Education - flexible online learning -
5 Mary Street (PO Box 534) Drummoyne NSW 1470 Sydney, Australia Tel: 61 2 9819 8888 Fax: 61 2 9719 1714 Email: info@wi.edu.au Web: www.wi.edu.au CRICOS Code 02664K
ABN 50 360 319 774
2
Wesley Institute is a registered Higher Education Provider under the NSW Higher Education Act and the Commonwealth Higher Education Support Act, and approved to provide courses to international students. The Institute offers Masters in Counselling, Education, Leadership and Ethics, Music, and Theology; Graduate Diplomas in Counselling, Education, and Theology; Bachelors in Dance, Drama, Graphic Design, Music, Theology; Associate Degrees in Dance, Graphic Design, Music and Theology; and a Diploma in Drama. Courses are accredited with the NSW Department of Education and Training, and approved for FEE-HELP, Youth Allowance, Austudy and Abstudy for eligible students. + Wesley Institute is an International Affiliate of the Council for Christian Colleges and Universities, and offers Studies Abroad for the 110 member universities and colleges in the USA. All information in this publication is correct at 26 April 2012 but is subject to change without notice. Wesley Institute reserves the right to change the content of any unit of study, or to withdraw any unit or course of study it offers, or to impose limitations on enrolment in any unit or course of study.
Austudy and Youth Allowance are not available for the Master of Music and the Master of Theology. +
3
Contents Introduction............................................................................................4 Master of Teaching (Primary)*.................................................................6 Graduate Diploma of Education (Secondary)*.........................................8 Admission - Primary...............................................................................10 Admission - Secondary...........................................................................10 Credit.....................................................................................................11 Assessment.............................................................................................11 Unit Descriptions - Primary....................................................................12 Unit Descriptions - Secondary.................................................................14 Academic Staff.......................................................................................20 Fees......................................................................................................22 Tuition Assurance..................................................................................22
*This course is delivered through online learning, and is therefore only open to domestic students (Australian citizens and permanent residents).
4
Introduction Wesley Institute promotes and fosters quality in teaching and learning through the implementation of our vision, mission and institutional values, and their integration in all aspects of institutional life and culture.
Our Vision:
Transforming lives through excellence in Christian higher education.
Our Mission:
Wesley Institute benefits our community as we equip people to live godly lives in influential vocations. We seek to fulfil this mission by integrating excellent higher education, rigorous scholarship, and professional and spiritual development.
Our Values:
All our activities are informed and underpinned by five core values: - Christian faith in action - Education informed by scholarship and creativity - Lifelong learning - Responsible stewardship - Integration. In actively pursuing our mission, Wesley Institute commits to the following: • courses and learning resources of high quality and standing, as determined by regulatory authorities, expert advisors, staff and students. • curriculum and modes of delivery structured so as to maximise student access to learning opportunities and support without compromising quality or equity. • a nurturing and safe teaching and learning environment for staff and students grounded in Christian faith and academic integrity. • a focus on the achievement of graduate attributes, student satisfaction, course completions and career relevance. The Graduate Diploma of Education (Secondary) and a Master of Teaching (Primary) respond to the need of Christian schools for teaching qualifications that value a Biblical worldview and consider the implications of this worldview for a Christian philosophy and practice of education. There is a high demand for qualified and competent teachers with a distinctive Christian education perspective, and Wesley Institute graduates have been successful in obtaining teaching positions in both independent and government schools. The courses provide professional pre-service training for graduates intending to be primary or secondary school teachers, imparting the knowledge and skills required for effective teaching in all schools and, in particular, Christian schools. They aim to produce teachers who are reflective practitioners, able to bring current developments in teaching and learning into their practice, and committed to lifelong learning.
5
Delivered online, the courses offer candidates the flexibility to undertake coursework at times they find convenient, and with less travel. Studies commence with a compulsory on-campus orientation which includes workshops, tutorials, introductions to first semester units and to the Online Learning System (Moodle), and a Child Protection Workshop. Access to the Internet is necessary for completion of the course. Professional experience is a critically important part of teacher education courses. As such, Wesley Institute is active in developing ongoing relationships with schools willing to host our pre-service teachers, particularly Christian schools. The courses provide strong links between the theory units and the practicum through assessment tasks which encourage pre-service teachers to apply what they learn in the theoretical units to teaching practice. At the end of each teaching practicum students are required to engage in reflection on how educational theory informed their practice. Experienced, well-qualified supervising teachers are selected to supervise and mentor pre-service teachers during their practicum. Wesley Institute field coordinators support the supervising teachers in their role. Placements in rural and remote communities are actively encouraged, and Wesley Institute utilises the services of Beyond the Line run by the NSW Department of Education and Training in providing the funding for those who choose to undertake placements in rural and remote communities. The Graduate Diploma of Education (Secondary) and the Master of Teaching (Primary) are accredited with the NSW Department of Education and Training under the Higher Education Act 2001, and approved by the NSW Institute of Teachers as approved Initial Teacher Education Programs under the NSW Institute of Teachers Act 2004 (http://www.nswteachers.nsw.edu.au/Approved-Programs.html). Graduates are eligible for employment with the NSW Department of Education and Training (https://www.det.nsw.edu.au/employment/teachnsw/unicontacts.htm) as well as with independent schools. Graduates are eligible for provisional accreditation on employment as teachers in NSW Schools. Australian States and Territories mutually recognise accreditation and approval processes, and teachers accredited in one State are normally approved to teach in their specialisation(s) in the other States. Please note, however, that these courses are delivered through online learning, and therefore are available only to Australian citizens and residents. If you have been thinking about becoming a teacher, perhaps now is a good time to consider the tremendous fulfilment and satisfaction that is a part of teaching, and the many opportunities teachers have to make a positive difference in the lives of children and young adults. The Head of Education, Julie Mathews, would be happy to talk with you [email: julie.mathews@wi.edu.au or phone: (02) 9819 8840].
6
Master of Teaching (Primary) • • • • • •
Course Code: WED51 Credit Points: 96 Number of Units: 16 Duration: 2 years full-time; 4 years part-time Student Workload: 40 hours per week (full-time) Delivery Mode: Online coursework; School-based professional experience
The Master of Teaching (Primary) comprises 16 compulsory units grouped into three strands: 1.
Foundational Studies Introduction to Teaching Psychology for Teachers Teaching Students with Diverse Abilities Teaching Biblical Studies Cultural Perspectives in Teaching
2. Curriculum Studies Literacy English Numeracy Mathematics Science and Technology Human Society and its Environment Personal Development, Health and Physical Education Creative Arts 3. Professional Experience Professional Experience I Professional Experience II Professional Experience III A sample sequence of study for a full-time candidate commencing in January 2012 follows. The course commences with a compulsory Orientation during which students will commence working on their first semester units.
7
SAMPLE FULL-TIME STUDY SEQUENCE - PRIMARY Semester 1
2
3
4
Unit Code
Unit Name
Delivery Mode
EDPF401
Introduction to Teaching
On campus/Online
EDPC403
Creative Arts
On campus/Online
EDPC401
Literacy
Online
EDPC402
Numeracy
Online
EDPF404 or EDPF403
Teaching Students with Diverse Abilities or Psychology for Teachers
Online
EDPC404
English
Online
EDPC405
Mathematics
Online
EDPE401
Professional Experience I (20 days)
School based
EDPF405 or EDPF402
Teaching Biblical Studies or Cultural Perspectives in Teaching
Online
EDPF404 or EDPF403
Teaching Students with Diverse Abilities or Psychology for Teachers
Online
EDPC406
Human Society and its Environment
Online
EDPE402
Professional Experience II (20 days)
School based
EDPF405 or EDPF402
Teaching Biblical Studies or Cultural Perspectives in Teaching
Online
EDPC407
Science and Technology
On campus/Online
EDPC408
Personal Development, Health and PE
On campus/Online
EDPE403
Professional Experience III (20 days)
School based
8
Online
Online
Online
Online
Graduate Diploma (Secondary) • • • • • •
of
Education
Course Code: WED46 Credit Points: 54 Number of Units: 9* Duration: 1 year full-time; 2 years part-time Student Workload: 40 hours per week (full-time) Delivery Mode: Online coursework; School-based professional experience
The course has been designed around three strands. Units in strands 1 and 3 are compulsory. The curriculum studies strand lists the various areas in which teaching method studies are available. Candidates can only be admitted to a teaching method in which they have academic qualifications at degree level, since secondary teachers are subject area specialists. The secondary teaching qualification requires a minimum of one teaching method (major teaching method), i.e. Curriculum Studies I & II. Completion of a second (minor) teaching method* may increase employment opportunities. Candidates should be guided in this matter by their State employment authorities. 1.
Foundational Studies (compulsory) Foundations of Teaching and Learning Psychology for Teachers Teaching Students with Diverse Abilities Teaching Biblical Studies Cultural Perspectives in Teaching
2. Curriculum Studies (one method sequence is compulsory) English Method I & II Mathematics Method I & II Science Method I & Biology/Physics/Chemistry/Earth & Environmental Science History Method I & Ancient History/Modern History Method Geography Method I & II Business Studies Method I & II Studies of Religion Method I & II Music Method I & II Dance Method I & II Drama Method I & II Technology Studies Method I & Design and Technology Method 3. Professional Experience (compulsory) Professional Experience I Professional Experience II The chart below indicates a sample study sequence for a full-time candidate commencing in January or July 2012. The course commences with a compulsory Orientation during which students commence work on their first semester units.
9
*Candidates wishing to complete a second teaching method would need to add a second Curriculum Method I & II sequence to their course load, completing 11 units for a course total of 66 credit points.
10
SAMPLE FULL-TIME STUDY SEQUENCE - SECONDARY Semester 1
2
Unit Code
Unit Name
Delivery Mode
EDSF401
Foundations of Teaching and Learning
On campus/Online
EDSF403 or EDSF405
Psychology for Teachers or Teaching Biblical Studies
Online
EDSF404
Teaching Students with Diverse Abilities
Online
EDSC---
Curriculum Method I (major, mandatory)
Online
EDSC---
Curriculum Method I (minor, if chosen)
Online
EDSE401
Professional Experience I (20 days)
School based
EDSF402
Cultural Perspectives in Teaching
Online
EDSF403 or EDSF405
Psychology for Teachers or Teaching Biblical Studies
Online
EDSF404
Teaching Students with Diverse Abilities
Online
EDSC---
Curriculum Method II (major, mandatory)
Online
EDSC---
Curriculum Method II (minor, if chosen)
Online
EDSE402
Professional Experience II (25 days)
School based
Online
Online
Admission There are two intakes each year, in January and July. Application closing dates for 2012 are published on the website (www.wi.edu.au/how-to-apply). Applicants are encouraged to apply early as professional experience places in schools are limited. Wesley Institute is committed to ethical and responsible student recruitment. The application process requires the submission of documents verifying that the student has met the entry requirements for the course. Before applying for admission, applicants should approach the teacher registration authorities in their own State or Territory to establish the suitability of their undergraduate studies for primary or secondary teaching. Each State employing authority has particular criteria for recruitment of teaching staff. New South Wales applicants should check that they have covered an acceptable program in their undergraduate degree for accreditation as a NSW primary or secondary school teacher. Please go to the NSW Institute of Teachers website for details (www.nswteachers.nsw.edu.au/Teaching-in-NSW.html). Responsibility for 11
clarifying the suitability of undergraduate qualifications for employment with an employing authority rests with the applicant.
Primary
Applicants may be admitted to the Master of Teaching (Primary) upon successful completion of an accredited Bachelor degree containing at least one year of full-time equivalent studies (eight semester-long units of study) relevant to one or more key learning areas of the primary school curriculum. The key learning areas are: • • • • • •
English Mathematics Science and technology Human society and its environment Creative and practical arts Personal development, health and physical education.
An applicant who has not satisfied the above entry requirement of subject content in the undergraduate degree may be admitted to the Master of Teaching on condition that required Bachelor units are completed concurrently with studies in the Masters degree. In practice this is only allowed for a maximum of two units. The applicant signs an agreement to indicate understanding that proof of satisfactory completion of the specified concurrent studies is required before the award of the Master of Teaching (Primary) can be made. Applicants whose qualifying undergraduate studies were taken in a language other than English will be required to demonstrate proficiency in spoken and written English equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of 8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing modules.
Secondary Applicants may be admitted to the Graduate Diploma of Education (Secondary) upon successful completion of an accredited Bachelor degree with a major study in a designated area related to a school subject. Undergraduate (and appropriate postgraduate) studies must include study in a designated area related to a school subject (first teaching area) as follows: • a minimum of 6 sequential semester-long units of discipline knowledge in a designated area (equivalent to a minimum of three academic years of study in the designated area), and • at least 4 of these units at level 2 (year 2) or above. A second designated area, if studied, requires 4 sequential undergraduate units, with 2 units at level 2 or above. The first designated area determines the first teaching method to be undertaken in the Graduate Diploma of Education. Applicants whose qualifying undergraduate studies were taken in a language other than English will be required to demonstrate proficiency in spoken and written English equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of 12
8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing modules. Where an applicant does not meet the entry requirement of minimum study in the undergraduate degree (i.e. a six-semester major in the chosen teaching area), Wesley Institute may offer the applicant a place in the course on condition that the missing study is completed concurrently with studies in the Graduate Diploma of Education. In practice this is only allowed for a maximum of two units. The applicant signs an agreement to indicate understanding that proof of satisfactory completion of the specified concurrent studies is required before the award of the Graduate Diploma of Education can be made.
Credit The Institute is committed to the dual principles of maintaining high academic standards that are at least equivalent to those current in Australian universities, and providing the shortest possible pathways to the desired award by the recognition of prior learning wherever this is consistent with these standards. In general terms, students who have been admitted to one of the Institute’s awards may be granted credit for prior learning, where that learning is demonstrated to be equivalent to learning acquired through completing accredited units at Wesley Institute, whether that learning has been acquired through previous academic studies (credit) or in less formal contexts (RPL). The maximum level of credit and RPL that may be awarded is normally one-third of the requirements of the Wesley Institute course. Candidates who have successfully completed teacher education subjects in other higher education courses may apply for credit transfer. Credit will not normally be granted into the GradDipEd(Secondary) or the MTeach(Primary) for units or qualifications completed more than ten years prior to application unless there is evidence of substantial relevant experience during the intervening period. Candidates with one year of full-time classroom teaching experience in a registered school within the last five years will be eligible to be granted RPL for Professional Experience I. No further credit can be granted for professional experience. Applications for credit should be submitted as soon as possible following successful admission to the course, and must be accompanied by relevant documentation. Please see the Credit and RPL Policy and Procedures for further details.
Assessment A range of different assessment tasks is employed to gauge how well students are achieving the learning outcomes of the various units. The assessment tasks integrate the theoretical framework with the practical aspects of teaching. Generally the aim of assessment is to give students the opportunity to apply knowledge into professional practice, as well as to guide their progress in the development of their knowledge, skills and confidence. 13
14
Unit Descriptions Master of Teaching (Primary) FOUNDATIONAL STUDIES Introduction to Teaching
EDPF401
Prerequisite: Orientation (Course
Introduction)
This unit enables prospective teachers to appreciate the diverse roles and responsibilities of the classroom teacher. It explores Christian distinctives and best practice within the classroom learning community. Candidates examine the role of ICT and other teaching and learning strategies. Legal issues and Child Protection are also covered. In addition, the unit includes five days of Professional Experiences where candidates observe and take part in classroom activities.
Cultural Perspectives in Teaching
EDPF402 Prerequisites: None This unit introduces significant themes and issues in contemporary education, and the contextual factors - cultural, social, political, historical, and worldview - that have impacted education and schooling in Australia today.
Psychology for Teachers
EDPF403 Prerequisites: None A biblical perspective on the mind and learning provides the setting for this study. Candidates evaluate theories of learning as they consider the physical, social, emotional, moral and cognitive development of children. They also explore faith development in children.
Teaching Students with Diverse Abilities
EDPF404 Prerequisites: None This unit provides a basic understanding of the current philosophies and principles of normalisation and integration of children with special needs in diverse contexts, and considers Christian principles of humanity and acceptance. It enables prospective teachers to develop skills to encourage effective learning for all children, including those with special needs. It also explores the place of support services within the class, school and community.
Teaching Biblical Studies
EDPF405 Prerequisites: None Biblical Studies provides an overview of the unfolding, redemptive story of the Bible to enable prospective primary teachers to develop skills in understanding the message of the Bible and interpreting its meaning for a contemporary generation. The unit examines curriculum planning and strategies that facilitate the teaching and learning of Biblical Studies for primary students.
CURRICULUM STUDIES Literacy
EDPC401 Prerequisites: None Literacy skills are crucial to a student’s success at school, and the delay in acquisition of literacy skills can impede a student’s intellectual growth. This unit provides the theory and practice underpinning the acquisition of reading, writing, speaking and listening skills. There is also a section on how to support students who are experiencing learning difficulties in this area. 15
16
Numeracy
EDPC402 Prerequisites: None “Numeracy is the ability to effectively use the mathematics required to meet the general demands of life” (NSW BOS K-6 Mathematics Syllabus, p 11). This unit explores how children learn mathematics and the growth of mathematical concepts and processes to enable teachers to facilitate childrens’ learning and understanding of mathematics. The concepts of quality, measurement, spatial representation, generalisation and mathematical reasoning are particularly emphasised in this unit. Creative Arts EDPC403 Prerequisites: Orientation (Course Introduction) This unit focuses on relevant curriculum documents and resources in primary Creative Arts, as well as giving candidates practical experiences in the processes and techniques of each of the arts through on-campus workshops. Candidates are equipped to facilitate effective teaching and learning in the Creative Arts, and also have the opportunity to explore the relationship between the arts and a Christian worldview.
English
EDPC404 Prerequisite: Literacy Building on the Literacy unit, the English unit prepares candidates to teach language and literacy skills. It familiarises them with the relevant curriculum documentation, and facilitates analysis of worldviews in the media and in literature for children.
Mathematics
EDPC405 Prerequisite: Numeracy This unit assists prospective primary teachers to acquire knowledge and skills which facilitate the active learning of Mathematics. It provides an understanding of how current theories relate to Mathematics teaching and learning, and familiarises candidates with relevant curriculum documentation.
Human Society and its Environment
EDPC406
Prerequisites: None
This method unit provides candidates with the understanding and skills for facilitating effective teaching and learning in Human Society and its Environment. It explores relevant curriculum documents and resources, as well as a Christian framework for HSIE.
Science and Technology
EDPC407
Prerequisites: Orientation (Course
Introduction)
This unit gives prospective teachers the understanding and skills for facilitating effective teaching and learning in Science and Technology. It familiarises candidates with relevant curriculum documentation and teaching resources for the primary school. Participation in an on-campus workshop focusing on the learning processes in Science and Technology is a requirement of this unit.
Personal Development, Health & Physical Education
EDPC408
Prerequisites: Orientation (Course Introduction)
This unit equips candidates with the knowledge, understanding and skills for facilitating effective teaching and learning in Personal Development, Health and Physical Education (PDHPE). It examines relevant curriculum documents and resources for the primary school, and considers Biblical principles that relate to this area. Participation in an on-campus workshop focusing on Games and Sport, Gymnastics and Dance is a requirement of this unit.
17
PROFESSIONAL EXPERIENCE Professional Experience I
EDPE401
Prerequisite: Introduction to
Teaching
This unit commences the development of the competencies required for a beginning teacher through enabling candidates to participate in a range of practical experiences in the classroom. Under supervision, candidates will plan, prepare and implement lessons for the primary classroom. They will then evaluate and reflect on their teaching with the assistance of their supervising teacher.
Professional Experience II
EDPE402
Prerequisite: Professional
Experience I
Building on the classroom experience of Professional Experience 1, this unit provides ongoing practical teaching and learning experiences designed to refine teaching competencies. The range and variety of lessons taught increases in this four-week school experience.
Professional Experience III EDPE403
Prerequisite: Professional Experience II
This unit enables candidates to further develop and refine the range of competencies required for a beginning teacher. Students will participate in a four-week supervised professional experience in the primary school in which they will increase their lesson delivery to the equivalent of a full-time teaching load.
Professional Experience Extension
EDPE404
Prerequisite: Professional
Experience III
Building on the classroom experience of Professional Experience III, this unit provides ongoing practical teaching and learning experiences designed to refine teaching competencies. An additional two-week block of supervised classroom experience in the primary school this unit enables candidates to further develop and consolidate their teaching skills. They will teach the equivalent of a full-time load.
Graduate Diploma of Education (Secondary) FOUNDATIONAL STUDIES Foundations of Teaching and Learning
EDSF401
Prerequisite:
Orientation (Course Introduction)
This unit enables prospective teachers to appreciate the responsibilities of the secondary school teacher. It explores Christian distinctives and best practice within the classroom learning community. This unit introduces teaching and learning strategies and explores the role of ICT in the classroom. Legal issues and Child Protection are also covered.
Cultural Perspectives in Teaching
EDSF402 Prerequisites: None This unit introduces significant themes and issues in contemporary education, and the contextual factors - cultural, social, political, historical, and worldview - that have impacted education and schooling in Australia today. 18
19
Psychology for Teachers
EDSF403 Prerequisites: None A biblical perspective on the mind and learning provides the setting for this study. Candidates evaluate theories of learning as they consider the physical, social, emotional, moral and cognitive development of children and adolescents. Faith development in adolescents is also explored.
Teaching Students with Diverse Abilities
EDSF404 Prerequisites: None This unit provides a basic understanding of the current philosophies and principles of normalisation and integration of children with special needs in diverse contexts, and considers Christian principles of humanity and acceptance. It enables prospective teachers to develop skills to encourage effective learning for all students, including those with special needs. It also explores the place of support services within the class, school and community.
Teaching Biblical Studies
EDSF405 Prerequisites: None This unit provides an overview of the unfolding redemptive story of the Bible. It also assists prospective teachers to effectively plan and program a Biblical studies course for their class, as well as developing units and lessons that make the Bible relevant for young people today. The unit considers suitable teaching and learning strategies and evaluates the resources available.
CURRICULUM STUDIES Business Studies Method I EDSC401
Prerequisites: None
This unit assists candidates in acquiring skills that facilitate the teaching and learning of Commerce in the junior secondary school. It focuses on curriculum development in Commerce and introduces relevant syllabus documents and resources. It also explores issues of relevance to junior secondary Commerce.
Business Studies Method II EDSC411
Prerequisite: Business Studies Method I
This second method unit covers planning and programming for Business Studies in the senior secondary school with a focus on syllabus documents and resources for Years 11-12. Consideration will be given to student assessment strategies, the evaluation of the curriculum, teacher self-evaluation, and an understanding of how research can enhance teaching. Dance Method I EDSC402 Prerequisites: None This unit assists candidates in acquiring skills which facilitate the teaching and learning of Dance in the junior secondary school. It focuses on curriculum development, and introduces relevant syllabus documents and resources. It also explores the contemporary relevance of dance in the Christian community.
Dance Method II
EDSC412 Prerequisite: Dance Method I This second Dance method unit covers planning, programming, student assessment and program evaluation for senior classes in Dance. Candidates will examine the Dance curriculum and resource documents for the senior secondary school, and become more familiar with Safe Dance Practice.
20
Drama Method I
EDSC403 Prerequisites: None This unit focuses on the process of curriculum design and development in Drama and introduces relevant syllabus documents and teaching resources for the junior secondary school. It will assist prospective teachers in acquiring skills which facilitate the teaching and learning of drama, and encourage them to explore drama as a means of expressing issues of relevance to contemporary Christians.
Drama Method II
EDSC413 Prerequisite: Drama Method I The Drama curriculum in the senior secondary school is the major focus of this unit. Candidates will learn how to plan and program effectively, and will develop knowledge and understanding of student assessment and teacher self-evaluation.
English Method I
EDSC404 Prerequisites: None This method unit assists candidates in acquiring skills which facilitate the teaching and learning of English in the junior secondary school. It focuses on curriculum development in English, and introduces relevant syllabus documents and resources. It also explores issues of relevance to junior secondary English, such as values in teenage fiction.
English Method II
EDSC414 Prerequisite: English Method I This second English method unit covers planning, programming, student assessment and program evaluation, with a focus on the English curriculum in the senior secondary school.
Geography Method I EDSC405
Prerequisites: None
This unit assists candidates in acquiring skills which facilitate the teaching and learning of Geography in the junior secondary school. It focuses on curriculum development in Geography and introduces relevant syllabus documents and resources. It also explores issues of relevance to junior secondary Geography.
Geography Method II
EDSC415 Prerequisite: Geography Method I This second method unit covers planning and programming for Geography in the senior secondary school, with the focus on syllabus documents and resources for Years 11-12. Candidates explore student assessment strategies, the evaluation of the curriculum, teacher self-evaluation, and an understanding of how research can enhance teaching. History Method I EDSC406 Prerequisites: None This unit examines the process of curriculum development in History, introducing relevant syllabus documents and resources, and assisting prospective teachers in acquiring skills to facilitate the active learning of history in the junior secondary school. It also examines the influence of worldviews on the interpretation of history.
Ancient History Method
EDSC425 Prerequisite: History Method I The Ancient History curriculum in the senior secondary school is the major focus in this unit. Candidates will learn how to plan and program effectively, and will examine relevant syllabus documents and resources. They will also develop knowledge and understanding of student assessment and evaluation strategies, and will consider how research can make a difference to teaching. 21
Modern History Method
EDSC426 Prerequisite: History Method I The Modern History curriculum in the senior secondary school is the major focus in this unit. Candidates will learn how to plan and program effectively, and will examine relevant syllabus documents and resources. They will also develop knowledge and understanding of student assessment and evaluation strategies, and will consider how research can enhance teaching.
Mathematics Method I
EDSC407 Prerequisites: None This unit focuses on the process of curriculum development in Mathematics, and introduces relevant syllabus documents and teaching resources for the junior secondary school. It also explores how students learn mathematical concepts, and evaluates the teaching and learning strategies used in Years 7-10 Mathematics.
Mathematics Method II
EDSC417
Prerequisite: Mathematics Method
I
This second English method unit covers planning, programming, student assessment and program evaluation, with a focus on the Mathematics curriculum in the senior secondary school.
Music Method I
EDSC408 Prerequisites: None This unit focuses on the process of curriculum design and development in Music, and introduces relevant syllabus documents and teaching resources for the junior secondary school. Candidates will evaluate the teaching and learning strategies used in Years 7-10 Music, and will also consider the importance of music in the Christian community.
Music Method II
EDSC418 Prerequisite: Music Method I The major context for this second method unit is the Music curriculum for Years 11-12. Candidates will examine and evaluate the relevant syllabus documents, resources, and teaching and learning strategies. They will also increase their knowledge and understanding of student assessment in Senior Music.
Studies of Religion Method I
EDSC409 Prerequisites: None This unit focuses on the process of curriculum design and development in this area in the junior secondary school. It introduces relevant curriculum documents and assists prospective teachers in acquiring skills which facilitate the teaching and learning of Studies of Religion.
Studies of Religion Method II
EDSC419
Prerequisite: Studies of
Religion
Method I
This unit focuses on the process of curriculum design and development in Stage 6 Studies of Religion. It introduces relevant curriculum documents and assists prospective teachers in acquiring skills which facilitate the teaching and learning of Studies of Religion to Years 11 and 12.
Science Method I
EDSC410 Prerequisites: None This unit examines the process of curriculum design and development in Science, introducing relevant syllabus documents and resources. Prospective teachers will acquire skills to facilitate the active learning of science in the junior secondary school, including those needed to run safe and successful practical classes in the laboratory. 22
They will analyse and evaluate accepted teaching and learning strategies for Years 710.
Biology Method
EDSC421 Prerequisite: Science Method I This second Science method unit covers planning and programming for Biology in the senior secondary school, with the focus on syllabus documents and resources for Years 11-12. Consideration is given to student assessment strategies, the evaluation of the curriculum, teacher self-evaluation, and an understanding of how research can enhance teaching.
Chemistry Method
EDSC422 Prerequisite: Science Method I This second Science method unit covers planning and programming for Chemistry in the senior secondary school, with the focus on syllabus documents and resources for Years 11-12. Candidates consider student assessment strategies, the evaluation of the curriculum, teacher self-evaluation, and how research can enhance teaching.
Physics Method
EDSC423 Prerequisite: Science Method I This second Science method unit covers planning and programming for Physics in the senior secondary school, with the focus on syllabus documents and resources for Years 11-12. Consideration is given to student assessment strategies, the evaluation of the curriculum, teacher self-evaluation, and an understanding of how research makes a difference to teaching.
Earth and Environmental Science Method
EDSC424
Prerequisite: Science Method I
The Earth and Environmental Science Method unit is the second method unit for senior Science. It covers planning and programming in the senior secondary school, with the focus on syllabus documents and resources for Years 11-12. Consideration will be given to student assessment strategies, the evaluation of the curriculum, teacher self-evaluation, and an understanding of research enhances teaching.
Technology Studies Method I
EDSC427 Prerequisites: None This unit focuses on the process of curriculum design, development and skill acquisition in Technology (Mandatory), and introduces relevant syllabus documents and teaching resources for the junior secondary school. Candidates will evaluate the teaching and learning strategies used in Years 7-9 Technology, and will also consider a biblical perspective on technology in society. Students are able to choose study options from across the wide range of technologies.
Design and Technology Method
EDSC428
Prerequisite:
Technology Studies Method I
This is the second Technology method unit focusing on Design and Technology. It covers resources, skill acquisition, planning and programming beginning with Year 10 level as a foundation for lesson planning, unit writing and programming from the Design and Technology syllabus in the senior secondary school. Consideration will be given to student assessment strategies, the evaluation of the curriculum and teacher self-evaluation.
23
PROFESSIONAL EXPERIENCE Professional Experience I
EDSE401 Prerequisites: None This unit develops and refines the range of competencies required for a beginning teacher through enabling participation in a range of practical experiences in the classroom. Under supervision, candidates will plan, prepare and implement lessons in the relevant curriculum methods in the junior secondary classroom. They will then evaluate and reflect on their teaching with the assistance of their supervising teacher.
Professional Experience II
EDSE402
Prerequisite: Professional
Experience I
Building on the classroom experience of Professional Experience I, this unit provides ongoing practical teaching and learning experiences designed to refine teaching competencies. This five-week block of supervised classroom experience in the secondary school enables candidates to further develop and consolidate their teaching skills. They will normally teach the equivalent of a full-time load during the last two weeks of the practicum.
Professional Experience Extension
EDSE404
Prerequisite: Professional
Experience III
Building on the classroom experience of Professional Experience III, this unit provides ongoing practical teaching and learning experiences designed to refine teaching competencies. An additional two-week block of supervised classroom experience in the secondary school this unit enables candidates to further develop and consolidate their teaching skills. They will teach the equivalent of a full-time load.
24
Academic Staff Head of Education Ms Julie Mathews BA, DipEd, MA, DipBS, EdD current, MACE
Assistant Head of Education Mr Will Gardner BA, DipEd, GradDipGeoscience, MAEdLead
Teacher Education Manager Ms Marion Poynton BCA(Dance), GradDipEd, MEd current, MACE
Tutors Ms Trish Anderson BA, DipEd Mr Peter Bosker BEd, MEd Ms Jennifer Boyd BA, DipEd Mr Stephen Brinton BA, DipTeach, AssocDipTh, MEdSt Ms Hazel Burns CertTeach, CertGiftedEd, MEdStud Dr Jean Carter DipTeach, BEd, MA(Curric), EdD, DipAcc Mr Ross Carlyon BA, DipEd, DipSchAdmin, BEd, MEdSt Ms Katrina Carter BCA, GradDipEd, BDes(Hons) Mr Stuart Drennan BAppSc, DipEd Dr Garry Gannell DipPDHPE, BEd, GradDipEdStud, CertTheol, MEdStud, EdD, MACE Mr Michael Green BSc(Hons,) GradDipEd Ms Catherine Hammann BA(Hons), STC, TC(NSW), PTC, TC(Qld) Mr Matthew Hammann BSc, DipEd, PTC, MEd Mr Richard Harvey BCom, DipEd, DipMS, DipTh, BTh, MATheol, MMgtEnt Ms Lynette Hester DipTeach, BEd, GradDipChrisEd, MEd, GradCertEdDrama Ms Ruby Holland BA, TCert, MEdSt Ms Jenny Hooper BA, DipEd Mr Remy Low BEc, DipEd, MEc, MEd current, PhD current Ms Jillian McKay BA, DipEd, MEdLead current 25
Ms Hailey McQueen BCA(Drama), MTheatreHist Ms Philippa Medcalf BA, GradDipEd Mr Peter Muddle BSc(Hons), DipEd, MEd Ms Deborah Nash BTeach, BEd, MEd current Ms Bronwynne Pocknall BA, DipEd, MEd current Ms Kelly Roche BEd Dr Thomas Smith DipTh, BA, MEd, PhD Ms Jennifer Spies DipTeach, GradDipEd, MEd Dr Peter Stiles BA, MA, MEd, PhD, MACE Mr Don Taylor BSc, DipEd, MEd(Leadership), MEdStudies Mr Graeme Taylor BSc, GradDipEd, DipCurricSt Ms Deborah Walls DipTeach, BA, GradDipChrisEd, MEdLead current Ms Naomi Walls BA, GradDipEd Ms Anne Wright BEd, DipTh, BTh, MTh, PhD current
Supervising Teachers In addition, a large number of qualified and experienced teachers agree to supervise the students during their pre-service teaching practice blocks.
26
2012 Fees Tuition Fees COURSE
FEES
Master of Teaching (Primary) Course Fee
$25,350.00
Unit Fee
$1,530.00
Graduate Diploma of Education (Secondary) Course Fee
$15,300.00
Unit Fee
$1,650.00
Administration Fees $110
Graduation Fee
$100
Late Enrolment Fine
$50
Late Variation to Enrolment Fine
$20
Student ID Card Replacement
$25
Request for Transcript (plus postage costs)
$100 $0 - $200
Request for replacement Testamur Administration Fee for entering into a Deferred Payment Contract Fee
$50
Late fee for missing an agreed payment
$50
Re-Issue of Financial Records Fee (current year)
$150
Re-Issue of Financial Records Fee (previous years)
$100++
Course Withdrawal Fee (up to start of classes)
$200++
Course Withdrawal Fee (after classes commence)
Tuition Assurance To protect students in the event that Wesley Institute ceases to provide a course of study, the Institute has tuition assurance through its membership of the TAFE Directors Australia Tuition Assurance Scheme for Australian Students, and the Council of Private Higher Education Tuition Assurance Scheme for Overseas Students. For details please see Tuition Assurance on our website. 27
++
New students only
28
Wesley Institute offers the following courses:
Master of Arts (Leadership and Applied Ethics) Master of Arts (Religious Education) Master of Counselling Master of Music Master of Teaching (Primary) Master of Theology Master of Theology (Korean medium) Master of Theological Studies Graduate Diploma of Arts (Applied Ethics) Graduate Diploma of Arts (Leadership) Graduate Diploma of Arts (Religious Education) Graduate Diploma of Counselling Graduate Diploma of Education (Secondary) Graduate Diploma of Theological Studies Graduate Certificate in Arts (Leadership and Applied Ethics) Graduate Certificate in Arts (Religious Education) Bachelor of Theology (Honours) Bachelor of Dance Bachelor of Dramatic Art Bachelor of Graphic Design Bachelor of Music Bachelor of Theology Bachelor of Theology (Korean medium) Associate Degree Associate Degree Associate Degree Associate Degree Associate Degree
of Dance of Graphic Design of Music of Theology of Theology (Korean medium)
Diploma of Dramatic Art
April 2012 Wesley Institute
29