GRADUATE SCHOOL OF EDUCATION FACULTY ... 1 of 6 GRADUATE SCHOOL OF EDUCATION FACULTY COMMITTEE MEETING Friday 11 th April 2014 1 pm Faculty of Education Conference Room AGENDA Members

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GRADUATE SCHOOL OF EDUCATION

FACULTY COMMITTEE MEETING Friday 11th April 2014

1 pm Faculty of Education Conference Room

AGENDA Members Winthrop Professor Helen Wildy Acting Chair, Professor Simon Clarke Winthrop Professor David Andrich Assistant Professor Lisa Bell Associate Professor Elaine Chapman Assistant Professor Sue Dawkins Christina Dyt Associate Professor Val Faulkner Assistant Professor Kathy Fenwick Assistant Professor Ken Glasgow Winthrop Professor Stephen Houghton Associate Professor Stephen Humphry Associate Professor Christine Howitt

Research Associate Professor Ida Marais Research Assistant Professor Joshua McGrane Professor Peter Merrotsy Assistant Professor Gerardine Neylon Associate Professor Grace Oakley Winthrop Professor Tom O’Donoghue Associate Professor Mark Pegrum Assistant Professor Elaine Sharplin Assistant Professor Michelle Striepe Winthrop Professor Lesley Vidovich Research Associate Corinne Zadow Anna Johansson (Executive Officer)

Faculty of Arts, Humanities and Social Sciences (Dr Alexandra Ludewig) Faculty of Economics and Commerce (Paul Lloyd) Faculty of Science (Associate Professor Nancy Longnecker) School of Sport Science, Exercise and Health (Martin Anderson) 1. APOLOGIES

Helen Wildy, David Andrich, Christina Dyt, Val Faulkner, Kathy Fenwick, Christine Howitt, Ida Marais, Joshua McGrane, Tom O’Donoghue, Mark Pegrum, Elaine Sharplin, Corinne Zadow, Alexandra Ludewig, Paul Lloyd, Nancy Longnecker

2. DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST

3. ITEMS/BUSINESS IN PROGRESS FOR NOTING SINCE PREVIOUS MEETING

Nil

4. CONFIRMATION OF MINUTES Attachment A – Minutes – Faculty Committee meeting – 14th March, 2014

confirmed

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PART 1 – ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC

5. EXPIRED PRIZES

The WATESOL Prize [F24687] and Australian College of Educators (ACE) Prize [F12652] have both expired. They will not be awarded in 2014. We will be contacting the donors to see about reinstating the prizes in 2015 and beyond.

For noting.

PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

6. RESCISSION OF PRE 2012 COURSES

The following two pre-2012 courses can now be rescinded as there are no students enrolled

1. Graduate Diploma in Professional Studies in Education, Course code 31390 2. Master of Education in Assessment, Measurement and Evaluation (by Coursework),

Course code 31530

The Chair recommends that the Faculty endorses the proposal to rescind the courses as set out above, effective 2015.

7. CANCELLATION OF UNITS

The following units will be cancelled from January 2015 as they are no longer required by the Faculty.

EDUC5430 Teaching in Context EDUC5480 Professional Practice III EDUC5522 Capstone Teaching Experience

The Chair recommends that the Faculty endorses the proposal to delete the units as set out above, effective 2015.

8. MINOR AMENDMENTS TO EDUCATION UNIT DESCRIPTORS FOR 2015

The following unit descriptors have been amended as part of the annual update process for the 2015 academic year (Attachment B): EDUC1102 Learning Effectively: Improving Your Learning and Teaching EDUC1103 Education for a Global Knowledge Society EDUC1104 A World of Mobile Learning EDUC5415 Educational Leadership and Management EDUC5610 Human Resource Development in Education EDUC5612 Leadership for Learning The Chair recommends that the Faculty endorses the amendments as outlined in attachment B.

9. MINOR CHANGES – GRADUATE DIPLOMA IN SCHOOL LEADERSHIP

This minor change to the course structure is necessary to bring the Graduate Diploma in School Leadership in line with the Master of School Leadership

• Delete: EDUC5646 Teaching in New Learning Spaces

• Add: EDUC5642 Leading Teaching and Learning

The Chair recommends that the Faculty endorses the Teaching and Learning Committee’s recommendation that the above minor change be approved.

10. MINOR CHANGES – MASTER OF EDUCATION

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Statement under Course for offshore students reworded.

Old statement: Offshore students are only permitted to complete the course by way of coursework and must choose units from a published subset.

New statement: Offshore students are only permitted to complete the course by way of coursework and dissertation and must choose units from a published subset.

The Chair recommends that the Faculty endorses the Teaching and Learning Committee’s recommendation that the above minor change be approved.

11. CHANGE TO ADMISSION REQUIREMENTS – GRACE OAKLEY

Changes to the admission requirements for the Master of Teaching – Early Childhood and Primary specialisations.

It is no longer permissible to admit students with ‘any’ undergraduate degree. Applicants must show that at least one year of their undergraduate course is relevant to one or more learning areas in the Primary school curriculum. See point 3.3 on page 13 of Attachment C.

Although this document does not mention Early Childhood teachers, our EC students teach in Primary settings (year 1 and 2) so they would also need to meet these requirements.

Proposed new statements:

• at least one year of the undergraduate course is relevant to one or more learning areas in the Early Childhood school curriculum

• at least one year of the undergraduate course is relevant to one or more learning areas in the Primary school curriculum

The Chair recommends that the Faculty endorses the Teaching and Learning Committee’s recommendation that the above proposal be approved.

12. PRIZES IN EDUCATION 2014

Course coordinators recommend their nominations for the following prizes:

University Prizes Description Eligibility Program

Prize Winner

Bertha Houghton Prize in Education

Highest academic results overall in the final year Bachelor of Education

Any B Ed Medallion

Clair Halls

Blue Family Trust Prize in Education

Most outstanding professional qualities in final teaching prac

Aust Grad Dip Ed, Mteach, B Ed

$500 Julia Gately

Convocation, the UWA Graduates Association Prize

Best academic results

Any Grad Dip Ed, Mteach (Secondary)

voucher Vanessa Thurgate

C. Sanders Prize Most outstanding student

Any Grad Dip, B Ed

$180 Belinda Callaway

F.G Bradshaw Prize in Education

Best M Ed student Any M Ed $315 Eileen Roost

Fogarty Foundation Success Through Educational Excellence Graduate Diploma in Education Prize for

Highest aggregate mark over seven units in the Graduate Diploma in Education

Aust Grad Dip $500 Vanessa Thurgate

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Excellence in Pre-Service Teacher Education

Thomas Sten Prize in Education

Highest aggregate marks in the Grad Dip Ed

Any Grad Dip Ed

$110 Vanessa Thurgate

Faculty Prizes The Bill Louden Early Childhood Prize

Highest aggregate mark in the prac and literacy unit

Any Mteach (EC)

$100 William Ellis

MTEACH (EARLY CHILDHOOD) PRIZE

The highest aggregate mark in the Master of Teaching Early Childhood

Any Mteach (EC)

$100 Shana Sylvester

MTEACH (PRIMARY) PRIZE The highest aggregate mark in the Master of Teaching Primary

Any Mteach (P)

$100 Amy Edmonds

MTEACH (SECONDARY) PRIZE

The highest aggregate mark in the Master of Teaching Secondary

Any Mteach (S)

$100 Hannah Murray

The Chair recommends that the Faculty endorses the proposed prize recipients. The Faculty of Education Prize Ceremony will be held on Tuesday 27th May at the University Club.

13. DALE COOK SCHOLARSHIP

The family and friends of the late Dale Cook donated a sum of money to The University of Western Australia to establish a fund to provide an annual scholarship to commemorate Dale’s contribution to graduate training.

At the request of the donors the Scholarship and its funds will be transferred to the Faculty of Education because it has a school psychologist preparation program that aligns more closely to the intentions of the scholarship than present arrangements in the Science Faculty.

See Attachment D for the proposed conditions of the scholarship being awarded.

The Chair recommends that the Faculty endorses the Teaching and Learning Committee’s recommendation that the above proposal be approved.

14. NEW MASTER OF TEACHING PRIZES

The following 3 Master of Teaching prizes were approved in late 2012 to be offered in 2013 to be awarded to students with the

• Highest aggregate mark in Master of Teaching – Early Childhood • Highest aggregate mark in Master of Teaching – Primary • Highest aggregate mark in Master of Teaching – Secondary

Value for each: $100 and a certificate.

The Chair recommends that the Faculty endorses the Teaching and Learning Committee’s recommendation that the above prizes be approved and awarded on an on-going basis.

15. NEW COURSE PROPOSAL – KEN GLASGOW

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As a result of the one year Graduate Diploma in Education being phased out there is a need for a stand-alone course in School Psychology to be offered from semester 1, 2015 (Attachment E).

The course structure for the new course proposal will follow the structure of the current School Psychology stream in the Graduate Diploma in Education. A major change is that the new course will be a 48 credit point (cp) Graduate Diploma. As the Graduate Diploma in Education is a 60cp Diploma it was necessary to amend the current structure for the School Psychology stream by removing two units (12cp).

The Chair recommends the Faculty Committee endorses the Teaching and Learning Committee’s recommendation that the new course proposal be approved.

16. AMENDMENT TO UNIT TITLE AND CONSEQUENTIAL CHANGES – GRADUATE DIPLOMA IN SCHOOL PSYCHOLOGY

Old Title New Title EDUC5469 School Psychology Curriculum I EDUC5469 School Psychology I EDUC5478 School Psychology Curriculum II EDUC5478 School Psychology II

The Chair recommends that the Faculty endorse amendments and consequential changes as set out above, effective 2015.

17. NEW AREA OF SPECIALISATION PROPOSAL – PETER MERROTSY

Proposed new Area of Specialisation – Mathematics – to be added to the suite of Specialisations in the Master of Curriculum Studies – Attachment F

This new Area of Specialisation will be added to the existing suite of specialisations in the Master of Curriculum Studies.

The Chair recommends the Faculty Committee endorses the Teaching and Learning Committee’s recommendation that the new Area of Specialisation be approved.

PART 3 – ITEMS FOR DISCUSSION AND DECISION

18. MASTER OF TEACHING – TEACH FOR AUSTRALIA – MICHELLE STRIEPE

This proposed course would include the core units currently offered in the Master of Teaching – Secondary - (e.g. EDUC5485 Development, Teaching and Learning). There will be no room for elective units in this proposed course. In place of the electives students will be taking units co-taught with the University of Melbourne. This new course would allow students to receive advanced standing for up to 50 percent of the total number of credit points. This is in line with the University policy on ‘Limits on Credit’:

“Subject to Clauses 4.3, 4.4, 4.5, 4.10, 4.11, the maximum value of credit that can normally be granted towards a course on the basis of study undertaken in an incomplete or a completed course is half the point value of the course towards which the credit is granted.”

The complete policy available at http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP11/34

The Chair recommends the Faculty endorses the Teaching and Learning Committee’s recommendation that the new course proposal be approved subject to winning the Teach for Australia tender.

Takes talented graduates intense preparation. See t and l minutes. Subject to tender, proposed course to be entered in caidi

http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP11/34

http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP11/34

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In line with current mteach no electives sharing responsibilities with uni of Melbourne – changing advanced standing rule up to 50 percent. New course approved subject to tender etc

19. PROOF OF ENGLISH COMPETENCY – GRACE OAKLEY

Following a discussion in the Initial Teacher Education Course Coordinator Committee (ITECCC) meeting on 21st March, 2014 it was decided to recommend to the Teaching and Learning Committee that successful completion of an English bridging course will not it itself be regarded as evidence of English proficiency for ITE courses.

The Chair recommends the Faculty Committee endorses the Teaching and Learning Committee’s recommendation that the above proposal be approved and also apply to all courses offered by the Faculty.

See t and l minutes re English competency ielts in addition to bridging course, same to apply for med students as well

Approved

20. OTHER BUSINESS

Meeting closed at 1:13

Next meeting to be held on Friday 9th May, 2014

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GRADUATE SCHOOL OF EDUCATION

FACULTY COMMITTEE MEETING Friday 14th March 2014

1 pm Faculty of Education Conference Room

MINUTES Members Chair, Winthrop Professor Helen Wildy Professor Simon Clarke Winthrop Professor David Andrich Assistant Professor Lisa Bell Associate Professor Elaine Chapman Assistant Professor Sue Dawkins Christina Dyt Associate Professor Val Faulkner Assistant Professor Ken Glasgow Winthrop Professor Stephen Houghton Associate Professor Stephen Humphry Associate Professor Christine Howitt

Associate Research Professor Ida Marais Research Associate Joshua McGrane Professor Peter Merrotsy Assistant Professor Gerardine Neylon Associate Professor Grace Oakley Winthrop Professor Tom O’Donoghue Assistant Professor Mark Pegrum Assistant Professor Elaine Sharplin Assistant Professor Michelle Striepe Winthrop Professor Lesley Vidovich Corinne Zadow Anna Johansson (Executive Officer)

Faculty of Arts, Humanities and Social Sciences (Dr Alexandra Ludewig) Faculty of Economics and Commerce (Paul Lloyd) Faculty of Science (Associate Professor Nancy Longnecker) School of Sport Science, Exercise and Health (Martin Anderson) 1. APOLOGIES

Christina Dyt, Christine Howitt, Elaine Sharplin, Val Faulkner, Martin Anderson

2. DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST

3. ITEMS/BUSINESS IN PROGRESS FOR NOTING SINCE PREVIOUS MEETING

Nil

4. CONFIRMATION OF MINUTES

RESOLVED 01 That the notings of decisions taken on 4 December, 2013 on items considered by the Faculty of Education by way of circular be confirmed.

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PART 1 – ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC

5. PRINCIPLES AND RULES FOR THE OPERATION OF COMMITTEES

Members will be aware that all committees of the University are expected to operate according to the principles set out in the Principles for the Operation of Committees.

In accordance with the “Working Smarter Through Committees” working party – Recommendation 9 – “That the University’s principles and rules for the operation of committees are distributed (as part of the agenda) to all committee members and the Chair explicitly address these at the first meeting of each year” – the principles and rules are attached along with the code of conduct (Attachment B).

Noted.

PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

There are no items for Decisions to be dealt with En Bloc.

PART 3 – ITEMS FOR DISCUSSION AND DECISION

6. NEW COURSE PROPOSAL – KEN GLASGOW

As a result of the one year Graduate Diploma in Education being phased out there is a need for a stand-alone course in School Psychology to be offered from semester 1, 2015 (Attachment C).

The course structure for the new course proposal will follow the structure of the current School Psychology stream in the Graduate Diploma in Education. A major change is that the new course will be a 48 credit point (cp) Graduate Diploma. As the Graduate Diploma in Education is a 60cp Diploma it was necessary to amend the current structure for the School Psychology stream by removing two units (12cp).

After consideration and discussion the Teaching and Learning committee approved the new course proposal subject to the following items being addressed:

1. Provide a detailed justification for the removal of EDUC5429 Aboriginal Education. 2. Consider whether the word ‘Curriculum’ should be removed from the titles of

EDUC5469 School Psychology Curriculum I, and EDUC5478 School Psychology Curriculum II

3. Consider developing two new Professional Practice units specific to the new course. 4. Provide an explanation as to why there is a heavier workload in semester 1 then semester 2.

RESOLVED 02 To address the concerns outlined above and to table the item on the agenda of the next Teaching and Learning Committee meeting.

7. NEW UNIT PROPOSAL – MICHELLE STRIEPE

The following unit is proposed for inclusion as an elective in the Graduate Diploma in Education and Master of Teaching – Secondary program, effective 2015 (Attachment D) EDUC5402 Language in Society

RESOLVED 03 The above item was removed from the agenda prior to the meeting and referred back to the Teaching and Learning Committee.

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8. AMENDMENT TO UNIT TITLE AND CONSEQUENTIAL CHANGES – MASTER OF TEACHING AND GRADUATE DIPLOMA IN EDUCATION – MICHELLE STRIEPE

Old Title New Title EDUC5411 Understanding Contemporary Education

EDUC5411 Enhancing Classroom Teaching through Understanding Contemporary Education

EDUC5501 Integrated Studies from K – 7: Society and Environment Focus

EDUC5501 Integrated Studies: The Humanities and Social Sciences

EDUC5508 Integrated Studies from K-7: Science Focus

EDUC5508 Integrated Studies: Science

EDUC5410 Teaching Literacies EDUC5410 Literacy and Numeracy Across the Curriculum

EDUC5466 Society & Environment Curriculum I EDUC5466 Humanities & Social Sciences Curriculum I

EDUC5476 Society & Environment Curriculum II EDUC5476 Humanities & Social Sciences Curriculum II

RESOLVED 04 To support the unit title changes as outlined above, effective 2015. 9. MASTER OF TEACHING – SECONDARY – COURSE CHANGES – SIMON CLARKE

Remove the following Master of Education units from the list of options in the Master of Teaching course: EDUC5616 International and Comparative Education EDUC5631 Approaches to Research EDUC5633 Quantitative Inquiry EDUC5634 Qualitative Inquiry EDUC5646 Teaching in New Learning Spaces EDUC5658 Education Policy Trends: Global to Local EDUC5662 Action Research and Curriculum Innovation EDUC5678 Improving Learning and Teaching in the Curriculum

RESOLVED 05 To support the removal of the above listed units as options in the Master of Teaching – Secondary course, effective 2015.

10. CANCELLATION OF UNITS FOR 2015 – MICHELLE STRIEPE

The following units will be cancelled from 1st January, 2015 as they are no longer required by the Faculty.

EDUC2200 Educational Psychology EDUC3303 Introduction to Teaching

These units will be deleted as part of the rescission of the combined Bachelor of Education courses.

RESOLVED 06 To support the deletion of the two units listed above, effective 2015

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11. PRIZES IN EDUCATION 2013

The Research Committee recommends its nominations for the following prizes: CAMERON PRIZE IN EDUCATION This is awarded to the student whose Doctor of Philosophy (PhD) thesis, in the opinion of the Faculty of Education Research Committee, is the best piece of research submitted for a PhD in a designated 12-month period.

Endorsed recommendation: Dr Jennifer Donovan (17304982) for her thesis entitled ‘The influence of the mass media on Australian primary students' understandings of genes and DNA’.

FOGARTY FOUNDATION SUCCESS THROUGH EDUCATIONAL EXCELLENCE PRIZE FOR THE BEST PIECE OF RESEARCH IN THE DOCTOR OF EDUCATION

This is awarded to the student who has completed the best thesis in the Doctor of Education during the preceding 12 months. The student must be a citizen or permanent resident of Australia.

Endorsed recommendation: Dr Mark Fielding (17641815) for his thesis entitled ‘"No Sense of Borders"? The Internationalisation of Education in Australian Schooling’.

INTERNATIONAL/TRANSNATIONAL DOCTOR OF EDUCATION PRIZE This is awarded to the international or transnational student who has conducted the best piece of research submitted for a Doctor of Education in a designated 12 month period.

Endorsed recommendation: Dr Siew Yee Lim (20470631) for her thesis entitled ‘Using History as Context in Pre-Tertiary Singapore Mathematics Classrooms: Effects on Achievement, Attitudes, Anxiety and Motivation’.

RESOLVED 07 That the Faculty endorse the proposed recipients as outlined above. The Faculty of Education Prize Ceremony will be held on Tuesday 27th May at the University Club.

12. OTHER BUSINESS

No items were discussed under other business Next meeting to be held on Friday 11th April, 2014

Active Unit as at 10-04-2014

EDUC1102 Learning Effectively: Improving Your Learning andTeaching

TRIM: F31939ID: 973

Showing drafted annual changes for 2015.

Unit information

Code EDUC1102

Title Learning Effectively: Improving Your Learning and Teaching

Level 1

Type Undergraduate unattached elective

Undergraduatedegree

BA

Faculty Education

ResponsibleOrganisationalEntity

Graduate School of Education

Unit coordinator Assistant Professor Elaine Sharplin

Approved date unknown

First year of offer 2012

Credit points 6 credit points

Contact hours lectures: 1 hr per week for 12 weeks; tutorials: 2 hrs per week for 12 weeks

Broadeningcategory

Broadening Category B

Academic information

Content This unit provides students with knowledge of diverse learning processes and theories in a lifelong learning perspective,with the objective of improving students’ understanding of approaches to and practices of learning. The content includespsychological and sociocultural influences on learning, and learning theories and use of learning technologies. Studentshave the opportunity to apply their knowledge to the facilitation of their own learning or the learning of others, in diversecontexts, including opportunities for community service through tutoring.

Change details forContent

Approval: (26/03/2014)Rationale and impact assessment: Minor changes made.

Outcomes Students are able to (1) outline major concepts related to learning; (2) explain learning processes and their complexinterrelationships; (3) discuss sociocultural and technological influences on learning; (4) identify personal learningpreferences/modalities; (5) critically evaluate personal approaches to learning; (65) apply knowledge of learning concepts topersonal learning and/or the learning of others; (76) assess the needs of learners and plan for individual/small grouplearning; (87) communicate effectively with others; and (98) conduct small scale applied research.

How outcomes willbe assessed

Students are able to (1) outline major concepts related to learning; (2) explain learning processes and their complexinterrelationships; (3) discuss sociocultural and technological influences on learning; (4) identify personal learningpreferences/modalities; (5) critically evaluate personal approaches to learning; (6) apply knowledge of learning concepts topersonal learning and/or the learning of others; (7) assess the needs of learners and plan for individual/small group learning;(8) communicate effectively with others; and (9) conduct small scale applied research.

# Outcome How outcome will be assessed

1 outline major concepts related to learning online quizzes, responses to readings, autoethnography,microteaching case study

2 explain learning processes and their complex interrelationships autoethnography, microteaching case study

3 discuss sociocultural influences on learning responses to readings, autoethnography, microteaching case study

4 critically evaluate personal approaches to learning autoethnography

5 apply knowledge of learning concepts to personal learning and/or thelearning of others

autoethnography, microteaching case study

6 assess the needs of learners and plan for individual/small group learning microteaching case study

7 communicate effectively with others microteaching case study

8 conduct small scale applied research autoethnography, microteaching case study

Change details for Howoutcomes will be assessed

Approval: (26/03/2014)Rationale and impact assessment: Outcomes converted into new format

EFFE

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1

Assessments This comprises a range of written, oral and online assessment tasks. Specific assessment details are provided in the unitoutline.

Supplementaryassessmentstatement

Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who hasobtained a mark of 45 to 49 and is currently enrolled in this unit, and it is the only remaining unit that the student must passin order to complete their course.

Teachingresponsibilities

Teaching organisation Notes %

00300 Graduate School of Education 100%

Unit rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities Nil.

Service Learning

Description of service learningcomponent

{"Description of service learning component" blank}

Type of Service Learning {"Type of Service Learning" blank}

Is service learning componentcompulsory?

{"Is service learning component compulsory?" blank}

Assessment of service learningcomponent

{"Assessment of service learning component" blank}

ServiceLearningCommencement {"ServiceLearningCommencement" blank}

Unit offered/shared in courses

Unattached elective in BA.

Availabilities

Teaching period Location Mode Details

Semester 1, 2015 Crawley Face to face

History and committee endorsements/approvals

Event Date Outcome Notes

Faculty Endorsed: Unknown. Imported from spreadsheet. Details unknown.

Board of Studies (BA) Endorsed: R25/11 Imported from spreadsheet. Details unknown.

Board of Coursework Studies Endorsed: R26/11 Imported from spreadsheet. Further details unknown.

Academic Council Approved: R73/11 Imported from spreadsheet. Further details unknown.

Comparing current approved data to the data as it will be on 01/01/2015 if changes are approved. Report generated 10/04/14 01:04.EF

FECT

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1/201

5 IF C

HANGES APP

ROVED

2


EDUC1103 Education for a Global Knowledge SocietyTRIM: F32295

ID: 1468


Unit information

Code EDUC1103

Title Education for a Global Knowledge Society

Level 1


Undergraduatedegree

BA

Faculty Education



Unit coordinator Winthrop Professor Lesley Vidovich




Contact hours lectures/workshops: 2 hrs per week for 13 weeks; tutorials: 1 hr per week for 13 weeks lectures; 1 hr per week for 13 weeks;tutorials/workshops: 2hrs per week for 13 weeks

Change details forContact hours

Approval: (17/03/2014)Rationale and impact assessment: Contact hours updated to encourage more interaction.

Broadeningcategory

Broadening Category AApproved Broadening Category A prior to 2014.


Content This unit familiarises students with leading ideas and debates about education in a global knowledge era, and also howindividuals in different social circumstances are positioned differently in their learning journeys and why.

Outcomes Students are able to (1) understand and discuss the complex and contested roles of education in society, and how theseroles change in different times and places across the globe; (2) identify and analyse ’bigger picture’ global trends ineducation, with a focus on goals to achieve quality and equity in educational outcomes, as well as barriers to attaining thesegoals; and (3) analyse contemporary global, national and local debates over leading ideas and ideologies in education,evaluate the different arguments and synthesise their own responses.


Learning outcomes feature an understanding of education key concepts (including their complex and contested nature) aswell as the importance of critical analysis and debate. The four assessment items will each include these two overarchingdimensions to the unit.

Assessment items This comprises tutorial presentations, tutorial/workshop participation, a research essay and a final examination. Typicallythis unit is assessed in the following way(s): (1) tutorial presentations; (2) tutorial/workshops participation; (3) researchessay; and (4) an in-class test. Further information is available in the unit outline.

This comprises tutorial presentations, tutorial/workshop participation, a research essay and a final examination. # Assessment

1 tutorial presentations

2 tutorial/workshops participation

3 research essay

4 an in-class test

Change details forAssessment items

Approval: (17/03/2014)Rationale and impact assessment: Final examination changed to an in-class test.






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Unit rules

Prerequisites Nil.

Corequisites Nil.

Incompatibilities EDUC1100 Education in Australia Nil

Change details forIncompatibilities

Approval: (17/03/2014)Rationale and impact assessment: The unit is no longer equivalent to EDUC1100 Education in Australia



Availabilities



Handbook fields

Textbooks TextsRecommended but compuslory:Connell, R. et al (2013): Education, change and society (3rd ed); Oxford Univeristy Press

Essential readings are provided through CMO (Course Materials Online).

Change details forTextbooks

Approval: (26/03/2014)Rationale and impact assessment: Recommended text added



Faculty Endorsed: Unknown. Imported from spreadsheet. Details unknown.

Board of Studies (BA) Endorsed: R25/11 Imported from spreadsheet. Details unknown.

Board of Coursework Studies Endorsed: R26/11 Imported from spreadsheet. Further details unknown.

Academic Council Approved: R73/11 Imported from spreadsheet. Further details unknown.

Comparing current approved data to the data as it will be on 01/01/2015 if changes are approved. Report generated 10/04/14 01:04.

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EDUC1104 A World of Mobile LearningTRIM: F48322

ID: 4462


Unit information

Code EDUC1104

Title A World of Mobile Learning

Level 1


Undergraduatedegree

BA

Faculty Education



Unit coordinator Assoc.Prof. Mark Pegrum




Contact hours {"Contact hours" blank}

Broadeningcategory

Broadening Category AApproved Broadening Category A prior to 2014.


Content This unit begins with an exploration of the role ofexplores mobile handheld technologies in learning around the globe, takingin issues in the developing and developed world, coveringspanning trendsthe inwhole formalrange of technology fromfeature phones to smart devices and informal learning in both the developedwearables, and developingexploringworldeducational possibilities from e-books and apps through multimedia recording and social/professional networking to QRcodes and immersive augmented reality.

The Itunit showsdemonstrates that new technologies function within complex cultural, social, political, economic andeducational ecologies, resulting in different possibilities in diverse cultural contexts. TheFollowing effectsan introduction toeducational theory, we discuss how mobile learning may fit with a variety of globallyeducational approaches. We compareand contrast formal and informal mobile learning in the developed and developing world, with a number of case studiesexamined in detail, and we critique the idea that mobile technologies can reach and connect the entire population. We alsoexamine networked learning in diversedifferent cultures are examinedcontexts, including the role of such learning in socialand political events around the world.

In The realities of the use of mobile handheld devices in formal and informal education in the developed and developingworld are compared and contrastedaddition, withthere several case studies examined in detail. The unit examines the ideathat mobile technologies reach and connect the entire population, and potentially bring digital education to all. This leadstois a close examination of students’ own current or future integration of mobile tools to reach and connect with others, andto support their learning. ToolsHere, coveredwe includefocus on tools such as feature phones, smartphones, tablets anddigital media players., Approachesand coveredwe includecover approaches such as the educational use of SMS, e-books,apps, mobloggingpolling, multimedia recording, QR codes and augmented reality. Following the current shift in Westerneducation to a BYOD (bringBring yourYour ownOwn deviceDevice) model, students are invited to use their own mobiledevices to undertake course tasks, but there is no obligation to do so, as all tasks can be completed on desktop or laptopcomputers, such as those available in the GSE computer laboratory and other laboratories on campus. Commonly available,free software is recommended to students. Optional drop-in laboratories are offered for students who require technologicalsupport.

Change details forContent

Approval: (26/03/2014)Rationale and impact assessment: Minor changes made to better reflect the content.

Outcomes Students are able to (1) appreciate that new technologies function within complex cultural, social, political, economic andeducational ecologies, resulting in different possibilities in diverse cultural contexts; (2) appreciate the specific affordancesof mobile handheld devices for formal, informal and networked learning in diverse cultural contexts; (3) gain an overview ofthe use of mobile handheld devices for formal and informal learning in both the developing and developed world; (4)compare and contrast the use of mobile handheld devices for formal and informal learning in the developing and developedworld; (5) analyse and critique the notion of mobile handheld devices delivering digital education and information for all; (6)analyse the value and use of mobile handheld devices to support their own learning in their current and future contexts; and(7) produce a series of recommendations on using mobile technologies to support learning, for other learners in their majorstudy area.

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The first assessment is a multimedia digital presentation in which students will discuss their own weekly use of mobilehandheld technologies, OR discuss their future plans to use mobile technologies, OR discuss their reasons for not usingmobile technologies; in all cases students will relate their discussion to their own cultural context and compare it to trendsin formal, informal and networked learning around the world [Outcomes 1, 2, 3, 4, 5 & 6]. The second assessment willrequire students to produce an online guide (e.g., an iBook, flipbook, PowerPoint or Prezi) containing recommendations onhow to use mobile devices to support formal, informal and networked learning [Outcomes 2, 3, 5 & 7]. The target audiencewill be other learners in their major study area, and students will be expected to integrate feedback from a small sample oflearners on the effectiveness of their recommendations. These assessments will allow students to explore their own use ofmobile handheld technologies in relation to global trends in education, as well as developing strategies for the use of mobiledevices to support not only their current learning but their future education as lifelong learners.

Assessments This comprises a multimedia presentation on students’ weekly use of mobile handheld technologies or their future plans touse mobile technologies or their reasons for not using mobile technologies, contextualised with reference to the culturalsetting and global trends in mobile education, and the production of an online guide to the use of mobile devices in theirmajor study area, including integration of feedback from learners in that area.






Unit rules

Prerequisites Nil.

Corequisites Nil.


Advisable priorstudy

Nil.



Availabilities


NoSemester availabilities1, found for >=2015. Crawley Face to face

Change details forAvailabilities

Approval: (26/03/2014)Rationale and impact assessment: Made available for semester 1, 2015



Faculty 10-08-2012 Endorsed: R13 Imported from the excel New Unit Proposal form.

Board of Studies (BA) 14-05-2013 Endorsed: R11/13 After revision requested R7/13.

Board of Coursework Studies 27-06-2013 Endorsed: R12/13

Academic Council 04-07-2013 Approved: R63/13


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EDUC5415 Educational Leadership and ManagementTRIM: F41737

ID: 3023


Unit information

Code EDUC5415

Title Educational Leadership and Management

Level 5

Type Unit in postgraduate courses

Faculty Education



Unit coordinator Professor Simon Clarke




Contact hours lectures/seminars: 2.5 hrs per week for 10 weeks


Content This unit is organised around key themes and issues of educational leadership and management. These include, amongothers, an examination of educational change, contemporary understandings of educational leadership, organisationalculture and schools as learning organisations. The unit provides an introduction to the study of educational leadership andmanagement and a basis for reflecting critically on the structures and cultures of educational organisations.

Outcomes Students are able to (1) understand some basic concepts in the field of educational leadership and management; (2) applyconcepts of educational leadership and management to personal experiences and practices through a process of reflectionand discussion; and (3) consider strategies to improve educational organisations and reflect on the values that underpinthem.



1 understand some basic concepts in the field of educational leadership and management presentation

2 apply concepts of educational leadership and management to personal experiences and practices through aprocess of reflection and discussion

case study

3 consider strategies to improve educational organisations and reflect on the values that underpin them case study


Approval: (26/03/2014)Rationale and impact assessment: Outcomes linked to assessments

Assessments This may comprise a brief seminar presentation and a case study—analysed according to key themes emerging from theunit. Supplementary assessment is not available in this unit except in the case of a Graduate Diploma in Education studentwho has obtained a mark of 45 to 49 and is currently enrolled in this unit, and it is the only remaining unit that the studentmust pass in order to complete their course.


Supplementary assessment is available for those students who obtain a mark of 45 to 49 inclusive in thisunit. Supplementary assessment is not available in this postgraduate unit.

Change details forSupplementary assessment

statement

Approval: (26/03/2014)Rationale and impact assessment: Supplementary assessment is not available




Unit rules

Prerequisites Nil

Change details forPrerequisites

Approval: (26/03/2014)Rationale and impact assessment: No prior study required

Corequisites Nil.

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Course Course type Role

31520 Master of Teaching (coursework) (Secondary) PG course Option

31520 Master of Teaching (coursework) (Music) PG course Option

31400 Graduate Diploma in Education PG course Option

30330 Graduate Diploma in Educational Studies (non-articulated) PG course Option

Availabilities





Academic Council 06-06-2012 Approved: R53/12 Approved for Master of Teaching

Board of Coursework Studies Endorsed Imported from handbook


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http://www.caidi.uwa.edu.au/summary.php?type=PG&id=17





EDUC5610 Human Resource Development in EducationTRIM: F36422

ID: 3073


Unit information

Code EDUC5610

Title Human Resource Development in Education

Level 5


Faculty Education







Contact hours lectures/seminars: 2 hrs per week for 12 weeks


Content This unit develops the themes of theoretical perspectives in human resource development; the ’big picture’ of educationalchange; the ’little picture’ of self-management; motivation; emotional intelligence; leadership; team building; societal andorganisational culture; conflict management; performance management and staff appraisal; and professional development.

Outcomes Students are able to recognise the professional and personal challenges in managing change in education; analyse andapply ways of enhancing self-management and performance in education; communicate an understanding of theknowledge, skills, attitudes and practices which enhance the management of human resources in education; criticallyevaluate ’human resource’ scenarios in education; and select an example of a particular human resource issue in aneducational organisation and analyse it, applying the concepts developed throughout the unit.


{"Assessments tied to outcomes (legacy format)" blank}

Assessment items ThisTypically comprisesthis unit is assessed in the following way(s): (1) a 20-minute seminar presentation on one unitreading; and (2) a 4500-word essayreport on a case study of human resource development within a particular organisation.SupplementaryFurther assessmentinformation is not available in thisthe unit outline.

This comprises a 20-minute seminar presentation on one unit reading and a 4500-word essay on a case study of humanresource development within a particular organisation. Supplementary assessment is not available in this unit.

# Assessment

1 a 20-minute seminar presentation on one unit reading

2 a 4500-word report on a case study of human resource development within a particular organisation

Change details forAssessment items

Approval: (21/03/2014)Rationale and impact assessment: Changed the assessment details to the new format and changed the word 'essay' to 'report'.


Supplementary assessment is not available in this postgraduate unit.




Unit rules

Prerequisites Nil


Approval: (21/03/2014)Rationale and impact assessment: No prerequites for this unit

Corequisites Nil.


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31520 Master of Teaching (coursework) (Music) PG course Option

31310 Graduate Diploma in Professional Education PG course Option

91340 Graduate Diploma in Health Professional Education PG course Option

90570 Master of Health Professional Education (coursework and dissertation) PG course Option

90670 Master of Health Professional Education (thesis and coursework) PG course Option

30580 Master of Education (coursework and dissertation) PG course Option

31700 Master of Education (thesis and coursework) PG course Option

30240 Graduate Diploma in Educational Leadership (articulated) PG course Core

30240 Graduate Diploma in Educational Leadership (articulated) PG course Option

30520 Master of Educational Leadership (coursework and dissertation) PG course Core

30520 Master of Educational Leadership (coursework and dissertation) PG course Option

31650 Master of Educational Leadership (thesis and coursework) PG course Option

Availabilities



Handbook fields

Textbooks Texts

Selected readings are provided in CMO (Course Materials Online).






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EDUC5612 Leadership for LearningTRIM: F36423

ID: 3074


Unit information

Code EDUC5612

Title Leadership for Learning

Level 5


Faculty Education







Contact hours seminars: 2 hrs per week for 12 weeks; offshore as required


Content Educational leadership is examined in the current global context of change and reform. Leadership approaches are linkedwith theoretical perspectives about organisations and students are asked to apply insights gained from reading anddiscussion to their specific work context. Evolving views of educational leadership are examined with a particular emphasison organisational culture, teaching and learning, the management of change, and developing relationships with thecommunity. Active participation in seminar sessions is required.

Outcomes Students are able to (1) explain theory relevant to the field of educational leadership; (2) critically analyse international,national and state-level policies and practices relevant to educational leadership; (3) relate theories of educationalleadership to personal experiences and practices through a process of reflection and discussion; and (4) demonstrate acapacity to think about leadership issues and problem solving in relation to educational organisations.



1 explain theory relevant to the field of educational leadership presentation

2 critically analyse international, national and state-level policies and practices relevant to educationalleadership

discussion

3 relate theories of educational leadership to personal experiences and practices through a process of reflectionand discussion

action learning

4 demonstrate a capacity to think about leadership issues and problem solving in relation to educationalorganisations

action learning


Approval: (24/03/2014)Rationale and impact assessment: TBA

Assessments This comprises the demonstration of a breadth of knowledge gained from the literature and the ability to applyunderstandings of the theory to analysis of a personal context. These may be in the form of seminar presentations,reflective journals, case studies and action research. Supplementary assessment is not available in this unit.






Unit rules

Prerequisites Nil


Approval: (24/03/2014)Rationale and impact assessment: No prerequisites required

Corequisites Nil.

EFFE

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31310 Graduate Diploma in Professional Education PG course Option

91340 Graduate Diploma in Health Professional Education PG course Option

90570 Master of Health Professional Education (coursework and dissertation) PG course Option

90670 Master of Health Professional Education (thesis and coursework) PG course Option

30580 Master of Education (coursework and dissertation) PG course Option

31700 Master of Education (thesis and coursework) PG course Option

30240 Graduate Diploma in Educational Leadership (articulated) PG course Core

30240 Graduate Diploma in Educational Leadership (articulated) PG course Option

30520 Master of Educational Leadership (coursework and dissertation) PG course Core

30520 Master of Educational Leadership (coursework and dissertation) PG course Option

31650 Master of Educational Leadership (thesis and coursework) PG course Core

31650 Master of Educational Leadership (thesis and coursework) PG course Option

Availabilities


Non-standard, 2015 Singapore Face to face Description: Offshore

Non-standard, 2015 Hong Kong Face to face Description: Offshore


Handbook fields

Textbooks Texts

Selected readings are provided.





Comparing current approved data to the data as it will be on 01/01/2015 if changes are approved. Report generated 10/04/14 02:04.EFFE

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1/01/2

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A I T S L i s f u n d e d b y t h e A u s t r a l i a n G o v e r n m e n t

Accreditation of Initial Teacher Education Programs in AustraliaStandards and ProceduresApril 2011

© 2011 Education Services Australia as the legal entity for the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA).

Education Services Australia, as the legal entity for the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) owns the copyright in this publication. This publication or any part of it may be used freely only for non-profit education purposes provided the source is clearly acknowledged. The publication may not be sold or used for any other commercial purpose.

Other than as permitted above or by the Copyright Act 1968 (Commonwealth), no part of this publication may be reproduced, stored, published, performed, communicated or adapted, regardless of the form or means (electronic, photocopying or otherwise), without the prior written permission of the copyright owner. Address inquiries regarding copyright to:

MCEECDYA Secretariat, PO Box 202, Carlton South, VIC 3053, Australia.

First published April 2011 Reprinted with corrections May 2011

Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures

ISBN: 978-0-9803323-7-7 (electronic)

The Australian Institute for Teaching and School Leadership was formed to provide national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership with funding provided by the Australian Government.

1Accreditation of Initial Teacher Education

Contents

Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

National Graduate Teacher Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

National Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

National accreditation process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

1. House of Representatives Standing Committee on Education and Vocational Training. (2007). The Parliament of the Commonwealth of Australia: Canberra, p.xxi

Ensuring high quality teacher education is a first and critical step in delivering high quality teaching in schools, particularly at a time when the role of teachers is becoming increasingly complex and demanding.1

2 Accreditation of Initial Teacher Education

PreambleThis document reflects the shared commitment of the teaching profession, teacher educators, employers of teachers, schools and the education community more broadly to ensuring that entrants to teaching are of the highest quality and are recognised as such. This means that graduates have the professional knowledge and skills necessary to build highly productive professional practice and that their developing professional expertise is recognised and fostered.

These Standards and Procedures reflect high expectations of initial teacher education. The stakeholders are united in their belief that the teaching profession and the Australian community deserve nothing less. There is an expectation that those entering teaching will be a diverse group of highly literate and numerate individuals with a professional platform from which to develop as high quality teachers.

This document represents an unconditional commitment to high standards of graduates from initial teacher education programs. It also acknowledges that there are multiple pathways to excellence, and the accreditation process provides for flexibility in how both providers and program participants achieve high standards and demonstrate them.

It is the graduate outcomes of teacher education programs that matter and, ultimately, about which judgements of graduate quality must be made. The quality of graduates of teacher education, however, will depend largely upon the abilities of those entering teacher education programs, the quality of the programs provided, the commitment of schools and school systems to deliver quality professional experience placements, and the level and nature of the engagement by the students throughout their teacher education. The Program Standards therefore address entry criteria and conditions, and program structure and content, as well as graduate outcomes. This will provide greater assurance to all stakeholders, including teacher education students themselves, of successful and accomplished graduates.

These Standards and Procedures are a companion to the Australian Professional Standards for Teachers2 and are designed to ensure that the Graduate career stage of the Standards is met and even exceeded by all those seeking to become teachers.

Principles for national accreditation These Standards and Procedures for the accreditation of initial teacher education programs and their application are informed by six principles:

1. Continuous improvement: The accreditation process contributes to the improvement of the quality of initial teacher education and consequently of teaching and learning in Australia, providing a guarantee of graduate teacher quality and building public confidence in the profession. It will lead to change where performance needs improvement, and challenge effective providers and programs to improve further. The Standards and Procedures itself is regularly reviewed and improved.

2. Outcomes focus: The accreditation process sets high standards for graduate outcomes, and focuses on ensuring these are met.

3. Flexibility, diversity and innovation: National accreditation celebrates and encourages the capacity of providers to be innovative in delivery of programs to meet the diverse needs of students and the profession. Accordingly, teacher education providers may present an evidence-based case that an element or elements of their programs meet the intent of the Program Standards and that their graduates satisfy the Graduate Teacher Standards.

4. Partnerships: National accreditation is built around partnerships involving shared responsibilities and obligations among teacher education providers, schools3, teachers, employers, and teacher regulatory authorities.

5. Building on existing expertise: National accreditation adds value to and builds on the strengths of jurisdictional accreditation experience, and the considerable expertise that exists in Australian teacher education. It acknowledges the professional prerogatives of Australian universities

2. Australian Institute for Teaching and School Leadership (AITSL). 2011. Australian Professional Standards for Teachers. Retrieved 21 March 2011, from http://www.aitsl.edu.au/verve/_resources/AITSL_National_Professional_Standards_for_Teachers.pdf

3. In these Standards and Procedures, the term ‘school’ may include, where appropriate, other educational settings where accredited programs of learning occur for school-aged students. Specific requirements for programs preparing teachers for these settings will be developed as required


6. Evidence: The credibility of national accreditation is built on evidence-based practice and contributes to the development of evidence through research about what works in quality teacher education. This evidence in turn informs the development of accreditation, allowing it to focus on those things shown to be related to outcomes.

Objectives of national accreditation The accreditation of initial teacher education programs is a key element in improving teacher quality. National accreditation has two key objectives:

• improving teacher quality through continuous improvement of initial teacher education, and

• accountability of providers for their delivery of quality teacher education programs based on transparent and rigorous standards and accreditation processes.

By contributing to teacher quality, national accreditation of initial teacher education programs will help to achieve the national goals for schooling expressed in the Melbourne Declaration on Educational Goals for Young Australians4 endorsed by Ministers in December 2008.

Elements of national accreditationThe national accreditation process for initial teacher education programs has three integrated elements:

• the Graduate Teacher Standards, which are the Graduate career stage of the Australian Professional Standards for Teachers, and make explicit the knowledge, skills and attributes expected of graduates of nationally accredited programs

• the Program Standards, which describe key features expected of high-quality initial teacher education programs: the characteristics of programs that give confidence the Graduate Teacher Standards will be achieved

• the accreditation process, which sets out a nationally consistent process to accredit programs, including the establishment and composition of accreditation panels, assessment of programs by these panels, and reporting accreditation decisions.

This diagram illustrates the interaction of the three elements of the national process.

4. Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA). 2008. . Retrieved 23 February 2011, from: http://www.mceecdya.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

Graduate TeacherStandards

Programstandards

Accreditationprocess


These Standards and Procedures are supported by supplementary materials that elaborate the Program Standards, advise providers engaging with the accreditation process, and support panel members in considering evidence and making judgements about programs and the extent to which they meet the standards.

Relationship to the Australian curriculumThese Standards and Procedures will be implemented during a transitional period as the Australian curriculum is introduced. Until the Australian curriculum is fully implemented, specification of minimum discipline requirements for initial teacher education will be as currently described in the Program Standards, unless a jurisdiction has greater specification. In these cases, the minimum requirement will be the same as is currently required in that jurisdiction. As the Australian curriculum is introduced, jurisdictions will move towards common specifications for the curriculum areas.

It is acknowledged that the Australian curriculum will not specifically cover all of the areas of specialisation for which teachers are prepared. In these areas, providers will demonstrate that programs contain studies at equivalent depth to those specified for discipline and discipline-specific curriculum and pedagogical studies in the Program Standards.

5

Graduate teachersGraduate teachers have completed a qualification that meets the requirements of a nationally accredited program of initial teacher education. The award of this qualification means that they have met the Graduate Teacher Standards.

On successful completion of their initial teacher education, graduate teachers possess the requisite knowledge and skills to plan for and manage learning programs for students. They demonstrate knowledge and understanding of the implications for learning of students’ physical, cultural, social, linguistic and intellectual characteristics. They understand principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Graduate teachers have an understanding of their subject/s, curriculum content and teaching strategies. They are able to design lessons that meet the requirements of curriculum, assessment and reporting. They demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. They know how to select and apply timely and appropriate types of feedback to improve students’ learning.

Graduate teachers demonstrate knowledge of practical strategies for creating rapport with students and managing student behaviour. They know how to support students’ well being and safety working within school and system curriculum and legislative requirements.

They understand the importance of working ethically, collaborating with colleagues, external professional and community representatives, and contributing to the life of the school. Teachers understand strategies for working effectively, sensitively and confidentially with parents/carers and recognise their role in their children’s education.

National Graduate Teacher StandardsThe Graduate Teacher Standards make explicit the professional expectations of those graduating from initial teacher education programs. They describe the professional knowledge, professional practice and professional engagement at the first of the four career stages defined in the Australian Professional Standards for Teachers. Because they define what graduate teachers should know and be able to do, the Graduate Teacher Standards are the key to the accreditation of programs.

For programs to be accredited, providers need to show how their graduates meet the Graduate Teacher Standards.

The following is an extract from the Australian Professional Standards for Teachers that describes the Graduate Teacher Standards. The Standards have been developed, revised and validated through nationwide consultation and a national validation process involving several thousand teachers across the country.


Professional Knowledge

Standard 1 — Know students and how they learn

Focus area Graduate

1.1 Physical, social and intellectual development and characteristics of students

Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2 Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

1.6 Strategies to support full participation of students with disability

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.


Standard 2 — Know the content and how to teach it

Focus area Graduate

2.1 Content and teaching strategies of the teaching area

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Content selection and organisation

Organise content into an effective learning and teaching sequence.

2.3 Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.5 Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6 Information and Communication Technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.


Professional Practice

Standard 3 — Plan for and implement effective teaching and learning

Focus area Graduate

3.1 Establish challenging learning goals

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan, structure and sequence learning programs

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Use teaching strategies

Include a range of teaching strategies.

3.4 Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5 Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

3.6 Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

3.7 Engage parents/carers in the educative process

Describe a broad range of strategies for involving parents/carers in the educative process.

Standard 4 — Create and maintain supportive and safe learning environments

Focus area Graduate

4.1 Support student participation

Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2 Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3 Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4 Maintain student safety

Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.

4.5 Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.


Standard 5 — Assess, provide feedback and report on student learning

Focus area Graduate

5.1 Assess student learning

Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Provide feedback to students on their learning

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Make consistent and comparable judgements

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Interpret student data

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5 Report on student achievement

Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.


Professional Engagement

Standard 6 — Engage in professional learning

Focus area Graduate

6.1 Identify and plan professional learning needs

Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

6.2 Engage in professional learning and improve practice

Understand the relevant and appropriate sources of professional learning for teachers.

6.3 Engage with colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

6.4 Apply professional learning and improve student learning

Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.


Standard 7 — Engage professionally with colleagues, parents/carers and the community

Focus area Graduate

7.1 Meet professional ethics and responsibilities

Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2 Comply with legislative, administrative and organisational requirements

Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

7.3 Engage with the parents/carers

Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.4 Engage with professional teaching networks and broader communities

Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.


National program standardsThis section sets out the Program Standards that an initial teacher education program will meet to be nationally accredited.

Standard 1: Program outcomes1.1 At the time of initial accreditation, providers

must show that graduates of their programs will meet the Graduate career stage of the Australian Professional Standards for Teachers and how this will be demonstrated.

1.2 At the time of re-accreditation, providers must demonstrate that graduates of their programs meet the Graduate career stage of the Australian Professional Standards for Teachers.

1.3 Programs meet the requirements of the Australian Qualifications Framework (AQF) so that, on satisfactory completion, the graduate has a four-year or longer full-time equivalent higher education qualification structured as:

•a three-year undergraduate degree providing the required discipline knowledge, plus a two-year graduate entry professional qualification5, or

•an integrated qualification of at least four years comprising discipline studies and professional studies, or

•combined degrees of at least four years covering discipline and professional studies, or

•other combinations of qualifications identified by the provider and approved by the teacher regulatory authority 6 (‘the Authority’) in consultation with AITSL to be equivalent to the above, and that enable alternative or flexible pathways into the teaching profession7.

Standard 2: Program development2.1 Programs take account of:

•contemporary school and system needs•current professional expert knowledge•authoritative educational research findings,

and•community expectations.

This occurs through consultation with employing authorities, professional teacher bodies and/or the direct involvement of practising teachers, educational researchers and relevant cultural and community experts (e.g. local Aboriginal & Torres Strait Islander groups, parents’ organisations).

2.2 Programs at self-accrediting higher education institutions have been assessed as meeting internal accreditation processes such that there is coherence and rigour in the intended program outcomes, approaches to teaching and learning, and related student assessment.

2.3 Programs of non self-accrediting institutions meet both the relevant accreditation requirements for such institutions and the requirements for national accreditation of initial teacher education programs.

Wherever practicable, the two accreditation processes will be undertaken concurrently, ensuring there is coherence and rigour in the intended program outcomes, approaches to teaching and learning and related student assessment, as well as economy of effort.

Standard 3: Program entrants3.1 All entrants to initial teacher education will

successfully demonstrate their capacity to engage effectively with a rigorous higher education program and to carry out the intellectual demands of teaching itself. To achieve this, it is expected that applicants’ levels of personal literacy and numeracy should be broadly equivalent to those of the top 30 per cent of the population.

3.2 Providers who select students who do not meet the requirements in 3.1 above must establish satisfactory additional arrangements to ensure that all students are supported to achieve the required standard before graduation.

3.3 Graduate entry initial teacher education programs have clear selection criteria and equitable entry procedures that require students to have achieved a discipline-specific qualification, relevant to the Australian curriculum or other recognised areas of schooling provision.

5. In this document, references to the duration of academic programs or elements of them should be read in terms of ‘equivalent full-time student load’ (EFTSL). This defines the amount of study required for completion rather than the calendar duration.

6. While in most jurisdictions the accreditation functions will be undertaken by teacher regulatory authorities, jurisdictions may choose to make other arrangements, including cooperative arrangements with other regulatory authorities. In this document, the teacher regulatory authority or other body performing this function in a jurisdiction is referred to as ‘the Authority’

7. The Authority will make an initial determination about the eligibility of a program for accreditation, based on Program Standard 1.3. Where a program is “(an)other combination of qualifications” as provided for in the standard, the Authority will report its determination to AITSL, who will confer with all of the teacher regulatory authorities and either endorse or recommend reconsideration of the determination before a final decision is reached by the Authority.


For secondary teaching this is at least a study8 in one teaching area and preferably a second teaching area comprising at least a study9.

For primary teaching this is at least one year of full-time equivalent study relevant to one or more learning areas of the primary school curriculum.

3.4 Students admitted to programs on the basis of an International English Language Testing System (IELTS) assessment, or an equivalent English language proficiency assessment, have attained an overall IELTS (or equivalent) score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening), either on entry to or on graduation from the program.

3.5 Recognition of prior learning or credit transfer arrangements are determined by providers in

Standard 4: Program structure and content4.1 Program structures must be sequenced

coherently to reflect effective connections between theory and practice.

4.2 Professional studies in education include discipline-specific curriculum and pedagogical studies, general education studies and professional experience. The professional studies in education will comprise at least two years of full-time equivalent study.

4.3 Discipline studies will normally be completed either in a separate discipline degree completed prior to a graduate entry initial teacher education program, or as part of an integrated undergraduate teaching degree or combined teaching/discipline degree program.

4.4 Primary programs

Teacher education programs that prepare primary teachers must include study in each of the learning areas of the primary school curriculum sufficient to equip teachers to teach across the years of primary schooling.

In undergraduate primary programs, at least one half of the program (i.e. normally two years of full-time equivalent study) must be dedicated to the study of the discipline of each primary learning area and discipline-specific curriculum and pedagogical studies. This must include at least one-quarter of a year of full-time equivalent study of discipline and discipline-specific curriculum and pedagogical studies in each of English/literacy, mathematics/numeracy, and at least one-eighth of a year of full-time equivalent study of discipline-specific curriculum and pedagogical studies in science.

The remainder of the program may be structured to include extension or specialist studies in priority areas or related curriculum areas.

Graduate entry primary programs must comprise at least two years of full-time equivalent professional studies in education.

These programs must include at least one year of full-time equivalent study of discipline-specific curriculum and pedagogical studies across the learning areas of the primary school curriculum. Programs must include at least one-quarter of a year of full-time equivalent study of discipline-specific curriculum and pedagogical studies in each of English/literacy and mathematics/numeracy, and at least one-eighth of a year of full-time equivalent study of discipline-specific curriculum and pedagogical studies in science.

These programs may include up to one-quarter of a year of full-time equivalent study of relevant discipline studies as elective units which could be undertaken by applicants who do not fully meet prerequisite discipline study requirements.

8. Study undertaken for a major study will be equivalent to a total of three-quarters of a year of successful full-time higher education study, usually comprising sequential discipline study taken over three years. In most programs, this equates to six units, with no more than two at first-year level and no fewer than two units at third-year level.

9. Study undertaken for a minor study will be equivalent to a total of half a year of successful full-time higher education study, usually comprising sequential discipline study taken over two years. In most programs, this equates to four units, with no more than two at first-year level.

10. These standards refer to the amount of study to be undertaken in particular areas in terms of years of full-time equivalent study. This is compatible with the measurement of student load in terms of equivalent full-time student load (EFTSL). In a traditional structure of eight units per year, one unit would be equivalent to one-eighth of a year of full-time equivalent study.


4.5 Secondary programs

Undergraduate secondary programs must provide a sound depth and breadth of knowledge appropriate for the teaching area/s the graduate intends to teach.

These programs should provide at least a study11 in one teaching area and preferably a second teaching area comprising at least a study12.

In addition, these programs must include a minimum of one-quarter of a year of full-time equivalent study of discipline-specific curriculum and pedagogical studies for each teaching area the graduate intends to teach. Discipline-specific curriculum and pedagogical studies will prepare graduates to teach across the years of secondary schooling.

Graduate entry secondary programs must comprise at least two years of full-time equivalent professional studies in education.

Programs must include a minimum of one-quarter of a year of full-time equivalent study of discipline-specific curriculum and pedagogical studies for each teaching area that the graduate intends to teach. The discipline-specific curriculum and pedagogical studies should prepare graduates to teach across the years of secondary schooling.

These programs may include up to one-quarter of a year of full-time equivalent study of relevant discipline studies as elective units which could be undertaken by applicants who do not fully meet prerequisite discipline study requirements.

4.6 Specialist programs

Where initial teacher education programs include specialist area studies (e.g. primary physical education, secondary special education, secondary teacher librarianship, etc.), these studies must comprise one year of full-time equivalent study relevant to that specialist area.

4.7 Non-traditional and other settings

Some teacher education programs prepare graduates for teaching across traditional boundaries.

Programs that prepare graduates to teach in both early childhood settings and primary schools are expected to prepare graduates for teaching the curriculum in both contexts.

Programs that prepare graduates for middle school teaching may have a stronger emphasis on teaching particular year levels (e.g. Years 5 to 9) but must fully address the requirements for primary teaching and for secondary teaching in at least one study or two studies in secondary teaching areas.

Programs that prepare graduates for teaching across P/F/R/K-Year 12 must address the requirements for both primary and secondary teaching.

Programs that prepare graduates for teaching in other specialised teaching roles in schools and other educational settings must address the specific content and pedagogy of the specialisation13.

Standard 5: School partnerships5.1 Providers have established enduring school

partnerships to deliver their programs, particularly the professional experience component.

5.2 The professional experience component of each program must include no fewer than 80 days of well-structured, supervised and assessed teaching practice in schools in undergraduate and double-degree teacher education programs and no fewer than 60 days in graduate entry programs.

5.3 Providers describe in detail the elements of the relationship between the provider and the schools, the nature and length of professional experience placements, the components of the placement including the planned experiences and related assessment criteria and methods, and the supervisory and professional support arrangements.

11. Study undertaken for a major study will be equivalent to a total of three-quarters of a year of successful full-time higher education study, usually comprising sequential discipline study taken over three years. In most programs, this equates to six units, with no more than two at first-year level and no fewer than two units at third-year level.

12. Study undertaken for a minor study will be equivalent to a total of half a year of successful full-time higher education study, usually comprising sequential discipline study taken over two years. In most programs, this equates to four units, with no more than two at first-year level.

13. Specific requirements will be developed for programs preparing teachers for settings other than traditional schools where required.


5.4 Providers and their school partners ensure the professional experience component of their program provides their program’s students with professional experience that enables:

•working with learners in a variety of school year levels

•appreciation of the diversity of students and communities which schools serve (e.g. rural and metropolitan settings, culturally and linguistically diverse communities, Indigenous communities, etc.).

5.5 Providers and their school partners ensure that teachers supervising professional experience (in particular the supervised teaching practice) are suitably qualified and registered. They should have expertise and be supported in coaching and mentoring, and in making judgements about whether students have achieved the Graduate Teacher Standards.

5.6 Providers require that the supervised teaching practice:

•mandates at least a satisfactory formal assessment of the program’s students against the professional practice elements of the Graduate Teacher Standards as a requirement for graduating from the program

•is undertaken mostly in a recognised Australian school setting over a substantial and sustained period that is relevant to an authentic classroom environment, and

•includes a designated role for supervising teachers in the assessment of the program’s students.

5.7 School partnership arrangements provide for the timely identification of program students at risk of not satisfactorily completing the formal teaching practice, and of ensuring appropriate support for improvement or program counselling.

Standard 6: Program delivery and resourcing6.1 Programs must use effective teaching and

assessment strategies (linked to intended learning outcomes) and resources, including embedded information and communication technologies.

6.2 Programs are delivered by appropriately qualified staff, consistent with the staffing requirements in the relevant , including an appropriate proportion who also have contemporary school teaching experience.

6.3 Providers ensure that programs use contemporary facilities and resources, including information and communication technologies, which students can expect to be available in schools.

6.4 Providers ensure that their facilities conform to the general expectation for a contemporary higher education learning environment appropriate to the mode of delivery, including such matters as access to:

•education-related library resources

•information and communication technologies.

Standard 7: Program information and evaluation7.1 Providers use a range of data, such as student

assessment information, destination surveys, employer and other stakeholder feedback to drive program improvement and periodic formal evaluation.

7.2 Providers report annually to the Authority outlining challenges encountered or any changes in programs.

7.3 Providers supply data as required to support local and national teacher workforce supply reporting, to support program and provider benchmarking, and to build a cumulative database of evidence relating to the quality of teacher education in Australia. Data collected is held in a centrally managed database and, under agreed protocols, will be available to all jurisdictions and teacher education providers for research, evaluation and program improvement.


This section outlines the national accreditation process, in particular:

• the key stages in the national accreditation process

• mechanisms and processes to ensure national consistency and quality of judgement

• a summary of the roles and responsibilities of the agencies involved in the national accreditation process.

National accreditation process

* The Authority will make an initial determination about the eligibility of a program for accreditation, based on Program Standard 1.3. Where a program is “(an)other combination of qualifications” as provided for in the standard, the Authority will report its determination to AITSL, who will confer with all of the teacher regulatory authorities and either endorse or recommend reconsideration of the determination before a final decision is reached by the Authority.

Accreditation process – key stages:The key stages in the accreditation process are:

These stages are explained further below. The supplementary materials developed to enhance nationally consistent accreditation will provide further elaboration.

Institution submits application for program accreditation or re-accreditation.

Jurisdictional teacher regulatory authority and AITSL determine program eligibility and convene accreditation panel.*

Panel assesses program application and prepares draft accreditation report.

Institution reviews draft accreditation report and provides response.

Panel completes accreditation report, taking into account the institution’s response.

Jurisdictional teacher regulatory authority considers accreditation report, makes accreditation decision and advises AITSL of the decision. AITSL publishes

decision and accreditation status of program.


Application for accreditation or re-accreditationAll institutions seeking to prepare teachers for registration and subsequent employment in Australian school settings are responsible for submitting their programs to the Authority for formal national accreditation or re-accreditation at least every five years.

Where practicable, all programs of a provider that are of the same type (e.g. programs preparing teachers for Australian secondary school settings) should be accredited or re-accredited concurrently. Where providers have a small number of programs, it may be preferable to undertake the accreditation for all programs concurrently.

Providers will generally submit applications for accreditation of new programs to the Authority no later than eight months before the planned delivery of the program, or at least eight months before the expiry of existing accreditation.

Applications for accreditation or re-accreditation are submitted to the Authority in the agreed format. The Authority will liaise with the provider to ensure that the application includes all required documentation and will formally advise AITSL that an application has been received.

Documentation includes:

• course outlines as approved in institutional course accreditation processes, whether internal or external

• further information as required that demonstrates how the program/s meets the Program Standards and how graduates will be assessed as achieving the Graduate Teacher Standards.

Applications for re-accreditation must also include evidence that graduates of the program have achieved the Graduate career stage of the Australian Professional Standards for Teachers.

The Authority will make an initial determination about the eligibility of a program for accreditation, based on Program Standard 1.3. Where a program is “(an)other combination of qualifications” as provided for in the standard, the Authority will report its determination to AITSL, which will confer with all teacher regulatory authorities and either endorse or recommend reconsideration of the determination before a final decision is reached by the Authority.

Accreditation of programs delivered across jurisdictionsIf a provider delivers or intends to deliver an initial teacher education program across jurisdictions, the application for accreditation will be lodged with the Authority in the jurisdiction under whose legislation the institution is formally established or governed.

That Authority will then take lead responsibility for the accreditation process. AITSL will ensure that membership of the accreditation panel is representative of all jurisdictions where the program is to be delivered.

Accreditation panelsJurisdictional teacher regulatory authorities nominate individuals representing a range of experience and expertise (e.g. registered teachers and school principals, teacher educators, community members, specialist personnel, teacher employers) to a national pool of accreditation panel members. Each of them will undertake a national training program before being appointed to an accreditation panel.

Upon receipt of a complete application for accreditation, the Authority selects local individuals from the national pool of panel members to comprise the accreditation panel for the submitted program/s. It is the Authority’s responsibility to ensure that panel members are drawn from the trained national pool and that the required experience and expertise are covered across the selected panel members. Panels may co-opt people with specific expertise to provide advice where required.


AITSL will nominate to the accreditation panel at least one national pool member from a different state or territory. The nomination will be discussed with the Authority before being finalised.

Accreditation panels will generally comprise between four and six members, ensuring at least the following experience and expertise is represented:

• currently registered teacher

• teacher educator

• employer of teachers

• other community or specialist personnel as relevant.

The Authority will nominate the chair of the panel, who will be a teacher educator of standing or a panel member with relevant experience.

Each accreditation panel will be supported by an officer from the Authority who has undertaken national panel training and who will be the executive officer for the accreditation panel.

Accreditation panel assessmentOnce the Authority finalises membership of an accreditation panel, each panel member will be provided with all documentation and will review all the provided materials. The accreditation panel will convene to consult and assess the program against the national Program Standards and the Graduate Teacher Standards.

In the assessment of the submitted program/s, the accreditation panel will be supported by evidence guides and other supplementary materials developed under AITSL’s auspices. Consideration by the panel may include iterative work involving, for example, the provision of further information and amendments to a program.

For initial national accreditation, the panel may undertake a site visit if necessary, at the discretion of the Authority. Generally, for re-accreditation of programs, the panel will undertake a site visit to inform its assessment and to clarify any questions or issues it may have.

Having made its assessment, the panel will draft an accreditation report for presentation to the provider.

Institution responseThe draft accreditation report will be made available to the provider for consideration. The provider will respond to the draft report and submit any requested revised documentation as appropriate.

Final accreditation reportThe panel will formally consider and assess feedback from the provider and any revised materials before finalising its accreditation report. Further consultation with the provider may be undertaken before this report is finalised and submitted to the Authority.

In submitting its final accreditation report, a panel may recommend that accreditation or re-accreditation be granted subject to particular conditions and specify timeframes under which such conditions should be met.

Teacher regulatory authority accreditation decisionThe Authority will make the decision to accredit or re-accredit the submitted program/s based on its accreditation panel report. The Authority will then formally advise the provider in writing of the decision and comply with any relevant legislation. The Authority will concurrently advise AITSL in writing of its decision and AITSL will update the national database accordingly.

In general, programs will be accredited or re-accredited for a period of up to five years.

Providers will seek approval from the Authority for proposed significant changes to an accredited program before making the proposed changes.

The Authority will assess these program changes. Where changes are considered to substantially affect an accredited program, the Authority will convene an accreditation panel to review the changes and make a recommendation as to whether it is necessary for the program to be submitted for re-accreditation.


AppealsWhere an application for accreditation or re-accreditation of a program is unsuccessful, the provider may apply for a review of the decision or appeal against it.

Providers applying for review or appealing against a decision not to accredit an initial teacher education program will do so in accordance with the legislative, policy and administrative requirements of the relevant jurisdictional teacher regulatory authority.

The Authority will immediately advise AITSL when it becomes aware of an appeal or request for review.

Accreditation process – quality assurance and continuous improvementAITSL will develop and implement processes and mechanisms to assure the quality and consistency of accreditation processes and judgements, in partnership with the jurisdictional teacher regulatory authorities, teacher educators and other stakeholders.

AITSL will coordinate and collate authoritative research on the accreditation and quality assurance of initial teacher education, and manage the national aggregation of program accreditation data. In addition, AITSL will seek to actively participate in international benchmarking studies on initial teacher education and will monitor and evaluate the training and operation of panels to continuously improve the national accreditation process.

AITSL will report annually to MCEECDYA on the operation of the national accreditation of initial teacher education programs. AITSL will undertake periodic review of the national standards and accreditation processes at least every four years, ensuring that relevant research and outcomes of international benchmarking studies are incorporated.

National advisory committeeTo help it fulfil its obligations, the AITSL Board of Directors will establish a national advisory committee to advise the Board in its role of overseeing the implementation, maintenance and further development of national accreditation. Matters on which the committee will advise are:

• receiving and publishing accreditation reports and data

• receiving and reviewing reports and summaries on the accreditation process from regulatory authorities

• overseeing national responsibilities such as panel training

• other matters relating to national accreditation requiring the attention of the AITSL Board of Directors.

The committee will include experts from teacher regulatory authorities, employers of teachers, teacher educators and teacher unions.


National accreditation processTable 1: Broad roles and responsibilities

Item AITSL Jurisdictional teacher regulatory authority

National standards and accreditation process

Establish, review and maintain the Australian Professional Standards for Teachers, the national Program Standards, the national accreditation process, and supplementary materials (evidence guides and advice to panels).

Advise and collaborate on establishment, review and maintenance of national accreditation.

National training of panel members and officers

Provide nationally consistent training to panel members and to jurisdictional officers providing support to accreditation panels.

Nominate panel members to AITSL for national training.Nominate jurisdictional officers to AITSL for national training.

National accreditation timetable

Establish and maintain a timetable for national accreditation and re-accreditation of programs over time.

Negotiate with providers to ensure that, where possible, programs are accredited or re-accredited concurrently.

National accreditation panels

Provide interstate panel members. Convene accreditation panels, including the panel member nominated by AITSL from another jurisdiction.Provide support to accreditation panels. Make accreditation decisions according to legislation and based on recommendations of accreditation panels. Advise AITSL of accreditation decisions.

Appeals Participate in jurisdiction based appeals processes as required.

Run or participate in appeals processes, depending on jurisdictional requirements.Where an appeal is upheld, convene a new accreditation panel to undertake the accreditation process.

National database

Maintain a national database of accredited programs. Include in this database other information relating to programs as required.

Advise AITSL of accreditation decisions.Provide information to AITSL about programs and providers as required.

Quality assurance

Nominate interstate panel members.Review national accreditation and implement improvements at least once every four years.

Implement the national Program Standards and the national accreditation process.Participate in quality assurance processes to support national consistency.

Reporting Report annually to MCEECDYA on the implementation of national accreditation. Establish links with relevant bodies for provision of data and information relating to the implementation of national accreditation.

Report to AITSL on implementation of national accreditation.


Endorsed by the Australian Education Ministers:

Mr Andrew Barr MLA Minister for Education and Training (Australian Capital Territory)

The Hon. Peter Garrett AM MP Minister for School Education, Early Childhood and Youth (Australian Government)

The Hon. Adrian Piccoli MP Minister for Education (New South Wales)

The Hon. Dr Christopher Burns MLA Minister for Education and Training (Northern Territory)

The Hon. Cameron Dick MP Minister for Education and Industrial Relations (Queensland)

The Hon. Jay Weatherill MP Minister for Education Minister for Early Childhood Development (South Australia)

The Hon. Lin Thorp MLC Minister for Education and Skills Minister for Children (Tasmania)

The Hon. Peter Hall MLC Minister for Higher Education and Skills Minister responsible for the Teaching Profession (Victoria)

The Hon. Martin Dixon MP Minister for Education (Victoria) Chair, Ministerial Council for Education, Early Childhood Development and Youth Affairs

The Hon. Dr Elizabeth Constable MLA Minister for Education (Western Australia)

Special Thanks:

Australian Government – Department of Education, Employment and Workplace Relations (DEEWR)

National Standards Subgroup – Australian Education, Early Childhood Development and Youth Affairs Senior Officials Committee (AEEYSOC)

Australian Council of Deans of Education (ACDE)

New South Wales Institute of Teachers

Victorian Institute of Teaching

Queensland College of Teachers

Teachers Registration Board of South Australia

Western Australian College of Teaching

Teachers Registration Board of Tasmania

ACT Teacher Quality Institute

Teacher Registration Board of the Northern Territory

AITSL National Accreditation of Initial Teacher Education Working Group

Patrick Lee (Chair)

Anthony Mackay

Prof Bill Louden

Margaret Banks

Gary Barnes

Margery Evans

Prof Robert Gilbert

Lorraine Hodgson

John Ryan

Prof Sue Willis

Acknowledgements

aitsl.edu.au

Further information Telephone: +61 3 9944 1200 Melbourne | Brisbane | Canberra

AITSL is funded by the Australian Government

ISBNS 978-0-9871650-7-7

Dale Cook Scholarship * [F8054]

An asterisk (*) indicates that this scholarship is governed by conditions.

The family and friends of the late Dale Cook have donated a sum of money to The University of

Western Australia (‘the University') to establish a fund to provide an annual scholarship to

commemorate her contribution to graduate training in the University. The scholarship is

administered in accordance with the following conditions.

Title

1. The scholarship is called the Dale Cook Scholarship.

Purpose

2. The purpose of the scholarship is to encourage postgraduate students to study in the the

Graduate Diploma in Education majoring in School Psychology (2014)

Value

3.(1) The scholarship is provided from the annual income of the fund after capitalisation in

accordance with Senate policy.

(2) A student may be awarded only one Dale Cook Scholarship.

Eligibility Requirements

4. To be eligible to apply for a scholarship an applicant must be enrolled or intending to enrol full-

time in the Graduate Diploma in Education majoring in School Psychology.

Body Responsible for Selection

5. The selection committee comprises—

(a) the Dean of the Faculty of Education as chair; and

(b) the Co-ordinator, School Psychology programme at the Graduate School of Education, or

nominee.

Selection Criteria

6. The scholarship is awarded by the selection committee to the applicant who, in its opinion, best

demonstrates in their application and accompanying documentation—

(a) academic achievement; and

(b) relevant work experience.

Selection Process

7.(1) Selection of the recipient is made by the selection committee having regard to the applicants’

academic records, curriculum vitae and referee reports.

(2) The selection committee may interview short-listed applicants.

Awarding Body

8. The scholarship is awarded by the Faculty of Education.

Method of Payment

9. The scholarship is paid in one lump sum.

Duration of Award

10. The scholarship is tenable for one year.

Application Procedure

11. Applications for a scholarship must be lodged at the Faculty Office by the advertised closing date

in the year for which the scholarship is sought and must include a curriculum vitae and the names

and addresses of three referees.

Administering Body

12. The scholarship is administered by the Faculty of Education.

Intellectual Property

13. Intellectual Property is governed by the University’s Intellectual Property policy available on the

University’s website athttp://www.universitypolicies.uwa.edu.au/page/117132.

http://www.universitypolicies.uwa.edu.au/page/117132

Drafted PG course concept plan as at 10-04-2014

30360 Graduate Diploma in School PsychologyTRIM: {"TRIM" blank}

ID: 376

The concept plan for this pg course has not yet been submitted.

Administrative details

Faculty Education



Course coordinator Assistant Professor Ken Glasgow

Details

Course code 30360

Title Graduate Diploma in School Psychology

Type of degreecourse

Named Graduate Diploma

About this course This pre-service course is intended to prepare psychology graduates for employment as school psychologists within thegovernment and non-government sectors. The course will expose students to a range of relevant theories, processes andpractices appropriate for the provision of psychological services to schools, teachers and students.This course introduces students to psychological and educational assessment, counselling, and clinical units that address anunderstanding of many childhood disorders. At the conclusion of the course students should be able to demonstratecompetency in assessment and counselling as well as understanding the management options for clinical issues.The prerequisite for this course is a four-year degree in psychology. Applicants must have completed an approved course ofstudy in psychology and be eligible for registration as a psychologist.

Abbreviation ofaward

GradDipSchoolPsych

Created 15/01/2014


Volume of learning

Volume of learning 48 points

Does minimumvolume of learningcorrespond tostandard admissionrequirements?

Yes

Admission requirements

Admissionrequirements:categories

Bachelor`s pass degree plus Graduate DiplomaBachelor`s pass degree with honours (4 years)Graduate diploma plus demonstrated adequate research preparation

Articulation

Articulated? {"Articulated?" blank}

Why offer the proposed course

Rationale foroffering course

The Education Department is the principal employer of school psychologists in Western Australia. With the demise of theGraduate Diploma of Education and the move to Masters Degrees for teachers in 2017, the needs of the EducationDepartment are no longer being met. In consultation with the Education Department, it was determined that an analternative to the Master of Teaching qualification would be appropriate. This proposed Graduate Diploma in SchoolPsychology coures meets this requirement. School psychologists do not need to be registerable as teachers and so theMasters programme is in excess of their requirements. The Diploma in School Psychology programme meets the needs ofthe Statewide School Psychology Service in the Education Department and the requirements of students to enter theirchosen profession and be successful.

Strategic andOperationalPriorities

This course will continue to provide high quality teaching and learning experiences and due to it’s reputation will continue toattract high quality applicants.

1

Proposal is outcomeof review?

The proposal is the outcome of a course review.

Market Research and Analysis

Target market and size

Target markets forcourse

The target market for this course are graduate psychology students who have a minimum of a 4 year qualification inpsychology that is recognised by the national professional registration body.

Target markets:delivery of teaching

On campus delivery only.

Target markets:demonstrate viabledemand

This course regularly attracts more applications than places on offer. Over the past several years the average enrolmentshas been 22.3 students with a high of 28 in 2009 and 23 this year (2014). The number of applications for 23 places is oftenin the 30’s.

Projected enrolmentfor domestic andinternationalstudents

Intake capped at 25 students per year

Graduate employment prospects

Employmentprospects

The graduates are employed by the Education Department of Western Australia, the non-government school psychologyservice and by private schools. Employment opportunities are good with approximately 100% employment rate.

Distinctiveemploymentprospects forgraduates

UWA is the only university in Australia to offer this course

Courseprofessionallyaccredited?

No

Competitor analysis

N/A

Marketing strategydeveloped?

No

Course availability for students

Course offered tostudent categories

Commonwealth supported; International students (student visa holders);

Course enablesinternational/crossinstitutionalstudents?

No

Course enables UWAstudents foroverseas credit?

No

Proposed course fees

Domestic

Fee per EFTSL fordomestic fee-payingstudents

Commonwealth supported place

Fees for domesticstudents detail

Commonwealth supported place

2

International

Fee per EFTSL forinternational fee-paying students

27,800

Fees forinternationalstudents detail

Fee as advised by the International Centre. It should be noted that this is only a proposed fee.

Details

Fee set with aim of costrecovery?

Yes

Fee set with aim ofongoing surplus?

Yes

Fee takes into accountmarket rate?

Yes

Fee greater than Go8equivalent?

No

Evidence of fees of otherGo8 universities

N/A

Fee greater thanequivalentCommonwealth-supportedcourse?

No

Rationale for fees This is a commonwealth supported course

Risk Management

Risk managementfor course

N/A

Available with distinction

Why course is notavailable withdistinction

TBA

Quota

Quota number 25 new students each year

Quota reason Employing bodies generally employ between 20-25 graduates per year.

Consultations checklist

Consultationschecklist

Consultations:- Any employer, employer group, professional and / or accreditation body- Planning Services (regarding Commonwealth supported places)- Central/Faculty Marketing staff

Additional Information

Additionalinformation fromproposer

The proposed new course will consist of the following 8 core units:Semester 1EDUC5485 Development of Teaching and LearningEDUC5469 School Psychology IEDUC5468 Special Education Curriculum IEDUC5492 Understanding and Managing Disruptive Behaviour DisordersEDUC5405 School Psychology Professional Practice I

Semester 2EDUC5478 School Psychology IIEDUC5454 Learning DifficultiesEDUC5406 School Psychology Professional Practice II

3


Phase Event Date Outcome Notes

No history or approvals found.

Displaying curriculum data as it is on 10/04/2014. Report generated 10/04/14 08:04.

4

Drafted Unit as at 10-04-2014

EDUC5405 School Psychology Professional Practice ITRIM: {"TRIM" blank}

ID: 5093

This unit has not yet been submitted.

Unit information

Code EDUC5405

Title School Psychology Professional Practice I

Level 5


Faculty Education



Unit coordinator Lisa Bell/Ken Glasgow

Created 14/03/2014



Contact hours Lectures/workshops: 2 hours per week for 6 weeks; professional practice 6 weeks full-time attendance in school.


Content In preparation for their first professional practice, students attend lectures and workshops to introduce them to the diversenature of schools and teacher’s work. Students will examine a range of aspects required for classroom teaching andconsider the role of the school psychologist in this environment. Students undertake 30 days in schools. The first part iscomprised of five distributed days followed by a two-week block of professional practice in special education. Students willhave an opportunity to use a variety of teaching and learning strategies in a classroom setting under the guidance of amentor teacher. The second part is comprised of a 3-week block with an experienced school psychologist mentor. Duringthis time, students will observe their mentors carrying out school psychology tasks and work under direct supervision oftheir mentor on range of school psychology related activities. Constructive feedback and reflection during both componentsof professional practice provides a basis for the application of knowledge and development of skills. A University supervisorvisits the student once during each component of the professional practice to provide feedback and make an assessment ofthe level of competence.

Outcomes Students are able to (1) undertake a range of responsibilities related to teaching and the role of a school psychologist; (2)use relevant planning documents to prepare and implement effective teaching and learning activities in a special educationclassroom setting; (3) design and teach effective lesson plans, using a variety of resources to engage student interest; (4)demonstrate knowledge of psycho-social learning and cognitive theories and their application to student learning andbehaviours; (5) engage in a range of activities which demonstrate a clear understanding of the role and tasks undertaken byschool psychologists; (6) use a range of assessment instruments and be able to interpret and report on the results of theassessment; (7) develop and sustain professional behaviours and working relationships with mentors, school colleagues andother stakeholders; (8) accept and act on advice from their mentor and University supervisor; and (9) use reflectivepractices as a basis for self-improvement.



1 undertake a range of responsibilities related to teaching and the role of a schoolpsychologist

Introductory statement, workshop participation andattendance, microteaching, professional practice inschools

2 use relevant planning documents to prepare and implement effective teaching andlearning activities in a special education classroom setting

Introductory statement, workshop participation andattendance, microteaching, professional practice inschools

3 design and teach effective lesson plans, using a variety of resources to engage studentinterest

microteaching, professional practice in schools

4 demonstrate knowledge of psycho-social learning and cognitive theories and theirapplication to student learning and behaviours

professional practice in schools

5 engage in a range of activities which demonstrate a clear understanding of the role andtasks undertaken by school psychologists


6 use a range of assessment instruments and be able to interpret and report on the resultsof the assessment


7 develop and sustain professional behaviours and working relationships with mentors,school colleagues and other stakeholders


8 accept and act on advice from their mentor and University supervisor professional practice in schools

9 use reflective practices as a basis for self-improvement professional practice in schools

1

Assessment items Typically this unit is assessed in the following way(s): (1) based on reports submitted by UWA supervisor; and (2) and bymentors. Further information is available in the unit outline.

# Assessment Likely weighting

1 based on reports submitted by UWA supervisor 50%

2 and by mentors 50%





00300 Graduate School of Education ROE 100%

Unit rules

Prerequisites Enrolment in the Graduate Diploma in School Psychology

Corequisites EDUC5485 Development, Teaching and LearningEDUC5469 School Psychology IEDUC5468 Special Education Curriculum I.

Incompatibilities Nil

Quota

Quota number 25

How quota isallocated

Only students accepted into the Graduate Diploma in School Psychology will be able to enrol in this unit.

Reason for quota Employing bodies generally employ between 20-25 graduates per year.


Intended courses Graduate Diploma in School Psychology Course code 30360


Availabilities


Non-standard, 2015 Crawley Multimode Description: 6 weeks of full-time professional practice in schoolsSatisfaction of academic standards: Full-time professional placement in schools


Additionalinformation

Conditions for Professional Practice units:

1. A current Department of Education National Police History Check and a Working with Children Clearance must bepresented before any student undertakes professional practice in schools. If a clearance is not given a student mustapproach the Department of Education for permission to proceed (see Professional requirements). Students are required toread, sign and adopt the Graduate Studies of Education (GSE) Professional Code of Conduct.

2. Students must demonstrate good progress in EDUC5485 Development, Teaching and Learning; EDUC5469 SchoolPsychology I and EDUC5468 Special Education Curriculum I in which they are concurrently enrolled.

3. Students must pass the Pre-service Teacher Language Competence Test. Unsatisfactory results will be reviewed by apanel of three course coordinators.





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EDUC5406 School Psychology Professional Practice IITRIM: {"TRIM" blank}

ID: 5094


Unit information

Code EDUC5406

Title School Psychology Professional Practice II

Level 5


Faculty Education



Unit coordinator Lisa Bell/Ken Glasgow

Created 14/03/2014



Contact hours Lectures/workshops: 2 hours per week for 6 weeks; professional practice 6 weeks full-time attendance in school.


Content In preparation for their second professional practice, students attend lectures related to working in schools and developingeffective professional relationships and workshops in classroom management. This is followed by a 6-week block ofprofessional practice in schools with an experienced school psychologist mentor. During this time, students will observetheir mentors, work under the direct supervision of their mentor to carry out school psychology tasks relativelyindependently, but with pre-discussion and post discussion with their mentor. Constructive feedback and reflection duringthe professional practice provides a basis for the application of knowledge and development of skills. A University supervisorvisits the student twice during each component of the professional practice to provide feedback and make an assessment ofthe level of competence.

Outcomes Students are able to (1) undertake the duties and responsibilities of a school psychologist both inside and outside the schoolenvironment; (2) use a variety of assessment instruments and be able to interpret and report on the results of theassessment to a range of audiences; (3) use a variety of assessment instruments and be able to interpret and report on theresults of the assessment to a range of audiences; (4) use a variety of assessment instruments and be able to interpret andreport on the results of the assessment to a range of audiences; (5) reflect on their professional experiences with a view toimproving their practice; (6) accept and act on advice from school mentors and University supervisors; (7) develop andsustain professional behaviours and working relationships with mentors, school colleagues and other stakeholders; and (8)use reflective practices as a basis for self-improvement.



1 undertake the duties and responsibilities of a school psychologist both inside and outside the schoolenvironment

Professional practice in schools

2 use a variety of assessment instruments and be able to interpret and report on the results of the assessmentto a range of audiences






5 reflect on their professional experiences with a view to improving their practice Professional practice in schools

6 accept and act on advice from school mentors and University supervisors Professional practice in schools

7 develop and sustain professional behaviours and working relationships with mentors, school colleagues andother stakeholders


8 use reflective practices as a basis for self-improvement Professional practice in schools

1

Assessment items Typically this unit is assessed in the following way(s): (1) based on reports submitted by UWA supervisor; and (2) and bymentors. Further information is available in the unit outline.


1 based on reports submitted by UWA supervisor 50%

2 and by mentors 50%






Unit rules

Prerequisites Enrolment in the Graduate Diploma in School Psychology

Corequisites EDUC5405 School Psychology Professional Practice I


Quota

Quota number 25

How quota isallocated

Only students accepted into the Graduate Diploma in School Psychology will be able to enrol in this unit.

Reason for quota Employing bodies generally employ between 20-25 graduates per year.


Intended courses Graduate Diploma in School Psychology Course code 30360


Availabilities


Non-standard, 2015 Crawley Multimode Description: 6 weeks full-time professional practice in schoolsSatisfaction of academic standards: 6 weeks full-time professional practice in schools



Conditions for Professional Practice units:

1. A current Department of Education National Police History Check and a Working with Children Clearance must bepresented before any student undertakes professional practice in schools. If a clearance is not given a student mustapproach the Department of Education for permission to proceed (see Professional requirements). Students are required toread, sign and adopt the Graduate Studies of Education (GSE) Professional Code of Conduct.

2. Students must demonstrate good progress in EDUC5478 School Psychology II which they are concurrently enrolled.

3. Students must pass the Pre-service Teacher Language Competence Test. Unsatisfactory results will be reviewed by apanel of three course coordinators.





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Active PG course as at 02-04-2014

32510 Master of Curriculum Studies (coursework anddissertation)

TRIM: F38288ID: 15


Administrative details

Faculty Education



Course coordinator Winthrop Professor Helen Wildy

Availability ofcourse

Available for new enrolments

Details

Course code 32510

Title Master of Curriculum Studies

Type of degreecourse

Generic Master's by Coursework and Dissertation

About this course The Master of Curriculum Studies is designed to broaden practising teachers' knowledge and skills in curriculumspecialisation aligned with the Australian Curriculum. In addition the course provides relevant renewal to currently practisingprimary and secondary teachers in the areas of curriculum development, pedagogy and assessment and the use of ICT,aligned with the new requirements of the Australian Curriculum and in relation to national standards for teachers. Thecourse will affirm the central importance of discipline-based knowledge and skills as well as general capabilities and cross-curriculum priorities giving teachers the flexibility to shape classroom programs to take into account the different rates atwhich students develop and the diverse range of learning needs in the class.

Abbreviation ofaward

MCurSt



Volume of learning

Volume of learning 48 points

Does minimumvolume of learningcorrespond tostandard admissionrequirements?

Yes

Rules

Applicability of theStudent Rules,policies andprocedures

1. (1) The Student Rules apply to students in this course.

(2) The policies and procedures in the Student Procedures, Rules and Policies section apply except as otherwise indicated inthe rules for this course.

Academic ConductEssentials module

2. (1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they havepreviously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (theACE module).

(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat themodule.

Admissions 3. (1) To be considered for admission to this course an applicant must have -

(a)(i) a bachelor's degree of this University, or equivalent as recognised by the Faculty, and requiring at least three years offull-time study; and (ii) a relevant graduate diploma of this University, or equivalent as recognised by the Faculty; or

(b) a four-year Bachelor of Education degree of this University, or equivalent as recognised by the Faculty.

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Articulation and ExitAwards

4. (1) The following courses form part of an articulated sequence:

32310 Graduate Diploma in Curriculum Studies 32510 Master of Curriculum Studies

(2) A student who withdraws from the Master of Curriculum Studies course before completing it, but after fulfilling therequirements of a lesser award in the above sequence, may apply for the relevant award.

Course structure 5. (1) The course consists of units to a total value of 48 points which must include course core units and units comprisingone of the following specialisations:

SP-ENGLH EnglishSP-GGRPY GeographySP-HISTY HistorySP-MATHS Mathematics

(2) Units must be selected in accordance with the course structure, as set out in these rules.

Satisfactoryprogress rule

6. To make satisfactory progress in a calendar year a student must pass units to a value of at least half the total value ofunits in which they remain enrolled after the final date for withdrawal without academic penalty.

7. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status isassessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress inRule 6.

Progress status 8. (1) Students who do not make satisfactory progress under Rule 6 for the first time are assigned the progress status of'Suspended' by the Faculty.

(2) Students who do not make satisfactory progress under Rule 6 for a second time are assigned the progress status of'Excluded' by the Faculty.

9. A student who does not make satisfactory progress in terms of Rule 7 is assigned the progress status of 'On Probation',unless they have been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progressrequirements in Rule 6.

Award withdistinction rule

10. This rule is not applicable to this course.

Course structure

History specialisation

Old unit sequence for History specialisation

Course core

Take all units (30 points):

EDUC5631 Approaches to Research 6 points NS, S1, S2 Active

EDUC5620 Master's Dissertation 12 points NS, S1, S2 Active

EDUC5646 Teaching in New Learning Spaces 6 points S1 Active

EDUC5608 E-learning 6 points NS, S1 Active

Specialisation: History


HIST5501 Communicating History 6 points S1 Active

HIST5502 Reading and questioning the evidence 6 points NA Active

HIST5503 Foundations and Frameworks of Historical Knowledge 6 points NA Active

Proposed new sequence for History specialisation

Course core

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http://www.caidi.uwa.edu.au/summary.php?type=Unit&id=3078












Specialisation: History


HIST5501 Communicating History 6 points S1 Active

HIST5502 Reading and questioning the evidence 6 points NA Active

HIST5503 Foundations and Frameworks of Historical Knowledge 6 points NA Active

English specialisation

Old unit sequence for English specialisation

Course core






Specialisation: English


ENGL5501 Australian Textual Cultures 6 points S1 Active

ENGL5502 Contemporary Writing 6 points S1 Active

ENGL5503 Critical Paradigms 6 points S1 Active

Proposed new sequence for English specialisation

Course core






Specialisation: English


ENGL5501 Australian Textual Cultures 6 points S1 Active

ENGL5502 Contemporary Writing 6 points S1 Active

ENGL5503 Critical Paradigms 6 points S1 Active

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Geography specialisation

Old unit sequence for Geography specialisation

Course core






Specialisation: Geography


PLNG5510 Advanced Studies in Geography and Planning 6 points S2 Active

ENVT4411 Geographic Information Systems Applications 6 points NS Active

PLNG4411 Urban and Regional Analysis 6 points NS Active

Proposed new sequence for Geography specialisation

Course core






Specialisation: Geography


PLNG5510 Advanced Studies in Geography and Planning 6 points S2 Active

ENVT4411 Geographic Information Systems Applications 6 points NS Active

PLNG4411 Urban and Regional Analysis 6 points NS Active

Articulations

Code Title Points Requirements

32310 Graduate Diploma inCurriculum Studies

48 A student who withdraws from the course before completing it, but after satisfying therequirements of the Graduate Diploma in Curriculum Studies in the relevant area of specialisation,may apply for the relevant award.

Australian Qualification Framework outcomes

AQF outcomes:Knowledge

TBAa body of knowledge that includes the understanding of recent developments in a discipline and/or area of professinoalpractice

knowledge of research principles and methods applicable to a field of work and/or learning

Change details for AQFoutcomes: Knowledge


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AQF outcomes:Skills

Select from below:cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practiceor scholarship

cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts andtheories and to apply established theories to different bodies of knowledge or practice

cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level

communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions andprofessional decisions to specialist and non-specialist audiences

technical and communication skills to design, evaluate, implement, analyse and theorise about developments thatcontribute to professional practice or scholarship

Change details for AQFoutcomes: Skills


AQF outcomes:Application ofknowledge andskills

Select from below:with creativity and initiative to new situations in professional practice and/or for further learning

with high level personal autonomy and accountability

to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship

Change details for AQFoutcomes: Application

of knowledge andskills


Specialisation: English [SP-ENGLH]

Code SP-ENGLH

Title English

About thisspecialisation

Please provide a brief description of this area of specialisation

Specialisation-specificoutcomes

Please provide outcomes

Specialisation: Geography [SP-GGRPY]

Code SP-GGRPY

Title Geography





Specialisation: History [SP-HISTY]

Code SP-HISTY

Title History





Specialisation: Mathematics [SP-MATHS]

Code SP-MATHS

Title Mathematics


The Mathematics units provide students with the knowledge and skills to embed problem solving and reasoning inteaching and learning, in line with the Australian Curriculum – Mathematics. Students will develop higher-level contentknowledge and leadership in Mathematics teaching, and apply their pedagogical content knowledge in a differentiatedcurriculum.

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1. Demonstrate skills in the active teaching and learning of mathematics through critical thinking and creative problemsolving in Mathematics. 2. Develop teaching strategies, lesson plans and programs that differentiate the Mathematicscurriculum to meet the specific learning needs of students across the full range of abilities. 3. Understand current issuesand research in Mathematics teaching and learning, as they relate to the teaching of higher-level content and toleadership in Mathematics teaching and learning.

Educational principles

Educational Principles Proposer response

Educational Principle 1To develop disciplinary and interdisciplinary knowledgeand skills through study and research-based enquiry, atinternationally recognised levels of excellence.- to think, reason and analyse logically and creatively - toquestion accepted wisdom and be open to innovation- to acquire the skills needed to embrace rapidly changingtechnologies

{"Educational Principle 1" blank}

Educational Principle 2To further develop skills required to learn, and to continuethrough life to learn, from a variety of sources andexperiences.- to develop attitudes which value learning- to acquire skills in information literacy


Educational Principle 3To develop personal, social, and ethical awareness in aninternational context- to acquire cultural literacy- to respect Indigenous knowledge, values and culture- to develop ethical approaches and mature judgement inpractical and academic matters- to develop the capacity for effective citizenship,leadership and teamwork


Educational Principle 4To communicate clearly, effectively and appropriately in arange of contexts- to develop spoken and written English communicationskills at high levels- to acquire skills in critical literacy and interpersonalcommunication


Course delivery

Mode of delivery Internal

Location(s)delivered

Location Percentage

Crawley 100%

Duration, intake and attendance

Intake periods(broad)

Beginning of year and mid-year

Intake periods(specific teachingperiods)

Semester 1, Semester 2

Attendance type Part-time only

Time limit 4 years


Phase Event Date Outcome Notes



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EDUC5601 Curriculum differentiation in Mathematicsclassrooms

TRIM: {"TRIM" blank}ID: 4898


Unit information

Code EDUC5601

Title Curriculum differentiation in Mathematics classrooms

Level 5


Faculty Education



Unit coordinator Professor Peter Merrotsy

Created 03/02/2014



Contact hours Workshops: 2 hours per week for 12 weeks


Content This unit will equip students with the knowledge to differentiate the curriculum for students in Mathematics classrooms. Itexplores models of curriculum differentiation and their implementation through the critical examination of the evidence foreffective curriculum differentiation and guidelines for its implementation. Key themes respond to the Australian Curriculum,and to the Australian Institute for teaching and School Leadership Professional Standards for Teachers, which requireteachers to differentiate their teaching to meet the specific learning needs of students across the full range of abilities.Students will develop and share a portfolio of curriculum differentiation strategies, lesson plans and programs that scaffoldand engage school students in active learning.

Outcomes Students are able to (1) outline a conceptual framework for effective differentiation of the curriculum.; (2) critically analysecurrent methods of curriculum differentiation at classroom, school and system levels.; (3) apply diagnostic testing to informplanning for remediation, enrichment and extension.; (4) detail options for academic acceleration through critical analysis ofresearch, policy, and guidelines for implementation.; and (5) implement curriculum differentiation in lesson plans andprograms, to address the mathematical learning needs of students with a wide range of abilities and from a wide range ofsocial and cultural contexts..



1 outline a conceptual framework for effective differentiation of the curriculum. Essay / Position paper

2 critically analyse current methods of curriculum differentiation at classroom, school andsystem levels.

Portfolio; Essay / Position paper; On-lineparticipation; Workshop presentation

3 apply diagnostic testing to inform planning for remediation, enrichment and extension. Portfolio; On-line participation

4 detail options for academic acceleration through critical analysis of research, policy, andguidelines for implementation.

Portfolio; On-line participation

5 implement curriculum differentiation in lesson plans and programs, to address themathematical learning needs of students with a wide range of abilities and from a wide rangeof social and cultural contexts.

Portfolio; Essay / Position paper; On-lineparticipation; Workshop presentation

Assessment items Typically this unit is assessed in the following way(s): (1) on-line participation; (2) workshop presentation; (3) portfolio; and(4) essay / Position paper. Further information is available in the unit outline.


1 on-line participation 20%

2 workshop presentation 10%

3 portfolio 40%

4 essay / Position paper 30%

1






Unit rules

Prerequisites Completion of proposed unit "Critical and creative thinking in Mathematics", and EDUC5608 E-learning

Corequisites Nil



Nil


Intended courses Master of Curriculum Studies

The MCurrSt is an existing program, with specialisations in English, Geography and History. This unit is the second of threeunits which together will add a specialisation in Mathematics to the MCurrSt.


Availabilities



Handbook fields

Textbooks Tomlinson, C. A. (2010). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD.

Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., & Little, C. A. (2009). Systems and models for developingprograms for the gifted and talented (2nd edition). Waco TX: Prufrock Press.



This unit is the second of three units which together would add a specialisation in Mathematics to the MCurrSt.The first unit will promote the active teaching and learning of Mathematics through critical thinking and creative problemsolving.The third unit will explore current issues in Mathematics pedagogy, modelling the relationship between Mathematics as adiscipline, Education as a discipline, and Mathematics pedagogy. It will allow students to focus on the teaching of higherlevel content, or on leadership in Mathematics teaching and learning, or on the development of a research area in an aspectof Mathematics pedagogy.





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EDUC5602 Current issues in Mathematics pedagogyTRIM: {"TRIM" blank}

ID: 5202


Unit information

Code EDUC5602

Title Current issues in Mathematics pedagogy

Level 5


Faculty Education




Created 31/03/2014





Content The unit will explore current issues in Mathematics pedagogy, modelling the relationship between Mathematics as adiscipline, Education as a discipline, and Mathematics pedagogy. Key themes include pedagogical knowledge for higher-level Mathematics content, pedagogical leadership in Mathematics, current research in Mathematics pedagogy, andinternational perspectives on Mathematics teaching and learning. Students will develop and share a portfolio of strategiesfor teaching higher-level content based on current research and best-practice evidence. Students will also present an in-depth examination of an issue or issues related to one of the four key themes in this unit.

Outcomes Students are able to (1) demonstrate content knowledge and pedagogical content knowledge of higher-level secondaryMathematics topics, and how these topics relate to possible later tertiary level studies in Mathematics and relateddisciplines.; (2) outline a conceptual framework for leadership in Mathematics teaching and learning.; (3) critically appraisecurrent research and best practice in Mathematics teaching and learning.; (4) understand current international perspectiveson Mathematics teaching and learning.; and (5) present an in-depth treatment of an area of specialisation in pedagogicalhigher-level content knowledge, in leadership in Mathematics teaching and learning, in an aspect of research inMathematics pedagogy, or in an issue related to international perspectives on Mathematics teaching and learning..


# Outcome How outcome will beassessed

1 demonstrate content knowledge and pedagogical content knowledge of higher-level secondary Mathematicstopics, and how these topics relate to possible later tertiary level studies in Mathematics and related disciplines.

On-line participation; Workshoppresentation; Portfolio

2 outline a conceptual framework for leadership in Mathematics teaching and learning. Portfolio

3 critically appraise current research and best practice in Mathematics teaching and learning. Portfolio

4 understand current international perspectives on Mathematics teaching and learning. Portfolio

5 present an in-depth treatment of an area of specialisation in pedagogical higher-level content knowledge, inleadership in Mathematics teaching and learning, in an aspect of research in Mathematics pedagogy, or in anissue related to international perspectives on Mathematics teaching and learning.

Essay / Position paper

Assessment items Typically this unit is assessed in the following way(s): (1) on-line participation; (2) workshop presentation; (3) portfolio; and(4) essay / Position paper. Further information is available in the unit outline.




3 portfolio 40%

4 essay / Position paper 30%



1




Unit rules

Prerequisites Completion of proposed unit Curriculum differentiation in Mathematics classrooms, and completion of EDUC5646 Teachingin New Learning Spaces.

Corequisites Nil




The MCurrSt is an existing program, with specialisations in English, Geography and History. This unit is the third of threeunits which together will add a specialisation in Mathematics to the MCurrSt.


Availabilities



Handbook fields

Textbooks Andrews, P. & Rowland, T. (Eds.) (2014). Masterclass in mathematical education: International perspectives on teaching andlearning. London, UK: Bloomsbury.



This unit is the third of three units which together would add a specialisation in Mathematics to the MCurrSt.The first unit will promote the active teaching and learning of Mathematics through critical thinking and creative problemsolving.The second unit will equip students to differentiate the curriculum for students in Mathematics classrooms.





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EDUC5614 Critical and creative thinking in MathematicsTRIM: {"TRIM" blank}

ID: 4895


Unit information

Code EDUC5614

Title Critical and creative thinking in Mathematics

Level 5


Faculty Education




Created 03/02/2014





Content This unit models and promotes the active teaching and learning of mathematics through critical thinking and creativeproblem solving. Students will explore current evidence-based “best practice” pedagogical content knowledge for teachingand learning Mathematics in the secondary school. Key themes respond to the Australian Curriculum and addressMathematical understanding, fluency, problem solving and reasoning in teaching and learning, set within the contentstrands of number, algebra, measurement, geometry, statistics and probability. Students will develop and share a portfolioof teaching and learning strategies that actively engage students in working mathematically, and that develop the generalcapabilities and address the cross-curriculum priorities of the Australian Curriculum.

Outcomes Students are able to (1) detail the development of a conceptual framework for effective teaching and learning ofmathematics in the secondary school, through the critical analysis of current theory, policies and evidence-based practice.;(2) articulate sound pedagogical content knowledge that promotes mathematical understanding, fluency, problem solving,and reasoning.; (3) demonstrate a repertoire of strategies that support active teaching and active learning through workingmathematically, critical thinking and creative problem solving.; and (4) incorporate mathematical literacy, cross-KLAnumeracy, ICT and assistive technologies, and the Australian Curriculum general capabilities and cross curriculum prioritiesin the planning of teaching and learning activities.



1 detail the development of a conceptual framework for effective teaching and learning of mathematics in thesecondary school, through the critical analysis of current theory, policies and evidence-based practice.

Essay/position paper

2 articulate sound pedagogical content knowledge that promotes mathematical understanding, fluency, problemsolving, and reasoning.

Portfolio, Essay/position paper

3 demonstrate a repertoire of strategies that support active teaching and active learning through workingmathematically, critical thinking and creative problem solving.

On-line participation, Workshoppresentation, Portfolio

4 incorporate mathematical literacy, cross-KLA numeracy, ICT and assistive technologies, and the AustralianCurriculum general capabilities and cross curriculum priorities in the planning of teaching and learningactivities

Portfolio

Assessment items Typically this unit is assessed in the following way(s): (1) on-line participation; (2) workshop presentation; (3) portfolio; and(4) essay/position paper. Further information is available in the unit outline.




3 portfolio 40%

4 essay/position paper 30%



1




Unit rules

Prerequisites Qualification in Education, comprising at least four years' equivalent full time study;at least two years's equivalent full time relevant professional experience.

Corequisites Nil



Nil



The MCurrSt is an existing program, with specialisations in English, Geography and History. This unit is the first of threeunits which together would add a specialisation in Mathematics to the MCurrSt.


Availabilities



Handbook fields

Textbooks Rock, D. & Brumbaugh, D.K. (2013). Teaching secondary mathematics (4th edition). New York, NY: Routledge.



This unit is the first of three units which together would add a specialisation in Mathematics to the MCurrSt.The second unit will equip students to differentiate the curriculum for students in Mathematics classrooms.The third unit will explore current issues in Mathematics pedagogy, modelling the relationship between Mathematics as adiscipline, Education as a discipline, and Mathematics pedagogy. It will allow students to focus on the teaching of higherlevel content, or on leadership in Mathematics teaching and learning, or on the development of a research area in an aspectof Mathematics pedagogy.





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Documents

GRADUATE SCHOOL OF EDUCATION FACULTY ... 1 of 6 GRADUATE SCHOOL OF EDUCATION FACULTY COMMITTEE MEETING Friday 11 th April 2014 1 pm Faculty of Education Conference Room AGENDA Members