least 8
points:
(iv) in Category IV, Discipline-based Education Studies, there be at least 14
points;
in categories Ill and IV, Child Development and Learning Studies and
Discipline based Education Studies, there be a cumulative total of at
least 28 points;
(v) in Category V, Discipline-based Studies, there be at least 48 points of
which not less than 27 points be for a sequence of related studies
approved by the Board of Studies (see Note 2) taken over three or four
years of the course and which includes no more than 9 points for A level
subjects;
(vi) in Category VI, Community Involvement, there be not more than 15 points.

14. The allocation and categorisation of point scores appears In the table of subjects.
'A' coded subjects are first year level studies which may be taken by students in any year
of the course.
'B' coded subjects comprise studies for which the prerequisite conditions have been met
and may be taken by students enrolled in Year 2, 3 or 4 of the course,
'C' coded subjects comprise studies for which the prerequisite conditions have been met
and may be taken by students enrolled in Year 3 or 4 of the course.
'0' Coded subjects comprise studies for which the prerequisite conditions have been met
and may be taken by students enrolled in Year 4 of the course.
Note 1 The designated aspects of the primary school curriculum are:
(i) art-craft, music, drama in the primary school;
(ii) movement and physical education In the primary school;
(iii) science and social science studies in the primary school;
(iv) media and resources In the primary school.
Note 2 (i) Related Study Area 1 art, ceramics, crafts, design and
photography, painting, printmaking and sculpture subjects;
(ii) Related Study Area 2 communication-media, drama, language,
literature subjects;
(iii) Related Study Area 3 mathematics subjects;
(iv) Related Study Area 4 music subjects;
260 Regulations

(y) Related Study Area 5 outdoor and physical health and recreation
education subjects;
(vi) Related Study Area 6 biology, chemistry, geography, physics and
science subjects;
(vii) Related Study Area 7 economics, fine arts, geography, history,
legal studies, philosophy, politics, psychology, social science and
sociology subjects.
These regulations should be read and interpreted in conjunction with all documents
relating to procedures of the Board of Studies.
 Diploma of Teaching and Bachelor of Education (Primary) 261

Table of Subjects

Categories and Points

Subjects
Total I II Ill IV V VI

School Experience and

School Studies Subjects
'School Experience A 3 3
B 8 8
C 9 9
School Studies Al 9 4 3 2
A2 5 3 2
BI 12 6 6
B3 6 6
B27 1 1
B44 4 4
855 4 4
B61 1 1
B65 1 1
B84 2 2
B85 4 4
Cl 4 4
C2 2 2
C8 2 2
C13 2 2
C14 2 2
C15 2 2
C17 2 2
C18 2 2
C21 2 2
C22 4 4
C25 2 2
C26 2 2
C27 2 2
C28 2 2
C29 2 2
C32 4 4
C33 4 4
C35 2 2
C42 2 2
C43 2 2
C45 4 4
C46 2 2
C48 4 4
C49 4 4
C51 2 2
C52 2 2
C58 2 2
C59 2 2
C60 2 2
C61 2 2
C62 2 2
C63 2 2
C65 2 2
C68 2 2
C67 2 2
C68 2 2
262 Table of Subjects

Table of Subjects

Categories and Points

Subjects
Total I II III IV V VI
$ ,

C69 2 2
C86 2 2
C87 2 2
D1 4 4
D5 4 4
D11 6 6
D32 4 4
D44 4 4
D55 4 4
D56 4 4
D57 2 2
D62 2 2
Education Subjects
Comparative Education B11 9 9
612 4 4
B13 4 4
B1 4 4 4
B15 4 4
B16 4 4
617 8 4 4
Early Childhood Education C 12 4 4 4
Educational Philosophy 131 9 9
B5 6 6
B6 6 6
B7 6 6
B8 6 6
B9 4 4
Educational Psychology 81 12 6 6
B2 9 3 6
Cl 9 9
Educational Sociology B1 4 4
B3 4 4
B4 4 4
B11 9 9
Cl 4 4
C2 4 4
C3 4 4
C4 4 4
History of Education B1 9 9
B2 9 9
B3 4 4
B4 4 2 2
B5 4 4
B6 4 4

Related Study Area 1 -

Art, Crafts Subjects
Art A 9 3 6
B1 6 6
62 6 6
Ceramics B1 6 6
Cl 12 12
-___
 Diploma of Teaching and Bachelor of Education (Primary) 263

Table of Subjects

Categories and Points

Subjects -
Total I Il Ill IV V VI

Crafts B1 6 6
B2 6 6
B3 6 8
B4 6 6
Cl 12 12
C2 12 12
C3 12 12
C4 12 12
Design and Photography Al 6 6
A2 3 3
BI 6 6
82 6 6
83 6 6
Painting 81 6 6
Cl 12 12
Printmaking B1 6 6
Cl 12 12
Sculpture B1 6 6
Cl 12 12
Related Study Area 2
Communication, Language,
Literature Subjects
Drama Al 5 5
A2 4 4
B01 6 3 3
B02 6 6
B03 6 6
B04 6 6
091 6 6
D92 6 6
Language and Literature A2 9 9
A3 9 2 7
Al7 4 4
A18 4 4
Al9 4 4
A20 4 4
A21 4 4
A22 4 4
B2 12 1'2
B3 12 12
B4 12 12
B5 12 12
86 4 4
87 4 4
Be 4 4
C2 12 12
C3 12 2 2 8
C4 12 12
C9 2 2
Media Arts A4 3 3
AS 3 3
A6 3 3
264 Table of Subjects

Table of Subjects
Categories and Points
Subjects
Total I II Ill IV V VI

A A A A AWWCOWCOCOWWfA !A A A ACO N0 CDCf)0)0)Of Of Ol O)

81
B2
B3
B4
B6
B7
B8
B9
1310 2
1311
Related Study Area 3
Mathematics Subjects
Computer Studies A
B
B1
C3
Mathematics A01
A02
A03
A04
A05
All
A21
A22
A31
A41
C.)

A61 3
B01
B02
803
B04
B05
B06
AAAA AA A AA

611
612
B21
B22
B31
B32
B33
851
661 4
671
A A A AAA AAAA

C01
CO2
CO3
C04
C11
C21
C31
C32
C33
C34
I
 Diploma of Teaching and Bachelor of Education (Primary) 265

Table of Subjects
Categories and Points
Subjects
Total I Il Ill IV V VI
.
Mathematics cont C51 4 4
C61 4 4
C62 4 4

Related Area Study 4

Music Subjects
Music Al 9 9
A92 9 9
BI 12 12
B92 12 12
C 12 12

Related Study Area 5

Outdoor and Physical
Health and Recreation
Education Subjects
Outdoor Education Al 1 1
A2 3 3
A3 1 1
A4 1 1
A5 1 1
810 3 3
B11 5 5
C 10 10
Physical Education,
Health and Recreation A 9 3 6
B1 8 2 6
B2 4 1 3
B3 4 1 3
84 3 3
C2 4 4
C3 4 2 2
C4 4 2 2
C5 4 4
C6 4 4
C7 4 4
C8 8 8

Related Study Area 6

Science Subjects
Biology Al 9 9
A2 9 9
B01 4 4
B02 4 4
603 4 4
B04 4 4
805 4 4
606 4 4
B07 4 4
B08 4 4
809 4 4
CO1 6 6
CO2 6 6
266 Table of Subjects

Table of Subjects

Categories and Points

Subjects
Total I II III IV V VI

CO3 6

of
N N N W Uf CO COW W N A 444444 W 43 W Wcb
C04 6
C05 3
C06 3
Geography Al 3
A2 3
A3 3
B1 4
B4 4
B5 4
Cl 4
C5 4
C7 4
Philosophy B7 6 4
B8 3
B9 3
Science Al 9
A3 9
A4 6
A5 3 3
A6 3
B 12
Cl 12
C2 12

Related Study Area 7

Social Sciences,
Humanities Subjects
N W W W W W WA A A A AA A43WWCh0) N CO(O

Asian Studies A 9
Economics A 9
B1 12
Fine Arts A 6
B 6
C 6
Geography Al 3
A2 3
A3 3
B2 4
B3 4
B6 4
C2 4
C3 4
C4 4
C6 4
History A30 3
A31 3
A32 3
A33 3
A34 3
A35 3
B12 12
 Diploma of Teaching and Bachelor of Education (Primary) 267

Table of Subjects

Categories and Points

Subjects
Total I II Ill IV V VI

B33 4 4
B34 4 4
835 4 4
B36 4 4
B37 4 4
838 4 4
B39 4 4
B40 4 4
841 4 4
842 4 4
B43 4 4
B44 4 4
Legal Studies A 9 9
Philosophy Al 9 9
A2 3 3
A3 3 3
A4 3 3
B1 12 12
85 6 6
B6 6 6
B7 6 4 2
88 3 3
89 3 3
Cl 9 9
Politics A 9 9
B19 6 6
B21 6 6
822 6 6
B30 4 4
831 4 4
B32 4 4
833 4 4
834 4 4
836 4 4
839 4 4
Psychology A 9 9
B 12 12
C 12 12
D 9 9
Social Science A 9 7 2
B4 4 2 2
87 4 4
B8 4 4
810 4 4
811 4 4
812 4 4
813 4 4
814 4 4
815 4 4
816 4 4
B17 4 4
Sociology A 9 9
268 Table of Subjects

Table of Subjects

Categories and Points

Subjects
Total I II III IV V VI

B 12 12
c 12 12

Other Subjects
Foundation Studies in 5 5
English
Foundation Studies 5 5
in Mathematics
Human Sexuality 3 3

Community Involvement Prog ams as Category V1

approved by the points allocated
Course Committee to programs on the
basis of no more
than 1 point for
4.5 days successfully
completed.

School Experience: Programs as arranged and approved by the Course Committee in

consultation with the Department of School Experience. Category 1 points allocated to programs
on the basis of 1 point for 4.5 days successfully completed.
 -

Diploma of Teaching and Bachelor of Education (Primary) 269

Advice to Students
Students selected for admission to, or re-enrolling in, the course for the awards of Diploma of
Teaching (Primary) and Bachelor of Education (Primary) should carefully examine the course
information contained in the Handbook, and thoroughly discuss the structure of the course with
their course adviser before making their subject selections.
The course offers a'concurrent' program of school experience, education and teaching studies,
and personal development studies. By exercising choice in subject selection the student has
opportunity to determine the precise content and balance of his/her course of study.
A particular effort is made to ensure that all students in their first year, through experience in
primary schools, have an opportunity to assess their commitment to teaching.

General
The first three years of the course provide a basic preparation for general classroom teaching in a
primary school. The Diploma of Teaching (Primary) has national recognition as a basic three year
teacher education award and qualifies the holder for registration by the Primary Teachers'
Registration Board of Victoria The Diploma also qualifies the holder for admission to a number of
specialist graduate diploma teacher education courses and, together with some teaching
experience, to other fourth years of study including further studies leading to the award of the
Bachelor of Education (Primary) degree.

Course Advisers
On admission to the course each student is allocated to a course adviser. The advisers provide
information and assistance relevant to the course, and counselling in course planning and
subject selection. They must authorise a student's subject enrolments and subsequent
amendments to these. The course advisers are listed on page 27.

Subjects and Points

Each subject taken in the course carries a points allocation which reflects the overall time
involvement which it demands. Time involvement includes lectures, tutorials, practical sessions,
field work, library work, and private study. On successful completion of a subject, the points value
is credited on the student's course record in one or more of these categories:
I School Experience
Il Curriculum and Teaching Studies
Ill Child Development and Learning Studies
IV Discipline-based Education Studies
V Discipline-based Studies
VI Community Involvement
The categories enable an analysis and summary to be made of the content of the student's course
in terms of the major elements of a teacher education and training program.
Requirements of the course are expressed in the Regulations (see pages 257-260) through
minimum points to be gained in these categories, and the table of subjects (see pages 261-268)
shows the points allocation for each subject.

Course Requirements
For the award of the Diploma of Teaching (Primary):

Category I II III IV V VI Total

Points
24 21 6 8 39 116
(minimum)

Within the overall requirement of 116 points students must complete the following studies:
Major Study A: Professional Study and Practice Program In each year of the first three
years of the course students must enrol for the appropriate School Experience and School
Studies subjects in order to complete this major study requirement which will normally total
57 points in Categories I, II, Ill and IV.
270 Advice to Students

Foundation Studies English and Mathematics These are compulsory Year 1 subjects
totalling 10 points in Category V.
Major Study B Discipline-based Personal Development Study By the end of Year 3
students must have gained at least 17 Category V points in one of the Related Study Areas
(see Regulations. Note 2, page 259) with no more than 9 of the points for A level subjects.
These points may be attained over two or three years.
Education Study By the end of Year 3 students must have gained at least 8 Category IV
points for discipline-based education study.
For the award of the Bachelor of Education (Primary):

Category I II III IV V VI Total

8 14
Points 24 23 28 48 155
(minimum)

Within the overall requirement of 155 points students must complete the following studies:
Major Study B: Discipline-based Personal Development Study By the end of Year 4
students must have gained at least 27 Category V points in one of the Related Study Areas
with no more than 9 of the points for A level subjects.
Education Study: By the end of the Year 4 students must have gained at least 14 Category IV
points for discipline-based education study and a total of at least 28 points in Categories Ill
and IV combined.

First Year Studies

Students commence their Major Study A (Professional Study and Practice Program) by enrolling
for School Studies Al (9 points) and for School Experience A for at least 3 points. They must also
enrol for Foundation Studies English and Mathematics (10 points). Two other A level 9 point
subjects or their equivalent must be selected.
Students are advised to select two 9 point A level studies as normally the Major Study B
(Discipline-based Personal Development Study) will be developed within one of the areas
selected in Year 1.
In the interests of breadth of study and consistent with the courses generalist aim. Year 1
students are advised to select A level studies as follows:
9 points in one of the Related Study Areas 1, 2, 4 or 5:
9 points in one of the Related Study Areas 3. 6 or 7.

Second Year Studies

Students continue their Major Study A by enrolling in School Studies 131 (1 2 points) and School
Experience B for at least 8 points. This provides for the required minimum coverage of the
language arts and mathematics aspects of the primary school curriculum in conjunction with
child development and learning studies.
Students select a subject or subjects which will gain them 6, 9 or 12 Category IV points
(Discipline-based Education Studies).
Students are advised to satisfy their Major Study B requirements through selection of B level
subject(s) in one of the Related Study Areas from which A level studies were selected in Year 1.
it is possible for students to commence A level studies in a new Related Study Area in the Year 2
and to develop their Major Study B in this area.

Third Year Studies

Students complete their Major Study A by enrolling in School Studies Cl (4 points). School
Studies C2 (2 points), other School Studies B and C subjects, and School Experience C for at
least 9 points.
Each student's Year 3 School Studies program must be approved to ensure that his/her course of
study includes a comprehensive coverage of all aspects of the primary school curriculum.
Enrolments must be made in each of the School Studies subjects in a basic set except where
 Diploma of Teaching and Bachelor of Education (Primary) 271

equivalent content has been covered through enrolment in some other subject. Course advisers
use the following guidelines in determining an approved program:

Curriculum Aspect Required Minimum Coverage Provided by

Satisfactory Completion of

General School Studies Cl

Learning and the School Studies C2 or Educational
Classroom Psychology 81 or B2
Art Craft Education School Studies C21 or Art A
Music Education School Studies C25
or C26
Movement and School Studies C27 or Physical Education,
Physical Education Health and
Recreation A
Science and Social School Studies C60
Science Studies
Media and Resources School Studies B84
or B85

Once the requirements defined above have been met, students should expand their Year 3
School Studies program by selecting further subjects which extend the depth and breadth of their
curriculum and teaching studies Selections should take account of the student's strengths and
weaknesses, and the most recent information on the needs of employing authorities and the
Schools.
Students select other subjects to ensure that by the end of Year 3 they will have accrued at least
8 points for Category IV studies and at least 39 points for Category V studies of which 17 points
must be achieved towards the Major Study B.

Fourth Year Studies

Students who have completed at least one year of full-time teaching are eligible to proceed to
Year 4 of the course. Fourth year studies must total at least 30 points.
Students select Education subjects so as to achieve a total of at least 28 points in Categories Ill
and IV combined. They must achieve a total of at least 48 points in Category V and complete their
Major Study B with 27 points in a Related Study Area.
Students select further School Studies subjects which extend the depth and breadth of their
curriculum and teaching studies. School Studies D subjects are specifically designed for
practising teachers. School Studies D1 Curriculum Experience and Planning is
recommended for inclusion in the fourth year study program.

General Guidelines
(a) Subject selections must ensure that all course requirements detailed in the Regulations
are met After selection of subjects in each year to ensure conformity with the basic
subject requirements of the course, the selection of 1, 2, 3 or 4 point subjects is
encouraged as a means of providing increased breadth of study. The year by year
maximum enrolments are 43, 45, 45, and 45 points respectively.
lb) Subject selections in the first year of the course should allow for the latter completion of
the discipline-based personal development study (Major Study B) and may establish the
foundations for a specialisation which will be taken up at some future time in the teacher's
career
In planning second and third year studies and in providing for a possible fourth year of
study in the future, students should familiarise themselves with information on
prerequisite subjects, and with any recommendations regarding prior studies.
(c) Subject selections should achieve a course of study which maximises prospects for
employment of the graduate as a generalist primary teacher.
272 Advice to Students

As far as possible, course advisers are supplied with up to date information on the criteria
being used by employers in offering positions to qualified primary teachers, and on
projected demands for teachers. This information is communicated to students in the form
of recommendations at the time of subject selection.

Community Involvement
Students in any year of the course may be awarded points in Category VI (Community
Involvement) on successful completion of an approved program of practical fieldwork experience
in a community setting other than a primary school. A student who is able to arrange such an
experience which can be argued to be of relevance and value in his/her preparation for, or work
as. a teacher may submit a written proposal for its approval as a community involvement program.
Approval includes instructions on the means for verification and evaluation of the experience and
an indication of the possible points value of the program. Within the constraints imposed by
course requirements and enrolment limitations, students may gain up to 9 Category VI points in
the first three years of the course and up to 15 points in the four years of the course.

Course Administration
The Diploma of Teaching/Bachelor of Education (Primary) Course Committee is responsible for
the administration, evaluation and development of the course on behalf of the Board of Studies.
The Committee recommends to the Board on course structure, regulations, content and
enrolment. It administers selection and credit policies and course advice recommendations. It
monitors students' progress through the course and the quality of teaching within the course. It
recommends on appointment of selection officers and course advisers, and establishes special
committees to investigate and recommend on particular issues.
Students wishing to communicate with the Course Committee should do so through the Course
Office, room 401. 1959 Building, where they can consult the Co-ordinator of Studies (Mr G
Poynter) or the Course Committee Secretary (Ms F Clyne).

Assessment
Within the general guidelines that all subjects in the course should be assessed on a progressive
basis rather than through a single assignment or examination, each department adopts its own
assessment procedures and policy on grading of results.
Basic information on assessment procedures for each subject is included with the subject
description in the Handbook. This information cannot be altered by a teaching department
without the written approval of each student enrolled in the subject.
Many departments consult with their students before finalising the details of assessment
procedures. Full details of assessment procedures must be available within the first third of a
subject's duration.
Result gradings which may be used for a subject are 'Distinction', 'Credit', 'Pass', 'Fail'. In some
subjects only 'Pass' and 'Fail' are used.
Results for every subject attempted are entered on each student's record and, after completion of
the course, transcripts of these results are supplied to the student on request. The transcripts are
often required by employers as they provide more detailed information than is given on the actual
certificate of award.

Course Procedures
Procedures are set down for deferring entry to the course, applying for credit for previous studies.
seeking permission for enrolment in a subject outside the course Regulations. changing
enrolments, withdrawing from subjects, seeking leave of absence from the course, and for
receiving special assistance or consideration. Information and guidance on these and related
matters can be obtained from course advisers and the Co-ordinator of Studies at the Course
Office.
Students who are experiencing any difficulties with their studies through personal circumstance
or other reasons should consult their course adviser, the Co-ordinator, or the Student Services
Officer (Mr V Callaghan) at an early stage.

Subject Summaries
The subject descriptions given in the Handbook are summaries only. Full details of syllabuses,
booklists, etc. are available from the departments or staff offering the subjects.
 Diploma of Teaching and Bachelor of Education (Primary) 273

Books
The subject descriptions given in the following pages include booklists. Students are advised to
read any material listed as preliminary reading before classes commence. Students must
purchase a copy of books listed as texts. Books listed as reference books are highly
recommended and may be purchased if so desired.
274 Subject Descriptions

ART A (ATA00) 9 points

Six hours a week throughout the year. Three hours will be devoted to Art Education and three
hours will be taken up with studio practice.
This subject seeks to establish and develop considered attitudes and responses to art, artists and
art education, and to provide opportunity for the student to develop a personal involvement in two
art and crafts forms.
Prerequisite: Nil.

Subject Structure
Students will undertake the course work syllabus, detailed below, for three hours a week and
select two studio units, one of which must be taken in each half year unit for a further three hours
a week.

Syllabus
Development: A study of the characteristic ways in which children develop visual concepts and
ways in which children perform in art.
Experience: The relationship between environment and individual expression.
Motivation: Studies in the ways an adult may assist children in both their art thinking and their art
skills.
Expression: Art as a means of personal expression with provision for the expression of both nor-
mal and exceptional children.
Art, Man and Environment
Art and Communication: Individual responses to art.

Practical Sessions
Practical sessions involve exploration of the possibilities and limitations of media suitable for pri-
mary school children.
Areas of activity will include: Drawing and Painting, Printmaking, Threads and Textiles, Clay and
Constructions.

Assessment
Each student will contract to submit one essay orientated towards child art, carry out an
investigation into some aspect of art education decided by the student in consultation with the
tutor, contribute to the tutorial program and become personally involved in the practical sessions.
Assessment will be progressive throughout the year. Each aspect of the contract must be com-
pleted satisfactorily.

References
Eisner, E Educating Artistic Vision London: Collier-Macmillan 1972
Gaitskell, C 8 Hurwitz, A Children and Their Art New York: Harcourt Brace & Jovanovich 1975
Linderman, E & Herberholz, D Developing Artistic and Perceptual Awareness Iowa: Brown 1975
McFee, J Preparation for Art San Francisco: Wadsworth 1970

Studio Units
Students are to select both units 1 and 2, or any other two units in combination, within the limita-
tions of enrolment quotas and timetable availability.
Broadly based introductions to art: In each of these units, while the notion of art as a personal
activity is encouraged, there will be some emphasis on the development of sound techniques and
procedures.
Units 1 and 2: Sculpture & Ceramics
A studio-based program designed to introduce students to the concepts underlying contempor-
ary sculpture and ceramics. Students are able to select activities and areas of interest appropri-
ate to their own needs from the main areas of sculptural experience and basic technical studies
in ceramics.
Unit 3: Painting
Introduction to painting in both figurative and non-figurative modes and initial studies in direct
painting from reality using a simple and permanent technique. Emphasis is placed on structural
analysis.
 Diploma of Teaching and Bachelor of Education (Primary) 275

Unit 4: Printmaking
An introduction to the major printmaking techniques such as intaglio and planographic pro-
cesses, and to editioning, presentation of prints, history and methods, and studio organisation.

Unit 5: Garment Construction

This unit is the first part of a major sequence in garment construction and fashion design which
includes the basic techniques for making simple garments, thus enabling students to gain an
understanding of the various types of fabric.

Unit 6: Metalcraft
An introductory unit involving various techniques and processes suitable for working a diverse
range of materials. but with emphasis on metals. Experiences will offer the opportunity to integrate
materials and allow students the freedom to develop personal ideas and attitudes in relation to
the above knowledge.

Unit 7: Textilecralt
This unit forms an introductory study of basic textile techniques and processes, involving the
following areas: stitchery, spinning, weaving, and knotting. Emphasis will be placed on develop-
ment of individual skills and a personal approach.

Unit 8: Woodcraft
Within the limitations imposed by learning the various techniques and processes appropriate to
making functional and non-functional objects in wood, students will be free to solve the problems
posed in an individual manner to assist their personal development. The studio experience will
offer opportunities to integrate diverse materials but with the emphasis placed on the working of
timber in its various forms

Assessment
Student work in a unit will be assessed as 'satifactory' or 'unsatisfactory' according to the criteria
for assessment set by the department offering the unit.

ART B1 (ATB01) 6 points

Three hours a week throughout the year. This subject is designed for students wishing to extend
their studies of art education.

Prerequisite Art A.

Syllabus
Themes introduced in the art education section of Art A will be developed by examination and dis-
cussion of recent writings, reports and investigations related to the teaching of art to children of
primary school age. Amongst the themes to be examined are the nature of child art, the role of the
teacher in art, curriculum development, current developments, current practice, appreciation,
aesthetics, and classroom management. Arising from these themes practical projects, such as
curriculum materials, will be planned, prepared and their use evaluated. At least one of these
practical projects will be a group or team project.

Books
Arnheim. R Visual Thinking San Francisco: Univ of Calif Press 1969
Jefferson, B Teaching Art to Children Boston: Allyn 8 Bacon 1969
Pappas. G Concepts in Art Education Toronto: Macmillan 1970
Reading lists outlining additional references will be provided at the commencement of the sub-
ject.

Assessment
Each student will contract to submit one essay oriented towards art in the primary school, carry
out and evaluate a project in art education as decided by the student in consultation with the lec-
turer, and contribute to and become personally involved in the seminar program. Assessment will
be progressive throughout the year. Each aspect of the contract must be completed satsfactorily.
276 Subject Descriptions

ART B2 (ATB02) 6 points

Three hours a week throughout the year.
This subject is designed for students wishing to extend their personal experience in work with
materials in ways not covered by other B level Art or Crafts subjects.
Prerequisite: Art A.

Syllabus
In practical sessions students will develop selected material studies based on activities pre-
sented in Art A. The subject offers experiences which are considered to be of particular relevance
to primary art education and which involve the integration of materais in activities such as puppe-
try and picture-making. At least one practical unit will be a group or team project.

Books
Gaitskell, C & Hurwitz, A Children and Their Art New York: Harcourt Brace & Jovanovich 1975
Linderman, E W & Linderman, M M Crafts for the Classroom New York: Macmillan 1977
Sparkes, R Teaching Art Basics London: Batsford 1973
Reading lists relevant to the areas selected will be provided at the commencement of the subject.
Students will also be required to compile a suitable annotated bibliography.

Assessment
Determined by participation during sessions, folio content, and presentations to the group.

ASIAN STUDIES A (ANA00) 9 points

Tradition and Modernity: An Introduction
See subject description on page 108.

BIOLOGY Al (BIA00) 9 points

See subject description on page 109.

BIOLOGY A2 (BIA02) 9 points

Human Biology
See subject description on page 110.

BIOLOGY B01 (BIB01) 4 points

Biology of Terrestrial Plants
See subject description on page 110.

BIOLOGY B02 (BIB02) 4 points

Comparative Zoology
See subject description on page 111.

BIOLOGY B03 (BIB03) 4 points

Ecology
See subject description on page 111.

BIOLOGY B04 (BIB04) 4 points

Biology of Aquatic Organisms

See subject description on page 111.
 Diploma of Teaching and Bachelor of Education (Primary) 277

BIOLOGY B05 (BIB05) 4 points

Physiology
See subject description on page 112.

BIOLOGY B06 (BIB06) 4 points

Microbiology and Immunology
See subject description on page 112.

BIOLOGY B07 (BIB07) 4 points

Biochemistry
See subject description on page 112.

BIOLOGY B08 (BIB08) 4 points

Genetics
See subject description on page 113.

BIOLOGY B09 (BIB09) 4 points

Nutrition
See subject description on page 113

BIOLOGY C01 (BIC01) 6 points

Advanced Genetics
See subject description on page 114.

BIOLOGY CO2 (BICO2) 6 points

Advanced Physiology/Biochemistry
See subject description on page 114.

BIOLOGY CO3 (BIC03) 6 points

Advanced Ecology
See subject description on page 114.

BIOLOGY C04 (BIC04) 6 points

Selected Studies of Australian Fauna and Flora
See subject description on page 115.

BIOLOGY C05 (BIC05) 3 points

Research Project In Biology
See subject description on page 115.

BIOLOGY C06 (BIC06) 3 points

Evolution
See subject description on page 115.
278 Subject Descriptions

CERAMICS B1 (CEB90) 6 points

Three hours a week.
Prerequisite: Art A with demonstrated aptitude in Ceramics.

Syllabus
This subject continues to develop the broad practical approach of the first year. The program is
strongly student-centred, and the individual is encouraged to develop ideas further and to
express them in ceramic terms. Although emphasis is placed on experience with a wide range of
techniques, students may choose to extend their involvement with one or more specifiic
approaches as personal forms of expression develop. Students are expected to further basic
technical studies in the following areas:
Body preparation and testing.
Glazing: classification, sources of raw materials, calculation and recipe formulation.
Kilns and kiln management: firing techniques and reaction of ceramic materials to heat.

Books
A comprehensive booklist is available from the Department of Art and Design.

Assessment
Assessment is continuous and is based on each student's participation throughout the subject,
largely in terms of involvement and response. Students will be encouraged to engage in the
process of self-assessment. Each student will be assessed as 'satisfactory' or 'unsatisfactory'. It
is the student's responsibility to show evidence of the work produced in order to secure a pass.
Any student who is rated 'unsatisfactory' by his/her lecturer should know that his/her position will
be discussed at length in conference between the Head of the Department, the staff member and
the student concerned, both at the half year and at the end of the year.

CERAMICS Cl (CEC90) 12 points

Six hours a week.
Prerequisite: Ceramics. B.

Syllabus
Students are expected to develop a more personal manner of expression and to investigate the
potential of combining other media with ceramics.
As part of their involvement, students are required to participate in the organisation and
maintenance of the ceramics studio. Students electing a major study in ceramics are expected to
undertake more detailed technical studies in the following areas:
Clay and Body Preparation: Each student is expected to prepare, test and evaluate a clay body
suitable for studio application.
Glazes and Glazing: Geological and mineral sources of raw materials and calculation of recipes
or formulae. Each student is expected to develop, test and evaluate high temperature (+1300C)
glaze base and detail the following colouring agents, influence of kiln atmosphere, and reaction
to various clays and bodies.
Kilns and Kiln Management: Students are encouraged to participate in the design, construction
and operation of a solid fuel kiln. Operation of kilns specific reference to the theory of firing and
to pyrometrics. Kiln furniture.
Workshop and Studio Practice: This area is an essential background study for students wishing
to undertake Ceramics D in fourth year.

Books
A comprehensive booklist is available from the Department of Art and Design.

Assessment
As for Ceramics B.
 Diploma of Teaching and Bachelor of Education (Primary) 279

COMPARATIVE EDUCATION 611 (CDB11) 9 points

Comparative Issues in Education England and Australia
Three to four class hours a week throughout the year.
Prerequisite: Nil.

Syllabus
After a brief examination of the purpose and methodology of comparative education, students in
this cross-cultural study will concentrate on a selection of the current issues in education in
Australia and England with some brief references to other countries. The issues may include
progressive schooling, religion and education, equality and educational opportunity, the supply
and training of teachers, and teacher unionism and politics. During the year information will be
provided on the background to the issues, and the educational structure of each country.

Books
Australia :
Durso. S Changes. Issues and Prospects in Australian Education St Lucia: Univ of O'ld Press
1978
Fitzgerald. R T Through a Rear Vision Mirror Melbourne: ACER 1975
Jones. P E Education in Australia Sydney: Nelson 1974
England:
Dent, H C The Education System of England and Wales London: Univ of London Press 1969
King, R Education London: Longman 1977

Assessment
Based on class participation and exercises, and two major assignments. Assessment details will
be finalised in consultation with students.

COMPARATIVE EDUCATION B12 (CDB12) 4 points

School and Society in a European State
Three to four class hours a week for one term.

Prerequisite: Nil.

Syllabus
In this study, students will concentrate on the educational practices in a European state, and
some incidental comparative references will be made to similar practices in Australia and other
countries. The European state to be studied will be selected by the lecturer in consultation with
students

Books
Books will depend upon the European state chosen; the following journals will be used:
Comparative Education, Comparative Education Review, Educational Forum, International
Review of Education.

Assessment
Based on class participation and exercises, and one major assignment Assessment details will
be finalised in consultation with students,

COMPARATIVE EDUCATION B13 (CDB13) 4 points

School and Society in China
Three to four class hours a week for one term.
Prerequisite Nil.

Syllabus
In this study. students will concentrate on the educational practices in China, and some
incidental comparative references will be made to similar practices In Australia and other
countries
280 Subject Descriptions

Books
Chen, J The Maoist Educational Revolution New York: Praeger 1975
Gamberg, R Red and Expert New York: Schocken Books 1977
Price, R F Education in Communist China London: Routledge & Kegan Paul 1975

Assessment
Based on class pa rticipation and exercises, and one major assignment.
Assessment details will be finalised in consultation with students.

COMPARATIVE EDUCATION B14 (CDB14) 4 points

School and Society in the USSR
Three to four class hours a week for one term.

Prerequisite: Nil.

Syllabus
In this study, students will concentrate on the educational practices in the USSR, and some inci-
dental comparative references will be made to similar practices in Australia and other countries.

Books
Harasymiw, B Education and the Mass Media in the Soviet Union and Eastern Europe New York:
Praeger 1974
Jacoby, S Inside Soviet Schools New York: Hill & Wang 1974
Price, R F Marx and Education in Russia and China New York: Groom Helm 1977

Assessment
Based on class pa rticipation and exercises, and one major assignment.
Assessment details will be finalised in consultation with students.

COMPARATIVE EDUCATION B15 (CDB1 5) 4 points

School and Society in the USA
Three to four class hours a week for one term.

Prerequisite: Nil.

Syllabus
In this study, students will concentrate on the educational practices in the USA, and some inci-
dental comparative references will be made to similar practices in Australia and other countries.

Books
De Young, C A American Education New York: McGraw-Hill 1972
Dropkin, S Contemporary American Education New York: Macmillan 1970
Shields, J Foundations of Education: Dissenting Views Chicago: Wiley 1974

Assessment
Based on class participation and exercises, and one major assignment.
Assessment details will be finalised in consultation with students.

COMPARATIVE EDUCATION B1 6 (CDB1 6) 4 points

School and Society in a Developing Country

Three to four class hours a week for one term.

Prerequisite: Nil.

Syllabus
In this study, students will concentrate on the educational practices in a developing country, and
some incidental comparative references will be made to similar practices in Australia and other
countries. The developing country will be selected by the lecturer in consultation with students.
 Diploma of Teaching and Bachelor of Education (Primary) 281

Books
Books will depend upon the developing country chosen; the following journals will be used:
Comparative Education. Comparative Education Review. Educational Forum. International
Review of Education.

Assessment
Based on class participation and exercises, and one major assignment.
Assessment details will be finalised in consultation with students.

COMPARATIVE EDUCATION B17 (CDB17) 8 points

School and Delinquency in Two Countries - USA and Australia
Three to four class hours a week for two terms.
Credit may not be granted for this subject as well as for Social Science B11.

Prerequisite: Nil.

Syllabus
An examination of the relationship between schools and delinquency in the USA and Australia. A
school system and. therefore. participants in it can view pupil delinquency from either a 'system-
blame' model or a 'person-blame' model. The subject will study these models and their applica-
tion in the two countries Pupil behaviour to be studied will include delinquency both in and out of
school, in addition to behaviour sometimes termed 'pre-delinquent' such as truancy and lack of
commitment to school.

Books
Challinger, D O Young Offenders Melbourne: VACRO 1977
Elliott. D S 8 Voss, H L Delinquency and Dropout Lexington (Mass): Lexington Books 1974
Wilson, P ledl Delinquency in Australia: A Critical Appraisal St Lucia: Univ of Old Press 1977

Assessment
Based on class participation and exercises, and one major assignment
Assessment details will be finalised in consultation with students.

COMPUTER STUDIES
The following Computer Studies subjects are available to Diploma of Teaching (Primary) and
Bachelor of Education (Primary) students. As some of them are also available to Bachelor of
Education (Secondary) students, details for these subjects are available in the Computer Studies
section of the Bachelor of Education (Secondary) part of the Handbook.

COMPUTER STUDIES A (CSA00) 9 points

COMPUTER LITERACY

See subject description on page 121.

COMPUTER STUDIES B (CSBOO) 4 points

COMPUTERS

Forty hours of lectures, tutorials and practice sessions for one term.

Special Requirement
Practical work on the College's computing equipment is an integral part of the subject.

Prerequisite. Foundation Studies in Mathematics, or two Mathematics A level subjects, preferably

including Mathematics A05.
282 Subject Descriptions

Syllabus
High and low level programming. Hardware, computer systems, multiprogramming and time-
sharing. Numerical methods for computers, simulation and artificial intelligence.

Preliminary Reading
Schaeffer, G F Introducing Computers Chicago: Wiley 1974

References
Gear, C W Introduction to Computer Science Chicago: SRA 1973
Kemeny, J G E. Kurtz, T E BASIC Programming 2nd edn New York: Wiley 1975
Whitesitt, J F Boolean Algebra and its Applications New York: Addison-Wesley 1961

Assessment
Tests will comprise 50 per cent, and practical work 50 per cent of the final assessment. There will
be two tests of one hour's duration. Practical work will include programming, documentation,
systems studies and minor assignments.

COMPUTER STUDIES B01 (CSB01) 4 points

Computer Organisation and Assembly Programming
See subject description on page 123.

COMPUTER STUDIES CO3 (CSC03) 4 points

This subject will not be offered in 1980.

Computers in Education
See subject description on page 123.

CRAFTS B1 (CRB01) 6 points

Garment Construction B
Three hours a week.

Prerequisite: Art A and demonstrated capacity in work in threads and textiles and garment
construction.

Syllabus
This subject is the second part of a sequence in garment construction and fashion design, which
includes elementary pattern cutting and basic block adjustments to enable students to develop
their own designs. Construction techniques associated with these designs are demonstrated
during the subject.

Books
A bibliography and other requirements will be indicated during the year.

Assessment
Students will be assessed progressively throughout the year by submitting each unit of work, as it
is completed, to their lecturers. Participation and involvement are essential and fundamental to
achieving a satisfactory assessment. There will not be a final examination. Students whose final
assessment is considered unsatisfactory by their lecturer shall have their work assessed by a
second lecturer and the Head of Department and they, in conjunction with the group lecturer,
shall make a final decision.

CRAFTS B2 (CRB02) 6 points

Metaicraft B
Three hours a week.

Prerequisite: Art A and demonstrated capacity in work with materials, especially metal.
 Diploma of Teaching and Bachelor of Education (Primary) 283

Syllabus
A development and extension of work covered in Art A. Further tuition in techniques and
processes will be offered to enable students to develop and expand more fully their personal
concepts. The subject will be less structured than in the first year and students will be able to
follow personal directions. Instruction in the correct and safe use of equipment will be given as
required.

Books
A bibliography and other requirements will be indicated during the year.

Assessment
Students will be assessed progressively throughout the year by submitting each unit of work, as it
is completed, to their lecturers. Participation and involvement are essential and fundamental to
achieving a satisfactory assessment. There will not be a final examination.
Students whose final assessment is considered unsatisfactory by their lecturer shall have their
work assessed by a second lecturer and the Head of Department and they, in conjunction with the
group lecturer, shall make a final decision.

CRAFTS B3 (CRB03) 6 points

Textilecraft B
Three hours a week .

Prerequisite: Art A and demonstrated capacity in work with threads and textiles.

Syllabus
This subject involves further development of, and intensive studies in, related textile areas
covered in Art A.
The following textile techniques form the basis for a more personalised investigation:
Fibres and Threads
Textile Printing (Improvised)
Fabric Structure (Primitive)
Stitching Forms

Books
A bibliography and other requirements will be indicated during the year.

Assessment
A folio of practical work will form the basis of the final assessment.

CRAFTS B4 (CRB04) 6 points

Woodcraft B
Three hours a week.

Prerequisite: Art A and demonstrated capacity in work with materials, especially wood.

Syllabus
This subject involves a development and extension of the work covered in Art A. Further tuition in
techniques and processes will be offered in the form of open-ended problem-solving activities
which will enable students to develop and extend more fully their personal concepts and work
direction. Stress will be placed on the importance of acquiring background knowledge and the
necessary skills to assist the students as craftsmen and teachers. The safe use and maintenance
of equipment, particularly power machines, will be a compulsory unit of work.

Books
A bibliography and other requirements will be indicated during the year.

Assessment
Students will be assessed progressively throughout the year by submitting each unit of work, as it
is completed, to their lecturers. Participation and involvement are essential and fundamental to
achieving a satisfactory assessment. There will not be a final examination. Students whose final
284 Subject Descriptions

assessment is considered unsatisfactory by their lecturer shall have their work assessed by a
second lecturer and the Head of Department and they, in conjunction with the group lecturer,
shall make a final decision.

CRAFTS Cl (CRC01) 12 points

Garment Construction C
Six hours a week.

Prerequisite: Crafts B1.

Syllabus
This subject is the third pa rt of a sequence in garment construction and fashion design, which
includes the craft skills as used in garment construction and tailoring. Students develop their own
original designs from sketches and make patterns by use of a basic block to their own
measurements. Basic pattern drafting.

Books
Textbooks and other requirements will be indicated during the year.

Assessment
A folio of practical work will form the basis of the final assessment

CRAFTS C2 (CRCO2) 12 points

Metalcraft C
Six hours a week.

Prerequisite: Crafts B2.

Syllabus
An intensive program in which students have opportunity to develop and extend selected aspects
of the subject in depth. Illustrated lectures will be given on specific techniques and processes
relating to student needs, and generally students will be encouraged to develop and research
personal concepts. Work direction (lecturer or student initiated) may encompass one or more of
the following:
Jewellery objects
Functional objects
Non-functional objects two dimensional
Non-functional objects three dimensional.
Some emphasis will be placed on twentieth century development of a rt concepts, materials, and
associated technologies.

Books
A bibliography and other requirements will be indicated during the year.

Assessment
Students will submit their work at the conclusion of the year for assessment by a panel of
Metalcraft staff chaired by the lecturer in charge of the year.

CRAFTS C3 (CRC03) 12 points

Textilecraft C
Six hours a week.

Prerequisite: Crafts B .

Syllabus
A subject incorporating textile studies at an advanced level, within which opportunities are
 Diploma of Teaching and Bachelor of Education (Primary) 285

provided for the development of individual concepts and research in specific areas of study.
Thread Forms
Textile Printing -
Fabric Structures
Embroidery.

Books
A bibliography and other requirements will be indicated during the year.

Assessment
A folio of practical work will form the basis of the final assessment.

CRAFTS C4 (CRC04) 12 points

Woodcraft C
Six hours a week.

Prerequisite: Crafts B4.

Syllabus
An intensive program in which students will have the opportunity to develop and extend selected
aspects of the subject in depth. Illustrated lectures will be given on specific techniques and
processes related to student needs, and generally students will be encouraged to develop and
research personal concepts.
Work direction (lecturer and student initiated) may encompass one or more of the following:
Small-scale forms
Functional objects
Non-functional objects two dimensional
Non-functional objects three dimensional.
Students will be expected to research materials and their associated technologies wherever the
need arises some emphasis will be placed on twentieth century development of art concepts,
materials, and their respective technologies.

Books
A bibliography and other requirements will be indicated during the year.

Assessment
Students will submit their work at the conclusion of the year for assessment by a panel of
Woodcraft staff chaired by the lecturer in charge of the year.

DESIGN AND PHOTOGRAPHY Al (DNA91) 6 points

Environmental Design A
Two 1'/7-hour lectures, tutorials or practical classes a week throughout the year and one 3-hour
class a week for one term.
Credit may not be granted for this subject as well as for Design and Photography A2.
Prerequisite' Nil.

Syllabus
This introduction to environmental design incorporates studies In industrial design,
communication design and photography.
Industrial Design: An introduction to the history and philosophy of design, problem-solving
strategies and human factors in design through visual anthropology.
Communication Design: An introduction to control factors in communication, information,
processing, and visual semantics.
Photography: An introduction to photography, the camera, film processing, contact printing,
projection printing, copying and finishing.

Preliminary Reading
Papanek, V Design for the Real World London: Thames & Hudson 1972
286 Subject Descriptions

Text
McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks-Cole 1972
Reading lists outlining references will be distributed throughout the year.

Assessment
Determined by class participation as well as by progressive assessment of individual work.

DESIGN AND PHOTOGRAPHY A2 (DNA92) 3 points

Photography A
Three hours a week for 12 weeks involving one 1-hour lecture/tutorial and two hours of practical
work.
Credit may not be granted for this subject as well as for Design and Photography Al.

Prerequisite: Nil.

Syllabus
An introduction to photography, the camera, film processing, contact printing, copying and
finishing.
The following program will be covered in lectures, tutorials, demonstration and practical
workshops:
The Camera: The functioning of the camera, types of lenses and shutter systems, and the
practical application of depth of field.
Exposure Meter Systems: The interpretation of exposure values and application of various
metering methods. The choice and selection of panchromatic film materials.
Camera Practice: Photography of simple objects.
Film Processing, Contact and Projection Printing: An introduction to the basic principles of
emulsion behaviour to light, its relation to chemical reactions, and the formulae and rules leading
to predictable results by temperature and time control.The forming of a visible image within
processing procedures, common faults, effects and remedies. The functioning of printing
apparatus, timers and masking boards.
Copying: The photographic reproduction of two dimensional images in black and white or colour
using negative or positive films.
Finishing: Practical application - retouching, spotting, knife etching, trimming, dry mounting and
presentation.

Text
Swedlund, C Photography: A Handbook of History, Materials and Processes New York: Holt,
Rinehart & Winston 1974

References
Croy, O Camera Copying and Reproduction London: Focal Press 1975
Hedgecoe, J & Langford, M Photography: Materials and Methods London: OUP 1971
The Camera New York: Time-Life 1972

Assessment
Student progress will be determined by participation in lectures, tutorials and studio workshops,
and by progressive assessments of prescribed photographic exercises and assignments.
Students will be required to present five 10" x 8" photographs mounted to 10" x 12". Assessment
of each experience will be based on the student's concepts and skills in the application of his/her
knowledge of particular aspects of the syllabus.

DESIGN AND PHOTOGRAPHY B1 (DNB91) 6 points

Environmental Design B
One 3-hour class a week throughout the year.

Special Requirement
Some field work is necessary in this subject.

Prerequisite: Design and Photography Al.

 Diploma of Teaching and Bachelor of Education (Primary) 287

Syllabus
Lectures, tutorials, field work and practical classes in which design methodology, sociological
aspects of design, intuition and creativity are examined.

Reference
Beakley. G C & Chilton, E G Design Serving the Needs of Man New York: Macmillan 1974
Reading lists outlining additional references will be distributed at the commencement of each unit
of study.

Assessment
Progressive and is determined by class participation and by individual work.

DESIGN AND PHOTOGRAPHY B2 (DNB92) 6 points

Communication Design
One 3-hour class a week throughout the year.

Prerequisite: Design and Photography Al.

Syllabus
Lectures, tutorials, practical classes and research assignments in which methods of
representation, drawing procedures and conventions, visual perception, communication design,
semiotics, visual aids, and basic charting devices are examined.

Text
McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks-Cole 1972
Reading lists outlining references will be distributed throughout the year.

Assessment
Progressive and is determined by class participation and by individual work on prescribed
projects.

DESIGN AND PHOTOGRAPHY B3 (DNB93) 6 points

Photography B
One 3-hour class a week throughout the year in the form of lectures, tutorials, demonstrations and
practical workshops.

Special Requirement
To be eligible for assessment a student must have attended 80 per cent of classes.

Prerequisite Design and Photography Al or A2.

Syllabus
The subject aims to further the experience of students In the use of photography as a means of
expression and communication, to introduce photography theory, to provide assistance in the -
preparation of communicative materials, and to initiate a basis tor the application of photographic
design and experimentation.
Topics covered:
Develart drawing and photograms; the pin hole camera; sensitised materials, monochrome
processes, fundamentals of photographic sensitometry and introduction to advanced darkroom
techniques;. nature of light; light sources employed In photography, and studio lighting
techniques; camera composition; portraiture.

Text
Swedlund, C Photography New York: Holt, Rinehart & Winston 1974
Reading lists outling references will be distributed throughout the year.
288 Subject Descriptions

Assessment
Student progress will be determined by equal weighting of class participation in lectures, tutorials
and studio workshops, and fieldwork; and progressive assessment of individual work in
prescribed photographic exercises and assignments. Assessment of each experience will be
based on the students concepts and skills in the application of his/her knowledge and
understanding of particular aspects of the syllabus.

DRAMA Al (DRA01) 5 points

See subject description on page 124.

DRAMA A2 (DRA02) 4 points

See subject description on page 1 24.

DRAMA B01 (DRB01) 6 points

Drama Education B
See subject description on page 1 24.

DRAMA B02 (DRB02) 6 points

Drama Core Studies B

See subject description on page 125.

DRAMA B03 (DRB03) 6 points

Drama and Theatre B

See subject description on page 1 25.

DRAMA B04 (DRB04) 6 points

Drama Project Study B

See subject description on page 126.

DRAMA D91 (DRD91) 6 points

Advanced Studies in Drama I

The equivalent of three hours a week for one year.

It is strongly recommended that students taking this subject also take School Studies D32
Drama in the Primary School Ill.

Prerequisite: Approved studies in Drama or related areas.

Syllabus
A general program of advanced studies in Drama for experienced primary teachers with previous
studies in Drama or related areas and classroom experience. The program is experiental rather
than theoretical and explores the basic elements of drama including language, movement and
improvisation, and their relationship to dramatic form.

Books
Students will be advised of reading lists during the subject.
 Diploma of Teaching and Bachelor of Education (Primary) 289

Assessment
Students are required to complete some written work such as assignments or class papers
throughout the year. Each student pursues the subject program by entering into a written contract
with a relevant member of staff, for which the two parties are mutually responsible.
Each of the following aspects of the student's work is to be specified in the contract:
(a) quality of day-to-day participation in each of the group's activities;
(b) reading and individual research which, together with group findings, must be documented;
lc) an individual assignment based on particular applications of the work studied in the subject;
(d) contribution to the preparation and conduct of a group-based activity.

DRAMA D92 (DRD92) 6 points

This subject will not be offered in 1980.

Advanced Studies in Drama II

The equivalent of three hours a week for one year.

Note: Permission will not be granted for students to undertake this subject in the same year as
School Studies C32.

Prerequisite Drama D91.

Syllabus
An advanced unit which continues the exploration of dramatic form commenced in Drama D91.

Assessment
As for Drama D91.

EARLY CHILDHOOD EDUCATION C (EECOO) 12 points

Special Requirements
Students will be required to have school experience in a kindergarten or nursery or in the lower
section of the primary school.

Prerequisite: School Studies Al or B1 or an approved equivalent.

Syllabus
Objectives of this subject are to extend students' understanding of the needs and abilities of this
age group and of expected knowledge and skills; to develop the students' ability to plan learning
situations that will allow young children's needs to be met and their potentialities developed; to
give students a knowledge of the range, diversity and suitability of instructional materials, and
skill in devising them; and to give students further opportunities to develop skills in relating to
young children.

Content
The Child and the School: the abilities, skills, temperance and experiences the child brings to the
school situation; the role of the school.
Learning and Teaching in the Infant School: an investigation of the kinds of experiences provided
by schools, their function and effectiveness the curriculum; the program-child-centred,
society-centred. subject-centred. learning-centred; the integrated day; activity methods; play;
instruction in the infant school; grouping; learning mechanisms and materials; innovation and
change in the infant school.
The Total Environment: the relationship between experiences in the classroom and the lives of
children. The home, classroom, playground and community will be considered.

Books
A comprehensive booklist is available from the Department of Curriculum Studies.

Assessment
Assessment will be progressive and will include participation in group sessions and formal and
informal presentation of projects and papers.
290 Subject Descriptions

ECONOMICS A (ECA00) 9 points

See subject description on page 130.

ECONOMICS B1 (ECB01) 12 points

Macro-economics

See subject description on page 130.

EDUCATIONAL PHILOSOPHY B1 (DHB01) 9 points

Philosophy of Education

Three hours a week throughout the year. This is a general introductory study in the philosophy of
education.

Syllabus
Through a critical examination of recent writings in the philosophy of education, students will be
introduced to issues and ideas currently receiving philosophical attention. Amongst the range of
ideas and theories to be explored would be those concerning values in education, aims and
objectives, roles of the teacher, equality and authority, moral and religious education, and the role
of education within society.

Books
Burrow, R Moral Philosophy for Education London: Allen & Unwin 1975
Dearden, R F et al Education and the Development of Reason London: Routledge & Kegan Paul
1972
Greene, M Teacher as Stranger Belmont (Calif): Wadsworth 1973
Gribble, J Introduction to the Philosophy of Education Boston: Allyn & Bacon 1969

Assessment
Based on written work completed throughout the year. One essay of about 1,500 words or its
equivalent will be required each term.

EDUCATIONAL PHILOSOPHY B5 (DHB05) 6 points

Education in an Artificial World

One and a half-hours a week throughout the year.

Syllabus
This subject explores the related themes of naturalness and technological artificiality as they
relate to the educational practice of schools; attention is given to the values underlying
technology in the classroom, the urban environment, nature study, excursions to the bush, health
studies and general studies. Divergent goals within education (e.g. the acquisition of skills vs. the
promotion of self-expression, and the debate about the possibilities for, and limitations of,
student-directed learning) and the models of rationality that underly these goals are also
considered.

References
Mumford, L Technics and Civilization London: RKP 1962
Roszak, T Where the Wasteland Ends New York: Doubleday 1972
Schumacher, E F Small is Beautiful London: Blond & Briggs 1973
Spring, J H Education and the Rise of the Corporate State Boston: Deakin Press 1972

Assessment
Based on participation in class and on written work equivalent to two 1,500 word essays.
 Diploma of Teaching and Bachelor of Education (Primary) 291

EDUCATIONAL PHILOSOPHY B6 (DHB06) 6 points

Contemporary Educational Thought
One and a half hours a week throughout the year.

Syllabus
An examination of the philosophical origins and contemporary expressions of progressive and
radical educational thought Particular attention will be paid to the libertarian, anarchist, social
reconstructionist and revolutionary positions in the contemporary debate.

Books
Freire, P Education for Critical Consciousness New York: Seabury Press 1973
Kohl, H On Teaching New York: Dutton 1976
Kozol, J Free Schools New York: Bantam 1976
Reimer. E School is Dead Harmondsworth: Penguin 1973

Assessment
Based on written work completed throughout the year. Two essays of about 1,500 words or their
equivalent will be required. Honours will not be awarded.

EDUCATIONAL PHILOSOPHY B7 (DHB07) 6 points

Culture and Education
One and a half hours a week throughout the year.

Syllabus
The major aim of this subject is to examine critically some of the assumptions underlying the way
we see and consequently interpret our experience of the world and others. Participants in a
specific culture learn not only its rituals and ways of ordering their experience but also the
fundamental sets of thought categories which allow them to interpret, criticise and evaluate their
experiences of the social and natural worlds.
Attention will be given to this learning, and in particular to what we can Identify as 'cultural
categories of thought' which underlie our claims about what we believe and know, and which
therefore form the basis for what is taught in schools.

Books
Castenada. C Journey to lxtlan Harmondsworth: Penguin 1975
Long, M & Fry. P Beyond the Mechanical Mind Sydney: ABC 1977
Persig. R Zen and the Art of Motorcycle Maintenance New York: Bantam 1975
Watson. L Super Nature New York: Coronet 1974

Assessment
Based on written work completed throughout the year. Two essays of about 1,500 words or their
equivalent will be required. Honours will not be awarded.

EDUCATIONAL PHILOSOPHY B8 (DHB08) 6 points

Introduction to Philosophy in Education
This subject is available by external study only, and will be conducted in the first half of the year.
Students will be expected (though not required) to attend two 1-day seminars which will be
arranged on weekends during the half-year.
Credit may not be granted for this subject as well as for Educational Philosophy B1.

Syllabus
A critical examination of selected writings in philosophy of education will be used to Introduce
students to current debates in education. Amongst the range of ideas and theories to be explored
would be those concerning values in education, roles of the teacher, the role of education in
society, and the nature and value of schools.
292 Subject Descriptions

Preliminary Reading
Gribble, J Introduction to Philosophy of Education Boston: Allyn & Bacon 1971
References
Greene, M Teacher as Stranger Belmont (Calif): Wadsworth 1973
Phillips, D C Theories, Values and Education Melbourne: MUP 1971

Assessment
Based on three essays of approximately 1,500 words each.

EDUCATIONAL PHILOSOPHY B9 (DHB09) 4 points

Philosophy and the Curriculum
This subject is available by external study only, and will be conducted in the second half of the
year. Students will be expected (though not required) to attend two 1-day seminars which will be
arranged on weekends during the half-year.
Prerequisite: Educational Philosophy B8 or approved equivalent studies.

Syllabus
Starting with an examination of the variety of meanings assigned to the term 'curriculum' this
subject will move through an exploration of the nature and significance of aims and objectives for
curriculum development, the connections between society and school as sources of cultural
experiences, the concept of 'need' in relation to individuals, and of the ethical dimensions of
education. A brief study of the processes of curriculum development will be undertaken, and
various models for curriculum development will be critically evaluated.

Books
Barrow, R Common Sense and the Curriculum London: Allen &Unwin 1976
Golby, M, Greenwald, J & West, R (eds) Curriculum Design London: Groun Helm 1975
Richmond, W K The School Curriculum London: Methuen 1972
White, J P Towards a Compulsory Curriculum London: Routledge & Kegan Paul 1973

Assessment
Based on two essays of approximately 1,500 words each.

EDUCATIONAL PSYCHOLOGY B1 (DPB01) 12 points

Two 1-hour lectures and one 2-hour seminar a week throughout the year.
Prerequisite: Psychology A or an approved equivalent.

Syllabus
This subject consists of two units:
The social psychology of education: An introduction to the study of the social bases of behaviour,
focusing on those specific social factors which influence the behaviour, aspirations and
achievement of individuals. Topics will include attitude formation and change, conformity,
aggression, anxiety and affiliation. Each topic will be studied in relation to behaviour in learning
settings.
Learning in schools: An introduction to a range of theories of learning, including those arising
from associationist, cognitive and humanistic psychology, and the relation of these to an
examination of the theory and research associated with the social-psychological view of
classroom dynamics.

Preliminary Reading
Watson. G & Johnson, D Social Psychology: Issues and Insights 2nd edn New York: Lippincott
1972

Text
Dembo, M H Teaching for Learning Los Angeles: Goodyear 1977
Baron, R & Byrne, D Social Psychology, Understanding Human Interaction 2nd edn Boston: Allyn
& Bacon 1977
 Diploma of Teaching and Bachelor of Education (Primary) 293

Assessment
Students will be assessed by means of assignments, laboratory reports, one essay and written
examinations.

EDUCATIONAL PSYCHOLOGY B2 (DPB02) 9 points

One 1-hour lecture and one 2-hour seminar a week throughout the year.
Prerequisite: There is no prerequisite for this subject, however it will be available only to students
who have not undertaken any previous studies in psychology or educational psychology.
Students may take this subject in either the second or third year of the course.

Syllabus
A general introduction to the field of psychology and its application to the educational process,
and an examination of the uses of the scientific method in psychological and educational
research. Topics will include: psychology as a science, aspects of child and adolescent
development and behaviour, motivation, learning, memory, the psychology of Individual
differences, psychology in education.
These topics will serve as a general introduction to the field of educational psychology, a
discussion of the educational implications of psychological theory and research, and their
applications to classroom practice.

Preliminary Reading
Lefrancois. G Psychology for Teaching 3rd edn Calif: Wadsworth 1979

Text
Sprinthall R. 8 Sprinthall, W Educational Psychology: A Developmental Approach Blaisdell
(Mass): Addison-Wesley Reading 1977

Assessment
Students will be assessed by assignments, seminar presentations and practical reports. There
may be progressive tests and/or a final examination.

EDUCATIONAL PSYCHOLOGY Cl (DPC01) 9 points

Current Issues in Educational Psychology

One 1-hour lecture/discussion and one 2-hour seminar a week throughout the year.
Prerequisite: Previous studies in Educational Psychology.

Syllabus
The subject examines a range of current developments and issues in educational psychology in
terms of their implications for classroom practice. Recent Issues' of journals in the educational
psychology area will provide the main source of topics for discussion. Examples of the issues to
be included are: integration of handicapped children into the regular classroom, recent
developments in instructional technology, parent and peer tutoring, ecological Influences on
behaviour in the classroom, teaching self-management strategies, the role of teachers as
community educators outside of the classroom, the teacher as a behavioural scientist.

Books
To be advised.

A ment
Each student will be required to submit one piece of written work each term (seminar paper,
essay, field study report, a literature review).

EDUCATIONAL SOCIOLOGY B1 (DSB01) 4 points

Research Methods in Educational Sociology
294 Subject Descriptions

Two 2-hour seminar/workshop sessions during Term 2.

Prerequisite: Nil.

Syllabus
This subject is designed to introduce students to a number of basic sociological research
methods that are useful for an understanding of education, children and schools. Research
methods will include sociometry, questionnaire construction, projective techniques, interviewing,
observation, documentary analysis, and content analysis. In studying these research methods,
use will be made of a number of studies of communities and schools to examine the approaches
used by sociologists.

Books
Bryson, L & Thompson, F An Australian Newtown Malmsbury: Kibble 1972
Mills, C Wright The Sociological Imagination Harmondsworth: Penguin 1973
Wild, R A Bradstow Sydney: Angus & Robertson 1974
Wiseman, J P & Aron M S Field Project for Sociology Students Cambridge (Mass): Schenkman
1970.

Assessment
Based on seminar participation and the completion of workshop assignments throughout the
subject

EDUCATIONAL SOCIOLOGY B3 (DSB03) 4 points

Education in a Pluralist Society

Two 2-hour seminar/workshop sessions during Term 3.

Prerequisite: Nil. Although there are no formal prerequisites for this subject, is is recommended
that students complete Educational Sociology B1 or have had previous experience in
sociological research methods.

Syllabus
This subject is designed to develop an understanding of minority groups and the process of
discrimination, and to apply this understanding to the teaching/learning situation with particular
emphasis on the problems of integration. Students will be required to undertake a major fieldwork
project to explore one of the major problems or groups discussed in this unit.

Books
Gale, F Urban Aborigines Canberra: ANU Press 1976
Isaacs, E Greek Children in Sydney Canberra: ANU Press 1976
Royal Commission on Human Relationships Final Report vols 4 & 5 Canberra: AGPS 1977
Schools Commission Study Group Girls, School and Society Canberra: AGPS 1975

Assessment
Based on seminar participation and the satisfactory completion of a major fieldwork project.

EDUCATIONAL SOCIOLOGY B4 (DSB04) 4 points

The Classroom and the School A Sociological Approach

Two 2-hour seminar/workshop sessions during Term 1.

Prerequisite: Nil.

Syllabus
This subject is designed as a sociological study of the classroom and the school as social units,
exploring in particular the way various social factors such as social class values, language,
teacher expectation, race, sex roles, authority, and power influence the nature of the interaction
 Diploma of Teaching and Bachelor of Education (Primary) 295

that takes place. Students will be expected to participate in various group activities that will help
them to apply the concepts from this unit to their role as a teacher.

Books
Chanan, G d Gilchrist L What School is For London: Methuen 1976
Delamont, S Interaction in the Classroom London: Methuen 1976
Hammersley. M a Woods, P (eds) The Process of Schooling Milton Keynes: The Open University
Press 1976
Woods, P d Hammersley, M School Experience London: Croon Helm 1977

Assessment
Based on seminar participation, one discussion paper, and one practical activity (to be decided
by the student in consultation with the staff member) which applies the themes of this subject to -
the teaching/learning situation.

EDUCATIONAL SOCIOLOGY B11 (DSB11) 9 points

Educational Issues in Australian Society

Three hours a week throughout the year.

Prerequisite. Nil.

Syllabus
This subject is designed to provide sociological appraisal of the nature of post-war Australian
society, comparing and contrasting the prevailing images with the reality as a means of raising
and exploring the key social and educational Issues facing Australians in the 1970s.
The subject will cover three developmental stages:
(a) an examination of current ideas, images, theories and myths about Australians, the Australian
way of life, and Australian education;
(b) a detailed scrutiny of the available research data on Australian society with particular
reference to government reports followed by a re-appraisal of the ideas discussed in (a);
(c) an exploration of the basic social and educational issues raised in (a) and (b) including the
following questions: What is and what should be the role of Australian schools? What is meant by
'education' and 'schooling'? How do groups with competing definitions and interests resolve their
conflicts? What are the economics and politics of Australian schooling? What Is the changing
nature of the relations between education and work in Australia? How do particular personal/
socio-economic characteristics shape the life chances and educational opportunities of
individuals and groups?

Books
Browne, R K d Magin, D J (ads) Sociology of Education South Melbourne: Macmillan 1970
Dwyer, P How Lucky Are We? Australia in the 1970s Carlton: Pitman 1977
Poverty and Education in Australia Canberra: AGPS 1976
Reimer, E School is Dead: Alternatives in Education Harmondsworth: Penguin 1971

A ment
Assessment will be in the form of seminar participation, and three pieces of work including an
evaluation of a collection of materials on Images of Australian life, an academic essay, and an
exploration of one of the educational issues discussed through assignments such as community
involvement, creation of a video or film, of a field work project.

EDUCATIONAL SOCIOLOGY Cl (DSC01) 4 points

Education: The Institution and its Victims
Two 2-hour seminars throughout the term in which It is offered.
Prerequisite: Educational Sociology 1311 or B1 and one of Educational Socioloy B2, 83, B4, or an
approved equivalent
296 Subject Descriptions

Syllabus
The aim of the subject is to examine education as an institution. The subject will be concerned
with students who do not share the values which seem necessary for institutionally defined
success in school. A study will thus be made of discipline problems and other non-standard
behaviours. Such behaviours will be explored within the context of commitment to institutional
values.

Books
Ryan, W Blaming the Victim New York: Random House 1971
Goffman, I Asylum Hamondsworth: Penguin 1968
Holt, J How Children Fail Harmondsworth: Penguin 1969

Assessment
Based on seminar participation and two written assignments. Final results will be expressed as
'satisfactory' or 'unsatisfactory'.

EDUCATIONAL SOCIOLOGY C2 (DSCO2) 4 points

The Social Construction of Teaching and Learning
Two 2-hour seminars throughout the term in which it is offered.
Prerequisite: Educational Sociology B11 or 81 and one of Educational Sociology 82, B3 or B4, or
an approved equivalent.

Syllabus
The subject will commence with an analysis of learning and learning difficulties in terms of the
construction of the learning situation. While other models will be drawn upon, the focus will be
predominantly phenomenological. Several approaches to the creation of 'learning environments'
will be explored. The emphasis will be upon ways in which learning may be promoted within more
total and integrated contexts. Issues such as motivation, attention and discipline, are treated
within the context of the learning environment which is created by the teacher.

Books
Holt,J How Children Learn Harmondsworth: Penguin 1974
Pring, R Knowledge and Schooling Melbourne: Macmillan 1976
Berger, P L & Luckmann, T The Social Construction of Reality Harmondsworth: Penguin 1966
Esland, G The Construction of Reality Milton Keynes: Open Univ Press 1971

Assessment
Based on modifying and devising games or similar educational material, and on one written essay
of 3,000 words. Final results will be expressed as 'satisfactory' or 'unsatisfactory'.

EDUCATIONAL SOCIOLOGY C3 (DSC03) 4 points

Education and Liberation
Two 2-hour seminars throughout the term in which it is offered.
Prerequisite: Educational Sociology B11 or B1 and one of Educational Sociology 82, B3 or B4, or
an approved equivalent

Syllabus
The subject will examine education as: culture transmission, personal growth, trasformation of
personal and social reality.
Attention will be given to the personal-social structures which characterise and expedite these.
respective orientations. Particular attention will be given to the more radical positions and their
potential for liberation.

Books
Freire, P Cultural Action for Freedom Harmondsworth: Penguin 1972
 Diploma of Teaching and Bachelor of Education 297

Spring, J A Primer of Libertarian Education New York: Free Life 1975

Chomsky, N Problems of Knowledge and Freedom New York: Vintage-Random House 1971
Esland, G The Construction of Reality Milton Keynes: Open Univ Press 1971

Assessment
Based on seminar participation and two written assignments. Final results will be expressed as
'satisfactory' or'unsatisfactory'.

EDUCATIONAL SOCIOLOGY C4 (DSC04) 4 points

Social Change and its Educational Implications
Two 2-hour lecture-seminar sessions throughout the term in which it is offered.
Prerequisite Educational Sociology BI 1 or 81 and one of Educational Sociology 82, B3 or 84, or
an approved equivalent

Syllabus
A review and an appraisal of the literature dealing with the problem of social change and its
educational implications. Special reference is made to the difficulties associated with the
implementation of educational innovations, with focus on the role of change agents. This subject
also considers the relationship between socio-economic change and curriculum change, and will
examine the question. of how formal education selects from knowledge that is available at a
particular time, a process involving conscious or unconscious choices. Attention will also be
given to the school's response to internal and external pressures for curriculum change.

Books
Musgrave. P W Knowledge. Curriculum and Change Melbourne: MUP 1973
Berger. P L & Luckmann. T The Social Construction of Reality Harmondsworth: Penguin 1966
Dahrendorf. R The New Liberty. Survival and Justice in a Changing World London: Rout ledge &
Kegan Paul 1975
Edgar. D led) Social Change in Australia: Readings in Sociology Melbourne: Cheshire 1974

Assessment
Based on seminar participation and two written assignments of 3.000 words each. Final results
will be expressed as 'satisfactory' or 'unsatisfactory'.

FINE ARTS A (FAA00) 6 points

See subject description on page 71.

FINE ARTS B (FABOO) 6 points

See subject description on page 71.

FINE ARTS C (FAC00) 6 points

See subject description on page 72.

FOUNDATION STUDIES IN ENGLISH (FSA01) 5 points

Two and a half hours of class work a week throughout the year.
School Studies Al and Foundation Studies in Mathematics are normally taken concurrently with
this subject
Prerequisite. Nil.

Syllabus
Development and consolidation of the students' own understanding of language the subject is
seen as the base from which are developed all extension studies in the areas of language
education. The subject involves reading, dicussion, lectures and practical activities.
298 Subject Descriptions

Areas covered include: The nature and function of language language as a system of rules and
meanings; processes of speech and writing; varying functions of language, e.g. the language of
persuasion, drama, transaction. Language as a social process accents, dialects and 'standard'
English; language and personal/cultural identity; language and social class. Language and
literature the development of literary appreciation; the study of selected novels, short stories
and poetry; students' own original writing.

Preliminary Reading
Britton, J Language and Learning Harmondsworth: Penguin 1972
Rosen, C & H The Language of Primary School Children Harmondsworth: Penguin 1973
Giglioli, P P led) Language and Social Context Harmondsworth: Penguin 1970

Assessment
Progressive and based on one major assignment (approximately 2,000 words) and two minor
assignments (approximately 1,000 words), together with class exercises and participation in
seminars and tutorials.

FOUNDATION STUDIES IN MATHEMATICS (FSA02) 5 points

Two and a half hours of class work a week throughout the year.
School Studies Al and Foundation Studies in English are normally taken concurrently with this
subject.
Prerequisite: Nil.

Syllabus
Development and consolidation of the students' own understanding of mathematics - the
subject is seen as the base from which are developed all extension studies in the area of
mathematics education. The subject involves reading, discussion, lectures and practical
activities.
Areas of study include: the role and use of sets in mathematics; the development of the concept
of number, place value and numeration systems; the meaning of the four operations and their
algorithms; the construction, understanding and solution of mathematical sentences; the search
for pattern in elementary mathematics; measurement and the metric system; spatial relations.

Preliminary Reading
Kline, M Why Johnny Can't Add New York: Vintage 1974
Sawyer, W Vision in Elementary Mathematics Harmondsworth: Penguin 1964

Text
Dubisch, R Basic Concepts of Mathematics for Elementary Teachers Sydney: Addison-Wesley
1977
Mathematics for Primary Schools Melbourne: EdDeptVic 1972

Assessment
Students are required to participate in class work and seminars, and to complete class exercises,
and written tests.

GEOGRAPHY
Where necessary to avoid timetable clashes with School Studies and School Experience, special
classes in first year Geography subjects (i.e. A level subjects) will be held for DTP students.

GEOGRAPHY Al (GPA01) 3 points

Physical Geography
See subject description on page 171.
 Diploma of Teaching and Bachelor of Education (Primary) 299

GEOGRAPHY A2 (GPA02) 3 points

Human Geography
See subject description on page 172.

GEOGRAPHY A3 (GPA03) 3 points

Applied Geography
See subject description on page 172.

GEOGRAPHY B1 (GPB01) 4 points

Geology: Petrology and Geological Mapping
See subject description on page 173.
The prerequisite for DTP students is credit of 6 points in Geography at A level, or Science A3, or
an approved equivalent

GEOGRAPHY B2 (GPB02) 4 points

This subject will not be offered in 1980.

Geography of Economic Activities

GEOGRAPHY B3 (GPB03) 4 points

Population Studies
See subject description on page 174.
The prerequisite for DTP students is credit of 6 points in Geography at A level including
Geography A2 (1977), or approved equivalent studies.

GEOGRAPHY B4 (GPB04) 4 points

Geomorphology
See subject description on page 1 74.
The prerequisite for DTP students is credit of 6 points in Geography at A level including
Geography Al. or Science A3, or approved equivalent studies.

GEOGRAPHY B5 (GPB05) 4 points

Climate and Man's Environment

See subject description on page 175.

The prerequisite for DTP students is credit of 6 points in Geography at A level including
Geography Al or Science A3, or approved equivalent studies.

GEOGRAPHY B6(GPB06) 4 points

Regional Planning

See subject description on page 175.

The prerequisite for DTP students is credit of 6 points in Geography at A level, or approved
equivalent studies.

GEOGRAPHY Cl (GPC01) 4 points

Coastal Geomorphology
See subject description on page 178.
 300 Subject Descriptions

The prerequisite for DTP students is credit of 8 points in Geography at B level, or approved
equivalent studies.

GEOGRAPHY C2 (GPCO2) 4 points

This subject will not be offered in 1980.

Regional Planning

GEOGRAPHY C3 (GPC03) 4 points

This subject will not be offered in 1980.

Geography of Agriculture

GEOGRAPHY C4 (GPC04) 4 points

Historical Geography
See subject description on page 179.
The prerequisite for DTP students is credit of 8 points in Geography at B level or an approved
equivalent

GEOGRAPHY C5 (GPC05) 4 points

This subject will not be offered in 1980.

Biogeography

GEOGRAPHY C6 (GPC06) 4 points

Urban Studies
See subject description on page 179.
The prerequisite for DTP students is credit of 8 points in Geography at B level, or approved
equivalent studies.

GEOGRAPHY C7 (GPC07) 4 points

This subject will not be offered in 1980.

Streams: Form, Process and Management

HISTORY A30 (HIA30) 3 points

Modern British History, 1800-1850

Two 1-hour lectures and one 2-hour tutorial for nine weeks in Term 1.

Prerequisite: Nil.

Syllabus
This subject examines the changes in British society 1800-50 which are related to the
phenomena generally known as the Industrial Revolution. Among the aspects to be studied are:
causes of the Industrial Revolution; urbanisation and the emergence of new social groups and
structures; major political developments including the 1832 Reform Act, Chartism and the anti-
Corn Law campaign; foreign relations in the period during and after the Napoleonic Wars; living
and working conditions in the towns, philosophies of social reform and reform legislation.
 Diploma of Teaching and Bachelor of Education (Primary) 301

Preliminary Reading
Arnstein, W L Britain Yesterday and Today Farnborough: Heath 1971
Briggs, A The Age of Improvement 1783-1867 Harlow: Longman 1960
Harrison, J F C The Early Victorians St Albans (Herts): Panther 1973
Perkin, H The Origins of Modern English Society 1780-1880 London: RKP 1972
Webb. R K Modern England London: Allen S Unwin 1969

A ment
Based on class exercises and one long essay.

HISTORY A31 (HIA31) 3 points

Modern British History, 1850-1914

Two 1-hour lectures and one 2-hour tutorial for nine weeks in Term 2.

Prerequisite: Nil.

Syllabus
This subject examines the major trends in British society in the mid-Victorian, late Victorian and
Edwardian periods, 1850-1914. Among the aspects and themes to be studied are: trends In
social attitudes towards such matters as morality, women and work; political developments;
intellectual ferment and attitudes towards such matters as religion, education, free-thought and
Darwinism; Britain's foreign relations, imperialism, Ireland and the Boer War; the Edwardian
period and the suffragette movement.

Preliminary Reading
Arnstein. W L Britain Yesterday and Today Farnborough: Heath 1971
Best G Mid-Victorian Britain 1851-1875 St Albans (Herts): Panther 1973
Webb. R K Modern England London: Allen d Unwin 1969

Assessment
Based on class exercises and one long essay.

HISTORY A32 (HIA32) 3 points

Modern British History, 1914-1950

Two 1-hour lectures and one 2-hour tutorial for nine weeks in Term 3.
Prerequisite: Nil.

Syllabus
This subject involves a study of twentieth century British society from 1914 unitl 1950. Among the
aspects to be examined are: the impact of two World Wars on British society; twentieth century
political developments; social change and trends In Britain between the Wars; the causes of
World War II and Appeasement; post-war Britain.

Preliminary Reading
Arnstein, W L Britain Yesterday and Today Farnborough: Heath 1971
Graves, R & Hodge, A The Long Weekend Harmondsworth: Penguin 1971
Marwick, A Britain in the Century of Total War Harmondsworth: Penguin 1968
Taylor. A J P English History 1914-1945 Harmondsworth: Penguin 1970

Assessment
Based on class exercises and one long essay.
302 Subject Descriptions

HISTORY A33 (HIA33) 3 points

The Foundations of Western Civilisation: Prehistory and the Ancient
Civilisations
Four hours of class work a week during Term 1 in the form of two 1-hour lectures and one 2-hour
tutorial,
Prerequisite: Nil.

Syllabus
The subject involves an introduction to the historical discipline, and to work intended to develop
the skills of inquiry appropriate to the study of history. These theoretical and practical studies will
be associated with the following survey of the stages in the development of Western Civilisation:
man before Civilisation; origins of Ancient Civilisations; Character of Ancient Civilisations;
significance of Ancient Civilisations.

Preliminary Reading
Cantor, N E d Schneider, R I How to Study History New York: Crowell 1967

Assessment
Students will be assessed on class work, written exercises and essay work.

HISTORY A34 (HIA34) 3 points

The Foundations of Western Civilisation: The Classical Civilisations of Greece
and Rome
Four hours of class work a week during Term 2 in the form of two 1-hour lectures and one 2-hour
tutorial.
Prerequisite: Nil.

Syllabus
The subject involves the nature and purpose of the study of history. These theoretical and
practical studies will be associated with the following survey of the stages in the development of
Western Civilisation: the Roots of Classical Civilisations; origins, character and significance of
the Greek civilisation; origins, character and significance of the Roman civilisation.

Preliminary Reading
Cantor, N E & Schneider, R I How to Study History New York: Crowell 1967

Assessment
Students will be assessed on class work, written exercises and essay work.

HISTORY A35 (HIA35) 3 points

Medieval Civilisations
Four hours of class work a week during Term 3 in the form of two 1-hour lectures and one 2-hour
tutorial.
Prerequisite: Nil.

Syllabus
An examination of: the Barbarian invasions of the West their impact and significance; the rise
of Islam; origins. character and significance of the Byzantine Civilisation; the West on the Eve of
Expansion.

Preliminary Reading
Cantor, N E & Schneider, R I How to Study History New York: Crowell 1967

Assessment
Students will be assessed on class work, written exercises and essay work.
 Diploma of Teaching and Bachelor of Education (Primary) 303

HISTORY B12 (HIB12) 12 points

This subject will not be offered in 1980.

European: The Old Regime and the French Revolution

HISTORY B33 (HIB33) 4 points

Early Modern European History: Introductory Studies
Two 1-hour lectures and one 2-hour tutorial a week during Term 1. This subject is offered in the
form of two alternative syllabuses; normally only one of the syllabuses is offered in any one year.
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
The Medieval Background to Fifteenth and Sixteenth Century Europe The Essential medieval
background to fifteenth and sixteenth century Europe: a thematic survey of the church; the feudal
system of government: the 'tripartite society'; the commercial, agricultural and urban 'revolutions':
scholasticism; chivalric culture; Gothic and Romanesque art. Particular studies of the Paris of
Louis IX of Tuscany in the thirteenth and fourteenth centuries will be set against the general
background.

Syllabus 2
Italian Renaissance Studies Selected topics in fifteenth and early sixteenth century Italian
history, focusing on Florence. The writings of men such as Alberti, Ficino, Leonardo, Machiavelli,
Guicciardini and Castiglione will be studied in the setting of their times.

Preliminary Reading
Keen, M The Pelican History of Medieval Europe Harmondsworth: Penguin 1969
or
Hay D The Italian Renaissance in its Historical Background Cambridge: The Univ Press 1970

Assessment
Based on an essay of 3,000 words and on participation in class discussion.

HISTORY B34 (HIB34) 4 points

Early Modern European History: Northern European Renaissance Studies
Two 1-hour lectures and one 2-hour tutorial a week during Term 2.
Prerequisite Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
Selected topics in sixteenth century European history, focusing particularly on the writings of
men such as Erasmus and More.

Preliminary Reading
Hale, J R Renaissance Europe 1480-1520 London: Fontane 1971

Assessment
Based on an essay of 3,000 words and on participation in class discussion.

HISTORY B35 (HIB35) 4 points

Early Modern European History: Reformation Studies
Two 1-hour lectures and one 2-hour tutorial a week during Term 3.
Prerequisite. Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
Selected topics in sixteenth century European History focusing on Germany and Geneva and
particularly on the lives and works of Luther, Calvin and other religious reformers.
304 Subject Descriptions

Preliminary Reading
Elton, G R Reformation Europe 1515-1559 London: Fontana 1963

Assessment
Based on an essay of 3,000 words and participation in class discussion.

HISTORY B36 (HIB36) 4 points

European History 1870-1923
Two 1-hour lectures and one 2-hour tutorial a week during Term 1.
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
The subject examines attempts by historians to analyse European societies, especially Germany
and Russia, during this period of change involving capitalist industrialisation, World War 1, and the
revolutions of 1917-1919.

Preliminary Reading
Barraclough, G An Introduction to Contemporary History Harmondsworth: Penguin 1976.

Assessment
Based on one long essay of over 2,000 words, and on one or two (depending on length) shorter
exercises or papers.

HISTORY B37 (HIB37) 4 points

Russia 1860-1953
Two 1-hour lectures and one 2-hour tutorial a week during Term 2.
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
The subject deals with two interrelated aspects of Russian history: (a) rural society, expecially the
peasantry, 1860-1950; (b) the Soviet Union, 1918-1953. with special reference to the role of
Stalin.

Preliminary Reading
Kochan, L The Making of Modern Russia Harmondsworth: Penguin 1963

Assessment
Based on one long essay of over 2,000 words, and on one or two (depending on length) shorter
exercises or papers.

HISTORY B38 (HIB38) 4 points

Germany 1918-1945
Two 1-hour lectures and one 2-hour tutorial a week during Term 3.
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
The subject examines German history during 1918-45, with special reference to Hitler. National
Socialism and the concept of Fascism.

Preliminary Reading
Fest, J Hitler Harmondsworth: Penguin 1977

Assessment
Based on one long essay of over 2,000 words, and on one or two (depending on length) shorter
exercises or papers.
 Diploma of Teaching and Bachelor of Education (Primary) 305

HISTORY B39 (HIB39) 4 points

Australia in the Nineteenth Century
Two 1-hour lectures and one 2-hour tutorial a week during Term 1.
Prerequisite- Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
A study of the transplantation of British institutions, ideas and culture to the Australian
environment

Preliminary Reading
Clark..0 M H A History of Australia: Volume 1 Melbourne: MUP 1962
Crowley. F K led) A New History of Australia Melbourne: Heinemann 1974

Assessment
Based on one essay of 2.000 words, on class participation, and on one or two (depending on
length) Shorter exercises or papers.

HISTORY B40 (HIB40) 4 points

Australia at the Turn of the Century
Two 1-hour lectures and one 2-hour tutorial a week during Term 2.
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
A study of the development of the colonies and particularly, early Victorian history, town and
Country, and the development of nationalism.

Preliminary Reading
Crowley. F K led) A New History of Australia Melbourne: Heinemann 1974

Assessment
Based on one essay of 2,000 words, on class part icipation, and on one or two (depending on
length) shorter exercises or papers.

HISTORY B41 (HIB41) 4 points

Australia in the Twentieth Century
Two 1-hour lectures and one 2-hour tutorial a week during Term 3.
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
A study of Australia in the twentieth century urbanisation and migration, depression and war.

Preliminary Reading
Crowley, F K led) A New History of Australia Melbourne: Heinemann 1974

Assessment
Based on one essay of 2.000 words, on class participation, and on one or two (depending on
length) shorter exercises or papers.

HISTORY B42 (HIB42) - 4 points

South East Asian History: Vietnam
This subject is conducted in Term 1 with two 1-hour lectures and one 2-hour tutorial (including
workshop activities) a week. (Students should inquire at the Department of History and Politics
whether this subject will be offered in 1980.)
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.
306 Subject Descriptions

Syllabus
The subject is designed as a study of Vietnam within the Southeast Asian region looking at such
topics as traditional society, the national movement, and the Vietnam war.

Preliminary Reading
Nguyen Khac Vien Tradition and Revolution in Vietnam Indochina Resource Centre 1974
Steinberg, D J et al In Search of Southeast Asia New York: Praeger 1971

Assessment
Based on one essay of 2,000 words, on class participation, and on one or two (depending on
length) shorter exercises or papers.

HISTORY B43 (HIB43) 4 points

South East Asian History: Indonesia

The subject is conducted in Term 3 with two 1-hour lectures and one 2-hour tutorial (including
workshop activities) a week. (Students should inquire at the Department of History and Politics
whether this subject will be offered in 1980.)
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
The subject is designed as a study of Indonesia within the Southeast Asian region, looking at
such topics as the nationalist movement, the impact of World War II and the New Order.

Preliminary Reading
Legg, J D Indonesia Sydney: Prentice Hall 1971
Steinberg, D J et a/ In Search of Southeast Asia New York: Praeger 1971

Assessment
Based on one essay of 2,000 words, on class participation, and on one or two (depending on
length) shorter exercises or papers.

HISTORY B44 (HIB44) 4 points

Origins of the Chinese Revolution

Three to four hours of classes a week during Term 1.
Prereqisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
A study of selected topics in Chinese History from the delcine of the Ch'ing Dynasty until the
establishment of the People's Republic of China. This subject provides an alternative or a
complementary study to Politics 832.

Preliminary Reading
Schram, S Mao Tse-tung Harmondsworth: Penguin 1974
Suyin, H The Crippled Tree St Albans (Hells): Panther 1972

Assessment
Based on class exercises and one long essay of 2,000 words.

HISTORY OF EDUCATION B1 (HDBO1) 9 points

Tradition and Change in Western Education

Three to four class hours a week throughout the year.
This subject may not be taken by students who have completed Comparative Education B1 prior
to 1979.
Prerequisite: Nil.
 Diploma of Teaching and Bachelor of Education (Primary) 307

Syllabus
This subject traces the development of Western education with emphasis on several events and
movements which have influenced current issues in contemporary education. This thematic
approach will include topics such as: the rise of directed education in ancient Greece, education
and nationalism, popular education in the nineteenth century, the development of progressive
school traditions and philosophies, and the rise of teacher professionalism in the twentieth
century. Students will have a high degree of independence in choosing and studying topics of
their own interest

Books
Bowen, J A History of Western Education vols 1 d 2 London: Methuen 1975
Brubacher, J S A History of the Problems of Education New York: McGraw-Hill 1947
Frost, S E Historical and Philosophical Foundations of Western Education Columbus: Merrill 1973
Nash. P History and Education New York: Random House 1979

Assessment
Based on class exercises and participation, and two major assignments. Assessment details will
be finalised in consultation with students.

HISTORY OF EDUCATION B2 (HDBO2) 9 points

Tradition and Change in Education in Victoria

Three to four class hours a week throughout the year.
Prerequisite: Nil.

Syllabus
Students in this subject will survey the development of education in Victoria and elect to study
intensively a number of the topics they found interesting and useful in the survey. These latter
studies may be individually or collectively selected and will possibly include the early schools in
Victoria. the development of state education, education and the church, the training of teachers,
the rise of teachers' unions, secondary education, curriculum change, and some significant
teachers in Victoria.

Books
Austin, A G Australian Education 1788-1900 Melbourne: Pitman 1965
Blake. L J Vision and Realization vol 1 Melbourne: Education Dept Victoria 1973
Spaull. A D Australian Teachers from Colonial Schoolmasters to Militant Professionals
Melbourne: Macmillan 1977`

Assessment
Based on class participation and exercises, and two major assignments. Assessment details will
be finalised in consultation with students.

HISTORY OF EDUCATION B3 (HDBO3) 4 points

The Development of Social Science Teaching in Victoria.

Three to four class hours a week for one term.
Prerequisite. Nil.

Syllabus
This subject begins with a brief preliminary survey of the history of education in Victoria.
Following this, students will study the major changes in Victoria's Social Science curriculum
since 1885, including the Tate method of curriculum change in 1902, the impact of World War I
on the Social Science curriculum, and the curriculum changes of 1934 and 1954. Throughout the
subject the various changes in the curriculum will be related to more general changes in
education in Victoria.
308 Subject Descriptions

Books
There are no appropriate books for this study, but information will be gained through the use of
historical research methods into theses such as: A R Trethewey, 'The Teaching of History in
Victoria, 1852-1954' and various journals such as the Australasian Schoolmaster, The Teacher
and Victoria Gazette and Teachers' Aid.

Assessment
Based on class participation and exercises, and one major assignment Assessment details will
be finalised in consultation with students.

HISTORY OF EDUCATION B4 (HDB04) 4 points

Teaching as a Profession
Three to four class hours a week for one term.
Credit may not be granted for this subject as well as for Social Science 84.
Prerequisite: Nil.

Syllabus
This subject begins with a brief examination of the major characteristics in the process of
professionalisation, then surveys the historical development of each characteristic in Victoria
since the mid-nineteenth century. Students will be expected to choose at least one of the
characteristics for a more intensive and independent study.

Books
Bessant B Teachers in Conflict Melbourne: MUP 1972
Durso, S Changes, Issues and Prospects in Australian Education St Lucia: Univ of Old Press
1978
Spaull, A D Australian Teachers Melbourne: Macmillan 1977

Assessment
Based on class participation and exercises, and one major assignment Assessment details will
be finalised in consultation with students.

HISTORY OF EDUCATION B5 (HDB05) 4points

The Development of Independent Schools in Victoria
Three to four class hours a week for one term.
Prerequisite: Nil.

Syllabus
This subject begins with an examination of the establishment of church schools in Victoria,
covers the conflict over the Education Acts in the nineteenth century, and then concentrates most
attention on four major events in the twentieth century: independent secondary schools after
1905, the establishment of the Council for Public Education, grants to church schools as a
political issue, and present changes to the independent system.

Books
Austin, A G Australian Education 1788-1900 Melbourne: Pitman 1965
Fogarty, R Catholic Education in Australia 1806-1950 Melbourne: MUP 1959
Melbourne Studies in Education Melbourne: MUP 1957-1978
A considerable amount of material in this subject will be derived from theses and journals.

Assessment
Based on class participation and exercises, and one major assignment Assessment details will
be finalised in consultation with students.

HISTORY OF EDUCATION B6 (HDB06) 4 points

The Development of Secondary Education in Victoria
Three to four class hours a week for one term.
Prerequisite: Nil.
 Diploma of Teaching and Bachelor of Education (Primary) 309

Syllabus
Secondary education in Victoria began as a part of the independent system in the mid-nineteenth
century; after 1905, the State established a series of continuation schools, partly to help train
teachers and also to encourage secondary education for all children. In the subject, a number of
historical elements are studied they include the preparation of secondary teachers, significant
curriculum changes. and the rise of secondary teachers' unions.

Books
Blake. L J Vision and Realization vol 1 Melbourne: Education Dept Victoria 1973
Cleverley, J Australian Education in the Twentieth Century Melbourne: Longman 1972
Melbourne Studies in Education Melbourne: MUP 1957-1978
A considerable amount of material in this subject will be derived from theses and journals.

Assessment
Based on class participation and exercises and one major assignment. Assessment details will be
finalised in consultation with students.

HUMAN SEXUALITY (HSA00) 3 points

See subject description on page 191.

LANGUAGE AND LITERATURE A2 (LLAO2) 9 points

English through Literature A

Four hours a week throughout the year.
Prerequisite. Nil.

Syllabus
Through an investigation of modern literature students will be expected to develop a critical
awareness of the range and quality of language as it is used in the literary a rts. The subject
includes work in three interrelated areas.
1. Adult Literature: reality and fantasy: varieties of novel, short story and poetry; literature,
society: plays in production.
2. Children's Literature: children's literature as a different genre; themes and topics; criteria for
evaluation of children's books.
3. Original Writing: writing as a mode of expression; writing as a means of appreciating the
creative process.

Preliminary Reading
Coombes. H Literature and Criticism Harmondsworth: Penguin 1970
Haviland, V Children and Literature Glenview (IIU: Scott Foresman 1974
Powell. B Making Poetry Ontario: Collier-Macmillan 1973
Walshe, R D My Machine Makes Rainbows Terry Hills (NSW): Reed 1972

Assessment
Progressive and based on assignments, class-papers and projects, and on participation in
seminars and tutorials. No examination.

LANGUAGE AND LITERATURE A3 (LAAO3) 9 points

Language and Children A

Four hours a week throughout the year.
Prerequisite: Nil.

Syllabus
The emphasis in this subject is upon the factors influencing the development of children's
language and the implications of these for the classroom situation. Central considerations will be
the nature, structure, variety and functions of language; communication processes; the
310 Subject Descriptions

implications of language studies for teachers; and the relevance of language to the total
development of children.
An overview of current concerns regarding language as a system, as behaviour, and as a social
reality. Language acquisition, current theory and practical studies, language and thought
Language in the community, social influences, media studies, language as an art,
communications theory. Language and the school, the functions of language in school, the
classroom in relation to language. A continuing refinement of the student's ability to use language
as a precise instrument

Books
Barnes, D From Communication to Curriculum Harmondsworth: Penguin 1974
Cashdan, A et al (eds) Language in Education London: RKP 1972
Lyons, J Chomsky London: Fontana 1970
McLuhan, M The Medium is the Massage Harmondsworth: Penguin 1970

Assessment
Progressive and based on assignments, class papers, and participation in seminars and tutorials.
No examination.

LANGUAGE AND LITERATURE Al 7 (LLA1 7) 4 points

Elementary French
Two hours a week throughout the year. This subject is designed for students who have little or no
knowedge of French.

Syllabus
The subject introduces the structure of the French language and provides a training in
pronunciation, aural and written comprehension, and conversation.
Text
Mauger, G & Bueziere, M Le Francais et la vie vol 1 Paris: Hachette 1975

Assessment
Based on a weekly written exercise and an oral test at the end of Term 3.

LANGUAGE AND LITERATURE Al 8 (LLA1 8) 4 points

Community Language Italian

Two hours a week throughout the year. This subject is designed for students who have little or no
knowledge of Italian.

Syllabus
This subject introduces the structures of the Italian language and provides a training in
pronunciation, aural and written comprehension, and conversation.
Books
Shankland, H & Mussi, E Aunci, buona sera) London: BBC 1975

Assessment
Based on a weekly written exercise and an oral test at the end of Term 3.

LANGUAGE AND LITERATURE Al 9 (LLA1 9) 4 points

Community Language Greek

Two hours a week throughout the year. This subject is designed for students who have little or no
knowledge of Greek.

Syllabus
The subject introduces the structure of the Greek language, and provides a training in
pronunciation, aural and written comprehension, and conversation.
 Diploma of Teaching and Bachelor of Education (Primary) 311

Text
Bien, P Rassias, J & Bien, C Demotic Greek Armidale (NSW): Univ of New England Press 1972

Assessment
Based on a weekly written exercise and an oral test at the end of Term 3.

LANGUAGE AND LITERATURE A20 (LAA20) 4 points

Community Language Spanish
Two hours a week for three terms. The subject is designed for students who have little or no
knowledge of Spanish.
Prerequisite: Nil.

Syllabus
This subject introduces the structure of the Spanish language and provides a training in
pronunciation, aural and written comprehension and conversation.

Books
To be advised.

Assessment
Based on a weekly written exercise and an oral test at the end of the year.

LANGUAGE AND LITERATURE A21 (LAA21) 4 points

Community Language Serbo-Croat
Two hours a week for three terms. The subject is designed for students who have little or no
knowledge of Serbo-Croat
Prerequisite: Nil.

Syllabus
This subject introduces the structure of the Serbo-Croat language and provides a training in pro-
nunciation, aural and written comprehension and conversation.

Books
To be advised

Assessment
Based on a weekly written exercise and an oral test at the end of the year.

LANGUAGE AND LITERATURE A22 (LLA22) 4 points

Community Language Turkish
Two hours a week for three terms. The subject is designed for students who have little or no
knowledge of Turkish.
Prerequisite: Nil.

Syllabus
The subject introduces the structure of the Turkish language and provides a training in
pronunciation, aural and written expression and conversation.

Books
To be advised

Assessment
Based on a weekly exercise and an oral test at the end of the year.

LANGUAGE AND LITERATURE B2 (LLBO2) 12 points

English through Literature B
Four hours a week throughout the year.
Prerequisite: Language and Literature A2 or an approved equivalent.
312 Subject Descriptions

Syllabus
This subject is intended for students who wish to continue the study of literature at their own level
as well as developing their skills in fostering in children a taste for literature, and retaining a
creative approach to language learning. Areas studied are: The oral tradition a study of myth,
folk-story, ballad and epic poetry. The origins of drama.
Dramatic literature. Workshops on selected plays.
Children and literature. The growth of children's literature. The changing attitude to children in
literature.

Preliminary Reading
Cook, E The Ordinary and the Fabulous London: CUP 1969
Ellis, Davidson, H R Gods and Myths of Northern Europe Harmondsworth: Penguin 1964
Rose, H J A Handbook of Greek Mythology London: Methuen 1964
Townsend, J R Written for Children Harmondsworth: Penguin 1976

Assessment
Progressive and based on assignments, projects, class papers and participation in seminars and
tutorials. No examination.

LANGUAGE AND LITERATURE B3 (LLB03) 12 points

Language and Children B
Four hours a week throughout the year.
Prerequisite: Language and Literature A3, or an approved equivalent.

Syllabus
An examination of the origins and development of language: the origins of modern English,
influences before and after printing, the process of formalisation. An introduction to linguistics,
the range of linguistic studies, the relevance of some of these to the school situation. The
teaching of English in schools, the underlying philosophy and practices of English teaching since
1900. Sociolinguistics, social factors which may influence the development of language among
children, the comparative efficiency of various language patterns. Language and animals,
artificial languages, the usefulness of these studies in considering the language of children.

Preliminary Reading
Black, M The Labyrinth of Language Harmondsworth: Penguin 1968
Fromkin, V & Rudman, R An Introduction to Language 2nd edn New York: Holt, Rinehart &
Winston 1978
Laird, C The Miracle of Language New York: Fawcett World 1953
Shayer, D The Teaching of English in Schools London: RKP 1972

Assessment
Progressive and based on assignments, class-papers, and participation in seminars and tutorials.
No examination.

LANGUAGE AND LITERATURE B4 (LLBO4) 12 points

Children's Literature
Two 2-hour seminars a week throughout the year. Guest lectures to be given by authors,
illustrators, and publishers.
Prerequisite: Nil.

Special Requirement
A list of some hundreds of titles of books written for children and adolescents is available from the
lecturer in charge of the subject. Students are expected to have read widely from this list before
lectures commence. Copies of the list are available at room 231, 1888 Building, from November
1979.
 Diploma of Teaching and Bachelor of Education (Primary) 313

Syllabus
A comprehensive study of the range of fine literature for children of all levels and ages including
critical analysis, periodical literature. reviewing journals, promotion of literature, historical survey
and major book awards. The subject is based on very wide reading rather than intensive study of
selected titles, so that the student is better able to know the overall field and be in a position to
give useful and comprehensive reading guidance.

Preliminary Reading
Sutherland, Z Children and Books 5th edn Glenview (111): Scott Foresman 1977
Egon, S Only Connect: readings on children's literature Toronto: OUP 1969
Huck, C & Kuhn, D Children's Literature in the Elementary School 3rd edn New York: Holt,
Rinehart & Winston 1976
Sadker. M 8 D Now Upon a Time: A Contemporary View of Children's Literature New York: Harper
& Row 1977

Assessment
Based on the following Assignments compilation of a teaching manual based on at least 30
separate fiction title entries, and two assignments based on the student's interests and abilities
(minimum 5.000 words), to be approved by the lecturer; and attendance at, and contribution to,
weekly seminars.

LANGUAGE AND LITERATURE B5 (LLBO5) 12 points

English with Drama
Six hours a week throughout the year. made up of one 2-hour seminar and four hours of practical
drama.
Prerequisite: Language and Literature A2 or Drama Al and A2 or approved equivalents.

Syllabus
This subject extends the study of literature into the specialised field of drama, by complementary
textual and practical sessions. Work will comprise the study of plays exemplifying the
functions of drama: drama as myth and ritual, drama as history and social comment, drama as
psychological exploration. Practical theatre: one play from each of the above categories will be
taken as the nucleus for practical stage-work. The relationship between literary and theatrical
criticism:. continuous cross-reference between textual and practical work.

Preliminary Reading
Styan. J L The Dramatic Experience London: CUP 1968
Students will be required to possess copies of plays to be studied.

Assessment
Continuous, and based on class-papers, essays and practical work. No examination.

LANGUAGE AND LITERATURE B6 (LLBO6) 4 points

The Changing Voice of Poetry
Four hours a week for one term.
Prerequisite: Foundation Studies in English. or an approved equivalent.

Syllabus
An investigation of the poet as a representative voice in the context of changing culture. There will
be consideration of several poets and their poems, in an attempt to gain some sense of poetic
perspective. There will be emphasis on the nature of imagery, metaphor and symbol In the
changing pattern of poetry.

Books
To be advised.

Assessment
Based on class participation, seminar preparation and two assignments one major
(approximately 2.000 words) and one minor (approximately 1,000 words).
314 Subject Descriptions

LANGUAGE AND LITERATURE B7 (LLB07) 4 points

Reading and Writing Poetry

Two hours a week for two terms.
Prerequisite: Foundation Studies in English or an approved equivalent.

Syllabus
The subject involves discussion of poetic theory as well as analysis and imitation of works by
various poets. Other writing will include the students' spontaneous productions, and varied
practical exercises with the techniques and forms of poetry.

Reference
Drew, E Poetry: A Modern Guide New York: Dell 1959
Hughes, T Poetry in the Making London: Faber 1969
Macleish, A Poetry and Experience Harmondsworth: Penguin 1965
Pound, E ABC of Reading London: Faber 1961

Assessment
Assessment, based on the quality and variety of work produced, includes one assignment of
2,000 words on the nature of the creative process.

LANGUAGE AND LITERATURE B8 (LLB08) 4 points

Reading and Writing Short Stories

Two hours a week for two terms.
Prerequisite: Foundation Studies in English or an approved equivalent.

Syllabus
An investigation of the techniques and methods of modern prose writing and a short examination
of the history and development of prose style. The aim is the development of flexible and
individual prose style and of an ability to analyse and evaluate writing. Various practical exercises
will be attempted and discussed.

Preliminary Reading
Heseltine, A (edt The Penguin Book of Australian Short Stories Harmondsworth: Penguin 1976
Malamud, B The Magic Barrel Harmondsworth: Penguin 1968
Moffet, J Points of View New York: Mentor 1956

Assessment
Continuous and based on the quality and variety of work produced; it includes one assignment of
2,000 words on the nature of the creative process. No examination.

LANGUAGE AND LITERATURE C2 (LLCO2) 12 points

English Through Literature C

Four hours a week throughout the year.
Prerequisite: Language and Literature BO2 or an approved equivalent.

- Syllabus
Selected poetry for comprehension, interpretation and appreciation.
Related studies in the novel and/or drama arising out of periods or themes encountered in the
poetry. Novel studies will be pursued mainly through individual reading, whilst drama may involve
some criticism through practical theatre. Poetry in school-theories of the development of
aesthetic taste through literature and consideration of the place of poetry in the English syllabus.
Ways of approaching poetry for children.

Preliminary Reading
Harding, D W Experience into Words Harmondsworth: Penguin 1974
Nowottny, W The Language Poets Use London: Athlone 1964
Piaget, J Play. Dreams and Imitation in Childhood London: RKP 1941
 Diploma of Teaching and Bachelor of Education (Primary) 315

Assessment
Continuous and based on assignments, individual study of a chosen field, class papers and
participation in seminars and tutorials. No examination.

LANGUAGE AND LITERATURE C3 (LLCO3) 12 points

Language and Children C

Four hours a week throughout the year.
Prerequisite: Language and Literature B3 or an approved equivalent.

Syllabus
An examination of the philosophy and psychology of language in relation to the teacher wishing to
specialise in language across the curriculum.
Philosophy of language and language teaching: Problems of function and definition, the concept
of meaning. Psycholinguistics: Current theories relating to the acquisition and development of
language, the function of memory. mentalism and behaviourism. speaking and writing. Language
and thought: problems of interdependence, creativity and fantasy, the role of literature. The
Language Arts Specialist in School: The role and function of such a specialist; resources-books,
journals, organisations and opportunities.

Preliminary Reading
Bullock. A A Language for Life London: HMSO 1975
Foder, J A The Psychology of Language New York: McGraw-Hill 1974
Piaget. J The Language and Thought of the Child London: RKP 1959
Searle, J R The Philosophy of Language London: OUP 1971

Assessment
Continuous and based on participation in class sessions, two minor assignments (1,500 words),
and one major assignment of 10.000 words. No examination.

LANGUAGE AND LITERATURE C4 (LLCO4) 12 points

Children and Literature C

Four hours a week throughout the year.
Prerequisite Language and Literature B2 or Children's Literature B, or an approved equivalent.

Syllabus
This subject is designed to bring together students' awareness of children's literature and their
experience of literature at their own level. A study of selected books will be made, and
consideration will be given to: a chronological study of the image of childhood, especially over the
past 200 years; contemporary views of childhood in books for children and adults; explicit and
implicit intellectual. social, and aesthetic values in literature for children.

Preliminary Reading
Avery, G Childhood's Pattern London: Hodder 8 Stoughton 1975
Covney, P The Image of Childhood Harmodsworth: Penguin 1967
Dixon. B Catching Them Young London: Pluto Press 1977

Assessment
Continuous and based on assignments, class-papers, participation in seminars and tutorials. No
examination.

LANGUAGE AND LITERATURE C9 (LLCO9) 2 points

Oral English
Two hours a week for one term with an additional hour of individual practice using audio visual-
recording apparatus.
Prerequisite. Nil.
316 Subject Descriptions

Syllabus
Reading aloud especially the techniques of poetry-reading. Story-telling and dramatic
narration. Impromptu exposition and description. Conversation, questioning, discussion and
listening. Voice-production, intonation, pitch, variation and fluency. Dialect, accent and varieties
of English speech.

Preliminary Reading and Text

Mitchell, A G & Delbridge, A The Pronunciation of Australian English Sydney: Angus 8 Robertson
1965

References
Baher, S J The Australian Language Melbourne: Sun Books 1970
Turner, G W Good Australian English Sydney: Reed 1972

Assessment
Continuous and based on practical classwork, assignments and regular attendance.

LEGAL STUDIES A (LSA00) 9 points

Introduction to Law
See subject description on page 192.

MATHEMATICS
Any of the Mathematics subjects listed below are offered to students enrolled in either the
Bachelor of Education course or the Diploma of Teaching (Primary) course. Details of these
subjects are provided on pages 201-209 of this Handbook.
See also the School Studies section of the Handbook for C and D level subjects offered by the
Mathematics Department and the Computer Studies section for other offerings by the
Mathematics Department at A, B, and C levels.

Books
Detailed references will be given in lectures. For interested students a list of texts for preliminary
reading can be found on the noticeboard in the Department of Mathematics, level 7, Science
Education Building.

Assessment
Assessment in each subject will be by examination and/or assignment. Full details will be given at
the commencement of each subject. Final results in Mathematics subjects will be graded in either
of two ways: Distinction, Credit Pass, Fail or Honours, Pass, Fail.

MATHEMATICS A SUBJECTS
Each of the Mathematics A subjects offered is one equivalent to 24 lectures, together with
tutorials and practice classes taken over a period of one term. Each subject has a value of 3
points.

MATHEMATICS A01 (MAA01) 3 points

Linear Algebra I
See subject description on page 201.

MATHEMATICS A02 (MAA02) 3 points

Number Systems and Abstract Algebra
See subject description on page 201.
 Diploma of Teaching and Bachelor of Education (Primary) 317

MATHEMATICS A03 (MAA03) 3 points

Introductory Geometry
Forty hours of lectures, tutorials, and practice classes for one term.
Prerequisite: Nil.

Syllabus
Section 1: Informal geometry The perception and appreciation of visual spatial relationships
through photography and art
Section 2: The content and structure of traditional Euclidean geometry theorems and
constructions. Impact of Euclid on mathematics education.
Section 3: Elementary vector methods in the solution of traditional Euclidean problems. A brief
look at more modern presentations of Euclidean geometry.
Section 4: Project work concerned with some aspects of geometry, e.g. symmetry, measurement,
Piaget and the geometrical development of children.

References
Bouwsma, W Geometry for Teachers New York: Macmillan 1972
Brydegaard, M 8 lnskeep, J Readings in Geometry from the Arithmetic Teacher Reston (Val:
National Council of Teachers of Mathematics 1970
Reid. C A Long Way From Euclid New York: Crowel 1963
Rosskopf, M et al Geometry A Perspective View New York: McGraw-Hill 1969

Assessment -
Based on class assignments and short tests during the term. A final test may be held.

MATHEMATICS A04 (MAA04) 3 points

Studies in Number
Forty hours of lectures, tutorials and practice classes for one term.
Prerequisite: Nil.

Syllabus
A study of number systems from a historical and structural viewpoint. The emphasis will centre on
the set of real numbers. Some topics to be covered include: Finite arithmetic, continued fractions,
Diophantine equations, and the effect of calculators and computers on number studies.

Reference
Bunt, L N H. Jones, P S 8 Bedient J D The Historical Roots of Mathematics Englewood Cliffs:
Prentice-Hall 1976
Davenport H The Higher Arithmetic: An introduction to the Theory of Numbers 3rd edn London:
Hutchinson 1968
Dodge, C W Numbers and Mathematics 2nd edn Boston: Prindle, Weber d Schmidt 1975
Smeltzer, D Man and Number 2nd edn London: A & C Black 1970

Assessment
Based on presentation of a seminar paper and one class test.

MATHEMATICS A05 (MAA05) 3 points

Mathematical Logic, Puzzles and Games
Prerequisite: Nil.

Syllabus
The subject content will include: historical development of logic, Boolean algebra, propositional
calculus, children and logic, the nature of proof, mathematical games and puzzles.

Preliminary Reading
Dienes, Z P 8 Golding, E W Learning Logic, Logical Games London: ESA 1971
Gardner, M Mathematical Puzzles and Diversions
Harmondsworth: Penguin 1975
318 Subject Descriptions

Text
Lipschutz, S Set Theory and Related Topics (Schaum Outline Series) New York: McGraw-Hill
1974

Assessment
Comprises seven weekly assignments 35 per cent, one essay or project 35 per cent, and
one 1-hour test 30 per cent.

MATHEMATICS Al 1 (MAA11) 3 points

Real Analysis
See subject description on page 202.

MATHEMATICS A21 (MAA21) 3 points

Probability and Statistics I
See subject description on page 202.

MATHEMATICS A22 (MAA22) 3 points

Statistics for Teachers
Forty hours of lectures, tutorials and practice classes for one term.
Prerequisite: Nil.

Syllabus
An introduction to basic statistics and statistical precedures and their relevance to the work of
teachers in the school situation. Topics include: classification of educational data, orgainsation
and presentation of data, measures of performance, correlation and regression, statistical
inference and sampling and hypothesis testing.

Rreferences
Gellman, E S Statistics for Teachers New York: Harper & Row 1973
Lumsden, J Elementary Statistical Method Nedlands: UWA Press 1971
McCollough, C & Van Atta, L Statistical Concepts New York: McGraw-Hill 1973
Pollard, A H Introductory Statistics Oxford: Pergamon 1972

Assessment
Based on attendance and participation in sessions, submission of work sheets, and on two class
tests.

MATHEMATICS A31 (MAA31) 3 points

Mechanics I
See subject description on page 202.

MATHEMATICS A41 (MAA41) 3 points

Numerical Methods and Fortran Programming

See subject description on page 202.

MATHEMATICS A61 (MAA61) 3 points

Number Sense and the Young Child

Forty hours of lectures, tutorials and practice classes for one term. This subject cannot be used as
a prerequisite for Mathematics B31 or B41.
 Diploma of Teaching and Bachelor of Education (Primary) 319

Special Requirement
Each student will be required to work individually (for at least one hour a week) with a young child
in school mathematics and, under guidance, to keep a record of his/her mathematical
development
Prerequisite: Nil.

Syllabus
Simple structures underlying number relationships in primary school arithmetic are discussed
with a view to using the insights so gained in teaching. Topics discussed include: the
development of number sense, the four operations and some common algorithms, mathematical
vocabulary of the young child, problem-solving in young children, tests of number sense, and
pa tterns of computational errors.

References
Ashlock. R B Error Patterns in Computation A Semi-programmed Approach 2nd Ed Columbus:
Merrill 1976
Association of Teachers of Mathematics Notes on Mathematics for Children London: CUP 1977
de Bono, E Children Solve Problems New York: Harper 8 Row 1974

Text
Kruteskii, V A The Psychology of Mathematical Abilities in School Children Chicago: Univ of
Chicago Press 1976

Assessment
Based on a written report of the child study and presentation of a tutorial paper.

MATHEMATICS B01 (MAB01) 4 points

Linear Algebra II
See subject description on page 203.

MATHEMATICS B02 (MAB02) 4 points

Geometry
Forty hours of lectures, tutorials and practice classes for one term.
Prerequisite: Foundation Studies in Mathematics, or two Mathematics A subjects.

Syllabus
Section 1: An intuitive approach to the study of topology.
Section 2: Transformation geometry.
Section 3: Piaget and the geometrical development of children, with particular reference to
topology and Euclidean geometry.

References
Arnold, B H Intuitive Concepts in Elementary Topology Englewood Cliffs: Prentice-Hall 1963
Eccles, F An lntoduction to Transformational Geometry London: Addison-Wesley 1971
Flegg, G From Geometry to Topology London: English Universities Press 1974
Litzmann,, W Visual Topology London: Chatto 8 Windus 1965

Assessment
Based on class assignment and short tests during the term. A final test may be held

MATHEMATICS B03 (MAB03) 3 points

Logic, Paradoxes and Diversions
Three hours a week over one term. Credit may not be gained for
this subject as well as
Mathematics A05.
Prerequisite: Foundation Studies in Mathematics, or two Mathematics
A level subjects.
320 Subject Descriptions

Syllabus
The subject content will include: the scope of logic, classical logic, Boolean algebra, propositional
calculus, children and logic, proof and logic in games and puzzles.

References
Dienes, Z P Building up Mathematics 4th edn London: Hutchinson 1977
Frohlichstein, J Mathematical Fun. Games and Puzzles New York: Dover 1967
Gardner, M Mathematical Puzzles and Diversions Harmondsworth: Penguin 1975

Text
Lipschultz, S Set Theory and Related Topics (Schaum Outline Series) New York: McGraw-Hill
1974

Assessment
Weekly assignments and one essay or project.

MATHEMATICS B04 (MAB04) 4 points

Modern Algebra
Forty hours of lectures, tutorials and practice classes for one term.
Prerequisite: Foundation Studies in Mathematics, or two Mathematics A level subjects.

Syllabus
A foundation study in modern algebra examining three main areas and their interaction:
1. Set Theory including an examination of various a rticles relevant to set theory and
mathematical understanding.
2. Mathematical Structures groups, rings, integral domains, fields.
3. Matrices and determinants including application to transformation geometry.

Referenes
Balfour, A Introduction to Sets, Groups and Matrices New York: American Arco 1965
Combe, H T Mathematical Structures London: Ginn 1971
Dinkines, F Abstract Mathematical Systems part Ill of Elementary Concepts of Modern
Mathematics New York: Appleton-Century-Crofts 1964
Pettofrezzo, A J Matrices and Transformations Englewood Cliffs: Prentice-Hall 1966

Assessment
Based on attendance and participation in sessions, submission of worksheets and on two class
tests.

MATHEMATICS B05 (MAB05) 4 points

Environmental Mathematics
Forty hours of lectures, tutorials and practice classes for one term. Visits to places of interest may
be required.
Prerequisite: Foundation Studies in Mathematics, or two Mathematics A level subjects.

Syllabus
This subject aims to demonstrate the links between mathematics and those disciplines
specifically concerned with both the natural and artificial environment, the latter being
interpreted in the widest sense to include the cultural environment. The subject should prove to
be of value to those students interested in a more interdisciplinary approach to their
mathematical studies and/or who expect to be involved with the implementation of an integrated
curriculum in schools.
In 1980 the subject will be mainly concerned with the mutual interaction between mathematics,
art and architecture. Topics to be studied include: the influence of ornamentation and design on
the development of mathematics, and vice versa; the geometry of buildings and bridges;
symmetry and pattern in art; the influence of mathematics in other fields.
 Diploma of Teaching and Bachelor of Education (Primary) 321

Preliminary Reading
Alban, K et al The Language of Pa ttern London: Thames & Hudson 1974
(vins, W Art and Geometry New York: Dover 1946
Kline, M Mathematics in Western Culture London: OUP 1969
Weyl, H Symmetry Princeton: Princeton Univ Press 1952

Assessment
Based on participation in class sessions and on the submission of a short project (2,500 words),
an essay (2500 words), and a folio of practical work pertaining to aspects of the subject.

MATHEMATICS 506 (MABO6) 6 points

Developments in Mathematics
Two hours a week throughout the year. Students who have passed Mathematics A01 or A02 or
B04 will not be permitted to study Area 1 of the syllabus. Students who have passed Mathematics
A41 or 842 or Computer Studies A will not be permitted to study Area 3 of the syllabus.
Prerequisite: Foundation Studies in Mathematics, or two Mathematics A level subjects.

Syllabus
Three of the four areas outlined below:'
Area 1. Aspects of Modern Algebra An introduction to the following: mathematical structures
(groups, rings fields); matrices and determinants.
Area 2. Aspects of Statistics An introduction to the following topics: permutations and
combinations; the binomial theorem; experimental design (including factor analysis).
Area 3. Calculators and Computers The syllabus involves: calculators problem formulation
and solution; selecting a calculator; calculators and the environment; computers the thinking
machine; simulation and games.
Area 4. Mathematics Excursions An examination of the historical development of up to two
topics selected from: set theory; the calculus; vector algebra; mechanics; mathematical models
of the solar system.

References
Area 1:
Buontempo. D J A Foundation Course in Modern Algebra London: Macmillan 1975
Area 2:
Adler, H L d Roessler, E B Introduction to Probability and Statistics 6th edn San Fancisco:
Freeman 1974
Area 3:
Dorf, R C Computer and Man San Francisco: Boyd & Fraser 1974
Area 4:
Eves, H An Introduction to the History of Mathematics New York: Holt Rinehart & Winston 1964

Assessment
Satisfactory performance in each of the three areas selected will be determined by assignments,
essays, projects or class tests.

MATHEMATICS 511 (MAB11) 4 points

Real and Complex Analysis

See subject descriptions on page 204.

MATHEMATICS B12 (MAS12) 4 points

Real Analysis II
See subject descriptions on page 204.
322 Subject Descriptions

MATHEMATICS B 21 (MAB21) 4 points

Probability and Statistics II
See subject description on page 204.

MATHEMATICS B22 (MAB22) 4 points

Statistics
Forty hours of lectures, tutorials and practice classes for one term.
Prerequisite: Foundation Studies in Mathematics or any two Mathematics A level subjects,
preferably including Mathematics A22

Syllabus
A study of statistical topics to include probability models, conditional probability, Bernoulli trials.
matrix algebra, Markov chains, linear programming, game theory and queuing theory.

References
Alder, H L & Roessler, E B Introduction to Probability and Statistics 6th edn San Francisco:
Freeman 1974
Freund, J E Statistics: A First Course 2nd edn Englewood Cliffs: Prentice-Hall 1970
Hoel, P G & Jessen, R J Basic Statistics for Business and Economics 2nd edn Santa Barbara
(Calif): Willey 1977
Mendenhall, W & Schoeffer, R Mathematical Statistics with Applications Boston: Duxberry 1973

Assessment
Based on attendance and participation in sessions, submission of worksheets, and on one class
test

MATHEMATICS B31 (MAB31) 4 points

Mechanics II
See subject description on page 204.

MATHEMATICS B32 (MAB32) 4 points

Vector Calculus
See subject description on page 205.

MATHEMATICS B33 (MAB33) 4 points

Boundary Value Problems and Differential Equations
See subject description on page 205.

MATHEMATICS B51 (MAB51) 4 points

Numerical Methods I
See subject description on page 205.

MATHEMATICS B61 (MAB61) 4 points

School Mathematics I
Forty hours of lectures, tutorials and practice classes for one term. This subject cannot be used as
a prerequisite for Mathematics C01, CO2, CO3, C32, C33 or C41.
 Diploma of Teaching and Bachelor of Education (Primary) 323

Special Requirement
Participation in class activities is an integral part of the subject and attendance is complusory.
Prerequisite: Foundation Studies in Mathematics, or two Mathematics A level subjects, or an
approved equivalent.

Syllabus
An investigation of different approaches to the teaching of primary school mathematics today
including examination of their historical development.

References
Copeland. R W Diagnostic and Learning Activities in Mathematics for Children London: Collier-
Macmillan 1974
National Assocn for Education of Young Children (eds) Montessori in Perspective USA 1974
Nuffield Foundation Mathematics: The First Three Years and Mathematics: The Later Primary
Years London: Newgate Press 1970
Stern, C & Stern, M B Children Discover Arithmetic 2nd edn London: Harrap 1971

Assessment
Based on one written assignment and on the presentation of seminar topics. Satisfactory
completion of all assignments and active participation in class work is necessary for a pass in this
subject

MATHEMATICS B71 (MAB71) 4 points

History of Mathematics
Forty hours of lectures and discussions for one term.
Prerequisite: Foundation Studies in Mathematics or two Mathematics A level subjects.

Syllabus
Aspects of the Contribution of the Babylonians, Egyptians and Greeks to the development of
mathematics, together with a brief introduction to some important mathematical results from the
seventeenth century.

References
Aaboe, A Episodes from the Early History of Mathematics New York: Random House 1964
Boyer, C 8 A History of Mathematics New York: Wiley 1968
Heath, T L Manual of Greek Mathematics New York: Dover 1963
Kline, M Mathematical Thought from Ancient to Modern Times New York: OUP 1972

Assessment
Based on essay work, class exercises and on participation In discussion. A final test may be held.

MATHEMATICS CO1 (MAC01) 4 points

Abstract Algebra
See subject description on page 206.

MATHEMATICS CO2 (MACO2) 4 points

Combinatorics and Number Theory
See subject description on page 206.

MATHEMATICS CO3 (MAC03) 4 points

Geometry
See subject description on page 206.
324 Subject Descriptions

MATHEMATICS C04 (MAC04) 4 points

Geometry II
Forty hours of lectures, tutorials and practice classes for one term.
Prerequisite: Mathematics B02 or an approved equivalent

Syllabus
Elementary aspects of non-Euclidean geometry together with an appreciation of some of the main
contributions of projective geometry to mathematics.
Piaget and the geometrical development of children with particular reference to projective
geometry.

References
Evans, D An Introduction to Non-Euclidean Geometry New York: Academic Press 1973
Gans, D Transformations and Geometries New York: Appleton-Century-Crofts 1969
Horadam, A A Guide to Undergraduate Projective Geometry Oxford: Pergamon 1970
Moise, E Elementary Geometry from an Advanced Standpoint London: Addison-Wesley 1963

Assessment
Based on class assignment and on short tests during the term. A final test may be held.

MATHEMATICS C11 (MAC11) 4 points

Complex Functions
See subject description on page 206.

MATHEMATICS C21 (MAC21) 4 points

Probability and Statistics Ill

See subject description on page 206.

MATHEMATICS C31 (MAC31) 4 points

Mathematical Methods
See subject description on page 207.

MATHEMATICS C32 (MAC32) 4 points

Linear Programming
See subject description on page 207.

MATHEMATICS C33 (MAC33) 4 points

Graph Theory
See subject description on page 207.

MATHEMATICS C34 (MAC34) 4 points

Network Flow Theory and Applications

See subject description on page 208.

MATHEMATICS C51 (MAC51) 4 points

Numerical Methods Il
See subject description on page 208.
 Diploma of Teaching and Bachelor of Education (Primary) 325

MATHEMATICS C61 (MAC61) 4 points

School Mathematics II
Forty hours of lectures, tutorials and practice classes for one term.

Special Requirement
Participation in class activities is an integral part of the subject and attendance is compulsory.
Prerequisite: Mathematics B61 or an approved equivalent

Syllabus
The evaluation and comparison of suitable texts, tests, kits and programs available for use in the
teaching of primary school mathematics. The influence of such material on curriculum
development and implementation.

Preliminary Reading
Copeland, R How Children Learn Mathematics Teaching Implications of Piaget's Research 2nd
edn New York: Macmillan 1974
Dienes, Z P Building Up Mathematics 4th edn London: Hutchinson 1971
Reading lists outlining references will be distributed throughout the term.

Assessment
Based on four written assignments. Satisfactory completion of all assignments and active
participation in class work are necessary for a pass in this subject.

MATHEMATICS C62 (MAC62) 4 points

Reading and Research in Mathematics Education
Forty hours of lectures, discussion groups and practical assignments throughout the year.
Prerequisite: At least two Mathematics B level subjects.

Syllabus
The subject will involve work in the following areas:
An introduction to mathematics education literature in the form of professional journals and
academic research articles.
A study of statistical procedures to enable meaningful interpretation of research reports.
A study of experimental and non-experimental techniques of research.
Design and implementation of a small research project.

Text
Campbell, D T & Stanley, J C Experimental and Quasi Experimental Designs for Research
Chicago: Rand McNally 1970

References
Edwards, A L Experimental Design in Psychological Research New York: Holt, Rinehart it Winston
1972
Hill, J E & Kerber, A Models. Methods and Analytical Procedures in Education Research Detroit:
Wayne State Univ 1967
A more detailed list will be provided at the commencement of the subject.

Assessment
Contribution to group work and presentation of a tutorial discussion paper will comprise 20 per
cent of the assessment competence in statistical procedures discussed 20 per cent,
understanding of experimental and non-experimental design 30 per cent and research project
30 per cent of the assessment

MEDIA ARTS A4 (MSA04) 3 points

Media as Messenger
See subject description on page 211.
326 Subject Descriptions

MEDIA ARTS A5 (MSA05) 3 points

Screen Studies
See subject description on page 211.

MEDIA ARTS A6 (MSA06) 3 points

Production Exercises
See subject description on page 211.

MEDIA ARTS B1 (MSB01) 6 points

Film-Making
See subject description on page 212.

MEDIA ARTS B2 (MSB02) 6 points

Video Production
See subject description on page 212.

MEDIA ARTS B3 (MSB03) 6 points

Radio Production
See subject description on page 212.

MEDIA ARTS B4 (MSB04) 6 points

Combined Media Production
See subject description on page 213.

Media Arts B6 (MSB06) 6 points

Popular Culture
See subject description on page 213.

MEDIA ARTS B7 (MSB07) 6 points

Media, Education and Society
See subject description on page 214.

MEDIA ARTS B8 (MSB08) 6 points

Film Theory and Criticism
See subject description on page 214.

MEDIA ARTS B9 (MSB09) 6 points

Contemporary Cinema
See subject description on page 214.

MEDIA ARTS B10 (MSB10) 12 points

Media Studies
One 2-hour lecture-tutorial and one 2-hour practical session a week.
Prerequisite: Nil.
 Diploma of Teaching and Bachelor of Education (Primary) 327

Syllabus
The subject incorporates the following areas:
A critical study of the control, organisation and functioning of the mass media in Australia.
An examination of the production techniques used in the various areas of media publishing,
radio, television, film, and advertising.
Practical exercises in using the various media forms to communicate original ideas.
Current trends in the media such as community access, minority groups and the media, the
government's role in innovations and developments.
Relationships between the media and education studies of influences, effects on learning,
behaviour, attitudes, etc.; the way media change the approaches to education school activities
related to media and media resources and education.
Practical experience in working in a chosen medium in the community (outside College).
Practical experience in media education activities in schools.

Books
Emery et al Introduction to Mass Communication New York: Dodd 1973
McLuhan, M Understanding Media Falmouth: Abacus 1974
Schrank, J Understanding Mass Media Stokie: National Textbook Coy 1975
Tindall, K et al The Electric Classroom New York: McGraw-Hill 1973

Assessment
Based on written assignments (including one major essay of about 3,000 words), scripts,
exercises and on presentation of well-produced examples in fields such as printing, tapes, film,
photographs, etc. Evidence of satisfactory completion of field work in community media activities
and school experience will also be required.

MEDIA ARTS B11 (MSC11) 12 points

Communication Studies
Four hours a week throughout the year.
Prerequisite: Language and Literature A2 or A3 or Foundation Studies In English, or an approved
equivalent

Syllabus
A cross-media study of some of the main aspects of our verbal culture, with comparative
reference to the visual arts. Evaluation of literature, film, television and other mass media and their
inter-relationship, with the general aim of developing students' critical awareness of the
expressive facets of their society. As such, the focus tends to be on contemporary material. The
practical component includes creative writing workshops and experimentation with film, video,
and still photography.

Preliminary Reading
Albrecht M The Sociology of Art and Literature London: Duckworth 1970
Larson, O N Violence and the Mass Media New York: Haper a Row 1968
Murray, E The Cinematic Imagination New York: Ungar 1972
Wolfe, T 8 Johnson, E W The New Journalism London: Picador 1975

Assessment
Continuous and based on seminar participation, essays and production.

MUSIC Al (MUA91) 9 points

Practical Music A
One 2-hour group music class, one 1-hour commitment in performance or speical skills electives,
one 2-hour seminar, one 1-hour practical lesson and one 1-hour vocal or instrumental workshop
a week. The subject is designed for students who wish to train as specialist music teachers in
primary schools.
Music A92 Music Materials and Comparative Music Studies A may be taken concurrently.
Prerequisite: An audition in musical performance. The level of performance should be at the
standard of HSC Practical Music.
328 Subject Descriptions

Syllabus
The content of the group music class consists of music reading, arranging, conducting,
transposition, and the practical application of these skills in ensemble playing. A fundamental
aspect of the program is the development of aural perception skills essential to group music-
making. A guide to the range of performance and special skills electives is given below. A different
area may be selected for each semester or one area selected for the whole year.
Electronic Music Studio Techniques. Jazz/Rock Group. Madrigal Group. Renaissance Ensemble.
Recording Studio Techniques. Accompanying Workshop. Chamber Music Groups. South
American Music Group. Part-Singing Group. Sound and Light Group. Symphonic Wind Ensemble.
Folk Music Group. Indonesian Music Group. Recorder Consort. Jazz Singing Group. Jazz Piano.
Vocal Studio Techniques.
The seminar consists of discussions based on performance of works by students and other
available performers. The emphasis in discussion is on interpretation, style and technical
demands.
The practical lesson consists of small group instruction in the area of a student's practical
competence. This instruction culminates in the presentation of a performance program at the end
of the academic year. The instruction is closely related to the seminar, in that works are regularly
prepared for performance in the seminar.
The vocal or instrumental workshop is designed to give students the opportunity of developing a
second practical area, but essentially in a group learning situation.
The following is a guide to the workshop areas offered, but the actual classes operating will
depend upon demand: guitar workshop, percussion workshop, recorder workshop, and vocal
workshop.

Books
A detailed reading guide is available from the Department of Music.

Assessment
Based on course work, regular weekly preparation and on performance development.

MUSIC A92 (MUA92) 9 points

Music Materials and Comparative Music Studies A
The subject is made up of two component studies taken concurrently. Students may also take
Music Al concurrently.
Prerequisite: Nil.

MUSIC MATERIALS

This study is available for both general and specialist music students, but certain sections of the
program are specified for each category of student. The program for general music students
consists of one 2-hour music-making workshop, one 1-hour basic musicianship class and one 1-
hour vocal iuslriunantal workshop a week.
The program for specialist music students consists of one 2-hour music-making workshop and
one 1-hour harmony class,
The content of the music-making workshop consists of an exploration of sound as a medium for
composition and improvisation. This exploration is aimed at extending the student's musical
imagination and relating the developing skills to music for children..
The basic musicianship class is designed to relate closely to work undertaken in the instrumental
class and the workshop. Specific areas covered include: aural perception, music reading, and
harmonisation.
The instrumental class consists of weekly lessons in guitar. Where students have a background
of study on other approved instruments, continued study on these instruments may be made
available.
The harmony class consists of studies in functional harmony and an introduction to modern
Chording.

Assessment
Based on course work, regular weekly preparation and, in the practical areas, on performance
development.
 Diploma of Teaching and Bachelor of Education (Primary) 329

COMPARATIVE MUSIC STUDIES

One 2-hour lecture/discussion with demonstatrions each week.

Prerequisite: The component is divided into three streams according to background;
prerequisites are applicable to streams only
Stream A A strong notational background.
Stream B Some notational background.
Stream C No notational background.
Music staff are available to advise students in relation to appropriate streams.

Syllabus
See syllabus for Music A2 on page 219.

Books
See books for Music A2 on page 219.

Assessment
See assessment for Music A2 on page 219.

MUSIC B1 (MUB91) 12 points

Practical Music B
The subject is designed for students training as specialist music teachers.
Music 892 may be taken concurrently.
Prerequisite: Music Al.

Syllabus
Class hours and the general designation of classes are the same as described in Music Al but in
each case syllabus content is at a more advanced level and with an emphasis in the group music
on arranging music for school use.

Books
A detailed reading guide is available from the Department of Music.

Assessment
Based on course work, regular weekly preparation and on performance development.

MUSIC B92 (MUB92) 12 points

Music Materials and Comparative Music Studies B

The subject is made up of two component studies taken concurrently. Students may also take
Music B1 concurrently.
Prerequisite: Music A92.

MUSIC MATERIALS

This study is available for both general and specialist music students, but certain sections of the
program are specified for each category of student. The program for general music students
consists of one 2-hour music-making workshop a week. The program for specialist music
students consists of one 2-hour music-making workshop and one 1-hour harmony class.
The content of the music-making workshop is a further development of the areas described under
Music A92 but with an emphasis on more advanced compositional techniques and school-based
work in music for children..
The basic musicianship class introduces more advanced material in aural perception, music
reading and harmonisation, with introductory work in modern chording for accompanying
purposes.
The instrumental class consists of weekly lessons in guitar.
The harmony class consists of more advanced studies in modern chording and an introduction to
free counterpoint involving the jazz idiom.
330 Subject Descriptions

Assessment
Based on course work, regular weekly preparation and, in the practical areas, on performance
development

COMPARATIVE MUSIC STUDIES

See syllabus for Music B2 on page 220.

MUSIC C (MUC92) 12 points

Music Materials and Comparative Music Studies C
The subject is made up of two component studies taken concurrently.
Prerequisite: Music 892.

MUSIC MATERIALS

This subject is available for both general and specialist music students, but certain sections of
the program are specified for each category of student. The program for general music students
consists of one 2-hour workshop, one 1-hour basic musicianship class and one 1-hour vocal/
instrumental workshop each week.
The program for specialist music students consists of one 2-hour music-making workshop and
one 1-hour harmony class.
The content of the music-making workshop is a further extension of work described under Music
B92.
The basis musicianship class is a further extension of the areas described under Music B92.
The instrumental class consists of weekly lessons in guitar.
The harmony class continues the study of modern chording, but with an emphasis on
contrapuntal techniques.

Assessment
Based on course work, regular weekly preparation and, in the practical areas, on performance
development

COMPARATIVE MUSIC STUDIES

One 2-hour lecture/discussion with demonstrations each week. The year is divided into three 9-
week segments and one study is to be selected for each segment.
The studies available are listed under Music B92, and, from these, students make a selection of
areas not undertaken in Music 892.

Assessment
Assessment in each elective will be based on course work and on an essay.

OUTDOOR EDUCATION Al (OEA01) 1 point

Introduction to Outdoor Education
Students will be resident at NOEC for five days (Monday to Friday) and will undertake three 1-
hour lectures and practical work.
This subject is recommended for students in their first year, but is available to students in any
year.
Students should consult the NOEC Secretary for advice about weeks when the program is
available.
Prerequisite: Nil.

Syllabus
The subject introduces the NOEC concept of outdoor education. Participants will become familiar
with the skills involved in community living in a forest camp situation. Outdoor aspects of art and
craft and recreation are introduced.
 Diploma of Teaching and Bachelor of Education (Primary) 331

Assessment
Participation in the community and domestic life of the Centre, together with an acceptable
standard of practical work will lead to a pass in this subject.

OUTDOOR EDUCATION A2 (OEA02) 3 points

Basic Skills of Outdoor Living
A program of 15 days' duration which is offered either in a single block or in two parts, one of
seven and one of eight days' duration. Students will be based at NOEC but will spend a large part
of the subject in the field.
Prerequisite: Nil.

Syllabus
This subject covers the skills of maintaining oneself in a healthy and comfortable condition while
living and working out-of-doors away from the usual support systems. Areas covered include
choice and use of clothing. footwear and equipment; construction and use of hand-made bush
shelters and lightweight tents; selection and cooking of foods; use of a campsite; bush first-aid;
and navigation.
The subject also provides an introduction to meteorology, bushwalking and canoeing,
environmental science, and the role of art and craft in outdoor education through an investigation
of the natural environment

Preliminary Reading
Gatty, H Nature is your guide Sydney: Collins 1977

Assessment
Students are assessed on participation and skills developed during the subject, and are required
to present a 30 minute tutorial paper on such topics as hypothermia, clothing and its use, and
camperaft

OUTDOOR EDUCATION A3 (OEA03) 1 point

Bushcraft
The subject is offered in a five-day block, based at NOEC.
Prerequisite: Outdoor Education A2 or an approved equivalent.

Syllabus
A four day field trip will cover a series of bushwalking skills as a progression from subject A2
lightweight foods and their preparation, firelighting in adverse conditions, navigation, survival
skills. A discussion on bushwalking development and resources is included.

Preliminary Reading
Equipment for Bushwalking and Mountaineering Melbourne: MU Mountaineering Club 1974

Assessment
Based on subjective assessment of students' participation and skill levels as well as a short
written examination.

OUTDOOR EDUCATION A4 (OEA04) 1 point

Snowcraft
The subject is offered as a five-day block.
Prerequisite: Outdoor Education A2 or an approved equivalent. Outdoor Education A3 will
normally have been completed prior to taking this subject.
332 Subject Descriptions

Syllabus
The four-day snow camping and nordic skiing program will include: advanced lightweight
camping techniques, advanced navigation, construction of snow and emergency shelters, nordic
skiing techniques.
A discussion on the development of nordic skiing and resources for same is included.

Preliminary Reading
Brady, M Nordic Touring and Cross Country Skiing Riveredge (NJ): Vanous 1972

Assessment
Based on subject assessment of students' participation and skill levels.

OUTDOOR EDUCATION A5 (OEA05) 1 point

Watercraft
The subject is offered as a five-day block.
Prerequisite: Outdoor Education A2 or an approved equivalent.

Syllabus
The four-day field program includes: craft handling skills in canoes and/or kayaks on lakes and
rivers, capsize procedures, touring techniques. A discussion on the development of canoeing and
resources for same is included.

Preliminary Reading
Ferguson, S Let's Try Canoeing Eclipse 1976

Assessment
Based on subjective assessment of students' participation and skill levels.

OUTDOOR EDUCATION B10 (OEB10) 3 points

Environmental Interpretation
A program of 15 days' duration is offered in one 9-day block and three weekends.
Prerequisite: Outdoor Education A2 or an approved equivalent.

Syllabus
A program which includes five days of excursions and seven days of field work in the Noojee area,
with the remaining time spent on analysis of results, discussions and preparation of reports.
Development of skills in collecting, preserving and identifying specimens of plants, animals and
minerals. Study of the range of species of plants and animals in farm and forest situations.
Examination of daily changes in climate and the changes in stream flow following rain. An
introduction to geological survey and mapping techniques. Study of factors which influence the
distribution and abundance of plants and animals in various water systems.

Preliminary Reading
Birds of Victoria Melbourne: Gould League of Vic 1976
Child, J Collecting Specimens Melbourne: Periwinkle 1969
Elton, C Animal Ecology London: Methuen 1966
Williams, W Australian Freshwater Life Melbourne: Sun 1968

Assessment
Based on subjective assessment of the student's participation; a class presentation each
student will present a summary of results and will lead discussion of same; and four written
reports each of approximately 500 words.
 Diploma of Teaching and Bachelor of Education (Primary) 333

OUTDOOR EDUCATION 611 (OEB11) 5 points

Integrated Outdoor Edtducation

A program of 24 days' duration which will be offered in small blocks of time and weekends.
Prerequisite: Outdoor Education A3, A4, A5, B10 or an approved equivalent.

Syllabus
Part A Art/Craft Studies
Part B Envivonmental Studies

Pa rt A Art/Craft Studies
Materials from the Environment:
The program is concerned with investigating natural materials and their expressive potential. The
gathering and testing of raw materials will allow students to provide and utilise forms alternate to
commercial products.
Material studies will include a selection from the following:
Clay: Geology, preparation and testing of clay deposits, primitive kiln construction.
Fibre: Scouring, cording, dyeing, spinning, knotting, simple weaving.
Wood: Identification, felling and milling techniques, seasoning, construction.
Leather: Skinning, scraping, stretching skins and hides, tanning.

Preliminary Reading
Duncan, M Spin Your Own Wool Sydney: Reed 1972
Reigger, H Primitive Pottery New York: Van Nostrand 1972

Part B Environmental Studies

Section 1 Alpine environment: A seven day field expedition on the Baw Baw Plateau. Students will
develop the activity skill of lightweight camping and examine the way in which alpine plant and
animal communities are influenced by fire, by cattle grazing, and by the ski village.
Section 2 Aquatic environment: A seven day study of aquatic systems of streams, rivers and lakes
in the Noojee area and/or elsewhere. From studies of fish, birds, invertebrates, and their diets a
food web will be constructed and the relative major importance of the various organisms in the
web will be assessed. Participation in this study will require skills in the handling of water craft
(canoes and kayaks) acquired in Outdoor Education A5.

Texts
Child, J Australian Pond and Stream Life Melbourne: Cheshire-Lansdowne 1969
Drasdo. H Education and the Mountain Centres Cardiff: Welsh Universal Press 1972
Harris, T Y Alpine Plants of Australia Sydney: Angus 8 Robertson 1970

Assessment
Assessment is subjective, and is based on participation in all parts of the syllabus; on a written
analysis of an aspect of outdoor education experience (2,000 words); and presentation of a folio
of art/craft work.

OUTDOOR EDUCATION C (OEC01) 10 points

Integrated Outdoor Education II

Credit may not be granted for this subject as well as for Physical Education, Health and
Recreation C6.
Prerequisite: Outdoor Education BI 1.

Syllabus
Part A Art/Craft Studies (10 days)
Part B Environmental Studies (10 days)
Part C - Recreational Studies (10 days)
Part D Integrated Field Program (10 days)
Part E Organisation and evaluation sessions (5 days)
334 Subject Descriptions

Part A Art/Craft Studies

Materials from the Environment:
This program is designed to allow students to extend basic material studies into a range of
schematic experiences in selected media choosing a maximum of two areas from the following:
1. Textilecraft: spinning, weaving, fabric, macrame.
2. Ceramics: emphasising simple solid fuel kiln firing.
3. Woodcraft: lathe work, seasoned timber construction.
4. Metalcraft: forging and casting.
5. Sculpture, Design, Painting, and Drawing: the interrelationship between art and the
environment. Students are encouraged to utilise various documentary techniques such as
drawing, photography, and video recording.

Preliminary Reading
Reigger, H Raku Art and Technique New York: Van Nostrand-Rheinhold 1970
Birrell, V The Textile Arts New York: Schocken Books 1976
McHang, I L Design with Nature Garden City (NY): National History Press 1969

Part B Environmental Studies

Section 1 Forest Environment: A five day study of forest ecology in the Noojee area. Students will
examine the various communities of plants and animals in the forest and the way in which those
communities are influenced by fire and forestry operations. The management of forests for timber
production, water supply and recreation will also be studied.
Section 2 Conservation: A five day study of the way in which man modifies his environment and
how that environment can be conserved. The work involves studies in land use and pollution;
soils, their nutrients; and productivity in forest and farm situations at Noojee as well as the
pollution of waterways by agricultural, domestic and industrial wastes.

Part C Recreational Studies

Section 1: A five day expedition involving advanced skills. Students will select one of the
following activity areas which will be available according to season bushwalking high
altitude, canoeing/kayaking white water, Nordic skiing ski touring.
Section 2: A five day program covering an introduction to activity areas not included in A level
studies, e.g. sailing, orienteering, horse-riding, and archery. Students may select a maximum of
two activities from the choice available.

Part D Integrated Field Program

This 10 day program will be conducted from a base-camp situated on or near the seacoast.
Students will discover the practicability of an integrated outdoor education program and will each
participate in a range of activities which will be available according to location and season; e.g.
field trips (biological, geological), marine life studies, painting, drawing, sculpture in coastal.
setting.

Preliminary Reading
Dakin, W Australian Seashores Sydney: Angus and Robert son 1969
Dasman, R F Environmental Conservation New York: Wiley 1968
McLusky, D S Ecology of Estuaries London: Heinemann 1974
Mellanby. K The Biology of Pollution London: Arnold 1972

Assessment
Assessment is subjective and is based on participation in all parts of the syllabus; a short written
examination on recreational theory; presentation of a folio of art/craft work; a diary required from
Part B studies; report s of approximately 500 words on science activities where applicable; and on
a major assignment of approximately 3,000 words.

PAINTING B1 (PAB90) 6 points

Three hours a week.

Prerequisite: Art A with demonstrated aptitude in painting.
 Diploma of Teaching and Bachelor of Education (Primary) 335

Syllabus
Further exercises in composition and imagination. Development of skills and expession.
Further understanding of materials and methods.
Areas of study will include an extension and development of the introductory painting course and
study from the human figure with strong emphasis on specific design problems.

Books
Doerner, M The Materials of the Artist Trans Neuhaus, E New York: Rupert Hart-Davis 1969
Mayer, R The Artist's Handbook London: Faber 1969

Assessment
Based on the presentation of a folio of paintings and a folio of ideas twice a year and on a final
unaided project

PAINTING Cl (PAC90) 12 points

Six hours a week.

Prerequisite: Painting 81.

Syllabus
Creative composition approximately half a day.
Painting from life figures: head, still life and landscape approximately half a day.
Folios of related drawings and sketches; and knowledge of art, materials and methods of
production.
Study of Australian and overseas painters.
Specific lectures in methods
The areas of study will be selected by the lecturers and the students involved. The aim will be to
encourage individual areas of development in depth.

Books
Doerner, M The Materials of the Artist Trans Neuhaus, E New York: Rupert Hart-Davis 1969
Mayer, R The Artist's Handbook London: Faber 1969

Assessment
Based on the presentation of a folio of work and notes on methods, processes and appreciation at
the end of the academic year.

PHILOSOPHY Al (PIA01) 9 points

See subject description on page 224.

PHILOSOPHY A2 (PIA02) 3 points

Miracles
See subject description on page 224.

PHILOSOPHY A3 (PIA03) 3 points

Psychic Phenomena
See subject description on page 224.

PHILOSOPHY A4 (PIA04) 3 points

Life Beyond Death
See subject description on page 225.
336 Subject Descriptions

PHILOSOPHY B1 (PIB01) 12 points

Marx, Freud and Nietzsche
See subject description on page 225.

PHILOSOPHY B5 (P1805) 6 points

Philosophy of Human Nature
Three hours of class work a week for the first half of the year.
Prerequisite: Credit of 9 points in Philosophy A level subjects, or approved equivalent studies.

Syallabus
This subject investigates some important issues concerning the nature of human beings, such as
the problems of nature of the mind and its relation to the body, the criteria of personal identity, the
possibility of survival of bodily death, the question of whether or not we really have 'free will' and
the criteria of responsibility for our actions.

Preliminary Reading
Taylor, R Metaphysics Englewood Cliffs: Prentice-Hall 1974

References
Feinberg, J (ed)Reason and Responsibility 4th edn Elcino: Dickenson 1978
Flew, A fed) Body. Mind and Death New York: Collier-Macmillan 1964

Assessment
Assessment will be based on three essays.

PHILOSOPHY B6 (PIB06) 6 points

Ethics
Three hours of class work a week conducted in the second half of the year.
Prerequisite: Credit of 9 points in Philosophy A level subjects, or approved equivalent studies.

Syllabus
This subject investigates some important issues in moral philosophy such as the ultimate
standards of right conduct, the nature of happiness and its relation to pleasure, the relation
between morality and self-interest, and the meaning and justification of moral judgements with
special reference to the issue of whether morality is subjective or objective.

Preliminary Reading
Mabbolt, J D An Introduction to Ethics London: Huthinson 1969

References
Feinberg, J fed) Reason and Responsibility 4th edn Elcino: Dickenson 1978
Hare, R M Freedom and Reason London: OUP 1963
Mill, J S Utilitarianism (any edition)

Assessment
Based on three essays of approximately 1,200-1,500 words each.

PHILOSOPHY B7 (PIB07) 6 points

Scientific Explanation I
Four hours of lecture/seminar/tutorial sessions a week for the first half of the year.
Prerequisite: An introductory Philosophy subject, or 18 points in science subjects, or an approved
equivalent.
 Diploma of Teaching and Bachelor of Education (Primary) 337

Syllabus
This subject is an introduction to the philosophy of science. Questions to be considered include:
What is the nature of 'scientific method'? Can scientific theories ever be verified? Can scientific
theories ever be falsified? An attempt will be made to answer these questions, not only by
philosophical argument but also by an examination of some examples from the history of science.

Books
Chalmers. A F What Is This Things Called Science? St Lucia: Univ of Old Press 1976
Watson J The Double Helix Harmondsworth: Penguin 1976
Further reference lists will be provided.

Assessment
Based on written work and participation in seminar programs. Two essays of 2,000 words or
equivalent will be required.

PHILOSOPHY B8 (PIB08) 3 points

Scientific Explantion II
Two hours of lecture/seminar/tutorial sessions a week for the second half of the year.
Prerequisite: Philosophy 87.

Syllabus
This subject continues on from Philosophy B7. Responses to Kuhn will be examined, and the work
of Lakatos and Feyeraband will be considered in some detail.

Books
Howe, G M Man. Environment and Disease in Britain Harmondsworth: Penguin 1976
Kuhn, T S The Stucture of Scientific Revolutions Chicago: Univ of Chicago Press 1970
Further reference lists will be provided.

Assessment
Based on written work and participation in seminar programs. One essay of 2,000 words or
equivalent will be required.

PHILOSOPHY B9 (PIB09) 3 points

Scientific Explantion III
There is no formal time requirement but students will be expected to consult on a regular basis
the staff member with whom they are working.
Prerequisite: Philosophy 88.

Syllabus
Students will be involved in researching a case history in science, or a problem in the philosophy
of science. in an attempt to gain a better understanding of what is meant by 'scientific
explanation'. Maximum consideration will be given to students' backgrounds and preferences In
the choice of research topic&

A ment
Based on satisfactory completion of the case study.

PHILOSOPHY Cl (PIC01) 9 points

Contemporary Philosophy
Three seminars a week throughout the year.
Prerequisite: Successful study of a second year Philosophy subject or an approved equivalent.
338 Subject Descriptions

Syllabus
See syllabus for Philosophy Don page 227.

Books
See Philosophy D on page 227.

Assessment
See Philosophy D on page 227.

PHYSICAL EDUCATION, HEALTH AND

RECREATION A (PEA00) 9 points
Foundation Studies
An average of six hours a week including lectures, practical classes, laboratory sessions and field
work throughout the year.

Special Requirements
Participation in practical components is an integral part of the subject and attendance is
compulsory.
Prerequisite: Nil.

Syllabus
An introductory study of the body systems, their interrelatedness and adaptions to a variety of
motor activities.
An examination of characteristic stages in physical growth, perceptual-motor and social
development, with emphasis on implications for learning-teaching situations and program
planning.
Practical studies involving the acquisition, practice and application of skills in the areas of
athletics, dance, games, gymnastics, and swimming.
An investigation into the nature and scope of health education, identification of basic health
concepts, and examination of a conceptual approach to health education in the school.
An introductory analysis of the development and scope of recreation education, its educational
significance, philosophies, organisation, administration, methodology, and content.

Preliminary Reading
Farley, P Tonkin, A & Bible, N P Teaching Physical Education in the Primary School Sydney:
McGraw-Hill 1972
Nourse, A The Body New York: Time-Life 1970
Post-Primary Schools: Book One Philosophy and Planning and associated Curriculum Guides
Melbourne: Education Department of Victoria 1976
Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum
Guides Melbourne: Education Department of Victoria 1970

Assessment
Based on examination, submitted exercises and assignments. A satisfactory standard of
participation in practical areas, including laboratory and field work, must be attained.

PHYSICAL EDUCATION, HEALTH AND

RECREATION B1 (PEB01) 8 points

Physical Education B
Five hours a week over two terms involving lectures, practical classes, laboratory sessions and
some field activities.
This subject should be studied in conjunction with either Physical Education, Health and
Recreation B2 or B3, expecially by students intending to pursue this subject area in later years of
the course.
 Diploma of Teaching and Bachelor of Education (Primary) 339

Special Requirements
Participation in practical components is an integral part of the subject and regular attendance is
obligatory.
Prerequisite: Physical Education, Health and Recreation A.

Syllabus
Skill Acquisition and Motor Learning
Exercise Physiology and Fitness Evaluation
Organisation, Administration and Methodology in Physical Education
Practical Studies in the following areas: athletics, dance, games, gymnastics, swimming.

Texts
Astrand, P & Rodahl, K Textbook of Work Physiology New York: McGraw-Hill 1970
De Vries, A H Philosophy of Exercise London; Staples 1967
James. M Education and Physical Education London: Bell 1969
Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum
Guides Melbourne: Education Department of Victoria 1970

Assessment
Based on unit examinations; submitted exercises and assignments. A satisfactory standard of
participation in practical areas, including laboratory and field work, must be attained.

PHYSICAL EDUCATION, HEALTH AND

RECREATION B2 (PEB02) 4 points

Health Education B
Four hours a week over one term including lectures, seminars and excursions. Students will also
undertake a special study of some aspect of child or community health.
This subject should be studied in conjunction with Physical Education, Health and Recreation BI
or 83, especially by students intending to pursue this subject area in later years of the course.
Prerequisite: Physical Education, Health and Recreation A.

Syllabus
Personal Health
An examination of biological, social and environmental factors influencing personal health and
development
Health Education and the Child.
An investigation into current practices in health education and development of a conceptual
approach to curriculum design.

Books
Essentials of Life and Health Del Mar (Calif): CRM Books
Hetzel, B Health and Australian Society Ringwood (Vic): Penguin 1975
Read, D & Greene. W Creative Teaching in Health London: Macmillan 1971
School Health Education Study Health Education: A Conceptual Approach to Curriculum Design
St Paul (Minnesota): 3M Press 1967

Assessment
Based on submitted exercises and assignments, seminar papers, attendance and on
participation.

PHYSICAL EDUCATION, HEALTH AND

RECREATION B3 (PEB03) 4 points
Recreation Education B
Four class hours a week over one term, including lectures, tutorials, practical sessions and
excursions, together with approximately 30 hours of field activities.
This subject should be studied in conjunction with Physical Education, Health and Recreation B1
or B2, especially by students intending to pursue this subject area in later years of the course.
340 Subject Descriptions

Prerequisite: Physical Education, Health and Recreation A.

Syllabus
An examination of existing recreational areas and facilities, their organisation and administration
within the community and the implications for school recreation programs. Practical work in
outdoor adventure activities will be oriented towards personal proficiency and leadership skills

Books
Brightbill, C The Challenge of Leisure Englewood Cliffs: Prentice-Hall 1960
Brightbill, C Man and Leisure: A Guide to its Organisation Englewood Cliffs: Prentice-Hall 1961
Hammerman, D & Hammerman, W Outdoor Education: A Book of Readings Minneapolis: Burgess
1970
Miller, N The Leisure Age: Its Challenge to Recreation Belmount (Calif): Wadsworth 1963

Assessment
Based on submitted exercises, written examination, and on the attainment of satisfactory
standards in practical areas.

PHYSICAL EDUCATION, HEALTH AND

RECREATION B4 (PEB04) 3 points

Perceptual Motor Development and the Young Learner

Approximately 36 hours (normally four hours a week for one term) of lectures, tutorials, practical
classes and field work.

Special Requirements
Field work is obligatory.
Prerequisite: School Studies A or an approved equivalent.

Syllabus
A study of relationships between perceptual-motor-development and the acquisition of literacy
skills involving an examination of perceptual-motor-development and pre-reading stages with
reference to various theoretical models. The program will require field work with infants in the
school situation and the keeping of appropriate records.

Preliminary Reading
Arena, J I Teaching Through Sensory Motor Experience San Raphael (Calif): Academic Therapy
1969
Chaney, C & Kephart, H Motoric Aids to Perceptual Training Columbus (Ohio): Merrill 1968
Delocato, C The Diagnosis and Treatment of Speech and Reading Problems Springfield (Ill):
Thomas
Radler, D & Kephart, M Success Through Play New York: Harper & Row 1960

Assessment
Based on a unit test (1-2 hours), recorded work, and satisfactory participation in field studies.

PHYSICAL EDUCATION, HEALTH AND

RECREATION Cl (PEC01) 4 points

Practical Studies
Four hours a week over one term, comprising lectures, seminars, practical classes and laboratory
sessions.
Prerequisite: Physical Education, Health and Recreation B1 or an approved equivalent.

Syallabus
Students will select activity programs from within the basic areas of athletics, dance, games and
sports, gymnastics and swimming for more detailed study, including a movement analysis of
general and specialised movements associated with the particular activity areas.
 Diploma of Teaching and Bachelor of Education (Primary) 341

Texts
Broer, M R Efficiency of Human Movement 2nd edn New York: Saunders 1973
Broer, M R An Introduction to Kinesiology Englewood Cliffs: Prentice-Hall 1968
Hay, J G The Biomechanics of Sports Techniques Englewood Cliffs: Prentice-Hall 1974
Rasch, P & Burke, R Kinesiology and Applied Anatomy New York: McGraw-Hill 1975

Assessment
Based on submitted exercises, an assignment, a unit test of one to two hours and on a satisfactory
standard of participation in the practical areas.

PHYSICAL EDUCATION, HEALTH AND

RECREATION C2 (PECO2) 4 points

Scientific Perspectives in Physical Education

Four hours a week over one term comprising lectures, tutorials and laboratory sessions.
Prerequisite: Physical Education, Health and Recreation B1 or an approved equivalent.

Syllabus
Students will select studies from the following areas: exercise physiology, prevention and care of
sports injuries, tests and measurement in physical education, and motor learning.

Preliminary Reading
Astrand. P & Rodahl, K Textbook of Work Physiology New York: McGraw-Hill 1970
Clarke. H H Applications of Measurement to Health and Physical Education 4th edn Englewood
Cliffs: Prentice-Hall 1967
Crafty. B J Teaching Motor Skills Englewood Cliffs: Prentice-Hall 1973
Larson, L A Encyclopedia of Sport Science and Medicine New York: Macmillan 1971

Assessment
Based on a unit test of one to two hours, submitted class exercises, an assignment and on a
satisfactory standard of participation in laboratory sessions.

PHYSICAL EDUCATION, HEALTH AND

RECREATION C3 (PEC03) 4 points

Cultural Perspectives in Physical Education

Four hours a week over one term involving lectures, tutorials and some fieldwork.
Prerequisite: Physical Education, Health and Recreation B1, or an approved equivalent.

Syllabus -
Studies will be selected from the following areas:
Comparative Studies In Physical Education
History of Physical Education
Philosophy of Physical Education
Sociology and Physical Education and Sport (includes some field work)

Preliminary Reading
Berger, P Invitation to Sociology: A Humanistic Approach Harmondsworth: Penguin 1966
Morgan, R E Concerns and Values in Physical Education London: Bell 1974
Wright, E Comparative Physical Education London: Hodder & Stroughton 1976
Ziegler, E Problems in the History and Philosophy of Physical Education and Sport Englewood
Cliffs: Prentice-Hall 1968

A ment
Based on submitted class exercises, an assignment of approximately 1,500 words and, where
appropriate, on a satisfactory standard of participation in group and field work.
342 Subject Descriptions

PHYSICAL EDUCATION, HEALTH AND

RECREATION C4 (PEC04) 4 points

Educational Perspectives in Physical Education

Four hours a week over one term involving lectures, tutorials, laboratory sessions and/or field
work.
Prerequisite: Physical Education, Health and Recreation B1, or an approved equivalent.

Syllabus
Studies will be selected from the following areas:
Curriculum Studies in Physical Education
Physical Education and the Exceptional Child
Physical Education and the Slow Learner
Psychology and Physical Education

Preliminary Reading
Ebersole, M, Kephart, N & Ebersole, J Steps to Achievement for the Slow Learner Columbus
(Ohio); Merrill 1968
Hellison, D R Humanistic Physical Education Englewood Cliffs: Prentice-Hall 1973
Singer, R Physical Education: An Interdisciplinary Approach New York: Macmillan 1972

Assessment
Based on submitted class exercises, an assignment of approximately 1,500 words and, where
appropriate, on a satisfactory standard of participation in laboratory sessions, group and field
work.

PHYSICAL EDUCATION, HEALTH AND

RECREATION C5 (PEC05) 4 points

Health Education C
Four hours a week over one term.
Prerequisite: Physical Education, Health and Recreation B2, or an approved equivalent.
Syllabus
A subject of lectures, tutorials and seminars involving further studies of factors influencing the
physical, mental, social and emotional well-being of the individual and the community. Students
will select particular aspects of personal or community health for detailed investigation with
emphasis on implications for the health educator.

Books
McCary, J L Human Sexuality 2nd edn Wokingham (Berks): Van Nostrand-Reinhold 1973
Oberteuffer, D et al School Health Education 5th edn New York: Harper & Row 1972
School Health Education Study Health Education: A Conceptual Approach to Curriculum Design
St Paul (Minnesota): 3M Press 1967

Assessment
Based on submitted class papers, records of investigations undertaken, and on satisfactory
participation in seminar and tutorial sessions.

PHYSICAL EDUCATION, HEALTH AND

RECREATION C6 (PECO6) 4 points

Recreation Education C
Four hours a week over one term including lectures, tutorials, practical sessions and excursions,
together with approximately 30 hours of field activities.
Prerequisite: Physical Education. Health and Recreation B3 or an approved equivalent.
 Diploma of Teaching and Bachelor of Education (Primary) 343

Syllabus
The subject includes the following units of study: principles of outdoor education and
environmental interpretation, camp administration and counselling, recreation for the exceptional
child, and leadership in adventure activities

Preliminary Reading
Danford, H G & Shirley, M leds) Creative Leadership in Recreation 2nd edn Boston: Allyn it Bacon
1970
Donaldson, G 8 Goering, O Perspectives on Outdoor Education Dubuque (1111: Brown 1972
Kraus, R Therapeutic Recreation Serv ice New York: Saunders 1973
Nesbitt, J A Training Needs and Strategies in Camping for the Handicapped Eugene: Univ of
Oregon 1971

Assessment
Based on submitted exercises, a two-hour written examination, and on the attainment of
satisfactory standards in practical areas

PHYSICAL EDUCATION, HEALTH AND

RECREATION C7 (PEC07) 4 points

Curriculum Studies and Practicum in Physical Education

Four hours a week over one term comprising lectures, seminars practical classes and laboratory
sessions
Prerequisite: Physical Education, Health and Recreation B1 or an approved equivalent

Syllabus
The subject will involve theoretical and practical studies in the planning and implementation of
physical education programs
Students will each present a seminar paper on a relevant topic and be Involved in the planning
and implementation of a Rural Sports Day.
Students will plan and implement a program of work in physical education covering at least seven
weeks, for two different age levels, in a primary school. This program must include units of work in
at least two of the following areas: athletics, ball-handling and games, gymnastics, dance, outdoor
adventure activities, swimming.

Books
Dauer, V P Essential Movement Experiences for Pre-School and Primary Children Minneapolis:
Burgess 1972
Farley, P. Tonkin, A & Bible, N Teaching Physical Education in the Primary School Sydney:
McGraw-Hill 1972
Safety in Adventure Activities 2nd edn Melbourne: Publications Branch for School Camps
Committee, Education Department of Victoria.
Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum
Guides Melbourne: Education Department of Victoria 1970

Assessment
Based on submitted seminar paper and evidence of a satisfactory standard of implementation of
the planned program of work in the school situation.

PHYSICAL EDUCATION, HEALTH AND

RECREATION C (PEC08) 8 points
Practical Studies and Biomechanics
Five hours a week over two terms, comprising lectures, seminars, practical classes and laboratory
sessions
Prerequisite: Physical Education, Health and Recreation B1 or an approved equivalent.

Syllabus
Students will select activity programs from within the basic areas of athletics, dance, games and
sports, gymnastics, and swimming for more detailed study, including a biomechanical analysis of
general and specialised movements associated with the particular activity areas.
 344 Subject Descriptions

Books
Broer, M R Efficiency of Human Movement 2nd edn New York: Saunders 1973
Broer, M R An Introduction to Kinesiology Englewood Cliffs: Prentice-Hall 1968
Hay, J G The Biomechanics of Sports Techniques Englewood Cliffs: Prentice-Hall 1974
Rasch, P & Burke, R Kinesiology and Applied Anatomy New York: McGraw-Hill 1975

Assessment
Based on submitted exercises, an assignment, a unit test of one to two hours and on a satisfactory
standard of participation in the practical areas.

POLITICS A (POA00) 9 points

See subject description on page 236.

POLITICS B19 (POB19) 6 points

This subject will not be offered in 1980

Political Development

POLITICS B21 (POB21) 6 points

Political Behaviour
See subject description on page 239. The prerequisite for DTP students is an appropriate
introductory study.

POLITICS B22 (POB22) 6 points

Problems in Australian Politics
See subject description on page 239. The prerequisiste for DTP students is an appropriate
introductory study.

POLITICS B30 (POB30) 4 points

This subject will not be offered in 1980

An Introduction to U S Government and Politics.

POLITICS B31 (POB31) 4 points

Problems in United States Politics
Two 1-hour lectures and one 2-hour tutorial during Term 1. Lectures will be planned to assist
students who lack background in US politics.
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
A study of selected aspects of U S society such as: federalism, problems of the cities, organised
labour, ethnic minorities, elections.

Preliminary Reading
Denenberg, R V Understanding American Politics London: Fontana/Collins 1976
Lees, J D The Political System of the United States London: Faber 1975

Assessment
Based on an essay of 2,000 words and an examination involving two essay questions, one of
which may be taken as a take-home essay. Specific details of assessment will be made available
at the beginning of the study.
 Diploma of Teaching and Bachelor of Education (Primary) 345

POLITICS B32 (P0B32) 4 points

Contemporary China
Three to four class hours a week during Term 3.
Prerequisite: Credit of 9 points at A level in approved studies, selected from Related Study Area 7.

Syllabus
An introductory study of contemporary Chinese politics and society. The study will draw from the
major themes of the relationship of ideology and politics, policy-making and policy issues, party
leadership and popular participation, and the relationship of social and political change.

Preliminary Reading
Fitzgerald, C P Mao Tse-Tung and China Harmondsworth: Penguin 1977
Pye, L China: An Introduction Boston: Little Brown 1972
Schram, S R led) Mao Tse-Tung Harmondsworth: Penguin 1966
Wang Gungwu China and the World Since 1949 Melbourne: Macmillan 1977

Assessment
Based on an essay of 2,000 words and an examination involving two questions, one of which may
be answered as a take-home essay.

POLITICS B33 (P0B33) 4 points

The Foreign Policies of the Great Powers
Three hours of classes a week during Term 3.
Prerequisite Credit of 6 points at A level in approved studies selected from Related Study Area 7.

Syllabus
A study of the foreign policies of the United States, the Soviet Union, and China, with particular
reference to Sino-American, Sino-Soviet, and Soviet-American relations.

Preliminary Reading
Robertson. C L International Politics Since World War Il: A Sho rt History 2nd edn New York: Wiley
1975

Assessment
Based on an essay of 2,000 words, and an examination involving two questions, one of which may
be a take-home essay.

POLITICS B34 (P0B34) 4 points

The Third World in International Politics
Credit may not be granted for this subject as well as for Social Science 68.
Three hours of classes a week during Term 1.
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
A study of the position of the Third World in the general content of International politics. Particular
attention is given to: European imperialism and colonialism; the rise of nationalism and the
process of decolonisation; the contemporary conflict in Southern Africa; the nonaligned
movement; the contemporary North-South conflict.

Preliminary Reading
Tinker, H R Race. Conflict and the International Order: From Empire to United Nations London:
Macmillan 1977

Assessment
Based on an essay of 2,000 words, and an examination involving two questions, one of which may
be a take-home essay.
346 Subject Descriptions

POLITICS B36 (P0B36) 4 points

Political Theory
Two 1-hour lectures and one 1-hour tutorial a week during Term 1. (Students should inquire at
the Department of History and Politics whether this subject will be offered in 1980.)
Prerequisite: Credit of 9 points at A level in approved studies selected trom Related Study Area 7.

Syllabus
An examination of the ideas which underlie the modern democratic capitalist society. The study
will provide for discussion of such concepts as democracy, legitimacy, equality, liberty, power,
and/or the philosophies of conserv atism, liberalism and socialism.

Preliminary Reading
Spragens, A Understanding Political Theory New York: St Martin's Press 1976

Assessment
Based on an essay of 2,000 words and an examination involving two essay questions, one of
which may be taken as a take-home essay. Specific details of assessment will be made available
at the commencement of the study.

POLITICS B39 (P0B39) 4 points

South Asian Studies
Three to four class hours a week during Term 1.
Prerequisite: Credit of 9 points at A level in approved studies selected from Related Study Area 7.

Syllabus
The subject will examine comparatively selected cross-national issues in developmental politics
which have arisen to the South Asian sub-continent. The study will select from themes of religion
and politics, social structure and the state, conditions for multi-party democracy in new states,
stability and revolution, the relationship of politics and social change.

Preliminary Reading
Blackburn, R (ed) Explosion in a Sub-Continent Harmondsworth: Penguin 1975
Myer, M W A Short History of the Sub-Continent 2nd edn Totowa (N J): Littlefield 1976
Palmer, N D Elections and Politics: The South Asian Experience London: Hurst 1975

Assessment
Based on an essay of 2,000 words, and an examination involving two questions, one of which may
be answered as a take-home essay.

PRINTMAKING 131 (PRB90) 6 points

Three hours a week

Prerequisite: Art A with demonstrated aptitude in printmaking.

Syllabus
A sequential, practical introduction to major printmaking techniques: single and multi-colour
linocuts, woodcuts and relief prints, dry point line etching and aquatint, and screen printing.
Theoretical studies of processes, materials and equipment.

Books
Edmondson, J Etching Wokingham: Van Nostrand-Reinhold 1973
Elliott, B Silkscreen Printing London: OUP 1971
Peterdi, G Printmaking London: Macmillan 1959
Ross, J & Romano, C The Complete Printmaking London: Collier-Macmillan 1973

Assessment
Based on the presentation of folios and notes on processes, materials and equipment twice a year
as well as on a final unaided project.
 Diploma of Teaching and Bachelor of Education (Primary) 347

PRINTMAKING Cl (PRC90) 12 points

Six hours a week.
Prerequisite: Printmaking B or Printmaking B1.

Syllabus
A study of the main relief, intaglio and planographic processes.
Intensive block-making for all purposes.
Block-making related to other areas of study such as drawing from life, painting and design.
Presentation and editioning
(a) appreciation of contemporary printmaking Australian and overseas
(b) history of methods
(c) lectures in methods of production.

Books
As for Printmaking B1

A ment
Based on the presentation of a folio of prints, ideas, notes on methods, processes and
appreciation at the end of the academic year.

PSYCHOLOGY A (PYA00) 9 points

Psychological Processes and Their Development
See subject description on page 245.

PSYCHOLOGY B (PYBOO) 12 points

Theories in Psychology
See subject description on page 245.

PSYCHOLOGY C (PYCOO) 12 points

Problems in Development and Behaviour
See subject description on page 246.

PSYCHOLOGY D (PYD00) 9 points

See subject description on page 247.

SCHOOL EXPERIENCE
A sequence of School Experience programs is offered over three years and provides for the
professional practice requirements of the DTP course.
The sequence is arranged within three subjects School Experience A, B, and C, and is linked
with the professional studies sequence offered through the School Studies subjects.
The School Experience subjects are administered by the Department of School Experience in
consulation with the Course Committee. Teachers in schools associated with the College, and
staff from a number of departments, are responsible for the conduct of the subjects.
The dates for School Experience are shown in the College Schedule 1980 (pp 2-3). Under
certain circumstances students are given an opportunity to contract for additional experience at
schools where they have completed required programs.
Points for School Experience subjects are determined at the end of each year and reflect the
number of days of supervised experience assessed as satisfactory. Points are calculated on the
basis of 1 point for 4.5 days successfully completed.
Results in School Experience subjects are expressed as either 'Pass' or 'Fail'.
348 Subject Descriptions

SCHOOL EXPERIENCE A (SEA90) 3 points

School Studies Al will normally be taken concurrently with this subject.

Special Requirement
Students are required to complete the subject at a school designated by the College.
Prerequisite: Nil.

Syllabus
The subject normally involves experience in a metropolitan school for one week in each of first
second, and third terms. These 15 days are spent at the same school which the student visits as a
part of Schools Studies Al, but represent school experience which is additional and
complementary to that gained within School Studies Al.
Through direct experience the subject provides for:
a general understanding of the overall functioning of a primary school;
an introduction to curriculum and methods of teaching in primary schools;
initial development of basic skills in communicating with and teaching individual children and
small groups of children;
consolidation of understandings developed through other studies and experiences during the
first year of the course.

Assessment
Completion of requisite number of days. Involvement in the life of the school as an associate
member of staff. Submission of file of written observations and notes of preparation for, and
reflections on, teaching assignments.
Supervising teachers and College staff will make progressive assessments of each student's
work and professional development and dicuss these assessments with each student.

SCHOOL EXPERIENCE B (SEB90) 8 points

School Studies BI will normally be taken concurrently with this subject.

Special Requirement
Students are required to complete the subject at schools designated by the College.
Prerequisite: School Experience A. Students admitted to the course with advanced standing may
be permitted to enrol for School Experience A and School Experience B in the same year, but
must complete School Experience A before commencing School Experience B.

Syllabus
The subject normally involves two separate school placements of four weeks, one early in second
term and the other at the end of the school year.
Through direct experience the subject provides for:
extension of general understanding of the overall functioning of primary schools and of the
variations between schools in different social settings;
an understanding of the capacities and responses of individual children in school settings
and in their language and mathematics skill development;
development of understanding of the responsibilities and role of the individual teacher;
development of detailed knowledge of the language arts and mathematics curricula, and of
general knowledge of other aspects of the curriculum;
extension of personal skill development in working with children in increasingly larger groups
and in carrying out more complex teaching assignments;
an understanding of the specific characteristics of a school's operations at the end of a
school year.

Assessment
Completion of requisite number of days. Involvement in the life of the school as an associate
member of staff. Submission of file of written observations and notes of preparation for, and
refections on, teaching assignments.
Supervising teachers and College staff will make progressive assessments of each student's
work and professional development and discuss these assessments with each student.
 Diploma of Teaching and Bachelor of Education (Primary) 349

SCHOOL EXPERIENCE C (SEC90) 9 points

School Studies C subjects will normally be taken concurrently with this subject.

Special Requirement
Students are required to complete the subject at schools designated by the College.
Prerequisite: School Experience B. Students admitted to the course with advanced standing may
be permitted to enrol for both School Experience B and School Experience C in the same year, but
must complete the requirements of School Experience B before commencing School Experience
C.

Syllabus
The subject normally involves three separate school placements of three weeks, one at the
beginning of the school year, one in second term, and one towards the end of the school year. The
first placement normally repeats the final placement for School Experience B.
Through direct experience the subject provides for:
an understanding of the specific characteristics of a school's operations at the beginning of a
school year;
continual development of knowledge of the functioning of primary schools and their
relationships with their communities and with other educational institutions;
development of a comprehensive understanding of the curriculum in practice and of
associated teaching strategies and resources;
development and refinement of personal professional skills through the implementation of
planned learning programs for children which are extended in their educational scope and in
their duration.

Assessment
Completion of requisite number of days. Involvement in the life of the school as an associate
member of staff. Submission of file of written observations and notes of preparation for, the
reflections on, teaching assignments.
Supervising teachers and College staff will make progressive assessments of each student's
work and professional development and discuss these assessments with each student.
A 'Pass' assessment in this subject indicates the professional judgement of supervising teachers,
in consultation with College staff, that in terms of professional practice the student is quite clearly
ready to accept full responsibilities as a registered teacher.

SCHOOL STUDIES
These studies are offered by staff from a number of departments and are administered by the
Course Committee.
The complete School Studies sequence and the associated School Experience subjects form the
professional core of the course. School Studies Al and B1 will normally be studied together with
School Studies C subjects to ensure a comprehensive coverage of all aspects of the primary
school curriculum.

Note: All results in School Studies subjects are expressed as either 'Pass' or 'Fail'.

Additional Information: Inquiries about School Studies subjects should be directed to Mr G

Poynter, Co-ordinator of Studies. Course Office, room 401, 1959 Building.

SCHOOL STUDIES Al (SDA01) 9 points

Introduction to Schools and Curriculum
Foundation Studies in both English and Mathematics will normally be taken concurrently.
Prerequisite: Nil.

Syllabus
The subject provides an introduction to schools as social institutions, to their children, to teachers
and curricula, and there is an introductory examination of the philosophical and sociological
350 Subject Descriptions

bases of education. The subject will consider the student as a recruit teacher and as a member of
the educational community.
The subject will have a high contact hour participation level of up to eight hours a week rather
than extensive reading and writing involvement.
The approach is a staff- (College and school) student team approach, accentuating direct
experience, practical activity, group participation and discussion as an introduction to reading
and to the analysis of contemporary circumstances in primary education.
Programs are College and school-based. During Terms 2 and 3 students will spend one day a
week at an associated primary school.
College-based classes will provide opportunities for interchange of ideas and for access to
expertise from outside the teams.

Preliminary Reading
Holt, J Escape from Childhood New York: Ballantine 1974
Brotherhood of St Laurence Two Worlds: School and the Migrant Family Melbourne: Stockland
1971
Dennison, G The Lives of Children New York: Vintage 1969
Staff will recommend specific reading throughout the year.

Assessment
College and school staff members conducting the subject will make progressive assessments of
each student's progress, using as bases the extent of participation in the various College and
school-based activities and commitments, and evidence of development of understanding and
skills relating to these. This evidence may be presented in a number of forms.
Students will be advised promptly of indications of unsatisfactory performance in the subject.

SCHOOL STUDIES A2 (SDA02) 5 points

The School and the Community

This subject is available by external study only. Two hours a week throughout the year.
Credit may not be granted for this subject as well as for School Studies Al.
Prerequisite: Approved experience as a full time classroom teacher in a primary school.

Syllabus
The subject gives the opportunity for the experienced teacher to review the role of the school as a
social institution in an identifiable community.
The student will investigate the reasons why children attend one school rather than others in the
area, the special characteristics of the community and the reasons for establishment of the
school, the physical facilities of the school, and sources of funds to provide those facilities.
In Terms 1 and 2 the student will investigate the processes of decision-making in the school, with
special emphasis on the role of parent groups and other community pressure groups.
In Term 3 a special study will be made of the way in which decisions are made about what is to be
taught, and what is not to be taught as part of the curriculum. Language instruction, inquiry
learning, sex education and religious teaching will be particularly examined.

Books
Allwood, L M (ed) Australian Schools, the Import of the Schools Commission Melbourne:
Australian International Press 1975
Australian Schools Commission Report for the Triennium 19771979 Canberra: AGPS 1975
D'Cruz, J & Sheehan, P The Renewal of Australian Schools Richmond (Vic): Primary Education
1975
Fensham, P J Rights and Inequality in Australian Education Melbourne: Cheshire 1970

Assessment
Based on participation in seminar sessions, submission of two discussion papers, and one major
written assignment of 2,500 words.
 Diploma of Teaching and Bachelor of Education (Primary) 351

SCHOOL STUDIES B1 (SDB01) 12 points

Child and Communication Studies
Lectures, seminars and workshops require up to six hours contact time a week.
Students may be required to undertake a child study project with regular visits to a school.
Prerequisite: School Studies Al or an approved equivalent.

Syllabus
The subject aims at investigating and promoting an understanding of human development as it
precedes, and is complemented by, the school experience. It examines, particularly, the
development of language and other communication skills in primary school children.
Within the context, the subject aims to develop understanding of, and competency in, the
teaching of reading and mathematics in the primary school.
The physical and psychological development of the child will be studied together with an
introduction to learning theory, complemented by experience of appropriate methods of providing
for the development of language abilities, mathematical understandings, and cognitive and social
skills.
Appropriate experiences will be devised to promote integration of all aspects of the subject. -
The program will include lectures, seminars, workshops and an integrated child study project

Books
Lorton, M Workiobs: Activity Centred Learning for Early Childhood Reading (Mass): Addison-
Wesley 1972
Nicholson. T An Anatomy of Reading New York: Holt, Rinehart & Winston 1971
Nuffield Foundation Mathematics: The First Three Years and Mathematics: The Later Primary
Years Edinburgh: Chambers 1975
Trewin, A Project Mathematics (Grade 4, 5, 6) Melbourne: Macmillan 1973
Staff taking classes and units within the subject will recommend specific reading throughout the
year. Set text to be determined in early 1980.

Assessment
Progressive and based on participation, the child study project, assignments and tests.

SCHOOL STUDIES B3 (SD603) 6 points

Child Development
This subject is available by external study only.
Credit may not be granted for this subject as well as for School Studies 81.
Prerequisite: Approved teacher education studies and teaching experience In primary schools.

Syllabus
The aim of this subject is to inculcate an awareness of the variables that determine the
development and adjustment of children. Theories which explain aspects of this development will
be considered in conjunction with real situations, e.g. school and home.
Major areas of focus are: physical development, language acquisition, intellectual development,
personality development social development, and impediments to learning.

Books
Kennedy. W A Child Psychology Florida: Prentice-Hall 1971
Pallant, D J led) Child Development: Selected Readings From Australian Research Adelaide:
Griffin 1975
Travers, J F Introduction to Child Development: The Growing Child New York: Wiley 1977

Assessment
Based on written assignments.
352 Subject Descriptions

SCHOOL STUDIES B27 (SDB27) 1 point

School Physical Education Workshop
This subject will not be offered in 1980.
Two alternative programs are available in this subject. Students select only one program
according to prerequisite conditions.

Program A
The program is designed for intending primary school teachers who have not included studies in
Physical Education in their course. It complements the content of School Studies C27.
Prerequisite: Nil.

Syllabus
An introduction to the fundamentals of physical education in the primary school involving
theoretical and practical studies.

Program B
Prerequisite: An approved two years of study in Physical Education, Health and Recreation.

Syllabus
Selection of a practicum. Approval of selection is dependent on Physical Education studies
already undertaken.
Practica offered (not all will be offered at each workshop) conducting a recreation unit with
handicapped children; planning the content and the implementation of a week's physical
education program in a primary school; organising and conducting a school sports meeting; tests
and measurements in physical education conducting a battery of tests in a primary school.

Assessment
Participation in, and contribution to, all workshop sessions.

SCHOOL STUDIES B44 (SDB44) 4 points

Reading Today
This subject is available by external study only.
Credit may not be granted for this subject as well as for School Studies B1.
Prerequisite: Approved teacher education studies and teaching experience in primary schools.

Syllabus
The subject is designed to acquaint students with current issues in the teaching of reading. It
consists of two main strands:
(a) the development of a set of principles for the teaching of reading which will serve in the
evaluation of differing approaches and materials;
(b) an introduction to diagnostic teaching in the light of present knowledge of the reading
process.
Topics are developed in a practical situation and include the following: language, reading and
communication; functional literacy; the nature of the reading process; factors influencing the
development of individual differences in reading ability; readiness and beginning to read; higher
order skills; organisation individualised reading; reading and the curriculum; the failing child
diagnostic and remedial procedures; and materials.

Books
Goodman, K (eel) Miscue Analysis: Application to Reading Instruction Urbana (Ill): ERIC 1973
Kohl, H Reading. How To New York: Dutton 1973
Smith, F Comprehension and Learning: A Conceptual Framework for Teachers New York: Holt,
Rinehart & Winston 1975
Smith, F Understanding Reading New York: Holt, Rinehart & Winston 1975

Assessment
Assessment is based on participation in seminar sessions and on submitted assignments.
 Diploma of Teaching and Bachelor of Education (Primary) 353

Assignments include a statement of personal philosophy on the teaching of reading; an

examination and report on the psychological and philosophical bases of reading materials, and
empirical evidence of their efficacy; and a case study of approximately 2,000 words on the
diagnosis of an individual child's reading difficulty, and the development of appropriate learning
situations to facilitate the acquisition of appropriate reading skills.

SCHOOL STUDIES B55 (SDB55) 4 points

Numeracy
This subject is available by external study only.
Credit may not be granted for this subject as well as for School Studies 81.

Special Requirement
All students are required to attend up to six days of workshops.
Prerequisite: Approved teacher education studies and teaching experience in primary schools.

Syllabus
An investigation of how children learn the basics of pure and applied number and spatial
relationships using equipment games, and activities.

References
Education Department of Victoria Curriculum Guides A I Pure and Applied Number Melbourne:
EDV
Lorton. M B Workjobs New York: Addison-Wesley 1972
Trewin, A Project Mathematics Books No 3. 4, 5, 6 London: Macmillan 1973

Assessment
Based on workshop participation and two projects.

SCHOOL STUDIES B61 (SDB61) 1 point

School Science Workshop
This subject will not be offered in 1980.
Credit may not be granted for this subject as well as for School Studies C62.
Prerequisite: Nil.

Syllabus
An intensive practical introduction to the use of science materials in the primary school.
Students will be given practice in unit design, the layout of activity work areas, sources of
materials, design of science equipment using scrap materials and construction techniques.

A ment
Participation in, and contribution to, all workshop sessions.

SCHOOL STUDIES B65 (SDB65) '1 point

School Social Studies Workshop
Prerequisite: Nil.

Syllabus
Two alternative programs are available in this subject.

Program A
An introduction to inquiry-based social study using direct experience. This will be attempted
through a demonstration study in workshop style sessions and follow-up discussion and
evaluation.
Students taking this program could also take School Studies C60.
Credit may not be granted for this program as well as for School Studies C66.
354 Subject Descriptions

Program B
A 24-hour training program for the 'Man: A Course of Study' program or for the 'Society in View'
scheme.
Students taking such a program would not exclude themselves from credits for study of related
subjects except that credit may not be granted for this program as well as for School Studies C69.

Assessment
Participation in, and contribution to, all workshop sessions.

SCHOOL STUDIES B84 (SDB84) 2 points

Media in the Classroom
Two hours of class work a week for one term.
Credit may not be granted for this subject as well as for School Studies B85.
Prerequisite: Nil.

Syllabus
An introduction to the uses of audio-visual media resources in the classroom, including the
production of teaching materials. The school resource centre and the classroom teacher.
Resource-based learning. Selection and evaluation of book and non-book materials for
classroom use.
Practical Sessions Audio-recording: reel to reel, cassette, disc to tape and sound mixing. Slide/
film projection: slide synchronisation and introduction to 16mm projector program. Production of
slides for teaching: use of copy-stand camera and visual maker. Use of overhead projector and
thermofax. Reprography use of duplicating equipment: Dry-mounting and laminating.

Books
Kemp, J E Planning and Producing Audiovisual Materials 3rd edn New York: Intext 1975
Morlan, J E Preparation of Inexpensive Teaching Materials 2nd edn New York: Chandler 1973
Tindall, K, Collins, B & Reid, D The Electric Classroom Sydney: McGraw-Hill 1973

Assessment
Presentation of a multi-media teaching kit produced by the student, incorporating: slides (35mm
or 126): OHP transparencies including overlays; still pictures or charts; audio cassette;
duplicated sheets.
This kit is required for satisfactory completion of the subject. Kits must be ready for presentation
before the final supervised session in the subject

SCHOOL STUDIES B85 (SDB85) 4 points

Media Resources in Education
Two hours a week for two terms. Modes of presentation include lecture-demonstration, practical
workshops and visits to sources and producers of resource materials.
Credit may not be granted for this subject as well as for School Studies B84.
Prerequisite: Nil.

Syllabus
The application of communications research, technological advancements and learning theory to
the utilisation and production of educational resources. The subject will consist of: the theoretical
bases of educational technology; the operation and use of educational media and equipment; the
production of teacher designed learning materials; the implications for schools of resource-
based education; making most effective use of book and non-book materials.
Books
Brown, J W & Norberg, K M Administering Educational Media: Instructional Technology and
Library Se rvices 2nd edn New York: McGraw-Hill 1972
Gerlach, V S & Ely, D P Teaching and Media: A Systematic Approach Englewood Cliffs (NJ):
Prentice-Hall 1970
Kemp, J E Planning and Producing Audiovisual Materials 3rd edn New York: Intext 1975
Morlan, J E Preparation of Inexpensive Teaching Materials 2nd edn New York: Chandler 1973
 Diploma of Teaching and Bachelor of Education (Primary) 355

Assessment
Two major assignments one, a 2.000 word essay, written on the theoretical bases and research
into an area of educational media and technology; the other essentially practical, consisting of a
kit of original teacher-designed learning materials.

SCHOOL STUDIES Cl (SDC01) 4 points

Curriculum
Two hours of class work a week for two terms. The subject is closely linked to studies in specific
curriculum areas through the organisation of School Studies C subjects.
Prerequisite: School Studies Bt or an approved equivalent.

Syllabus
The subject aims to provide knowledge and develop understanding which will serve as a basis for
making decisions about curriculum priorities, as well as to develop skills in curricular
development
A critical examination of the general methods, organisation and curricular practices of schools
will be made with particular reference to recent developments in Victoria.
Topics will be considered in practical situations and will be developed from the following:
organisational elements; possible organisational arrangements which will facilitate positive
learning for children in the primary school; specific curriculum needs at developmental stages;
individualising instruction; the open classroom; grouping vertical and horizonal team-
teaching; the integrated day; record-keeping; evaluation; the hidden curriculum sexism,
racism, power; and an overview of the primary school curriculum.

Books
Department of Education and Science (UK) Children and their Primary Schools: A Report of the
Central Advisory Council for Education Vol 1 London: HMSO 1967
Mahan, J M 8 Gill, F J How to Get New Programmes into Elementary Schools: nos 1-5 Englewood
Cliffs: Education Technology 1976
Peters, R S (ed) Perspective on Plowden London: Routledge ti Kegan Paul 1969
Schools in Australia; Report of the Committee for the Australian Schools Commission Canberra:
AGPS 1975

Assessment
Based on participation in seminar sessions, the presentation of a major assignment of 2,000
words or equivalent, and the presentation of a minor assignment of 1,000 words or equivalent.

SCHOOL STUDIES C2 (SDCO2) 2 points

Learning Theories and the Classroom

One 2-hour seminar a week for one term.
Students who complete Educational Psychology 81 or B2 will be granted an exemption from the
requirement to undertake this subject
Prerequisite: Nil.

Syllabus
This subject consolidates aspects of studies already taken in School Studies Al and B1. It aims
to clarify and develop an understanding of learning by combining studies of learning theories with
an examination of classroom practices. Attention will be given to cognitive, humanistic and
associationist theories of learning. Each of these will be examined in relation to classroom
practice in terms of assumptions regarding motivation, individual differences, affective aspects,
learning processes, evaluation and classroom management Attention will also be given to
relevant research findings and their application to education.

Preliminary Reading
Deese, J 8 Hulse, S The Psychology of Learning New York: McGraw-Hill 1975
Glasser, W Schools Without Failure New York: Harper & Row 1969
356 Subject Descriptions

Texts
Le Francois, G R Psychology for Teaching 2nd edn Belmont (Calif): Wadsworth 1974
Morrison, A & McIntyre D Teachers and Teaching 2nd edn Harmondsworth: Penguin 1973

Assessment
Based on presentation of one seminar paper or one written assignment totalling 2,000 words.

SCHOOL STUDIES C8 (SDC08) 2 points

Developments in Primary School Curriculum
The subject is available by external study only, and requires attendance at a two day workshop.
Credit may not be granted for this subject as well as for School Studies Cl.
Prerequisite: Approved experience as a teacher and access to a primary school class.

Syllabus
The subject is designed to examine critically the Victorian Education Department's Primary
Curriculum Manual and recent efforts to develop school-based curricula. The
subject would include consideration of the following: evaluation strategies, catering for individual
differences, development of curriculum at the levels of policy, program and activity (as outlined in
the Primary Curriculum Manual), curriculum networks within and outside the school.

Books
A Language for Life: Report of the Committee of Inquiry Appointed by the Secretary of State of
Education and Science (The Bullock Report) London: HMSO 1975
Bennett, N Teaching S ty les and Pupil Progress London: Open Books 1976
Primary School Curriculum A Manual for Victorian Teachers Melbourne: Ed Dept Vic 1979
Ryan, D & Savage, M Evaluation Melbourne: Curriculum & Research Branch, Ed Dept Vic 1973

Assessment
Based on attendance at the workshop and the presentation of a major assignment of 2,000 words
or equivalent.

SCHOOL STUDIES C13 (SDC13) 2 points

Aspects of Children's Thinking
Two class hours a week for one term.
Prerequisite: Nil.

Syllabus
A consideration of the work of Edward de Bono and the way in which his work on teaching
thinking can be used in the primary classroom.

Books
de Bono, E Lateral Thinking: A Textbook of Creativity London: Ward Lock 1970
de Bono, E Practical Thinking London: Jonathan Cape 1972
de Bono, E Teaching Thinking London: Temple Smith 1976
de Bono, E The Five Day Course in Thinking Harmondsworth: Penguin 1969

Assessment
Based on attendance at, and completion of, workshop activities and the undertaking and analysis
of a practical thinking exercise with a group of children.

SCHOOL STUDIES C14 (SDC14) 2 points

Sexuality and the Classroom
Students are advised that the subject Human Sexuality is a complementary study.
Two hours of class work a week for one term involving tutorials, seminars and some field
excursions.
Prerequisite: Nil.
 Diploma of Teaching and Bachelor of Education (Primary) 357

Syllabus
The subject is designed for intending primary school teachers and provides students with
opportunities to develop their understandings of sexuality so that they may assist children to
develop their understandings in relation to sexuality. The subject includes examination of the
resources available to teachers in this field.

Books
Burt, J J & Brower, A Eduction for Sexuality: Concepts and Programs for Teaching Philadelphia:
Saunders 1975
McCary, J L Human Sexuality 2nd edn Wokingham (Berks): Van Nostrand-Reinhold 1973
Morrison, E & Price, M Values in Sexuality: A New Approach to Sex Education New York: Hart
1974
Additional reading lists will be provided.

Assessment
Based on participation in class sessions, a diary of observations and impressions, and
submission of a report, of approximately 1,000 words, on an aspect of sexuality in relation to the
classroom.

SCHOOL STUDIES C15 (SDC1 5) 2 points

Ethnic Groups and the Curriculum

Two hours of class work a week for one term.
Credit may not be granted for this subject as well as for School Studies C45.
Prerequisite: Nil. -

Syllabus
The subject will provide a brief perspective of Australia as a pluralist society. lt will concentrate on
providing students with an awareness of the situation of members of the minority ethnic groups,
especially in relation to the dominant education system, and an awareness of possible ways for
teachers to work in multi-ethnic schools.
There will be analysis of the day-to-day situations of such children in school, and discussion of
the various ways in which teachers have adapted (or could adapt) the curriculum, their
classrooms, and schools to the needs of multi-ethnic populations.
Visits to schools, practical experiences in them, and visiting speakers from ethnic communities
will be used

Books
Bullivant, B M led) Educating the Immigrant Child: Concepts and Cases Sydney: Angus d
Robertson 1973
Johnston, R Future Australians: Immigrant Children in Perth, Western Australia Canberra: ANU
Press 1972
McNeill, J & Rogers, M The Multi Racial School Harmondsworth: Penguin 1971
Price, C A Greeks in Australia Canberra: ANU Press 1975

Assessment
Based on participation in class sessions including the preparation and presentation of three brief
(500 words) papers or reports.

SCHOOL STUDIES C17 (SDC1 7) 2 points

The Handicapped Child

Two hours of class work a week for one term
Prerequisite: Nil.

Syllabus
The subject is designed to inform teachers of practices available to mainstream teachers who
may have handicapped children in their classrooms and to provide information on services
available to children whose handicaps whether they be Intellectually, physically, socially,
358 Subject Descriptions

emotionally, or learning-difficulty based render them permanently or temporarily unable to be

catered for in mainstream schools.

Preliminary Reading
Gearheart, B R & Weishahn, M The Handicapped Child in the Regular Classroom St Louis: C V
Mosby 1976
Kirk, S A Educating Exceptional Children Boston: Houghton Mifflin 1972
Smith, R M & Neisworth, J T The Exceptional Child New York: McGraw-Hill 1975
Westwood, P The Remedial Teacher's Handbook Edinburgh: Oliver & Boyd 1978

Assessment
Each student will identify teaching objectives and methods applicable to one of the categories of
exceptional children discussed in lectures and outline some special education services and
facilities available to provide support for the child and the mainstream teacher.

SCHOOL STUDIES C18 (SDC1 8) 2 points

Montessori and the Child
Two hours a week for one term.
Prerequisite: Nil.

Syllabus
There will be consideration of Maria Montessori's contribution to eduction. Her educational
theories for kindergarten and primary school aged children will be explored in relation to such
thinkers as Piaget Particular attention will be paid to curricular developments and courses of
study recommended for primary schools, and their relevance for teaching practice in Australia.

Books
Lillard, P P Montessori: A Modern Approach New York: Schocken Books 1972
Montessori, M From Childhood to Adolescence New York: Schocken Books 1973
Phillips, J The Origins of Intellect: Piaget's Theory San Franscisco: Freeman 1969

Assessment
Based on one minor assignment of 1,000 words and one major assignment of 3,000 words.

SCHOOL STUDIES C21 (SDC21) 2 points

Art in the Primary School The Classroom

Three hours of class work for one term.
This subject is designed for intending primary school teachers who have no background in art
and who wish to develop a knowledge of art education within the curriculum. Credit may not be
granted for this subject as well as for School Studies C22.
Prerequisite: Nil.

Syllabus
The nature and role of art experiences within the curriculum. Tutorial and workshop sessions
exploring materials, activities and experiences for the classroom; consideration of course
planning which co-ordinates with the work of art-craft centres; a comparative study of a rt in
schools through observation and discussions with art teachers and children involved in art
activities; and a personal investigation into a specific aspect of art education.

Books
Derham, F A rt for the Child under Seven 3rd edn Canberra: Australian Pre-School Association
1967
Eisner, E W & Ecker, D W Readings in Art Education Waltham (Mass): Blaisdell 1970
Jefferson, B Teaching Art to Children 3rd edn Boston: Allyn & Bacon 1969

Assessment
Based on participation and involvement in class sessions and school units, a diary of
 Diploma of Teaching and Bachelor of Education (Primary) 359

observations and impressions, and submission of a report of approximately 1,000 words on an

aspect of art education.

SCHOOL STUDIES C22 (SDC22) 4 points

Art in the Primary School The Specialist Room
Three hours of class work a week for two terms,
This subject is designed for intending primary school teachers who have a significant
background study in art and who intend to take a co-ordinating or specialist role in an art/craft
centre.
Credit may not be granted for this subject as well as for School Studies C21.
Prerequisite: Successful completion of art/craft studies at B level is preferred; however, students
who have successfully completed Art A and who have enrolled for B level art/craft studies during
their third year will be considered for entry to the subject.

Syllabus
The basis for the syllabus content is outlined in School Studies C21, but a greater emphasis is
placed on the role of the specialist teacher extending methodology and organisation for the art/
craft centre.

Books
Derham, F Art for the Child under Seven 3rd edn Canberra: Australia Pre-School Association
1967
Eisner, E W 8 Ecker, D W Readings in Art Education Waltham (Mass): Blaisdell 1970
Jefferson, B Teaching Art to Children 3rd edn Boston: Allyn & Bacon 1969

A ment
Based on participation and involvement in class sessions and school units, a diary of
observations and impressions, and on submission of a report of approximately 1,500 words on an
aspect of art education.

SCHOOL STUDIES C25 (SDC25) 2 points

Music in the Primary School I
Two hours of practical sessions and class work a week for one term.
Credit may not be granted for this subject as well as for School Studies C26.
Prerequisite: Nil.

Syllabus
Underlying the content will be an examination of the function of music education in the primary
school system. The subject content will be based on discussion of appropriate approaches to
music education and, in consequence of this, an examination of methods of music teaching in the
following areas: musical games, creative activities, performing activities, and listening activities.

Books
Bernstein, M d Picker, M An Introduction to Music Englewood Cliffs: Prentice-Hall 1966
Glennon, J Understanding Music Adelaide: Rigby 1972
Pace, R Musical Essentials for Classroom Teachers Belmont (Calif): Wadsworth 1962
Pfaff, P Music Handbook for Infant Schools London: Evans 1960

A ment
Based on student participation in, and contribution to, the subject, and demonstration of
understanding of methods in music teaching.

SCHOOL STUDIES C26 (SDC26) 2 points

Music in the Primary School Il
Two hours of practical sessions and class work a week for one term.
Credit may not be granted for this subject as well as for School Studies C25.
Prerequisite: A minimum of 9 points in Music subjects or an approved equivalent
360 Subject Descriptions

Syllabus
The basis of the syllabus content is outlined in School Studies C25 but each area of content is
extended into the methodology of more specialised activities. As an example, performance
activities will be extended to include the organisation and methodology of the school singing and
instrumental programs.

Books
See School Studies C25.

Assessment
Based on students' participation in, and contribution to, the subject and demonstration of
understanding of specialised methods in music teaching through the submission of a music
education unit for the primary school.

SCHOOL STUDIES C27 (SDC27) 2 points

Physical Education and Movement Studies in Primary Education

Two hours a week for one term.
This subject is designed for inclusion in the courses of intending primary school teachers who
have not undertaken Physical Education, Health and Recreation A level studies.
Credit may not be granted for this subject as well as for School Studies C29.
Prerequisite: Nil.

Syllabus
The subject will involve theoretical and practical studies, and possibly a field excursion, and will
deal with the fundamentals of physical education in the primary school.
Students will be required to compile a folio of resource materials relevant to the planning and
implementing of a balanced primary physical education program.

Books
Bilbrough, A & Jones, P Physical Education in the Primary School London: Univ London Press
1963
Farley, P, Tonkin, A & Bible, N Teaching Physical Education in the Primary School Sydney:
McGraw-Hill 1972
James, M Education and Physical Education London: Bell 1969
Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum
Guides Melbourne: Education Department of Victoria 1970

Assessment
Based on part icipation in class sessions and the completion of two assigned exercises or reports,
and a resource folio.

SCHOOL STUDIES C28 (SDC28) 2 points

Movement Education in the Primary School

Two hours of class work a week for one term.
Credit may not be granted for this subject as well as for Physical Education B1.
Prerequisite: Nil.

Syllabus
This subject will examine ways in which movement activities, both of a functional and expressive
nature, can be integrated into the primary school program.

Books
Minneapolis:
Dauer, V Essential Movement Experiences for Pre-School and Primary Children
Burgess 1972
Exiner, J & Lloyd, P Teaching Creative Movement Sydney: Angus & Robertson 1973
Mettler, B Materials of Dance as a Creative Art Activity Tucson (Ariz): Mettler Studios 1960
Russell, J Creative Dance in the Primary School London: Macdonald 1965
 Diploma of Teaching and Bachelor of Education (Primary) 361

Assessment
There are no formal examinations although students will be required to complete three or four
written exercises, each of 250 words. Students must also accept the demand for regular practical
work and attendance.

SCHOOL STUDIES C29 (SDC29) 2 points

Physical Education in the Primary School

Two hours a week for one term.
This subject is designed for intending primary school teachers who have undertaken studies in
Physical Education, Health and Recreation.
Credit may not be granted for this subject as well as for School Studies C27.
Prerequisite: A minimum of 9 points in Physical Education, Health and Recreation subjects.

Syllabus
Selection of one of two practice. Approval of selection is dependent on studies taken in Physical
Education. Health and Recreation.
Practicum A planning and developing a program within specific areas (e.g. dance, gymnastics)
in a school, and implementing the program with groups of children.
Practicum B field work, and experiences in planning and providing physical education for
physically handicapped children.

Books
Farley, P Tonkin. A & Bible, N Teaching Physical Education in the Primary School Sydney:
McGraw-Hill 1972
Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum
Guides Melbourne: Education Department of Victoria 1970
Additional reading lists will be provided.

Assessment
Based on participation and active involvement in the work undertaken, a minor assigned exercise
of 250 words, program records, and a final report of 1,500 words.

SCHOOL STUDIES C32 (SDC32) 4 points

Drama in Primary Education I

Four hours a week for two terms
Credit may not be granted for this subject as well as for Drama B01 or School Studies D32.
Prerequisite. Nil.

Syllabus
The aim of this subject is to demonstrate the use of drama as a method of teaching in the primary
curriculum. The subject is divided into three main areas of study and students take all three areas
during the two terms. These will be: drama and the visual arts, drama and mathematics and
science, drama and the humanities.
As an integral part of this program students explore the use of drama as a means of self-
expression and communication, both as an alternative to and as a congruent part of written
expression.

Preliminary Reading
Goodrrdge, J Drama in the Primary School London: Heinemann 1970
Lightwood. D Creative Drama for Primary Schools Glasgow: Blackie 1970
Lowndes, B Movement and Drama in the Primary School London: Batsford 1971

Reference
Way. B Development through Drama London: Longman 1967

Assessment
Students are required to submit assignments detailing learning experiences for primary school
362 Subject Descriptions

children which incorporate drama activities, and report on implementation and evaluation of
aspects of these activities. Students must also accept the demand for regular practical work and
attendance.

SCHOOL STUDIES C33 (SDC33) 4 points

Drama in Primary Education Il
Two 2-hour sessions a week for two terms. This subject is strongly recommended for those
students considering future study of year 4 drama subjects.
Prerequisite: Drama B01, or an approved equivalent.

Syllabus
At least half the work will be school-based. Students will work with teachers and other members
of their student group and the college tutor in various educational settings. Other sessions will
take place at college, with the purpose of: discussing work completed in the field, preparing work
intended to be used in the field, attending film screenings and seminars to give further
background in drama in education.

Texts
Lightwood, D Creative Drama for Primary Schools Glasgow: Blackie 1970
Scher, A & Verrall, C 100+ Ideas for Drama London: Heinemann 1975

References
Slade, P Child Drama London: Univ of London Press 1954
Way, B Development through Drama London: Longman 1967

Assessment
Students must accept the demand for regular attendance and active participation in the work.
Two written assignments of 2,000 words each will be required. There will be no examination.

SCHOOL STUDIES C35 (SDC35) 2 points

Related Arts Experience in the Primary School
Two hours of class work a week for one term.
Prerequisite: Nil.

Syllabus
The subject is designed to give intending primary teachers an awareness and understanding of
the nature, values and possibilities of the related arts in education.
It will provide opportunities for personal involvement in the activity of the arts. Through
participation in practical activities which will explore both the common elements of the arts and
possiblities of each individual area of self-expression, a creative approach to the arts in
education will be established.
The adaptation to, and use of, this approach and these activities in the primary school situation
will also be investigated.

Preliminary Reading
Bergethon, B & Boardman, E Musical Growth in the Elementary School New York: Holt Rinehart &
Winston 1963
Eisner, E W & Ecker, D W Readings in Art Education Waltham (Mass): Blaisdell 1970
Farley, P, Tonkin, A & Bible, N Teaching Physical Education in the Primary School New York:
McGraw-Hill 1972
Goodridge, J Drama in the Primary School London: Heinemann 1972

Assessment
Written work, such as assignments or class papers totalling approximately 2,000 words, is
required, and students must also accept the demand for regular practical work and attendance.
 Diploma of Teaching and Bachelor of Education (Primary) 363

SCHOOL STUDIES C42 (SDC42) 2 points

English Teaching Strategies
Two hours a week for one term.
Prerequisite: Nit

Syllabus
The subject involves an exploration of various methods of teaching English to primary school
children, and the preparation and use of related classroom material. Students will be expected to
design programs in connection with the teaching of English and, where possible, put them into
practice in the classroom, and show their relation to English language learning as a whole. The
following aspects of teaching will be discussed: creative activities and language development,
games to promote and practise language skills, and methods of assessment and diagnosis.

Preliminary Reading
Spache. E B Reading Activities for Child Involvement London & Boston: Allyn & Bacon 1972
Wynne. J A & Stagg. S A English Workshop London: Longman 1969
Williams, P H M Make and Play (five books) London: Mills & Boon 1973

Assessment
Continuous and based on class papers and participation in seminars and tutorials.

SCHOOL STUDIES C43 (SDC43) 2 points

Story Telling, Story Making
Two hours of class work a week for one term and one hour of practical work with young children.
Prerequisite. Nil.

Syllabus
This subject will concentrate on the practical skills involved in making and presenting stories.
Most classes will therefore follow a workshop format, with opportunities for small group
performance. The subject will cover the following areas: voice skills, including characterisation,
accents. timing and appropriate exercises; mime and gesture language in the context of child
movement and expression; fiction, fantasy, and the various structures of stories; metaphoric and
magic writing, story telling as pa rt of the educational process; aids to story telling in terms of
sound, visuals, and other plastic media. Students will select three or more children's books for
study and class discussion.

Assessment
Based on an original story, a recording of the student's rendition of a story, and class participation.

SCHOOL STUDIES C45 (SDC45) 4 points

Language Learning in a Multi-cultural Classroom
Three hours a week for two terms. One hour a week will be spent in a school, carrying out a
language program with two children from ethnic backgrounds. Students will also be required to
attend a seminar, lecture or short-range excursion and a short interview with the lecturer each
week.
Credit may not be granted for this subject as well as for School Studies C15.
Prerequisite: Nil.

Syllabus
The subject will acquaint students with the background linguistic, philosophical and social
issues pertaining to the education of children from the major ethnic groups in Victoria in order to
lead to an appreciation of their special educational problems.
The subject will also give students first hand experience in structuring a language program for
children of ethnic background. and acquaint them with the resources available to classroom
teachers working with children from ethnic groups.
364 Subject Descriptions

Preliminary Reading
Christopherson, P Second Language Learning Myth and Reality Harmondsworth: Penguin
1972
Wilkinson, A The Foundations of Language London: OUP 1971
The Migrant Child and the School Melbourne: The Migrant Study and Wo kshop Group,
Psychology and Guidance Branch, Ed Dept Vic 1973
The Multi-Cultural Society (Report of the National Seminar for Teacher Educators) Sydney:
Macquarie Univ Press August 1974

Assessment
Continuous and based on satisfactory class pa rticipation and the successful completion of a
child-study project.

SCHOOL STUDIES C46 (SDC46) 2 points

Language in the School
Two hours a week over one term.
Prerequisite: Nil.

Syllabus
A consideration of the fundamental role of language in learning experiences, particularly in the
school situation. Electives may be offered in the following areas, depending on enrolment
numbers and the interests of the students: practical development of a language arts program;
language and social interaction; language theories and their application in the classroom; the
development of writing by children, and its relevance to them at different stages.

Books
Barnes, D From Communication to Curriculum Penguin: Harmondsworth 1976
Halliday, M A K Explorations in the Functions of Language London: Edward Arnold 1973
Language Curriculum Statement Melbourne: Ed Dept Vic 1975
Tough, J Talking and Learning London: Ward Lock 1977

Assessment
One major assignment of approximately 2,000 words.

SCHOOL STUDIES C48 (SDC48) 4 points

Children's Writing
Three hours a week for two terms including class discussion and school-based work with
children.
Prerequisite: Nil.

Syllabus
In broad terms, the subject aims to provide students with opportunities in one or more of the
following areas: learning to provide situations which will stimulate children to express themselves
in written English; practising teaching techniques aimed at establishing the writing skills;
establishing some criteria for evaluating children's writing; comparing the creative writing of
children from different environments; developing self-evaluation in children and the techniques
of positive appraisal in teachers; observing the continuing effects on the community at large of
the teaching of writing in schools; and comparing the effectiveness of some varieties of
motivation and stimulation.

Preliminary Reading
A Language for Life (Report of the Committee of Inquiry Appointed by the Secretary of State for
Education and Science The Bullock Report) London: HMSO 1975
Powell, B Approaches to Writing Toronto: Collier-Macmillan 1973
Powell, B English Through Poetry Writing Sydney: Novak 1967
Walshe, R D (ed) My Machine Makes Rainbows Sydney: Reed 1973
 Diploma of Teaching and Bachelor of Education (Primary) 365

Assessment
Periodical reports are required together with a major written assignment of approximately 3,000
words.

SCHOOL STUDIES C49 (SDC49) 4 points

Literature in the Classroom
Two hours a week for two terms. Students will be required to work with children as an additional
practical exercise.
Prerequisite: Foundation Studies in English or an approved equivalent.

Syllabus
A study of the introduction and application of literature and poetry to language work in the
classroom. Special attention will be paid to teacher-based assessment of children's literature;
application of interests within areas of special need, e.g. reluctant readers; extended program
work, literacy and literature the ends and means of reading skills.

Preliminary Reading
Powell. B Making Poetry Ontario: Collier-Macmillan 1973
Ray, S Children's Fiction Leicester: Brockhampton 1972
Townsend, J R Written for Children Harmonsdworth: Penguin 1976
Whitehead. R Children's Literature: Strategies of Teaching Englewood Cliffs: Prentice-Hall 1968

Assessment
Based on class participation and seminar preparation, and completion of written assignments
totalling approximately 3,000 words.

SCHOOL STUDIES C51 (SDC51) 2 points

Mathematics A Practical Approach
Two hours a week for one term.
Prerequisite: Foundation Studies in Mathematics and School Studies 1E11, or permission of the
Department of Mathematics.

Syllabus
This subject is designed to provide an opportunity for the student to develop a series of lessons
dealing with any topic of the primary school mathematics curriculum. Students will be required to
put into practice concepts and ideas related to the way children learn, by devising a program for a
class or group of children with a view to presenting and evaluating the effectiveness of that
program.

References
Dienes, Z P Golding, E W Exploration of Space and Practical Measurement Harlow (Essex):
Educ Supply Assoc 1972
Dienes, Z P 8 Golding, E W Learning Logic and Logical Games Harlow (Essex): Educ Supply
Assoc 1969
Kennedy, L M i3 Michon, R L Games for Individualising Mathematics Learning Columbus (Ohio):
Merrill 1973
Nuffield Foundation, Mathematics Project Mathematics: The First Three Years and The Later
Primary Years Edinburgh:` Chambers 1970 & 1972

Assessment
Based on one assignment of 1,500 words involving the design of a program of lessons on a topic
of the primary mathematics curriculum, and the possible implementation of this program with a
group of children.
366 Subject Descriptions

SCHOOL STUDIES C52 (SDC52) 2 points

Mathematics Laboratory
Two hours a week for one term.
Prerequisite: Foundation Studies in Mathematics and School Studies B1, or permission of the
Department of Mathematics.

Syllabus
By means of activities such as class discussions, workshops, school visits, and personal
involvement in learning and teaching a mathematical topic in a laboratory setting, students will
seek answers to the following questions: What constitutes a mathematics laboratory? What
activities and mathematical topics lend themselves to this approach? What contributions can
such an approach make towards developing understanding and problem-solving abilities? How
do you set up a mathematics laboratory? What are some mathematics laboratory activites that I
can use as a teacher?

References
Biggs, E & Maclean, J Freedom to Learn: An Active Learning Approach to Mathematics Reading
(Mass): Addison-Wesley 1969
Greenes, C E, Willcutt, R E & Spikell, M A Problem Solving in the Mathematics Laboratory Boston:
Prindle, Weber &Schmidt 1972
Kidd, K, Myers, S. & Cilley, D The Laboratory Approach to Mathematics Palo Alto (Calif): SRA 1970
Stewart, I Making Mathematics Live: A Handbook for Primary Teachers Sydney: Angus &
Robertson 1970

Assessment
Based on summaries of four assigned readings, a written assignment (1,000 words), involving the
design and implementation of mathematics laboratory activities, and performance on class
assignments.

SCHOOL STUDIES C58 (SDC58) 2 points

Mathematics and the Atypical Child
Two hours a week for one term.
Prerequisite: Foundation Studies in Mathematics and School Studies B1, or permission of the
Department of Mathematics.

Syllabus
A study of children who do not, for a variety of reasons, adapt easily to the normal school grade. An
investigation of individual and group mathematical programs. Some of the work will be with
particular children in their school environment.

References
Copeland, R How Children Learn Mathematics: Teaching Implications of Piaget's Research
London: Collier-Macmillan 1974
Dienes. Z P & Holt, M Zoo Mathematics Series London: Longman 1974
Lorton, M H Workjobs: Activity-Centered Learning for Early Childhood Education Reading (Mass):
Addison-Wesley 1972 -
MacDonald, T Basic Mathematics and Remedial Instruction Sydney: Angus & Robertson 1972

Assessment
Based on two written assignments each of 1,000 words, and active part icipation in, and
attendance at, various school visits.

SCHOOL STUDIES C59 (SDC59) 2 points

Computers in Education
Two hours a week for one term.
Prerequisite. Foundation Studies in Mathematics and School Studies B1, or permission of the
Department of Mathematics.
 Diploma of Teaching and Bachelor of Education (Primary) 367

Syllabus
This subject will examine the role computers can play in the educational programs of primary
schools. Since the price of computers has decreased to the point where computers are almost
within the reach of schools, the emphasis will be on practical programs which can be
implemented immediately. Research on teacher and student reactions will form a large part of the
course, so a knowledge of programming is not essential.

References
De Cecco, J The Psychology of Learning and Instruction Englewood Cliffs: Prentice-Hall 1965
Hollingdale, S 8 Tottill, G Electronic Computers Harmondsworth: Penguin 1970

Assessment
Based on a short teaching 'program', a report based on observation of computer use in schools,
and a discussion paper outlining possible future developments.

SCHOOL STUDIES C60 (SDC60) 2 points

Inquiry in the Primary School Curriculum
Two hours a week for one term.
This subject is designed as an initial study for intending primary school teachers, and it considers
the role of science and social studies in the curriculum. School Studies C62, C63, C66, C67, C68
and C69 are related studies which may be taken after completion of this subject.
Prerequisite: Nil.

Syllabus
Areas studied include:
The Nature of Science and Social Science: science and social science as a field of inquiry, a
method of inquiry, and an organised body of knowledge.
The Nature of Child Thought in Science and Social Science: concept development, and
children's understandings of the social world.
Issues in the Inquiry Approach: objectives, values and attitudes, selection of content, process
education, and structured versus interest-based learning situations.
Curriculum Design: implications of learning theories, educational objectives, selection and
organisation of content, strategies and resources, investigation of models MACOS, SAPA, SCIS,
ESS, SCIENCE 5/13 and ASEP.
Curriculum Developments in Victoria: SIV and Victorian Primary Science Course.
Evaluation.

Books
Bruner, J S The Process of Education Cambridge (Mass): Harvard Univ Press 1960
Piaget, J & Inheldin, B The Growth of Logical Thinking London: RKP 1958
Shulman, L S & Keisler, E R leds) Learning by Discovery Chicago: Rand McNally 1967
Taba, H et al Teachers Handbook in Elementary Social Studies. An Inductive Approach Reading
(Mass): Addison-Wesley 1971

Assessment
Based on presentation of a seminar paper of 1,000 words and participation in workshop/
discussion sessions. Students will be required to undertake two minor investigations during
school experience and to report on these.

SCHOOL STUDIES C61 (SDC61) 2 points

Content in Primary School Science
Two hours a week for one term. Preferably this subject should be taken In conjunction with the
school-based subject School Studies C62 Science in the Primary School. This subject is
available to students who are not otherwise studying subjects with a substantial science content
and who wish to develop sufficient background knowledge of areas of science relevant to primary
school children so as to plan adequate activity programs.
Prerequisite: School Studies C60, or concurrent enrolment in School Studies C60.
368 Subject Descriptions

Syllabus
The student will use a workshop environment to construct and manipulate apparatus, measuring
equipment and models appropriate to science in the primary school.

Books
Gega, P Science in Elementary Education 3rd edn New York: Wiley 1977
Victor, E Science for the Elementary School 3rd edn New York: Macmillan 1974
Hone, E B et al A Sourcebook for Elementary Science 2nd edn New York: Harcourt, Brace
Jovanovich 1971

Assessment
Based on completion of practical exercises and two related 750 word reports.

SCHOOL STUDIES C62 (SDC62) 2 points

Science in the Primary School
Two hours a week for one term. A weekly seminar planning sessions of one hour together with
concurrent supervised implementation of a science unit in a primary school.
Credit may not be granted for this subject as well as for School Studies B61.

Special Requirement
Students with a limited background in science should consider concurrent enrolment in School
Studies C61.
Prerequisite: School Studies C60.

Syllabus
Students make a detailed study of selected primary science curriculum materials and will design
and implement a science unit extending over at least six weeks. Students will investigate sources
of equipment, teacher reference and student resource books and will prepare an annotated
bibliography. Students will evaluate their unit using 'With Objectives in Mind' as reference.

Books
Adams, D J et al A Source Book for Primary Science in Victoria MSC Integrated Science Centre
1978
Elementary Science Study Teachers Guides New York: McGraw-Hill
Kuslan, L & Stone, A H Teaching Children Science: An Inquiry Approach 2nd edn London:
Wadsworth 1973
Schools Council (UK) Match and Mismatch London: Oliver & Boyd 1978

Assessment
Students will be assessed on the basis of satisfactory planning, implementation and presentation
of the final evaluative report of the science unit.

SCHOOL STUDIES C63 (SDC63) 2 points

Living Systems in Primary School Science
Two hours a week for one term. It is desirable that this subject be taken prior to or concurrent with
School Studies C62 or School Studies C68.
Prerequisite: Nil.

Syllabus
Review of old and later attempts to teach primary school biology the Nature Study Movement
and its successors; examination of sequential curricula, such as SCIS or MACOS: a comparison
between unit teaching approaches, incidental teaching, and sequential curriculum plans;
misconceptions about living systems, techniques for the care of and study of living material in the
primary school; visits to institutions with a special interest in primary school biology (e.g. Zoo
Education Office).

Books
Warren, G Animal Studies in the Primary School series Melbourne: Dept of Science Burwood
State College 1978
 Diploma of Teaching and Bachelor of Education (Primary) 369

Schools Council (UK) The Educational Use of Living Organisims London: English Universities
Press 1974
Science Cu rr iculum Improvement Study Biological units Berkeley: California Univ 1970

Assessment
The successful completion of a project involving the care and maintenance of three biological
systems e.g. balanced aquarium, mealworm culture.
The satisfactory presentation of a set of activities suitable for a primary grade and based on the
use of the live materials maintained in these systems.

SCHOOL STUDIES C65 (SDC65) 2 points

Social Studies in the Primary School

Two hours a week for one term. This subject is available by external study only.
Prerequisite: Approved experience as a teacher and access to a primary school class.

Syllabus
This subject offers the opportunity to examine a contemporary curriculum issue and, from this
examination, to work with a primary school class in assessing understandings and attitudes, and
designing a social study suitable for inclusion in the primary school curriculum.
Students will be required to carry out classroom observation and assessment of the evidence of
sexism in the curriculum. The consequences of this will be considered for both boys and girls.

Books
Australian Schools Commission Girls, School and Society (Report by a Study Group) Canberra:
AGPS 1975
Hughes, P (ed) The Teacher's Role in Curriculum Design Sydney: Angus & Robertson 1973
Nicholson, J What Society Does to Girls Melbourne: Pitman 1975
Joyce, B New Strategies for Social Education New York: SRA 1972

Assessment
Based on participation and the design of a social studies unit for the primary school.

SCHOOL STUDIES C66 (SDC66) 2 points

Inquiry Approach to Social Studies

Two to three hours of class work/field work a week for one term.
Credit may not be granted' for this subject as well as for School Studies B65 (Program A).
Prerequisite: School Studies C60 or concurrent enrolment in School Studies C60 is
recommmended

Syllabus
An examination of current views on the place, objectives and nature of social studies within the
primary school curriculum. In particular, an examination of the inquiry-based approach to social
study. This examination will be carried out through reading and lectures, demonstration studies in
workshop sessions, conduct of a pilot study based on direct experience and carried out with a
small group of children in a school, and evaluation of the approach in the light of reading and the
demonstration and pilot studies
Selected articles and reports from journals (local and overseas) and chapters from references will
be read and reported on by class members

Books
Banks, J A & Clegg. A A Teaching Strategies for the Social Studies Reading (Mass): Addison-
Wesley 1973
Lawton. 0 & Dufour, B The New Social Studies London: Heinemann 1973
Lewis, J A & McNaughton, A H (eds) Social Studies Monographs Auckland: Heinemann 1971
Schools Council Social Studies 8-13 London: Evans-Methuen 1971
 370 Subject Descriptions

Assessment
Based on participation in workshop and school-based sessions, submission of a report of
approximately 1,500 words which will include evidence of reading, of the designing and conduct
of the pilot study, and of evaluation of the inquiry-based approach.

SCHOOL STUDIES C67 (SDC67) 2 points

Social and Integrated Studies
Two to three hours of class work/field work a week for one term.
Prerequisite: School Studies C60 or concurrent enrolment in School Studies C60 is
recommended.

Syllabus
An examination of the role and function of social studies in primary education and an examination
of the ways that social studies can be integrated with other areas of the curriculum. This will
involve analysis of various social and/or integrated studies curricula, and the conduct and
evaluation of a unit of study with a small group of children in a school. This unit may be taken from
the curriculum programs available, or from one that the student develops.

Books
As for School Studies C66.

Assessment
Students are required to participate in tutorials and seminars, classroom simulation, and school
sessions; read materials distributed throughout the duration of the unit; design, implement and
evaluate a social/integrated study or familiarise themselves with, implement part of, and evaluate
one of the commercially produced programs; and compile a resource book comprising
observations, notes, reference materials, evaluations, resource lists, etc, which may be of future
reference value.

SCHOOL STUDIES C68 (SDC68) 2 points

Social Studies in the Infant Department
Two to three hours of class work/field work a week for one term.
Prerequisite: School Studies C60 or concurrent enrolment in School Studies C60 is
recommended.

Syllabus
Examination of the social studies program available for junior primary children, discussion of
changing social values and their relevance to curriculum, and designing a unit suitable for young
children.

Books
Banks, J A & Clegg, A Teaching Strategies for the Social Studies Reading (Mass): Addison-
Wesley 1973
Ellis, A K Teaching and Learning Elementary Social Studies Sydney: Allyn & Bacon 1977
Kenworthy, L S Social Studies for the 70s 2nd edn New York: Wiley 1973

Assessment
Based on participation, reading, and the design of a suitable social studies unit for a junior
primary class.

SCHOOL STUDIES C69 (SDC69) 2 points

Resources for Social Studies
Two or three hours of class work a week for one term.
The subject will be used to provide access for students and practising teachers to social studies
programs which have preliminary training reqirements.
 Diploma of Teaching and Bachelor of Education (Primary) 371

Credit may not be granted for this subject as well as for School Studies B65 (Program B).
Prerequisite: School Studies C60 or concurrent enrolment in School Studies C60 or approved
experience as a teacher.

Syllabus
A workshop training program qualifying students to work as teachers with resource materials
designed for primary school social studies. It provides opportunities for the examination of the
suitability of the resources and of strategies for their adaptation for use in Victorian primary
schools
Resources which may be treated in the subject include the 'Society in View' program, the 'Man: A
Course of Study' program, and other programs or resources available to Victorian primary
schools

Resources
Education Department of Victoria Socie ty in View (Materials in draft form) Melbourne: EDV 1978
and Teacher's Handbooks, Unit Booklets and other materials
Curriculum Development Associates Man: A Course of Study Washington DC: CDA 1974
(classroom sets including teachers' guides)
Other resources as appropriate.

Assessment
Based on participation in all workshop sessions and on the submission of two 1,000 word
exercises or their equivalent

SCHOOL STUDIES C86 (SDC86) 2 points

Audio-visual Aids in Language Arts Programs

Two hours a week for one term.
Credit may not be granted for this subject as well as for School Studies C87.

Syllabus
This subject will be conducted on a workshop basis. It aims to acquaint intending primary school
teachers with the range of audio-visual materials and their use in classrooms, as well as
equipping students with some of the skills necessary to implement these activities. The course
will be divided into three main sections:.
definition and evaluation of traditional approaches to language arts programs in language
development:
an examination of the role of audio-visual material as an aid to the development of oral skills;
an examination of the role of audio-visual material as an aid to the development of literacy,

Preliminary Reading
Kemp, J Planning and Producing Audio Visual Materials New York: McGraw-Hill 1973
Langford, M J Visual Aids and Photography in Education London: Focal Press 1973
Language Curriculum Statement Melbourne: Ed Dept Vic

Assessment
Based on participation in, and contribution to, all workshop sessions. Students will be required to
produce some audio-visual material and provide a rationale for its use in a language arts program.

SCHOOL STUDIES C87 (SDC87) 2 points

Puppetry, Masks and the Language Arts
Two class hours a week for one term. Credit may not be granted for this subject as well as for
School Studies C86.

Syllabus
Puppetry and masks provide a vehicle for activity, interest, and experience-based language
learning in the classroom. Each may become a medium of expression for children of all
personality types and backgrounds. Each involves children in all the areas of their development;
cognitive, perceptual, creative, linguistic, and physical.
372 Subject Descriptions

This subject is concerned with the relationship between puppetry and mask activities and: the
language a rts, particularly speaking and listening; the language experience approach to
language learning; the notion of language across the curriculum.
Students explore these areas at their own level as well as in terms of the primary school child, and
are able to take part in a number of practical projects relating to the use of masks and puppets.

Preliminary Reading
A Guide to Developing Child Drama in the Primary School (Curriculum and Research Paper 4260)
Melbourne: Ed Dept Vic 1976
Britten, J Language and Learning Harmondsworth: Penguin 1970
Rosen, C & Rosen, H The Language of Primary School Children Harmondsworth: Penguin 1973

Assessment
Based on class participation, practical and written work.

SCHOOL STUDIES D1 (SDD01) 4 points

Curriculum Experience and Planning
Two hours of classwork a term for two terms.
Prerequisite: Approved experience as a teacher.

Syllabus
This unit is designed to allow pa rticipation in the following activities: a sharing of recent or current
experience in the planning, implementation and evaluation of school-based curricula;
involvement in an integrated program of curriculum activities based on a theme and discussion of
and reflection upon this experience;, detailed examination of case studies of school-based
curricula in Victorian primary schoolsfilms, slides, videos and curriculum documents will be
used as a focus for discussion; discussion of the issues of grouping, testing, questioning,
individual differences, integration and its relationship to the development of specific subject
areas in the planning of suitable school-based curricula; determination of a range of criteria with
which to appraise or evaluate school-based curricula.

Books
References will depend on individual interests and experience of students and will be provided at
appropriate times throughout the unit.

Assessment
Based on participation in seminars, two reflective seminar papers of approximmately 600 words
and a report on the curriculum development project.
Students will be expected to work together to plan a range of school-based curriculum units
suitable for their particular teaching situations. For those students not directly involved in
teaching this year there will be an alternative exercise based on a hypothetical situation.

SCHOOL STUDIES D5 (SDD05) 4 points

Applying Behaviour Analysis in the Classroom
One 2-hour workshop a week for two terms. The subject is designed for practising teachers who
wish to develop competence in the skills, techniques, and procedures of applied behaviour
analysis.
Prerequisite: Approved experience as a teacher.

Syllabus
The objectives of the subject are to provide the student with a basic working knowledge and
understanding of the concepts and principles of applied behaviour analysis, and to develop the
student's skill in applying this knowledge in the classroom.
A range of procedures for establishing new behaviours, accelerating and maintaining existing
behaviours, and decelerating inappropriate behaviours will be described and illustrated. Students
will acquire skills in implementing these procedures through case studies, to be conducted
during the study, with children in their own classrooms. Particular a ttention will be given to
 Diploma of Teaching and Bachelor of Education (Primary) 373

methods of observing and recording behaviour in the classroom, and to evaluating the
effectiveness of learning programs.

Text
Sulzer, B & Mayer. G R Behaviour Modification Procedures for School Personnel Hinsdale (III):
Dryden 1972
or
Sulzer-Azaroff. B & Mayer, G R Applying Behaviour Analysis Procedures with Children and Youth
New York: Holt, Rinehart & Winston 1977

Assessment
Each student will be required to submit a written case study report

SCHOOL STUDIES D11 (SDD11) 6 points

Bases of Curriculum
Two hours class work a week throughout the year. Credit may not be granted for this subject as
well as for Educational Philosophy B9.
Prerequisite: Approved experience as a teacher.

Syllabus
Starting with an examination of the variety of meanings assigned to the term 'curriculum' this
subject will move through an exploration of the nature and significance of aims and objectives for
curriculum development the connections between society and school as sources of cultural
experiences, the concept of 'need' in relation to individuals, and of the ethical dimensions of
education. A brief study of the processes of curriculum development will be undertaken, and
various models for curriculum development will be critically evaluated.

Books
Barrow, R Common Sense and the Curriculum London: Allen & Unwin 1976
Golby, M, Greenwald. J & West. R (eds) Curriculum Design London: Grovn Helm 1975
Stenhouse, L An Introduction to Curriculum Research and Development New York: Holmes &
Meier 1975
White. J P Towards a Compulsory Curriculum Boston: RKP 1973

Assessment
Based on written work throughout the year. Two essays of about 2,000 words or their equivalent
will be required.

SCHOOL STUDIES D32 (SDD32) 4 points

Drama in Primary Education Ill

Four hours a week for two terms. Credit may not be granted for this subject as well as Drama BO1,
or School Studies C32.
Prerequisite: Approved experience as a teacher.

Syllabus
The aim of this subject is to demonstrate the use of drama as a method of teaching in the primary
curriculum.
The subject is divided into three main areas of study and students take all three areas during the
two terms. These are: drama and the visual arts, drama and mathematics and science, drama and
the humanities.
As an integral part of this program students explore the use of drama as a means of self-
expression and communication, both as an alternative to and as a congruent pa rt of written
expression. Account will be taken of students' teaching backgrounds in relating to the classroom
experience.

Preliminary Reading
Goodridge, J Drama in the Primary School London: Heinemann 1970
Lowndes, B Movement in Drama in the Primary School London: Batslord 1971
374 Subject Descriptions

Text
Lightwood, D Creative Drama for Primary Schools Glasgow: Blackie 1970

Assessment
There are no formal examinations, although students will be required to complete some written
work such as assignments or class papers. Students must also accept the demand for regular
practical work and attendance. Stress is placed on a student's ability to conceive, plan, carry out,
record and evaluate any project undertaken.

SCHOOL STUDIES D44 (SDD44) 4 points

Reading Theory and Classroom Practice
Two hours of class work a week for two terms.
Prerequisite: Approved experience as a teacher.

Syllabus
This subject will focus on the nature of reading as a psycholinguistic process as outlined by
Goodman and Smith. Participants will engage in a series of activities which demonstrate the
nature of the task confronting beginning readers. In focusing on the reading process it is intended
that students will develop an understanding of how children learn their native language; the
components of the reading process itself; the relationships between reading, writing, listening
and talking; the relationship between thought and language, and apply this understanding to the
development of practical classroom strategies.
Emphasis is given to how reading practice can be more effectively evaluated, how published
material can be more effectively appraised in the light of the interaction between the language of
the author and the language of the reader, and how individual differences can be more effectively
catered for.

Books
Ryan, D The Reading Process 3rd edn Melbourne: Curriculum & Research Branch, Ed Dept Vic
1979
Smith, F Reading London: CUP 1978
Smith, F (ed) Psycholinguistics and Reading A collection of papers by Kohlers, Goodman,
Chomsky and Smith New York: Holt, Rinehart & Winston 1973
Smith, F Comprehension and Learning New York: Holt, Rinehart & Winston 1975

Assessment
Based on participation in seminars, a series of reflective seminar papers totalling approximately
1,500 words which will focus on evaluation and criteria for appraising published material, and a
report on two reading programs designed for an individual child and/or a small group of children
and which demonstrates an understanding of the classroom strategies discussed.

SCHOOL STUDIES D55 (SDD55) 4 points

Curriculum Planning in Primary Mathematics
Two hours of class work a week for two terms.
Prerequisite: Approved experience as a teacher.

Syllabus
This subject will deal with strategies of curriculum planning in primary school mathematics and
will consider the following areas: Extrinsic constraints on curriculum planning psychological
and developmental factors. Classroom organisation for an active learning approach. Motivation
developing a positive attitude to mathematics in primary children. Concept develpment using
concrete materials, games and puzzles, planning learning experiences, evaluation. Environmental
and thematic approaches to mathematics. Measurement (applied mathematics) planning and
organisation.
Students taking the unit should be prepared to draw on their experience in the classroom and be
willing to use opportunities given in the subject for discussion on key curricula issues.
 Diploma of Teaching and Bachelor of Education (Primary) 375

References
Baratta-Lorton, M Mathematics Their Way Los Angeles: Addison-Wesley 1976
Biggs, E E & MacLean, J R Freedom to Learn Ontario: Addison-Wesley 1969
Dienes, Z & Golding, E Approach to Modern Mathematics New York: Herder 1971
Williams. E & Shuard, H Primary Mathematics Today Melbourne: Longman 1970

Assessment
Based on four written projects and class participation. The written projects will be related to
mathematics in the classroom, each being equivalent to about 1,000 words.

SCHOOL STUDIES D56 (SDD56) 4 points

The Exceptional Child and Mathematics
Two hours of class work a week for two terms.
Prerequisite: Approved experience as a teacher.

Syllabus
Mathematics implications of modern learning theories as expounded by Dienes, Piaget, Gagne
and others; purpose in teaching mathematical skills; fundamentals of arithemetic.
Causes and corrections associated with difficulties in acquiring and using mathematical skills;
discalculia. coping with the fast learner through horizontal and vertical expansion of mathematics
programs.
Types and usefulness of achievement diagnostic and readiness tests; tracking systems and tutor
teaching. The use of concrete materials in teaching exceptional children including the use of
computers and calculators. Comparison of suitable curricula currently available.

References
Ashlock, R B Error Patterns in Computations Columbus: Merrill 1976
Copeland. R W Diagnostic and Learning Activities in Mathematics for Children New York:
Macmillan 1974
Tempest. N R Teaching Clever Children 7-11 London: RKP 1974
Williams, A A Basic Subject for the Slow Learner London: Methuen 1970

Assessment
Based on a short reading assignment, a seminar paper and a project report.

SCHOOL STUDIES D57 (SDD57) 2 points

Planning Mathematics for Child Involvement
Two hours of class work a week for one term.
Prerequisite: Approved experience as a teacher.

Syllabus
This subject will focus on suggested activites, manipulative materials, games and puzzles and
other resources that can promote children's learning, bringing a mental and emotional
involvement into the learning of mathematics.
The following areas will be examined: the educational rationale for an active learning approach In
primary mathematics; games and puzzles as a means of arousing motivation and interest,
developing mathematical skills, introducing topics, enhancing interpersonal relationships and
assisting in the abstraction of mathematical concepts; development of teaching techniques
appropriate for individual involvement; appraisal of recent materials and games.

References
Biggs, E & Maclean, J Freedom to Learn: An Active Learning Approach to Mathematics Reading
!Mass): Addison-Wesley 1969
Dumas, E & Schminke, C W Math Activates for Child Involvement Boston: Allyn & Bacon 1977
Kennedy, L M 8 Michon, R L Games for Individualizing Mathematics Columbus: Merrill 1973
Smith, S E led) Teacher-made Aids for Elementary School Mathematics National Council of
Teachers of Mathematics 1974
376 Subject Descriptions

Assessment
Students will be required to make, trial and evaluate two mathematical games.

SCHOOL STUDIES D62 (SDD62) 2 points

Science Curriculum Development
Two hours a week for one term.
Classroom teachers enrolled in this subject would be expected to play major science co-
ordinating roles in their own schools or school districts.
Prerequisite: School Studies C62 or approved experience in teaching science.

Syllabus
This subject may be taken in a variety of forms depending upon the student's background. The
student will thus devise a contract with the lecturer in charge.
Normally the student will be expected to extend the experience of unit design gained in School
Studies C62, to extend the program of teaching over a further nine weeks, modify the original unit
in the light of an extensive trial and evaluation program, make an extended study of formative and
summative evaluation of science curriculum development projects, and study the development of
a number of major curriculum projects, e.g. ASEP, ESS. CHEM STUDY.

Books
Elementary Science Study The Elementary Science Study: A History Newton (Mass): Education
Development Centre
Harlen, W Science 5-13: A Formative Evaluation New York: Macmillan 1975
Schools Council (UK) Evaluation in Curriculum Development: Twelve Case Studies London
Macmillan 1973
Schools Council (UK) With Objectives in Mind London: Macdonald 1969

Assessment
Assessment is based on presentation of a satisfactory 1,500 word report, the nature of which will
be determined by contract.

SCIENCE Al (SCA01) 9 points

Introduction to Scientific Thought

Lectures, tutorials and laboratory work for a total of five hours a week throughout the year.
Credit may not be granted for this subject as well as for Biology Al or Chemistry Al or Physical
Science A or Physics A01 or A02 or A03 or Al 1.
Prerequisite: Nil.

Syllabus
Science Al is an introductory subject in integrated science and assumes no previous study of
science. The subject aims to provide an introduction to scientific thought, with particular
emphasis on the development of scientific ideas and their importance in general culture both
ideological and technological.
Areas covered: the development of the modern conception of the universe; the scientific view of
material substance; insights into the special nature of living things; the energy concept
transformation and conservation; evolution of matter both living and non-living.

Books
Brandt, J & Maran, S New Horizons in Astronomy San Franciso: Freeman 1972
Bronowski, J The Ascent of Man London: BBC 1973
Grobstein, C The Strategy of Life 2nd edn San Francisco: Freeman 1974
Kirk, D led) Biology Today Del Mar (Calif): CRM Books 1972

Assessment
A pass in the subject requires satisfactory attendance and participation and satisfactory
submission of written work. Assessment will be based primarily on the quality of five written
assignments each of about 1,000 words.
 Diploma of Teaching and Bachelor of Education (Primary) 377

SCIENCE A2 (SCAO2) 9 points

Introducation to Physical Science
Three lectures, two hours of laboratory work and one tutorial a week.
Prerequisite: Nil.

Syllabus
The subject aims to develop an appreciation of science, develop knowledge and understanding
of the basic concepts of physical science, and examine physical science components of modern
primary and junior secondary science curricula.
The content areas covered in the subject have been chosed because of their central role in
modern primary and junior secondary science curricula. The subject will be presented through
laboratory exercises, lectures and tutorials. Students will also be required to design, for a school
class, a unit based on physical science and to teach and evaluate that unit. For students for whom
such an exercise is inappropriate an alternative assignment will be set.

Books
Andrew, D H Chemistry: A Cultural Approach New York: Harper & Row 1971
Karplus. R Introductory Physics. A Model Approach Reading (Mass) Bengamin 1969

Assessment
Fifty per cent of the assessment will be based on performance in three 2-hour examinations, and
50 per cent on laboratory work and assignments. Final results will be expressed as 'Distinction',
'Credit', 'Pass' or 'Fail'.

SCIENCE A3 (SCAO3) 9 points

Earth Science A
Three hours of lectures, two hours of laboratory work and one tutorial a week.
Prerequisite. Nil.

Syllabus
This subject aims at increasing knowledge and awareness of the geologic environment with
particular reference to Victoria
Areas covered include:
Astronomy (see details under Physics Al 2, page 229).
The Earth System: Geologic time scale isotopic dating, theories of the origin of the solar system
and the earth, lunar geology, plate tectonics and magnetism, plate tectonics and earthquakes,
plate tectonics and evolution, and plate tectonics and orogenesis.
Elementary rock and mineral classification.
Victorian Geology: Victorian Stratigraphy mainly studied by means of excursions. The aim of
this section is to enable the student to interpret government and other publications necessary for
an understanding of the geology of a school district.

Books
For Astronomy section see Physics Al 2, page 229.
Ernst W G Earth Materials Englewood Cliffs: Prentice-Hall 1969
Gass, I G et al Understanding the Earth Milton Keynes: Open Univ Press 1974
McAndrew, J & Marsden, M I S (eds) Regional Guide to Victorian Geology Melbourne: MUP 1973
A selection of papers from The proceedings of the Royal Society of Victoria.

Assessment
Excursion reports and written papers will comprise 50 per cent of the assessment and there will
be two 2-hour examinations. Final results will be expressed as 'Distinction', 'Credit', 'Pass' or 'Fail'.

SCIENCE A4 (SCAO4) 6 points

Lectures, tutorials and laboratory work for five hours a week in first and second terms.
378 Subject Descriptions

Special Requirements
Students may not receive credit for Science Al as well as Science A4.
Prerequisite: Nil.

Syllabus
This is an introductory subject in integrated science and assumes no previous study of science.
The subject aims to provide an introduction to scientific thought, with particular emphasis on the
development of scientific ideas and their importance in general culture both ideological and
technological.
Areas covered include: the development of the modern conception of the universe; the scientific
view of material substance; insights into the special nature of living things; the energy concept
transformation and conservation.

Books
As for Science Al.

Assessment
A pass in the subject requires satisfactory attendance and participation and satisfactory
submission of written work. Assessment will be based primarily on the quality of four written
assignments each of about 1,000 words.

SCIENCE A5 (SCA05) 3 points

Science and Children
One hour a week throughout the year or one week of 40 hours at the end of Term 1.

Speical Requirements
Students undertaking this subject would normally be expected to undertake concurrent studies
in Category V Science subjects.
Prerequisite: Nil.

Syllabus
Children's explanation of underlying features of the natural world. The child's conception of
physical causality. Some science concepts and structures of particular relevance and interest to
Children of primary school age. 'Model' thinking in adults and children.

Books
Good, R How Children Learn Science New York: Macmillan 1977
Anderson, R D et al Developing Children's Thinking through Science Englewood Cliffs: Prentice-
Hall 1970
Piaget, J The Child's Conception of Physical Causality London: RKP 1930

Assessment
Based on attendance at lecture/workshop sessions and the presentation of a satisfactory report
on an investigation into children's understanding of a selected science concept.

SCIENCE A6 (SCAO6) 3 points

Basic Physical Science for Primary Teachers.

Four hours of lecture/practical work a week for one term. Credit may not be granted for this
subject as well as for Science Al, A2 or A4 or Chemistry Al, Physical Science A, or Physic A01,
A02, A03 or Al 1.
Special Requirements
This subject is intended to give a basic background in physical science. Normally only students
with A level Biology or with Advanced Standing will be enrolled. This will enable such students to
proceed to Science B.
Prerequisite: Nil.
 Diploma of Teaching and Bachelor of Education (Primary) 379

Syllabus
This subject will assume rto previous knowledge of physical science.
Nature and properties of matter including atomic theory. Forms of energy, and their properties.
Energy transformation and conservation.

Books
A suitable reading list will be supplied at the beginning of the subject.

SCIENCE B (SCB00) 12 points

Three lectures and six hours of laboratory work a week.

Prerequisite: Science Al or other A level Science studies including some approved physical
science studies

Syllabus
The subject aims to develop the theme that science is an activity concerned with the interaction
of objects within a system, an awareness of the importance of classification as a means of
identifying the components of systems, and knowledge of models proposed to describe and
explain interaction of various sorts, feedback, control and equilibrium.
Areas covered include:
The role of classification in science systems of classification, communication, first order
explanation and identification.
Direct and indirect interaction, energy transfer in interacting systems and models to explain
energy transfer.
Study of increasingly complex systems:
(al physical and chemical systems
(b) geological and meteorological cycles
(c) biogeochemical cycles
(d) biological systems at various levels of organisation intracellular, organismic, populations,
communities and ecosystems.

Books
Hallam, A A Revolution in the Earth Sciences London: Clarendon Press 1973
Karplus. R Introductory Physics: A Model Approach Reading (Mass): Benjamin 1969
Kieffer. W F Chemistry: A Cultural Approach New York: Harper d Row 1971
Kormondy, E J Concepts of Ecology Englewood Cliffs: Prentice-Hall 1969
A Complete reference list is issued to students.

Assessment
Two written papers of 2.000 words will comprise 20 per cent of the assessment, two examinations
of two hours will comprise 50 per cent, and participation in laboratory/excursion work will
comprise 30 per cent of the assessment. Final results will be expressed as 'Distinction', 'Credit',
'Pass' or 'Fail'.

SCIENCE Cl (SCC01) 12 points

Three hours of lectures and six hours of laboratory work a week.

Prerequisite: Science B.

Syllabus
This subject aims to explore selected topics in detail using concepts gained during Science Al
and B..
The topics offered for study would depend on staff available. Two examples are given.
1. Differentiation - A Scientific View of Human Nature
The subject aims at providing adequate information to enable an informed but necessarily
introductory discussion of some issues surrounding the relative importance of biologically
transmitted heredity and culturally transmitted heredity as determinants of human nature. That is,
the way in which man can be considered captive of either his biological or cultural past, and
380 Subject Descriptions

whether the physical human organism can permit the order of plasticity essential for a belief in
the establishment of a rational, humane person who seeks to regularly remake his social fabric
using the central criterion of justice rather than privilege.
2. Interaction within the Earth's Crustal System and at its Interface with the Atmosphere
The components of interacting systems require classification prior to their study by scientists:
structures of silicates and rock-forming minerals, classification of rocks, classification of earth
layers using seismological critieria.
Self-adjusting systems at the crust-atmosphere interface: solar radiation as a source of energy,
the hydrologic cycle, weathering and erosion, some biogeochemical cycles.
Large scale interaction in the lithosphere: radioactive decay as a source of energy to drive
physical and chemical procsses in the lithosphere; models for heat flow in the earth's crust; other
energy sources e.g. kinetic energy of the earth-moon system, re-arrangement of matter within
the earth's gravitational field; comparison of nineteenth century catastrophist theories lone way
interaction) with cyclic self-adjusting and uniformitarianist theories; cyclic creation and
destruction of the lithosphere paleomagnetic studies, vulcanism creation of ocean basin,
orogeny and sesismological phenomena.

Text
Cox, A Plate Tectonics and Geomagnetic Reversals San Francisco: Freeman 1973

Assessment
For example 1:
A regular and active participation during the whole year will be required of each person enrolling
in this subject. The criteria for a satisfactory regular and active particiption will be satisfactory
completion of the experimental tasks undertaken during practical sessions, and satisfactory
demonstration, through regular discussion between lecturer and student, of an understanding of
the issues raised during the subject.
For example 2:
Based on practical work and excursion reports, one major paper of 4.000 words and on a final
examination of three hours. Final results will be expressed as 'Distinction', 'Credit"Pass' or 'Fail'.

SCIENCE C2 (SCCO2) 12 points

The Nature of Science

Three lectures and one tutorial a week.
Prerequisite: At least two years of study in a science discipline.

Syllabus
The subject will examine the structure of scientific thought within the context of Western
intellectual thought.
Attempts to define science. Theory formulation and the logic of falsification.
Selected significant scientific concepts will be explored to gain insight into the development of
scientific thought within different cultural contexts.
A comparative study of pre- and post-Copernican views on the movement of planetary bodies will
provide an introductory study. Generalisations about the nature of science will be further
explored through appropriately selected views on the structure of matter, energy and evolution,
examined within the context of selected historic periods in the development of Western
intellectual thought.
The subject will consist of lectures, reading and discussion, with some practical sessions.

Books
Easlea, B Liberation and the Aims of Science Brighton: Sussex Univ Press 1973
Kuhn, T S The Copernican Revolution Cambridge (Mass): Harvard 1973
Kuhn, T S The Structure of Scientific Revolutions Chicago: Univ of Chicago Press 1962
Westfall, R S The Construction of Modern Science London: Wiley 1971

Assessment
Based on three major essays of 3,000 words and on preparation of three seminar papers. Final
results will be expressed as 'Distinction', 'Credit', 'Pass' or 'Fail'.
 Diploma of Teaching and Bachelor of Education (Primary) 381

SCULPTURE B1 (SRB90) 6 points

Three hours a week.

Prerequisite: Art A with demonstrated aptitude in sculpture.

Syllabus
The subject is strongly student-centred and the individual is encouraged to develop his/her ideas
and express them in sculptural terms. Students are able to select activites and areas of
investigation appropriate to their individual needs. Students may specialise to some degree with
studies in depth rather than being wide-ranging as in the first year. Experiences will be selected
from the constructed, modelled, carved, kinetic, light, environmental, and happening areas.

Books
A comprehensive booklist is available from the Department of Art and Design.

Assessment
In all Sculpture subjects, assessment will be continuous throughout the year without emphasis on
any particular work. A capacity for self-assessment is necessary. No final examination. It is the
student's responsibility to show evidence of the work produced in order to secure a pass.
Any student who rates 'unsatisfactory' should know that his/her position will be discussed at
length in conference between the Head of Department, the staff member and the student
concerned both at the half year and at the end of the year.

SCULPTURE Cl (SRC90) 12 points

Six hours a week.
Prerequisite: Sculpture B1.

Syllabus
Students will be expected to be largely self-actualising and autonomous in their work. They will
find opportunity to question traditional and experimental forms of expression as well as to
consider the suitability of materials and techniques. The opportunity will still exist for students to
work in any of the main areas of sculptural expression, but it would be expected that the student
would select fewer areas and work at greater depth.

Books
As for Sculpture BI.

Assessment
As for Sculpture B1.

SOCIAL SCIENCE A (SSA00) 9 points

One 1-hour lecture and one 3-hour workshop a week throughout the year.
Prerequisite: Nil.

Syllabus
A study of Australian society and community affairs.
A team of staff arranges weekly programmes for all students to hear visiting speakers, view films,
etc. Members of staff take small groups for tutorials which will investigate issues such as
Migrants, Racism, Media, Aborigines, Sexism, Trade Unions, Power and Powerlessness.
The development of concepts from the social sciences and an understanding of the methods of
inquiry will be stressed. as will direct experience of social situations, co-operative work in
planning, implementing and reporting investigations.

Books
CRM Books Editorial Staff Social Problems Del Mar (Calif): CRM 1975
Hollingworth, P J The Powerless Poor Melbourne: Stockland 1972
Ryan, W Blaming the Victim New York: Vintage 1971
382 Subject Descriptions

Assessment
Based on a high level of participation, involvement and performance in small group sessions.
Community involvement or a community study. Students undertaking community involvement are
to submit a record of that involvement at the end of each term.
A major report of about 3,000 words (or equivalent in film, video, photography, etc) to be presented
by the end of the second term. A minor assignment of about 1,000 words or equivalent.
Reading, and any other work as required by the particular tutorial group.

SOCIAL SCIENCE B4 (SSB04) 4 points

Teacher in Society
Five hours of lectures and tutorials a week for one term.
Prerequisite: Social Science A or an approved equivalent

Syllabus
An historical and comparative study of the position of the teacher in society with the main focus
on contemporary Victoria. Primarily the study will take the form of an action research project
wherein the students will approach people in the community: practising teachers, retired
teachers, primary and secondary pupils, parents of different socio-economic and ethnic
backgrounds, etc., and seek from them their attitudes towards the understanding of teachers and
teaching. The students will work in small groups, as well as in the full group. The approaches and
the responses will be studied by the full group. A considerable amount of reading is required and
students are expected to play a major role in determining the nature of the project.

Books
Sterling, P (ed) The Real Teachers New York: Vintage Books 1972

Assessment
Based on participation and an essay of at least 2,000 words or an approved equivalent.

SOCIAL SCIENCE B7 (SSB07) 4 points

Migrant Studies
Five hours a week for one term. It will consist of seminars and tutorial sessions involving
discussions on set readings, visiting speakers, video-tapes, excursions, and activities such as
role-playing.
Prerequisite: Social Science A or an approved equivalent.

Syllabus
This subject examines the development of Australia as a multi-cultural society. It is an
introductory subject which focuses on the situation of ethnic minority groups, and examines
issues involved in migration and the effect of migration on the society.

Books
Bowen, M Australia 2000: The Ethnic Impact Armidale (NSW): Univ of New England 1977
Price, C A Greeks in Australian Canberra: ANU Press 1975

Assessment
Based on preparation for and participation in seminars and tutorials and/or short reports to be
submitted throughout the study, and an assignment of 2,000 words or an approved equivalent.

SOCIAL SCIENCE B8 (SSB08) 4 points

The Third World
Five hours a week for one term, consisting of lectures or visiting speakers and tutorial sessions.
Credit may not be granted for this subject as well as for Politics 818 or B19 or C18 or C19.
Prerequisite: Social Science A or an approved equivalent.
 Diploma of Teaching and Bachelor of Education (Primary) 383

Syllabus
An examination of the development issue focusing on Africa, Asia and Southern America. Issues
include imperialism, distribution of food and energy resources, investment and trade, education,
public health, governments, national liberation movements, and the role of the developed nations.
Subject treatment will be determined by students in consultation with the lecturer. Information will
be sought through reading, films, television, visiting speakers, and the agencies involved in the
development issue.

Books
Birch, C Confronting the Future. Australia and the World: the next hundred years Harmondsworth:
Penguin 1975
Brown, M B The Economics of Imperialism Harmondsworth: Penguin 1974
Camer, R E The Developing Nations: A Comparative Perspective Boston: Allyn & Bacon 1976
Schumacher. E F Small is Beautiful London: Blond & Briggs 1973

Assessment
Based on one major assignment of the student's choice, of at least 2,000 words or an approved
equivalent An outline of the proposal is to be submitted to members of the group for their
suggestions and approval.

SOCIAL SCIENCE B10 (SSB10) 4 points

Young People in Society

Five hours a week for one term. consisting of lecti,es (including visiting speakers) and tutorials
(including films, discussions, and excursions).
Prerequisite: Social Science A or an approved equivalent.

Syllabus
A historical and comparative study of the position of young people in society with the main focus
on contemporary Australia. The study will include an examination of the factors affecting young
people's values, ideals, attitudes, rights and needs.
The study is based on tutorials/discussions. A considerable amount of reading is required, which
will be supplemented by films, television, visiting speakers, and excursions. Students are
expected to play a major role in determining the activities and structure of the study.

Books
Hill, B The Schools Harmondsworth: Penguin 1977
Holt, J Escape from Childhood New York: Ballantine 1975
Ryan, W Blaming the Victim New York: Vintage 1977

Assessment
Based on progress reports relating to reading for tutorials, and on one essay of at least 2,000
words or an approved equivalent

SOCIAL SCIENCE B11 (SSB11) - 4 points

An Introduction to Criminology
Two hours of lectures, films, visiting speakers or excursions, and two hours of tutorials a week for
one term.
Credit may not be granted for this subject as well as for Legal Studies A or B.
Prerequisite: Social Science A or an approved equivalent.

Syllabus
Aspects of the criminal justice system that might be explored by students are:
The definition of crime. the notion of justice, the nature of a social consensus, the measurement of
crime, aims of sentencing and alternatives to imprisonment, theories of delinquency, the police
and the legal profession, minors and the Children's Court, schools and delinquency, legal aid, civil
liberties, minority groups and the law, etc.
384 Subject Descriptions

Students will be encouraged to utilise a wide range of resources in the conduct of their studies:
discussion groups, videotapes, guest speakers, interviews, visits to courts, institutions. Reporting
on learning pursued may assume various forms, e.g. the submission of a report, written/audio-
visual, the presentation of a seminar paper, and the conduct of a seminar.
Students are expected to play some part in determining the activities and structure of the
program.

Books
Challinger, D 0 The Juvenile Offender in Victoria (Research Project Report No 1) Criminology
Department University of Melbourne 1974
Chappell, D & Wilson, P The Australian Criminal Justice System St Lucia: UQP 1969
Hood, R G & Sparks, R Key Issues in Criminology London: Weidenfeld & Nicholson 1970
Polk, K & Schafer, W E Schools and Delinquency Englewood Cliffs: Prentice-Hall 1972

Assessment
Progressive and based on short reports and one research essay of at least 2,000 words or an
approved equivalent.

SOCIAL SCIENCE B12 (SSB1 2) 4 points

Women's Studies
Five hours a week for one term, consisting of lectures (including visiting speakers) and tutorials
(including films, discussions, and excursions).
Prerequisite: Social Science A or an approved equivalent.

Syllabus
Theme: The changing role of women in Australian Society.
The history and develoment of the women's liberation movement; the conditioning of women into
their role in society through education, literature, economic, and political structures; some recent
developments including family planning, abortion law reform movements, women in the
workforce; Single Mothers' Society and the Women's Electoral Lobby. The unit involves history,
politics, economics, and sociology.

Books
Australian Schools Commission Girls, School and Society: Report by a Study Group to the
Schools Commission Canberra: AGPS 1975
Beauvoir, S The Second Sex Harmondsworth: Penguin 1972
Dixson, M The Real Matilda: Women and Identity in Australia 1788-1975 Ringwood (Vic): Penguin
1976
Encel, S, McKenzie, N & Tabbott, M Women and Society: An Australian Study Melbourne:
Cheshire 1974

Assessment
Based on progress reports relating to reading for tutorials, and one essay of at least 2,000 words
or an approved equivalent.

SOCIAL SCIENCE B13 (SSB13) 4 points

Aboriginal Studies
Five hours of lectures and tutorials a week for one term. The subject also involves excursions,
experiences such as role-playing and the analysis of social studies units for schools.
Prerequisite: Social Science A or an approved equivalent.

Syllabus
The study will examine briefly the impact of European settlement on Aboriginal social structure
and culture, and will focus on race relations in Australia today.

Books
Maddock, K The Australian Aborigines: A Portrait of their Society Ringwood (Vic): Penguin 1974
 Diploma of Teaching and Bachelor of Education (Primary) 385

Rowley, C D Outcasts in White Australia Ringwood (Vic): Penguin 1972

Stevens. F S led) Racism: The Australian Experience, Volume 2, Black Versus White: A study of
Race Prejudice in Australia Sydney: ANZ Book Coy 1972
Stone, S. Aborigines in White Australia: A Documentary History of the Attitudes Affecting Official
Policy and the Australian Aborigine 1867-1973 Melbourne: Heinemann 1974

A ment
Based on reports submitted throughout the subject In addition, one essay of at least 2,000 words
or an approved equivalent is required.

SOCIAL SCIENCE B14 (SSB1 4) 4 points

Media and Society
Five hours of lectures and tutorials a week for one term. Credit may not be granted for this subject
as well as for Media Arts 87, 810 and 811.
Prerequisite: Social Science A or an approved equivalent

Syllabus
This subject explores the development and perpetuation of socio-cultural myths, mores,
stereotypes. archetypes etc, as portrayed through radio, magazines, journals, newspapers, songs,
plays, photography, cinema and television.
The subject covers the nature of the mass media institutions and their historical, contemporary
and developing ethos. Characteristics of reporters, editors, directors, producers, novelists and
screenwriters are also investigated. Study of the function of media influences on educational
processes will form part of the program.

Books
Wolfe, T & Johnson. E W leds) The New Journalism London: Picador 1975
Albrecht M The Sociology of Art and Literature London: Duckworth 1970
Cohen, S & Young, J Social Problems and the Mass Media London: Constable 1973
McOuali. D led) Sociology of Mass Communications Harmondsworth: Penguin 1972

A ment
Based on class participation, and on one major assignment of at least 2,000 words or approved
equivalent

SOCIAL SCIENCE B15 (SSB1 5) 4 points

Poverty in Australia
Five hours of lectures and tutorials a week for one term.
Prerequisite: Social Science A or approved equivalent

Syllabus
An examination of the nature and extent of poverty in Australia and the a ttitudes of Australians
towards the poor. The evidence of the Federal Inquiry into Poverty will be discussed together with
other available film, TV and written accounts. Proposals for change, and existing actions
programs will also be examined.

Preliminary Reading
Commission of Inquiry into Poverty Poverty in Australia Canberra: AGPS 1975
Dwyer, P How Lucky Are We? Carlton: Pitman 1977
McCaughey, J et al Who Cares? South Melbourne: Sun 1977

Text
Hollingworth, P J Australians in Poverty West Melbourne: Nelson 1979

A ment
Based on class participation, and on one major assignment of at least 2,000 words or approved
equivalent
386 Subject Descriptions

SOCIAL SCIENCE B16 (SSB1 6) 4 points

Religion and Society
Five hours of lectures and tutorials a week for one term (including films and discussions).
Prerequisite: Social Science A or approved equivalent

Syllabus
An examination of the role religion has played in various human societies in forming people's
understanding of their place in society and the meaning of life. Attention will be paid to the
declining influence of formal religion in modern Western society and the recent renewal of
interest in religious movements.
Subject treatment will be determined by students in consultation with the lecturer, and both
Australian and cross-cultural material will be used to examine the effect religion has on the
development of human society.

Preliminary Reading
Berger, P The Sacred Canopy New York: Anchor 1969
Cox, H The Secular Ci ty London: SCM 1966
Mol, H Religion in Australia Melbourne: Nelson 1971

Text
Berger, P A Rumour of Angels Harmondsworth: Penguin 1970

A ment
Based on class participation, and on one major assignment of at least 2,000 words or approved
equivalent

SOCIAL SCIENCE B1 7 (SSB1 7) 4 points

Papua New Guinea Studies
Five hours a week for one term, consisting of seminars and workshops.
Prerequisite: Social Science A or an approved equivalent

Syllabus
The subject will focus on the process of political, economic and social change in Papua New
Guinea in the last 100 years. Attention will be given to the diverse and complex patterns of social
organisation that existed prior to European contact, to the history of colonisation, and the
emergence of nationalist movements. There will be a special emphasis on the developments of
the last decade, especially in formal education, and the significance of political independence
from Australia.
There are extensive resources available on Papua New Guinea and students will therefore be
expected to be involved in deciding the direction of the subject

Books
Hogbin, I led) Anthropology in Papua New Guinea Melbourne: MUP 1973
Nelson, H Papua New Guinea Harmondsworth: Penguin 1972
Pardy, R et al Pursri: Overpowering Papua New Guinea Melbourne: IDA 1978
Rowley, C D The New Guinea Villager Melbourne: Cheshire 1972

Assessment
Based on a major assignment of at least 2,000 words, or an approved equivalent-. In addition, brief
contributions to group activities will be required.

SOCIOLOGY A (SOA00) 9 points

The Individual and Society

One 1-hour lecture and one 3-hour workshop a week throughout the year.
Prerequisite: Nil
 Diploma of Teaching and Bachelor of Education (Primary) 387

Syllabus -
This is an introductory subject in sociology in which the main emphasis will be on the relationship
between the individual and society, focusing in particular on the groups and institutions that
provide the structure of the individual's view of the world. The content chosen will grow out of the
experience of the staff and the students and, therefore, the study may examine the significance of
the family, mass media, schools, and class structure in post-industrial society. Where possible,
Australian studies will be used, and theoretical and cross-cultural material will also be drawn on
where appropriate.
It is expected that teaching procedures will include lectures, tutorials, seminars and workshops,
practical research projects (both individual and group) and supervised reading tasks, depending
on the particular learning objectives.

Preliminary Reading
Berger, P L & Berger. B Sociology: A Biographical Approach Harmondsworth: Penguin 1976
Mills, C W The Sociological Imagination Harmondsworth: Penguin 1973

References
Reading lists outlining references for each area covered will be distributed throughout the year.

A ment
Based on class participation, and progressive projects throughout the year involving group and
individual reports.

SOCIOLOGY B (SOBOO) 12 points

People in a Changing Society
One 2-hour tutorial and one 3-hour workshop a week throughout the year.
Prerequisite: Sociology A or approved equivalent.

Syllabus
This subject will focus on the relationship between the individual and society with particular
emphasis on the effect of social change on people's lives and the social system to which they
belong. The methodology and theoretical perspectives of sociology will be used to explore the
problems posed by social change and the range of possible solutions. Where possible Australian
studies will be used. with supporting reference to theoretical and cross-cultural material.

Preliminary Reading
Birch, C Confronting the Future Harmondsworth: Penguin 1975

Texts
Dwyer. P How Lucky Are We Carlton: Pitman 1977
Edgar, D led) Social Change in Australia Melbourne: Cheshire 1974

Assessment
Based on seminar participation, and progressive projects throughout the year involving group and
individual reports

SOCIOLOGY C (S0000) 12 points

Development of Sociological Thought
One 2-hour tutorial and one 3-hour workshop a week throughout the year.
Prerequisite: Sociology B.

Syllabus
Students in this subject are expected to undertake a rigorous study of a number of distinct
approaches to sociological work and theory. It is suggested that the work of three sociologists be
chosen by negotiation between staff and students, and that each be studied for one term. Thus,
following Sociology A and B, it may be that Marx, Weber and Durkheim would be studied in
Sociology C. In addition, students will be involved in group research work.
388 Subject Descriptions

Preliminary Reading
Abraham, J H The Origins and Growth of Sociology Harmondsworth: Penguin 1973

References
Durkheim, E Selected Writings London: CUP 1972
Marx, K Grundrisse New York: Harper & Row 1972
Weber, M The Theory of Social and Economic Organisation New York: Free Press 1964

Assessment
Based on seminar participation, three assignments each of 2,000 words, one major fieldwork
exercise and on a report of 3,000 words. Results will be expressed as 'satisfactory' or
'unsatisfactory'.
 Diploma in Education 389

Diploma in Education

Contents
Regulations for the Course 391
Introduction 392
Programs and Teams 393
Methods of Teaching 395
Accountancy (see Economics and Commerce)
Art and Crag 396
Biology (see Secondary Science and Mathematics)
Chemistry (see Secondary Science and Mathematics)
Classroom Music (see Music and Instrumental Music)
Computer Studies (see Secondary Science and Mathematics)
Consumer Education (see Economics and Commerce)
Counselling 396
Economics (see Economics and Commerce)
Economics and Commerce - 396
English 399
English as a Second Language 399
Environmental Science (see Secondary Science and Mathematics)
Further Studies in School Mathematics (see Secondary Science
and Mathematics)
Further Studies in School Science (see Secondary Science
and Mathematics)
Geography 400
History 400
Instrumental Music (see Music and Instrumental Music)
Junior Mathematics A (see Secondary Science and Mathematics)
Junior Mathematics B (see Secondary Science and Mathematics)
Junior Science A (see Secondary Science and Mathematics)
Junior Science B (see Secondary Science and Mathematics)
Legal Studies (see Economics and Commerce) -
Librarianship 401
Methodology of Economics and Commerce (see Economics and Commerce)
Modern Languages. 401
Music and Instrumental Music 402
Physics (see Secondary'Science and Mathematics)
Politics (see Social Studies and Politics)
Primary 402
Secondary Science and Mathematics 405.
Secretarial Studies (see Economics and Commerce)
Senior Mathematics (see Secondary Science and Mathematics)
Social Studies and Politics 410
 Diploma in Education 391

Regulations for the Course for the

Diploma in Education

1. To satisfy general entrance requirements for admission, a candidate must have:

(a) successfully completed a degree approved by the Board of Studies:
or
(b) successfully completed a diploma approved by the Board of Studies;
or
(c) a qualification and/or experience approved by the Board of Studies as equivalent to one
of the qualifications referred to in (a) or (b) above.
2. To be awarded the Diploma in Education, a student shall have pursued the required
studies for at least one year.
3. The subjects of the course and the conditions on which such subjects may be taken shall
be as prescribed from time to time by the Board of Studies.
4. The regulations for the course together with the detail of studies and the prerequisites and
special entry conditions shall be published in the Handbook of the Melbourne State
College or supplements thereto.
5. No student may pursue a course of study or receive credit for studies taken unless the
proposed program of studies has been approved by the Board of Studies. It is the
responsibility of each student to obtain this approval before embarking on the course.
6. A student who, having completed part or all of another course of study at the tertiary level,
enrols in the course for the Diploma in Education may, with the approval of the Board of
Studies, be given credit, in the form of exemptions, for studies, the equivalent of which
have been passed in the other course, up to a maximum of 50 per cent of the Diploma In
Education course.
7. The Board of Studies may allow a student to include in his/her course studies offered by
another institution which are, in its opinion, of an appropriate standard and relevant to the
student's course of study.
8. A student who does not pass in an area of study may be credited by the Board of Studies
with a pass in the course as a whole, having regard to performance in all studies taken,
and provided that School Experience has been satisfactorily completed. Such a pass shall
be granted in accordance with principles determined by the Board of Studies.
9. The Board of Studies may allow a student to undertake part-time studies provided that the
total duration of such studies does not exceed four years.
10. The Diploma in Education may be granted to a student who has complied with the
prescribed conditions and has passed the subjects of the course.
11. The course consists of the subject Education 4C.
These regulations should be read and interpreted in conjunction with all documents. relating
to procedures of the Board of Studies.
392 Introduction

Introduction

The Diploma in Education course is designed to prepare the student for entry into the teaching
profession. Having already demonstrated academic skills and gained sufficient control of a
substantive body of 'academic' knowledge, the student is now expected to acquire sufficient
understandings of, and skills in, the theory and practice of teaching to enable him/her to
commence teaching. This involves, among other things, the important role change from a student
responsible only for his/her own learning, to a teacher who is responsible for the learning of
others. The facilitation of such a role change requires a course structure with organisational
patterns and staff/student relationships which are significantly different from those found in
traditional 'academic' studies.
It is clearly recognised that a pre-service course of teacher-preparation is only one step in the
life-long education of a teacher and that continuing teacher-education must occur in in-service
or post-graduate studies, or in the schools themselves.
The result in School Experience of 'Ready to Teach' does not therefore imply that the teacher is
trained for the rest of life, but that the person is ready to begin work as a teacher in a school.
Nonetheless, a well designed pre-service course can enable the teacher to reduce the initial
traumas associated with beginning as a teacher, and to develop more quickly into a successful
professional practitioner.

Part-time Students

Approximately 20 places will be available for new part-time students in 1980. Part-time studies
can be taken within the subject-based program only, and are not available to intending primary
teachers.
The part-time course for intending secondary teachers will consist of:
(a) School Experience 45 days supervised School Experience. The first 15 days of School
Experience must be undertaken in a school other than the one in which the part-time
student is employed as a teacher. In light of their performance during that 15 days,
students may be permitted to undertake some or all of the remaining 30 days of
supervised School Experience in their own school.
(b) Methods of Teaching as for full-time students.
(c) Education Studies - as in the subject-based program.
 Diploma in Education 393

Programs
The following have been approved as programs which Education Faculty might make available in
1980:
Type A: Subject-based
Type B: Core/elective-based
Type C: School-based
Type D: Contract-based
Type E: Elective-based
Type F: Community-based.
The diversity of programs offered assumes that no single way of teacher preparation is superior to
all others, and that the student is likely to benefit if able to help to determine the style of program
in which he/she would prefer to work.
Students will be advised on their selection of programs. However, no assurance can be given that
all students will be placed in their first choice of program, especially if the pattern of student
preferences deviates significantly from the pattern of programs offered.
Programs differ from each other in such significant features as:
Flexibility of content student choice is greater in some programs than in others
Flexibility of structure some programs have a regular timetable throughout the year,
whilst others have varying degrees of negotiated arrangements
School experience some programs require three 3-week teaching rounds and
others concurrent school experience, e.g. two days a week. The
minimum requirement for all students is satisfactory completion
of 45 days of school experience
Location education studies in most programs are undertaken at the
College, but students in some programs are required to spend
some time each week outside the College using other
resources.
Each single Method study involves two class hours a week, a double Method study involves four
class hours a week in the one Method of Teaching, and is available only in a limited number of
methods
In all programs, students are required to undertake studies in two Method areas, or a double
Method study where appropriate and available, and a minimum of 45 days School Experience.
Assessment in School Experience is based on the reports of supervisors in the schools, College
method staff and team staff, and is co-ordinated by the Department of School Experience.
Although programs differ substantially in emphasis, all have the elements of Method studies,
school experience and educational theory, and all students in each program must complete
satisfactorily the requirements of the above three elements of the course.
On completion of the program, a student's performance is assessed. Performance is designated
as 'Satisfactorily Completed or 'Not Satisfactorily Completed'. A student who has failed in only
one element may be awarded a pass in the course as a whole, provided that the failure is not in
School Experience.

A. Subject-based Program (Part-time students only)

This program aims to ensure that students are systematically introduced to, and involved in, the
Study of a wide range of themes and issues in the following foundation studies: curriculum
studies educational psychology, educational sociology, educational technology, and
communication.
This program is conducted through lecture-discussions, seminars, films, guest speakers, and
visits to educational institutions. There will be some flexibility in content and approach according
to student interests and needs; a considerable degree of student choice and initiative will be
facilitated through assignments, seminar papers, practical work, and small-group discussions.
Assessment in foundation studies is continuous, making use of essays, assignments and tutorial
papers.
394 Programs

A student's weekly commitment is clearly defined from the beginning of the year, and School
Experience is normally undertaken in three 3-week teaching rounds.

B. Core/Elective-based Program

Education Studies are organised in two sections, (1) foundation studies in Education (60 per
cent), and (2) electives (40 per cent). In addition, students undertake Methods of Teaching and
School Experience.
Foundation studies are undertaken in classes and tutorials on a regular basis throughout the
year. These studies include the areas of educational psychology, curriculum studies, educational
sociology, and educational technology.
Assessment in this section is continuous, making use of essays, assignments and tutorial papers.
Elective studies are designed to enable students to pursue areas of interest and relevance
usually developing out of core classes during the year. They are of sufficient number to allow the
student flexibility of choice in regard to timetable arrangements. The selection of electives is
supervised by staff to ensure that a sufficient variety of content is undertaken.
Assessment is described at the commencement of each elective.
School Experience is normally undertaken in three 3-week teaching rounds.

C. School-based Program

Education Studies in curriculum studies, educational psychology, educational sociology, and

educational technology are conducted through school-based seminars, College-based study
groups and seminars, selected area electives, and by individually contracted work.
In Term 3 each student negotiates an individual contract of study supervised by a staff member.
The contract may include further school experience, research projects, theoretical studies or
specific projects related to the student's needs and interests. Contracted studies are usually
school-based but may involve participation in seminars at the College.
Students will be located in the program's host schools in groups of eight to thirteen, and will
spend three days each week in schools in Terms 1 and 2. Two days each week in schools are
concerned with classroom experience, and each student completes at least 45 days of classroom
experience as the requirement for School Experience. One day each week in the school is set
aside for seminars and educational studies based on the school. Students are placed in at least
two schools during the year.
Assessment is the responsibility of the team staff and is continual. All areas of the program are
considered when assessing the student's readiness for teaching.

D. Contract-based Program

The program is an integrated course of Education Studies, with elements of educational

psychology, educational sociology, educational technology, curriculum studies and
communication. In addition, students undertake Methods of Teaching and School Experience.
The program is highly flexible, with topics and activities negotiated with students in terms of their
relevance and interest.
Each student is required to contract in advance into approximately 30 hours of Education Studies
each week. This includes sessions offered by the team staff, sessions offered by team students,
additional school experience, and individual work which includes reading and assignments.
School Experience is normally undertaken in three 3-week teaching rounds although alternatives
may be negotiated.
At the beginning of the year each student is assigned to a tutorial leader who is responsible for
supervising the work and programs of that student, including the arrangement and team
ratification of the student's contracts, and supervision of the student's progress by frequent
meetings, visits during teaching rounds, and pastoral care.
Assessment is the responsibility of the team staff, and the final result is based on a review of the
student's work for the year.
 Diploma in Education 395

E. Elective-based Program
Education Studies including curriculum studies, educational psychology, educational sociology
and educational technology are conducted through weekly College-based seminars, selected
area electives, and by individually contracted work. Each student's Education Studies are
selected to provide a balanced program for that student.
Assessment for each elective is described in the list of electives offered, and is the responsibility
of the staff member conducting that elective.
In Term 3 each student undertakes a contract planned by her/himself in consultation with team
staff. The contract may include further school experience, research projects, theoretical studies
or specific projects related to the student's needs and interests. The contract is supervised and
assessed by the staff member on the basis of the negotiated terms.
School Experience usually involves two days in schools each week throughout Terms 1 and 2 to
a total of 45 days by the end of Term 2. Some block experience is also available. School
Experience is so arranged that each student is involved in three schools, including at least two
different types, during the year.
Assessment is the responsibility of the team staff, and is continuous.

F. Community-based Program
Education Studies in this program are based on the premise that adequate understanding of the
teaching/learning process in a society characterised by structural inequality is best developed
through examination of the activities of classroom and school in working class neighbourhoods.
The team members work in selected inner suburban schools and their communities for at least
three days a week for the first two Terms. Regular planning sessions involving staff and students
are used to organise the conduct of Education Studies.
In Term 3 each student negotiates an individual contract of study supervised by a staff member.
The contract may include further school experience, research projects, theoretical studies, or
specific projects related to the community, or to the student's needs and interests.
Assessment is the responsibility of the team staff, and is continuous. It is based on assignments,
reports on the program activities, the reflective thinking developed throughout the year, as well as
on recommendations concerning Methods of Teaching and School Experience.
Note: Each of the programs described is subject to further review during 1979. Some changes
may occur in the detail of each program.

Teams
The programs offered by Education Faculty are conducted in teams. The team approach is
adopted as it is believed that this facilitates more effective communication between the staff and
students involved, and that a learning environment suited to the final year of pre-service teacher
education, and better adapted to the needs and interests of the individual student, will be
established in this way.
The number of teams and their size and intake is determined each year by Education Faculty.

Methods of Teaching
Studies in Methods of Teaching are taken in each program.
Methods of Teaching make a direct contribution to the strengthening of professional competence.
The objectives of each Method study include the following:
(a) to acquaint students with a wide range of teaching materials, strategies and curricular
ideas so that they in turn can select those which are consistent with their own developing
educational philosophies, their own capacities, and the schools within which they teach;
(b) to indicate both the unique and interdisciplinary nature of various curricular areas;
(c) to suggest the practical ramifications of educatonal theory;
(d) to develop enthusiasm for, and competence in, the teaching/learning process,
396 Programs

(e) to indicate recent developments in the practice of teaching;

(f) to encourage students to evaluate critically their assumptions about methods of teaching.
Each Method study is divided into six main categories which, to a certain extent, overlap.
These categories are:
(a) philosophical and psychological issues;
(b) teaching approaches and techniques;
(c) teacher-pupil interaction;
(d) language, literacy and the learner;
(e) curriculum issues;
(f) resources for learning.
School Experience provides students with the opportunity to implement and evaluate Method
work developed in College sessions. Consequently, Methods of Teaching and School Experience
are closely related components of a student's course.
Each student takes four class hours a week of Method of Teaching studies for the duration of the
teaching year, except during block teaching rounds.

METHOD OF TEACHING ART AND CRAFT (MED01)

Special Requirement
Method of Teaching Art and Craft is taken as a double method.
Prerequisite: An approved Diploma of Art or equivalent

Syllabus
This study helps to prepare those interested in teaching and learning processes which occur in
art and craft in schools. Topics incorporated in the year's activities include art appreciation,
teaching strategies, art for the creative child, integrated art programs, art in secondary and
primary schools, assessment, art room organisation, art-process or product, and philosophy of art.

Books
Arnheim, R Visual Thinking London: Faber 1970
Eisner, E W & Ecker, D W (eds) Readings in Art Education New York: Blaisdell 1966
Lowenfeld, V The Nature of Creative Activity London: Routledge & Kegan Paul
Read, H Education Through Art London: Faber 1958

Assessment
Based on assignment work, seminars and participation, including a major research project, two
minor assignments and a seminar presentation.

METHOD OF TEACHING COUNSELLING (MED02)

This method will not be offered in 1980.

METHOD OF TEACHING ECONOMICS AND

COMMERCE (MED03/04)
This Method is divided into the following units:
Method of Teaching Accountancy (Senior Secondary Teaching Area)
Method of Teaching Consumer Education (Middle Secondary Teaching Area)
Method of Teaching Economics (Senior Secondary Teaching Area)
Method of Teaching Legal Studies (Senior Secondary Teaching Area)
Method of Teaching - Secretarial Studies (Middle and Senior Secondary Teaching Area)
Method of Teaching Methodology of Economics and Commerce (Middle and Senior Secondary
Teaching Areas)
For a single method (MED03), a student selects any two of the above units.
For a double method (MED04), he/she selects any four.
Each unit includes one hour of class contact a week.
 Diploma in Education 397

These units should be seen as an introduction to the teaching of business studies subjects in
Victorian secondary schools. Each unit will consider the basic teaching model: objectives,
method, content, resources, and evaluation in terms of teaching and pupil-learning within the area
bounded by economics and commercial subjects.

Journals
Compak Fitzroy (Vic): VCTA 1976-9
Narration Fitzroy (Vic): VCTA 1970-5

METHOD OF TEACHING ACCOUNTANCY (MED05)

Prerequisite: Two years of approved study of Accountancy at the tertiary level or equivalent.

Syllabus
Topics include objectives in accounting, courses at HSC and 11th Year (recommended and
alternative), strategies for the introduction of accounting concepts, methods of teaching and their
applicability to accounting, analysis and interpretation the continued emphasis, evaluation of
commercially available materials, availability and use of community resources, and evaluation of
objectives.

Books
Popham, E A Teaching-Learning System for Business Education New York: McGraw-Hill 1975
Tonne. H A et al Methods of Teaching Business Subjects 3rd edn New York: McGraw-Hill 1965

Assessment
Based on the year's work with participation in class constituting 50 per cent. Assignments,
exercises, and completion of materials also constitute 50 per cent. These include critical
analyses of selected articles, seminar papers, production of teaching/learning materials, and
preparation of a syllabus.

METHOD OF TEACHING CONSUMER EDUCATION (MED06)

Prerequisite: No special requirements.

Syllabus
Topics include development of consumer education, content and aims of recommended and
alternative courses (Education for Living compared with Education for Employment), strategies
involving structured pupil-centred learning, methods of teaching and their applicability to middle-
level commerce, the pupil as a key resource, evaluation of commercially available materials,
availability of community resources and their value in learning, and evaluation of objectives in
consumer education.

Books
Davison'A et al Strategies and Methods Fitzroy (Vic): VCTA 1977
Greene, I R Resource Materials in Consumer Education Fitzroy (Vic): VCTA 1977
National Committee of Social Science Teaching Evaluation in the Social Sciences for Secondary
Schools Canberra: AGPS 1977 -
A collection of community resources is housed in a file at the College and is available to students.

Assessment
As for Method of Teaching Accountancy

METHOD OF TEACHING - ECONOMICS (MED07)

This unit is co-ordinated closely with the unit Method of Teaching Consumer Education, so
providing a range of learning experience and activities.
Prerequisite: Two years of approved study in Economics at the tertiary level or equivalent.
398 Methods of Teaching

Syllabus
Topics include the development and place of economics in the secondary school curriculum;
economics course of study for junior, middle and senior levels; syllabus planning, topic and
lesson planning; methods of teaching and their applicability to economics; availability of
resources and aids for teaching economics, text and resource evaluation; evaluation and
assessment in economics and Economic Education Movement future developments including
APEL and the Radical Critique.

Books
Lee, N (ed) Teaching Economics London: Economics Association 1967
Lumsden. K G fed) New Developments in the Teaching of Economics Englewood Cliffs: Prentice-
Hall 1967
Prehn, E C Teaching High School Economics: The Analytical Approach New York: Pitman 1968
Whitehead, D Curriculum Development in Economics London: Heinemann 1974

Assessment
As for Method of Teaching Accountancy.

METHOD OF TEACHING LEGAL STUDIES (MED08)

Prerequisite: Two years of approved study in Legal Studies at the tertiary level or equivalent.

Syllabus
Topics include review of school-based experiences and observations; critical review of content
of Form 5 and HSC syllabuses; adoption and expression of objectives in legal studies; resources
in legal studies; a critical assessment; assessment items in legal studies; strategies in presenting
material such as 'chalk and talk', lecture, student papers, 'the debate', the 'mock trial', excursions,
games, and role-playing.

Books
Commercial and Legal Studies Teacher's Guide Year 11 Melbourne: VCTA 1978
Commercial and Legal Studies Teacher's Guide Year 12 Melbourne: VCTA 1978

Assessment
As for Method of Teaching Accountancy.

METHOD OF TEACHING SECRETARIAL STUDIES (MED09)

Prerequisite: Two years of approved study in Secretarial Studies at the tertiary level or equivalent.

Syllabus
This unit enables students to plan and conduct classes in personal typewriting. shorthand/
typewriting, secretarial practice, and typewriting and communication at all levels in secondary
schools.
Topics include: Course organisation examination and evaluation of secretarial and related
courses in schools, course and lesson planning, facilities and equipment, resources and services.
Skill learning and development keyboard introduction, development of typewriting technique,
speed, accuracy, production skills, audio typing and listening skills; communication courses,
language development program, personal and vocational courses; shorthand introduction,
development of note-taking and transcription speed and accuracy, dictation procedure.
Integrating skills office style assignments, simulated office experience, career prospects;
evaluation of performance, catering for individual differences and learning difficulties.

Texts
Holden, A fed) Readings in Method of Teaching Typewriting Melbourne: VCTA 1976
Moore, G Courses of Study in Shorthand and Typewriting Melbourne: VCTA 1977
Rosen, S fed) Typewriting Methods in the Seventies New York: NBEA 1970
Russon, A & Wanous, S Philosophy and Psychology of Teaching Typewriting Cincinatti: South-
Western 1973
 Diploma in Education 399

Assessment
As for Method of Teaching Accountancy.

METHOD OF TEACHING METHODOLOGY OF

ECONOMICS AND COMMERCE (MED10)
Special Requirement
This unit is not available to those students who are able to meet the prerequisites for any four of
the above Method units
Prerequisite: Enrolment in three of the above five Method units.

Syllabus
Topics include use of microteaching in the development of the teaching skills involved in
introducing a lesson. question and answer, and maintaining interest within the discipline of
economics and commerce: rationale and past development of business subjects in pre-tertiary
education; future developments of business studies in pre-tertiary education; and role of a co-
ordinator in economics and commerce.

Assessment
As for Method of Teaching Accountancy.

METHOD OF TEACHING ENGLISH (MED11)

Prerequisite: Normally, any peson undertaking this Method study should have completed two
years of study in English at the tertiary level.

Syllabus
Traditional topics incorporated in activities during the year include approaches to reading,
writing, listening and speaking as part of secondary schooling, and approaches to the teaching of
literature, including poetry, the novel, drama, and other literary forms. These are investigated in
such a way as to indicate that the relevant skills and approaches depend on the persons involved,
especially the adolescent with whom the teacher deals, and on the context within which learning
takes place. Activities include investigation of important pedagogical ideas and procedures, with
particular reference to the role of language in learning, as these affect the English class room, the
teacher, and the learner. Much of the inquiry centres on the pragmatic context of class room
teaching and learning, and students will be asked to relate their insights and questions to the
school situation.

Books
Australian Association of Teachers of English Resources I, Il, Ill Parkside (Sth Aust) 1974-6
Barnes, D et al Language. the Learner, the School Harmondsworth: Penguin 1971
Saunders, M Development in English Teaching London: Open Books 1976
Watson, K D & Eagleson, R leds) English in Secondary Schools Today and Tomorrow Ashfield
(NSW): Englisf Tchrs Assocn 1977

Assessment
Based on class exercises and assignments negotiated between student and lecturer and, unless
other acceptable arrangements are made, on participation in organised classes.

METHOD OF TEACHING ENGLISH AS A SECOND

LANGUAGE (MED38)
The availability of this method will be subject to adequate numbers and resources being
available.
Prerequisite: Substantial language or linguistic studies at the tertiary level, or an approved
equivalent, as well as adequate proficiency in English. Students who do not meet these
prerequisites: but who have relevant experience and who wish to apply should consult the
lecturer-in-charge.
Normally the other Method area undertaken by students will be English or Modern Languages.
400 Methods of Teaching

Syllabus
A range of data and concepts from applied linguistics and language-learning theory is studied
with the aim of developing effective and approprite teaching procedures for improving the verbal
communicative competence of children whose mother tongue is not English.
Topics covered include overview of second language teaching methods; major second language
teaching methods: principles and procedures; second language lesson planning; principles and
practice; second language teaching techniques for specific levels and skills; second language
teaching program design; evaluation and selection of second language courses, materials and
aids; error analysis; principles and practice; language testing: principles and practice.

Books
Paulston, C B & Bruder, M N Teaching English as a Second Langugage Techniques and
Procedures Cambridge (Mass): Winthrop 1976

Assessment
Based on participation in classes and completion of assignments.

METHOD OF TEACHING GEOGRAPHY (MED1 2)

This Method study has the following structure:
For students undertaking block School Experience: two class hours a week throughout the year
except during periods of School Experience.
For students undertaking concurrent School Experience: two class hours a week in Terms 1 and
2.
Prerequisite: Two years of approved studies in Geography at the tertiary level, or equivalent.

Syllabus:
The program seeks to acquaint students with a wide range of teaching materials, strategies and
curriculum ideas so that they in turn can select those which are consistent with their own
developing educational philosophies and their own capacities. The use of discussion techniques,
inquiry and expository modes, field work, simulations, group work and a range of audio-visual
materials enable the staff and students to explore a number of approaches which might also be
appropriate at the secondary school level. The program includes consideration of philosophical
and theoretical issues, teaching approaches and techniques, curriculum issues, teacher-student
interaction, resources for learning, language and literacy.

Books
Bacon, P (ed) Focus on Geography Washington: NCSS 1970
Graves, N Geography in Education London: Heinemann 1975
Graves, N (ed) New Movements in the Study and Teaching of Geography Melbourne: Cheshire
1972

Assessment
Assessment will be negotiated with individual students or groups of students.

METHOD OF TEACHING HISTORY (MED13)

Prerequisite: Two years of approved tertiary studies in History or equivalent.

Syllabus
The major areas covered are objectives, testing, selection and organisation of learning activities,
selection and organisation of subject matter, the development of thinking skills, the development
of values, evaluation, and planning.

Books
Ehman, L Toward Effective Instruction in Secondary Social Studies Boston: Houghton Mifflin
1974
Fraenkel, J Helping Students to Think and Value Englewood Cliffs: Prentice-Hall 1973
Baths, L E of at Teaching for Thinking Columbus (Ohio): Merrill 1967
Watts, D G The Learning of History London: Routledge & Kegan Paul 1972
 Diploma in Education 401

Assessment
Assessment will be negotiated with individual students.

METHOD OF TEACHING LIBRARIANSHIP (MED14)

Prerequisite: A Degree or three year Diploma of Librarianship, or a Degree as well as substantial
progress towards a librarianship qualification, a g. five subjects of the Registration Examination of
the Library Association of Australia.

Syllabus -
The development of skills to enable students to work effectively with pupils, teachers and library
staff in the educational program of a school and to evaluate the effectiveness of the library
program in the school. Case studies and seminar discussions drawn from films, texts and the local
experience of students, staff and practising teacher-librarians form the basis of this study. Issues
to be considered include: Resource centres in the previous decade; the roles of the teacher-
librarian; implications of different teaching and learning styles for the teacher-librarian and the
resource centre; communication, display and the resource centre.

Preliminary Reading:
Focus on People: Selected Papers (ASLA 3rd Conference, Brisbane 1972) Carlton: ASLA 1973
McNally, P T Non-Book Materials: A Guide for Teachers and Librarians Melbourne: Sun Books
1973
Roe, E Teachers. Librarians and Children: A Study of Libraries in Education revised edn
Melbourne: Cheshire 1972
The Role of Libraries in Secondary Education Canberra: AGPS 1971

Assessment
Based on participation in seminars, preparation of practical exercises, presentation of seminar
papers and submission of written exercises. The total written work for assessment will be 3,000-
4,000 words

METHOD OF TEACHING MODERN LANGUAGES (MED1 5/16)

This study is available as either a single or double Method study. The double Method may be
undertaken by two groups of students: (a) those who.have successfully completed two languages
for three years at tertiary level, (b) students who are fluent native speakers of common
Mediterranean languages
Students who are in group (a) above follow the single Method study program, but are required to
undertake one extra compulsory assignment. Students who are in group (b) above undertake
Mother Tongue Pedagogy as a component of the double Method.
Prerequisite: Three years tertiary study of a foreign language. Students, especially native
speakers of a foreign language, whose language studies do not meet this requirement and who
nevertheless would like to undertake this Method study, are invited to apply to the lecturer-in-
charge of the subject

Syllabus
A study of principles and practice in modern language teaching, with emphasis on the teaching of
the language skills by means of audio-oral techniques, materials, and equipment. The three -
methods thoroughly discussed are Modified Direct, Audio-Lingual and Audio-Visual.
Such topics as listening comprehension, conversation, reading comprehension, vocabulary,
grammar, pa ttern practice, composition, and testing are treated in context. Text books and other
materials available are critically examined. Other topics include group work and individualisation,
singing and games, the use of the felt-board, and ABC radio and television language programs.
The program includes a consideration of the aims and objectives of modern language teaching,
the choice of modem languages to be taught in Australian schools, and the place of cultural
studies and activities
The Mother Tongue Pedagogy program is designed to develop the skills necessary for teachers
involved in bilingual programs Topics include:
(a) linguistic description of selected aspects of the relevant mother tongue;
402 Methods of Teaching

(b) teaching methods relevant to speaking and listening skills (i.e. with oral language);
(c) teaching methods relevant to reading and writing skills (i.e. with written language);
(d) the development of Australian oriented curricula and materials;
(e) the expansion of the student's vocabulary and concepts across the curriculum and in
educational areas in general.

Books
Allen, E D & Valette, R M Classroom Techniques: Foreign Languages and English as a Second
Language New York: Harcourt Brace & Jovanovich 1977

Assessment
Single Method: Based on two assignments, each of 1,500-2,000 words, and on the student's
personal record of lessons taught.
Double Method Two Languages: The same as for a single Method as well as satisfactory
completion of one extra assignment of 1,500-2,000 words.
Double Method Mother Tongue Pedagogy: The same as for a single Method as well as a
satisfactory completion of three assignments and the compilation of a folder of curricular
materials for use in bilingual programs.

METHOD OF TEACHING MUSIC AND INSTRUMENTAL MUSIC

(MED17/18/19)
Two Method studies are offered:
Method of Teaching Classroom Music (MED17)
Method of Teaching Instrumental Music (MED18)
Students may undertake either of these as a single method. A double Method study is available as
Method of Teaching Classroom Music (MED19) or by taking both the single methods.
Prerequisite: For Method of Teaching Classroom Music (single Method) a sub-major study
taken in music. Students must have some vocal or instrumental performing competence.
For Method of Teaching Classroom Music (double Method) a minimum of a double major in
music.
For Method of Teaching Instrumental Music competence on one orchestral instrument and
experience on a second instrument. (Where inadequate experience on a second instrument
exists, students may be admitted to instrumental music if they are prepared to attend class
instruction in a second orchestral instrument concurrently.)

Syllabus
The Method study deals with the methods and materials of music education in relation to the
needs of students in modern secondary education. World trends in music education are
examined and related to the situation in Victoria. The approach to sessions is through tutorial/
discussion and workshop activities.

Books
D'Ombrain, G R Music Now Sydney: Cassell 1969
Paynter, J & Aston, P Sound and Silence London: OUP 1970
Schafer, M Ear Cleaning revised edn London: Universal Education 1972
Self, G New Sounds in Class London: Universal Education 1961

Assessment
Based on participation in classes together with the completion of assignments and other set
tasks arising from the studies.

METHOD OF TEACHING PRIMARY (MED20)

This is a double Method study and may not be available in 1980.
Prerequisite: No special requirements.

Syllabus
Students must undertake studies in the following areas: Basic Literacy, Primary Mathematics,
 Diploma in Education 403

Physical Education and Movement in Primary Education, Language Learning in the Primary
School, Related Arts Experience in the Primary School, Inquiry in the Primary School Curriculum.
Students will be asked to relate perceptions and insights in each area to the school situation. In
most of these studies, emphasis is placed on activities and skills directly relevant to classroom
practice. In this pre-service year, the aim is to introduce students to the current trends and
practices in primary education in Victoria.

METHOD OF TEACHING BASIC LITERACY (MED21)

Syllabus
The topics are developed by working in a practical situation and include the following: language
and communication, language acquisition, the nature of reading processes, factors influencing
the development of individual differences in reading ability, readiness and beginning reading,
evaluation of reading methods, the development of higher order reading skills, organisation
individualised reading, reading and the curriculum, and the failing child: diagnostic and remedial
procedures.
Each student is required to undertake a child study project in which he/she works with a child
who has an alleged reading problem. A visit to the Lady Gowrie Child Centre is also required.

Books:
Smith, F Understanding Reading New York: Holt. Rinehart 8 Winston 1971
Thorn, E A Teaching the Language Arts Toronto: Gage Educational 1974
Further reading suggestions are given at the beginning of the study.

A ment
Based on participation in all sessions, the submission of a final report of the child study project
consisting of all diagnostic tests used, the tentative diagnosis and proposed plan of treatment, a
diary report of sessions, conclusion and analysis of work done with the child, implications for
teaching, and on a materials assignment which takes the form of a critical analysis of a chosen
set of reading materials.

METHOD OF TEACHING PRIMARY MATHEMATICS (MED22)

Syllabus
Students experience a variety of materials and methods for teaching mathematics in the primary
school. and are encouraged to utilise as many of them as possible in their school experience
programs. Students are required to demonstrate a satisfactory level of competence in an
elementary anthmetic program.'
The study consists of a series of lectures, seminars, tutorials and workshop sessions based on
the following topics: orientation to the teaching of mathematics; the nature of learning
mathematics; pre-number activities; early number concepts including counting and pattern;
place value and numeration; meaning of basic operations with whole numbers; basic properties
of operations with whole numbers; automatic response; whole number algorithms; fractions
(vulgar and decimal); measurement; visual representation; environmental and thematic
mathematics: logic and problem-solving; games and puzzles; spatial relations and geometrical
concepts, texts kits and journals; classroom organisaton; tests and evaluation.

Books
Education Department, Victoria Background in Mathematics 2nd edn Melbourne: EDV 1972
Education Department. Victoria Mathematics for Primary Schools A Suggested Course of Study
Melbourne: EDV 1972
Education Department, Victoria Pure Number A, B. C, D, E, F, and Pure and Applied Number G, H,
and I and Applied Number A-C, D-F Melbourne: EDV 1973
LeBlanc. J F a Kerr, D R Mathematics Methods Program Indiana: Addison-Wesley 1976

A ment
Based on participation in classwork and seminars, satisfactory completion of the basic skills
program, the compilation of a resource folder of curricular materials, and the satisfactory
completion of one minor assignment
404 Methods of Teaching

METHOD OF TEACHING PHYSICAL EDUCATION AND

MOVEMENT IN PRIMARY EDUCATION (MED24)

Syllabus
The study involves theoretical and practical studies, and possibly a field excursion, and deals
with the fundamentals of physical education in the primary school. Students are also required to
compile a folio of resource materials relevant to the planning and implementing of a balanced
primary physical education program.

Books
Suggested Course of Study for Primary Schools: Physical Education and associated Curriculum
Guides Melbourne: Education Department of Victoria 1970

Assessment
Based on participation in class sessions and on the completion of two short exercises or reports
and the resource folder.

METHOD OF TEACHING LANGUAGE LEARNING IN THE

PRIMARY SCHOOL (MED26)

Syllabus
Topics will be selected from the following: an introduction to the philosophical and psychological
bases for the shifting emphases in Victoria's primary schools in relation to language learning;
defining, testing and measuring literacy; the 'illiteracy debate'; the processes involved in reading
and writing; defining creativity within the context of creative writings for children; analysis and
correction of children's written work including an evaluation of the relative importance of
spelling, grammar and punctuation; the role of oral language in the social and emotional
development of the child, the relationship of oral language to written language; practical activities
for developing oral skills and literacy in the primary school; and the organisation of a language
arts program.

Book s
Rosen, C & Rosen, H The Language of Primary School Children Harmondsworth: Penguin 1975

Assessment
Based on participation in class and on the submission of class exercises.

METHOD OF TEACHING RELATED ARTS EXPERIENCE IN THE

PRIMARY SCHOOL (MED38)

Syllabus
The Method is designed to give intending primary teachers an awareness and understanding of
the nature, values and possibilities of the related arts in education. It provides opportunities for
personal involvement in the activity of the arts. Through participation in practical activities which
explore both the common elements of the arts and the possibilities of each individual area of self-
expression, a creative approach to the arts in education is established. The adaptation to, and use
of, this approach and these activities in the primary school situation is also investigated.

Books:
Bergethon, B & Boardman, E Musical Growth in the Elementary School New York: Holt. Rinehart &
Winston 1963
Eisner, E W & Ecker, D W Readings in Art Education Waltham (Mass): Blaisdell 1970
Exiner, J & Lloyd, P Teaching Creative Movement Sydney: Angus & Robertson 1973
Farley, P, Tonkin, A & Bible, N Teaching Physical Education in the Primary School New York:
McGraw-Hill 1972
Goodridge, J Drama in the Primary School London: Heinemann 1972
Additional reading lists will be distributed from time to time.
 Diploma in Education 405

Assessment
Written work, such as assignments or class papers totalling approximately 2.000 words, is
required, and students must also accept the demand for regular practical work and attendance.

METHOD OF TEACHING INQUIRY IN THE PRIMARY SCHOOL

CURRICULUM (MED39)

Syllabus
Consideration of inquiry processes as a means of fostering the development of the child's
understanding of the physical and social world.
1. Consideration of science and social studies programs observed in primary schools.
2. The nature of inquiry processes in the curriculum: direct and vicarious experience, guided
discovery and expository teaching, the role of structure, the process and content, values and
attitudes, concept development, grouping strategies, questioning, and evaluation.
3. Examination of aspects of commercially prepared curricula Our Working World, SCIS,
SAPA, MACOS, ESS. Science 5/13, Society in View, Victorian Primary Science Course.
4. Development of inquiry units for the primary school.

Books
Elementary Science Study The ESS Reader Newton (Mass): Education Development Centre 1970
Kuslan, L & Stone, A H Teaching Children Science, An Inquiry Approach 2nd edn London:
Wadsworth 1973
Shulman, L S & Keislar, E R (eds) Learning by Discovery Chicago: Rand McNally 1967
Whitehead, G Enquiry Learning in Primary Social Studies Hawthorn: ACER 1978

A ment
Based on participation in workshops, a short written paper of about 1,000 words, and the
development of an inquiry unit suitable for a 3 to 4-week social studies/science program in the
primary school.

METHOD OF TEACHING SECONDARY SCIENCE AND

MATHEMATICS

Methods of Teaching in the sciences and in mathematics for intending secondary teachers are
organised in three groups. The following Methods of Teaching are offered:
Group 1 Group 2 Group 3
Junior Science A Biology Junior Science B
Chemistry Further studies in School Science
Environmental Science
Physics
Junior Mathematics A Senior Mathematics - Junior Mathematics B
Computer Studies Further Studies In School Mathematics
Group 1 Methods occupy two class hours a week throughout the year. Methods In Groups 2 and 3
occupy one class hour a week throughout the year.
Students with the necessary prerequisites may take either two hours a week or four hours a week
of the above Method studies. There are several conditions on choices within this grouping; these
are:
Students taking four hours a week must select at least one Method from Group 1.
Junior Science may not be taken in Group 1 and Group 3.
Junior Mathematics may not be taken in Group 1 and Group 3.
Senior Mathematics or Computer Studies may not be taken without either Junior Mathematics
A or B.
Biology. Chemistry, Physics or Environmental Science may not be taken without either Junior
Science A or B.

The groupings and related conditions make it possible for students to take Method studies in both
science and mathematics, or to concentrate In either the sciences or in mathematics. It is also
possible to take either science or mathematics Methods In conjunction with a Method study from
outside this grouping.
406 Methods of Teaching

METHOD OF TEACHING JUNIOR SCIENCE A (Group 1)

(MED40)

This Method is designed to introduce students to the teaching of science in secondary schools,
with an emphasis on science as taught in Years 7-10.
Prerequisite: Two approved first year and one approved second year tertiary level science
subjects, or an approved equivalent. Three approved first year science subjects may be
acceptable.

Syllabus
An examination of the role of science in the school curriculum. The development and
implementation of school science programs. The impact of a range of textual and curricular
materials. An emphasis is placed on the development of knowledge and skills needed by
teachers of science, especially in relation to laboratory work.

Texts
Australian Science Education Project A Guide to ASEP Victorian Govt Printer 1974
Haysom, J & Sutton, C (eds) Theory into Practice London: McGraw Hill 1974
Education Department of South Australia The Do It Yourself Curriculum Guide Adelaide:
Government Printer 1977

Assessment
Based on satisfactory completion of at least four assignments during the year and on satisfactory
participation in class work.

METHOD OF TEACHING JUNIOR MATHEMATICS A (Group 1)

(MED41)

Prerequisite: A pass in tertiary Mathematics, equivalent to at least half of one year of an

undergraduate course.

Syllabus
This Method is intended for those who wish to focus on issues in mathematics teaching,
especially in junior and middle school courses. A strong emphasis is placed on the problems
associated with the transition of pupils from the primary to the secondary school. A detailed
analysis of the methods of presenting important concepts in the classroom is emphasised by
referring to the use of concrete and visual aids. Current trends in curriculum design are
investigated.

Preliminary Reading
Butler, D H & Wren, F L The Teaching of Secondary Mathematics New York: McGraw-Hill 1972
Westwood, P The Remedial Teacher's Handbook Edinburgh: Oliver & Boyd 1975

Assessment
Based on a major paper of at least 1,500 words, an evaluation of a selected mathematical
teaching aid for use in the classroom, the preparation and conduct of a microteaching session,
and participation in sessions.

METHOD OF TEACHING - BIOLOGY (Group 2) (MED42)

Prerequisite: An approved major study in Biology or in a related field.

Syllabus
This study provides an introduction to the methods and approaches appropriate to teaching
Biology at the senior secondary level with emphasis on curricula and materials designed for
Australian pupils.
The curricular materials produced by the Australian Academy of Science, namely The Web of Life,
are examined closely with respect to the philosophy and rationale of this program and its
implications for the biology teacher. Some attention is given to other biology resource materials
 Diploma in Education 407

with a view to developing in the student ability to assess their effectiveness. The specific skills
and attitudes required to teach biology as inquiry are investigated.

Preliminary Reading
Anderson, O R Teaching Modern Ideas of Biology New York: Teachers College Press 1972
Klinckman, E BSCS: Biology Teachers' Handbook 2nd edn New York: Wiley 1970
Pullan, M A Handbook of Biology Teaching Methods London: OUP 1973

Text
Morgan. D G led) Biological Science: The Web of Life Text 2nd edn 1973, Students' Manual
Part 1 7th edn 1976. Teachers' Guide Part 1 1976 Canberra: Australian Academy of Science

Assessment
Based on participation during the year and on the submission of at least two assignments.

METHOD OF TEACHING CHEMISTRY (Group 2) (MED43)

Prerequisite: Approved Chemistry studies at the second year tertiary level or an approved
equivalent

Syllabus
Topics include: aids to chemistry teaching models/films/loops/programmed materials;
alternative courses and curricular materials; demonstration techniques; teaching strategies;
lesson, unit and syllabus planning; classroom interactions; laboratory organisation, management
and safety; assessment evaluation and diagnosis; item-writing and test construction; and
criterion-referenced testing, mastery learning.
Part 1 is concerned with the rationale and techniques appropriate to the teaching of chemistry at
the senior secondary school level.
Part 2 consists of a series of advanced lectures on the teaching of chemistry at all school levels
as well as a chemical education research project.

Books
A reading guide is issued to students.

Assessment
Part 1: Assessment is based on the submission of at least two assignments.
Part 2: Students are assessed on individually contracted projects.

METHOD OF TEACHING ENVIRONMENTAL SCIENCE (Group 2)

(MED44)
Prerequisite: An approved tertiary study with a major sequence in a science discipline and at
least first year level in both a biological science and a physical science.

Syllabus
This Method considers the teaching of environmental science in post-primary schools. Students
with appropriate backgrounds may be given an opportunity to pursue Method studies In earth
science and agricultural science. The broad objectives for environmental education; the Stapp-
Cox model for environmental education and its implementation within Victoria. The design,
introduction and evaluation of the Year 12 Environmental Science course; consideration of the
role of environmental education within the general school program with emphasis on Years 11
and 12; the evaluation and utilisation of available curriculum materials and resources in unit
planning for various school levels.

Text
Greenall, A Environmental Education A Teachers' Handbook Melbourne: Longman-Cheshire
1978
Reference lists will be provided.
408 Methods of Teaching

Assessment
Based on participation and the submission of assignments throughout the year.

METHOD OF TEACHING PHYSICS (Group 2) (MED45)

Prerequisite: Approved Physics studies at the second year tertiary level or an approved
equivalent

Syllabus
This study is an introduction to the various aspects of a secondary physics course and its place in
the totoal curriculum. It includes an outline of the rationale, methodology and learning materials
associated with each of the alternative approaches recommended for the HSC Physics course.
Topics include: aids to physics teaching films, loops, overhead projectors, stroboscopic
photography, programmed materials; alternative courses and curricular materials; lesson, unit
and syllabus planning; laboratory organisation, management and safety; assessment evaluation
and diagnosis; item-writing and test construction; the general principles involved in the design,
supervision and assessment of school-based options; and review of current journal articles on
physics education.

Texts
Haysom, J F & Sutton, C R (eds) Theory into Practice London: McGraw-Hill 1974
Lewis, J L Teaching School Physics Harmondsworth: Penguin 1972

Assessment
Based on participation in sessions throughout the year, and on the submission of at least two
assignments.

METHOD OF TEACHING SENIOR MATHEMATICS (Group 2)

(MED46)

Prerequisite: Students are required to have passed, or to be currently enrolled in, Method of
Teaching Junior Mathematics A or Method of Teaching Junior Mathematics B. In addition,
passes in tertiary Mathematics subjects equivalent to at least one-third of an undergraduate
course are required, preferably including some Pure Mathematics, Applied Mathematics and
Statistics.

Syllabus
Topics include the methods of teaching some of the important topics in senior secondary
mathematics; skills and concepts, and their interconnection, which one can realistically expect of
students at various stages of their secondary schooling; concepts found to present special
difficulties, and relevant teaching strategies; resources available to teachers and students of
mathematics at the senior level; problem-solving; examination techniques; 'alternative' courses.

Books
Butler, D H & Wren, F L The Teaching of Secondary Mathematics New York: McGraw-Hill 1972
Fawcett, H P 8 Cummins, K B The Teaching of Mathematics from Counting to Calculus Columbus
(Ohio): Merrill 1970
Marjoram, D T E Teaching Mathematics London: Heinemann
Polya, G How to Solve it Princeton (NJ): Princeton Univ Press

Assessment
Based on participation in classes throughout the year, a seminar paper of approximately 1,500
words, and a number of short assignments.

METHOD OF TEACHING COMPUTER STUDIES (Group 2)

(MED47)

Prerequisite: Students are required to have passed, or to be currently enrolled in one of the
Methods Junior Mathematics A or B. In addition, students must have successfully completed
approved computer science studies at the second year tertiary level or an approved equivalent.
 Diploma in Education 409

Syllabus
The place of computer studies in the school curriculum: The nature of computer science;
informatics versus information science. Computer appreciation versus computer-science
courses; cross-discipline computer studies; the relationship of computer science to
mathematics. Computer-assisted instruction, computer-managed instruction and computer-
supported instruction.
Suitable equipment and resources: Setting up a school computer laboratory remote facilities,
mini-computer systems, microcomputers. Curriculum projects concerned with computers SMP
Compak, 'The computer: yours obediently', Computer Education in Schools, etc. Simulation
packages.
Computer science syllabuses: The HSC Computer Science syllabus is considered in detail and
compared with some English O- and A-level syllabuses and approaches in other Australian
States.

Books
British Computer Society Schools Committee, Resources Working Party (Chairman: J Shelley)
Computer Educational Aids and Resources for Teachers London: NCAVE 1977
Computer Education The Journal of the Computer Education Group
Conference Board of the Mathematical Sciences, Committee on Computer Education (Chairman:
E G Begle) Recommendations Regarding Computers in High School Education Washington
DC: CBMS 1972
IFIP Working Group on Secondary School Education (Chairman: W F Atkinson) revised edn
Geneva: IFIP 1974

Assessment
Based on an essay of about 1.500 words; a major project under the direction of the lecturei!e.g.
the preparation and presentation of a short program or lesson on a computer-related topic; and
participation in class work_

METHOD OF TEACHING JUNIOR MATHEMATICS B (Group 3)

(MED48)
Prerequisite: As for Method of Teaching Junior Mathematics A.

Syllabus
This study is similar to Method of Teaching Junior Mathematics A, but focuses only on
fundamental issues in junior and middle school mathematics teaching. The emphasis is on the
use of aids and teaching strategies in the classroom.

Books
As for Method of Teaching Junior Mathematics A.

Assessment
Based on a paper of no fewer than 1,500 words and a written evaluation of a selected teaching
aid.

METHOD OF TEACHING FURTHER STUDIES IN SCHOOL

SCIENCE (Group 3) (MED49)
This Method study is intended for students specialising in science methods.
Prerequisite: This Method study may be taken only in conjunction with Method of Teaching
Biology or Chemistry or Environmental Science or Physics.

Syllabus
An examination of innovations in science education, and contemporary issues concerned with
teaching science in schools. Students undertake a project related to one of these aspects.
410 Methods of Teaching

Books
Students are expected to consult recent research literature in such journals as Australian
Science Teachers Journal, American Biology Teacher, Education in Chemistry, Journal of
Research in Science Teaching, The School Science Review, Science Education and The Physics
Teacher.
Assessment
Based on a project of about 3,500 words.

METHOD OF TEACHING JUNIOR SCIENCE B (Group 3)

(MED50)
Prerequisite: As for Method of Teaching Junior Science A.

Syllabus
This Method study is designed to introduce students to the teaching of science in secondary
schools. It is designed to be taken in conjunction with studies in mathematics methods or with a
combination of mathematics and a senior secondary school science method.
The Method is similar to Method of Teaching Junior Science A, but focuses only on
fundamental issues in science teaching in Years 7-10.

Books
As for Method of Teaching Junior Science A.

Assessment
Based on performance on two or more assignments during the year and on satisfactory
participation in class work.

METHOD OF TEACHING FURTHER STUDIES IN SCHOOL

MATHEMATICS (Group 3) (MED51)
Prerequisite: This Method study may only be taken in conjunction with Method of Teaching
Senior Mathematics.

Syllabus
Students explore in depth some aspects of contemporary mathematics teaching. Areas for
special study may include the development of teaching aids and materials, the development and/
or the evaluation of curricular materials, catering for gifted children. Students have the oppor-
tunity to investigate other areas.

Books
As for Method of Teaching Senior Mathematics.

Assessment
Based on participation in classes throughout the year, and a major project under the direction of
the lecturer, e.g tutoring a student and keeping a journal as a record of progress and planning or
bridging the gap between mathematics and other subjects in secondary curricula.

METHOD OF TEACHING SOCIAL STUDIES AND

POLITICS (MED37)
This study constitutes a single Method, and is organised in a core-elective structure. It is
designed to prepare teachers for teaching integrated social studies programs in junior and middle
forms in secondary and technical schools, together with either integrated programs, or politics at
the senior level.
The program comprises two class hours a week throughout the year, made up of a core study of
appropriate social studies methodologies with electives offered later in the year in politics units
and senior social studies units. Class hours are organised as seminars, discussions, tutorials and
field work.

Prerequisite: Students should have completed at least a sub-major in one of the academic
disciplines appropriate to the method, i.e. anthropology, criminology, economics, geography,
history, philosophy, politics, psychology or sociology. Two years study of Politics at the tertiary
level, or an approved equivalent is required for the Politics method elective.
 Diploma in Education 411

CORE: SOCIAL STUDIES METHOD FOR

JUNIOR AND MIDDLE SCHOOLS

Syllabus -- -
This program is a preparation for the teaching of social studies, general studies, and aspects of
history and geography at junior and middle levels in secondary and technical schools. It is
concerned with the education of adolescents through social studies. Issues considered include:
contemporary definitions of social studies in secondary education; educational objectives that
might be pursued through social studies: possible course structures relevant to a study of society
by adolescents: the teacher-pupil relationship, group methods, selection of subject content, and
evaluation techniques available to people in the area of social studies.
Approaches include: conventional classes, and inter-disciplinary sessions in which Methods of
Teaching History. and Social Studies may be joined around common issues.

Books
Boutwell, C E Getting it All Together in the New Social Studies San Raphael: Leswing Press 1972
Duffy. D G led) Teaching about Society: Problems and Possibilities Kent Town (SA): Rigby 1970
Dufty. D G et al Seeing It Their Way Ideas, Activities and Resources for Intercultural Studies
Terrey Hills (NSW): Reed 1975
Morrisett I led) Concepts and Structure and the New Social Science Curricula New York: Holt,
Rinehart d Winston 1967

Assessment
Based on participation in classes, and the submission of written work which may be either:
1. (a) the progressive preparation of a notebook of observations about, and reflections upon,
the teaching of the subject;
(b) the eventual review of a program of learning experience already designed for students
in schools, presented in any of the following forms as assignment, a unit of work, a
text book, a syllabu s, a school curriculum, etc.
OR
2. an equivalent piece of work as negotiated by staff member and student.

ELECTIVES

I. Politics Method

Syllabus
Teaching strategies appropriate for senior students, the identification of objectives in
understanding concepts in politics, the management of resources, and the consolidation of skills
in research and expression.

Books
As for core study above.

Assessment
As for core study above.

2. Senior Social Studies Method

(This elective is offered as an alternative to the Politics method elective.)

Syllabus
A preparation for teaching integrated social studies programs at the senior level. Attention is
given to integrated studies programs currently offered in schools; the choice and development of
topics: approaches to the design of assignments; activities and resources to cater for ranges of
individual difference, including language and literacy.

Books
As for core study above.
Assessment
As for core study above.
412 Form of Gift or Bequest

Form of Gift or Bequest

The following form of gift or bequest may be adapted for use by persons intending to benefit the
College by their wills or by other means.

give to the State College of Victoria Melbourne (or its successors) the sum of
to be paid free of all duty and I direct that the receipt of the
Principal or other authorised officer of the College be accepted as a sufficient discharge for the
same.'

Any benefactor who wishes that his/her bequest be used towards a specific purpose, e.g.
purchase of books or equipment or prizes, should indicate this express wish.

In cases where a substantial gift or bequest is made, the name of the benefactor or of a person
nominated by the benefactor will be perpetuated and appropriate public acknowledgement made,
e.g. by means of book-plates or plaques.

Gifts to the College, or other forms of endowment or support may be tax deductible.

UNIVERSITY Or PJ't .1 BOURNE

THE INSTITUTE OF EDUCATION
CARLTON
E.R.C.

tiQI ,AY144E4E FOR LoMl

1980 HANDBOOK Volume 2
Graduate Diploma in Curriculum
Graduate Diploma in Drama in Education
Graduate Diploma in Inter-ethnic Studies and Education
Graduate Diploma in Librarianship
Graduate Diploma in Special Education
Graduate Diploma in Visual Communication
Master of Education
Trained Special Teacher's Certificate
Trained Teacher-Librarian's Certificate

757 Swanston Street, Carlton, Victoria, 3053. Tel: 341 8111

MELBOURNE STATE COLLEGE
1980 Handbook Volume 2

Graduate Diploma in Curriculum

Graduate Diploma in Drama in Education
Graduate Diploma in Inter-ethnic Studies and Education
Graduate Diploma in Librarianship
Graduate Diploma in Special Education
Graduate Diploma in Visual Communication
Master of Education
Trained Special Teacher's Certificate
Trained Teacher-Librarian's Certificate

THE UNIVERSITY OF MELBOURNE

INSTITUTE OF EDUCATION
E.R.C. CARLTON

757 Swanston Street

Carlton, Victoria, 3053
Telephone: 341 8111
The regulations and information printed in this Handbook
are as approved by the College Council
at 1 August 1979.

Subsequent changes may be introduced. Students Involved will be notified of any such
changes.

Copyright In this material subsists in Melbourne State College. The material may not be
reproduced without the written permission of the Registrar, Melbourne State College, and,
subject to such permission, upon such terms and conditions as the Registrar shall impose.

ISSN 0313 3257

Printed and published by Melbourne State College, 757 Swanston Street, Carlton, Victoria
3053, Australia.
 Contents

Map of College . (iv)

Introduction 1
Principal Dates 1980 1
Central Administration 1
Schedule of Graduate Courses 2
College Council Constitution 4
Graduate Courses Offered 7
Admission and Enrolment Procedures 9
General Regulations 12
Fees 14
Financial Assistance 16
Course Committee Contacts 17
Selection Officers and Course Advisers 17
External Studies 18
Student Services 19
Education Resource Centre 21
Staff 22
Details of Courses
Graduate Diploma in Curriculum 31
Graduate Diploma in Drama in Education 43
Graduate Diploma in Inter-ethnic Studies and Education 49
Graduate Diploma in Librarianship 59
Trained Teacher-Librarian's Certificate 81
Graduate Diploma in Special Education 91
Trained Special Teacher's Certificate 123
Graduate Diploma in Visual Communication 129
Master of Education 139
 MAP OF COLLEGE

MONASH DRIVE

GRATTAN STREET
1, 2 Boom Gates 6 Cafeteria 10 Gryphon Gallery-
3 General Office inquiries 7 Cafeteria 11 Reception Office,
4 Student Records 8 Day Nursery Department of
5 Students' Association 9 Open Stage School Experience
 Introduction 1

Introduction

Volume 2 of the College Handbook is primarily designed to provide students with Information
on the graduate courses in which they are enrolled.
In addition, the Handbook contains general Information on enrolment and change of
enrolment procedures, general regulations applicable to each student, an outline of College
organisation and facilities, and other matters.
Each student receives on enrolment a Students' Information Booklet which also contains
much important and useful Information about the College and the policies and procedures
which affect students.
The Students' Information Booklet and this Volume of the Handbook should be read in
conjunction, and should be retained for future reference.

Principal Dates 1980

January 3 College re-opens.
7 Special Education Summer Studies begin.
28 Australia Day Holiday College closed.
February 4 Graduate Diploma courses In Curriculum, Inter-ethnic Studies and
Education and Librarianship begin.
Certificate course in Teacher-Librarianship begins.
18 Graduate Diploma in Drama In Education begins.
25 Graduate Diploma courses In Special Education and Visual
Communication begin. Certificate course In Special Education
begins.
April 4-8 Good Friday, Easter Holidays College closed.
25 Anzac Day College closed.
May 9 First term ends.
26 Second term begins for Special Education courses.
June 2 Second term begins for graduate courses other than Special
Education.
18 Queen's Birthday Holiday College closed.
August 15 Second term ends for graduate courses other than Special
Education.
22 Second term ends for Special Education courses.
September 8 Third term begins.
December 23 College closes.
Students should consult the Schedule of Graduate Courses on the following pages, which
provides the timetable for courses.

Central Administration
Principal William Pye, MA BEd Me/b
Acting Deputy Principal John J Ryan, BSc PhD BEd Melb ARACI
Vice-Principal Roger R Woock, BA Minnesota MA Co/umb EdD NYU
Business Manager Neil Maher, AASA ACIS AAIM RCA
Registrar Geoffrey A Richards, BSc DipEd Melb
 COLLEGE SCHEDULE 1980
School Experience and Field Work

ai npayos a6a// oo d
GRADUATE COURSES
bull School Experience

Graduate Diploma Courses

Week Masters
General
Mon-Fri Drama in Program
Inter-ethnic Special Visual
Curriculum Librarianship
Studies & Ed Education Communication
Wk
Jan 31-4 College opens 1
7-11 3 Jan 2 Summer
14-18 3 term
21-25 1 studies Programs
Feb 28-1 Aust Day 28 Jan 5
developed
4-8 8 Introductory on an
11-15 7 program Inc no
1 week individual
18-22 8 field work classes basis, in
25-29 9
consuit'n
Mar 3-9 10
with
10-14 11
supervisor
17-21 12
24-28 13
Apr 31-4 Good Fri 4 Apr 14
7-11 Resume 9 Apr 15
14-18 16
21-25 Anzac Day 25 Apr 17
May 28-2 18
5-9 19 Assess
12-16 Sch-Uni Vacs 20 Vac/Exc
19-23 Sch-Uni Vacs 21 Vac/Exc
26-30 Uni Vac 22 Vac/Exc [
June 2-6 23
9-13 24
16-20 Queen's 8th 16 Jn 25
23-27 26
July 30-4 27
7-11 28
14-18 29
21-25 y 30
Aug 28-1 31
4-8 32
11-15 33 A
18-22 Uni Vac 34 Vac/Exc
25-29 Sch-Uni Vacs 35 Vac/Exc
Sept 1-5 Sch-UniVacs 36 Vac/Exc
8-12 37
15-19 38
22-26 39
Oct 29-3 40
6-10 41
13-17 42

g a/ npayog a6alloo
20-24 43
27-31 44
Nov 3-7 45
10-14 46
17-21 47
24-28 48
Dec 1-5 49
8-12 50
15-19 51
22-26 Coll closes 23 Dec 52
4 Council Constitution

Constitution of the Council of Melbourne State

College

1. There shall be a council to be known as the Council of the State College of Victoria at
Melbourne (hereinafter called the Council') which shall be a body corporate to manage
and control the State College of Victoria at Melbourne (hereinafter called 'the College').

2. (1) The Council shall consist of not more than twenty members and shall be
constituted as follows:
(a) Not more than seven shall be appointed by the Governor in Council of whom
one shall be a principal or a teacher on the staff of a school which provides
teaching practice for students of the College.
(b) One shall be an officer of the Education Department appointed by the
Minister.
(c) The Principal of the College shall be a member ex officio.
(d) Where there is a Board of Studies (whether called by that or any other name)
of the College one shall be a member of the Board appointed by the Board in
a manner determined by the Council.
(e) One shall be a member of the academic staff of the College elected by the
academic staff in a manner determined by the Council.
(f) Two shall be students of the College elected annually by the students of the
College in a manner determined by the Council.
(g) Not more than seven shall be persons having a special interest in education
from time to time appointed by co-option by the Council.
(2) A member appointed by the Governor in Council may be removed by the Governor
In Council.

(3) Members of the Council (other than the Principal and the person elected by the
students of the College) shall be entitled to hold office for four years from the
dates of their respective appointments and elections: provided that in the case
only of the first appointments not more than three of the members appointed
pursuant to paragraph (a) of sub-clause (1) and not more than two of the members
appointed pursuant to paragraph (g) of sub-clause (1) may be appointed to hold
office for two years.

(4) A member of the Council shall be eligible to be re-appointed or re-elected (as the
case may be) but a member shall not be elected or appointed for more than three
successive terms unless he is appointed by co-option for a further term under
paragraph (g) of sub-clause (1).

(5) If a member of the Council (other than the Principal)

(a) resigns his office by writing under his hand directed to the Chairman of the
Council;
(b) becomes of unsound mind or becomes a person whose person or estate is
liable to be dealt with in any way under the law relating to mental health;
(c) becomes bankrupt;
(d) is convicted of any indictable offence;
(e) without special leave previously granted by the Council absents himself from
four consecutive meetings of the Council;
or being a
(f) ceases to hold any qualifications required for his becoming
member of the Council;
(g) being a member appointed by the Governor in Council is removed from
office; or
(h) dies
his office shall become vacant so as to create a casual vacancy.
 Council Constitution 5

(6) A member appointed or elected to fill a casual vacancy shall be entitled to hold
office for the unexpired portion of the original term of office only.
(7) Where for any reason the Council appoints a person to be Acting Principal the
person so appointed shall, while holding such office, be entitled to attend and vote
at any meeting of the Council and for that purpose shall have all the rights and
privileges of the Principal.
(8) Notwithstanding anything to the contrary in sub-clause (1) of this clause, the said
Council shall be properly constituted where there is a deficiency in the number of
members or of members of any class whether originally or as the result of the
occurrence of a vacancy.
(9) No member of the Council shall be entitled to vote either in the Council or in a
committee of the Council or in a joint committee of members of the Council and of
officers of the College on any subject in which he has a direct pecuniary Interest,
and if any member does vote on any such subject his vote shall be disallowed.

Proceedings of Council
3. The following provisions shall apply to the Council of the College.
(a) Six members of the Council shall constitute a quorum at any meeting.
(b) The Council shall each year, or where a vacancy occurs during any year, on the
occurrence of the vacancy, elect a member to be Chairman of the Council and the
Chairman or, in his absence, another member elected to preside, shall preside at
any meeting of the Council.
(c) The Council shall meet at least six times in each year.
(d) The decision of the majority of those present at any meeting of the Council shall be
the decision of the Council.
(e) In the event of equality of votes on any question, the member presiding shall have
a second or casting vote.
(f) The Council shall provide for the safe custody of the Seal, which shall be used only
by authority of the Council, and every Instrument to which the Seal Is affixed shall
be signed by a member of the Council and shall be countersigned by the Secretary
(if any) to the Council or by some other person appointed by the Council for that
purpose.

Powers of Council
4. The Council shall have power to -
(a) from time to time determine the terms and conditions on which students of the
College and any other persons may attend classes or make use of any premises or
equipment of the College;
(b) employ members of the academic staff of the College on such terms and
conditions as are for the time being fixed In respect of them by the Governor in
Council on the recommendation of the Senate of the State College of Victoria;
(c) employ members of the administrative technical and other staff of the College on
such terms and conditions as are for the time being fixed in respect of them by the
Senate of the State College of Victoria;
(d) from time to time define the duties of members of the academic administrative
technical and other staff of the College;
(e) suspend or dismiss any member of the academic administrative technical or other
staff of the College (but, in the case of dismissal of a member of the academic staff,
only on a resolution of the Council passed by a majority consisting of not less than
two-thirds of the total number of members of the Council);
(f) charge fees in connexion with education provided, examinations held, and any
other services provided by the College;
(g) from time to time hold examinations in the several subjects and courses offered by
the College and award diplomas certificates and other awards (except degrees) to
students who reach the required standard in any subject or course;
(h) grant scholarships on such terms and conditions as it thinks fit;
6 Council Constitution

f i) purchase take on lease or in exchange or hire, and sell mortgage lease or dispose
of any real or personal property (which power to sell mortgage lease or dispose of
property may, in the case of any real property, be exercised only with the consent
of the Senate of the State College of Victoria) and enter into agreements for the
supply of services for the College;
(j) engage architects and other professional advisers, and enter into contracts, for
the erection of buildings, the making of improvements or alterations, or the
carrying out of repairs, on any land or buildings vested in or occupied or used by
the College;
(k) borrow on overdraft of current account at any bank;
(I) invest any moneys of the College not immediately required for its purposes in any
securities which are authorised investments within the meaning of any law relating
to trustees or, with the consent of the Senate of the State College of Victoria, in
any other manner;
(m) accept gifts of real or personal property to the College;
(n) delegate, subject to such conditions as it thinks fit, any powers vested in the said
Council to any member or committee of members of the Council, any officer or
committee of officers of the College or any joint committee of members of the
Council and officers of the College;
(o) do all such things as advance the interests of the staff and students of the College;
(p) do all such things as may be required to be done in order to render the College
eligible to receive grants under any law of the Commonwealth of Australia or of the
State of Victoria which provides for the making of grants to educational
Institutions;
and

(q) do all such other things as are necessarily incidental to the proper management
and control of the College or the effective exercise of the powers conferred on the
Council.

Duties of Council
5. (1) It shall be the duty of the Council to invite tenders by publishing an advertisement
in a newspaper circulating generally throughout the State for the supply of any
goods or services or the carrying out of any work the cost of which is estimated by
the Council to exceed 55,000.
(2) This clause shall not apply to the engagement of architects consultants and
professional advisers whose charges are normally made at rates fixed and
published by statutory bodies or professional associates.

Use of Land Buildings and Equipment by Council

6. The Council may use the land buildings and equipment vested In or under the
management and control of the Minister of Education which when this Order takes effect
constitute or are contained In the premises of the College, and any buildings or
equipment subsequently erected or placed on or in the said land or buildings.
 Courses Offered 7

Courses Offered
Details of undergraduate and pre-service teacher education courses offered are given In
Volume 1 of this Handbook.

Graduate Diploma in Curriculum

This one year course is designed to develop the knowledge and skills of teachers in aspects
of curriculum, especially school-based curriculum development. It Is anticipated that
curriculum researchers, consultants, and school inspectors would also find the course to be
a vehicle by which their understanding of curriculum could be extended. Applicants must
have had at least three years teaching or related experience.
The course comprises of curriculum foundations, development, evaluation, decision-making
and implementation; subjects applying the above to the primary school or secondary school
or entire school curriculum; and elective studies in such fields as subject area specialisation,
cognitive development and curriculum studies, designing individualised programs, inquiry
process, career education, and sexism and the curriculum.

Graduate Diploma in Drama in Education

This course offers a year of specialised study to qualified teachers with approved experience
who have undertaken little or no previous studies in drama in education. Various aspects of
drama, such as sound, movement, and role-play, are explored through a series of practical
workshops. The application of these aspects within primary and post-primary schools is also
examined within the course. This involves students In planning, initiating and developing
drama work with children through both group-initiated projects and through individual
involvement with a class.
h is anticipated that graduates of the course will apply their knowledge of drama In education
at both the primary and post-primary levels, utilising drama In their teaching both as a subject
and as a means of exploring other subjects.

Graduate Diploma in Inter-ethnic Studies and Education

This one year post-graduate course, for teachers with at least a three year teaching
qualification, prepares teachers for English as a second language, multicultural education,
and bilingual education programs. Students learn of the problems faced by teacher and
learner in an inter-ethnic situation, and some possible solutions, through study In linguistics,
English as a second language, social psychology, anthropology, history, curriculum theory,
sociology, the study of a second language, and practical work In schools. The situation In
Victoria is examined and compared with other places.

Graduate Diploma in Librarianship

This one year course is available to graduates or approved diplomates (for those wishing to
qualify as teacher-librarians an approved three year teaching qualification is a prerequisite). It
includes studies in bibliography; library administration; children's literature; curriculum
materials; reading interests; reference materials and services; history of books, printing and
publishing; design and construction of programs and materials for Individualised learning;
writing for children; and the library and the arts. Practicum in libraries and/or school libraries,
and research studies or a paper are incorporated.
For graduate teachers the course is recognised by the LAA as equivalent to Its registration
examination.

Graduate Diploma in Special Education

This one year course prepares teachers to work with children having behavioural and learning
problems. The course is based on a core program which highlights the needs of exceptional
children and the skills necessary to help them. A range of electives and a research study
relevant to physical, intellectual, and social and emotional development, communication, and
8 Courses Offered

professional skills complement a clinical teaching practicum conducted in a variety of

educational settings.
Students may undertake a general course, or specialised studies in Learning Difficulties,
Social-Emotional Welfare Studies, or Integrated Studies in Homecrafts or Art and Crafts.
The course may be undertaken full-time or part-time, or by external study.

Graduate Diploma in Visual Communication

This one year course provides professional education in visual communication for graduates
or approved diplomates who are Qualified (and preferably practising) teachers. It prepares
participants to teach courses in graphic communication to secondary students as part of the
secondary school curriculum and to apply communications and design skills generally within
the secondary curriculum to promote more effective teaching and learning. The course aims
also to help students understand basic theoretical concepts which underlie studies in visual
communication, develop competence in solving visual communication problems, and extend
technical skills in areas relevant to visual communication.

Master of Education
Suitably qualified graduates with teaching qualifications and teaching experience may gain
'admission to the Master of Education course which is two year full-time or the equivalent part-
time. It involves work in a discipline area, education, and an integrated study designed to
relate the discipline study to education.

Trained Special Teacher's Certificate

A one year course designed for teachers who do not have the necessary entrance
qualifications for admission to the Graduate Diploma in Special Education. It differs from the
Diploma in that the research study is not required; instead, additional electives are
undertaken.

Trained Teacher-Librarian's Certificate

A one year course available to teachers who do not have the qualifications necessary for
entry to the Diploma course.
Mature age applicants with considerable experience but lacking some of the formal
prerequisites may also be admitted.
The course is similar in content to the Diploma course, but no research paper is required.
The certificate is accepted by the LAA as equivalent to five of its registration subjects.
 Admission and Enrolment Procedures 9

Admission and Enrolment Procedures

Information on Graduate Courses and Selection

General inquiries: These should be directed to the Registrar's Department, level 2, East
Wing, 1888 Building.
Specific inquiries: These should be directed to one of the course advisers listed on page 17.

Application for Admission to Courses and Enrolment Dates

For entry as a full-time, part-time or external student to the graduate courses listed below,
applications must be made direct to the College, on the forms available from the Registrar's
Department, by the dates specified.

Closing Date Enrolment

Course for Application Date
Graduate Diploma in Curriculum 15 October 1979 12 December 1979
Graduate Diploma in Drama in Education 8 October 1979 12 December 1979
Graduate Diploma in Inter-ethnic 1 August 1979 12 December 1979
Studies in Education
Graduate Diploma in Librarianship 15 October 1979 11 December 1979
Graduate Diploma in Special Education 1 August 1979 10 December 1979
Trained Special Teacher's Certificate 1 August 1979 10 December 1979
Graduate Diploma in Visual 16 November 1979 12 December 1979
Communication
Master of Education Individually determined

Interviews
Prospective students may be called for interview as part of the application requirements.

Application for Admission with Advanced Standing

Students who are offered a place in a course and who have successfully completed previous
advanced studies. may apply to the appropriate course committee for admission with
advanced standing in the course in which they have gained a place. Course committees will
inform students of the extent of credit which has been granted.
Note: Advanced standing will not be granted unless an application for advanced standing is
made. Applications should be submitted to the relevant course committee by 29 February
1980.

Enrolment
Enrolment arrangements will be specified in the letter of offer of a place.
Students must attend the College on the date specified above or, where special
circumstances apply, ensure that a responsible person attends on their behalf. Failure to
enrol on the date specified may result in the place being offered to another applicant. To
complete enrolment, students must:
1. Obtain course advice and an 'Authorisation to Enrol from the designated course
adviser.
2. Complete an enrolment form and pay the College fee which includes a charge for the
College Handbook. (See page 14 for details of fees.) Returning students are encouraged
to purchase a current Handbook.
3. Obtain, or have updated, a student card. Returning students are asked to bring their 1979
student card to the Enrolment Centre for updating.
10 Admission and Enrolment Procedures

Change of Name or Address

All changes must be notified to the Students' Records Office (Level 2. East Wing, 1888
Building) on the form available for this purpose, otherwise, important ndtices such as results
may be sent to the wrong address, urgent messages may never reach students, and
testamurs may be printed with an incorrect name.

Change of Subject
Changes of subjects must be authorised by a course adviser and be presented to the
Students' Records Office on the form available for this purpose not later than seven days after
the date of authorisation, otherwise no result in the new subject can be recognised. Similarly,
withdrawals from subjects must be authorised by a course adviser and be presented to the
Students' Records Office on the form available for this purpose not later than seven days after
the date of authorisation, otherwise a 'Fail' result in the subject may be recorded.
Note: It is the student's responsibility to ensure that the subject enrolment recorded at the
Students' Records Office agrees with the subjects that they are studying. Students who are
unsure of whether their enrolment record is accurate, should check their enrolment with the
Students' Records Office.

Leave of Absence
Students who are part way through their course and who wish to obtain leave of absence for
up to 12 months should apply, in writing, to the appropriate course committee, through the
Students' Records Office, or apply in person to the appropriate course adviser and/or
Student.Services Officer. Reasons for seeking leave of absence should be stated. Students
must then advise the Students' Records Office that they have applied for leave of absence.

Withdrawal from Course

The College strongly advises students who are considering withdrawing from their course to
discuss the matter with their course adviser and the Student Services Officer. In the event
that a reasoned decision has been made to withdraw from a course, and the course advisers
and Student Services Officer have been consulted, then students must immediately advise
the Students' Records Office of their withdrawal, either in person or in writing.

Special Consideration
Where students, by reason of Illness or other serious cause, have been impeded in their
studies, or are unable to attend an examination, an application for special consideration, with
a medical certificate attached if appropriate, should be submitted, as soon as practicable, to
the Registrar, Level 2, East Wing, 1888 Building. All applications are treated in strict
confidence.

Appeals
A student who considers that he/she has cause to appeal against an assessment or other
decision relating to his/her academic progress in the College, may do so under provisions
prescribed by the Board of Studies and published under General Regulations, see page 12.
Appeals should be directed, in writing, to the Secretary of the Board of Studies.

Transcript of Academic Record

Transcripts of students' academic records will be issued on request, free of charge up to six
months after completion of the College course. Thereafter, in some circumstances a charge
for additional copies may be applicable. Requests for transcripts of academic record should
be made on the form available from the Students' Records Office. Normally, a waiting period
of seven to ten days applies.
 Admission and Enrolment Procedures 11

Official Notices
Official notices are regularly displayed on College notice boards and students are expected
to be acquainted with the contents of those announcements which concern them.
12 General Regulations

General Regulations
Regulation 1 Enrolment
In these Regulations 'appropriate course committee' means the course committee
constituted by the Board of Studies to govern the course in which the student is enrolled.
Under the terms of th3 Regulations a student is a person who, in any year, has enrolled in:
(I) a course conducted by, Melbourne State College, leading to an award of Melbourne
State College or of the State College of Victoria; or
(il) such other studies as are prescribed by Council for purposes of these Regulations.
1.1 Subject to Regulations 2 and 3, and before commencing or continuing studies at the
College in any year, a person shall enrol or re-enrol as a student.
1.2 Enrolment shall be taken to constitute acceptance of the Regulations of the College as
published from time to time, and the lawful instructions of the College and its agents.
1.3 A student enrolled for three-quarters or more of a one year work-load as prescribed by
regulation or by the appropriate course committee shall be deemed a 'full course'
student.
1.4 A student enrolled for less than three-quarters of a one year work-load as prescribed by
regulations or by the appropriate course committee shall be deemed a 'part course'
student.
1.5 Subject to any requirement of class attendance, a person who has obtained approval
from the appropriate course committee to take all the subjects for the year by external
studies may so enrol and shall be deemed an 'external student'.
1.8 A student enrolled for a course leading to an award may be permitted by the appropriate
course committee to enrol for a subject in another course or institution. The course
committee shall determine the credit to be given for that subject towards the award.
1.7 A student pursuing a combined course leading to two awards shall enrol for subjects of
the combined course as prescribed by, and in a manner approved by, each of the
appropriate course committees.
1.8 A student who wishes to withdraw from a course shall give notice of this intention in
writing to the Registrar. The withdrawal shall be deemed to be in effect following
confirmation by the appropriate course committee. A person who has withdrawn from a
course under this Section may apply for re-admission to the course.
1.9 A student who wishes to obtain leave-of-absence for all or part of an academic year shall
apply in writing to the appropriate course committee. The course committee shall have
power to grant such application, subject to any requirements of the Board of Studies.
Leave-of-absence shall not be granted for a period greater than one academic year
without further application.
1.10 Subject to approval by the Board of Studies, a person may enrol for one or more
subjects without enrolling in a course. Such a student shall be deemed a 'non-course'
student and shall not gain credit for such subjects in a subsequent enrolment for a
course leading to an award, without the permission of the Board of Studies.
1.11 An officer of the Students' Association, not being enrolled for a course or subject, may
be granted by the Board of Studies the status of a student.
1.12 Enrolment shall be effected as provided in this Regulation and in accordance with any
other provision determined by Council.
1.13 A person whose enrolment has been discontinued under the terms of Sections 1.8 or 1.9
or 3.2 and 3.3 shall not have the status or rights of an enrolled student of the College until
again enrolled.

Regulation 2 Entry Quotas

2.1 On receipt of advice from the Board of Studies, the Council may determine the number
of persons who shall be permitted to enrol in any course or subject in any year. Where
a number is so determined, enrolments shall be accepted in accordance with
principles prepared by the Board of Studies and approved by the Council.
 General Regulations 13

1.2 No person seeking credit for studies in another institution shall be permitted to enrol as
a student in any course or subject for which the number of enrolments has been
determined, without the approval of the appropriate course committee.
2.3 Students enrolled for courses leading to an award shall be given preference over non-
course students for places in subjects for which entry quotas have been determined.

Regulation 3 Suspension and Limitation for Unsatisfactory

Progress
3.1 In the event of a student failing in one or more subjects in a year, a course committee
may limit the work-load of the student for the following year, and may specify the
subjects to be taken within this work-load. It may also specify the subjects to be taken,
without limitation of work-load. Prior to confirming a decision on such matters, the
course committee shall consult the heads of those departments in which failures have
occurred. and extend to the student an opportunity to show cause why action under
this Section should not be taken. Notification of any action shall be sent by certified
mail to the address the student has registered with the course committee.
3.2 A course committee may suspend a student whose academic progress is
unsatisfactory. Such action shall be taken only after consultation with the heads of
departments in which the student has studied. Prior to confirming a decision on such
matters. the course committee shall consult the heads of those departments in which
failures have occurred and extend to the student an opportunity to show cause why
action under this Section should not be taken. Notification of any action shall be sent
by certified mail to the address the student has registered with the course committee.
3.3 A student shall have a right of appeal against action taken under Sections 3.1 or 3.2 of
this Regulation to the Appeals Committee of the Board of Studies (see Regulation 4).
Such an appeal shall be lodged with the Secretary of the Board of Studies within 28
days from the date of which notification of the course committee action is posted to
the student.
3.4 A student shall be suspended upon:
(a) the expiry of 28 days from the date of which notification of the course committee
action is posted to the student, if no appeal is lodged in that time;
(b) the dismissal by the Appeals Committee of the Board of Studies of such an appeal.
3.5 A person suspended under Section 3.2 and 3.4 of this Regulation may apply to the
appropriate course committee for re-admission after a period of one year or In special
circumstances a shorter period. If the course committee is of the opinion that
circumstances have changed to the extent that the person Is likely to make
satisfactory progress. it may authorise, with such conditions as ft may specify, re-
admission to a course or subject.

Regulation 4 Appeals on Academic Matters

4.1 For the purpose of hearing from students appeals on academic matters, the Board of
Studies shall appoint an Appeals Committee, to determine appeals and report Its
decision to the Board. The Appeals Committee shall consist of five members of the
Board, of whom three shall constitute a quorum. At least one member of the
Committee shall be a student who Is a member of the Board. The period of
appointment shall be two years.
4.2 The Committee shall determine its own procedures, save that each applicant shall
have the right to appear before the committee, to make written and/or verbal
submissions to the committee, and to be accompanied by an adviser.
14 Fees

Fees
The College fee for 1980 is:
New Students Full-time $78.00 (including $3.00 charge for Handbook)
New Students Part-time $43.00 (including $3.00 charge for Handbook)
New Students External $18.00 (including $3.00 charge for Handbook)
Returning Students Full-time $75.00
Returning Students Part-time 940.00
Returning Students External $15.00
Single Subject Fees up to 12
point subject(s) $45.00
More than 12 point subject(s) $90.00

The above fees are subject to confirmation by the College Council.

Note: Returning students are encouraged to purchase a current Handbook, the cost is $3.00.
Postage costs will be payable by persons placing mail orders.

Objection to Payment of Fees

Where a student on enrolment pays the College fees and objects to payment by the Students'
Association of a subscription in respect of him/her to any organisation with which the
Students' Assocation is affiliated (and to which the Students' Association pays a fee
calculated on a per capita basis) on any of the following grounds:
(a) that he/she has an objection in principle to membership of any organisation to which it
is not necessary for him/her to belong;
(b) that he/she has a genuine and honest objection to any of the objects of the organisation
as set out in its Constitution (in which case the object must be stated);
(c) that he/she has a genuine and honest objection to supporting an organisation which has
adopted a policy to which he/she genuinely and honestly objects (in which case the
policy must be stated);
He/she may make a Declaration on a form available at the Enrolment Centre.
Upon receipt of any such Declaration the Students' Association shall:
(i) pay to the Students' Loan Fund an amount equal to the annual subscription which it
would, but for the objection, have paid to the organisation in respect of the student;
(ii) notify the organisation of the names only of those students who do not complete the
Declaration;
(ill) notify the students that the requirements hereinbefore set out have been complied with.
PROVIDED THAT if the Students' Association believes that an objection under paragraph (b)
or paragraph (c) above is frivolous or obviously false it may by Statutory Declaration of the
Secretary or other member of the Executive state the reasons for its belief that the objection
is frivolous or obviously false and forward the declaration together with the objector's
declaration to the Principal of the College with a request that he/she convene a meeting of an
Appeal Board to consist of the Principal or his/her nominee and the Head of the Philosophy
Department of the College or his/her nominee and the Chairperson of the Students'
Association or his/her nominee. The decision of the majority of the Appeal Board shall be
final.
In such cases the Students' Association shall be required to make the payment to the
Students' Loan Fund unless the Board upholds the challenge by the Students' Association to
the student's objection.
The following is the organisation to which the Students' Association is presently affiliated and
to which it pays a fee on a per capita basis:
The Australian Union of Students.

Deferred Payment of Fees

Students may request deferment of payment of fees for up to 14 days. During this period of
deferment, students will have an interim enrolment status. Each student who has deferred
 Fees 15

payment of fees will receive a notice explaining the conditions of deferment. Students who
are unable to pay required fees within 14 days must contact the Student Services Officer, Mr
Vince Callaghan, to discuss the matter. An interim enrolment not converted to a confirmed
enrolment by 30 March. 1980, will generally be regarded as having been cancelled.
All deferred payment of fees must be made to the Cashier, level 4, ERC Building.

Policy on Refund of Fees

1. Fees will normally be refunded in full to students who formally withdraw from the
College on or before the last College day before the first term break.
2. For the purposes of this policy, formal withdrawal from the College shall Include:
(a) the granting of deferment;
(b) the granting of leave of absence;
(c) the cancellation by the student of enrolment.
3. No refund of fees will generally be made unless an application for refund Is completed
by the student and received by the College on or before the date specified In 2 above,
and other requirements relating to withdrawal have been completed except that where
an application has been submitted for leave of absence, the date of application for a
refund may be later than that specified, provided that the application for leave of
absence is submitted on or before the date specified in 1 above.
4. Claims for pro-rata refunds of fees, made in respect of withdrawals from the College
after the date specified, will generally not be approved.
5. Claims for refund of the purchase price of the College Handbook will generally not be
approved.
5. Students who change the type of their enrolment, for example from full-time to part-
time, on or before the date specified In 1 above may claim a partial refund of fees
according to the procedures outlined above.
7. The terms of this policy on refund of fees may be varied in special cases on the authority
of the Registrar or Principal.
16 Financial Assistance

Financial Assistance
Information on the main avenues of financial assistance available to students will be available
from the Student Services Officer at the beginning of the Academic year.

Tertiary Education Assistance Scheme

This scheme assists students who are permanently resident in Australia, and who are
enrolled full-time in approved courses at universities, colleges of advanced education,
technical colleges and other approved institutions in Australia.
The assistance is subject, to a means test and to certain conditions of eligibility, including
satisfactory progress in an approved course
A student who qualifies for assistance may receive a living allowance, an incidentals fees
allowance, an allowance for dependent spouse and/or child, and, under special
circumstances, a fares allowance. A student must qualify for a living allowance to be able to
receive any of the other benefits.
Applications for assistance are invited each year from students who are about to commence a
course, from students who have partially completed their course, and from students who
have already received benefits under the scheme. All students must apply to have their
eligibility for assistance re-assessed each year.
Application forms are available from the Registrar's Department. Students are strongly
advised to complete and return their application forms as soon as possible. Early submission
of applications assists early payment of allowances.
Inquiries about the scheme and requests for application forms should be addressed to the
Director, Victorian State Office, Commonwealth Department of Education, 450 St Kilda Road.
Melbourne, 3004. Telephone: 267 4700.

Students' Loan Fund

See page 19.
 Selection Officers and Course Advisers 17

Course Committee Contacts, Selection Officers and

Course Advisers

Course Committee Contacts

Graduate Diploma in Curriculum John Owen, room 602, Science Education Building
Graduate Diploma in Drama in Education Paul Roebuck, room 206, Arts Centre
Graduate Diploma in Inter-ethnic Studies and Education Bill Hampel, room 318, 1959
Building
Graduate Diploma in Librarianship and Trained Teacher-Librarian's Certificate Bea Fin-
cher, room 231, 1888 Building
Graduate Diploma in Special Education and Trained Special Teacher's Certificate Bob
Pillay, Hytone House. 538 Swanston Street, Carlton
Graduate Diploma in Visual Communication Graham Reade, room 414, Arts Centre
Master of Education Judith Kinnear, room 814, Science Education Building

Selection Officers and Course Advisers

Graduate Diploma in Curriculum John Owen, room 602, Science Education Building
Graduate Diploma in Drama in Education Paul Roebuck, room 206, Arts Centre
Graduate Diploma in Inter-ethnic Studies and Education Bill Hampel, room 318, 1959
Building: Diane Chapman, room 419. ERC.
Graduate Diploma in Librarianship and Trained Teacher Librarian's Certificate Selection
Officer: Stanley Watson, room 253, 1888 Building; Course Adviser: Douglas Down, room 237,
1888 Building.
Graduate Diploma in Special Education and Trained Special Teacher's Certificate Selection
Officers: Daryl Greaves, John Phemister, Peter Clarke; Course Advisers: Ishwar Desai, Daryl
Greaves. Bob Pillay. Bob Semmens. All at Hytone House, 538 Swanston Street, Carlton.
Graduate Diploma in Visual Communication Graham Reade, room 414, Arts Centre
18 External Studies

External Studies
General Information
Melbourne State College offers facilities for external study in the Graduate Diploma in Special
Education through its Department of External Studies. Further details are to be found in the
Prospectus for External Students and. In the course Regulations. All inquiries should be
directed to the Department of External Studies.
External studies provide a mode of study for students who, for a variety of reasons (distance
from the College, family responsibilities, employment ties, physical handicap, etc.) are
unable to attend the College.
External teaching irvolves the receipt of printed material, in the form of study guides and
other information, which is to be used by the student in association with texts which the
student is expected to purchase, and with other reference material.
The Education Resource Centre of the College has established a special external loans
collection for the exclusive use of external students. In some subjects the study guides are
supplemented by other media such as cassette tapes, both audio and visual, and slides. In
addition, as much personal contact between staff and students and between students as is
practicable is considered an important element in the external studies approach. Laboratory
classes and seminars may be arranged at the College or in a local area and, in some subjects,
attendance by students is compulsory; usually this attendance requirement is arranged for
weekends or during school vacations.
Regular assignments submitted by the student for assessment and comment are an
important part of all subjects, providing the student and lecturer with a guide to progress.
In some circumstances, it may be possible to combine subjects taken externally with other
subjects taken internally and to change enrolment from external to internal.
The subjects to be offered by external study In 1980 within the Graduate Diploma in Special
Education are listed on page 97 of this Handbook.

Application for Entry

The method of application for external studies is to be found in the Prospectus for External
Students obtainable from the Department of External Studies.
 Student Services 19

Student Services

Student Services Officer

The Student Services Officer, Mr Vince Callaghan, assists students who need help or
information of any kind. Some areas of need dealt with by the Student Services Officer
include student loans; housing; worries about future employment; information on the right
person to see about a course, withdrawal from a course or change of course; student health
and counselling.
The Student Services Officer is located in room 104, 1888 Building. Telephone: 341 8580.

Careers and Employment Officer

The Careers and Employment Officer. Ms Noeline Milson, assists students who need help,
advice. or information relating to employment or further study. Inquiries about matters such
as employment opportunities within the teaching profession and other professional areas,
job-seeking, writing applications, interview techniques, scholarships, further study, and part-
time employment should be directed to the Careers and Employment Officer, room 105, 1888
Building. Telephone: 3-41 8580.

Student Health Service

The services of the Student Health Service of the University of Melbourne, located at 249
Grattan Street, are available to students. Students are able to consult the service on any
matters of health. Full-time staff are available and visiting staff deal with particular
specialities. Dressings, emergency treatment and immunisations against disease are
available. Advice can also be obtained on health problems which may be encountered In other
countries. Telephone: 341 6904 /5.

Student Counselling Service

This service, located at 278 Faraday Street, Carlton, is provided free of charge to students of
the College. of the University of Melbourne. and of the Lincoln Institute. Six full-time
counsellors are available to help with general problems. Several counsellors maintain a
special expertise and interest in such groups as country and overseas students, mature age
students. part-time students, and married students. Programs are offered In relaxation
training and examination anxiety management. The service is completely confidential.
Telephone: 3416927/8/9.

Student Housing Service

The Student Housing Service, 786 Swanston Street, Carlton, assists students from the
College. the University of Melbourne, and from the Lincoln Institute, who have problems In
finding accommodation, or who face difficulties as tenants. The service has published a
number of pamphlets covering topics such as: what to look for in renting, which estate agent
to contact, where to find cheap furniture, the least expensive removalists, vacating premises,
etc. Telephone: 341 6930.

Education Department Accommodation

Information on Education Department residences Is available from the Hostel Section,
Victorian Education Department. Recruitment Branch, 7th Floor, Nauru House. 80 Collins
Street. Melbourne. 3000. Telephone: 651 0140.

Students' Loan Fund

This fund proviaes loans to students suffering from financial hardship, particularly those
students in danger of dropping out' or failing academically as a consequence.
20 Student Services

Sho rt term loans: Up to $100 to be repaid over a period of three months, or the remainder of
the College year (whichever is the shorter).
Long term loans: Up to $500 (larger loans will be considered in exceptional cases), generally
to be repaid by the beginning of the following academic year.
There is a small interest rate of 5 per cent per annum on all loans, and more than one loan may
be granted during a student's course.
Inquiries should be directed to Mr V Callaghan, Student Services Officer, room 104, 1888
Building. Telephone: 341 8580.
 Education Resource Centre 21

Education Resource Centre

The collections in the Education Resource Centre comprise approximately 150,000 volumes;
200.000 microforms: 2,250 continuous journal titles; and an increasing collection of pictures,
maps, charts, posters, filmstrips, filmslides, tapes, transparencies and records.

Shelf Arrangement and Location

The books and most of the non-book media are arranged according to the Dewey Decimal
Classification. The reference collection, the microform collection, and current and bound
periodicals are found on Level 3 of the Centre, school texts and non-book media on Level 4,
and literature on the Social Sciences, Philosophy, Librarianship, Science, Behavioural
Science, Fine A rts and Crafts, Language, Literature, History and Geography, and Children's
Literature on Level 5.
Public access to all levels is through the main entrance foyer on Level 3.

Loans
All staff and students of the College are entitled to horrow from the Resource Centre's
collection.
The normal borrowing period for books is one week, but material in high demand may be
restricted to overnight borrowing. Renewals of loans may be arranged. The Reader Services
Librarian may vary the general rules for borrowing to meet special circumstances such as
extension of loans during vacation and school experience periods. Students who fail to return
books on time will be fined. Lost books will be charged for at cost.

Reader Education
A number of reader education programs is available. For new students, programs will be
offered that show the general location of the library's resources, how to make use of the
catalogue. and the basic reference tools. At more advanced levels, tutorials may be arranged
for student education in the use of such resources as bibliographies, indexing, and
abstracting tools in their own special areas, the purpose of which will be to assist them in a
particular project or assignment.

Acquisition of New Materials

Suggestions for the purchase of new material should be made on recommendation cards
which are available from the reference librarians. Any member of the College, staff or
student. may make recommendations for the purchase of material.

The Catalogues
The Education Resource Centre main catalogue, on Level 3, contains entries for all books and
serials.
The Non-book Materials Catalogue is located on Level 4 and contains entries for all non-book
media. Entries for material in this category, catalogued since 1975, can also be found in the
main catalogue on Level 3.

ERC Hours
The ERC is open during term from 8.30am to 10.00pm Monday to Thursday, 8.30am to 5.30pm
Friday and 1.30pm to 5.00pm every Sunday. During vacations the hours are 8.30am to 5.30pm
Monday to Friday.
Foc further information regarding services and facilities, do not hesitate to ask the reference
staff.

ERC Guide
A printed guide to the ERC and its facilities is available to all staff and students.
22 Staff

Staff
The following list includes teaching staff and those non-teaching staff with whom graduate
students will have most contact. A complete list of all College staff is given in Volume 1 of this
Handbook.

Teaching Staff
The name of the Head of each department is printed at the beginning of each list.
Part-time staff within departments are indicated by an asterisk ('). Staff whose duties are
shared between departments are indicated by an obelisk (t ).

Art and Design

William J Ferguson, ARMIT TSTC EdDeptVic

Stuart Black, DipArt TPTC EdDeptVic MA SFSU
John L Borrack, FRMIT TPTC EdDeptVic
Daryl J Carnahan*, DipArt RMIT
Suzanne E Davies, BA Melb. DipArt RMIT DipEd Me/b
Alan B Day, MA Me/b TSTC(A&C) EdDeptVic
Noel J Flood, DipArt FRMIT TTTC EdDeptVic
Alison M French. BA Me/b
Rex N Keogh, FRMIT SATC EdDeptVic BEd LaT
Robert G Martin, BA Me/b TPTC EdDeptVic
Gregory K Moncrieff, FRMIT
Clive J Murray-White. DipArt P/T TTTC EdDeptVic
John R Neeson, TSTC EdDeptVic FRMIT
David A Newbury, FRMIT TPTC EdDeptVic
Reginald A Parker*. DipArt FRMIT TTC(Man'I Arts) EdDeptVic
Hal L Peck, ARMIT ACCT EdDeptVic
Graham R Reade, FRMIT TSTC(A&C) EdDeptVic BEd La TAIDIA (Ed)
Kenneth W Scarlett . ARMIT TSTC(A&C) EdDeptVic
Waldemar L Seybold, DipElecEngTech Hungary ARMIT TTC EdDeptVic BEd La TAIDIA
Stephen B Spurrier. TSTC EdDeptVic FRMIT
Mark Strizic
James H Taylor. ARMIT TSTC EdDeptVic
Robert G Treseder, ARMIT DipTRP Melb SATC EdDeptVic AIDIA (Ed)
Ronald W Upton. SATC TSTC EdDeptVic
Val Valentine, ARMIT AIAP MIPT
Ken E Wach, DipArt FRMIT TTTC EdDeptVic
Gregory T Wain, FRMIT SATC EdDeptVic
Wendy Watson, ARMIT TSTC(A&C) EdDeptVic
Ben G Whippy, BEd(A&C) SCV
Donald W Wordsworth, DipArt FRMIT TPTC EdDeptVic

Biology
Judith F Kinnear, MSc PhD Melb BEd LaT
Donald J Adams. BA BSc Melb TPTC TSpTC EdDeptVic
Ian J Allan, BSc (lions) Me/b TPTC EdDeptVic
John R Baird, MSc DipEd Me/b
William Gill. BSc(Hons) Me/b HDTS
Terry F Harrison. BSc(Hons) BEd Melb
Jennifer R McFadden, BSc(Ed) BSc(Hons) PhD Melb
David G Morgan, BSc DipEd Melb
Alison M Murray, BSc DipEd Melb
Janet E Pritchard. BSc Syd Certdiet RNH DipEd SCVH
John C Sampson, BSc(Hons) DipEd PhD WAust
Murray W Seiffert. MAgrSc DipEd Me/b
 Staff 23

Lila Smith. MHSc Otago ACTT EdDeptVic

EricJ Willis, BSc(Hons) McGill
Gregory L Willis. BA SUNY PhD LaT

Business Studies
Peter C Joyce. BCom BEd Melb
Richard J Bluck, BCom DipEd Melb
Barbara I Cope. BCom BA Melb TPTC EdDeptVic
Ross FCowie, BJuris LLB Mon
Dennis J Easton, BJuris LLB Mon DipEd Melb
Ronald W Edwards. BCom DipEd Me/b
Ian R Greene. BCom DipEd Melb AASA
Jean M Griffith, DipS'Hand
Isabel O Haining. BCom BEd Me/b TPTC EdDeptVic
William Howitr, BCom MEd Me/b MAcc V/CMAASA
David Kimber, BEc DipEd Mon
Eng C Riley, BEc Tas TSTC EdDeptVic AASA
Graeme A Taylor, BCom DipEd Me/b MEc Mon
Wendy A Wilmoth. BA LLB Melb

Chemistry and Physics

Jean Clark. BSc(Hons) Exon DPhil Oxon DipEd Mon FAIP
Christopher J Bigum BSc Me/b PhD ANU DipEd Melb
John G Down, BSc(Hons) PhD DipEd Me/b ARACI
Alan D Fowless, BSc(Hons) PhD Adel
Geoffrey J Giddings, BSc BEd Melb
Ian E Hawkins, BSc Me/b BEd Mon TPTC EdDeptVic
Robin A Hirst, BSc(Hons) PhD DipEd Melb MAIP
Gary A Kakos, BSc PhD BEd Me/b
W A F (Jack)) Lang', OBE DPhil Vienna FACE
Clifford K Malcolm, BSc(Hons) Me/b PhDSask BEd Me/b
Kevin E Mauger, BSc DipEd Me/b MAIP
David McFadyen, BSc(Hons) PhD Melb DipEd
Peter J Obendorf, BSc(Hons) PhD Melb
Rex O'Brien. BSc(Hons) BEd Melb MAIP
John M Owen, BSc(Hons) MEd Me/b MAIP
RobertJ Prosser, BSc PhD BEd Me/b
Peter J Rogers. BSc(Hons) PhD Me/b DipEd MAIP
Carole E Scollary, MSc PhD BEd Me/b ARACI
Geoffrey R Scollary, MSc Melb PhD LaT BEd Me/b ARACI

Crafts
Mona B Russell, SATC TTC(Man'l Arts) EdDeptVic
R John Bisset. SATC DTPC TPTC EdDeptVic DipEdAdmin WAIT BEd LaT
Geoffrey W Clague, FRMIT TSTC(A&C) EdDeptVic
Norman A Creighton, FRMIT SATC EdDeptVic BEd La T
Anthony L Dyer, FRMIT TPTC TACTC EdDeptVic
M Pamela Pilgrim, TSTC(A&C) EdDeptVic BEd(A&C) SCV
Carolyn R Roberts. ARMIT TSTC(A&C)EdDeptVic GDipEmb RM/T
Tor G Schwanck, Gld&SlvrsmthDip NKI (Stockholm)
Raymond J Stebbins. FRMIT TPTC EdDeptVic
Margaret A Stefanovic. DipN'Craft EMcP SATC TPTC EdDeptVic
W Howard Tozer. ARMIT TTC(Man'I Arts) EdDeptVic
Suzanne Walker. BA Melb DipEd ATTI
Alan Wilson, ARMIT TPTC DTSC SATC EdDeptVic
Victor G Wood, FRMITTSTC(A&C) EdDeptVic
24 Staff

Curriculum Studies
Frank T Hindley, BCom MEd Me/b TPTC EdDeptVic
Jocelyn Grant, BA WAust DipEd EdDeptVic
Kevin C Hall, BCom BEd Me/b TSTC EdDeptVic
Geoffrey A Hammond, TSTC(A&C) EdDeptVic BEd Q/d PhD Mon
Nancy M Hammond, TSTC(A&C) EdDeptVic BEd(A&C) SCV
Bill K Hempel, BA DipEd Me/b AIE Lond
Thomas S Nancy, DipFineArt RM/TSATC TSTC(A&C) EdDeptVic BEd LaT
Evalynne D Manarin, BA Melb DipEd
Peter J Markman, DipAppl Phy RMIT TSTC EdDeptVic BEd LaT MEd James Cook
Kevin F Mongan, BCom BEd Me/b TPTC EdDeptVic
R Joy Peletier, BA BEd Me/b TPTCQ/dTC
David R Pontin, HDTS(A&C)
MichaelJ Quin, BA MEd Melb
Chris Shelton, TSTC(A&C) EdDeptVic BEd(A&C) SCV
William N Stringer, BA BEd Me/b BEd Mon FRGS
Mervyn K Vogt, BCom Me/b BEd Mon ACTT EdDeptVic
Graeme L Willcox, BA DipEd MEd Me/b MA Sussex
Lorraine M Wilson, TITC EdDeptVic
Marilyn Woolley, TITC EdDeptVic

Drama
Brian A Hogan, BA BEd Me/b AIE Lond TPTC EdDeptVic
John W Deverall, BA Mon DipDramaEd N'cast/e Upon Tyne TPTC EdDeptVic LTCL
Lynette E Geursen, Diporama NIDA ALCM IntTC Lond
John R Hillel, MA Lancaster CertEd. UK
Lynda) M Jones, BA Mon DipEd ECLEM
David G Lander, BFA Vic CertEd UK
James K Lewis, TCert NSW
Susan J Nevile', BA(Hons) Me/b DipEd Mon DipCUIFRED Nancy
Peter J Ralph, DipArt RM/TTSTC EdDeptVic
Paul R Roebuck, BA NewEng TCert NSW
Anita Sinclair, TSTC(A&C) EdDeptVic
Paul B Stevenson, BSc Me/b TSTC EdDeptVic

Educational Psychology
Graham Clunies-Ross, BA(Hons) Ade/PhD James Cook MAPsS
Lachlan D Arnott, BSc Me/b TSTC EdDeptVic MAPsS
Leo Brophy, BA BEd Me/b TPTC EdDeptVic MAPsS
Richard A Cartwright, BA BEd Me/b
Louise Cooper, BCom DipCrim Me/b TSTC EdDeptVic BEd Mon
Peter Dakis, BCom BEd DipPsych Me/b TPTC EdDeptVic MAPsS MASCEH
Marc C Davey, BA MEd Mon TPTC EdDeptVic
Eileen M Dethridge, BA DipEd Me/b MAPsS
MichaelJ Faulkner, BA BEd Mon TPTC EdDeptVic
Kathleen Funder', BA Me/b BEd Mon TSTC EdDeptVic
Ian F Gibson, BA BEd DipPsych Me/b TPTC EdDeptVic MAPsS
Roger D Hewitt, BSc(Hons) Me/b BEd LaT TSTC EdDeptVic MAPsS
Paul G Power, BA MEd DipPsych Me/b PhD JohnsHopkins MAPsS
Monique Tammer, BA BEd Melb GradDipFTV Swinburne
Lurline M Waters, BA Melb DipEd Mon
 Staff 25

Educational Sociology and Social Studies

Desmond R Fraser. BA BEd Melb
Janeen A Allan. BA (Mons) BEd LaT
Ralph W Biddington, BA BEd PhD Me/b TPTC EdDeptVic
Mary L Bourne, BA(Hons) Mon TPTC EdDeptVic
Maxine C Cooper, BA MEd Mon TPTCEdDeptVic
John B Crook. BA(Hons) Mon FRMITTTTC EdDeptVic
John L Davies. MA La TDipT Oxon
Peter J Dwyer, MA Fordham
Graeme T Noel. BA BEd La T TPTC EdDeptVic
J F Allen Inch, BA MEd Me/b
Philip Johnson. BA( Hons) La T TPTC EdDeptVic
Alfred B Kuen, MA Me/b TSTC EdDeptVic
Timothy F Kupsch. MEnvSc BA(Hons) Mon
Cheryl McKinna. DipChm DipPhysEd MA Melb TSTC EdDeptVic
David H Murphy. MA Me/b MEd Mon ATTI Dip Mercer House
David J Nance. BA BEd La TTSTC EdDeptVic
Keith Pigdon. BA(Hons) La TTPTC EdDeptVic
Geoff rey M Poynter. BCom Me/b BEd Mon TPTC EdDeptVic
Eduards Silkalns. BA BEd Me/b
David Schapper, BA(Hons) Me/b TPTC EdDeptVic
Rosemary Wentworth. BCom Me/b BEd MA La TTPTC EdDeptVic
Johanna G Willis, BA(Hons) Vitt
Bruce W Wilson. BA DipEd WAust DipT STCWA TC EdDeptWA
Barbara L Wishart. BA(Hons) Mon TITC EdDeptVic

Environmental Science Program

Gary H Scott (Co-ordinator), BSc PhD BEd Melb ARACI

External Studies
Kevin J Sharman. BCom MEd Me/b

Geography
Kenneth G Boston, MA Me/b
Juliet F Bird, MSc Lond
Gregory S J Brinsmead, MSc Me/b DipAgSci L'nong HDTS
Douglas G Esler. BA(Hons) Mon MSc Aberdeen DipEd Mon
Douglas W Fox , BA(Hons) DipEd Me/b
Norman L Head', BA DipEd Me/b
Malcolm H Mathias. BA(Hons) Mon MSc Wisc DipEd Mon
Geoffrey N May. BCom Me/b TSTC EdDeptVic
Jill Price'. BA DipEd Mon
Roger J Southern. BA Cantab MSc Bristol
Anthony B Stutterd. BA MEd Me/b AIE Lond

History and Politics

Lloyd W Evans, MA DipEd Melb
Ronald G Anderson. BA(Hons) DipEd Me/b
Noel A Battye. BA DipEd Me/b MA PhD Cornell
Wesley H Blackmore. BCom BEd Melb MA CSUH
Barry Collett. MA Me/b TSTC EdDeptVic
Neil A Day. BA(Hons) DipEd Me/b MA Essex
Warwick Du Ve. BA(Hons) DipEd Me/b MA Kee/e
Michael J Elliott. BA DipEd Melb
Robert D Ewins. BA(Nons) BEd Me/b
26 Staff

Donald S Garden, MA Mon DipEd Me/b

Peter M Grant. MA DipEd Me/b DipSoc UEA
Dorothy J Lang, BA(Hons) Me/b DipEd
David C Littlewood, BA(Hons) DipEd Me/b MA Essex
Derek J McDougall, BA DipEd Me/b PhD Duke
Paul L Nicholls. MA BEd Me/b
David A Park, BA DipEd DipCrim Me/b
June E Senyard, BA(Hons) PhD Me/b
Gary Smith. BA(Hons) Mon MA La T
Andrew Theophanous, BA(Hons) Mon BLitt Oxon PhD Me/b

Language and Literature

Edward R Rush. BA BEd Me/b
Avril Bradley, BA V/CTD Lond
Christopher J Calton, BA Melb BEd Mon TPTC EdDeptVic
Arthur N Cocks, BA Me/b TPTC EdDeptVic
Winifred M Cubbon, MA DipEd Manc
Dorothy A Dunkle, BA(Hons) DipEd Me/b DipMontessori AMI Bergamo
Helen M Fallaw, BA(Hons)DipEd Mon
Peter J Holloway, MA DipEd Mon
Belinda Hollyer, BA CerT DipT Auck
Helen Jenkins', BLing Manc BA DipEd Me/b DipEngLing UW/ST
John A Johnson. BA(Hons) DipEd Me/b
Daniele Kemp, MA Me/b DipEd La T
Beverly Kennedy', MA DipEd Melb
David F McRae. BA Me/b DipEd LaT
Janet Milman, BA DipEd Melb
Raymond J Misson. MA Me/b
Brian E J Symes. BA DipEd Me/b
Helen K Tippett. BA(Hons) DipEd Me/b
Anita M Treloar, BA DipEd Mon TPTC EdDeptVic
Peter J Wakeham, BA(Hons) DipEd Melb
Constance M Warren, BA DipEd Me/b
W James Young. MA DipEd Melb

Librarianship
Graham P Corr, BCom BEd Me/b DipLib RM/TPhD Dreg TTLC TPTC EdDeptVic
Eve Andre, BSc Mon DipLib NSW DipEd LaT
Gordon E Bate, BSocSci RM/TTTLC TPTC EdDeptVic ALAA
Catherine Coleman, BA(Hons) Hull CertEd Birm DipLib
Brian R Davies, DipTESL PNG TPTC TTLC EdDeptVic BEd La TGDET SCVTDipT Geneva
Douglas W Down, BSocSci RM/TTTLGTPTC EdDeptVic ALAA
Beatrice M Fincher, BA BEd Me/b ARMIT TPTC EdDeptVic ALAA
Deane K Hardwick, BA Me/b DipLib NSWTSTC EdDeptVic
Neville J Johnson, BA MEd Mon TPTC EdDeptVic
Wendy A Johnstone, DipDomArts EMcPTSTC EdDeptVic GDET SCVTBEd LaT
Stella McB Lees, BA(Hons) Melb BEd La TARMIT TTLC EdDeptVic ALAA
Walter R McVitty, BA DipEd Melb TPTC TTLC EdDeptVic ALAA
Peter F Metherall, BSocSci RM/TTPTC TTLC EdDeptVic
Janet A Miller, BA Me/b ARMIT ALAA
H Fay Nicholson, BA Me/b DipEd SCVHALAA ARMIT
Paula F M Seymour, BA(Hons) DipEd Melb ALAA ARMIT
Joy Sheehan', BA SydALAA
Mary P Stansfield, BA Me/b BEd Mon ALAA
Allan J Thomas, BA Mon ARMIT TPTC TTLC EdDeptVic
Stanley Watson, BCom Me/b MEd Mon TPTC TTLC EdDeptVic ALAA
Wesley A Young, BSocSci RM/TTPTC TTLC EdDeptVic
 Staff 27

Mathematics
Desmond A Robbie, BSc BEd Melb BSc(Hons) Mon PhD Florida
A Grant Angus, BSc MEd Melb TPTC EdDeptVic
Gary P Asp, BSc Min'sofa MA N'Western
Angelina H J Bryne, MSc PhD Me/b DipEd Mon
Neal F Byrne, BSc(Hons) Melb TPTC EdDeptVic
Edwin T Conway, MSc DipEd Me/b
Brian D Dempsey, BSc MEd Mon
John Dowsey, BA Me/b MScEd WAustTSTC EdDeptVic
Barry Harridge BSc(Hons) DipEd Me/b
Millicent M Henry, DipTP Manc TSpTC
Helen Hutchens, MSc DipT Adel
Barry J McCrae. BSc(Hons) DipEd Melb MEd Mon
Ross McKeown, TPTC TTLC EdDeptVic
Terence J Malone, MA Massey TPTC PalmerstonNth
Meei Pyng Ng, BSc Malaya MSc PhD Warwick
John S Murnane, BAppSc RM/TTPTC EdDeptVic
Geoffrey Orrin, BSc(Hons) DipEd Me/b
Raymond J Overton, BA BSc(Hons) Me/b BEd La TARMIT
David I Rasmussen, BEc Mon BEd La TTPTC Old
Michael W Sorrell, BSc Me/b BEd MonTSTC EdDeptVic
Michal S Thompson, BSc(Hons) Tas DipEd LaT
Ronald J Welsh. BA BEd Mon TPTC EdDeptVic

Media Arts and Education

Brian J Sheedy. BCom Melb BEd La TTPTC EdDeptVic
Arthur S Cantrill
John Hughes
C Lloyd Junor, BA BEd Me/b TPTC EdDeptVic MSci Louisville
Colin A Lawn. BCom BEd Melb TPTC EdDeptVic
John G Mitchell. BA BEd Melb TPTC
David B Ritchie. TPTC Old BEd LaT
Thomas P Ryan. BAIHons) Mon-LaT BEd La TTPTC EdDeptVic

Music
Geoffrey R D'Ombrain. MMus BEd Melb
Trevor J Barnard. ARCM GradMIMIT Lond
Peter G Clinch. LMusA MMus WAust
WilliamG Desailly
Catherine A Falk. BA(Hans) Mon
Alan J Murphy, BMus DipEd Me/b
Allan W Nuske. BMus DipEd Me/b
Christine J Pedersen, BMus Me/b DipEd
Adrian A Thomas. AMusA BMus BEd Me/b
Dawn M Vickery. BMus DipEd Me/b
William E Watkins. BMus Melb TPTC EdDeptVic
Kenneth E Whidburn, BMus DipEd Melb
Alan W Woods, BMus BEd Me/b

Noojee Outdoor Education Centre

Bryan F Sco tt. DipPhysEd DipEd L'borough
John H Brewster. BSc Oreg TPTC EdDeptVic
Peter Ebsworth. BSc MA Mon
David J Tune, DipEd Torrens
28 Staff

Philosophy
Ian H Moore. BA Me/b BEd Mon TPTC EdDeptVic
Douglas A Adeney, MA Mon PhD StAndrews
Robin J Barke Hall, BA BEd Mon TPTC EdDeptVic
Lindsay L Jones, BA(Hons) DipEd Me/b
Robin J McCormack BA Cantab DipEd Mon
Clifford A Penniceard, BA(Hons) Mon MA Oxon DipEd Mon
Valina Rainer, BA SydTSTC EdDeptVic
John F Weckert, BA(Rons) Adel MA LaT
Alexander Yule. BA(Hons) Me/b BD(Hons) MelbCollDivThD PrincetonTheolSem
Gail Tulloch, BA(Hons) Melb DipEd Mon

Physical Education, Health and Recreation

D Geoffrey Hill, BA DipPhysEd BEd Me/b TPTC EdDeptVic
E Kathryn Alexander, BA DipPhysEd Me/b TPETC EdDeptVic
Judith M Andrews, BA Mon MEd Boston
J Stewart Dickinson, MSc Dreg CertEd WestMid
John E Elligate, DipPhysEd Me/b TPETC EdDeptVic
Lawrence J Hayden, BEd Mon BCom DipPhysEd Melb TPETC EdDeptVic MAPsS
Jan Henry, BEd Mon BA DipPhysEd Melb TPETC EdDeptVic
Val J Lewis', DipPhysEd Me/b TPETC EdDeptVic

Psychology
V Jean Russell, BA BEd PhD Me/b MAPsS
Jennifer M Boldero, MA(Hons) Auck
Robert J Barker, BA DipPsych Me/b TPTC EdDeptVic MAPsS
Valerie J Boyd, BA(Hons) Tas DipEd Mon MAPsS
Diane C Chapman, BS Madison MEd Virginia CAS Harvard
BarryJ Fallon, BD BA(Hons) Old MA PhD Sunyab MAPsS
Susan F Morrison, BSc(Hons) MEd Me/b MAPsS
David Rawlings, BA(HOns) NewEng DipEd C'berra CAEMA Flinders MEd Melb MAPsS
Doreen A Rosenthal, BA(Hons) PhD Me/b MAPsS
Rodney Woolcock, BA(Hons) DipEd Melb

School Experience
Elaine Sullivan, DipN'Craft TTTC EdDeptVic DipEd Bristol

Special Education
Kenneth F Runciman, BA BEd DipPsych Me/b MEd Mon TPTC EdDeptVic
Peter N Clarke, BA DipTchg Cantuar MEd Mon PhD Melb TPTC EdDeptNZ
Ishwar Desai, BA BEd Natal MEd Co/umb DipESN Cantab CertRemEd UED Natal
Kay Frith, THTC TSpTC EdDeptVic
Daryl F Greaves, BA Melb BEd LaT MA Leeds TPTC EdDeptNSW
Kenneth W Henry, MHTC Me/b BEd. La TGradDipSpEd
John M Hibbet, BA Me/b TPTC TSpTC EdDeptVic
Bessana Keir, GTC Old ATCLSp AdvCertEd AdvDipTchg A TT/TSpTC EdDeptVic BEd La T
Patricia C Long, BA BEd Me/b MEd Maryland
Michael F McKay, BA ANU MEd Mon TPTC EdDeptVic
John K Munro, BSc Me/b BEd Mon BA(Hons) Me/b
John Phemister, MA Lond Cert TEFL RSA TPTC EdDeptVic
A N (Bob) Pillay (Acting Head). BA CertRemED UED Natal BEd SA MEd T'nto
Mervyn L Rees, BCom Melb BEd Mon MEd James Cook TPTC EdDeptVic MAPsS
Robert A Semmens, BA DipCrim DipSocStud DipEd Me/b
Isobel Sweetapple, TTC NZ
 Staff 29

Non-teaching Staff
A complete list of non-teaching staff is given in Volume 1 of this Handbook, the staff listed
below are those with whom students may have most contact.

Student Services
Student Services Officer Vince Callaghan, BA(Hons) WAust
Careers and Employment Officer Noeline Milson, BA ANU
Secretary Andreina Moro

Students' Records Office

Admissions Officer Thomas W C Kean
Students' Records Officers Nan Armstrong
Michelle Jones
Maree Rymer
Maree Sullivan
Information Officer Jean Kassimates
 Graduate Diploma in Curriculum 31

Graduate Diploma in Curriculum

Contents

Regulations for the Course 33

Outline of Course 34
Subject Descriptions
Career Education and Vocational Development 39
Cognitive Development and Curriculum Planning 40
Comparative Curriculum Studies 40
Curriculum Decision-making and Implementation 38
Curriculum Foundations 35
Curriculum K-12 39
Curriculum Theory and Practice: Curriculum Development 35
Curriculum Theory and Practice: Curriculum Evaluation 38
Designing Individualised Programs 41
Inquiry Process in School Curriculum 41
Primary School Curriculum 37
Project 37
Secondary School Curriculum 38
Sexism and the Curriculum 42
Subject Area Specialisation 42
 Graduate Diploma in Curriculum 33

Regulations for the Course for the Graduate Diploma

in Curriculum
1. To satisfy entrance requirements for admission to the course for the Graduate Diploma
in Curriculum a candidate must have:
(a) (i) successfully completed a degree or diploma approved by the Board of
Studies and at least one year of teacher training approved by the Board of
Studies;
or
(ii) successfully completed a degree or diploma which includes teacher training,
and is approved by the Board of Studies;
or
(iii) a qualification and/or experience approved by the Board of Studies as
equivalent to one of the qualifications referred to in (i) or (ii); and
(b) completed a minimum of three years teaching or other related experience
approved by the Board of Studies.
2. To be awarded the Graduate Diploma in Curriculum a student shall have pursued the
required studies for a minimum of one year of full-time study or its equivalent of part-
time study.
3. Except where special permission is granted by the Board of Studies for this to be
exceeded. the maximum duration of enrolment shall be two years of full-time study or
four years or part-time study.
4. The subjects of the course and the conditions on which such subjects may be taken
shall be as prescribed from time to time by the Board of Studies.
5. The regulations for the course together with the detail of studies and the prerequisites
and special entry conditions shall be published in the Handbook of the Melbourne State
College or supplement thereto.
6. No student may pursue a course of study or receive credit for studies taken within the
course unless the proposed program of studies has been approved by the Board of
Studies. It is the responsibility of each student to obtain this approval before embarking
on the course.
7. The Graduate Diploma in Curriculum may be granted to a student who has complied with
the prescribed conditions and has passed'the subjects of the course set out below:

Group 1
Curriculum Foundations
Curriculum Theory and Practice: Curriculum Development
Curriculum Theory and Practice: Curriculum Evaluation
Curriculum Decision-making and Implementation Project

Group 2
One of the following subjects:
The Primary School Curriculum
The Secondary School Curriculum
Curriculum K-12

Group 3
Two of the following subjects:
Career Education and Vocational Development
Cognitive Development and Curriculum Planning
Comparative Curriculum Studies
Designing Individualised Programs
Inquiry Process in School Curriculum
Sexism and the Curriculum
Subject Area Specialisation
These regulations should be read and Interpreted In conjunction with all documents relating
to procedures of the Board of Studies.
34 Outline of Course

Outline of Course

Alms of Course
The course is designed to allow students to acquire knowledge, understanding, and skills
Important for those involved in work relating to the curriculum; develop an understanding of
the sociological, psychological, and philosophical concepts upon which curriculum decision-
making can be based, and the constraints operating on the making of curriculum decisions.
Students are expected to develop an understanding of the various elements of curriculum
theory and their interrelations, to acquire knowledge and experience of the means by which
curriculum practices and changes occur, and to develop an understanding of, and skills
relevant to, the process of making and implementing decisions concerning the curriculum.
There will be opportunities for students to apply knowledge and skills relating to the
curriculum in a field situation; apply knowledge of curriculum foundations, curriculum theory
and practice, and curriculum decision-making and implementation to the primary school
curriculum, the secondary school curriculum, or to both; and to acquire additional specialised
knowledge and skills in selected aspects of curriculum.

Structure of Course
There are five compulsory studies:
Curriculum Foundations
Curriculum Theory and Practice: Curriculum Development
Curriculum Theory and Practice: Curriculum Evaluation
Curriculum Decision-making and Implementation
Project.
These subjects provide for development of basic skills in, and understanding of, the
curriculum process. The content dealt with in each subject is relevant to both primary and
secondary school curricula.
Students select one subject in the area of the school curriculum from the following:
The Primary School Curriculum
The Secondary School Curriculum
Curriculum K-12.
In the subject chosen, there Is opportunity to apply general issues concerning the curriculum
process, raised in the compulsory subjects, to the whole curriculum of either the primary or
secondary school or to the curriculum of the entire school age-range. Students thus have the
opportunity to develop their professional interest in the curriculum for a particular age group.
In addition, students select two of the following subjects in the area of Aspects of the
Curriculum:
Career Education and Vocational Development
Cognitive Development and Curriculum Planning
Comparative Curriculum Studies
Designing Individualised Programs
Inquiry Process in School Curriculum
Sexism and the Curriculum
Subject Area Specialisation.
The subjects offered in the above grouping may vary from year to year. In selecting two
subjects from this area, students have the opportunity to develop their special professional
interests, in terms of an area of subject specialisation and/or particular aspects of the
curriculum process dealt with at a basic level in the compulsory subjects.

Subject Summaries
The descriptions of subjects given on the following pages are summaries only. Full details of
syllabuses, bookliats, etc. may be obtained from the Executive Officer of the Course, Mr John
Owen.
 Graduate Diploma in Curriculum 35

CURRICULUM FOUNDATIONS (CGF11)

18 two-hour classes.

Syllabus
A brief review of some fundamental sociological, philosophical and psychological concepts
and constraints, and the link between these concepts and constraints and the curriculum
process.
Topics covered include schools in society the relations between the school and other
major social Institutions, the impact of manpower demand and supply factors upon
curriculum, and economic forces determining curriculum changes; philosophical concepts
and issues central educational concepts such as knowledge, needs, Interests, training,
indoctrination, and education, and the use of these concepts in developing and appraising
answers to important questions concerning the curriculum; the child and adolescent
psychological concepts which contribute to curriculum design; constraints on the curriculum
Social, political, financial and cultural constraints and facilitators; and issues derived
from discussion of the above topics.

Preliminary Reading
Dale, R et al (eds) Schooling and Capitalism: a sociological reader London: RKP 1978
Hetherington. E M 8 Parke, R D Child Pyschology: a contemporary viewpoint New York:
McGraw-Hill 1975
Hirst. P H Knowledge and the Curriculum London: RKP 1974
Musgrave, P W Knowledge, Curriculum and Change Melbourne: MUP 1973

Assessment
Based on a comparative analysis of a given policy statement and a given curriculum In terms
of their philosophical, sociological, psychological and economic bases. (Approximately 3,500
words.)

CURRICULUM THEORY AND PRACTICE:

CURRICULUM DEVELOPMENT (CGF12)
36 hours of classes.

Syllabus
An Introduction to the major principles and issues in curriculum development. Topics Include
the nature of, and relations between, elements of curriculum development; the incorporation
of basic elements of curriculum development into some general curriculum models; levels of
curriculum development and planning, issues In development, planning, selection and
adaptation at various administrative levels, with consideration of large-scale projects of
different types, school level curriculum planning, group level curriculum planning, district
and regional level curriculum planning; constraints and possibilities for selection, adaptation
and patterns of implementation as a reflection of personnel, resources, and other
environmental factors within and beyond the school; and a detailed examination of selected
curriculum innovation.

Preliminary Reading
Golby, M et al(eds) Curriculum Design London: Croom Helm/Open University 1975
Harris. A et al (eds) Curriculum Innovation London: Croom Helm/Open University 1975
Skilbeck. M School-based Curriculum Development( Mimeo) 1975

Text
Stenhouse, L An Introduction to Curriculum Research and Development London: Heinemann
1975
36 Subject Descriptions

Assessment
Based on an analysis of the underlying framework of a large-scale curriculum project and its
Impact on a school or group within a school, or an analysis of a school or group-level initiative
to develop a curriculum. (Approximately 3,500 words.)

CURRICULUM THEORY AND PRACTICE:

CURRICULUM EVALUATION (CGF13)
36 hours of classes.

Syllabus
The subject introduces students to some skills and methods of curriculum evaluation, and is
oriented to skills most useful in the evaluation of small-scale programs introduced with a
school or class. Three important aspects of this sort of evaluation which are emphasised are
the formulation of appropriate questions, the gathering of information relevant to those
questions, and the analysis and interpretation of data.
Topics Include the characteristics of curriculum evaluation, general issues in curriculum
evaluation, methods of evaluation, evaluation of curriculum materials, reporting evaluation
studies, and selected evaluation studies focusing on the purposes, methods used, and the
form of reporting of the studies.

Preliminary Reading
Australian Association for Research in Education Curriculum Evaluation (Proceedings of the
Annual Conference of AARE) Canberra 1977
Tawney, D (ed) Curriculum Evaluation Today: trends and Implications (Schools Council
Research Studies) London: Macmillan 1976
Herten, W (ed) Evaluation and the Teacher's Role London: Macmillan 1978

Text
Stenhouse, L An Introduction to Curriculum Research and Development London: Heinemann
1975

Assessment
Based on a written report (of approximately 2,000 words) of an evaluation exercise involving
the collection of information, or a written appraisal (of approximately 2,000 words) of a set of
curriculum materials; and a critical review (of approximately 1,500 words) of the report of an
evaluation study.

CURRICULUM DECISION-MAKING AND

IMPLEMENTATION (CGF14)
36 hours of classes.

Syllabus
Topics covered include interpersonal and group behaviour - the nature of social interaction,
Interpersonal communication, person perception, attribution of motives and traits, attitudes,
values and beliefs, leadership styles; decision-making; the school as an organisation the
processes of social influence, framework of a typology of schools, models of organisations,
dimensions of organisation; the processes of change and its effects strategies of
implementation, power, influence, commitment, adaptation, stability and change in the
schools, resistance and conflict; the effects of curriculum projects on schools.
 Graduate Diploma in Curriculum 37

Preliminary Reading
Bennis, W G eta! The Planning of Change New York: Holt, Rinehart & Winston 1969
Fitzgerald, R T eta! Participation In Schools: Five Case Studies Hawthorn: ACER 1976
Fullen, M & Pomfret. A 'Research on Curriculum and Instruction Implementation' Review of
Educational Research 1977 no 47 pp 335-397
Schlechty, P C Teaching and Social Behaviour London: Allyn & Bacon 1978

Assessment
Based on observation of a small group engaged in the making of a decision and an analysis,
interpretation and evaluation of the processes involved, and formulation of a strategy for the
implementation of a change in curriculum in a given educational setting and a justification of
the chosen strategy. (Approximately 3,500 words.)

PROJECT (CG F15)

Approximately nine hours of class time are allocated to seminars in which students outline
their proposed Investigations. While undertaking the project, students consult regularly with
a staff member responsible for supervision of the project; this Involves an average cif one
hour a week over the period of the project.

Syllabus
A field-based curriculum project which may be the work of individual students or small groups
of students working together. Each project Involves some consideration of each of the
following elements, although the emphasis on particular elements may vary according to the
nature of the project: rationale and purpose; context; methods and procedures; evaluation
and reporting, including implications for practice and further investigation.
Examples of possible projects: evaluation of one aspect of the Impact of a new ASEP unit in a
school; developing a set of materials for teaching three dimensional spatial concepts at early
secondary school level; examination of the 'Man and Technology' curriculum course to
determine the internal consistency between goals and objectives, methods, content and
resources; an evaluation of the effectiveness of the Bohm Concept Test for the development
of language concepts in Infants of non-English speaking backgrounds; a case study of the
adoption and implementation of an aspect of a new curriculum in a school, with particular
reference to the decision-making processes.

Assessment
Based on the final report of the project. The criteria for assessment vary according to the
project undertaken; however, in each case, the following criteria are used: evidence or
understanding of the underlying concepts presented In the core units of the course, quality of
construction and the relevance and ease of use of the materials in the area of the curriculum
for which they were intended.

PRIMARY SCHOOL CURRICULUM (CGF21)

36 hours of classes.

Syllabus
Examination of curriculum practices in primary schools In terms of purposes of primary
education, influences on curriculum decision-making within and outside the school,
alternative methods of organising the curriculum and school, and consideration of trends and
possible developments in primary curriculum.
Topics covered include: purposes of primary education; curriculum decision-making In
primary education; school organisation and the curriculum; case studies of curriculum
development and implementation at primary level, school level, and across schools,
concentrating on choice of content and learning experiences, degree of integration of the
curriculum within and across years, extent and nature of curriculum evaluation and
development, relationships of the school with Its neighbourhood: possible future
developments in primary curriculum.
38 Subject Descriptions

Preliminary Reading
A Future of Choices: A Choice of Futures (Report of the Commission of Educational
Planning) Edmonton: L S Wall 1972
Australian Schools Commission Schools in Australia Canberra: AGPS 1973
Children and their Primary Schools; A Report of a Central Advisory Council for Education Vol
1: The Report London: HMSO 1967
Primary Education in England (Report of Her Majesty's Inspectorate, Department of
Education and Science) London: HMSO 1978

Assessment
Based on critical analysis of a primary school's curriculum documentation in a particular
subject area, with consideration given to the type of curriculum decisions made and the
relationship of these decisions to the curriculum guidelines given by Departments of
Education; or analysis or interpretation of existing district or state-level data relating to a
particular subject area of the curriculum in the primary school to establish the present
situation regarding teaching in this area; or examination of the evolution and implementation
of an area of the curriculum in a primary school with which the student is familiar.
(Approximately 3,500 words.)

SECONDARY SCHOOL CURRICULUM (CGF22)

36 hours of classes for one term.

Syllabus
The subject examines curriculum practices in secondary schools in terms of the nature of
those of secondary school age, the changing purposes and conceptions of secondary
education. and the influence of non-school and school organisation, so as to allow
consideration of possible future developments in secondary curriculum.
Topics covered include the nature of the adolescent and of adolescence, purposes of
secondary education, the role of non-school agencies in secondary education, organisation
of secondary education, case studies of curriculum development and implementation at the
secondary level, at school level, and across schools, concentrating on choice of content and
learning experiences, degree of integration in schools or across schools, relations with the
school organisation, relations with the outside school community; and possible future
development in secondary curriculum.

Preliminary Reading
Connell, W F (ed) 12 to 20 Studies of City Youth Sydney: Hicks Smith 1975
Hill, B The Schools Ringwood: Penguin 1977
Holly, D Society, Schools and Humanity London: Paladin 1971
Musgrave, P W (ed) Contemporary Studies in the Curriculum Sydney: Angus & Robertson
1974

Assessment
Based on a critical analysis of a secondary school's curriculum documentation on a particular
curriculum issue, with consideration given to the type of curriculum decisions made and the
relationship of these decisions to the curriculum guidelines given by Departments of
Education; or analysis or interpretation of existing district or state-level data relating to a
particular subject area of the curriculum in the secondary school to establish the present
situation regarding teaching in this area; or examination of the evolution and implementation
of an area of the curriculum in a secondary school with which the student is familiar.
(Approximately 3,500 words.)
 Graduate Diploma in Curriculum 39

CURRICULUM K-12 (CGF23)

36 hours of classes for one term.

Syllabus
Examination of the similarities and differences in the purposes, organisation, structure,
content and context of the curriculum at various levels of schooling, with particular reference
to points of stress.
Topics covered include: purposes comparison of aims, priorities, curriculum content,
philosophical consistency. decision-making and evaluation In various levels of educational
systems: organisation rationale for the consequences of types of schooling (e.g. infant,
primary, senior high), transistion from level to level, the core curriculum: inquiry processes
as in Social Studies-type activities: structure as seen in language development content
as seen in mathemathics and science education.

Preliminary Reading
Myth, W d Derricott, R The Social Significance of Middle Schools London: Batsford 1977
Education Department of Tasmania Tasmanian Education: Next Decade (Report of the
Committee on Primary Education) Hobart: Tasmanian Government Printer 1978
Keeves. J P Educational Environment and School Achievement Stockholm: Almqvist &
Wiksell 1972
Schools Council Science 5/13 Project With Objectives in Mind. Guide to Science 5/13
London: MacDonald 1974

Assessment
Based on the preparation of a paper setting out the rationale and Issues Involved In the
transition from separate primary and secondary curricula to one based on a K-12 model; or the
analysis of a practical example of transition from curricula based on traditional primary and
secondary school divisions to one where a K-12 model has been proposed. (Approximately
3.500 words.)

CAREER EDUCATION AND VOCATIONAL

DEVELOPMENT (CGF31)
Two 2-hour seminars for nine weeks.

Syllabus
The relation between the process of vocational development and the planning and
implementation of career education programs In schools. Introduction to the major theories
of vocational development. Designing career education programs based on theoretical
formulations. Educational and vocational information. The Implications for curriculum of such
problems as the transition from school to work, the foundations of vocational achievement,
and dealing with barriers and biases in employment.

Preliminary Reading
Australian Committee on Technical and Further Education TAFE In Australia: Report on
Needs in Technical and Further Education Canberra: AGPS First Report 1974, Second
Report 1975
Commonwealth Department of Education Report of the Working Party on the Transition from
Secondary Education to Employment Canberra: AGPS June 1976
Holland. J L Making Vocational Choices: a theory of careers Englewood Cliffs: Prentice-Hall
1973
Osipow. S H Theories of Career Development New York: Appleton-Century-Crofts 1973

Assessment
Based on the design of a career education program for a school and the planning of a strategy
for its implementation. (Approximately 3,500 words.)
40 Subjecr Descriptions

COGNITIVE DEVELOPMENT AND CURRICULUM

PLANNING (CGF32)
Two 2-hour seminars a week for nine weeks. Methods of presentation include lectures,
discussion papers, and practical work.
Prerequisite: There are no formal prerequisities; however, an understanding of the basic
tenets of Piaget's theory is assumed.

Syllabus
The subject is designed to provide students with an understanding of general principles of,
and issues In, cognitive development, and the implications of this development for curriculum
planning. The emphasis is on the seminal work of Jean Piaget; however, comparisons are
made with other theories of cognitive development, such as those of Bruner, Peel and
Pascual-Leone.
Two-thirds of class contact time is devoted to applications of theory to curriculum planning.
Topics discussed include planning for teaching in specific curriculum areas, examination and
evaluation of curriculum materials, individual differences in development, and acceleration of
development.

Books
Brainerd, CJ Piaget's Theory ofIntelligence Englewood Cliffs: Prentice-Hall 1978
Farnham-Diggory, S Cognitive Processes in Education: a psychological preparation for
teaching and curriculum development New York: Harper & Row 1972
Flavell, J H Cognitive Development Englewood Cliffs: Prentice-Hall 1977
Schwebel, M & Raph, J (eds) Piaget in the Classroom London: RKP 1974

Assessment
Students are required to present a seminar paper (approximately 2,500 words) on an aspect of
one of the topics listed above; and either plan a small portion of a curriculum showing clearly
how this relates to cognitive development or critically evaluate a small portion of an existing
curriculum on the basis of its relevance to cognitive development.

COMPARATIVE CURRICULUM STUDIES (CGF33)

Two 2-hour seminars a week for nine weeks.

Syllabus
The curricula of some selected school systems are examined and comparisons are drawn
with Australian systems. Attention is drawn to the complex social and political factors helping
to shape the school curricula.
Topics include school curricula in a liberal democracy the United States, school curricula
Ina communist state the USSR, school curricula in a social democratic system Sweden,
and school curricula and organisation change Great Britain.

Preliminary Reading
Gordon, P & Lawton, D Curriculum Change in the Nineteenth and Twentieth Centuries
London: Hodder & Stoughton 1978
Grant, N Soviet Education Harmondsworth: Penguin 1971
Husen, T & Boakt, G Educational Research and Educational Change, the Case of Sweden
New York: Wiley 1967
Price, R F Marx and Education in Russia and China London: Croom Helm 1977

Assessment
Based on preparation of a seminar paper on an aspect of one of the topics listed above. The
paper will be presented to the seminar group by the student using appropriate teaching
strategies and media.
 Graduate Diploma in Curriculum 41

DESIGNING INDIVIDUALISED PROGRAMS (CGF34)

As far as possible each student proceeds at her/his own pace through the program, choosing
from a range of learning experiences including lecture-led, seminar sessions, student
discussion and presentation, group and Individual viewing and listening, individual research,
group research, and school visits and other field work.

Syllabus
This subject enables students to survey the development and research associated with
Individualised learning and individualised learning programs. Students also plan and design
an individualised learning unit.
Topics covered include the nature and effects of Individualised learning; models upon which
the systematic design of individualised learning, programs can be based; approaches to
designing individualised programs and units; stating learning objectives and goals, different
levels and types of learning outcomes and appropriate specificity; selecting, adapting and
designing learning experiences and materials for Individualised programs, techniques for
communicating with students; purposes and forms of evaluation procedures for use In
individualised learning programs.

Preliminary Reading
Duane, J E Individualised Instruction Programs and Materials Englewood Cliffs:
Educational Technology Publications 1974
Gagne, R M & Briggs, L J Principles of Instructional Design New York: Holt, Rinehart &
Winston 1974
Gronlund, N E Individualised Classroom Instruction New York: Macmillan 1974
Kemp, J E Instructional Design Belmont (Calif): Fearson 1977

Assessment
Based on completion of the syllabus units, design of an individualised learning program or
unit in consultation with a teacher (equivalent to 2.000 words), and the submission of a 1,500
word paper (or equivalent in another form) considering theoretical aspects of any element of
program design.

INQUIRY PROCESS IN SCHOOL CURRICULUM

(CG F35)
36 hours of classes a week for nine weeks.

Syllabus
The subject builds on work undertaken in Curriculum Foundations: the structure of
knowledge, the nature of the child and the adolescent, particularly In terms of cognitive
development. Specifically, students examine the nature of the Inquiry process, and how
objectives related to It in both primary and secondary curriculum are expected to be
achieved.

Preliminary Reading
Dewey, J How We Think New York: Heath 1933
Infielder, B & Piaget, J The Growth of Logical Thinking from Childhood to Adolescence
London: RKP 1958
Robinson. F G et al Inquiry Training: fusing theory and practice Ontario Institute for Studies in
Education 1972
Whitehead, G Enquiry Learning in Social Studies Melbourne: ACER 1978

A ment
Based on the design of a unit of curriculum that employs inquiry strategies. Students will
provide a justification for the proposed methodology and a statement of the expected
outcomes of the unit. (Approximately 3,500'words.)
42 Subject Descriptions

SEXISM AND THE CURRICULUM (CGF36)

Two 2-hour classes for nine weeks.

Syllabus
Sex roles and stereotypes: description of sex role stereotypes; methods used to explore
these; society's evaluation of 'male' and 'female' behaviours; functions and effects of sex
role stereotypes; the concept of androgyny.
Psychological sex differences: consideration of myths and realities about sex differences in
areas such as general intelligence; verbal, quantitative and spatial abilities; achievement;
self-esteem, aggression. Origins and implications of sex differences.
Sexism and the curriculum: evidence of sexism in the curriculum; effects on the development
of the individual's potential.
Strategies for change: exploration of strategies for reducing sexism in education and for
implementating equal opportunities for males and females in schools.

Books
To be advised.

Assessment
Students are assessed on the basis of two assignments which together total approximately
3.500 words.

SUBJECT AREA SPECIALISATION (CGF37)

Two 2-hour classes a week for nine weeks.

Syllabus
Study of areas of knowledge and the effect on curriculum: classification of knowledge,
relations between knowledge and subject areas; nature and impact of the subject area:
through study of one subject area from art, music and drama, language, mathematics,
science, or social science students consider such issues as beliefs and attitudes
Influencing subject-teaching, influence of learning theories on teaching methods, effect of
research and development in subject areas, contribution of the subject area to the total
curriculum, social and administrative influences which have determined fragmentation of
curriculum; and a review: comparison of underlying frameworks in subject areas and
consideration of an 'ideal' subject-area-based curriculum.

Preliminary Reading
Peters, R S (ed) Knowledge and the Curriculum London: RKP 1974
Pring, R Curriculum Organization Milton Keynes: Open University 1976
Whitfield, R (ed) Disciplines of the Curriculum London: McGraw-Hill 1971
Reading-guides for specific subject area studies will be issued.

Assessment
Based on presentation of a seminar paper (of approximately 1,000 words) and completion of a
written assignment (of approximately 2,500 words). There will be variation in the form of the
assignment the production of resource booklets, evaluation instruments, learning
sequences supplementary to existing materials, and outline curriculum statements for
subject areas at different levels of schooling are among the types of assignment envisaged.
Each is assessed according to its usefulness, relevance, and quality of presentation.
 Graduate Diploma in Drama in Education 43

Graduate Diploma in Drama in Education

Contents

Regulations for the Course 45

Advice to Students 46
Subject Descriptions
Drama in Education Studies 47
Elective Studies 48
Foundation Studies in Drama 47
 Graduate Diploma in Drama in Education 45

Regulations for the Course for the Graduate Diploma

in Drama in Education

1. To satisfy the entrance requirements for admission to the course for the Graduate
Diploma in Drama in Education a candidate must have:
(a) (i) successfully completed a degree or diploma, approved by the Board of
Studies, of at least three years' duration post-HSC or equivalent plus at least
one year of teacher training and approved experience';
or
(ii) successfully completed a diploma including teacher training, approved by
the Board of Studies, of at least three years' duration post-HSC, or
equivalent, and appropriate experience*;
or
(iii) a qualification and/or experience approved by the Board of Studies as
equivalent to (i) or(ii);
(b) suitable personal qualities.
2. To be awarded the Graduate Diploma in Drama in Education, a student shall have
pursued his/her studies for at least one year.
3. The subjects of the course, and the conditions on which such subjects may be taken.
shall be as prescribed from time to time by the Board of Studies.
4. The regulations of the course, together with the details of subjects and the prerequisite
and special entry conditions shall be published In the Handbook of Melbourne State
College or supplements thereto.
5. No student may pursue a course of study or receive credit for subjects taken unless the
proposed selection of the subjects has been approved by the Board of Studies. It is the
responsibility of each student to obtain this approval before embarking on such a course
of study.
6. (a) A student who, having completed part or all of another course of study at the
tertiary level. enrols in the course for the Graduate Diploma in Drama in Education
may. with the approval of the Board of Studies, be given credit for subjects the
equivalent of'which have been passed in other courses.
(b) The maximum amount of credit awarded under 6(a) shall be one-third of the
course.
7. The Board of Studies may allow a student to include In the course subjects offered by
another institution which are, in its opinion, of an appropriate standard, and relevant to
the student's course of studies.
8. Students enrolled in the course may undertake studies on either a full-time or part-time
basis, provided that the total duration of such studies does not exceed four years.
fi. The subjects for the Graduate Diploma in Drama in Education are:
Foundation Studies in Drama
Drama in Education Studies
E!ective Studies.
10. The Graduate Diploma in Drama in Education may be awarded to a student who has:
(al complied with the prescribed regulations:
(b) gained a pass in each of the three subjects of the course.

Note: Normally admission will not be granted to applicants who do not possess approved
teaching experience.

These regulations should be read and interpreted in conjunction with all documents relating
to procedures of the Board of Studies.
46 Advice to Students

Advice to Students

Purpose of the Course

The course is designed to provide further training in the area of drama in education for
qualified teachers with approved experience. In terms of the present guideline for national
awards in advanced education, the course is in a field of study which differs from a student's
undergraduate studies; such a course is post-graduate in time, but not necessarily post-
graduate in standard.
The course offers, therefore, a year of specialised study to teachers who have undertaken
little or no previous studies in drama in education.
It is anticipated that persons completing the course will apply their knowledge of drama in
education at both the primary and post-primary levels, utilising drama in their teaching both
as a subject and as a means of exploring other subjects.

Content and Structure

The content of the course comprises three major subjects:.
Foundation Studies in Drama
Drama in Education Studies
Elective Studies.
Each of these subjects comprises one-third of the total student-contact hours for the course,
I.e. a commitment of six hours a week to each subject, making a total programmed work-load
of 18 hours a week for a full-time student. The subjects and the associated work-load are
distributed over the year in the following manner:
Hours a week Term 1 Term 2 Term 3
6 Foundation Studies in Drama
6 Drama in Education Studies
6 Elective Studies.
The Foundation Studies explore various aspects of drama at the students' own level while the
Drama in Education Studies examine the application of these aspects within primary, post-
primary and special schools. The program of Foundation Studies either precedes or runs
concurrently with Drama in Education Studies.
Much of the work undertaken by students in the Drama in Education subject is school-based.
This involves students in planning, initiating and developing drama worn with children
through both group-initiated projects and through individual involvement with a class.
The Elective Studies allow students to pursue in depth areas of interest arising from the
Education Studies and/or the Drama in Education Studies.
The Elective Studies also provide an opportunity for students to work with students
undertaking courses for the Diploma of Teaching (Primary) or Bachelor of Education, as some
of these studies are offered across all three courses.

Admission Requirements and Duration

The requirements for entry to the course are an approved pre-service course of teacher
education of at least three years' duration plus approved experience. The course is orte year
full-time but may be taken on a part-time basis over two or three years.

Subject. Summaries
The descriptions of subjects given on the following pages are summaries only. Full details of
syllabuses, bookiists, etc, may be obtained from the Secretary, Department of Drama.
 Graduate Diploma in Drama in Education 47

FOUNDATION STUDIES IN DRAMA (DRE01)

Six class hours a week throughout the year.

Syllabus
Aims and objectives are to introduce students to the range of activities within drama; explore
forms and processes associated with basic aspects of drama; provide opportunities for
students to explore their own physical, sensory, intellectual, Imaginative and emotional
resources. and utilise these in the development of drama skills and techniques; examine the
relations between drama and other areas of physical, aesthetic and intellectual endeavour;
provide opportunities for student-initiated activities and intensive drama projects of an
experimental nature in which selected aspects of drama may be explored in some depth. The
program involves practical workshops interspersed with periods for discussion and analysis.
Initial emphasis is placed on establishment of a co-operative and supportive working
environment.

Books
Burns, E Theatricality: A Study of Convention in the Theatre and in Social Life London:
Longman 1972
Courtney. R Play. Drama and Thought London: Cassell 1968
Hodgson. J (ed) The Uses of Drama London: Eyre Methuen 1974
Styan, J L The Dramatic Experience London: CUP 1968

Assessment
Written work such as assignments or class papers is required throughout the year. Each
student pursues the program by entering into a contract with a staff member for which the two
parties are mutually responsible. Completion of tasks specified in the contract is to be to their
mutual satisfaction. The contract will specify the following for assessment purposes: quality
of day to day participation in the group's activities; reading and individual research which
together with group findings must be documented; an individual assignment of approximately
5.000 words. based on a particular application of the work undertaken; and contributiorf to the
preparation and conduct of group-based activities.

DRAMA IN EDUCATION STUDIES (DRE02)

Six class hours a week throughout the year.

Syllabus
Aims and objectives are to examine the application within primary, post-primary and special
schools of the aspects of drama explored within Foundation Studies at the student's own
level; examine the relations between the basic aspects of drama and other areas of school
curriculum; examine approaches to drama In education adopted by teachers In schools;
consider the use of drama as a teaching method in education as well as a subject area In Its
own right. The subject takes the form of continuing school-based workshops Interspersed
with periods for planning, discussion and analysis. It is anticipated that an aspect of drama
under consideration within the Foundation Studies program would receive a concurrent
consideration within the Drama in Education Studies program.

Books
Courtney. R Play. Drama and Thought London: Cassell 1974
Schools Council (UK) Learning Through Drama London: Heinemann 1977
Slade. P An Introduction to Child Drama London: ULP 1967
Way. B Development Through Drama London: Longman 1970

Assessment
As for Foundation Studies in Drama.
48 Subject Descriptions

ELECTIVE STUDIES (DRE03)

Six hours a week throughout the year, or equivalent.
Note: Students are offered a choice of elective units. Opportunity is also provided for
students to undertake an approved individual project as a unit within the subject. In certain
cases approval may be given for a student to undertake a major individual project which would
constitute his/her total commitment to this subject.

PROGRAMMED ELECTIVE STUDIES

Syllabus
The elective studies are specifically orientated towards drama in education. They enable
students to pursue in-depth areas of interest arising from Foundation Studies and/or Drama
in Education Studies. The nature and content of the electives varies from year to year.

Books
Relevant reading guides are made available at the beginning of each elective.

Assessment
Students may be required to complete written work such as assignments or class papers as
an assessment requirement in certain elective units. Each student pursues the unit program
for each elective by entering into a contract with a staff member for which the two parties are
mutually responsible. Completion of tasks specified in the contract is to be to their mutual
satisfaction. The contract specifications will vary from unit to unit, but the criteria of participa-
tion and involvement are regarded as fundamental to all electives. Each elective unit contract
will carry a record of time spent on group work.

INDIVIDUAL PROJECTS
Syllabus
Students wishing to undertake an individual project as a unit are required to make a written
submission indicating their reasons for wishing to undertake the project, and the nature and
content of the proposed project. Only those submissions showing originality of thought and
approach will be approved. Each student will nominate the form of presentation of the project,
e.g. written study, film, videotape or performance. If the presentation is not a written study,
then a written outline of the work undertaken is required. The project is seen as an individual
concern even though it may involve work done within a group. Any project undertaken must
be clearly relevant to the study of drama in education.

Books
Each student is referred to the text relevant to histhet- individual project.

Assessment
Each student whose submission to undertake an individual project is approved is allotted a
member of the Drama Department staff as a consultant. The consultant observes the develop-
ment of the work undertaken and is available for regular discussions. Students are required to
meet with their consultant for at least one hour each week during the year. Final assessment
of the completed project is m' de by the student, the consultant, and the Head of the Depart-
ment of Drama or his nominee.
 Inter-ethnic Studies and Education 49

Graduate Diploma in Inter-ethnic

Studies and Education

Contents

Regulations for the Course 51

Course of Study 53
Subject Descriptions
Culture and Society 54
English as a Second Language Pedagogy 54
Field Experience Program 55
Language Study 56
Learning in an Inter-ethnic Situation 54
Linguistics and Language Learning 55
Mother Tongue Pedagogy 57
School Organisation and Curriculum Development 56
 Inter-ethnic Studies and Education 51

Regulations for the Course for the

Graduate Diploma in Inter-ethnic
Studies and Education
1. To satisfy the entrance requirements for admission to the course for the Graduate
Diploma in Inter-ethnic Studies and Education, a candidate must have:
(a) (i) successfully completed a degree or diploma approved by the Board of
Studies of at least three years' duration post-HSC or equivalent from an
approved institution plus at least one year of teacher training and appropriate
experience;
or
(ii) successfully completed an approved diploma including teacher training, of at.
least three years' duration post-HSC or equivalent, and appropriate
experience;
or

(iii) a qualification and/or experience approved by the Board of Studies as

equivalent to (i) or Oil;
(b) suitable personal qualities.
2. To be awarded the Graduate Diploma In Inter-ethnic Studies and Education a student
shall have pursued his/her studies for the equivalent of one full academic year.

3. The subjects of the course, and the conditions on which such subjects may be taken,
shall be as prescribed from time to time by the Board of Studies.

4. The regulations of the course, together with the details of subjects and the prerequisite
and special entry conditions, shall be published in the Handbook of the Melbourne State
College. or supplements thereto.

5. No student may pursue a course of study or receive credit for subjects taken unless
his/her proposed selection of the subjects has been approved by the Board of Studies.
It is the responsibility of each student to obtain this approval before embarking on such
a course of study.

6. A student who, having completed part or all of another course of study at the tertiary
level, enrols in the course for the Graduate Diploma In Inter-ethnic Studies and
Education may. with the approval of the Board of Studies, be given credit for subjects
the equivalent of which have been passed in the other course, provided that the entry
requirements for the other course satisfy the general entrance requirements for
admission to the course for the Graduate Diploma In Inter-ethnie Studies and Education.

7. The Board of Studies may allow a student to include in his/her course subjects offered
by another institution which are, in its opinion, of an appropriate standard and relevant
to the student's course of studies.

8. Students enrolled in the course may undertake studies on either a full-time or part-time
basis provided that the total duration of such studies does not exceed three years.

9. The subjects offered in the Graduate Diploma In Inter-ethnic Studies and Education
course shall be as in the following three groups:
Group l (12 points per subject)
IED01 Culture and Society
IED02 Learning in an Inter-ethnic Situation
IE003 School Organisation and Curriculum Development
IE004 Linguistics and Language Learning
IED05 English as a Second Language Pedagogy
Group II (28 points)
IEDO6 Field Experience Program
52 Regulations

Goup III (12 points per subject)

IED10 Language Study: Italian
IED11 Language Study: Modern Greek
IED12 Language Study: Serbo-Croat
IED13 Language Study: Turkish
IED14 Language Study: Maltese
IED15 Language Study: Arabic
IED16 Language Study: Spanish
IED20 Mother Tongue Pedagogy: Italian
IED21 Mother Tongue Pedagogy: Modern Greek
IED22 Mother Tongue Pedagogy: Serbo-Croat
IED23 Mother Tongue Pedagogy: Turkish
IED24 Mother Tongue Pedagogy: Maltese
IED25 Mother Tongue Pedagogy: Arabic
IED26 Mother Tongue Pedagogy: Spanish
10. The Graduate Diploma in Inter-ethnic Studies and Education may be granted to a student
who has complied with the prescribed regulations and has gained a cumulative score of
100 points as follows:
Group 1 60 points;
Group II 28 points; and
Group 11112 points.

These regulations should be read and interpreted in conjunction with all documents relating
to procedures of the Board of Studies.
 Inter-ethnic Studies and Education ' 53

Course of Study
All students will take the following six subjects:
IED01 Culture and Society
1E002 Learning in an Inter-ethnic Situation
IED03 School Organisation and Curriculum Development
IED04 Linguistics and Language Learning
IED05 English as a Second Language Pedagogy
IED08 Field Experience Program
and one of the following subjects:
IED10 Language Study: Italian
IED11 Language Study: Modern Greek
1E012 Language Study: Serbo-Croat
IED13 Language Study: Turkish
IED14 Language Study: Maltese
IED15 Language Study: Arabic
IE018 Language Study: Spanish
IED20 Mother Tongue Pedagogy: Italian
IED21 Mother Tongue Pedagogy: Modern Greek
IED22 Mother Tongue Pedagogy: Serbo-Croat
IED23 Mother Tongue Pedagogy: Turkish
IED24 Mother Tongue Pedagogy: Maltese
IED25 Mother Tongue Pedagogy: Arabic
IED28 Mother Tongue Pedagogy: Spanish
ft should be noted that in any one year the College will offer only two or three of the languages
and not necessarily at both language study and mother tongue pedagogy levels

Course Advisors: Mr B Hempel, room 318, 1959 Building, and Ms D Chapman, room 419, ERC.

Subject Summaries
The descriptions of subjects given on the following pages are summaries only. Full details of
syllabuses, booklists. etc. may be obtained from the Executive Officer of the Course, Mr Bill
Hempel.
54 Subject Descriptions

CULTURE AND SOCIETY (IED01) 12 points

Two hours of class work a week for 24 weeks.

Syllabus
The subject is concerned with three broad areas: the process of enculturation and the
development of cross-cultural variation in several socio-psychological dimensions, cross-
cultural variations in social and societal structures, and a general history of the relevant
countries of the Mediterranean Basin.
All students will be expected to gain a general knowledge of the similarities and differences
between cultures, and a detailed knowledge of both Anglo-Australian data and data of the
culture of the language they are studying (IED1O-IED26).

Books
Booklists will be available before the subject begins.

Assessment
Satisfactory completion of all assignments is necessary.

ENGLISH AS A SECOND LANGUAGE PEDAGOGY

(IED05) 12 points
Two hours a week for 24 weeks.

Syllabus
This subject examines and evaluates various approaches to teaching English as a second
language. The focus Is on methods, and curricula and .materials appropriate to language
learning and teachers in contexts relevant to the students. The aim is to develop skills in the
critical evaluation and wise selection of methods and materials appropriate to various
circumstances.

Preliminary Reading
Dacanay, F E R & Bowen, D J Techniques and Procedures in Second Language Teaching
Quezon City: Alemar-Phoenix 1963
Dodson, C J Language Teaching and the Bilingual Method London: Pitman 1967
Pit Corder, S The Visual Element in Language Teaching London: Longman 1966
Rivers, W Teaching Foreign Language Skills Chicago: Univ of Chicago Press 1968

Assessment
Satisfactory completion of all assignments is necessary.

LEARNING IN AN INTER-ETHNIC SITUATION

(IED02) 12 points
Two hours of class work a week for 24 weeks.

Syllabus
In this subject the student investigates the way in which the present situation in Victoria
developed, the relationship between the various ethnic groups in this multicultural society,
and the types of difficulties confronting both children from non-English speaking
backgrounds and teachers in the Inter-ethnic learning and teaching situation that has
developed here.
 Inter-ethnic Studies and Education 55

Preliminary Reading

Berry, J W & Dasen, P R (ads) Culture and Cognition: Readings in Cross-Cultural Psychology
London: Methuen 1974

Fitzgerald, R T Poverty and Education in Australia (Australian Government Commission of

Inquiry into Poverty, Fifth Main Report) Canberra: AGPS 1978

Martin, J I The Migrant Presence Sydney: Allen & Unwin 1978

Richardson, K, Spears, D & Richards, M Race, Culture and Intelligence Harmondsworth:

Penguin 1973

Readings in specific topics will be recommended from time to time.

Assessment

Satisfactory completion of all assignments is necessary.

LINGUISTICS AND LANGUAGE LEARNING

(IED04) 12 points
Two hours of class work a week for 24 weeks.

Syllabus

This subject provides an introduction to linguistic theory, with reference to its usefulness to
language teachers. Topics to be covered include the nature of language, the sound system of
English, systemic grammar, semantics and discourse analysis.

Preliminary Reading

Burgess, A Language Made Plain London: Fontana 1975

Gimson, A C An Introduction to the Pronunciation of English 2nd edn London: Edward

Arnold 1970

Halliday, M A K A Course in Spoken English: Intonation London: OUP 1975

Muir, J A Modern Approach to English Grammar London: Batsford 1972

Assessment

Satisfactory completion of all assignments is necessary.

FIELD EXPERIENCE PROGRAM (IED06) 28 points

The subject involves direct experience of the educational and social needs of children and
adults in a multi-cultural society.

All students spend the equivalent of 45 days in supervised school-based or community-based

programs. These may consist of field experience blocks, e.g. one or two weeks each;
continuous involvement in some aspect or aspects of school programs, or the work of an
approved social agency or institution. A field experience block may be arranged for Interstate
or overseas. Students are encouraged to carry out a program that Is a combination of blocks
and continuous involvement.

Assessment

Satisfactory completion of all assignments is necessary.

56 Subject Descriptions

SCHOOL ORGANISATION AND CURRICULUM

DEVELOPMENT (IED03) 12 points
Two hours of class work a week for 24 weeks.

Syllabus
In this subject the educational responses appropriate to a multicultural society the three
areas of: multicultural education, bilingual education and English as a second language
education are investigated in their organisational aspects. The evaluation and modification
of existing curricula, and the development of new curricula are explored in detail. Students
also develop new curricula and materials, and explore the ways in which a school could
respond to the new demands made upon it.

Preliminary Reading
Claydon, L F The Urban School Carlton (Vic): Pitman 1975
Lawton, D Class, Culture and the Curriculum London: RKP 1975
Morrish, I Aspects of Educational Change London: Allen & Unwin 1976
Nemetz-Robinson, G L Language and Multicultural Education Sydney: ANZ Book Coy 1978
Other readings on specific topics will be recommended from time to time.

Assessment
'"icfactory completion of all assignments is necessary.

LANGUAGE STUDY: ITALIAN (IED10) 12 points

LANGUAGE STUDY: MODERN GREEK (IED11)
12 points
LANGUAGE STUDY: SERBO-CROAT (IED12) 12 points
LANGUAGE STUDY: TURKISH (IED13) 12 points
LANGUAGE STUDY: MALTESE (IED14) 12 points
LANGUAGE STUDY: ARABIC (IED15) 12 points
LANGUAGE STUDY: SPANISH (IED16) 12 points

Each of the above subjects is one of three to four hours a week for 24 weeks. In any one year
the College will offer one or more of the languages listed above. The languages offered will
be in response to the demand.
Those students whose mother tongue is English and who do not already speak one of the
above languages at an acceptable level will study one of these languages.

Syllabus
Students will experience the learning of a language; gain a detailed knowledge of the
linguistic features of a language other than English; appreciate culture, society and language
as a unity; and learn a language that may be used with culturally different children and their
parents, and in the community at large.

Books
Reading lists, grammar books, and dictionaries, will be recommended at the start of the
subject.

Assessment
Satisfactory completion of all assignments is necessary.
 Inter-ethnic Studies and Education 57

MOTHER TONGUE PEDAGOGY:

ITALIAN (IED20) 12 points
MOTHER TONGUE PEDAGOGY:
MODERN GREEK (IED21) 12 points
MOTHER TONGUE PEDAGOGY:
SERBO-CROAT (IED22) 12 points
MOTHER TONGUE PEDAGOGY:
TURKISH (IED23) 12 points
MOTHER TONGUE PEDAGOGY:
MALTESE (IED24) 12 points
MOTHER TONGUE PEDAGOGY:
ARABIC (IED25) 12 points
MOTHER TONGUE PEDAGOGY:
SPANISH (IED26) 12 points
These subjects are designed for those teachers who are already bilingual in English and one
of the above languages. The course includes both class work and individual project work
arranged in consultation with a supervisor. It is envisaged that projects will cover such
activities as preparation of materials associated with practical teaching of the language to
either native or non-native speakers.

Books
Reading to be selected according to the languages offered to students in any given year.

Assessment
Satisfactory completion of all assignments is necessary.
 Graduate Diploma in Librarianship 59

Graduate Diploma in Librarianship

Contents
Regulations for the Course 61
Introduction 63
SubOect Descriptions
Advanced Audio-Visual Production 77
Australian Bibliography 73
Bibliographic Organisation I 65
Bibliographic Organisation II 70
Child Development 75
Children's Literature 69
Comparative Librarianship 72
Design and Construction of Materials for Individualised Learning 75
Designing Programs for Individualised Learning 76
Diploma Research Paper 68
Drama and the Library 78
Education Resource Centre 64
Graphic Communication 79
History of Books. Printing and Libraries ... 71
Language Skills Oral and Aural 78
Librarianship's Response to Change 80
Libraries and Computerisation 77
Libraries in Society 68
Library Administration 87
Library and Special Groups 80
Literature for Young Adults 71
Literature of Sciences and Technology 76
Literature of the Humanities 74
Literature of the Social Sciences 73
Practicum 69
Readers and Reading 68
Reading 76
Reading Interests 65
Reference Materials and Services I 67
Reference Materials and Services II 71
Resource Centre Administration 67
Resource Materials Science and Mathematics 74
Resource Materials Selection and Evaluation - 64
Resource Materials Social Sciences and Humanities 73
School Experience 68
Special Field Work 69
Special Problems in Curriculum Development
Writing for Children 79
 Graduate Diploma in Librarianship 61

Regulations for the Course for the

Graduate Diploma in Librarianship
1. To satisfy the general entrance requirements for admission a candidate must have:
(a) successfully completed a degree approved by the Board of Studies;
or
(b) successfully completed a diploma approved by the Board of Studies;
or
(c) a qualification and/or experience approved by the Board of Studies as
equivalent to one of the qualifications referred to in (a) or (b) above.
2. To be awarded the Graduate Diploma in Librarianship a student shall have pursued
his/her studies for at least one year.
3. The subjects of the course and the conditions on which subjects may be taken shall be
as prescribed by Council on the recommendation of the Board of Studies.
4. The regulations for the course together with the details of subjects and the
prerequisite and special entry conditions shall be published in the Handbook of the
Melbourne State College or supplements thereto.
5. No student may pursue a course of study or receive credit for subjects taken unless
his/her proposed selection of subjects has been approved by the Board of Studies. It
is the responsibility of each student to obtain this approval before embarking on
subjects.
6. (a) A student who, having completed part or all of another course of study at the
tertiary level, enrols in the course for the Graduate Diploma in Librarianship,
may, with the approval of the Board of Studies, be given credit for subjects, the
equivalent of which have been passed in the other courses. Such credit shall
not be granted with respect to School Experience.
(b) The maximum amount of credit available In the Graduate Diploma in
Librarianship course will be 50 per cent of the points available for that course,
save that, at the discretion of the Board of Studies, persons admitted with a
previous qualification from this College, In the same area, may be awarded
more credit than that specified above.
7. At the discretion of the Board of Studies, exemption from some of the requirements of
a subject may be granted to students who submit evidence of having previously
completed studies and/or experience in those areas. No exemptions will be given for
School Experience.

8. The Graduate Diploma in Librarianship may be granted to a student who has complied
with the prescribed conditions and has gained a cumulative score that equals or
exceeds 45 points including:
(a) at least 23 points in Group 1A;
and
(b) at least 10 points in Group 1 B;
and
(c) at least 4 points in Group 2;
and
(d) at least 8 points in Group 3.
9. The allocation of point scores is as follows:
Group 1A Points
+ Education Resource Centre 3
Resource Materials Selection and Evaluation 3
Reading Interests 3
Bibliographic Organisation I 3
Libraries in Society 3
Readers and Reading 3
Reference Materials and Services I 3
62 Regulations

+ Resource Centre Administration 4

Library Administration 4
Diploma Research Paper 4

Group 1B
+ School Experience 5
Special Field Work 5
Practicum 5

Group 2
Children's Literature 4
Literature for Young Adults 4

Group 3
Children's Literature 4
+ Special Problems in Curriculum Development 4
Bibliographic Organisation II 4
Literature for Young Adults 4
Reference Materials and Services II 4
History of Books, Printing and Libraries 4
Comparative Librarianship 4
Australian Bibliography 4
Literature of the Social Sciences 4
+ Resource Materials Social Sciences and Humanities 4
+ Resource Materials Science and Mathematics 4
Literature of the Humanities 4
+ Design and Construction of Materials for Individualised Learning 4
Child Development 4
Literature of Sciences and Technology 4
Reading 4
Designing Programs for Individualised Learning 4
Advanced Audio-Visual Production 4
Libraries and Computerisation 4
+ Language Skills Oral and Aural 4
Drama and the Library 4
Writing for Children 4
Graphic Communication 4
The Library and Special Groups 4
Librarianship's Response to Change 4

Note: 1. Subjects marked with a + require an approved teaching qualification as a

prerequisite.
2. Subjects marked with a are not available to students enrolled in the subject
School Experience.
3. Students undertaking the subject, School Experience, may not enrol in either
Children's Literature or Literature for Young Adults as an elective (Group 3)
subject.
The Board of Studies may approve variations to subjects offered in this group to
meet availability of staff and/or student interest.

These regulations should be read and interpreted in conjunction with all documents relating
to procedures of the Board of Studies.
 Graduate Diploma in Librarianship 63

Introduction
This one-year course is designed to provide professional education in librarianship for
graduates or approved diplomates. It is expected that students who undertake the course will
find employment as teacher-librarians in schools, as librarians in schools and colleges, and
as children's librarians in children's sections of public libraries.

The minimum entry requirement in 1979 was a degree or approved diploma with a teaching
qualification, post-MSC or equivalent. For graduate teachers this program is recognised by
the Library Association of Australia for Associate membership.

The course is organised in two semesters, each of 15 College teaching weeks, and eight
weeks of practical professional practice including school experience or practicum and field
work.

The first three weeks, as indicated in the College Schedule (see pages 2 and 3), consist of
lectures, discussions and activities, including off-campus library experience, planned to
provide the basis for the year's work.

Assessment
Progress through the course is determined by progressive assessment comprising a
combination of methods such as written examination, oral examination, essay, major and
minor assignment. oral group presentations, field work, or class tests.

Booklists
Books or journals marked with an asterisk are compulsory texts.

Subject Summaries
The descriptions of subjects given on the following pages are summaries only. Full details of
syllabuses. booklists, etc. may be obtained from the Secretary, Department of Librarianship.

Further Information
If you require further information about the course please contact the Secretary, Department
of Librarianship, in the first instance.
64 Subject Descriptions

EDUCATION RESOURCE CENTRE (LIF01) 3 points

One 1-hour lecture, one 1-hour seminar and one 2-hour practical workshop a week for 14
weeks during first semester.

Syllabus
Theory and Practice of Education Resource Centre Development
Objectives: The necessary knowledge, skills and attitudes to enable students to evaluate the
relation between educational practice, resource-based learning and library resource centre
development. Area 1: Education Resource Centres, Area 2: Resources in Learning, Area 3:
Education Trends and Education Resource Centre Development.

Media Workshops
Objectives: Basic equipment operation and material production skills to enable the student to
experience the potential of media in resource-based learning and library development.
Areas: Equipment Practicum, Audio, Video, 35mm Photography, Microforms, 35mm
Projection, Overhead Projection, Basic Graphics, Display Dry Mounting and Laminating.

Preliminary Reading
Section 1:
Davies, W J K Learning Resources London: Council for Educational Technology 1975
Moller, H Media for Discovery Melbourne: Angus & Robertson 1974

Section 2:
Foster, G et a/ Plugs and Bugs on Audio Visual Resources Sydney: Ashton Scholastic 1975
Kemp, J E Planning and Producing Audiovisual Materials 3rd edn New York: Crowell 1975

Assessment
The minimum criteria to secure a pass in the subject are: participation in seminars and
workshops, submission of a major paper (2,000 words) and two minor assignments (1,000
words each); performance on a one-hour class test; demonstrated mastery of the basic
equipment operation skills; and production of resource materials.

RESOURCE MATERIALS SELECTION.

AND EVALUATION (LIF02) 3 points
One 1-hour lecture and one 2-hour seminar a week for one semester.

Special Requirement
Attendance at lectures Is required, and participation in seminars and submission of the
required work for them is compulsory.

Syllabus
The general principles of selection and evaluation of resource centre materials. Students
begin the process of becoming familiar with the range and variety available, handling,
examining and evaluating them. Use of selection aids and tools, and familiarity with supplies
and suppliers of materials is stressed. Building of confidence based on knowledge of
resources Is necessary so that selection principles can be applied as and when necessary.
 Graduate Diploma in Librarianship 65

Preliminary Reading
Cabeceiras, J The Multi-media Library New York: Academic Press 1978
Carter, M D & Bonk W J Building Library Collections 4th edn Metuchen (NJ): Scarecrow 1974
Gaver. MV (comp) Background Reading in Building Library Collections 2 vols Metuchen (NJ):
Scarecrow 1969

Assessment
Assessment is cumulative, based on written assignments. It is not expected that there will be
a formal examination. but provision may be made for one if the lecturer concerned requires
additional evidence on which to base an assessment of a student's work. Assignments
include written evaluations of materials examined, a selection policy statement of 500 words
for a library, and a diary (minimum of 5,000 words) detailing program of co-operation with a
suitable 'client'.

READING INTERESTS (LIF03) 3 points

Two 1-hour lectures and one 1-hour seminar a week during first semester.

Syllabus
The subject is designed to teach selected aspects of child development in relation to
children's and adolescents' reading interests. Aspects include overview of 'ages and stages'
and 'needs theories' of child development and their relation to children's reading interests.
Particular emphasis is placed on the influence on reading Interests of such human abilities as
attitude formation, creativity, intelligence, and language acquisition.

Preliminary Reading
Hansen. I V Young People Reaa,ng: The Novel in Secondary Schools Melbourne: MUP 1973
Huck, C S & Kuhn. 0 Y Children's Literature in the Elementary School 3rd edn New York: Holt,
Rinehart & Winston 1976
Meek, M et a/ (eds) The Cool Web: The Pattern of Children's Reading London: Bodley Head
1977
Whitehead, F et al Children and their Books London: Macmillan Education 1977

Assessment
The student must reach a satisfactory standard In each of a range of assessment
requirements including tests, essays, oral presentations; and attendance at, and
participation in, lectures and seminars. There will be a major essay of 2,500 words, and two
minor essays of 1.000 words each.

BIBLIOGRAPHIC ORGANISATION I (LIF04) 3 points

Six hours a week for one semester.

Syllabus
The objectives are to study and apply the principles underlying various methods of
cataloguing/indexing a wide range of materials, and to analyse the problems Involved In
bibliographic control of library material. Topics such as subject analysis, cataloguing codes,
classification schemes. and bibliographic standards are treated from historical and
contemporary perspectives.
66 Subject Descriptions

Preliminary Reading
Brown, A G Introduction to Subject Indexing Vol I, Subject Analysis London: Bingley 1976
Homer, J Cataloguing London: AAL 1970
Needham, C D Organizing Knowledge in Libraries 2nd rev edn London: Deutsch 1971

Assessment
The student must reach a satisfactory standard in assignments and/or class tests.

LIBRARIES IN SOCIETY (LIF05) 3 points

Four hours a week for one semester

Syllabus

Part 1: This section is designed to examine the function and impact of libraries in society, and
the study of the role of libraries in the community, in formal and informal education, and in
service to special groups. Emphasis is placed on problems within each area, issues affecting
development, and the influence of technology and social change on the role of the library.
Part 2: Basic equipment operation and material production skills to enable the student to
experience the potential of media in modern library development.

Preliminary Reading
Australia, Committee of Inquiry into Public Libraries Public Libraries in Australia (The Horton
Report) Canberra: AGPS 1976
Balnaves, J & Biskup, P Australian Libraries rev edn Sydney: Bennett 1975
Kemp, J E Planning and Producing Audiovisual Materials 3rd edn New York: Chedler 1977
Roe, E Teachers, Librarians and Children rev edn Melbourne: Cheshire 1972

Assessment
Based on preparation for, attendance at, and participation in lectures and seminars,
presentation of a seminar paper and report on the topic; a class test; demonstrated mastery
of basic equipment operation skills, and a minor assignment. Students must obtain a
satisfactory assessment on all assessable items.

READERS AND READING (LIF06) 3 points

Three class contact hours a week, including lectures, seminars and workshops. for one
semester.

Syllabus
Theories relating to aspects of human development and its relation to, and influence on,
reading abilities; studies and research attempting to identify and categorise the reading
interests and needs of various client groups; models of the reading process, reading as part
of language arts; the place of family, teachers, and peers in the development of reading;
cultural and social influence on reading tastes and interests; and educational and vocational
influences on reading tastes and interests.

Preliminary Reading
Benge, R C Libraries and Cultural Change London: Bingley 1970
Connell, W F et a/ 12 to 20: Studies of City Youth Sydney: Hicks-Smith 1975
McGarry, K J Mass Communications: selected readings for librarianstondon: Bingley 1972
 Graduate Diploma in Librarianship 67

Assessment
Assessment is cumulative and based on attendance at, and participation In, lectures and
seminars, one paper (minimum of 2,000 words) presented to the seminar and handed to the
tutor at the time of presentation, and one commentary (minimum 250 words) each week during
seminar weeks. There may be a final examination.

REFERENCE MATERIALS AND

SERVICES I (LIF07) 3 points
One 1-hour lecture and one 2-hour workshop-seminar a week for one semester.

Syllabus
Basic information sources and bibliographies are studied with regard to purpose and use.
The theory and methods of reference service are examined In relation to various library
situations.

Assessment
Based on two assignments and two tests. Attendance at workshops or seminars Is
compulsory.

RESOURCE CENTRE ADMINISTRATION

(LIFII) 4 points
One 1-hour lecture. one 2-hour seminar, and one 1-hour workshop a week during the second
half of the year.

Syllabus
School resource centre policies and objectives; school organisation; management theory;
administrative principles and skills; organisation of services; accessibility and use, library
design: processing and service systems for print and non-print materials; finance and
budgeting. personnel management; public relations and communication; co-operative and
centralised services: evaluation; teacher-librarianship as a profession.

Preliminary Reading
Dougherty. R M & Hermitz, F J Scientific Management of Library Operations New York:
Scarecrow 1966
Evans. G E Management Techniques for Librarians New York: Academic Press 1976
Ponder. J led) Management in Libraries Melbourne: Ormond 1971
Wasserman. P 8 Bundy, M L Reader in Library Administration Washington: Indian Head 1968

Assessment
Based on preparation for, and attendance at. lectures, seminars and workshops. participation
in seminars and workshops, completion of class exercises and tests, one major and two
minor assignments. Each student is required to attain a satisfactory assessment on all
assessable items. A final examination may be held.

LIBRARY ADMINISTRATION (LIF16) 4 points

One 1-hour lecture, one 2-hour seminar and one 1-hour workshop a week for one semester.

Syllabus
Ob)ectives and organisation of library systems; management theory administrative principles
and skills: organisation of services: accessibility and use, library design; processing and
service systems for print and non-print materials; finance and budgeting; personnel
management: public relations and communication: co-operative and centralised services;
evaluation: librarianship as a profession.
68 Subject Descriptions

Preliminary Reading
Dougherty. R M & Hermitz, F J Scientific Management of Library Operations New York:
Scarecrow 1966
Evans, G E Management Techniques for Librarians New York: Academic Press 1976
Ponder, J Management of Libraries Melbourne: Ormond 1971
Wasserman, P & Bundy, M L Reader in Library Administration Washington: Indian Head 1968

A ment
Based on preparation for, and attendance at, lectures and seminars, participation in
seminars; completion of class exercises and tests, one major and one minor assignment.
Each student is required to attain a satisfactory assessment on all assessable items. A final
examination may be held.

DIPLOMA RESEARCH PAPER (LIF23) 4 points

Prerequisite: Credit of at least 14 points in the course.

Syllabus
Students will be able to satisfy the requirements of this subject in one of the following ways:
ta) the submission of a Diploma paper on an approved topic in the areas librarianship,
resources and teaching, or libraries and education;
(b) the submission of a Diploma paper on a research topic initiated by a member of staff;
(c) participation in a Practical Workshop Course.

Assessment
For work by submission: papers should be at least 6,000 words in length. Students working in
groups are expected to submit a paper of equivalent length and/or quality to that expected of
one student. For course work: attendance at, and pa rticipation in, workshop seminars,
satisfactory completion of all workshop activities, and presentation of a 3.000 word paper.

SCHOOL EXPERIENCE (LIF00) 5 points

This subject may be taken only by those with a teaching qualification approved by the Board
of Studies. Twenty days of satisfactory school experience is required, with the proviso that
the lecturer in charge may accept absence caused by exceptional circumstance. It should be
noted that credit for this subject cannot be obtained with fewer than 15 days of school library
experience.

Outline of Subject
The goals below are guidelines for the teacher-librarian and the trainee in planning and
carrying out a suitable program.
lt is expected that the students will work effectively with students in the school educational
program; work effectively with teachers and library staff in the school educational program;
evaluate the effectiveness of the library program in the school; know the range of educational
resources available and the tools to locate them, and apply this knowledge; provide effective
resources; process resources for retrieval and use: and use audio-visual hardware in
teaching-learning situations.
Briefing of students is undertaken before placements, and provision for follow-up seminars is
made. Time is spent in nominated training school libraries under the supervision of approved
qualified teacher-librarians. Attention is given to development of close relationships with
training libraries by staff liaison visits and combined meetings with supervising teacher-
librarians.

Assessment
Formal reports on progress are required from supervising teacher-librarians and College
staff.
 Graduate Diploma in Librarianship 69

SPECIAL FIELD WORK (LIF10) 5 points

There is no formal teaching program. At the commencement of the academic year, students
submit. for the approval of the co-ordinator of the subject, an outline of their proposals for
special field work.

Syllabus
The content of the work varies from student to student depending on the individual's interest
and initiative in developing his/her own program of field work. A student must complete 20
days of field work during the academic year. An individual program may comprise any
combination of the following activities: school experience; practicum; participation in tours
arranged by the Department of Librarianship; participation In conferences, seminars,
meetings arranged by professional associations; visiting and/or working in libraries; and
individual and/or group investigations of personal interest in the field of librarianship.

Assessment
Each student develops a field work program in consultation with the co-ordinator of the
subject and submits a report on each element of the program. These reports are expected to
be evaluative rather than descriptive, and should reflect the degree of participation achieved
by the student in the 20 day program. The combined reports form the basis for the
assessment and should be equivalent to a 3.000 word paper.

PRACTICUM (LIF20) 5 points

Students spend time in a variety of library situations, particularly in the children's sections of
public libraries, in tertiary institutions with education courses, and in those school libraries
where a librarian, in addition to the teacher-librarian, is employed. Briefing of students is
undertaken before placements, and provision for follow-up seminars is made. Staff of the
Department of Librarianship establish liaison by visiting the training libraries.

Special Requirement
Twenty days of satisfactory practical experience is required, with the proviso that the lecturer
in charge may accept absence caused by exceptional circumstance. It should be noted that
this subject cannot be passed with fewer than 15 days practicum.

Syllabus
It is expected that the student will be able to communicate effectively with users; co-operate
effectively with adults including teachers and other library staff; know the range of resources
available and the tools to locate them, and apply this knowledge; provide effective resources;
process resources for retrieval and use; and operate audio-visual hardware.

Assessment
Reports on practicum are required from the supervising librarians, and from College staff.

CHILDREN'S LITERATURE (LIF12) 4 points

Two 1-hour lectures and one 1-hour tutorial a week for one semester.

Syllabus
A comprehensive study of the range of fine literature for children of all levels and ages
including critical analysis, periodical literature, reviewing journals, promotion of literature,
historical survey and major book awards. The subject is based on very wide reading rather
than intensive study of selected titles, so that the student is better able to know the overall
field and be in a position to give useful and comprehensive reading guidance.

Preliminary Reading
Sutherland. Z Children and Books 5th edn Glenview (Ill): Scott Foresman 1977
Egoff, S Only Connect: readings on children's literature Toronto: OUP 1969
70 Subject Descriptions

Huck. C & Kuhn. D Children's Literature in the Elementary School 3rd edn New York: Holt,
Rinehart & Winston 1976
Sadker, M & D Now Upon a Time: A Contemporary View of Children's Literature New York:
Harper & Row 1977

Assessment
Based on the following: Assignments compilation of a teaching manual based on at least 30
separate fiction title entries, and two assignments based on the student's interests and
abilities (minimum 5.000 words), to be approved by the lecturer; and attendance at, and
contribution to, weekly seminars. A two-hour written examination is provided for, to be
applied in cases of doubtful performance in assignments and seminars.

SPECIAL PROBLEMS IN CURRICULUM

DEVELOPMENT (LIF13) 4 points
One 1-hour lecture and one 2-hour seminar workshop a week for one semester.
Credit may not be granted for this subject as well as for Resource Materials.

Syllabus
Students compare and contrast theoretical curriculum models; examine different types and
levels of curriculum objectives; consider the variety of learning experiences in curriculum
programs and activities; examine various curriculum evaluation procedures; discuss the
nature and scope of curriculum decision-making at the school level; examine recently
developed curriculum programs and activities; discuss the implications of curriculum trends
for the use and organisation of resources in teaching and learning; distinguish between
curriculum resource collections and curriculum resource banks; and examine curriculum
patterns that require resource-assisted learning, and curriculum patterns that require
resource-based learning.

Preliminary Reading
Hooper, R (ed) The Curriculum: context, design and development reading Edinburgh: Oliver
& Boyd 1973
Lawson, D Social Change, Educational Theory and Curriculum Planning London: Unibooks
1973
Stenhouse, L An Introduction to Curriculum Research and Development London: Heinemann
1975
Towney, D (ed) Curriculum Evaluation Today: Trends and Implications London: Macmillan
1976

Assessment
Based on attendance and involvement in seminars/workshops, two minor assignments
(equivalent to two papers of 1,000 words), one major assignment (paper of 2,500 words), and
leading a seminar group.

BIBLIOGRAPHIC ORGANISATION II (LIF14) 4 points

Three hours a week for one semester.
Prerequisite: Bibliographic Organisation I.

Syllabus
The objective is to widen the student's appreciation of problems in the bibliographic
organisation area by:
(a) carrying out a comparative study of varying methods of organising classifying and
indexing materials and information,
 Graduate Diploma in Librarianship 71

(b) investigating the changes which the computer has brought, and is likely to bring to
activities in the field, and
(c) requiring the student to study one aspect of his/her own choice in further depth.

Preliminary heading
Homer. J Cataloguing London: AAL 1970
Needham. C D Organizing Knowledge in Libraries 2nd edn London: Deutsch 1971
Foskett. A C The Subject Approach to Information 2nd edn London: Bingley 1971

Assessment
Based on two progressive tests of one hour each (40 per cent), a practical assignment (40 per
cent). an essay of approximately 1,500 words (20 per cent), and participation In the
lecture/seminar program. All sections must be passed.

LITERATURE FOR YOUNG ADULTS (LIF15) 4 points

One 1-hour lecture and one 2-hour seminar a week for one semester.

Syllabus
Designed to give the student some knowledge of the historical development of the novel, and
to survey the field of fiction-reading available to young people (11-18); to extend the student's
knowledge and critical appreciation of literature for young people by the detailed study of
particular genres in the field of writing for the adolescent; to discuss some of the problems
which affect young people's fiction-reading today, and propose some strategies to
encourage recreational reading and programs of fiction-reading.

Preliminary Reading
Fisher. M Intent Upon Reading Leicester: Brockhampton 1964
Hansen, I V Young People Reading Melbourne: MU 1973
Haviland, V Children and Literature; views and reviews Glenview (Ill): Scott Foresman 1974
A select list of fiction is provided before commencement of the subject.

Assessment
Based on a reading diary (minimum of 2,000 words), a tutorial paper, a reading Investigation
(equivalent to 1.000 words), and a cassette tape introducing a book or theme.

REFERENCE MATERIALS AND SERVICES II

4LIF17) 4 points
One 1-hour lecture/discussion and one 2-hour workshop a week for one semester.
Prerequisite: Reference Materials and Services I.

Syllabus
Generation and communication of information; types of information carrier. The Information
needs of library users at various levels andthe corresponding library services.

Assessment
Based on active participation in the program, and on satisfactory completion of three
assignments.

HISTORY OF BOOKS, PRINTING AND LIBRARIES

(LIF18) 4 points
One 1-hour lecture a week and one 1-hour tutorial a fortnight for each section of the subject.
Credit may not be granted for this subject as well as for Comparative Librarianship.
72 Subject Descriptions

SECTION 1: BOOKS, PRINTING AND PUBLISHING

Syllabus
A series of 12 lectures, with associated seminars, designed to show the development of the
book from ancient times to the present, including the production of the modern book; early
writing; books before printing; the development of printing.

Preliminary Reading
Jennett, S The Making of Books 5th edn London: Faber 1973
McMurtrie, D The Book: the story of printing and bookmaking New York: OUP 1973

SECTION 2: HISTORY OF LIBRARIES

Syllabus
A series of 12 lectures with associated seminars, briefly surveying the history of libraries in
the Western world.

Preliminary Reading
Jackson, S L Libraries and Librarianship in the West: a brief history New York: McGraw-Hill
1974
Johnson, E D & Harris, M H History of Libraries in the Western World 3rd edn Metuchen (NJ):
Scarecrow 1976

Assessment
Based on attendance and participation in seminars, with weekly submissions documenting
preparatory reading. There is a test/assignment in each section, and a major assignment to
be chosen from either section one or section two.

COMPARATIVE LIBRARIANSHIP (LIF19) 4 points

One 1-hour lecture and one 2-hour seminar a week for one semester.
Credit may not be granted for this subject as well as for History of Books, Printing and
Libraries.

Syllabus
Topics examined include comparison of the different functions and services of different types
of libraries: national, public, educational, and special; library systems in technically advanced
countries including England, France. West Germany. Nort h America, China, Russia,
Australia, Scandinavia; library systems in developing countries including Indonesia, the
Philippines, Papua New Guinea, India. South America; and national and international library
co-operation the formation of national bibliographies, union catalogues and international
library associations and organisations.

Preliminary Reading
Ashiem, L Librarianship in Developing Countries Urbana: Univ of Illinois Press 1966
Danton, J P The Dimensions of Comparative Librarianship Chicago: ALA 1973
Jackson, S Libraries and Librarianship in the West New York: McGraw-Hill 1974
Balnaves. J & Biskup P Australian Libraries rev edn Sydney: Bennett 1975

Assessment
Students must attend and participate in the seminars; submit two written reports on libraries
visited comparing their services, functions and problem areas (1,000 words each); and
present, either individually or in a group, a topic related to either a problem area within library
development with different solutions adopted in different countries. or examine the
development of libraries in a country not included in the lecture program. The presentation
must involve the use of relevant resources and a detailed bibliography of all resources used
(written submission of 2,000 words). An essay of 1,500 words is also required.
 Graduate Diploma in Librarianship 73

AUSTRALIAN BIBLIOGRAPHY (LIF21) 4 points

One 1-hour lecture and one 2-hour discussion session a week for one semester.
Prerequisite: Reference Materials and Services I.

Syllabus
Australian bibliographic activity in the past and prese-

Preliminary Reading
'Borchardt. D H Australian Bibliography 3rd edn Rushcutters Bay (NSW): Pergamon 1976

Assessment
Based on the satisfactory completion of three assignments.

LITERATURE OF THE SOCIAL SCIENCES

(LIF22) 4 points
One 1-hour lecture and one 2-hour seminar/workshop a week for one semester.
Prerequisite: Reference Materials and Services I.

Syllabus
Lectures involve a description of the nature of knowledge, scholarly communication and the
nature of the social sciences field within this framework; the pattern of use of materials in the
social sciences: the categories of the literature used in the social sciences; access tools
used in the social sciences: and the disciplines within the humanities. Seminar/workshops
include discussions of theory developed in lectures. case studies, reports on case studies,
evaluation of materials., reference questions, and comparison of treatment of topics in
different major works.

Preliminary Reading
Freides. T Literature and Bibliography of the Social Sciences Los Angeles: Melville 1973
Walford. A J Guide to Reference Material vol 2 3rd edn London: Library Assn 1973-77
White, C M Sources in Information in the Social Sciences: a guide to the literature 2nd edn
Chicago: ALA 1973
Winchell, C M Guide to Reference Books 9th edn Chicago: ALA 1976

Assessment
Based on attendance and participation in lectures and seminars. Provision is made for
confirmatory tests if assessment of a student's work requires it. Seminar/workshop
procedures include assessment of the techniques being practised: e.g. a pathfinder (20 per
cent): a paper (3.000 words) on a case study and leading a seminar (50 per cent); and 300-word
answers to six sets of reference questions (30 per cent).

RESOURCE MATERIALS SOCIAL SCIENCES AND

HUMANITIES (LIF24) 4 points
One 1-hour lecture and one 2-hour seminar a week for one semester.
Credit may not be granted for this subject as well as for Special Problems In Curriculum
Development.
Prerequisite: Resource Materials Selection and Evaluation.

Syllabus
A study of particular clienteles in primary and secondary schools to identify their curriculum
and extra-curriculum resource needs, emphasising the middle school area; together with
familiarisation with. and evaluation of, relevant materials and their sources, particularly in the
social sciences and humanities.
74 Subject Descriptions

Preliminary Reading
Lee Dow. K Teaching Science in Australian Schools Carlton: MUP 1971
Mansoc vol 3. no 2. August 1978
Powell, T F (ed) Humanities and the Social Studies Washington: NCSS 1969
Tonkin, C B (ed) Innovation in Social Education: social science curricular development in
Victoria 1967-1974 Carlton: Pitman 1975

Assessment
Based on attendance and participation, and assignments including (i) an oral review, (ii) a
multi-media presentation, bibliography and other supporting material (3,500 words) or
equivalent, and (iii) a special project (1,000 words or equivalent). Students must pass all
assessable items, and provision is made for confirmatory testing.

RESOURCE MATERIALS SCIENCE AND

MATHEMATICS (LIF25) 4 points
One 1-hour lecture/discussion and one 2-hour workshop a week for one semester.
Prerequisite: Resource Materials I.

Syllabus
Designed for students with no, or only a limited, science background. Topics include an
introduction to the nature of science; examination of science and mathematics programs in
use in Australia and overseas, and their underlying objectives; the selection of tradebooks,
periodicals and audio-visual materials, and their use in science and mathematics teaching.

Preliminary Reading
Dixon, B What is Science For? Harmondsworth: Penguin 1973
Lee Dow. K Teaching Science in Australian Schools Melbourne: MUP 1971

A ment
Based on active participation and the satisfactory completion of three assignments.

LITERATURE OF THE HUMANITIES (LIF26) 4 points

One 1-hour and one 2'-hour seminar/workshop a week for one semester.
Prerequisite: Reference Materials and Services I.

Syllabus
Lectures Involve a description of the nature of knowledge, scholarly communication and the
nature of the humanities field within this framework; the pattern of use of materials in the
humanities; access tools used in the humanities; and the disciplines within the humanities.
Seminar/ workshops include discussions of theory developed in lectures, case studies,
reports on case studies, evaluation of materials, reference questions, and comparison of
treatment of topics in different major works.

Preliminary Reading
Rogers, A R The Humanities; a selective guide to information sources Littleton (Colo):
Libraries Unlimited 1974
Slavens, T Information Sources in the Humanities Ann Arbor (Mich): Campers Publishers
1968
Walford, A J Guide to Reference Material vol 3 3rd edn London: Lib Assn 1973
Winchell, C Guide to Reference Books 9th edn Chicago: ALA 1976

Assessment
Attendance and participation in lectures and seminars are essential and compulsory. A
pathfinder (20 per cent); a 3,000 word paper on a case study in which the student will lead the
 Graduate Diploma in Librarianship 75

seminar (50 per cent): and 300-word answers to six sets of reference questions (30 per cent),
are required. Provision is made for confirmatory tests if assessment of a student's work
requires it.

DESIGN AND CONSTRUCTION OF MATERIALS FOR

INDIVIDUALISED LEARNING (LIF27) 4 points
One 3-hour workshop/seminar a week for 14 weeks.

Special Requirement
Students enrolled in this subject are encouraged to enrol in Designing Programs for
Individualised Learning.

Syllabus
Deals with the development of skills in advanced media production to enable students to
design and produce materials which will form part of an individualised learning program.
During the workshops and field trips students examine and evaluate learning materials and
technology supporting this area. Students study techniques of advanced media production to
enable them to design. construct or produce learning materials which allow for individual
differences and rates of achievement, evaluate the effectiveness of the materials produced
for the learning program, and modify them as required.

Preliminary Reading
Brown. J et al Instruction Technology Media and Methods 4th edn Sydney: McGraw-Hill 1973
Foster. G et al Plugs and Bugs on audio visual resources Sydney: Ashton Scholastic 1975
Kemp, J E Planning and Producing Audio Visual Materials 3rd edn New York: Crowell 1975
Romiszowski, A J The Selection and Use of Instructional Media London: RKP 1974

Assessment
Based on attendance and involvement in workshops, two minor assignments (equivalent to
1.500 words), and the completion and presentation of one major assignment (equivalent to
2.000 words).

CHILD DEVELOPMENT (LIF28) 4 points

One 1-hour lecture and one 2-hour seminar/workshop a week for one semester.

Syllabus
Topics include physical development genetics, developmental norms, the senses;
cognitive development theories of cognitive development, e.g. Piaget; personality
development theories of personality development. e.g. Erikson; social development
socialisation. moral development, the child and adolescent in social institutions,
development of interests: and the role of the librarian related to the varying needs of the
growing person.

Preliminary Reading
Hetherington, E M & Parke. R D Child Psychology: a contemporary viewpoint New York:
McGraw-Hill 1975
Maier, H W Three Theories of Child Development 2nd edn New York: Harper & Row 1969
Musinger. H Fundamentals of Child Development New York: Holt. Rinehart & Winston 1971
Power. P G Adolescent Development: selected Australian readings Melbourne: Macmillan
1976

Assessment
A range of assessment procedures is used. The student is required to attend and participate
in the lecture and seminar/program, give an oral presentation of 1,500 words, and either to
conduct a field work or case study exercise or write an essay of 2.500 words.
76 Subject Descriptions

LITERATURE OF SCIENCES AND TECHNOLOGY

(LIF29) 4 points
One 1-hour lecture and one 2-hour workshop/ seminar a week for one semester.
Prerequisite: Reference Materials and Services I.

Syllabus
An introduction to research activities and communication within the scientific community.
Information carriers in general, and more detailed studies of the literature of select subject
areas. The information needs of scientists and technologists and the response of publishers,
libraries and the computer industry to these needs.

Preliminary Reading
Grogan, D Science and Technology: an introduction to the literature 2nd edn London:
Bingley 1973

A ment
Based on satisfactory completion of three assignments.

READING (LIF30) 4 points

One 1-hour lecture and one 2-hour seminar/workshop a week for one semester.

Special Requirement
Students may be required to undertake a field-work project.

Syllabus
Designed to teach selected aspects of the teaching and learning of reading and to relate
these to the librarian's work. Topics include historical background various forms of written
communication that have developed in the past; goals and skills of reading description and
evaluation of goals, skills, and competencies associated with the reading process; methods
of teaching persons to read an overview of various methods, e.g. look and say, phonetic,
eclectic; materials used to teach persons to read kits, programs, machines, etc; dyslexia
discussion of the aetiology of reading dysfunction; and methods of diagnosis and
instruments of diagnosing reading abilities.

Preliminary Reading
Drummond, D & Wignelt, E (eds) Reading: a source book for teachers Richmond (Vic):
Primary Education 1975
Heilman, A Principles and Practices of Teaching Reading 3rd edn Columbus (Ohio): Merrill
1972
Smith, F Reading Cambridge: CUP 1978
Vernon, M D Reading and Its Difficulties: a psychological study Cam bridge: CUP 1971

A ment
The student must reach a satisfactory standard in a combination of a range of assessment
requirements including essays, oral presentations, field-work projects. and attndance at,
and participation in, lectures and seminar/workshops. There is a major assignment: either an
essay or a field work or case study project (2,500-3,000 words); and two minor assignments
each of 750 words.

DESIGNING PROGRAMS FOR INDIVIDUALISED

LEARNING (LIF31) 4 points
One 3-hour seminar/workshop a week for one semester.
 Graduate Diploma in Librarianship 77

Syllabus
Presents a brief survey of the developments and research associated with individualised
learning programs. Area 1: Individualised Learning, its nature and effects. Area 2: Systematic
Approaches to the Design of Learning a review of various learning models upon which the
systematic design of individualised programs can be based. Area 3: Programs for
Individualised Learning examination of a variety of learning programs, and assessment of
the extent to which they allow for individualised learning. Area 4: Task Analysis and
Objectives for Learning. students undertake an analysis of learning outcomes and critically
evaluate various types of objectives for learning programs. Area 5: Learning Experiences and
Materials the use of strategies that allow for individualised learning, and evaluation of the
learning effectiveness of the individualised program designed.

Preliminary Reading
Gagne. R M & Briggs. L J Principles of Instructional Design New York: Holt, Rinehart &
Winston 1974
Kemp. J E Instructional Design Belmont (Calif): Fearon 1977

Assessment
Attendance and involvement in seminar/workshops; meeting the objectives stated for each of
the five areas of the subject; the design of an individualised program in consultation with a
teacher (this program must meet the criteria stated and be equivalent to 2,000 words); and
submission of a 1.500 word paper (or equivalent in another form) critically examining any
aspects of program design for individualised learning.

ADVANCED AUDIO-VISUAL PRODUCTION

(LIF32) 4 points
Three hours of practical workshops for 14 weeks.
Prerequisite: Education Resource Centre or Libraries in Society.

Syllabus
The general objective is the achievement of advanced skills in equipment operation and
material production to enable the student to experience at first hand the pote ntial of media
and its specific application to a resource centre or library. Students work in small groups on
self-initiated projects to develop advanced skills in the operation of a variety of audio-visual
equipment, and produce a kit or a series of audio-visual materials to be used in a library for
educational or publicity purposes.

Preliminary Reading
Kemp. J E Planning and Producing Audio-visual Materials 3rd edn New York: Crowell 1975
Kinder, J Using Instructional Media New York: Van Nostrand 1973
Moller, H Media for Discovery Melbourne: Angus & Robertson 1974
Romiszowski, A J The Selection and Use of Instructional Media London: RKP 1974

Assessment
Based on workshop/ seminar attendance and active participation, and submission of written
assignments. scripts. exercises, and a technically sound production as appropriate to the
chosen media. (Two minor assignments, equivalent to 1,500 and 2,000 word essays, and one
major assignment 70 per cent of assessment in advanced equipment operation.)

LIBRARIES AND COMPUTERISATION (LIF33) 4 points

One 3-hour session a week for one semester.

Syllabus
Topics covered include a brief introduction to computer technology and the use of the
computer in indexing, in the co-operative dissemination and storage of bibliographic
78 Subject Descriptions

Information, for Information searching and for library housekeeping operations. The state of
the art in respect of applications to schools is discussed.

Preliminary Reading
Arlandi, S An Introduction to Computers In Information Science 2nd edn Metuchen:
Scarecrow 1972
Henley. J P Computer-based Library and Information Systems 2nd edn London: MacDonald
1972
Kimber, R T Automation in Libraries 2nd edn Oxford: Pergamon 1974

Assessment
Based on participation in the seminar program as well as five written reports, each worth 20
percent.

LANGUAGE SKILLS ORAL AND AURAL

(LI F34) 4 points
One 1-hour lecture and one 2-hour seminar/workshop a week for one semester.

Syllabus
Channels of information: ear and voice, communication theory, pedagogical assumptions,
performance diagnosis, testing; language use: oral and aural; language skills: oral and aural;
the oral medium: materials; the oral medium: means (a) the voice as a resource, and the voice
as information; the oral medium: means (b) types and techniques of oral presentation, and
technically assisted presentation; teaching programs and oral presentation support;
evaluation of oral materials; and evaluation of programs.

Preliminary Reading
Keltuer, J W Interpersonal Speech Communication: elements and structures London:
Wadsworth 1970
Stitch, T G et al Auding and reading: a developmental model Alexandria (Va): HumRRO1974
Wilkinson, A Language and Education London: OUP 1975
Wilkinson, A et al The Quality of Listenino London: Macmillan 1974

Assessment
Based on attendance and participation in lecture/workshop programs, a minor resource
selection and evaluation assignment, a major assignment taped oral presentation
(equivalent to a 2,000 word essay), 60 per cent; and a minor assignment five practical
workshop exercises and one selection and evaluation exercise (each of approximately 500
words), 40 per cent.

DRAMA AND THE LIBRARY (LIF35) 4 points

Designed to give teacher-librarians an understanding of the values and possibilities of drama,
both as an aid to personal development and as a means of self-expression and
communication.

Syllabus
The above objectives are explored firstly at the student's own level and second in relation to
children in both primary and secondary schools and public libraries. Particular emphasis is
placed on those aspects of drama (e.g. role-play) which may be utilised by teacher-librarians
as a means of stimulating children's interest in books and literature. Drama resource
materials such as books, games, and records are examined.

Preliminary Reading
Courtney, R Play, Drama and Thought London: Cassell 1968
Dodd, N & Hickson, W (eds) Drama and Theatre in Education London: Heinemann 1971
Hodgson, J (ed) The Uses of Drama London: Eyre Methuen 1974
 Graduate Diploma in Librarianship 79

Slade. P An Introduction to Child Drama London: U LP 1967

Way, B Development Through Drama London: Longman 1970

Assessment
The following aspects of work are considered for assessment: regular attendance at classes,
contribution to the preparation and conduct of group-based drama activities, an Individual
assignment of approximately 2,000 words based on a particular application of the work
undertaken, and a written assignment in the form of an annotated bibliography of
approximately 1,500 words.

WRITING FOR CHILDREN (LIF36) 4 points

One 1-hour lecture and one 2-hour workshop a week for one semester.

Syllabus
A subject to stimulate the production of original written materials for young people through
lectures, discussion, and practical work in aspects of the a rt and craft of writing for children.
Topics include the writer's materials: childhood experience and writing for children; the
young audience: types of literature related to maturity, developmental needs and reading
material, values and reading materials, and literary models; aspects of the writer's craft: plot,
style. language. narrative technique, prose, poetry, drama, humour, theme, characterisation
and character; excellence in writing for young people criteria.

Preliminary Reading
Britton. J Language and Learning Harmondsworth: Penguin 1975
Culliman, B Literature for Children: its discipline and content Dubuque (Iowa): Brown 1971
Meek, M led) The Cool Web: the pattern of children's reading London: Bodley Head 1977
Whittle, J & Fisher. E The Pied Pipers: interv iews with the Influential creators of children's
literature London: Paddington 1974

Assessment
Based on six workshop exercises, each of 400 words (40 per cent), and an original manuscript
of a work written for young people, equivalent to 3,000 words (60 per cent). Attendance and
participation in classes is required, and students are expected to participate in some aspects
of assessment, namely self-evalution of individual work and group-evaluation of group work.

GRAPHIC COMMUNICATION (LIF37) 4 points

Three hours a week for one semester.

Syllabus
An examination of the principles of design, visual literacy and the psychology of perception.
A study of graphic materials to develop students' awareness of the nature and properties of
papers. boards, film, adhesives, Letraset, poster paint and other wet media, and an
understanding of appropriate techniques, procedures and applications. Visual aids, bulletin
boards. displays: an introduction to the design of charts and other forms of graphic
presentation and simple techniques in the effective use of bulletin boards and displays In
libraries.

Preliminary Reading
Coplan. K Poster Ideas and Bulletin Board Techniques New York: Oceana 1962
Horn, G Visual Communication Boston: Davis 1973
Murgio, M Communication Graphics New York: Van Nostrand 1969
Wright. A Designing for Visual Aids London: Studio Vista 1970

Assessment
Based on class participation and progressive assessment of prescribed projects.
80 Subject Descriptions

THE LIBRARY AND SPECIAL GROUPS (LIF38)4 points

One 1-hour lecture discussion, and one 2-hour workshop a week for one semester.

Syllabus
Defines, describes, and examines the educationally significant characteristics of children in
the groups traditionally given the following labels: extremely able; mentally retarded,
educable/trainable; socially disadvantaged; emotionally disturbed; physically handicapped,
orthopedic handicaps/sensory handicaps (vision and hearing); learning disabled,
language/perceptual/motor; culturally disadvantaged, minority groups/immigrant. Examines
the requirements for resources for the children in these groups and the teachers of these
children. Consideration of the resource services and organisation required by children in
these groups, and teachers of these children.

Preliminary Reading
Dunn, L M (ed) Exceptional Children in the Schools New York: Holt, Rinehart & Winston 1973
Furneaux, B The Special Child Harmondsworth: Penguin 1973
Haring, N G & Schietezbusch, R L Teaching Special Children New York: McGraw-Hill 1976
Smith, R M & Neisworth, J T The Exceptional Child: a functional approach New York:
McGraw-Hill 1975

Assessment
Based on attendance and involvement in lecture/discussions and workshops; two minor
assignments (1.000 words each); and one major assignment (3,000 words). A class test may be
required.

LIBRARIANSHIP'S RESPONSE TO CHANGE

(LIF39) 4 points
One 1-hour lecture/discussion, and one 2-hour workshop a week for one semester.
Prerequisite: Completion of all subjects undertaken in first semester.

Syllabus
An investigation of some proposals at variance with conventional models, and the response
of libraries and librarianship to those proposals. Areas such as music, theatre, literature, art.
communal living and the environment are discussed.

Preliminary Reading
Arland Confrontation: the arts in an age of change New York: Graphic Society 1968
Dubois, R So Human an Animal London: Scribner 1968
Lahr. J Astonish Me:adventures in contemporary theatre New York: Viking 1973
Zablocki, B The Joyful Community Harmondsworth: Penguin 1971

Assessment
Based on a paper to be presented to the tutorial and on a project involving an investigation of
a related topic, including the compilation of a bibliography.
 Trained Teacher-Librarian's Certificate 81

Trained Teacher-Librarian's Certificate

Contents

Regulations for the Course 83

Introduction 85
Subject Descriptions
Advanced Audio-Visual Production 89
Austraiian Bibliography 87
Bibliographic Organisation I 86
Bibliographic Organisation II 86
Children's Literature 86
Comparative Librarianship 87
Design and Construction of Materials for Individualised Learning 88
Designing Programs for Individualised Learning 89
Drama and the Library 89
Education Resource Centre 85
Graphic Communication 90
History of Books. Printing and Libraries 87
Language Skills Oral and Aural 89
Librar anship's Response to Change 90
Libraries and Computerisation - 89
Library and Special Groups 90
Literature for Young Adults 87
Literature of Sciences and Technology 88
Literature of the Humanities 88
Literature of the Social Sciences 87
Reading 88
Reading Interests 85
Reference Materials and Service I 86
Reference Materials and Services II 87
Resource Centre Administration 86
Resource Materials Science and Mathematics 88
Resource Materials Selection and Evaluation 85
Resource Materials Social Sciences and Humanities 88
School Expenence 86
Special Field Work 66
Special Problems in Curriculum Development 88
Writing for Children 90
 Trained Teacher-Librarian's Certificate 83

Regulations for the Course for the

Trained Teacher-Librarian's Certificate
1. To satisfy general entrance requirements for admission to the course for the Trained
Teacher-Librarian's Certificate a candidate must have:
la) successfully completed a course of teacher training of at least two years' duration
approved by the Board of Studies;
or
(b) such qualifications and experience as may be approved by the Board of Studies.
2. To be awarded the Trained Teacher-Librarian's Certificate a student shall have pursued
his/her studies for at least one year.
3. The subjects of the course and the conditions on which subjects may be taken shall be
as prescribed by Council on the recommendation of the Board of Studies.
4. The regulations for the course together with the details of subjects and the prerequisite
and special entry conditions shall be published in the Handbook of the Melbourne State
College or supplements thereto.
5_ No student may pursue a course of study or receive credit for subjects taken unless
his/her proposed selection of subjects has been approved by the Board of Studies. It is
the responsibility of each student to obtain this approval before embarking on subjects.
8. (a) A student who. having completed part or all of a course of study at a tertiary level,
enrols in the course for the Trained Teacher-Librarian's Certificate, may, with the
approval of the Board of Studies, be given credit for subjects, the equivalent of
which have been passed in the other course. Such credit shall not be granted with
respect to School Experience.
(b) The maximum amount of credit available In the course will be 50 per cent of the
points available in the course.
7. At the discretion of the Board of Studies, exemption may be granted In certain subjects
to students who submit evidence of having previously completed studies and/or
experience in those areas. No exemptions will be given for School Experience.
8. The Trained Teacher-Librarian's Certificate may be granted to a student who has
complied with the prescribed conditions and has gained a cumulative score that equals
or exceeds 40 points including:
(a) the points for all subjects in Group 1 (28 points);
and
(b) at last three points in Group 2;
and
(c) at least nine points in Group 3.
9. The allocation of points scores is as follows:

Group 1A Points
Education Resource Centre 3
Resource Materials Selection and Evaluation 3
Reading Interests 3
Bibliographic Organisation I 3
Reference Materials and Services I 3
Resource Centre Administration 3

Group 18
School Experience 5
Special Field Work 5

Group 1
Children's Literature 3
Literature for Yoang Adults 3
84 Regulations

Group 3
Special Problems in Curriculum Development 3
Bibliographic Organisation II 3
Reference Materials and Services II 3
History of Books, Printing and Libraries 3
Comparative Librarianship 3
Australian Bibliography 3
Literature of the Social Sciences 3
Resource Materials Social Sciences
and Humanities 3
Resource Materials Science and
Mathematics 3
Literature of the Humanities 3
Design and Construction of Materials for
Individualised Learning 3
Literature of Sciences and Technology 3
Reading 3
Designing Programs for Individualised Learning 3
Advanced Audio-visual Production 3
Libraries and Computerisation 3
Language Skills Oral and Aural 3
Drama and the Library 3
Writing for Children 3
Graphic Communication 3
The Library and Special Groups 3
Librarianship's Response to Change 3
The Board of Studies may approve variations to subjects offered in this group to meet
availability of staff and/or student interest.

These regulations should be read and interpreted in conjunction with all documents relating
to procedures of the Board of Studies.
 Trained Teacher-Librarian's Certificate 85

Introduction
A one-year course in Librarianship for trained teachers who wish to specialise In teacher-
librarianship. Grounding in professional practices in librarianship is given in addition to
related course work in areas such as curriculum development, children's literature, and
aspects of media education.
The entry requirement in 1979 was HSC or equivalent and two years or more approved teacher
training. The course is suitable for teachers from all levels. It is recognised by the LAA as the
equivalent of five Registration subjects.
The program is orgnaised in two semesters. A minimum of 20 days field work in the schools
must be completed satisfactorily. Students must obtain 40 points to complete the course.
The first three weeks, as indicated in the College Schedule (see pages 2-3), consist of
lectures. discussions and activities, including off-campus library experience, planned to
provide the basis for the year's work.

Assessment
Progress through the course shall be determined by progressive assessment comprising a
combination of methods such as: written examination, oral examination, essay, major and
minor assignment, oral group presentations, field work, class tests.

Subject Summaries
The descriptions of subjects given in this Handbook are summaries only. Full details of
syllabuses, booklists, etc. may be obtained from the Secretary, Department of Librarianship.

Further Information
If you require further information about the course, please contact the Secretary, Department
of Librarianship, in the first instance.

EDUCATION RESOURCE CENTRE (LIE01) 3 points

See subject description on page 64.

Assessment
The minimum criteria to secure a pass in the subject are: participation In seminars and
workshops, submission of a major paper (2,000 words) and two minor assignments (1,000
words each); performance on a one-hour class test; demonstrated mastery of the basic
equipment operation skills, and production of resource materials.

RESOURCE MATERIALS SELECTION AND

EVALUATION (LIE02) 3 points
See subject description on page 64.

READING INTERESTS (LIE03) 3 points

See subject description on page 65.

Assessment
To pass in this subject the student must reach a satisfactory standard in each of a range of
assessment requirements including tests and essays; oral presentations; and attendance at,
and participation in. lectures and seminars. There is a major essay of 2,500 words, and two
minor essays of 1,000 words each.
86 Subject Descriptions

BIBLIOGRAPHIC ORGANISATION I (LIE04) 3 points

See subject description on page 65.

Assessment
The student must reach a satisfactory standard in assignments and/or class tests.

REFERENCE MATERIALS AND SERVICES I

(LIE07) 3 points
See subject description on page 67.

RESOURCE CENTRE ADMINISTRATION

(LIE11) 3 points
See subject description on page 67.

Assessment
Based on preparation for, and attendance at, lectures, seminars and workshops; participation
in seminars and workshops; completion of class exercises and tests; one major and one
minor assignment. Each student is required to attain a satisfactory assessment on all
assessable items. A final examination may be held.

SCHOOL EXPERIENCE (LIEOO) 5 points

See subject description on page 68.

SPECIAL FIELD WORK (LIE10) 5 points

See subject description on page 69.

CHILDREN'S LITERATURE (LIE12) 3 points

See subject description on page 69.

Assessment
Based on the following: assignments compilation of a teaching manual (minimum of 5,000
words) to be approved by the lecturer; attendance at, and contribution to, weekly seminars; a
two-hour written examination to be applied in cases of doubtful performance in assignments
and seminars.

SPECIAL PROBLEMS IN CURRICULUM

DEVELOPMENT (LIE13) 3 points
See subject description on page 70.

Assessment
Based on attendance and participation in seminars/workshops; one minor assignment
equivalent to a 1,000 word paper; one major assignment; a paper of 2,500 words; and leading, a
seminar.

BIBLIOGRAPHIC ORGANISATION II (LIE14) 3 points

See subject description on page 70.
 Trained Teacher-Librarian's Certificate 87

Assessment
Based on two progressive tests each of one hour, covering material in all sections of the
syllabus; a practical assignment; and participation in the lecture/seminar program. Each
assessment item must be passed.

LITERATURE FOR YOUNG ADULTS (LIE15) 3 points

See subject description on page 71.

Assessment
Based on a reading diary (minimum of 2.000 words), a tutorial paper, and a cassette tape
introducing a book or theme.

REFERENCE MATERIALS AND SERVICES II

(LIE17) 3 points
See subject description on page 71.

Assessment
Based on active participation in the program, and the satisfactory completion of two
assignments.

HISTORY OF BOOKS, PRINTING AND LIBRARIES

(LIE18) 3 points
See subject description on page 71.

Assessment
Based on participation in tutorial sessions which entail preparatory reading to assist informed
discussion, and submission of sets of notes indicating preparation for each session. There is
an assignment/test on both sections of the syllabus.

COMPARATIVE LIBRARIANSHIP (LIE19) 3 points

See subject description on page 72.

Assessment
Based on attendance and participation in all seminars, the submission of two written reports
on library visits. and a class presentation. An additional paper or essay may be required.

AUSTRALIAN BIBLIOGRAPHY (LIE21) 3 points

See subject description on page 73.

Assessment
Based on the satisfactory completion of two assignments.

LITERATURE OF THE SOCIAL SCIENCES

(LIE22) 3 points
See subject description on page 73.
88 Subject Descriptions

A ment
Based on attendance at, and participation in, lectures and seminars. Seminar/workshop
procedures include assessment of the techniques being practised, e.g. a pathfinder or a
series of reference questions (30 per cent) and a seminar presentation with accompanying
paper on a case-study (3,000 words, 70 per cent). Provision is made for confirmatory tests if
assessment of a student's work requires it.

RESOURCE MATERIALS SOCIAL SCIENCES

AND HUMANITIES (LIE24) 3 points
See subject description on page 73.

Assessment
Based on attendance and participation, and assignments including an oral review and a multi-
media presentation, bibliography and other supporting material (3,500 words or equivalent).
Students must pass all assessable items, and provision is made for confirmatory testing.

RESOURCE MATERIALS SCIENCE

AND MATHEMATICS (LIE25) 3 points
See subject description on page 74.

Assessment
Based on active participation, and the satisfactory completion of two assignments.

LITERATURE OF THE HUMANITIES (LIE26) 3 points

See subject description on page 74.

Assessment
Attendance and participation in lectures and seminars are compulsory. Students are required
to submit a pathfinder or series of answers to reference questions, and a paper or case study
In which students lead the seminar. Provision is made for confirmatory tests if necessary.

DESIGN AND CONSTRUCTION OF MATERIALS

FOR INDIVIDUALISED LEARNING (LIE27) 3 points
See subject description on page 75.

A ment
Based on attendance and involvement in workshops, one minor assignment (equivalent to
1,500 words), and the completion and presentation of one major assignment (equivalent to
2,000 words).

LITERATURE OF SCIENCES AND TECHNOLOGY

(LIE29) 3 points
See subject description on page 76.

Assessment
Based on the satisfactory completion of two assignments.

READING (LIE30) 3 points

See subject description on page 76.
 Trained Teacher-Librarian's Certificate 89

Assessment
Based on attendance and participation, an essay or field or case study report of 2,000-2,500
words, and two minor assignments each of 750 words.

DESIGNING PROGRAMS FOR INDIVIDUALISED

LEARNING (LIE31) 3 points
See subject description on page 78.

Assessment
Based on attendance and participation in seminars and tutorials, meeting the objectives for
each of the five areas of the subject, and the design of an individualised program (2,000 words)
in consultation with a teacher; the program must meet stated criteria.

ADVANCED AUDIO-VISUAL PRODUCTION

(LIE32) 3 points
See subject description on page 77.

Assessment
Based on attendance and active participation in workshops/seminars, and on a major
assignment in advanced equipment operation.

LIBRARIES AND COMPUTERISATION

(LIE33) 3 points
See subject description on page 77.

Assessment
Based on participation in the seminar program and on four written reports.

LANGUAGE SKILLS ORAL AND AURAL

(L1E34) 3 points
See subject description on page 78.

Assessment.
Based on attendance and participation in the lecture/workshop program, satisfactory
completion of short exercises, a major assignment including a minor resource selection and
evaluation assignment, four practical workshop exercises, and a taped oral presentation
equivalent to a 2.000 word essay.

DRAMA AND THE LIBRARY (LIE35) 3 points

See subject description on page 78.
90 Subject Descriptions

Assessment
The following aspects of work are considered for assessment: regular attendance at classes,
contribution and conduct of group-based drama activities, and an individual assignment of
2,000 words on a particular application of the work done.

WRITING FOR CHILDREN (LIE36) 3 points

See subject description on page 79.

Assessment
Students are required to submit five workshop exercises, each of 400 words, and their original
manuscript of a work written for young people, equivalent to 3,000 words. Attendance and
participation in classes is required, and students are expected to participate in some aspects
of assessment, namely self-evaluation of individual work and group-evaluation of group work.

GRAPHIC COMMUNICATION (LIE37) 3 points

See subject description on page 79.

Assessment
Based on class participation and progressive assessment of prescribed projects.

THE LIBRARY AND SPECIAL GROUPS

(LIE38) 3 points
See subject description on page 80.

Assessment
Based on attendance and participation in lecture/discussions and workshops, a minor
assignment of 1.000 words, and a major assignment of 3,000 words. A class test may be held.

LIBRARIANSHIP'S RESPONSE TO CHANGE

(LIE39) 3 points
See subject description on page 80.

Assessment
Based on a paper presented to the seminar group, and a project involving an investigation of a
related topic.
 Graduate Diploma in Special Education 91

Graduate Diploma in Special Education

Contents

Regulations for the Course 93

Advice to Students Undertaking the General Program of Studies 97
Advice to Students Undertaking the Learning Difficulties Strand 98
Advice to Students Undertaking the Social and Emotional Welfare Studies Strand 99
Advice to Students Undertaking the Integrated Studies (Art and Crafts) Strand 100
Advice to Students Undertaking the Integrated Studies (Homecrafts) Strand 101
Subject Descriptions
Analysis of Research Design 106
A rt and the Exceptional Child (Advanced) 106
A rt and the Exceptional Child (Basic) 106
Assessment and Remediation of Difficulties in Language 107
Assessment and Remediation of Difficulties in Mathematics 119
Assessment and Remediation of Difficulties in Reading 118
Behaviour Modification in Special Education 107
Childhood Aphasia 107
Consumer Education and Curriculum Development 110
Development of Communication Skills 103
Development of Professional Skills and Relationships 104
Drama and the Handicapped Child 108
Early Childhood Development and Education 109
Early Childhood Development Intervention Program 120
Educating the Culturally Different Child 108
Educating the Emotionally Disturbed Child 118
Educating the Mentally Retarded Child 109
Educating the Physically Handicapped Child 109
Extended Research Study 105
Food Study and Health Education 111
Giftedness 111
Human Genetics 111
Human Sexuality 112
Independent Study 112
Instructional Approaches for Teaching Reading to the Handicapped 108
Instructional Technology in Special Education 121
Intellectual Development 103
Mathematics Education for the Handicapped 115
Mental Retardation 112
Methods and Materials for Teaching Reading and Language Skills 113
Motor-Sensory Development 113
Organisational Procedures for Special Settings 113
Parent Counselling 113
Physical Development 103
Psycholinguistics 114
Psychometrics 114
Psychotherapy 115
Remediation Studies 104
Research Study 105
School Experience Program 105
92 Contents

Social Disadvantage 115

Social-Emotional Development 104
Social Forces Influencing Personality, Language and Cognition 110
Social Work in Education 116
Socialisation, Employment and Independence of the Handicapped 116
Studies in Intelligence 116
The Teacher and Human Relations 118
Teaching English as a Second Language 117
Theoretical Bases of Learning Difficulties 119
Threads and Textiles for Handicapped Persons 117
Vision Impairment 120
Welfare Law 120
 Graduate Diploma in Special Education 93

Regulations for the Course for the

Graduate Diploma in Special Education

1. To satisfy minimum entrance requirements for admission to the course for the Graduate
Diploma in Special Education a candidate must have:
(a) (i) successfully completed a degree or diploma of at least three years duration
post-HSC or equivalent from an approved institution plus at least one year
teacher training and appropriate experience;
(ii) successfully completed an approved diploma Including teacher training, of at
least three years duration post-HSC, or equivalent, and appropriate
experience:
or
(lilt a qualification and/or experience approved by the Board of Studies as
equivalent to (i) or (ii);
(b) suitable personal qualities.
2. To be awarded the Graduate Diploma in Special Education a student shall have pursued
his/her studies in the course for the equivalent of one full academic year.
3. The subjects of the course and the conditions on which subjects may be taken shall be
as prescribed from time to time by the Board of Studies.
4. The Regulations of the course. together with the details of subjects and their
prerequisites and special entry conditions shall be published in the Handbook of the
Melbourne State College or supplements thereto.
5. No student may pursue a course of study or receive credit for subjects taken unless
his/her proposed selection of subjects has been approved by the Board of Studies. It is
the responsibility of each student to obtain this approval before embarking on subjects.
6. A student, who, having completed part, or all of another course of study at tertiary level,
enrols in the course for the Graduate Diploma In Special Education, may, with the
approval of the Board of Studies, be given credit for subjects the equivalent of which
have been passed in the other course.
7. The maximum amount of credit awarded under Regulation 8 shall be 40 per cent of the
course. except that those students who possess either the Trained Homecrafts
Teacher's Certificate, and/or the Trained Special Teacher's Certificate, may be awarded
credit in up to 70 per cent of the course.
8. The Board of Studies may allow a student to include in his/her course subjects offered
by another institution which are, in its opinion, of an appropriate standard, and relevant
to the candidate's course of study.
9. Students enrolled in the course may undertake studies on either a full-time or part-time
basis provided that the total duration of such studies does not exceed three years.
10. The Graduate Diploma in Special Education may be awarded to a student who has
fulfilled the prescribed conditions and who has gained a cumulative score of at least 36
points provided that:
(a) at least 24 points have been gained in Group 1; and
(b) at least 10 points have been gained in Group 2.
11. The subjects in the Graduate Diploma in Special Education shall be:

Group 1 Points
SPF01 Development of Communication Skills 2+t=
SPF02 Intellectual Development 2+t=
SPF03 Physical Development 2 + t
SPF04 Development of Professional Skills and
Relationships 2'+t =
SPF05 Social-Emotional Development 2+t
SPF06 Remediation Studies 4 +t
SPF07 School Experience Program 8 +t =
SPF08 Research Study 2
SPFO9 Extended Research Study 4 +t =
94 Regulations

Group 2
(i) Communication Skills
SPF10 Analysis of Research Design 2
SPF13 Assessment and Remediation of Difficulties in
Language 2*
SPF52 Assessment and Remediation of Difficulties
in Mathematics 2
SPF15 Childhood Aphasia 2
SPF16 Instructional Approaches for Teaching Reading
to the Handicapped 2
SPF28 Independeni Study 2'+ t =
SPF31 Methods and Materials for Teaching Reading and
Language Skills 2
SPF51 Assessment and Remediation of Difficulties
in Reading 2
SPF35 Psycholinguistics 2
SPF38 Mathematics Education for the Handicapped 2'
SPF44 Specific Learning Disabilities 2
SPF46 Teaching English as a Second Language 2'
SPF53 Theoretical Bases of Learning Difficulties 2'

(ii) Intellectual
SPF19 Early Childhood Development and Education 2
SPF54 Early Childhood Intervention Program 2
SPF20 Educating the Mentally Retarded Child 2
SPF25 Giftedness 2
SPF28 Independent Study 2 '+t =
SPF30 Mental Retardation 2
SPF45 Studies in Intelligence 2
(iii) Physical
SPF21 Educating the Physically Handicapped Child 2
SPF26 Human Genetics 2
SPF28 Independent Study 2 ' +_
SPF32 Motor-Sensory Development 2' _
SPF56 Vision Impairment 2
(iv) Professional
SPF11 A rt and the Exceptional Child (Advanced) 2=
SPF12 Art and the Exceptional Child (Basic) 2+ t =
SPF14 Behaviour Modification in Special Education 2 +t
SPF18 Drama and the Handicapped Child 2+t=
SPF23 Consumer Education Curriculum Development 2t
SPF24 Food Study and Health Education 21
SPF27 Human Sexuality 2
SPF28 Independent Study 2'+ t=
SPF33 Organisational Procedures for Special
Settings 2'+t =
SPF34 Parent Counselling 2
SPF36 Psychometrics 2
SPF43 Socialisation, Employment and I. .ependence
of the Handicapped 2+t =
SPF47 Threads and Textiles for Handicapped Persons 2t
SPF48 The Teacher and Human Relations 2+t=
SPF57 Instructional Technology in Special Education 2

(y) Social-Emotional
SPF17 Educating the Culturally Different
Child 2
SPF22 Social Forces Influencing Personality, Language
and Cognition 2+t =
SPF28 Independent Study 2'+t`
 Graduate Diploma in Special Education 95

SPF37 Psychotherapy 2+
SPF41 Social Disadvantage 2+ t =
SPF42 Social Work in Education 2+
SPF50 Educating the Emotionally Disturbed
Child 2+
SPF55 Welfare Law 2+

Notes:
1. A student taking the strand of the course in Learning Difficulties may enrol only in
subjects marked '.
2. A student taking the strand of the course in Social and Emotional Welfare Studies may
enrol only in subjects marked +.
3. A student taking the strand of the course in Integrated Studies (Homecrafts) may enrol
only in subjects marked t .
4. A student taking the strand of the course in Integrated Studies (Art and Crafts) may enrol
only in subjects marked=.
5. (a) A student undertaking the General program, i.e. not one of the strands listed in
notes 1-4 above, must enrol in subjects SPF01 to SPFO8 inclusive.
(b) A student undertaking the General program may not be credited with more than 6
points from any one of the Group 2 areas (i), (ii), (iii), (iv), and (v), and must arrange
studies in one of the following combinations:
(i) one major. one sub-major, one minor
(ii) two majors
(iii) one major, three minors.
A major study consists of three subjects from one area, a sub-major consists of
two studies from one area, and a minor consists of one study from one area.
6. Prerequisite: A student must satisfactorily complete Development of Communication
Skills (SPF01) before undertaking the practicum for Remediation Studies (SPFO6).
The offering of the above subjects in any one year will depend upon staff availability. Details
of arrangements of subjects and studies are available in the section on Course Structure.
These regulations should be read and interpreted In conjunction with all documents relating
to procedures of the Board of Studies.
96 Advice to Students

Advice to Students
The Graduate Diploma in Special Education is a one year post-graduate course which
provides an introduction to all areas of teaching handicapped children, with the exception of
children with a hearing deficit.
The course aims to prepare the student to:
(a) acquire a general understanding of the total special educational field;
(b) act as an educational consultant in his/her field;
(c) administer, evaluate and interpret selected tests;
(d) develop programs to assist the educational progress of handicapped children;
(e) understand his/her role in an interdisciplinary approach with professional colleagues
and in relation to other community organisations, institutions and agencies;
(f) plan and implement in-service programs;
(g) design and conduct educational research;
(h) investigate and evaluate the outcomes of relevant educational systems. practices and
innovations;
(i) be informed about current issues and trends in special education.

Studies Available
The Graduate Diploma in Special Education has the following course arrangements:
(a) General
(b) Learning Difficulties Strand
(c) Social and Emotional Welfare Studies Strand
(d) Integrated Studies (A rt and Crafts) Strand
(e) Integrated Studies (Homecrafts) Strand

Organisation of the Course

The course is structured to focus on the facilitation of self-directed learning. Considerable
emphasis is placed on active participation: this entails wide reading, individual and group
research, involvement in discussion groups, visits to and teaching experience in special
education settings.
The program is designed to include a core area of skills and knowledge central to special
education, followed by a choice of studies and experiences in areas of specialisation.
The course may be undertaken by either full-time or part-time on-campus study or by external
studies. A full-time student must complete the course in one year of study. A part-time
student must complete the course within three consecutive years of study unless a
suspension arrangement is granted in writing to enable a particular student to extend his/her
studies beyond the three year requirement.
External Studies are available. For details, see page 97.
Summer Studies are available. For details, see page 97.

Class Hours
Classes are generally of two hours' duration. The first lectures commence at 11.00 a.m.; the
last lectures finish at 9.00 p.m. There will be sufficient offerings in the late afternoon/evening
to permit a student to undertake the course in after-school hours.

Course Advice
Each student is allocated to a course adviser whose task will include such matters as planning
the student's course, assisting with changes in subject enrolments, and deferments of, or
leave of absence from, studies. Advisers for Special Education courses are listed on page
17 of this Handbook.
 Graduate Diploma in Special Education 97

Subject Summaries
The subject descriptions given in this Handbook are summaries only. Full details of subjects
are available from the Department of Special Education.

Books
Subject descriptions provided in the following pages of this Handbook include book lists. The
student should read any book listed as 'preliminary reading' before classes commence. Lists
of references will be provided at the commencement of classes.

External Studies
A number of subjects is offered each year to external students enrolled in the Graduate
Diploma in Special Education. An applicant should study the Regulations for the course
before enrolling for particular subjects. The student may be required to attend College
seminars during the course.
The following studies will be offered in 1980 subject to staff availability.

Group 1
SPF01 Development of Communication Skills
SPF02 Intellectual Development
SPF07 School Experience Program
SPF22 Social Forces Influencing Personality. Language and Cognition
SPF25 Giftedness
SPF28 Independent Study
SPF30 Mental Retardation
SPF34 Parent Counselling
SPF46 Teaching English as a Second Language
SPF51 Assessment and Remediation of Difficulties in Reading
SPF53 Theoretical Bases of Learning Difficulties
Further details are obtainable from the Department of External Studies, 538 Swanston Street,
Carlton 3053. and the Department of Special Education, 538 Swanston Street, Carlton 3053.

Summer Studies
A number of subjects is offered during the summer vacation. These may be undertaken either
as professional development courses or as part of the Graduate Diploma In Special Education
or Trained Special Teacher's Certificate. The following Group 1 subjects will be offered In
January 1980.
SPEO3 Physical Development
SPE05 Social-Emotional Development
The following elective subjects will be offered in January 1980: the student must have
completed the appropriate Group 1 subjects before undertaking any of these.
SPE42 Social Work in Education
SPE53 Theoretical Bases of Learning Difficulties
Further details are obtainable from the Department of Special Education, 538 Swanston
Street, Carlton 3053.

Advice to Students Undertaking a General Program of

Studies
The General program differs from the specialist strands of the course In that it enables the
student to undertake a wider range of subjects It also allows the student to specialise in
particular areas not catered for by the strands.
98 Advice to Students

Program Structure
The program is organised on a three term basis with all students undertaking a common
program of core studies in Term 1. Work in this area is normally conducted by a
lecture/tutorial approach.
In Terms 2 and 3 the student must undertake six elective studies. Approaches to conducting
these studies will include workshop sessions, field study, seminars.
In addition all students must meet the requirements of remediation studies, school-based
teaching experience and a research study.
The course consists of the following components:
Group 1
Core Studies Program (Compulsory)
(a) Development of Communication Skills
(b) Intellectual Development
(c) Physical Development
(d) Development of Professional Skills and Relationships
(e) Social-Emotional Development
(f) Remediation Studies
(g) Research Study
(h) School Experience Program
Group 2
Six elective studies from this group must be taken. For details of grouping requirements see
Regulations II, note 5, on page 95 of this Handbook.

Planning a Course of Study

The student will be assisted by a course adviser in planning his/her course.

Advice to Students Undertaking Learning Difficulties

Strand
The Learning Difficulties strand aims to provide the student with an understanding of learning
difficulties, and experience in their diagnosis and remediation. It also aims to provide the
student with the necessary skills to act as consultant and adviser in regular schools or special
settings.

Strand Structure
The Strand is organised on a three term basis with the students undertaking a common
program through most of this time. In Term 1, a core program of studies is undertaken with the
predominant approach being a lecture/discussion one.
During Terms 2 and 3 the approach will be mainly workshop, field study, seminar and practical
involvements. The student will be required to take four compulsory elective studies and one
optional elective study.
Also required are remediation studies, school-based teaching experience, and an extended
research study.
The strand consists of the following components:
Group 1
Core Studies Program (Compulsory)
(a) Development of Communication Skills
(b) Intellectual Development
(c) Physical Development
(d) Development of Professional Skills and Relationships
(e) Social-Emotional Development
(f) Remediation Studies
(g) School Experience this must include one LD setting
(h) Extended Research Study this study is intended to extend the student's knowledge
of the area of Communications.
 Graduate Diploma in Special Education yy

Group 2
Compulsory Intensive Studies (All must be studied)
(a) Assessment and Remediation of Difficulties in Reading
(b) Assessment and Remediation of Difficulties in Mathematics
(c) Assessment and Remediation of Difficulties in Language
(d) Theoretical Bases of Learning Difficulties
Optional Intensive Studies (One must be studied)
(a) Behaviour Modification in Special Education
(b) Childhood Aphasia
(c) Independent Study
(d) Instructional Approaches for Teaching Reading to the Handicapped
(e) Mathematics Education for the Handicapped
(f) Motor-Sensory Development
(g) Organisational Procedures for Special Settings
(h) Parent Counselling
(i) Psycholinguistics
(j) Teaching English as a Second Language

Planning a Course of Study

As the strand is almost entirely planned for the student, the only selection required will be for
the optional elective study. Additional single subjects may be undertaken If approved by the
course adviser.

Advice to Students Undertaking

Social and Emotional Welfare Studies Strand
The Social and Emotional Welfare Studies strand aims to provide the student with an
understanding of social and emotional problems of pupils, and skills In handling such
problems in primary. technical, high schools and special settings.
It aims to help teachers develop a theoretical framework for working with disadvantaged
individuals and groups, and to develop the ability to use community resources fof the
facilitation of cognitive, emotional and social growth.

Strand Structure
The strand is organised on a three term basis with all students undertaking a common
program through most of this time. In Term 1 a compulsory core program of studies Is
undertaken.
During Terms 2 and 3 the student will be required to take four Compulsory studies and one
optional study.
The strand also requires a remediation study, school-based teaching experience, and an
extended research study.
The strand consists of the following components:

Group 1
Core Studies Program (Compulsory)
(a) Development of Communication Skills
(b) Intellectual Development
(c) Physical Development
(d) Development of Professional Skills and Relationships
(e) Social-Emotional Development
(f) Remediation Study
(g) School Experience - this must include one social-emotional setting
(h) Extended Research Study this study is intended to extend the student's knowledge
of thesocial-emotional area.
100 Advice to Students

Group 2
Compulsory Elective Studies (All must be studied)
(a) Educating the Emotionally Disturbed Child
(b) Organisational Procedures for Special Settings
(c) Social Work in Education
(d) Welfare Law
Optional Elective Studies (One must be studied)
(a) Art and the Exceptional Child (Basic)
(b) Behaviour Modification in Special Education
(c) Drama and the Handicapped Child
(d) Independent Study
(e) Psychotherapy
(f) Social Disadvantage
(g) Socialisation, Employment and Independence of the Handicapped
(h) Social Forces Influencing Personality, Language and Cognition
(i) The Teacher and Human Relations

Planning a Course of Study

As the strand is almost entirely planned for the student the only selection required will be for
the optional elective study. Additional single subjects may be undertaken if approved by the
course adviser.

Advice to Students Undertaking Integrated Studies

(Art and Crafts) Strand
The Integrated Studies (Art and Crafts) strand aims to provide the student with a group of
learning experiences concerned with the handicapped or disadvantaged child, and a range of
techniques (particularly in the area of art and crafts) that will assist the educational
development of children with whom he/she works.
It also aims to develop within the student the skills necessary to function as an effective team
member in staffs of special education settings.

Strand Structure
The strand is organised on a three term basis with all students undertaking a common.
program for most of this time. In Term 1, a compulsory core program of studies is undertaken.
During Terms 2 and 3 the student will be required to study four compulsory studies and one
optional elective study.
Also required are remediation studies, school-based teaching experience, and an extended
research study.
The strand consists of the following components:

Group 1
Core Studies Program (Compulsory)
(a) Development of Communication Skills
(b) Intellectual Development
(c) Physical Development
(d) Development of Professional Skills and Relationships
(e) Social-Emotional Development
(f) Remediation Studies
(g) School Experience
(h) Extended Research Study this study is intended to extend the student's knowledge
of the art-craft areas.
 Graduate Diploma in Special Education 101

Group 2
Compulsory Elective Studies (All must be studied)
(a) Art and the Exceptional Child (Advanced)
(b) Art and the Exceptional Child (Basic)
(c) Organisational Procedures for Special Settings
(d) Socialisation, Employment and Independence of the Handicapped
Optional Elective Studies (One must be studied)
(a) Behaviour Modification in Special Education
(b) Drama and the Handicapped Child
(c) Independent Study
(d) Motor-Sensory Development
(e) Social Forces Influencing Personality, Language and Cognition
(f) Social Disadvantage
(g) The Teacher and Human Relations

Planning a Course of Study

As the strand is almost entirely planned for the student the only selection required will be the
choice of one of the areas of specialisation. Additional single subjects may be undertaken If
approved by the course adviser.

Advice to Students Undertaking Integrated Studies

(Homecrafts) Strand
The Integrated Studies (Homecrafts) strand aims to provide the student with a group of
learning experiences concerned with the handicapped or disadvantaged child, and a range of
techniques (particularly in the area of Homecrafts) that will assist the development of children
with whom he/she works.
It also aims to develop the necessary skills to function as an effective team member on staffs
of special education schools and settings.

Strand Structure
The strand is organised on a three term basis with all students undertaking a common
program for most of this time. In Term 1 a compulsory core program of studies is undertaken.
During Terms 2 and 3 the student will be required to take four compulsory elective studies and
one optional elective study.
Also required are remediation studies, school-based teaching experience, and an extended
research study.
The strand consists of the following components:

Group 1
Core Studies Program (Compulsory)
(a) Development of Communication Skills
(b) Intellectual Development
(c) Physical Development
(d) Development of Professional Skills and Relationships
(e) Social-Emotional Development
(f) Remediation Studies
(g) School Experience
(h) Extended Research Study this study is intended to extend the student's knowledge
of the Homecrafts area.
102 Advice to Students

Group 2
Compulsory Elective Studies (All must be studied)
(a) Consumer Education Curriculum Development
(b) Food Study and Health Education
(c) Organisational Procedures for Special Settings
(d) Threads and Textiles for Handicapped Persons

Optional Elective Studies (One must be studied)

(a) A rt and the Exceptional Child (Basic)
(b) Behaviour Modification in Special Education
(c) Drama and the Handicapped Child
(d) Independent Study
(e) Social Disadvantage
(f) Social Forces Influencing Personality, Language and Cognition
(g) Socialisation, Employment and Independence of the Handicapped
(h) The Teacher and Human Relations

Planning a Course of Study

As the strand is almost entirely planned for the student the only selection required will be the
choice of one of the areas of specialisation. Additional single subjects may be undertaken if
approved by the course adviser.
 Graduate Diploma in Special Education 103

DEVELOPMENT OF COMMUNICATION SKILLS

(SPF01) 2 points
Two hours lecture/tutorial time a week for one term.

Syllabus
An analysis of the acquisition of language, reading, and mathematics skills in children at the
primary and secondary levels of education. The implications of the above analysis for the
education of children exhibiting various learning disabilities are discussed.

Books
Reference lists are provided at the beginning of term.

Assessment
Based on satisfactory completion of assignments in language, reading and mathematics.

INTELLECTUAL DEVELOPMENT (SPF02) 2 points

Two hours lecture/tutorial time a week for one term.

Syllabus
A study of the nature of human Intelligence, major theories of Intellectual abilities and their
implications for diagnosis, classification and program planning.

Preliminary Reading
Ginsberg, H & Opper, S Piaget's Theory of Intellectual Development: An Introduction
Englewood Cliffs: Prentice-Hall 1969
Guilford. J P 'The Structure of Intellect' Psychological Bulletin vol 5 no 31959 pp287-93
Meeker, M N The Structure of Intellect Columbus: Merrill 1969

Assessment
Assessment takes the form of a multiple-choice test and/or the satisfactory completion of
written exercises related to the study program.

PHYSICAL DEVELOPMENT (SPF03) 2 points

Two hours lecture/tutorial time a week for one term.

Syllabus
Against a profile of the normal patterns of physical development, an examination of specific
physical handicaps and problems associated with them will be identified and discussed,
together with appropriate ameliorative and remedial measures.

Preliminary Reading
Biggs. J & O'Donnell. P Teaching Individuals with Physical and Multiple Disabilities
Columbus: Merrill 1977
Bowley, A & Gardner, L The Handicapped Child Edin: Churchill Livingstone 1972
Gessell, A. 11g, F & Ames, L The First Five Years of Life London: Methuen 1954

Assessment
Based on a written test and/or the satisfactory completion of written assignments related to
the study program.
104 Subject Descriptions

DEVELOPMENT OF PROFESSIONAL SKILLS

AND RELATIONSHIPS (SPF04) 2 points
Two hours lecture/tutorial time a week for one term.

Syllabus
This subject is concerned with current trends in the philosophy, and implementation in
special education; familiarisation with the Victorian scene in special education; specialist
facilities in special education including special education units, special facilities units,
demonstration units, remedial centres, opportunity remedial centres; establishing
relationships; task analysis of the teacher's functions; inter-disciplinary and team
approaches in special education; professional reading and study method; professional
services and agencies related to special education provision.

Preliminary Reading
Haring, N G & Schiefelbusch, R L Teaching Special Children New York: McGraw-Hill 1976
Smith, R M & Neisworth, J T The Exceptional Child: A Functional Approach New York:
McGraw-Hill 1975
Telford, D W & Sawrey, J M The Exceptional Individual Englewood Cliffs: Prentice-Hall 1976

Assessment
Students are required to undertake an examination and an essay of 2,000 words or more.

SOCIAL-EMOTIONAL DEVELOPMENT
(SPF05) 2 points
Two hours lecture/tutorial time a week for one term.

Syllabus
This subject covers the following areas: normal social-emotional development, social
disadvantage, emotional disturbance, behaviour management techniques.

Preliminary Reading
Brickman, W & Lehrer, S Education and the Many Faces of the Disadvantaged New York:
Wiley 1972
Claydon, L, Knight, T & Rado, M Curriculum and Culture Sydney: Allen & Unwin 1977
Corsini, R (ed) Current Psychotherapies Illinois: Peacock 1973
Polk, K & Schafer, W E Schools and Delinquency Englewood Cliffs: Prentice-Hall 1972

Assessment
Students are required to submit a term paper and/or present for an oral examination.

REMEDIATION STUDIES (SPF06) 4 points

Two hours lecture/tutorial time a week during Term 1 and a practicum carried out in schools
during Terms 2 andtor 3.
Prerequisite: Students must satisfactorily complete Development of Communication Skills
(SPF01) before undertaking the Remediation Studies practicum.

Syllabus
The subject provides a theoretical basis for, and practical experience in, diagnostic
assessment and instructional procedures appropriate for the education of exceptional
children. In Term 1, a study is made of techniques in administering tests, exchanging relevant
Information from them, drawing conclusions and utilising this information for planning
effective remedial instruction Skills acquired in this section form the basis of the school
practicum, to be carried out in Terms 2 and/or 3.
 Graduate Diploma in Special Education 105

Preliminary Reading
Copeland, R Diagnostic and Learning Activities in Mathematics for Children London:
Macmillan 1973
Vincent. D & Cresswell, M Reading Tests in the Classroom London: NFER 1978
Wilson, R Diagnostic and Remedial Reading for Classroom and Clinic Columbus: Merrill 1976.

Assessment
The student administers specified tests in the areas of language, reading and mathematics,
as a basis for diagnostic evaluation. During the practicum, students are required to keep
formal records of their programs and make periodic evaluations and reports.

SCHOOL EXPERIENCE PROGRAM (SPF07) 8 points

A supervised practicum conducted in appropriate educational settings during Terms 1, 2
and 3.

Syllabus
This subject involves direct experience of the educational needs of children and adults with a
variety of problems in the area of communication, Intellectual, physical and social-emotional
development.

Assessment
Based on overall attendance and performance during the practicum.

RESEARCH STUDY (SPF08) 2 points

This subject of three terms' duration includes a series of compulsory lecturelseminar
sessions. In addition each student works under the supervision of a staff member with whom
he/she negotiates an Individual project.

Syllabus
This study is intended to extend the student's knowledge of a particular core area. The
student is required to undertake one of the following approaches:
1. Original. Research: involves an investigation that conforms with accepted research
procedures and methodology. A written report Is required.
2. Independent Reading Project: following the identification of an area which he/she wishes
to investigate, the student negotiates a specific topic with a supervisor. The review of related
literature involves the systematic identification, location and analysis of material related to
the research problem.
3. Action-oriented Investigation: while not Intended to require as many research skills as the
first option, this investigation requires the student to monitor and measure changes in
behaviours, attitudes and/or performances which result from manipulating educational
variables.

Books
There are no specific books recommended.

Assessment
In each of the above options, a written report, meeting the specific requirements of the
supervisor and conforming to a stipulated format, Is required.

EXTENDED RESEARCH STUDY (SPF09) 4 points

See subject description for Research Study (SPF08) but note that the assessment
requirement includes a written report of 5,000 words or more.
106 Subject Descriptions

ANALYSIS OF RESEARCH DESIGN (SPF1O) 2 points

Four hours contact time a week for one term.

Syllabus
This subject is concerned with literature review techniques, the formulation of hypotheses,
sampling techniques, the validity of measuring instruments, data collection and evaluation.

Books
No specific books are recommended.

Assessment
An outline of a research design is to be submitted, after which a paper outlining the results
and findings of the research must be presented.

ART AND THE EXCEPTIONAL CHILD

(ADVANCED) (SPF11) 2 points
Four hours contact time a week for one term or equivalent.
Prerequisite: Experience in teaching art and craft, or personal experiences and competence
In some art/craft area.

Syllabus
Participation In activities which promote the development of sensitivity and awareness,.
creative drama, creative movement, creative music-making, mime, art therapy, drama and
movement therapy, play therapy, music therapy, philosophical aspects of arts including
creativity, artistic and perceptual awareness, communication and language development, the
developmental stages in art, art expression of exceptional children.

Books
No specific books are recommended.

Assessment
Based on the design of a teaching program in one of the areas of the expressive arts to be
studied. It also involves the compilation of a folio of children's art work.

ART AND THE EXCEPTIONAL CHILD

(BASIC) (SPF12) 2 points
Four hours contact time a week for one term.

Syllabus
Study of artistic awareness and creativity; developmental stages in child art; artistic
expression of exceptional and normal children; art teaching In Victorian special schools;
developing programs in expressive arts and crafts education for exceptional children.
Practical sessions cover such areas as painting, drawing, printmaking, modelling, pottery,
woodwork, metalwork, leatherwork, thread and textile craft, film-making, and photography.

Books
No specific books are recommended.

Assessment
Based on the compilation of a folio of children's art work and the development of a teaching
program for exceptional children In a chosen area of expressive arts and crafts.
 Graduate Diploma in Special Education 107

ASSESSMENT AND REMEDIATION OF

DIFFICULTIES IN LANGUAGE (SPF13) 2 points
Four hours contact time a week for one term.

Syllabus
Areas covered include an overview of learning disabilities, theories of language acquisition
and the implication of cognitive theories for the assessment of language disorders. The
relationship between language disorders and school achievement Is investigated, together
with methods of assessment and a review of intervention strategies available to teachers.

Compulsory Texts
Tarnapol, L & Tarnapol, M Brain Function and Learning Disabilities Baltimore: University Park
Press 1977
Wiig, E & Semel. E Language Disabilities in School Children and Adolescents Columbus:
Merrill 1976

Assessment
Based on class participation, administration of language tests, and written evaluations.

BEHAVIOUR MODIFICATION IN SPECIAL

EDUCATION (SPF14) 2 points
Four hours contact time a week for one term.

Syllabus
This subject concerns behaviour: types of measurement and management. Distinctions
between teaching and learning are identified through analysis of reinforcement, punishment,
cueing and shaping of responses. Applications of techniques and strategies to change a
range of individual or group behaviours are demonstrated. There Is a practical Involvement
with children or adults.

Preliminary Reading
Bandura. A Principles of Behaviour Modification Chicago: Holt, Rinehart & Winston 1969
Becker, W et al Teaching: A Course in Applied Psychology Chicago: SRA 1971
Becker. W (ed) An Empirical Basis for Change in Education Chicago: SRA 1971
Krumboltz, J D & H B Changing Children's Behaviour New Jersey: Prentice-Hall 1972

Assessment
The student is required to demonstrate skill acquisitions by proposing, designing,
implementing and evaluating a program to change a selected inappropriate behaviour, with
one individual or group. The student is also required to submit reports to the group.

CHILDHOOD APHASIA (SPF15) 2 points

Four hours contact time a week for one term.

Syllabus
Examination of definitions, classifications and behavioural characteristics In childhood
aphasia; methods of assessment; the effects of language deficits on learning potential and
psycho-social adjustment. A review of Intervention strategies Is undertaken.

Compulsory Texts
Berry. M F Language Disorders In Children: The Basis and Diagnosis Englewood Cliffs:
Prentice-Hall 1969
Lee, L L et al Interactive Language Development Teaching Evanston: North-western Univ
Press 1975
108 Subject Descriptions

Assessment
Based on class participation, reading, lectures and discussion, test administration and
interpretation.

INSTRUCTIONAL APPROACHES FOR TEACHING

READING TO THE HANDICAPPED (SPF16) 2 points
Four hours contact time a week for one term.

Syllabus
The selection, development and adaptation of reading programs, materials and diagnostic
teaching procedures for the acquisition of reading skills by handicapped learners with varying
degrees of ability and need.

Preliminary Reading
Gillespie, P & Johnson. L Teaching Reading to the Mildly Retarded Child Columbus: Merrill
1974
Moyle, D Modern Innovations in the Teaching of Reading London: UKRA 1974
Spache, G The Teaching of Reading Bloomington: PDK 1972

Assessment
Based on a written assignment and a class presentation.

EDUCATING THE CULTURALLY DIFFERENT

CHILD (SPF17) 2 points
Four hours contact time a week for one term or equivalent.

Syllabus
A study of the cultural context of education; the problems that arise in cross-cultural
education; and the development of appropriate teaching and learning skills.

Preliminary Reading
Lowenstein, W & Loh, M The Immigrants Ringwood (Vic): Penguin 1976

A ment
Based on a series of informal tests, and the development of a practical multi-cultural
education resource unit, class attendance and participation.

DRAMA AND THE HANDICAPPED CHILD

(SPF18) 2 points
Four hours contact time a week for one term.

Syllabus
The subject will be explored first at the teacher's own level and secondly in relation to
children in both primary and special schools. Participation in practical drama activities at the
teacher's own level precedes any work undertaken with children. In this way it is hoped that
the approaches to drama explored are constantly related, adapted and applied to a classroom
situation.

Preliminary Reading
Russell, J Creative Drama in the Primary School London: Macdonald & Evans 1965
 Graduate Diploma in Special Education 109

Assessment
Based on regular practical work and attendance, including planning, Initiating and developing
drama programs for children in primary and secondary schools.

EARLY CHILDHOOD DEVELOPMENT AND

EDUCATION (SPF19) 2 points
Four hours contact time a week for one term.

Syllabus
A study of normal child development; overview of the exceptional infant; Introduction to
assessment procedures; early intervention rationale, techniques and issues. Motor
development, sensory development, cognitive development, social-emotional development,
and development of communication skills in the normal and exceptional infant are
considered.

Books
No specific books are recommended.

Assessment
This may include case studies, research papers and an examination.

EDUCATING THE MENTALLY RETARDED

CHILD (SPF20) 2 points
Four hours contact time a week for one term.

Syllabus
Theoretical and practical approaches to the educational management and treatment of the
mentally retarded; curriculum development and the systematic planning of instruction at
different maturational and functional levels; organisational and teaching strategies and
resources; research and emerging trends, with particular reference to the educational
management and treatment of such Children.

Preliminary Reading
Gearheart, B R & Litton, F W The Trainable Retarded A Foundations Approach St Louis:
Mosby 1975
Payne, J S et al Strategies for Teaching the Mentally Retarded Columbus: Merrill 1977
Smith, R M Clinical Teaching: Methods of Instruction for the Retarded 2nd edn New York:
McGraw-Hill 1974

Assessment
Based on a written submission on an approved project related to the study program, and/or
the presentation of a seminar paper of an equivalent length on an approved topic related to
the study program.

EDUCATING THE PHYSICALLY HANDICAPPED

CHILD (SPF21) 2 points
Four hours contact time a week for one term.

Syllabus
Specific physical handicaps and associated social, emotional and learning difficulties;
curriculum development with particular reference to the selection, development and
adaptation of materials and procedures for educating physically handicapped children of
varying levels of ability and need; educational and other supportive services.
110 Subject Descriptions

Preliminary Reading
Anderson, E M The Disabled School Child London; Methuen 1973
Anderson. E M & Spain, B The Child with Spina Bifida London: Methuen 1973
Brereton, Le Gay B Cerebral Palsy: Learning Ability and Behaviour Sydney: Spastic Centre
NSW 1972

Assessment
A major assignment on a topic chosen in consultation with the lecturer.

SOCIAL FORCES INFLUENCING PERSONALITY,

LANGUAGE AND COGNITION (SPF22) 2 points
Four hours contact time a week for one term.

Syllabus
Influence of social class background and parent-child interaction on children's educational
attainment, personality and behaviour. Emphasis is placed on diagnosing, assessing and
remediating socially related language and behavioural disorders. An analysis of language
concrete and abstract, relationship of spoken to written language and reading. Influence of
language on intellectual and educational attainment. Standardised language and personality
tests, and introduction to appropriate structured and standardised remediation programs,
principally in the areas of language and psycholinguistic functioning.

Preliminary Reading
Bush, W J & Giles, M T Aids to Psycholinguistic Teaching Columbus: Merrill 1969
Lawton, D Social Class Language and Education London: RKP 1968
Medinnus. G R & Johnson, R C Child and Adolescent Psychology London: Wiley 1968
Paraskevopoulos, J N & Kirk, S A The Development and Psychometric Characteristics of the
Revised Illinois Test of Psycholinguistic Abilities Chicago: Univ Illinois Press 1969

Assessment
Two written assignments. A pass is required in both.

CONSUMER EDUCATION AND CURRICULUM

DEVELOPMENT (SPF23) 2 points
Four hours contact time a week for one term.

Syllabus
A critical analysis of the problems faced by the handicapped consumer in modern society.
Aspects covered include selling techniques, advertising, finance, and government bodies
established for the consumers' benefit. The following aspects of curriculum development are
studied: appropriate goals and objectives; relevant learning theory; suitable experiences,
resources and evaluation techniques for achieving educational goals.

Books
No specific books are recommended.

Assessment
Based on a pfactical consumer education exercise to be reported to the group, a longitudinal
study of a young child's development in the acquisition of self-help skills, and preparation of
an appropriate program.
 Graduate Diploma in Special Education 111

FOOD STUDY AND HEALTH EDUCATION

(SPF24) 2 points
Four hours contact time a week for one term.

Syllabus
A study of nutritional needs, basic food groups, the digestive system and basic methods of
food preparation. Techniques involved include simple meat, vegetable and fruit preparation;
pastry, dough and cake-making; and hygienic handling of food. Other areas of study Include
purchase and storage of food; menu-planning for adequate nutrition; variety of colour,
texture, flavour and presentation; and development of an awareness of time In relation to
tasks to be completed.

Books
No specific books are recommended.

Assessment
Based on the satisfactory completion of practical and theoretical exercises and a nutrition
assignment of approximately 1,500 words.

GIFTEDNESS (SPF25) 2 points

Four hours contact time a week for one term.

Syllabus
An investigation of the literature available on giftedness to cover the following issues:
identification of the gifted; curriculum planning for the gifted; other major educational
approaches to the education of the gifted; and political and sociological concerns of
education for the gifted. There will be a practical involvement with 'clever' children who may
or may not already have been involved In a continuing program from the previous year.

Preliminary Reading
Dunn. L M led) Exceptional Children in the Schools 2nd edn New York: Holt, Rinehart &
Winston 1973 chi
Pringle. M L K Able Misfits the educational behaviour difficulties of intelligent children
London: Longman 1970
Tempest. N R Teaching Clever Children 7-11 London: RKP 1974

Assessment
Based on a lecturer/ student contract involving a directed survey on one of the major areas of
the literature and/or practical teaching: the planning, implementation and evaluation of
curricula for selected gifted children.

HUMAN GENETICS (SPF26) 2 points

Four hours contact time a week for one term and visits to appropriate clinics and institutions.

Syllabus
The probability laws in human inheritance; the physical basis of heredity; X-linkage; sex
determination, chromosome aberrations and mongolism; inborn errors of metabolism and
PKU; the genetics of continuous variation and genetics of intelligence; elementary population
genetics; the literature of human genetics.

Preliminary Reading
Carter. C O Human Heredity Harmondsworth: Penguin 1970
Levitan. M & Montague. M A A Textbook of Human Genetics San Francisco: Freeman 1973
Stern. C Principles of Human Genetics San Francisco: Freeman 1973
Thompson, S & M W Genetics in Medicine Philadelphia: Saunders 1973
112 Subject Descriptions

A ment
Based on presentation of a review or paper on human genetics and on a satisfactory standard
In an examination.

HUMAN SEXUALITY (SPF27) 2 points

Four hours contact time a week for one term.

Syllabus
Sexuality and the life cycle; male and female anatomy; homosexuality and heterosexuality;
masturbation; characteristics of male and female sexual responses; premarital sex; sexual
encounters between adults and children; concerns of parents and sex education; sex
education and moral values;, family planning, contraception and abortion; sex education and
the mentally retarded, physically handicapped and sexually disadvantaged.

Books
No specific books are recommended.

Assessment
Based on satisfactory attendance, and the design of a human sexuality/sex education
program suitable for implementation in a specific special education setting.

INDEPENDENT STUDY (SPF28) 2 points

The hours for this subject of one term's duration will be negotiated between the lecturer and
the student.

Syllabus
This subject provides an opportunity for the student to make an in-depth investigation of an
area of his/her particular interest which is not being covered in any other elective study. The
student should make a proposal of the area to be studied, examine relevant literature and
other resources, consider appropriate methods of investigation, and submit a presentation.

Books
No specific books are recommended.

Assessment
Assessment procedures are arranged between the lecturer and the student.

MENTAL RETARDATION (SPF30) 2 points

Four hours contact time a week for one term.

Syllabus
The identification and etiology, the intellectual, social and emotional development of the
mentally retarded. Recent developments in education and other disciplines related to mental
retardation and their implications are discussed.

Preliminary Reading
Jordan, T E The Mentally Retarded Columbus: Merrill 1976
Kauffman, J M & Payne, J S Mental Retardation: Introduction and Personal Perspectives
Columbus: M-rri111975

Assessment
Based on presentation of a paper for class discussion, and on a term paper.
 Graduate Diploma in Special Education 113

METHODS AND MATERIALS FOR TEACHING

READING AND LANGUAGE SKILLS (SPF31) 2 points
This subject will not be offered in 1980.

MOTOR-SENSORY DEVELOPMENT (SPF32) 2 points

Four hours contact time a week for one term.

Syllabus
Current motor-sensory theories are analysed and discussed in conjunction with practical
work carried out at an institution for the handicapped. Students undertaking the Learning
Difficulties strand are expected to become familiar with the telebinocular and its
accompanying tests.

Preliminary Reading
Doman, G What to do about your Brain-Injured Child New York: Doubleday 1974
Divoky. D & Schrag. P The Myth of the Hyperactive Child New York: Dell 1975
Gessell, A The First Five Years of Life London: Methuen 1950

Assessment
Based on attendance and active participation in at least 80 per cent of the theory classes and
100 per cent of the practical classes. There is a written assignment related to the practical
work. Students undertaking the Learning Difficulties strand are required to carry out a testing
practicum.

ORGANISATIONAL PROCEDURES FOR

SPECIAL SETTINGS (SPF33) 2 points
Four hours contact time a week for one term.

Syllabus
Theoretical and practical approaches to the organisation, administration and evaluation of
services for exceptional learners (e.g. resource centres, special education units, remedial
centres. special schools, clinics, etc.), curriculum development and the organisation of
instruction at different maturational levels and in different settings, and classroom
organisation and management techniques.

Preliminary Reading
Burrello. L C & Sage. D D Leadership and Change in Special Education Englewood Cliffs:
Prentice-Halt 1979
Dunn. L M led) Exceptional Children in the Schools: Special Education in Transition 2nd edn
New York: Holt. Rinehart & Winston 1973
Hammill, D D & Wiederholt, J L The Resource Room: Rationale and implementation New
York: Grune & Stratton 1972
Report of the Ministerial Committee of Inquiry into Special Education in Victoria Melbourne:
Vic Govt Printer 1975

Assessment
Based on satisfactory completion of a written submission of approximately 3,000 words on an
approved project related to the study program.

PARENT COUNSELLING (SPF34) 2 points

Four hours contact time a week for one term.
114 Subject Descriptions

Syllabus
The following aspects 'of the parent-teacher relationship will be examined concurrently: The
Counselling Role of the Teacher the purpose and nature of the parent-teacher relationship
and the attitudes and emotions that are the materials of the interaction, the types of parents
seeking help, using transactional analysis, listening and talking skills; Specific Help some
of the specific problems faced by parents of a handicapped child are discussed and students
critically examine community resources, materials, toys, books, etc. with the aim of having
this information available for parents.

Preliminary Reading
Hewitt, S The Family and the Handicapped Child London: Allen & Unwin 1970
Noland, R Counselling Parents of the Emotionally Disturbed Child Springfield: Thomas 1972
Scott. H The Parent as Teacher London: Univ of London Press 1972

Compulsory Text
Cooper, J & Edge, D Parenting: Strategies and Educational Methods Columbus: Merrill 1978

Assessment
Based on presentation of a class paper for discussion and/or group research on resources
and services available for parents of handicapped children, or a written assignment of 2,000-
3,000 words to be handed in on completion of the course.

PSYCHOLINGUISTICS (SPF35) 2 points

Four hours contact time a week for one term.

Syllabus
This subject introduces the student to major theories that have directed the development of
psycholinguistics. Before exploring the contribution that this discipline has made to the
understanding of the role of language in education, attention is given to the approaches to
various educational subjects (e.g. reading, mathematics, language a rts and testing) that have
developed from psycholinguistic studies.

Preliminary Reading
Brown, R A First Language Harmondsworth: Penguin 1977

Assessment
Based on set assignments, class participation and attendance.

PSYCHOMETRICS (SPF36) 2 points

Four hours contact time a week for one term.

Syllabus
Individual clinical assessment: problems, misconceptions, validity and reliability,
subjectivity, objectivity, subject-examiner interaction and reporting. Test studies in
intelligence, language, education, personality, social competence and specific disabilities.

Preliminary Reading
Gathercole, C E Assessment in Clinical Psychology Harmondsworth: Penguin 1974
Naylor, F D Personality and Educational Achievement London: Wiley 1972
Savage. R D Psychometric Assessment of the Individual Child Harmondsworth: Penguin 1968

Assessment
Based on the student's ability to administer, under observation, specified tests, and on
demonstrated competency in administration and understanding of the information from the
tests.
 Graduate Diploma in Special Education 115

PSYCHOTHERAPY (SPF37) 2 points

Four hours contact time a week for one term.

Syllabus
Transactional analysis as one method of psychotherapy is taught either by group participation
or through lecture-discussion classes. A critical comparison of transactional analysis and
other therapies dealing with anxiety, emotional maladjustment and personality development
is undertaken.

Preliminary Reading
Berne. E Games People Play New York: Grove Press 1964
Ernst. F Games Students Play Milbrae (Calif): Celestial Arts 1972
James. J & Jongeward. D Born to Win Reading (Mass): Addison-Wesley 1971
Putney. S & Putney. G J The Adjusted American New York: Harper & Row 1972

Assessment
Individual contracts are established at the beginning of the term between student and
lecturer.

MATHEMATICS EDUCATION FOR THE

HANDICAPPED (SPF38) 2 points
Four hours contact time a week for one term.

Syllabus
The selection, development and adaptation of curriculum, materials and diagnostic-teaching
procedures for the acquisition of mathematical concepts and skills in handicapped learners of
varying levels of ability and need.

Compulsory Test
Peterson. D Functional Mathematics for the Mentally Retarded Columbus: Merrill 1973

Assessment
Based on the satisfactory completion of an assessment of the mathematics abilities of a child
identified as handicapped, and the development and production of a curriculum unit designed
to teach the child a particular mathematics concept or skill.

SOCIAL DISADVANTAGE (SPF41) 2 points

Four hours contact time a week for one term.

Syllabus
Students participate in seminars on a range of key issues in social disadvantage, such as
inequality. poverty. schooling, and the corrective process. They also carry out an Individual
investigation of a selected social problem and report the findings to the class. Special
emphasis is placed on the implications of this investigation for the education system
generally. and class-room teaching in particular.

Preliminary Reading
Becker. H S Outsiders New York: Free Press 1966
Merton. R K & Nisbet. R A Contemporary Social Problems New York: Harcourt, Brace &
World 1966
Rosenthal. R & Jacobson, L Pygmalion in the Classroom New York: Holt, Rinehart & Winston
1968
Tyler. W The Sociology of Educational Inequality London: Methuen 1977
116 Subject Descriptions

A ment
Student reports of investigations are required to demonstrate an ability to conceptualise the
key issues and propose preventive and remedial strategies within schools and the
community.

SOCIAL WORK IN EDUCATION (SPF42) 2 points

Four hours contact time a week for one term.

Syllabus
The three major areas of social work are studied casework, groupwork, and community
organisation. It is assumed that most class time will be devoted to the development of
casework skills such as interviewing and problem-solving.

Preliminary Reading
Garrett. A Interviewing its Principles and Methods New York: Family Services Association
of America 1972
Robertson. R W & Nee. R H Theories in Social Casework Chicago: Univ Chicago Press 1970
Schmuck, R A &P A Group Processes in the Classroom Dubuque: Brown 1971
Trecker, H B Social Group Work New York: Association Press 1970

A ment
The student may select two of the following assignments: a recorded and evaluated interview;
a case study; a class paper on group dynamics; a class paper on community organisation.

SOCIALISATION, EMPLOYMENT AND

INDEPENDENCE OF THE HANDICAPPED
(SPF43) 2 points
Four hours contact time a week for one term.

Syllabus
This subject centres on issues relating to the better absorption of handicapped adolescents
and adults into community life as contributing independent members. Major emphasis relates
to needs of adolescents in day training centres and in special schools for the mentally
retarded.

Preliminary Reading
Brolin, D E Vocational Preparation of Retarded Citizens Columbus: Merrill 1976
Wolfensberger, W Normalization: The Principle of Normalization in Human Services Toronto:
Leonard Crainford 1972

Assessment
Students are required to submit a number of weekly exercises in addition to a major
assignment at the end of term.

SPECIFIC LEARNING DISABILITIES (SPF44) 2-points

This subject will not be offered in 1980.

STUDIES IN INTELLIGENCE (SPF45) 2 points

Four hours contact time a week for one term.

Syllabus
The subject involves discussions and practicum related to theoretical background and
research in the area of intelligence. It covers such aspects as the concept of intelligence;
 Graduate Diploma in Special Education 117

measurement of intelligence; effects of heredity on intelligence; intelligence and creativity;

environmental influences (family, social and socio-economic variables) on intelligence; self-
concept and intelligence; and school achievement.

Preliminary Reading
Butcher, H J & Lomax, D E (eds) Readings in Human Intelligence Melbourne: Sun Books 1971
Purkey. W W Self Concept and School Achievement Englewood Cliffs: Prentice-Hall 1970
Resnick. L (ed) The Nature of Intelligence Hillsdale (NJ): Lawrence Erlbaun Association 1976
Rogers, C Freedom to Learn Columbus: Merrill 1969
Vernon, P E Intelligence and Cultural Environment London: Methuen 1974

Assessment
Based on one or more of the following: a written paper, a class presentation, and a practical
assignment.

TEACHING ENGLISH AS A SECOND

LANGUAGE (SPF46) 2 points
Four hours contact time a week for one term.

Syllabus
This subject is designed to outline the language-learning difficulties of non-native speakers
of English. and the teaching techniques and methods for their alleviation. Attention will be
given to the preparation of teaching aids, materials, concise planning, testing, and the use of
contrastive analysis as an aid to program management.

Preliminary Reading
Broughton, G Teaching English as a Foreign Language London: RKP 1978
Kelly. L G Twenty-Five Centuries of Language Teaching Rowley (Mass): Newburg House
1978
Paulston, C B & Beuder. M Teaching English as a Second Language: Procedures and
Techniques Cambridge (Mass): Winthrop 1976

Assessment
The subject lends itself to a scheme of 'on-going' assessments, rather than formal set
assignments. The specific tasks to be undertaken will be negotiated Individually upon
commencement of the subject.

THREADS AND TEXTILES FOR

HANDICAPPED PERSONS (SPF47) 2 points
Four hours contact time a week for one term.

Syllabus
This subject covers units chosen to facilitate the development of motor-sensory skills.
Activities with threads and textiles include fabric decoration, garment construction, spinning,
weaving and macrame.

Compulsory Texts
Hasley, H & Youngmark, L Foundations of Weaving Sydney: Reed 1975
Short, E Introducing Macrame London: Batsford 1973

Assessment
Based on the successful completion of three articles from areas including at least two of:
traditional or creative embroidery, spinning and weaving, and macrame/ khitting /crochet; the
submission of a 'process folio'; and the successful completion of three garments
demonstrating the mastery of the necessary skills for garment construction.
118 Subject Descriptions

THE TEACHER AND HUMAN

RELATIONS (SPF48) 2 points
Four hours contact time a week for one term.

Syllabus
The subject is designed to allow students to examine their skills in relating to each other, and
to consider the Impact of these skills on the teaching situation. Personal attributes such as
empathy, honesty, the acceptance of, and the regard for, others and specificity of expression
are examined. The subject follows closely the exercises as set out in the prescribed text,
together with directed reading.

Compulsory Text
Egan, G Exercises in Helping Skills: A Training Manual to Accompany 'The Skilled Helper'
Monterey (Calif): Brooks-Cole 1975

Assessment
Based on attendance or acceptable alternative involvement, satisfactory completion of
weekly assignments, and on a videotaped interview situation.

EDUCATING THE EMOTIONALLY DISTURBED

CHILD (SPF50) 2 points
Four hours contact time a week for one term.

Syllabus
Various techniques for effective communication between the teacher and the child, several
major contributors' ideas for the practical handling of emotionally disturbed children in the
classroom, and the role of the teacher as therapist or educator. Theories of emotional
disturbance are considered only when they are relevant to class-room practice.
Each student undertakes reading In an area of class-room management that is important to
him/her, and representatives from schools for the emotionally handicapped are invited to
speak to the group on their own class-room techniques.

Preliminary Reading
Gordon, T & Burch, N TET Teacher Effective Training New York: Dryden 1974
Haring, N G & Phillips, E L Educating Emotionally Disturbed Children New York: McGraw-Hill
1962
Kauffmann, J M & Lewis, C D (eds) Teaching Children with Behaviour Disorders: Personal
Perspectives Columbus: Merrill 1974

Assessment
A seminar paper or a book review is required for the major assessment. Weekly short tests of
factual information presented in previous sessions are used where appropriate.

ASSESSMENT AND REMEDIATION OF

DIFFICULTIES IN READING (SPF51) 2 points
Four hours contact time a week for one term.

Syllabus
Sessions commence with an overview of the developmental teaching of reading. An
examination is made of various screening and diagnostic instruments, their rationale, validity
and format. Programs and materials for under-achievers in reading are examined and
assessed, and alternative learning strategies for such readers are studied.
 Graduate Diploma in Special Education 119

Preliminary Reading
Burmeister, L Reading Strategies for Middle and Secondary School Teachers Philippines:
Addison-Wesley 1978
Durkin. D Teaching Them to Read Boston: Allyn & Bacon 1972
Vincent, D & Cressweil, M Reading Tests in the Classroom London: NFER 1978

Assessment
Based on the evaluation of specific diagnostic instruments, the development of an
instructional program and/or an examination.

ASSESSMENT AND REMEDIATION OF

DIFFICULTIES IN MATHEMATICS (SPF52) 2 points
Four hours contact time a week for one term.

Syllabus
This subject is oriented to classroom practice, examining the diagnosis and remediation of
difficulties in learning mathematics concepts and skills at the primary and secondary levels.
The subject includes learning in the mathematics context; types of errors made In problem
solution: assessment and diagnosis of mathematics difficulties; factors Involved In
structuring learning experiences for low mathematics achievers; and evaluation of various
commercially available curricula in terms of their value for low achievers.

Preliminary Reading
Copeland, R Diagnostic and Learning Activities in Mathematics for Children New York:
Macmillan 1973
Nuffield-CEDO Mathematics The First Three years and Mathematics The Later Three
Years Edinburgh: Chambers & John Murray 1970

Assessment

Based on satisfactory completion of an evaluation of a selected diagnostic scale In

mathematics and production of a learning program suitable for learning-disabled children in a
chosen content area.

THEORETICAL BASES OF LEARNING DIFFICULTIES

(SPF53) 2 points
Four hours contact time a week for one term.

Syllabus
The development of the concept of specific learning disabilities including definitions,
classifications. incidence, etiology and characteristics; assessment and remediation
procedures, with particular reference to the evaluation of the theoretical and practical
positions advanced by educators to solve learning-problems in children; systems of support
for learning-disorders school and community-based services and resources,
interdisciplinary and team intervention, guidance and counselling; emerging directions and
trends in the education of children with learning disabilities.

Preliminary Reading
Hallahan. D P & Kauffman. J M Introduction to Learning Disabilities New Jersey: Prentice-
Hall 1976
Lerner. J W Children with Learning Disabilities: Theories. Diagnosis, and Teaching Strategy
Boston: Houghton Mifflin 1971

Compulsory Texts
Gearheart. B R Learning Disabilities, Educational Strategies St Louis: Mosby 1973
Myers. P I & Hammill, D D Methods for Learning Disorders 2nd edn New York: Wiley 1976
120 Subject Descriptions

Assessment
Results from a written examination covering the study program and a seminar presentation on
an approved topic are combined to form the final assessment.

EARLY CHILDHOOD DEVELOPMENT

INTERVENTION PROGRAM (SPF54) 2 points
Four hours contact time a week for one term.

Syllabus
Students are involved in assessment of atypical children in major areas of development, with
intervention and management techniques, and with the development of appropriate programs
and their evaluation. There is emphasis on infant stimulation techniques and evaluation of
appropriate materials to promote development, combined with parent counselling and child
management techniques.

No specific books are recommended.

Assessment
Based on the assessment of an atypical infant together with the development of an
appropriate educational program.

WELFARE LAW (SPF55) 2 points

Four hours contact time a week for one term.

Syllabus
The main legal institutions in our system are studied and evaluated. The subject begins with a
brief examination of the services of law in our system and goes on to consider the role of law
in our present society, and the relationships of law to government and voluntary welfare
agencies.

Preliminary Reading
Chappell, D & Wilson, P The Australian Criminal Justice System Melbourne: Butterworth 1972
Friedmann, W Law M a Changing Society 2nd edn Ringwood (Vic): Penguin 1972
Leaper, M Children in Need of Care and Protection A Study of Children brought before
Victorian Children's Courts Carlton: Criminology Dept, Univ of Melb 1974
Maher, F Derham, D & Waller, L An Introduction to Law 2nd edn Sydney: Law Book Coy 1971

Assessment
Based on two class papers presented during the study.

VISION IMPAIRMENT(SPF56) 2 points

Four hours contact time a week for one term, including a school practicum.

Syllabus
An introduction to teaching the visually impaired, covering such areas as: the nature of vision,
vision impairment and blindness; disorders of vision, their diagnosis. prognosis and etiology;
psychology of vision Impairment; educational and vocational prospects for the visually
Impaired; aids and alternatives to vision; daily living skills and development of independence.

Preliminary Reading
Lowenfeid, B The Visually Handicapped Child in School New York: John Day Books 1973
Napier, G D et al Handbook for Teachers of the Visually Handicapped New York: APHB 1974
 Graduate Diploma in Special Education 121

Assessment
Based on participation and performance in the school practicum and an examination.

INSTRUCTIONAL TECHNOLOGY IN
SPECIAL EDUCATION (SPF57) 2 points
Four hours contact time a week for one term, including workshops and/or a school practicum.

Syllabus
A survey of instructional and behavioural objectives; choice of media and instructional,design
for criterion-referenced teaching; development of visual, audio and tactile programs and
materials.

Preliminary Reading
Brown, N, Lewis, R B 8 Harcleroad, F F AV Instruction, Technology, Media and Methods New
York: McGraw-Hill 1973
Popham, W J & Baker, E L Establishing Instructional Goals Englewood Cliffs: Prentice-Hall
1970
Tindall, K, Collins, B f} Reid, D The Electric Classroom Sydney: McGraw-Hill 1973

Assessment
Based on the production of a learning package and an examination.
4Ik
 Trained Special Teacher's Certificate 123

Trained Special Teacher's Certificate

Contents

Regulations of the Course 125

Introduction 127
Subj.et Summarbs 127
 Trained Special Teacher's Certificate 125

Regulations for the Course for the

Trained Special Teacher's Certificate
1. To satisfy general entrance requirements for admission to the course for the Trained.
Special Teacher's Certificate, a candidate must have:
(a) (i) successfully completed an approved course of teacher training;
or
(ii) such qualifications and/or experience approved by the Board of Studies;
(b) suitable personal qualities.

2. To be awarded the Trained Special Teacher's Certificate, a student shall have pursued
his/her studies in the course for the equivalent of one full academic year.

3. The subjects of the course and the conditions on which subjects may be taken shall be
as prescribed from time to time by the Board of Studies.

4. The Regulations of the course together with the details of subjects and their
prerequisites and special entry conditions shall be published in the Handbook of the
Melbourne State College or supplements thereto.

5. No student may pursue a course of study or receive credit for subjects taken unless
his/her proposed selection of subjects has been approved by the Board of Studies. It is
the responsibility of each student to obtain this approval before embarking on subjects.

8. A student who, having completed part or all of another course of study at the tertiary
level, enrols in the course for the Trained Special Teacher's Certificate, may, with the
approval of the Board of Studies, be given credit for subjects the equivalent of which
have been passed in the other course.

7. The Board of Studies may allow a student to include in his/her course subjects offered
by another institution which are, in its opinion, of an appropriate standard, and relevant
to the student's course of study.

8. Students enrolled in the course may undertake studies on either a full-time or part-time
basis provided that the total duration of such studies does not exceed three years.

9. The Trained Special Teacher's Certificate may be granted to a student who has
complied with the prescribed regulations and has gained a cumulative score of 36
points. as follows:
Group 1: 22
Group 2: 14.
10. Subjects of the course shall be:

Group 1 Points
SPEO1 Development of Communication Skills 2
SPEO2 Intellectual Development 2
SPEO3 Physical Development 2
SPEO4 Development of Professional Skills and Relationships 2
SPEO5 Social-Emotional Development 2
SPEO6 Remediation Studies 4
SPEO7 School Experience Program 8

Group 2
SPE11 Art and the Exceptional Child (Advanced) 2
SPE12 Art and the ExceptionalChild (Basic) 2
SPE13 Assessment and Remediation of Difficulties in Language 2
SPE52 Assessment and Remediation of Difficulties in Mathematics 2
SPE51 Assessment and Remediation of Difficulties in Reading 2
126 Regulations

SPE14 Behaviour Modification in Special Education 2

SPE15 Childhood Aphasia 2
SPE23 Consumer Education Curriculum Development 2
SPE18 Drama and the Handicapped Child 2
SPE19 Early Childhood Development and Education 2
SPE54 Early Childhood Development Intervention Program 2
SPE17 Educating the Culturally Different Child 2
SPE20 Educating the Mentally Retarded Child 2
SPE21 Educating the Physically Handicapped Child 2
SPE50 Educating the Emotionally Disturbed Child 2
SPE24 Food Study and Health Education 2
SPE25 Giftedness 2
SPE26 Human Genetics 2
SPE27 Human. Sexuality 2
SPE28 Independent Study 2
SPE16 . Instructional Approaches for Teaching Reading to the Handicapped 2
SPE57 Instructional Technology in Special Education 2
SPE38 Mathematics Education for the Handicapped 2
SPE30 Mental Retardation 2
SPE32 Motor-Sensory Development 2
SPE33 Organisational Procedures for Special Settings 2
SPE34 Parent Counselling 2
SPE35 Psycholinguistics 2
SPE36 Psychometrics 2
SPE37 Psychotherapy 2
SPE41 Social Disadvantage 2
SPE22 Social Forces Influencing Personality, Language and Cognition 2
SPE42 Social Work In Education 2
SPE43 Socialisation, Employment and Independence of the Handicapped 2
SPE45 Studies in Intelligence 2
SPE48 The Teacher and Human Relations 2
SPE46 Teaching English as a Second Language 2
SPE47 Threads and Textiles for Handicapped Persons 2
SPE53 Theoretical Bases of Learning Difficulties 2
SPE58 Vision Impairment 2
SPE55 Welfare Law 2

These regulations should be read and Interpreted In conjunction with all documents relating
to procedures of the Board of Studies.
 Trained Special Teacher's Certificate 127

Introduction
The Trained Special Teacher's Certificate is a one-year post-graduate course. Any candidate
accepted must have completed teacher education or its equivalent.
The course aims to give the student a deeper understanding of the particular needs of the
exceptional child, and it concerns itself with the development of skills needed to qualify the
student for appointment in remediation centres; opportunity remedial centres; special
schools for mentally, physically, socially and emotionally handicapped children;
demonstration units: tutorials centres; special education units; and for itinerant consultant
roles.
Considerable emphasis is placed on the active participation of the student. This entails wide
reading, individual group research, involvement in discussion groups, and visits to special
education settings. The student will be encouraged to pursue his/her special education
interests, as well as following a general program of core studies.
The course consists of the following components:
1. Group 1: Core Studies (See Regulation 10, page 125)
2. Group 2: Elective Studies (See Regulation 10, pages 125-126.)
3. Remediation Studies
4. School Experience Program.
The course is offered to those teachers who do not have the necessary entrance
qualifications to be admitted to the course for the Graduate Diploma in Special Education.
This course varies from the Graduate Diploma in Special Education in the following ways:
1. The student is not required to undertake the Research Study; instead he/she
undertakes a further elective study in Terms 2 and 3.
2. There are no grouping arrangements for elective studies in Terms 2 and 3, and the
student may elect from the complete range of subjects.
Assessment requirements for the subjects of the course are as set down for the Graduate
Diploma in Special Education subjects, except that in each instance one element will be
eliminated. Precise details will be given at the beginning of each subject.

Subject Summaries
The subject summaries are as given for the Graduate Diploma in Special Education, with the
exception of the assessment details, as explained above. The student should refer to the
contents page for special education subjects. pages 91-92.
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 Graduate Diploma in Visual Communication 129

Graduate Diploma in Visual Communication

Contents

Regulations for the Course 131

Purpose of the Course 132
Content and Structure of Course 132
Subject Descriptions
Basic Practical Studies 136
Communication Studies 135
Design Methods 135
Elective Practical Studies 137
Program Planning 136
Visual Literacy 135
Visual Perception 134
Visual Thinking 134
 Graduate Diploma in Visual Communication 131

Regulations for the Course for the

Graduate Diploma in Visual Communication

1. To satisfy entrance requirements for admission to the course for the Graduate Diploma
in Visual Communication a candidate must have:
(a) (i) successfully completed a degree or diploma approved by the Board of
Studies plus at least one year of teacher training approved by the Board of
Studies;
or
(ii) successfully completed a degree or diploma which includes teacher training
and which is approved by the Board of Studies;
or
(iii) a qualification and/or experience approved by the Board of Studies as
equivalent to one (i) or (ii);
(b) demonstrated potential or ability in the area of visual communication.

2. To be awarded the Graduate Diploma in Visual Communication a student shall have

pursued the required studies for a minimum of one year of full-time study or Its
equivalent of part-time study.

3. Except where special permission is granted by the Board of Studies for this to be
exceeded, the maximum duration of enrolment shall be two years of full-time study or
four years of part-time study.

4. The subjects of the course and the conditions on which such subjects may be taken
shall be as prescribed from time to time by the Board of Studies.

5. The regulations for the course together with the detail of studies and the prerequisites
and special entry conditions shall be published in the Handbook of the Melbourne State
College or supplement thereto.

6. No student may pursue a course of study or receive credit for studies taken unless the
proposed program of studies has been approved by the Board of Studies. It is the
responsibility of each student to obtain this approval before embarking on the course.

7. The Graduate Diploma in Visual Communication may be granted to a student who has
complied with the prescribed conditions and has passed the subjects of the course set,
out below:
Visual Perception
Visual Thinking
Communication Studies
Visual Literacy
Design Methods
Program Planning
Basic Practical Studies
Elective Practical Studies.

These regulations should be read and Interpreted in conjunction with all documents relating
to procedures of the Board of Studies.
132 Course Details

Purpose of the Course

The course aims to provide professional education in visual communication for graduates or
approved diplomates who are qualified (and preferably practising) teachers. It Intends to
prepare participants to teach courses In graphic communication to secondary students as
part of the secondary school curriculum and to apply communication and design skills
generally within the secondary curriculum to promote more effective teaching and learning.
The course is intended to emphasise the development of visual communication skills, in
particular the design of effective graphic communications, and the ability to evaluate such
presentations.
The course aims to develop sensitive awareness of the aesthetic values and social
Implications of solutions to visual communication problems. These understandings will then
be related to the communication problems of children and the means by which their visual
vocabulary and visual literacy might be improved.
In particular, the course aims to help students to understand basic theoretical concepts which
underlie studies in visual communication, develop competence in the solving of visual
communication problems, extend technical skills in areas relevant to visual communciation,
and to prepare for teaching courses in graphic communication to secondary school students.

Content and Structure

The course consists of eight compulsory subjects:
Visual Perception
Visual Thinking
Communication Studies
Visual Literacy
Design Methods
Program Planning
Basic Practical Studies
Elective Practical Studies.
The sequence of subjects in the course has been arranged so that students will experience
both theoretical and applied studies together rather than in isolation. It is considered that this
provides the opportunity for students to integrate theoretical and applied studies.
The sequence of subjects is as follows:
Full-time students

Term Subject Hours a week

1 Visual Perception 3
Visual Thinking 3
Basic Practical Studies 8

Total 14

Communication Studies 3
Visual Literacy 3
Design Methods 2
Basic Practical Studies 4
Elective Practical Studies 4

Total 18

3 Program Planning 4
Design Methods 2
Elective Practical Studies 8

Total 14
 Graduate Diploma in Visual Communication 133

Part-time students
Year/
Term Subject Hours s week
1 Visual Perception 3
Visual Thinking 3

Total 8

2 Communication Studies 3
Design Methods 2
Basic Practical Studies

Total 9

3 Design Methods 2
Basic Practical Studies 4

Total 8

Year 2
Term Subject Hours s week
1 Basic Practical Studies 4
Elective Practical Studies 4

Total 8

2 Visual Literacy 3
Elective Practical Studies 4

Total 7

3 Program Planning 4
Elective Practical Studies 4

Total 8
134 Subject Descriptions

VISUAL PERCEPTION (VCF01)

One 3-hour lecture/workshop a week for one term. Methods of presentation include lectures,
demonstrations, discussions, practical work and student presentations.

Syllabus
The subject is designed to enable students to gain an understanding of the processes
underlying visual.perception, and includes the following:
Physiological basis of vision: optical mechanism, photo-sensitive mechanism, conduction of
mechanism, central mechanisms. Theories of colour vision. Basic concepts in visual
perception: absolute and differential thresholds, stimulus and stimulus object, dimensions of
colour vision, colour mixture, visual sensitivity, visual acuity, visual adaptation.
Aspects of visual perception: perceptual constancies; perceptual organisation; visual
Illusions; depth perception; attention and perception; interaction of the senses; perception in
strange environments; influence of motivation and emotion on perception.
Development of perception: visual perception in infants, innate and learned abilities, restored
vision, visual deprivation and its effects, perception and general cognitive development,
development of imagery in the child.
individual differences in perception and information processing: abilities and disabilities;
influence on perception of learning, motivation and culture.

Books
Day, R H Human Perception Sydney: Wiley 1969
Forgus, R H Perception: a cognitive stage approach New York: McGraw-Hill 1976
Gregory, R L Eye and Brain: the psychology of seeing London: Weidenfeld&Nicolson1973
Gregory, R L & Gombrich. E H (eds) Illusion in Nature and Art London: Duckworth 1973

Assessment
Based on two major assignments which are to be presented in visual and/or verbal form.

VISUAL THINKING (VCF02)

One 3-hour lecture/workshop a week for one term. Methods of presentation include lectures,
discussions, demonstrations and practical work.

Syllabus
The subject is designed to develop an understanding of the processes underlying thinking,
with particular reference to visual thinking abilities and to the use of visual methods in
problem solving; and an understanding of theoretical and empirical approaches to the nature
of presentation and creativity.
The subject includes the following: memory and attention as processes in thinking; models of
problem-solving; factors inhibiting problem-solving; logic and thought; the.. nature of
representation; symbolism and Imagery; functions of imagery; spatial cognition; cognitive
mapping; creativity; aesthetics.

Books
Arnheim, R Visual Thinking London: Faber 1970
Bolton, N The Psychology o/ Thinking London: Methuen 1972
McKim, R H Experiences in Visual Thinking Monterey (Calif): Brooks/Cole 1972
Norman, D A Memory and Attention: an introduction to human information processing 2nd
edn New York: Wiley 1976

Assessment
Based on two major assignments (approximately 1,500 words each); these may be presented
In visual and /or verbal form.
 Graduate Diploma in Visual Communication 135

COMMUNICATION STUDIES (VCF03)

One 3-hour lecture/workshop a week for one term. Methods of presentation include lectures,
discussions, demonstrations, and practical work.

Syllabus
Communication: definition, purposes, outcomes; animal and human communication;
information-processing models; communication in groups of different size:
Language and verbal communication: structure and functions of language; comprehension
and production; ambiguity; language acquisition; left and right hemisphere function;
language-thought relationships.
Non-verbal communication: types; development; individual differences; non-verbal
communication and the classroom; interrelation of verbal communication, non-verbal
communication and imagery.
Social communication awareness of self and others: interaction processes person
perception, impression formation, stereotypes, attribution of motives and Intention;
attitudes, values. beliefs, prejudice; group dynamics.
Interrelationships: interrelationships of language, thought, non-verbal communication,
perception, emotion and motivation; effects of other variables on these.

Books
To be advised.

Assessment
Based on four minor assignments (approximately 750 words each), to be presented In visual
and/or verbal form.

VISUAL LITERACY (VCF04)

One 3-hour lecture/workshop a week for one term.

Syllabus
The subject is designed to develop students' visual competencies, fluency in the use
drawing as a means of extending thinking, vocabulary of visual resources, and ar,
understanding of visual and graphic elements and their use In non-linguistic sign systems.
Topics covered include graphic ideation and visual language.

Books
Bowman, W Graphic Communication New York: Wiley 1963
Kepes. G (ed) Education of Vision New York: Braziller 1965
Kepes. G (ed) Sign. Image and Symbol New York: Braziller 1965
McKim. R Experience in Visual Thinking Monterey (Calif): Brooks/Cole 1972

Assessment
Determined by class participation and progressive assessment of prescribed projects.

DESIGN METHODS (VCF05)

One 2-hour lecture/workshop a week for two terms.

Syllabus
The subject is designed to develop an understanding of the need to employ systematic
method in solving communication design problems and competency in the selection and use
of the appropriate methods in attempting to solve specific communication or educational
design problems. It examines the need for, and development of, methodology In design, and
models and structure of the design process.
136 Subject Descriptions

Techniques examined include research and evaluation methods, planning and design of
educational research, statistical methods, qualitative methodology with emphasis on
participatory observation and visual anthropology, problem analysis and repatterning,
methods of searching for ideas and exploring problem structure, and methods of
Implementation.

Books
Hamilton, E A Graphic Design for the Computer Age New York: Van Nostrand-Reinhold 1970
Jones, C J Design Methods: seeds of human futures New York: Wiley-Interscience 1970
Miller, S Experimental Design and Statistics London: Methuen 1975
Pelto, P J d G H Anthropological Research: The structure ofinquiryCambridge: CUP 1978

Assessment
Determined by progressive assessment of four assignments which may be presented in
visual and /or verbal form as appropriate.

PROGRAM PLANNING (VCF06)

Two 2-hour lecture/workshops for one term.

Syllabus
The subject is designed to extend awareness of the major principles of curriculum
development and the major issues in the secondary school curriculum; enable students to
relate their understanding of the psychological, philosophical and sociological concepts on
which curriculum decisions may be based to the more specific constraints imposed on the
making of program decisions in the classroom context; provide opportunity to develop and
apply skills in program evaluation at the situational rather than the organisational level
through examination of existing programs, resources and materials; and to provide
opportunity to apply design skills to the problem of planning and implementing learning
programs in the field situation.
Topics covered include curriculum foundations in the classroom context; application of
theory to program planning; and program development In schools, including case studies of
school programs and a project a field-oriented program-planning exercise undertaken on
an individual or small group basis and involving the planning of broad-based outlines and
detailed program statements.

Books
Eisner, E M Educating Artistic Vision London: Collier-Macmillan 1972
McFee, J K & Degge, R M Art, Culture and Environment Belmont (Calif): Wadsworth 1977
McKim, R Experiences in Visual Thinking Monterey (Calif): Brooks/Cole 1974
Tanner, D & Tanner, N L Curriculum Development: theory and practice New York: Macmillan
1975

Assessment
Based on one major assignment and two minor assignments.

BASIC PRACTICAL STUDIES (VCF07)

Two 4-hour lecture/workshops for one term and one 4-hour lecture/workshop for one term for
full-time students or one 4-hour lecture/workshop for three terms for part-time students.

Syllabus
The subject is designed to develop design skills in areas related to visual communication;
develop technical competencies relevant to the teaching of Graphic Communication,
particularly in the area of drawing; provide experiences with various graphic media and
familiarise students with various drawing techniques and systems; develop the ability to
recognise and evaluate the creative component in the design process; and to develop the
student's visual vocabulary and ability to compose in various arrangements the visual
elements towards solving particular communication problems..
 Graduate Diploma in Visual Communication 137

Topics include visual composition visual language, the graphic statement; drawing
techniques basic drawing, conventional drawing, special drawing techniques; and drawing
systems engineering drawing, architectural drawing, cartography.

Books
Chilton. E G Design and Graphics New York: Macmillan 1973
Monkhouse, F J & Wilkinson, H R Maps and Diagrams 3rd edn London: Methuen 1971
Murgio, M P Communication Graphics New York: Van Nostrand-Reinhold 1969
Reekie, R F Draughtsmanship: drawing techniques for graphic communication in
architecture and building 2nd edn Port Melbourne: Edward Arnold 1974

Assessment
Based on class participation and progressive assessment of prescribed projects.

ELECTIVE PRACTICAL STUDIES (VCFO8)

One 4-hour lecture/workshop for one term and two 4-hour lecture/workshops for one term for
for full-time students or one 4-hour lecture/workship for three terms for part-time students.

Syllabus
The subject is designed to provide a range of electives which extend skills attained in Basic
Practical Studies, an understanding of other visual media to aid In selecting appropriate
communication modes in problem situations, and a further area of application in which to test
ideas and techniques. Students select three of the following suggested units. The range of
units varies as changes in school programs create new demands for specialist studies.
Cartography: cartographic principles, techniques, methods and materials.
Reprography: reprographic techniques, equipment, resources, materials and processes.
Photography: the camera, exposure meter systems, film processing and contact and
projection printing, copying, and finishing.
Visual Aids: the learning environment, equipment and materials, processes and techniques.
Film and Television Graphics: production planning and application, equipment and materials,
processes and techniques.
Computer Graphics: introduction to the potential of computer graphics In visual
communication programs as a tool in production and as an aid in visual thinking at the
secondary school level.
Publication Design: students execute the design, mock-up, finished art and facsimile printing
of a four-page full colour leaflet on some topic to be specified. The following procedures and
techniques are among those Introduced: printing processes, typography, design for
production, paper selection, folding and binding techniques, photo techniques, Illustrations
for production, techniques and materials for finished art, facsimile presentation.

Books
Garland, K Graphics Handbook London: Studio Vista 1966
Laughton, R TV Graphics London: Studio Vista 1966
Robinson, A G & Sale. R D Elements of Cartography 3rd edn New York: Wiley 1969
Swedlund, C Photography: a handbook of history, materials and processes New York: Holt,
Rinehart & Winston 1974
Wright, A- Designing for Visual Aids London: Studio Vista 1970

Assessment
Based on class participation and progressive assessment of prescribed projects.
 Master of Education 139

Master of Education

Contents

Regulations for the Cours 141

Objects of Me Cours 142
Course Structure 142
 Master of Education 141

Regulations for the Course for the

Master of Education
1. To be selected for the Master of Education course a candidate shall have a degree and
an approved teaching qualification or qualifications deemed to be equivalent.'
2. The enrolment of each candidate shall be approved by the Board of Studies.
3. To be recommended for the award of the degree of Master of Education a candidate
shall have completed two years of full-time study or the equivalent.
4. The Board of Studies may allow a candidate to include subjects offered by another
institution which are. in its opinion, of an appropriate standard and relevant to the
candidate's course of study.
5. A candidate who has satisfied the requirements of the course may be recommended to
the SCV for the award of the degree of Master of Education.
'Note: Normally admission will not be granted to applicants who do not possess approved
teaching experience.

These regulations should be read and interpreted in conjunction with all documents relating
to procedures of the Board of Studies.
142 Objects of the Course

Objects of the Course

The objects of the course are to:
(a) allow teachers the opportunity to increase and update their knowledge of a discipline
and their study of education concurrently;
(b) improve school teaching both generally and in particular disciplines:
(c) encourage teachers in schools to undertake research:
(d) provide teachers with the opportunity to gain a higher degree appropriate to their
interests and activities.

Course Structure

Course Content
The content of the course is divided into three sections:
(a) discipline-based study;
(b) education study:
(c) integrated study.
The proportional allocation of time is decided separately for each student. lt is intended that
the integrated study will be taken concurrently with or following the other two studies.
The discipline section will comprise course-work and/or a research project. As the number of
students within a given subject department will be small, course-work is more likely to involve
an individual program of reading, discussion with lecturers, and preparation of papers or
essays rather than attendance at formal lecture courses. The research project may be
undertaken in a variety of ways. lt may be an investigation of an area within the discipline
itself. Alternatively. the topic may concern the teaching of the discipline or an area of it. and
hence represent a combination of the discipline and education sections. In this case, the
candidate may choose to undertake a larger project, therefore fulfilling research project
requirements for both the discipline and education sections of the course.
The education section will comprise course-work and/or a research project on a topic from
within the broad area of education. Such a topic might be selected from educational
psychology, educational measurement, educational administration, or from one or more of a
number of other areas. The area of education chosen will generally depend on the work to be
undertaken in the integrated studies section.
The integrated studies section will be undertaken by course-work and/or a research project.
and will result in preparation of a piece of work suitable for examination by external seminars.
Candidates will investigate an area concerning their discipline and education: for example.
the methods of teaching that discipline, its philosophy and/or history, its place in the
curriculum in Australia and other countries.

Combination of Sections of the Course

lt will be possible for a student's program to be constructed in such a way that any two
sections of the course may be combined. The combining of two sections of the course will not
alter the total amount of work involved.

Proportional Value of the Three Sections

The value allocated to each of the three sections of the course will not necessarily be the
same for all students. Variation in the proportion of the course occupied by each of the three
sections will be permitted. However, the limits of such variation are defined by the statement
that no single section of the course shall occupy more than 40 per cent. or less than 20 per
cent, of the total course. There is. of course. some difficulty in quanitifying proportions of a
total course in this way. Nevertheless, the definition of the limits of variation provides a
guideline.
 Form of Gift or Bequest 143

Form of Gift or Bequest

The following form of gift or bequest may be adapted for use by persons intending to benefit
the College by their wills or by other means.
'I give to the State College of Victoria Melbourne (or its successors) the sum of
to be paid free of all duty and I direct that the receipt of the Principal or other authorised
officer of the College be accepted as a sufficient discharge for the same.'
Any benefactor who wishes that his/her bequest be used towards a specific purpose, e.g.
purchase of books or equipmentor prizes, should indicate this express wish.
In cases where a substantial gift or bequest is made, the name of the benefactor or of a
person nominated by the benefactor will be perpetuated and appropriate public
acknowledgement made, e.g. by means of book-plates or plaques.
Gifts to the College, or other forms of endowment or support may be tax deductible.
Library Digitised Collections

Author/s:
The University of Melbourne

Title:
Handbook: Melbourne State College 1980

Date:
1980

Persistent Link:
http://hdl.handle.net/11343/128910