Memorandum - UniSAw3.unisa.edu.au/easacademicservices/program_approval... · 2014-09-22 · 2, as well as the existing course GRAP 1022 Drawing for Product Design.€Two courses will

Memorandum

To Academic Standards and Quality Committee

From Professor Pal Ahluwalia

Pro Vice Chancellor and Vice President

Division of Education, Arts and Social Sciences

Subject School of Education

Master of Education

New program proposal

Date 28 October 2013

The Division Executive, on behalf of the Division Board, on 28 October 2013 endorsed a proposal

from the School of Education to introduce a new Master of Education program with eight

specialisations. The program provides exit points at the Graduate Certificate and Graduate Diploma

levels. The new program replaces the Master of Education [MMEU] which is being withdrawn from

2015.

Recommended

That the Academic Standards and Quality Committee recommend to the Academic Board that the

Master of Education be introduced with effect from Study Period 1, 2015.

PAL AHLUWALIA Pro Vice Chancellor and Vice President Division of Education, Arts and Social Sciences

Program and Course Management System (PCMS)

Activity ID: Activity ID: Activity ID: Activity ID: 37969

Approval ReportApproval ReportApproval ReportApproval Report

Table of ContentsTable of ContentsTable of ContentsTable of ContentsItemItemItemItemNo.No.No.No.

DescriptionDescriptionDescriptionDescription NameNameNameName CodeCodeCodeCode PagePagePagePageNumberNumberNumberNumber

1. New Program Bachelor of Education LBSY 12. New Course Advanced Manufacturing EDUC 4215 323. New Course Electronics (Theory and

Techniques)EEET 2046 35

4. New Course Food Technology 1 - MiddleSchool

EDUC 1089 38

5. New Course Food Technology 2 - Senior School EDUC 2068 416. New Course Metal 1 (Materials and Techniques) EDUC 1090 447. New Course Metal 2 (Design and Processes) EDUC 2069 478. New Course Textiles Technology 1 - Middle

SchoolEDUC 1091 50

9. New Course Textiles Technology 2 - SeniorSchool

EDUC 2070 53

10. New Course Wood 1 (Materials andTechniques)

EDUC 1092 56

11. New Course Wood 2 (Design and Processes) EDUC 2071 5912. Course Amendment Arts Education 1 EDUC 4101 6213. Course Amendment Arts Education 2 EDUC 4102 6514. Course Amendment English Education 1 EDUC 4035 6815. Course Amendment English Education 2 EDUC 4036 7116. Course Amendment Health and Physical Education 1 TEDU 5044 7417. Course Amendment Mathematics Education 1 EDUC 4009 7718. Course Amendment Science Education 1 EDUC 4014 8019. Course Amendment Science and Mathematics

Education 2EDUC 4164 83

20. Course Amendment Workplace Knowledge and Safety EDUC 2052 8621. Course Withdrawal Systems Technology: Electronics

and Robotics in EducationEDUC 3057 89

New Program Approval ReportNew Program Approval ReportNew Program Approval ReportNew Program Approval Report

Section 1: Summary of Program Being Presented for ApprovalSection 1: Summary of Program Being Presented for ApprovalSection 1: Summary of Program Being Presented for ApprovalSection 1: Summary of Program Being Presented for Approval1. Program Details1. Program Details1. Program Details1. Program DetailsProgram Name:Program Name:Program Name:Program Name: Bachelor of Education (LBSY)Field of Education:Field of Education:Field of Education:Field of Education: (070105) Teacher Education: SecondarySchool OwnerSchool OwnerSchool OwnerSchool Owner DivisionDivisionDivisionDivision F1 Sub LedgerF1 Sub LedgerF1 Sub LedgerF1 Sub Ledger F1 Cost CentreF1 Cost CentreF1 Cost CentreF1 Cost CentreSchool of Education(EDS) Division of Education, Arts & Social

SciencesAD 123210

2. Summary of Proposal2. Summary of Proposal2. Summary of Proposal2. Summary of Proposal2.1 Introduction and Synopsis2.1 Introduction and Synopsis2.1 Introduction and Synopsis2.1 Introduction and SynopsisThe School of Education is the major provider of teacher graduates in South Australia, including being the majorprovider of four year undergraduate teacher education programs. It remains one of only a few providers in thecountry of an undergraduate specialisation in Design and Technology.

The Bachelor of Education with two Secondary specialisations (Secondary Design and Technology) and(Secondary Food and Textiles Technologies) is structured as a four year undergraduate program whichcomprises discipline and professional studies. The new program will replace the existing program Bachelor ofEducation (Design and Technology) [LBDT] and will include two strands - Secondary Design and Technologyand Secondary Food and Textile Technologies to reflect the focus of the Australian Curriculum in Technologies.

The program requires the completion of 144 units of study over four years. (The equivalent of 32 courses.)

The program comprises the following core courses:

- 7 Education Studies courses (22.5 units comprising Learning and Cognition; Teaching and Learning inAboriginal Education; Managing Learning Environments; Inclusive Education and Contesting Curriculum,Pedagogy and Assessment) - 1 core course in personal and professional literacies (Language and Literacy for Learning (4.5 units)

- 1 core course in personal and professional numeracies (Numeracy) (4.5 units)

- 17 Discipline (Discipline/Learning Area) Studies courses (49.5 units) that comprise 11 courses as Major studiesand 6 of minor studies

- 4 Professional Experience courses (27 units);

- 2 elective courses (9.0 units) - including one free elective

Pre-service teachers can undertake electives in specific areas of interest: e.g. Teaching in RegionalCommunities; Health and Wellbeing.

The sequencing of Education Studies courses, Discipline/Learning area courses and professional experiencecourses provides a developmental approach to the program.

The curriculum courses will draw on courses that currently exist in the LBDT program as well as new courses tobe offered through the School of Art, Architecture and Design (AAD) and the School of Engineering. 5 courseswill be offered through the School of AAD, four of these will be new courses and include Wood 1 & 2, Metal 1 &2, as well as the existing course GRAP 1022 Drawing for Product Design. Two courses will be offered throughthe School of IEE, one new course in Electronics (Theory and Techniques) and an existing course MENG 2010CADD CAM Principles and Practices.

Graduates are equipped to be specialist Design and Technology teachers to Year 12, with a second teachingarea to enable them to teach to Year 10.

It is proposed that the Bachelor of Education with two specialisations in Secondary Design and Technology andSecondary Food and Textile Technologies be introduced in 2015.

10 new courses will be introduced for the new program. 9 current courses have been amended and updated. 1course will be archived.

The new program is being put forward to ensure the program is AQF compliant.

2.2 Reason for Proposal2.2 Reason for Proposal2.2 Reason for Proposal2.2 Reason for ProposalThe new program will result in a continuing rationalisation of courses within the School which took place as partof the implementation of the recommendations of the Sachs Review (2010) and the introduction of its newBachelor of Education [MBET] program in 2013. The new program will include 7 core education studies coursesas well as 4 existing courses in professional experience, 4 minor studies and 2 electives from this program. (total17).

Page 1 of 89Generated: 21 Jan 2014Activity ID: 37969

The new program has also been informed by a number of external factors including:

- The accreditation requirements of the Australian Institute for Teaching and School Leadership (AITSL) and itsProfessional Teaching Standards for Registration. UniSA graduate qualities have been mapped against the SAProfessional Teaching Standards as part of the B Ed internal and external accreditation process.

- The Australian Qualification Framework (AQF 2011) requirements for a Bachelor degree.

- The introduction of national curriculum in schools, with national curriculum in Technologies currently beingtrialled in schools in 2013 for implementation in 2014.

Demand for Technologies teachers continues to be high in the education sector with graduates having a 100%employment rate.

2.3 Purpose & Intent2.3 Purpose & Intent2.3 Purpose & Intent2.3 Purpose & IntentThe purpose of this proposal is to present a new program of pre-service secondary teacher education inTechnologies offered by the School of Education. The intent is to offer two distinct specialisations: SecondaryDesign Technology and Secondary Food and Textile Technologies to meet the needs of stakeholder,accreditation bodies and the National curriculum. The program will equip graduates with the ability to bespecialist Technologies teachers to Year 12, with a second teaching area to enable them to teach to Year 10.

The proposed program has provided an opportunity to continue to rationalise courses to avoid duplication ofteaching. Where objectives and content are similar, courses will be taught across the Bachelor of Educationprograms. This reconfiguration will provide an opportunity for the School to ensure that students, regardless oftheir chosen specialisation, will receive a similar experience across the Bachelor of Education [SecondaryTechnologies] and the Bachelor of Education (Early Childhood/Primary/Primary and Middle) programs. Theprogram proposal includes courses that have been developed from existing courses. New courses havenecessarily been created to replace courses previously drawn from and taught by TAFE SA.

Courses in the new program are built on a strong research base and on a commitment to evidence-informedpractice as the foundations for teachers’ work. Curricula for courses have been designed so that students areable to develop critical research skills and an ability to inquire into their own practice as teachers alongside adepth and breadth of knowledge in education studies, professional (discipline-specific curriculum) studies andprofessional options/electives. Students also undertake Professional Experience (practicum) courses, provided inpartnership with systems and schools from across South Australia. Placements for professional experience willbe managed from the Professional Experience Office, located at Mawson Lakes.

During the amendment process close consideration has been given to increasing the flexibility of the program bydeveloping courses that are available online and in blended mode. The flexibility of delivery of this program islimited by the nature of its strong practical/workshop-based content.

2.4 Relationship of new program to others2.4 Relationship of new program to others2.4 Relationship of new program to others2.4 Relationship of new program to othersThe new Bachelor of Education [Secondary Technologies] will be replacing the Bachelor of Education (Designand Technology Education) [LBDT].

The seven core education courses as well as existing courses in professional experience, minor studies andelectives will be those offered in the Bachelor of Education [MBET] program. The curriculum courses will draw oncourses that currently exist in the LBDT program as well as new courses to be offered through the School of Art,Architecture and Design and the School of Engineering. Five courses will be offered through the School of AAD,four of these will be new courses and include Wood 1 & 2, Metal 1 & 2, as well as the existing course GRAP1022 Drawing for Product Design. Two courses will be offered through the School of IEE, one new course inElectronics (Theory and Techniques) and an existing course MENG 2010 CADD CAM Principles and Practices.

The program development process has been informed by benchmarking carried out at a course and programlevel with major providers in other states, and in particular, Griffith University and the University of Tasmania.Online course and program details were accessed by staff to ensure UniSA’s proposed program structures andcourse content aligned with interstate pre-service education programs.

2.5 Extent of Demand2.5 Extent of Demand2.5 Extent of Demand2.5 Extent of DemandThere has been an identified need to invest heavily into the education of young people so that they are suitablyskilled and knowledgeable to contribute to the economy in areas such as food, electronics, engineering, buildingand construction. Design and Technology Education is a learning area that facilitates the development of thisknowledge and the associated skills. Design and Technology Education in the schooling sector is a very broadsubject area, requiring a significant range of expertise in diverse technologies, held together through the conceptof design. There are many reasons why state education authorities in Australia and elsewhere attach continuingimportance to areas of technology that are included but are not restricted to new information andcommunications technologies. The development of a DECD Technology Education Action plan for 2012, NationalTrade Cadetships initiative (NCT) 2010, Federal Trade Training Centre development (2011- 2014) has seen acontinued emphasis on the need to prepare graduates to teach in this area.

Meeting high demand nationally for a full range of teachers, particularly in hard-to-staff areas like Design andTechnology, continues to be a priority for the federal government and for all states and territories. Design and


Technology as an area is in particular demand in rural and low SES schools which continue to documentshortage of teachers.

According to the GDS Outcomes Report, graduating students have a 100% employment rate. The high GDSemployment rates have been consistent from 2008-2012. An aging teaching workforce, particularly in the Designand Technology area coupled with limited opportunities for potential graduates to gain qualifications and enterthe field in the past has led to a critical shortage of teachers. The University of South Australia is one of onlythree universities that currently offer a 4 year undergraduate program in Design and Technology. As a resultthere is also a national demand for our graduates.

The LBDT program has continued to increase in student numbers since it was first offered in 2005 with interestfrom potential students continuing to be high. For example, since 2009-2013, the Home Economics specialisationtotal EFTSLs increased every year from 51.0 in 2009 to 96.9 in 2013, the Design and Technology specialisationincreased from 54.5 in 2009 to 61.3 in 2013 with the overall EFTSL increasing from 105.5 in 2009 to 158.2 in2013.

2.6 Financial Impact & Financial result summary2.6 Financial Impact & Financial result summary2.6 Financial Impact & Financial result summary2.6 Financial Impact & Financial result summaryThe new program is designed to help retain UniSA's pre-eminent status for a program in this area. Theamendment will result in additional revenue as courses previously owned and taught by TAFESA will be replacedwith new courses to be owned by the University.

This will mean that the 13 TAFE courses currently offered in LBDT (8 in Design and Technology and 5 in HomeEconomics), will mean an increase of 1.00 EFTSL in the new Design and Technology specialisation and 0.625EFTSL in Food and Textiles Technologies. This increase in EFTSL will result in income to the University that waspreviously lost to TAFESA.

2.7 National Trends2.7 National Trends2.7 National Trends2.7 National TrendsA 4 year Bachelor of Education qualification is offered by the majority of teacher education providers in Australia.UniSA is the major provider of this qualification in South Australia. UniSA is the only provider of anundergraduate program in Technologies in the state, with just three other universities offering a similar award inAustralia - Griffith University, University of Tasmania and Southern Cross University.

2.8 International Trends2.8 International Trends2.8 International Trends2.8 International TrendsA basic teaching qualification internationally is a 3 or 4 year equivalent undergraduate degree. UniSA graduatesare eligible for employment nationally and internationally. Following feedback from UniSA International theSchool will not be offering this program to international students.

2.9 Summary of Industry Support/Demand Evidence2.9 Summary of Industry Support/Demand Evidence2.9 Summary of Industry Support/Demand Evidence2.9 Summary of Industry Support/Demand EvidenceThere has been wide industry consultation and support, including direct requests from the Department forEducation and Child Development (DECD), The Technology Teachers Association (DATTA), The HomeEconomics Association of Australia (HEIA) and numerous industry bodies to continue to offer an undergraduateprogram that addresses the current and future shortage of Design and Technology teachers within SouthAustralia and nationally. In addition the Program Director of the existing program has convened a Design &Technology reference group for a number of years. The reference group membership comprises employergroups, TAFE, industry representatives (Building & Construction Industry), professional associations (Design &Technology Teachers’ Association and Home Economics Institute of Australia), practicing teachers and currentstudent representatives. This group meets on a regular basis and has had significant input into the developmentprocess of the new program.

There has also been continued advice and input from the management and members of the DECD StrategicRecruitment unit and Human Resources & Workforce Development unit. This group has specifically examined,meeting the demands of schools who have unfilled positions in Technologies education to enable our students tofill these positions once they graduate.

2.10 Strategic Considerations2.10 Strategic Considerations2.10 Strategic Considerations2.10 Strategic ConsiderationsIt remains strategic for UniSA to continue to be the key provider of a teacher qualification in Technologies in SA.The demand for this program continues to be strong as evidenced by the increase in EFTSL load over the last 5years. The National Curriculum (ACARA) has a clear focus on Technologies as a key learning area in Australianschools.

The new program will draw on existing courses in the School of Education and other Schools in the University,including AAD and IEE.

Academic debate currently centres of the possiblity of the introduction of a 3 year undergradute +2 yearpostgraduate Masters of Teaching model to replace the current 4 year undergraduate Education degrees. Thepossible implementation of such changes could be offered as soon as 2017. As a consequence, we may need toexplore the possibility of an Educational stream within undergradute programs (such as, the Bachelor of Designthrough AAD). The discipline Technologies courses could be accomodated in such a model.


3. Summary of Proposal - Continued3. Summary of Proposal - Continued3. Summary of Proposal - Continued3. Summary of Proposal - Continued3.1 Recommendation/s3.1 Recommendation/s3.1 Recommendation/s3.1 Recommendation/sThat the Bachelor of Education with specialisations in (Secondary Design and Technology) and (Secondary Foodand Textile Technologies) be approved for commencement in 2015.

That 10 new courses be approved for introduction in 2015, including 4 new courses from the School of Art,Architecture and Design, one new course from the School of Engineering and 5 new courses from the School ofEducation.

That amendments to 8 courses for Minor Curriculum Methodology be approved for implementation in 2015.

The courses listed below as New Courses are actually a combination of new courses and courses from thecurrent Bachelor of Education program and are those listed on the program schedules (the New Course list isgenerated automatically).

Across the School of Education for the Bachelor of Education [Secondary Technologies] a total of 5 new coursesare being introduced, and 1 course will be archived, with a net gain of 4 courses to the School of Education'scourse profile. The gain in courses is due to TAFE SA no longer teaching the curriculum area courses.

3.2 New Courses3.2 New Courses3.2 New Courses3.2 New CoursesSubject AreaSubject AreaSubject AreaSubject Area Catalog NumberCatalog NumberCatalog NumberCatalog Number Course NameCourse NameCourse NameCourse NameEDUC 4215 Advanced ManufacturingEDUC 2031 An Introduction to Design and TechnologyEDUC 3056 Approaches to Child and Community StudiesMENG 2010 CADD CAM Principles and PracticeEDUC 4212 Contesting Curriculum, Pedagogy and AssessmentEDUC 3031 Design and Technology Workshop KnowledgeEDUC 1041 Development and Learning Birth to 3GRAP 1022 Drawing for Product DesignEEET 2046 Electronics (Theory and Techniques)EDUC 1089 Food Technology 1 - Middle SchoolEDUC 2068 Food Technology 2 - Senior SchoolEDUC 1088 Food and SocietyHLTH 2013 Health Risks and Relationship EducationEDUC 3055 Inclusive EducationEDUC 3050 Introduction to Research in EducationEDUC 1076 Language and Literacy for LearningEDUC 1077 Learning and CognitionEDUC 3007 Managing Learning EnvironmentsEDUC 1090 Metal 1 (Materials and Techniques)EDUC 2069 Metal 2 (Design and Processes)EDUC 1078 NumeracyEDUC 4213 Peers, Relationships and HealthEDUC 1081 Professional Experience 1: Introduction to Educators'

PracticesEDUC 2062 Professional Experience 2: Curriculum and PedagogyEDUC 3061 Professional Experience 3: Assessment and ReportingEDUC 4206 Professional Experience 4: Teacher as InquirerEDUC 2061 Teaching and Learning in Aboriginal EducationEDUC 1091 Textiles Technology 1 - Middle SchoolEDUC 2070 Textiles Technology 2 - Senior SchoolEDUC 1092 Wood 1 (Materials and Techniques)EDUC 2071 Wood 2 (Design and Processes)EDUC 2052 Workplace Knowledge and Safety


3.3 Amended Courses3.3 Amended Courses3.3 Amended Courses3.3 Amended CoursesSubject AreaSubject AreaSubject AreaSubject Area Catalog NumberCatalog NumberCatalog NumberCatalog Number Course NameCourse NameCourse NameCourse NameEDUC 4101 Arts Education 1EDUC 4102 Arts Education 2EDUC 4035 English Education 1EDUC 4036 English Education 2TEDU 5044 Health and Physical Education 1EDUC 4009 Mathematics Education 1EDUC 4014 Science Education 1EDUC 4164 Science and Mathematics Education 2EDUC 2052 Workplace Knowledge and Safety3.4 Archived Courses3.4 Archived Courses3.4 Archived Courses3.4 Archived CoursesSubject AreaSubject AreaSubject AreaSubject Area Catalog NumberCatalog NumberCatalog NumberCatalog Number Course NameCourse NameCourse NameCourse Name YearYearYearYear Study PeriodStudy PeriodStudy PeriodStudy PeriodEDUC 3057 Systems Technology: Electronics

and Robotics in Education2016 Study Period 1

Archived Courses CommentsArchived Courses CommentsArchived Courses CommentsArchived Courses Comments8 TAFE courses in Design and Technology and 5 TAFE courses in Home Economics currently taught byTAFESA will not be taught in the new program.

The following course will be archived :

EDUC 3057 Systems Technology: Electronics and Robotics in Education

Students being taught out in LBDT will be able to complete the new equivalent course.

The following 11 courses will be archived from 2015 as part of the withdrawal of old Bachelor of Educationprograms and School of Education double degrees:

EDUC 1063 Language and Multiliteracies

EDUC 4157 Approaches to Learning

EDUC 4043 Reflective Practice 2

EDUC 4196 Inclusive Approaches to Diverse Student Needs

EDUC 4055 Reflective Practice 3

EDUC 4158 Contesting Curriculum

EDUC 4197 Educators' Work

EDUC 4198 Rethinking the Middle Years

EDUC 4203 Education Honours A

EDUC 4056 Professional Applications and Reflection 4 (Primary, Middle)

EDUC 4204 Education Honours B

4. Program Configuration4. Program Configuration4. Program Configuration4. Program ConfigurationDoes this program replace an existing program(s)?Does this program replace an existing program(s)?Does this program replace an existing program(s)?Does this program replace an existing program(s)? YProgram(s) being replacedProgram(s) being replacedProgram(s) being replacedProgram(s) being replaced Bachelor of Education (Design and Technology

Education)(LBDT)Is this Co-Badged Program?Is this Co-Badged Program?Is this Co-Badged Program?Is this Co-Badged Program? NDoes this program comply with the AustralianDoes this program comply with the AustralianDoes this program comply with the AustralianDoes this program comply with the AustralianQualifications Framework (AQF)?Qualifications Framework (AQF)?Qualifications Framework (AQF)?Qualifications Framework (AQF)?

Y

Is this a Nested Program?Is this a Nested Program?Is this a Nested Program?Is this a Nested Program? N


Is this a Double Degree?Is this a Double Degree?Is this a Double Degree?Is this a Double Degree? NIs this a Discrete Honours Program?Is this a Discrete Honours Program?Is this a Discrete Honours Program?Is this a Discrete Honours Program? NDoes the Program have a with Honours Option?Does the Program have a with Honours Option?Does the Program have a with Honours Option?Does the Program have a with Honours Option? NIs this an Exit Award Only Program?Is this an Exit Award Only Program?Is this an Exit Award Only Program?Is this an Exit Award Only Program? NProgram Unit ValueProgram Unit ValueProgram Unit ValueProgram Unit Value 144Program Duration (EFTSL)Program Duration (EFTSL)Program Duration (EFTSL)Program Duration (EFTSL) 4Is this Program offered in Accelerated mode?Is this Program offered in Accelerated mode?Is this Program offered in Accelerated mode?Is this Program offered in Accelerated mode? NYear of IntroductionYear of IntroductionYear of IntroductionYear of Introduction 2015Study PeriodStudy PeriodStudy PeriodStudy Period 1Implementation DateImplementation DateImplementation DateImplementation Date 15/01/2014Period of University Accreditation: Final YearPeriod of University Accreditation: Final YearPeriod of University Accreditation: Final YearPeriod of University Accreditation: Final Year 2020Period of University Accreditation: Study PeriodPeriod of University Accreditation: Study PeriodPeriod of University Accreditation: Study PeriodPeriod of University Accreditation: Study Period SP7Profile Intake EFTSLProfile Intake EFTSLProfile Intake EFTSLProfile Intake EFTSL 50Commonwealth Supported ProgramCommonwealth Supported ProgramCommonwealth Supported ProgramCommonwealth Supported Program YEmployer Reserved ProgramEmployer Reserved ProgramEmployer Reserved ProgramEmployer Reserved Program NCourses Offered in Internal ModeCourses Offered in Internal ModeCourses Offered in Internal ModeCourses Offered in Internal Mode AllCourses Offered in External ModeCourses Offered in External ModeCourses Offered in External ModeCourses Offered in External Mode SomeCourses Offered in Mixed ModeCourses Offered in Mixed ModeCourses Offered in Mixed ModeCourses Offered in Mixed Mode SomeIs the Program available Part-Time?Is the Program available Part-Time?Is the Program available Part-Time?Is the Program available Part-Time? YIs the Program Part-Time Only?Is the Program Part-Time Only?Is the Program Part-Time Only?Is the Program Part-Time Only? NCampusCampusCampusCampus Default Home Campus?Default Home Campus?Default Home Campus?Default Home Campus?Mawson Lakes YFee Paying Postgraduate ProgramFee Paying Postgraduate ProgramFee Paying Postgraduate ProgramFee Paying Postgraduate Program Year ofYear ofYear ofYear of

IntroductionIntroductionIntroductionIntroductionValue ($)Value ($)Value ($)Value ($)

N N/A N/AAvailable to International StudentsAvailable to International StudentsAvailable to International StudentsAvailable to International Students Year ofYear ofYear ofYear of

IntroductionIntroductionIntroductionIntroductionValue ($)Value ($)Value ($)Value ($) Total ProgramTotal ProgramTotal ProgramTotal Program

FeeFeeFeeFeeN 2015 $20,800.00 $83,200.00

Are Specialisations available in this Program?Are Specialisations available in this Program?Are Specialisations available in this Program?Are Specialisations available in this Program? YSpecialisation NameSpecialisation NameSpecialisation NameSpecialisation Name Field of EducationField of EducationField of EducationField of Education Is it a Graduating Title?Is it a Graduating Title?Is it a Graduating Title?Is it a Graduating Title?Secondary Design and Technology (070105) Teacher

Education: SecondaryY

Secondary Food and Textiles Technologies (070105) TeacherEducation: Secondary

Y

Is Program Collaborative?Is Program Collaborative?Is Program Collaborative?Is Program Collaborative? NLanguage of InstructionLanguage of InstructionLanguage of InstructionLanguage of Instruction English

5. Consultation5. Consultation5. Consultation5. ConsultationDateDateDateDate 4/09/2013Internal StakeholderInternal StakeholderInternal StakeholderInternal Stakeholder School of EngineeringProcessProcessProcessProcessDiscussions with School to develop new Intermediate level Engineering course.

IssuesIssuesIssuesIssues

ActionsActionsActionsActionsDr Tim Ferris to write up new course.

CommentsCommentsCommentsCommentsApproved by Engineering School Board on 4/9/13.


DateDateDateDate 9/09/2013Internal StakeholderInternal StakeholderInternal StakeholderInternal Stakeholder School of Art, Architecture and DesignProcessProcessProcessProcessMeetings with School to discuss new courses in Metal and Wood.

IssuesIssuesIssuesIssues

ActionsActionsActionsActionsAndrew Hill to write up new courses.

CommentsCommentsCommentsCommentsApproved by AAD School Board on 20/9/13.

DateDateDateDate 29/10/2013Internal StakeholderInternal StakeholderInternal StakeholderInternal Stakeholder Current LBDT StudentsProcessProcessProcessProcessStudents were consulted during SP2 classes about the new program and asked to provide feedback.

IssuesIssuesIssuesIssuesNo issues

ActionsActionsActionsActionsNo actions

CommentsCommentsCommentsComments

DateDateDateDate 16/09/2013External StakeholderExternal StakeholderExternal StakeholderExternal Stakeholder Teachers Registration BoardProcessProcessProcessProcessFull documentation to be sent to TRB

IssuesIssuesIssuesIssuesEndorsement of program by TRB is necessary for teacher registration.

ActionsActionsActionsActions

CommentsCommentsCommentsCommentsAwaiting TRB endorsement. TRB will not endorse the program until the program has been endorsed internally.

Section 2: Academic DesignSection 2: Academic DesignSection 2: Academic DesignSection 2: Academic Design6. Program description6. Program description6. Program description6. Program description6.1 Educational Rationale6.1 Educational Rationale6.1 Educational Rationale6.1 Educational RationaleThe aim of the Bachelor of Education [Secondary Technologies] program is to produce graduates who havebeen inducted into a professional community of learners with the professional capacities to be creatively andinnovatively responsive to the changing and challenging demands of being educators in the 21st century.Students will acquire knowledge and skills to promote effective and inclusive learning in a range of educationalsettings.

Students will acquire this knowledge and skills through theoretical and practical studies that include professionalstudies (discipline-specific curriculum and pedagogical studies), education studies and professional experience.

Students’ wider education will be enhanced by the opportunity to study elective courses.

The program is underpinned by a set of principles that the School of Education values and strives to realise in itspre-service teacher education programs:- Teaching is founded on a multi-disciplinary knowledge base which includes content and pedagogicalknowledge about curriculum, an understanding of human development and learning, and a critical understandingof the contextual issues that influence teaching and learning.- Teaching involves the application of complex pedagogical skills and capabilities. Teaching requires acommitment to life-long learning.


- Teaching involves continuous critical reflection on all aspects of the teaching experience to identify ways inwhich teachers can improve their performance as individuals, as a part of the school community, and as part ofthe teaching profession.- Teaching depends on the formation of engaging and inclusive relationships between teachers, their students,their colleagues, and the wider community.- Teaching for a more socially just and fair society is a professional responsibility and involves identifying andchallenging the social, cultural, economic, and education policies and practices to enhance the wellbeing oflearners.- Teaching involves educating for sustainability in ways which critique and advance social, cultural, economic,technological and environmental practices.

These principles underpin the program. They complement the Professional Teaching Standards produced byAITSL. All pre-service teachers are provided with the opportunity to experience a wide range of socio-culturalsettings in their school-based professional experience courses. A commitment to lifelong learning is promoted asa basic tenet of teaching, as well as skills in communication and interpersonal relationships through the buildingof partnerships with schools and sites, school-based research, ICT’s, managing the learning environment, acommitment to sustainability, social justice and inclusive education.

Such skills and abilities will enhance opportunities for employment within the schooling system and beyond, andin areas of need, especially in regional communities.

Teacher professional standards and university graduate qualities are at the core of our program, as well as thebelief that pre-service education students must take responsibility for the quality of the evidence they provide tosupport their arguments for their attainment of professional standards upon graduation.

Our graduates need to be able to understand the complexities of their educational community and the ways inwhich they can contribute to effective learning environments.

Consistent with external accreditation requirements, the program comprises a balance of education studies,discipline/learning area studies and professional experience.

6.2 Graduate Qualities & Program Objectives6.2 Graduate Qualities & Program Objectives6.2 Graduate Qualities & Program Objectives6.2 Graduate Qualities & Program ObjectivesGraduate QualityGraduate QualityGraduate QualityGraduate Quality Program Specific ObjectiveProgram Specific ObjectiveProgram Specific ObjectiveProgram Specific Objective Professional CompetencyProfessional CompetencyProfessional CompetencyProfessional CompetencyBody of Knowledge demonstrate an understanding of the

nature of education know about learning processes andhow to teach and implement

apply knowledge of educationaltheory to practice in real situations

plan and implement teachingstrategies for successful learningexperiences

apply educational methods to theirprofessional practice in a range ofeducational settings

employ a range of teaching andlearning resources and strategies toactively engage all learners

Life long learning demonstrate an understanding of theimportance of lifelong learning andprofessional development

actively engage in personal andcollegial learning within theprofessional community

demonstrate an ability to gatherinformation, apply analysis andcritical judgment

participate in learning to updateknowledge and practice

demonstrate the capacity to act as areflective practitioner

contribute to collegial discussionsand apply constructive feedbackfrom colleagues to improveprofessional knowledge and practice

Effective problem solving gather, evaluate and deployeducation theory to assist in thedevelopment of appropriate learningopportunities

develop appropriate learningopportunities

define researchable questions in theeducational setting

apply research outcomes in diverseeducational settings

apply strategies to identifyeducational issues and formulateappropriate solutions in diverseeducational settings

formulate solutions to educationalissues

Work alone and in teams work in a self directed way understand importance ofprofessional learning

use logical and rational arguments topersuade others, to negotiate withothers

use effective communicationstrategies

work collaboratively in a team withdifferent educational partners

accept guidance and workcooperatively with teachers andothers in discussion, review andreflection


Ethical action demonstrate a commitment topersonal ethical actions withineducational contexts

understand the critical relationshipbetween teacher and learner anddevelop trusting relationships withinlegal, ethical and other requirements

recognise the impact of socialchange, the political decision makingprocess and economic imperativeson education

understand equity, vocational andsocially-critical perspectives

recognise social justice issuesrelevant to education and the widercommunity

demonstrate an awareness of theimpacts of disadvantage on studentengagement and performance

Communicate effectively demonstrate effectivecommunication skills as appropriateto educational settings

understand the content, processesand skills relevant to educationallevels and areas of learning

display empathy to their audience inorganising and presenting ideas

demonstrate ability to activelyengage learners

communicate appropriately witheducational colleagues and diversepublics

promote the value of education andlearning in communications withparents/care givers and the widercommunity

International perspective be inclusive of multicultural diversityin educational practice andcitizenship

support learners to value andrespect various life contexts andbackgrounds

demonstrate an awareness ofinternational perspectives oneducation

demonstrate knowledge ofinternational education issues

6.3 Graduate Qualities in Joint Programs6.3 Graduate Qualities in Joint Programs6.3 Graduate Qualities in Joint Programs6.3 Graduate Qualities in Joint ProgramsNot applicable.

6.3.1 Graduate Destinations6.3.1 Graduate Destinations6.3.1 Graduate Destinations6.3.1 Graduate DestinationsAccording to the GDS Outcomes Report, graduating students have a 100% employment rate. The high GDSemployment rates have been consistent from 2008-2012. An aging teaching workforce, particularly in the Designand Technology area coupled with limited opportunities for potential graduates to gain qualifications and enterthe field in the past has led to a critical shortage of teachers. The University of South Australia is one of onlythree universities that currently offer a 4 year undergraduate program in the Design and Technology. As a resultthere is also a national demand for our graduates.

Graduates will become Technologies educators in middle and secondary schools in South Australia, nationallyand internationally.

6.4 Student Engagement6.4 Student Engagement6.4 Student Engagement6.4 Student Engagement6.4.1 Practice Based Learning Comments6.4.1 Practice Based Learning Comments6.4.1 Practice Based Learning Comments6.4.1 Practice Based Learning CommentsAll Bachelor of Education [Secondary Technologies] pre-service teachers are required to undertake aProfessional Experience in each year of the program, totaling 80 days over the four year program. ProfessionalExperience is fundamental to the program, providing a profound and powerful basis for learning. The primaryimportance given to Professional Experience is premised on the belief that the preparation of the next generationof teachers is a shared responsibility between universities and the profession, requiring particular kinds ofprofessional and practical relationships with systems, schools and teachers. Professional Experience is deliveredin partnership with school-based colleagues and involves lectures and workshops conducted on-campus, onlineand in-school as well as pre-service teacher placements in classrooms.

The Professional Experience component of the program is conceptualised as spiral, integrative in structure (i.e.links school/site learning and university learning) and developmental in nature (i.e. over 4 years). TheProfessional Experience curriculum provides a transparent scaffold of learning, designed to ensure graduatesdemonstrate competence against the Australian Professional Standards for Teachers.

The Professional Experience component is not only an opportunity for pre-service teachers to apply knowledgeand skills previously learned as part of the program, it is also a context in which pre-service teachers are assistedto reflect on their experiences.

Professional Experience 1: Introduction to Educator’s Practices (10 days)The aim of this course is to enable pre-service teachers to develop an awareness of the social and communitycontexts of educational settings, the roles of teachers, and the links between schools and other agencies inproviding for students’ learning and welfare. This placement is for 10 days incorporating five one-day visits and acontinuous full-time placement of five consecutive days, and provides a whole of school experience for a cohortof 6 to 12 pre-service teachers. As well as engaging in the learning experiences across years of schooling, thepre-service teachers have opportunities to work shadow school-based colleagues.

Professional Experience 2: Curriculum and Pedagogy (20 days)The aim of this course is to enable pre-service teachers to develop the professional capacities knowledge andskills need to operate effectively in learning programs in schools and other learning contexts. The course has an


on-campus component which involves lectures and workshops and prepares pre-service teachers to successfullycomplete their placements. The placement is for 20 days incorporating five one-day visits and 15 dayscontinuous full-time placement. The syllabus includes planning for teaching and learning using appropriatecurricula, pedagogies and resources; developing skills in, and positive attitudes to, critical reflection; developingprofessional relationships with children, their parents/caregivers, peers and staff in educational contexts;developing understanding of the nature of teachers’ work; building on students’ funds of knowledge; creating andmanaging positive learning environments. Key Discipline/Learning areas will be incorporated into thisProfessional Experience as well as pre-service teachers’ use of the South Australian Teaching for EffectiveLearning Framework (DECD, 2011).

Professional Experience 3: Assessment and Reporting (25 days)The aim of this course is to enable pre-service teachers to develop capacities to perform as competent pre-service teachers within schools and their communities. The placement is for 25 days incorporating five one-dayvisits and 20 days of continuous placement.The syllabus includes using curriculum frameworks for planning, programming, implementing, assessing,recording, reporting and evaluating student learning for extended periods; managing the learning environmentincluding issues of collaboration, problem solving, conflict resolution and negotiation; centrality of teacher-studentrelationships to learning; building connections with parents/caregivers; emotional work of teaching, negotiatingthe complexity of the mentor-pre-service teacher relationship.

Professional Experience 4: Teacher as Inquirer (25 days)The aim of the course is to provide pre-service teachers with the opportunity to refine and apply their reflective,research and professional knowledge, understandings and skills as beginning teachers. It is based on thepremise that education professionals are able to theorise about their practice in critical and systematic ways. Thisfourth year course is also designed to facilitate pathways into the workforce for pre-service teachers whodemonstrate professional commitment and ability to sustain performance and productivity in specific roles andsettings. Pre-service teacher are expected to integrate, expand and apply their learning as an educator throughthis course by making informed professional judgments about best practice teaching and learning and throughcritical reflection on this teaching and learning. The placement is for 25 days incorporating five one-day visits and20 days continuous placement.

The syllabus covers curriculum planning, assessing and reporting; skills of designing, implementing and reportingresearch; collaboration with professional teams; multi-skilling of professionals; workplace context; roles andresponsibilities; reflection on action, beliefs informing practice and social justice implication; teacher wellbeing,legal and ethical responsibilities of teachers, partnerships with parents/caregivers.

CourseCourseCourseCourse Practice Based Learning OpportunitiesPractice Based Learning OpportunitiesPractice Based Learning OpportunitiesPractice Based Learning Opportunities 6.4.2 Teaching – Research Nexus Comments6.4.2 Teaching – Research Nexus Comments6.4.2 Teaching – Research Nexus Comments6.4.2 Teaching – Research Nexus CommentsThe program recognises that the ability to reflect critically is pivotal to enabling graduates to undertake researchand development and grow as professionals. Literature on the teaching-research nexus informs both the contentof our program and the processes of teaching and learning. Students will graduate with the capability toundertake research into their own practice. The experiences we provide our pre-service teachers in the coursesand through their professional experience enables them to develop their research skills to the extent that they areable to share and critique their practice, and subsequently become key collaborative professionals within schoolcommunities. Pre-service teachers must adopt a professional role in various settings engaging in conversationand inquiry into principles and issues associated with teaching and learning in Design and Technology and Foodand Textile Technologies.

For example, in the course Contesting Curriculum, Pedagogy & Assessment, students are introduced to criticalperspectives on the theory and practice of curriculum and assessment across diverse learning settings.

In the Professional Experience courses 1-4, research skills are developed. For example, Professional Experience4 pre-service teachers are visiting school sites as a lead up to this final professional experience. During thesevisits pre-service teachers work with mentors, whole staff, year level teams, school leadership, parents, studentsand community groups to observe, interview and engage in professional dialogue to guide and inform aclassroom based inquiry project.

Curriculum courses such as Metal 2, Wood 2 and Textiles 2 include creative design components which willprovide students with skill and knowledge in practice lead design research through the design and fabricationprojects they will undertake.

CourseCourseCourseCourse Teaching – Research Nexus Learning OpportunitiesTeaching – Research Nexus Learning OpportunitiesTeaching – Research Nexus Learning OpportunitiesTeaching – Research Nexus Learning Opportunities 6.4.3 Service Based Learning Comments6.4.3 Service Based Learning Comments6.4.3 Service Based Learning Comments6.4.3 Service Based Learning CommentsThe requirements of external accreditation which determine the purpose and nature of courses offered in theprogram do not allow service based learning. However, students spend at least 80 days over the course of theirfour-year program in schools. The professional experience component of the Bachelor of Education [SecondaryTechnologies] program has a strong emphasis on preparing pre-service teacher education students to work withschools and wider communities.

CourseCourseCourseCourse Service Based Learning OpportunitiesService Based Learning OpportunitiesService Based Learning OpportunitiesService Based Learning Opportunities


6.5 Flexible Learning Environment6.5 Flexible Learning Environment6.5 Flexible Learning Environment6.5 Flexible Learning EnvironmentPage 11 of 89Generated: 21 Jan 2014

Activity ID: 37969

6.5.1 Online Aspects of Program6.5.1 Online Aspects of Program6.5.1 Online Aspects of Program6.5.1 Online Aspects of ProgramThe Bachelor of Education [Secondary Technologies] program will offer some online courses for those studentswho wish to take this option. These will include core education courses, professional experiences courses, aswell as a range of minor courses. Some courses specific to the specialisation will continue to be offered face-to-face due to their practical, workshop-based focus.

The Bachelor of Education [Secondary Technologies] will take a whole of program and curriculum approach tointegrate technologies into learning and teaching which ensure the internal and external online delivery of theprogram

The program will utilise the University’s personal learning environment (PLE) to achieve this outcome. The PLEis a fully integrated environment, rich in digital learning facilities (e.g. student to student, and student to teachercommunication and collaboration tools), resources (internal and external content) and services (e.g. podcasts,wikis, instant messaging) and is available to students and staff to facilitate quality teaching and learning. Withinthe PLE the University’s new Learning Management System learnonline will facilitate student learning andinteractions between learners and between learners and teachers. Students in the Bachelor of Education whoenrol in internal mode will experience the same online interactions that are available to students enrolled inexternal mode.

Access to web facilities and the internet by staff and students is available across the University’s four campuseseither through broadband or wi-fi in individual offices and training rooms as well as in informal spaces such asthe Library, cafes and outdoor spaces immediate to University buildings. Student who study externally will needto have access to the internet so they can stay informed via their student email and access the online resourcesassociated with their program of study. Students who enrol in the new Bachelor of Education will be made awarevia marketing of the programmatic nature of online delivery and the importance of internet connectivity.

6.5.2 Special Requirements for Students with Disabilities6.5.2 Special Requirements for Students with Disabilities6.5.2 Special Requirements for Students with Disabilities6.5.2 Special Requirements for Students with DisabilitiesThe program incorporates teaching and learning approaches and assessment arrangements that take intoaccount and validate the interests and experiences of diverse social and cultural groups and encouragedifferences in opinion and approach.

The School will ensure that the program complies fully with the requirements of University Policy C-7 Studentswith disabilities. Every effort will be made to adapt the delivery of curriculum, assessment requirements andprocesses in the development of academic skills, to meet the needs of persons with disabilities. Adaptations tothe program will be determined such that the essential nature of the programs is not compromised and theessential skills and knowledge developed by students are maintained.

When necessary and insofar as resources permit, services will be provided to meet possible extra needs andsupport for students with disabilities. The provision of additional specialised resources will be administeredthrough the Learning and Teaching Unit.

7. Indigenous Content7. Indigenous Content7. Indigenous Content7. Indigenous ContentDateDateDateDate Consultation ProcessConsultation ProcessConsultation ProcessConsultation Process Indigenous Content Details & AssessmentIndigenous Content Details & AssessmentIndigenous Content Details & AssessmentIndigenous Content Details & Assessment17/03/2011 The School Indigenous working group

(including staff from DUCIER) has met duringthe amendment process. A discussion paperwas produced and presented to staff and a corecourse with a focus on indigenous teaching andlearning content has been developed.

A core course Teaching and Learning inAboriginal Education has been developed, andwill be taught by DUCIER. It aims to provide acritical understanding of Aboriginal histories,cultures and languages, and enables studentsto engage effectively with aboriginal learners ina diverse range of cultural, linguistic andgeographical contexts. Assessment involves acourse workbook, research essay andparticipation.

8. Assessment Requirements8. Assessment Requirements8. Assessment Requirements8. Assessment RequirementsModerationModerationModerationModerationA number of processes and procedures ensure that consistency of course delivery and assessment occursacross the program. Teaching staff implement a range of methods to ensure that assessment and markingprocesses are valid and reliable at both a course and program level. These processes align with the APPM,Section 3, and include:

ModerationModeration occurs before, during and after implementation of assessments.Moderation processes before implementation are part of the planning process and are designed to ensure qualityassurance. They involve:- articulating clear outcomes for assessments- designing assessment items that enable students to demonstrate their achievement of the outcomes- ensuring that teaching and learning activities support and foster the achievement of the outcomes- ensuring compliance with policy in regard to the number of assessment items and the workload requirement forstudents

Strategies:


- reviewing assessment tasks including exam papers to ensure they actually do allow students to demonstrateachievement of the outcomes being assessed- discussion and analysis of assessment tasks to clarify requirements- documenting clear outcomes for assessments

Moderation processes during implementation. These processes are part of judging students' work and arenecessary for quality control which involves:- establishing shared understandings of the criteria and standards on which assessment judgments are based- consistency in marking against established criteria and standards

Strategies:- all course teaching staff meet to discuss the criteria for assessing and to ensure they have sharedunderstandings about the criteria and the standards for each grade- development of marking guides or proformas to be used by the course team- prior to independent marking teaching staff meet to mark a selected set of papers to compare assessments andto establish consistency against the criteria and standards performance for grades- allocate specific questions or parts of assignments to individual markers who then mark all of these items in awhole set of papers. The Course Coordinator may review a selected set of papers in each grade range to checkfor consistency in each marker's allocated question or section- markers review papers marked earlier to ensure their marking is consistent

Moderation processes after implementation. These processes are necessary for quality review and involve:- checking consistency and reliability of marking of assignments;- identification of variations between markers- use of triggers for review of grade awarded in individual assessment tasks prior to returning students' work, egdiscrepancies between grade allocations of individual markers, high number of failures, clustering of marks- review of assessment item in terms of student success rates- remarking of papers prior to release to students

Strategies- conduct comparability meetings where the course team undertake to remark the same set of papers andcompare their results until they reach consensus on the mark to be awarded to each paper- the Course Coordinator or course team select a sample of papers from each grade level and review them forconsistency in assessing against the standards for each grade- the Course Coordinator examines the distribution of marks awarded by each marker to identify any staff whoseresults vary significantly from the trend- second marking on a representative sample of papers- double marking where all assessment items are independently blind marked by two assessors

Additional Assessment InformationAdditional Assessment InformationAdditional Assessment InformationAdditional Assessment InformationAll courses comply with the University's policy and procedure on assessment.

9. Research Component Details9. Research Component Details9. Research Component Details9. Research Component DetailsIn the Technologies specialisations students will be introduced to research through practice led design, forexample curriculum courses such as Metal 2, Wood 2 and Textiles 2 include creative design components whichwill provide students with skill and knowledge in practice led design research through the design and fabricationprojects they will undertake in these courses.

Students will undertake a course in research methodologies (EDUC 3050 Introduction to Research in Education)in the 3rd year of their study. This course will enable students to critically review research literature in education,and the methods used in educational research

Research is also pivotal component in the following Education cores course such as:

Contesting Curriculum, Pedagogy and Assessment - students are introduced to critical perspectives on thetheory and practice of curriculum and assessment across diverse learning settings.

Learning and Cognition - students will identify the relationship between theory, research and practices ineducational settings from birth to adulthood.

Inclusive Education - students will describe a research inquiry addressing an area of diversity;

Professional Experience 4 - pre-service teachers are visiting school sites as a lead up to this final professionalexperience. During these visits pre-service teachers work with mentors, whole staff, year level teams, schoolleadership, parents, students and community groups through observations, interviews, professional discussion,training and development conferences to guide and inform their research inquiry project.


10. Limitations & Constraints10. Limitations & Constraints10. Limitations & Constraints10. Limitations & ConstraintsThe program is bound by an external accreditation body, the Australian Institute for Teaching and SchoolLeadership (AITSL).

The School of Education is limited in the ability to provide the full range of facilities and expertise required toteach the curriculum studies components in the two specialisation. The school has sourced these aspects fromelsewhere in the University. Extensive collaboration has occurred with the School of AAD to secure appropriateworkshop space and staff with expertise for the Wood and Metal courses. Specialist engineering facilities andteaching staff have been made available in collaboration with the School of Engineering for the Electronics andCADD CAM courses. Similar consultation has occurred through the School of Pharmacy to secure thecommercial kitchen facilities at City East for the food courses.

Section 3: Program Schedule, Entry and CreditSection 3: Program Schedule, Entry and CreditSection 3: Program Schedule, Entry and CreditSection 3: Program Schedule, Entry and Credit11. Program Schedule11. Program Schedule11. Program Schedule11. Program ScheduleProgram Schedule : Bachelor of Education (Secondary Design and Technology)Program Schedule : Bachelor of Education (Secondary Design and Technology)Program Schedule : Bachelor of Education (Secondary Design and Technology)Program Schedule : Bachelor of Education (Secondary Design and Technology)Program requirementsProgram requirementsProgram requirementsProgram requirementsAimAimAimAimThe Bachelor of Education (Secondary Design and Technology) qualifies graduates to apply a broad andcoherent body of knowledge and with the professional capacities to be responsive to the changing andchallenging demands of being educators of Design and Technology Education in Middle school and Secondaryschool settings. The degree provides a pathway for lifelong learning and professional development as reflectivepractitioners.

Content & StructureContent & StructureContent & StructureContent & StructureGraduates of the Bachelor of Education (Secondary Design and Technology) degree will have a broad andcoherent body of knowledge in professional experience, professional and discipline-specific curriculum studiesand in education studies. Graduates will develop the underlying principles and concepts associated with teachingDesign and Technology education in the discipline specific curriculum areas of design, electronics, materialstechnology, advanced manufacturing and future studies and curriculum planning for Middle school andSecondary school learners. Graduates will also develop leadership and advocacy in Technologies education.

The Bachelor of Education (Secondary Design and Technology) is a four year degree. The students willcomplete 144 units of study comprising core courses and courses that are specific to the Design and Technologyeducation specialisation (major) and to a second learning area specialisation (minor).

RowRowRowRow Course NameCourse NameCourse NameCourse Name Area & CatArea & CatArea & CatArea & CatNbrNbrNbrNbr

UnitsUnitsUnitsUnits ReferenceReferenceReferenceReference CoreCoreCoreCore AQF CourseAQF CourseAQF CourseAQF CourseLevelLevelLevelLevel

1 FIRST YEAR2 First Semester (Study Period 1, 2 or

3)3 Learning and Cognition EDUC 1077 4.5 Refer to Note(s): 1 Y 7 Introductory4 Language and Literacy for Learning EDUC 1076 4.5 Refer to Note(s): 1 Y 7 Introductory5 An Introduction to Design and

TechnologyEDUC 2031 4.5 Refer to Note(s): 4 Y 7 Introductory

6 Professional Experience 1:Introduction to Educators' Practices

EDUC 1081 4.5 Refer to Note(s): 2 &Rule(s): 2

Y 7 Introductory

7 Second Semester (Study Period 4, 5or 6)

8 Wood 1 (Materials and Techniques) EDUC 1092 4.5 Refer to Note(s): 3 Y 7 Introductory9 Metal 1 (Materials and Techniques) EDUC 1090 4.5 Refer to Note(s): 3 Y 7 Introductory10 Numeracy EDUC 1078 4.5 Refer to Note(s): 1 Y 7 Introductory11 Drawing for Product Design GRAP 1022 4.5 Refer to Note(s): 3 Y 7 Introductory12 SECOND YEAR13 First Semester (Study Period 1, 2 or

3)14 Wood 2 (Design and Processes) EDUC 2071 4.5 Refer to Note(s): 3 Y 7

Intermediate15 Metal 2 (Design and Processes) EDUC 2069 4.5 Refer to Note(s): 3 Y 7

Intermediate16 Workplace Knowledge and Safety EDUC 2052 4.5 Refer to Note(s): 4 Y 7

Intermediate17 Minor 1 4.5 Refer to Note(s): 5



19 Electronics (Theory and Techniques) EEET 2046 4.5 Refer to Note(s): 3 Y 7Intermediate

20 Teaching and Learning in AboriginalEducation

EDUC 2061 4.5 Refer to Note(s): 1 Y 7Intermediate

21 Professional Experience 2:Curriculum and Pedagogy


Y 7Intermediate

22 Minor 2 4.5 Refer to Note(s): 523 THIRD YEAR24 First Semester (Study Period 1, 2 or

3)25 Design and Technology Workshop

KnowledgeEDUC 3031 4.5 Refer to Note(s): 4 Y 7 Advanced

26 Professional Experience 3:Assessment and Reporting

EDUC 3061 9 Refer to Note(s): 2 &Rule(s): 2

Y 7 Advanced

27 Minor 3 4.5 Refer to Note(s): 528 Second Semester (Study Period 4, 5

or 6)29 Managing Learning Environments EDUC 3007 4.5 Refer to Note(s): 1 Y 7 Advanced30 Inclusive Education EDUC 3055 4.5 Refer to Note(s): 1 Y 7 Advanced31 Introduction to Research in

EducationEDUC 3050 4.5 Y 7 Advanced

32 Minor Curriculum 1 4.5 Refer to Note(s): 533 FOURTH YEAR34 First Semester (Study Period 1, 2 or

3)35 Study Period 136 Advanced Manufacturing EDUC 4215 4.5 Refer to Note(s): 3 Y 7 Advanced37 Study Period 238 CADD CAM Principles and Practice MENG 2010 4.5 Refer to Note(s): 3 Y39 Minor 4 4.5 Refer to Note(s): 5, 640 Minor Curriculum 2 4.5 Refer to Note(s): 541 Second Semester (Study Period 4, 5

or 6)42 Contesting Curriculum, Pedagogy

and AssessmentEDUC 4212 4.5 Refer to Note(s): 1 Y 7 Advanced

43 Professional Experience 4: Teacheras Inquirer


Y 7 Advanced

44 Free Elective 4.5 Refer to Note(s): 7NumberNumberNumberNumber RulesRulesRulesRules1 Accreditation requirements mandate that pre-service teacher education students in a

four year program undertake supervised professional experience of no less than 80days in a formal education setting. Students are assessed against the AustralianInstitute for Teaching and School Leadership Graduate Standards and are awardeda non-graded pass (NGP).

2 Students are required to take the four Professional Experience courses in sequence.All Professional Experience days and blocks must be taken on a continuous full-timebasis regardless of whether a student is studying in a part-time or full time mode.

3 Conceded and terminating passes are not available in any School of Educationcourses in this program due to professional accreditation requirements.

4 Students will be required to undertake a criminal history screening through theDepartment of Communities and Social Inclusion (DCSI), the clearance will be validfor three years. The Criminal History Screening must be completed prior to beingaccepted for a placement and can take up to six to eight weeks to be processed.Strict confidentiality is maintained during the DCSI clearance process. TheUniversity has no power over the decision and if you fail to obtain clearance for anyreason, the University cannot accept responsibility for obtaining a professionalexperience placement or any other professional experience activity that you mayrequire to complete your course of study. If students cannot undertake aprofessional experience placement or any other professional experience activitywhich is a compulsory part of your program, you cannot graduate with an EducationDegree from UniSA.


NumberNumberNumberNumber NotesNotesNotesNotes1 The Education Studies component of the program comprises these 7 courses (31.5

units).2 The Professional Experience component of the program comprises these 4 courses

(27 units).3 The Design and Technology Curriculum Studies component of the program

comprises these 8 courses (36 units).4 The Design and Technology Curriculum Methodology component of the program

comprises these 3 courses (13.5 units).5 Secondary students are required to undertake 4 x 4.5 unit curriculum content

courses (18 units), normally taken as a minor (4 x 4.5 units). These must align withthe learning areas taught in schools as they prepare pre-service teachers to teachtwo learning areas as a teacher in the secondary years. Learning areas align withsubject areas taught in schools eg: English ; Health and Physical Education ;Languages ; Mathematics ; Science ; Humanities and Social Science (History andGeography) ; The Arts (Visual Arts, Music, Drama and Media Arts). In addition twocurriculum minor courses as related to the learning area must be completed. Forexample: Arts Education 1 and Arts Education 2.

6 Minor 4 must be complete before commencing the placement in EDUC 4206Professional Experience 4: Teacher as Inquirer.

7 All students complete at least one Free Elective as part of their undergraduateprogram. See undergraduate elective courses.

Elective DescriptionElective DescriptionElective DescriptionElective Description Elective NameElective NameElective NameElective Name AreaAreaAreaArea CatalogCatalogCatalogCatalogNumberNumberNumberNumber

UnitsUnitsUnitsUnits

Arts - Drama/PerformingArts

European Performance PERF 2005 4.5

Electronic Arts: Visual Theatre PERF 2006 4.5 Scriptwriting for Media COMM 2021 4.5 Live Performance Production PERF 3002 4.5 Asian Performance PERF 2011 4.5 Performance PERF 1008 4.5Arts - Visual Arts Arts Writing VSAR 2042 4.5 Ceramic Production Techniques VSAR 2076 4.5 Ceramic Vessels VSAR 2078 4.5 Internet and Digital Media VSAR 2020 4.5 Alternative Drawing Processes VSAR 2046 4.5 Drawing the Human Figure VSAR 2047 9 Drawing Techniques for Visual Arts VSAR 2048 4.5 Painting Media and Processes VSAR 2054 4.5 Digital Photography VSAR 2067 4.5 Black and White Photography VSAR 2069 4.5 Printmaking Image and Text VSAR 2057 4.5 Relief and Intaglio Printmaking VSAR 2058 4.5 Sculptural Forms and Installation

ProcessesVSAR 2063 4.5

Textiles: Print - Dye VSAR 2025 4.5 Installation Art VSAR 2098 4.5 Reading Visual Culture 1 VSAR 1100 4.5 Hot Glass Techniques and Processes VSAR 2104 4.5 Painting Techniques and Imagery VSAR 2107 9 Processes and Forms in Jewellery and

ObjectsVSAR 2108 4.5

Arts - Media Studies Screen Matters: Film, Television and NewMedia

COMM 1018 4.5

Television and Society COMM 2005 4.5 Advertising: Images, Industry and

AudienceCOMM 3006 4.5

Games: Industry, Culture and Aesthetics COMM 2063 4.5Arts - Music Electronic Arts: Sound PERF 2004 4.5 Music 1 PERF 1003 4.5


Music 2 PERF 1004 4.5 Music 3 PERF 2001 4.5 Music 4 PERF 2002 4.5 Live Performance Production PERF 3002 4.5 Music Sound Studio PERF 2009 4.5 World Music PERF 1009 4.5English Children's Literature: Adolescent

LiteratureLANG 2006 4.5

Children's Literature: Picture Books LANG 2015 4.5 Writing and Text Workshop COMM 1045 4.5 Children's Literature: Developments in

AustraliaLANG 1037 4.5

Writing and Reading Poetry COMM 2057 4.5 Writing and Reading Short Fiction COMM 2058 4.5 Children's Literature: Writing for Young

PeopleLANG 3025 4.5

Digital Storytelling COMM 2071 4.5Health and PhysicalEducation

Fitness and Lifestyle Management HLTH 1013 4.5

Group Dynamics and ResponsibilityEducation

EDUC 3071 4.5

Teaching and Learning of Motor Skills EDUC 2067 4.5 Dance as Education and Recreation EDUC 3066 4.5 Growth and Motor Development EDUC 1085 4.5Health Fitness and Lifestyle Management HLTH 1013 4.5 Health Risks and Relationship Education HLTH 2013 4.5 Food and Society EDUC 1088 4.5 Peers, Relationships and Health EDUC 4213 4.5Outdoor Education Wilderness and Adventure Education HLTH 3022 4.5 Aboriginal Cultures HUMS 1035 4.5 Field Study HLTH 3009 4.5 Introduction to Outdoor Leadership HLTH 3029 4.5Humanities and SocialSciences - Geography

Conservation Biology BIOL 2022 4.5

Environment: A Human Perspective ENVT 1013 4.5 Environmental Chemistry Fundamentals CHEM 1003 4.5 Biodiversity for the Environment BIOL 1014 4.5 Sustainable Ecosystems BIOL 1015 4.5 Ecology BIOL 2023 4.5 Coastal Environments BIOL 4001 4.5 Science and Sustainability 1A: Humans

and EnvironmentsEDUC 1027 4.5

Ecotourism, Sustainable Environmentsand Community

ENVT 3019 4.5

Landscape Fundamentals EART 1010 4.5 Soils in the Australian Landscape EART 1011 4.5 Landscape Hazards and Disasters EART 2011 4.5 Geospatial Information Science GEOE 1018 4.5 Science and Sustainability 1B:

Atmosphere and ClimateEDUC 2065 4.5

Humanities and SocialSciences - History

Indigenous Philosophy: ContestingKnowledge in Social Science

PHIL 1002 4.5

Religions of Australia PHIL 1006 4.5 Contemporary Aboriginal Issues HUMS 1034 4.5 Australia and the Asian Century POLI 2003 4.5 Religions of Asia PHIL 2006 4.5 Religions of the Ancient World A PHIL 2007 4.5 Aboriginal Cultures HUMS 1035 4.5


Australian Society, Aboriginal Voices LANG 2007 4.5 Australian Society and Cultures HUMS 1009 4.5 Comparative Indigenous Studies HUMS 2017 4.5 Aboriginal People, History and

ColonialismHUMS 2010 4.5

Culture, Place and Meaning HUMS 2023 4.5 Screening Urban Cultures HUMS 3035 4.5 Australian Politics and Power POLI 1013 4.5 Identity and Representation HUMS 3014 4.5 Rights and Racism HUMS 2008 4.5 Language and Identity LANG 2022 4.5 Australia Imagined: Identity and Diversity

in Australian Film and LiteratureCOMM 3048 4.5

Islam: Past and Present PHIL 3007 4.5 Caring for Country ENVT 1017 4.5 Colonial Experiment: Australian History

1788 - 1918HUMS 1053 4.5

Being and Belonging: Studies in Cultureand Identity

SOCU 1006 4.5

Forging a Nation: Australian History 1920- Present

HUMS 2034 4.5

History Workshop: People and Place HUMS 3044 4.5 Segregation, Assimilation and

Resistance: Aboriginal People andGovernment in the 20th Century

HUMS 2035 4.5

Shadow Nation: Flashpoints in AustralianSociety and Culture

HUMS 2036 4.5

Things that Matter: The Material Cultureof Australia's Past

HUMS 3045 4.5

Mathematics Quantitative Methods for Business MATH 1053 4.5 Mathematical Communication MATH 2024 4.5 Elementary Mathematics for Education

StudentsMATH 1057 4.5

Essential Mathematics 1: Algebra andTrigonometry

MATH 1066 4.5

Essential Mathematics 2: Calculus MATH 1067 4.5 Developing Mathematical Thinking MATH 1070 4.5Science Environment: A Human Perspective ENVT 1013 4.5 Environmental Chemistry Fundamentals CHEM 1003 4.5 Biodiversity for the Environment BIOL 1014 4.5 Sustainable Ecosystems BIOL 1015 4.5 Coastal Environments BIOL 4001 4.5 Science and Sustainability 2: Fresh

Water EcologyEDUC 1026 4.5

Science and Sustainability 1A: Humansand Environments

EDUC 1027 4.5

Chemistry in Life 100 CHEM 1013 4.5 Landscape Fundamentals EART 1010 4.5 Soils in the Australian Landscape EART 1011 4.5 Human Body 1 BIOL 1047 4.5 Human Body 2 BIOL 1048 4.5 Communicating Science COMM 3055 4.5 Science and Sustainability 1B:


Science and Sustainability 3: Astronomyand the Universe

EDUC 2066 4.5

Japanese Japanese 2A LANG 1031 4.5 Japanese 2B LANG 1032 4.5 Japanese 3A LANG 3006 4.5


Japanese 3B LANG 3007 4.5 Japanese 1A LANG 1033 4.5 Japanese 1B LANG 1034 4.5Italian Italian 1A LANG 1026 4.5 Italian 1B LANG 1027 4.5 Italian 2B LANG 1028 4.5 Italian 3A LANG 3012 4.5 Italian 3B LANG 3013 4.5 Italian 2A LANG 1029 4.5French French 3A LANG 3004 4.5 French 3B LANG 3005 4.5 French 1A LANG 1022 4.5 French 1B LANG 1023 4.5 French 2A LANG 1024 4.5 French 2B LANG 1025 4.5Arts Minor CurriculumMethodology

Arts Education 1 EDUC 4101 4.5

Arts Education 2 EDUC 4102 4.5English Minor CurriculumMethodology

English Education 1 EDUC 4035 4.5

English Education 2 EDUC 4036 4.5Health and PhysicalEducation MinorCurriculum Methodology

Health and Physical Education 1 TEDU 5044 4.5

Principles of Teaching and Coaching HLTH 1027 4.5Humanities and SocialSciences Minor CurriculumMethodology

Humanities and Social Sciences 1 EDUC 4070 4.5

Humanities and Social Sciences 2 EDUC 4071 4.5Mathematics MinorCurriculum Methodology

Mathematics Education 1 EDUC 4009 4.5

Science and Mathematics Education 2 EDUC 4164 4.5Science Minor CurriculumMethodology

Science Education 1 EDUC 4014 4.5

Science and Mathematics Education 2 EDUC 4164 4.5Majors, Submajors, Minors available as part of this programMajors, Submajors, Minors available as part of this programMajors, Submajors, Minors available as part of this programMajors, Submajors, Minors available as part of this programAre Majors, Sub-majors and Minors available as part of this Schedule?Are Majors, Sub-majors and Minors available as part of this Schedule?Are Majors, Sub-majors and Minors available as part of this Schedule?Are Majors, Sub-majors and Minors available as part of this Schedule?N Entry RequirementsEntry RequirementsEntry RequirementsEntry RequirementsMethod of ApplicationMethod of ApplicationMethod of ApplicationMethod of ApplicationSATACSACE RequirementsSACE RequirementsSACE RequirementsSACE RequirementsTo be eligible for selection, applicants are required to have:Completed the South Australian Certificate of Education (SACE); and

completed 200 credits of subjects;achieved a grade of C* or better in the Personal Learning Plan, 20 credits of literacy, 10 credits of numeracy andthe Research Project at Stage 2;achieved a grade C- or better in an additional 60 credits at Stage 2;obtained a competitive ATAR.

* For Stage 2 subjects a grade of C- or better is required

Pre-requisitesPre-requisitesPre-requisitesPre-requisites Assumed KnowledgeAssumed KnowledgeAssumed KnowledgeAssumed Knowledge Standard Entry RequirementsStandard Entry RequirementsStandard Entry RequirementsStandard Entry RequirementsOR:

• completed the equivalent secondary education qualifications as required for University entry under SACE


and fulfilled any prerequisite requirements;• completed the International Baccalaureate Diploma, obtaining a minimum score of 24 points and fulfilled any

prerequisite requirements;• completed or partly completed a recognised higher education program at a recognised higher education

institution and fulfilled any prerequisite requirements;• completed at least four Open Universities Australia (OUA) courses at the appropriate level and fulfilled any

prerequisite requirements;• completed an award from TAFE or from another registered training organisation at AQF Certificate IV level or

above and fulfilled any prerequisite requirements;• qualified for Special Entry and fulfilled any prerequisite requirements;• completed the University Foundation Studies program.

Applicants are advised that a successful criminal history screening clearance is required for all students prior totheir undertaking any professional experience/practicum placement that involves contact with minors (under 18years of age). Information on the procedure to be followed for obtaining clearance will be provided with the letterof offer or may be viewed at the School of Education criminal history screening web page. These placementsform a compulsory part of the program. A successful clearance may also be required for other courses, eg toenter any school, pre-school or childcare centre for any reason, including on placement, observation or visits,unless the students are already registered teachers.

Non-Standard Entry RequirementsNon-Standard Entry RequirementsNon-Standard Entry RequirementsNon-Standard Entry Requirements Explanation & JustificationExplanation & JustificationExplanation & JustificationExplanation & Justification Language Admission Requirement CommentsLanguage Admission Requirement CommentsLanguage Admission Requirement CommentsLanguage Admission Requirement Comments

Language Admission RequirementLanguage Admission RequirementLanguage Admission RequirementLanguage Admission Requirement Band / LevelBand / LevelBand / LevelBand / Level Program Schedule : Bachelor of Education (Secondary Food and Textiles Technologies)Program Schedule : Bachelor of Education (Secondary Food and Textiles Technologies)Program Schedule : Bachelor of Education (Secondary Food and Textiles Technologies)Program Schedule : Bachelor of Education (Secondary Food and Textiles Technologies)Program requirementsProgram requirementsProgram requirementsProgram requirementsAimAimAimAimThe Bachelor of Bachelor of Education (Secondary Food and Textiles Technologies) qualifies graduates to applya broad and coherent body of knowledge and with the professional capacities to be responsive to the changingand challenging demands of being educators of Food and Textile Technologies in Middle school and Secondaryschool settings. The degree provides a pathway for lifelong learning and professional development as reflectivepractitioners.

Content & StructureContent & StructureContent & StructureContent & StructureGraduates of the Bachelor of Education (Secondary Food and Textiles Technologies) degree will have a broadand coherent body of knowledge in professional experience, professional and discipline-specific curriculumstudies and in education studies. Graduates will develop the underlying principles and concepts associated withteaching Food and Textile Technologies in the discipline specific curriculum areas of food, textiles and child andcommunity studies and curriculum planning for Middle school and Secondary school learners. Graduates willalso develop leadership and advocacy in Technologies education .

The Bachelor of Education (Secondary Food and Textiles Technologies) is a four year degree. The students willcomplete 144 units of study comprising core courses and courses that are specific to the Food and TextileTechnology specialisation (major) and to a second learning area specialisation (minor) .

RowRowRowRow Course NameCourse NameCourse NameCourse Name Area & CatArea & CatArea & CatArea & CatNbrNbrNbrNbr

UnitsUnitsUnitsUnits ReferenceReferenceReferenceReference CoreCoreCoreCore AQF CourseAQF CourseAQF CourseAQF CourseLevelLevelLevelLevel

1 FIRST YEAR2 First Semester (Study Period 1, 2 or

3)3 Learning and Cognition EDUC 1077 4.5 Refer to Note(s): 1 Y 7 Introductory4 Language and Literacy for Learning EDUC 1076 4.5 Refer to Note(s): 1 Y 7 Introductory5 An Introduction to Design and

TechnologyEDUC 2031 4.5 Refer to Note(s): 4 Y 7 Introductory

6 Professional Experience 1:Introduction to Educators' Practices


Y 7 Introductory


8 Development and Learning Birth to 3 EDUC 1041 4.5 Refer to Note(s): 3 Y 7 Introductory9 Numeracy EDUC 1078 4.5 Refer to Note(s): 1 Y 7 Introductory10 Food Technology 1 - Middle School EDUC 1089 4.5 Refer to Note(s): 3 Y 7 Introductory11 Textiles Technology 1 - Middle

SchoolEDUC 1091 4.5 Refer to Note(s): 3 Y 7 Introductory

12 SECOND YEAR


13 First Semester (Study Period 1, 2 or3)

14 Workplace Knowledge and Safety EDUC 2052 4.5 Refer to Note(s): 4 Y 7Intermediate

15 Food Technology 2 - Senior School EDUC 2068 4.5 Refer to Note(s): 3 Y 7Intermediate

16 Textiles Technology 2 - SeniorSchool

EDUC 2070 4.5 Refer to Note(s): 3 Y 7Intermediate


or 6)19 Food and Society EDUC 1088 4.5 Refer to Note(s): 3 Y 7 Introductory20 Professional Experience 2:

Curriculum and PedagogyEDUC 2062 4.5 Refer to Note(s): 2 &

Rule(s): 2Y 7

Intermediate21 Teaching and Learning in Aboriginal

EducationEDUC 2061 4.5 Refer to Note(s): 1 Y 7

Intermediate22 Minor 2 4.5 Refer to Note(s): 523 THIRD YEAR24 First Semester (Study Period 1, 2 or

3)25 Approaches to Child and Community

StudiesEDUC 3056 4.5 Refer to Note(s): 4 Y 7 Advanced

26 Professional Experience 3:Assessment and Reporting


Y 7 Advanced


or 6)29 Managing Learning Environments EDUC 3007 4.5 Refer to Note(s): 1 Y 7 Advanced30 Inclusive Education EDUC 3055 4.5 Refer to Note(s): 1 Y 7 Advanced31 Introduction to Research in

EducationEDUC 3050 4.5 Y 7 Advanced

32 Minor Curriculum 1 4.5 Refer to Note(s): 533 FOURTH YEAR34 First Semester (Study Period 1, 2 or

3)35 Study Period 136 Peers, Relationships and Health EDUC 4213 4.5 Refer to Note(s): 3 Y 7 Advanced37 Study Period 238 Health Risks and Relationship

EducationHLTH 2013 4.5 Refer to Note(s): 3 Y 7

Intermediate39 Minor 4 4.5 Refer to Note(s): 5, 640 Minor Curriculum 2 4.5 Refer to Note(s): 541 Second Semester (Study Period 4, 5

or 6)42 Contesting Curriculum, Pedagogy

and AssessmentEDUC 4212 4.5 Refer to Note(s): 1 Y 7 Advanced

43 Professional Experience 4: Teacheras Inquirer


Y 7 Advanced

44 Free Elective 4.5 Refer to Note(s): 7NumberNumberNumberNumber RulesRulesRulesRules1 Accreditation requirements mandate that pre-service teacher education students in a

four year program undertake supervised professional experience of no less than 80days in a formal education setting. Students are assessed against the AustralianInstitute for Teaching and School Leadership Graduate Standards and are awardeda non-graded pass (NGP).

2 Students are required to take the four Professional Experience courses in sequence.All Professional Experience days and blocks must be taken on a continuous full-timebasis regardless of whether a student is studying in a part-time or full time mode.

3 Conceded and terminating passes are not available in any School of Educationcourses in this program due to professional accreditation requirements.


4 Students will be required to undertake a criminal history screening through theDepartment of Communities and Social Inclusion (DCSI), the clearance will be validfor three years. The Criminal History Screening must be completed prior to beingaccepted for a placement and can take up to six to eight weeks to be processed.Strict confidentiality is maintained during the DCSI clearance process. TheUniversity has no power over the decision and if you fail to obtain clearance for anyreason, the University cannot accept responsibility for obtaining a professionalexperience placement or any other professional experience activity that you mayrequire to complete your course of study. If students cannot undertake aprofessional experience placement or any other professional experience activitywhich is a compulsory part of your program, you cannot graduate with an EducationDegree from UniSA.

NumberNumberNumberNumber NotesNotesNotesNotes1 The Education Studies component of the program comprises these 7 courses (31.5

units).2 The Professional Experience component of the program comprises these 4 courses

(27 units).3 The Food and Textiles Technologies Curriculum Studies component of the program

comprises these 8 courses (36 units).4 The Food and Textiles Technologies Curriculum Methodology component of the

program comprises these 3 courses (18 units).5 Secondary students are required to undertake 4 x 4.5 unit courses (18 units),

normally taken as a minor (4 x 4.5 units). These must align with the learning areastaught in schools as they prepare pre-service teachers to teach two learning areasas a teacher in the secondary years. Learning areas align with subject areas taughtin schools eg: English ; Health and Physical Education ; Languages ; Mathematics ;Science ; Social Science and Humanities (History and Geography) ; The Arts (VisualArts, Music, Drama and Media Arts). Students are required to complete 2 curriculumminor courses for example: Arts Education 1 and Arts Education 2.

6 Minor 4 must be complete before commencing the placement in EDUC 4206Professional Experience 4: Teacher as Inquirer.

7 All students complete at least one Free Elective as part of their undergraduateprogram. See undergraduate elective courses.

Elective DescriptionElective DescriptionElective DescriptionElective Description Elective NameElective NameElective NameElective Name AreaAreaAreaArea CatalogCatalogCatalogCatalogNumberNumberNumberNumber

UnitsUnitsUnitsUnits

Arts - Drama/PerformingArts

European Performance PERF 2005 4.5

Electronic Arts: Visual Theatre PERF 2006 4.5 Scriptwriting for Media COMM 2021 4.5 Live Performance Production PERF 3002 4.5 Asian Performance PERF 2011 4.5 Performance PERF 1008 4.5Arts - Visual Arts Arts Writing VSAR 2042 4.5 Ceramic Production Techniques VSAR 2076 4.5 Ceramic Vessels VSAR 2078 4.5 Internet and Digital Media VSAR 2020 4.5 Alternative Drawing Processes VSAR 2046 4.5 Drawing the Human Figure VSAR 2047 9 Drawing Techniques for Visual Arts VSAR 2048 4.5 Painting Media and Processes VSAR 2054 4.5 Digital Photography VSAR 2067 4.5 Black and White Photography VSAR 2069 4.5 Printmaking Image and Text VSAR 2057 4.5 Relief and Intaglio Printmaking VSAR 2058 4.5 Sculptural Forms and Installation

ProcessesVSAR 2063 4.5

Textiles: Print - Dye VSAR 2025 4.5 Installation Art VSAR 2098 4.5 Reading Visual Culture 1 VSAR 1100 4.5 Hot Glass Techniques and Processes VSAR 2104 4.5 Painting Techniques and Imagery VSAR 2107 9 Processes and Forms in Jewellery and

ObjectsVSAR 2108 4.5


Arts - Media Studies Screen Matters: Film, Television and NewMedia

COMM 1018 4.5

Television and Society COMM 2005 4.5 Advertising: Images, Industry and

AudienceCOMM 3006 4.5

Games: Industry, Culture and Aesthetics COMM 2063 4.5Arts - Music Electronic Arts: Sound PERF 2004 4.5 Music 1 PERF 1003 4.5 Music 2 PERF 1004 4.5 Music 3 PERF 2001 4.5 Music 4 PERF 2002 4.5 Live Performance Production PERF 3002 4.5 Music Sound Studio PERF 2009 4.5 World Music PERF 1009 4.5English Children's Literature: Adolescent

LiteratureLANG 2006 4.5

Children's Literature: Picture Books LANG 2015 4.5 Writing and Text Workshop COMM 1045 4.5 Children's Literature: Developments in

AustraliaLANG 1037 4.5

Writing and Reading Poetry COMM 2057 4.5 Writing and Reading Short Fiction COMM 2058 4.5 Children's Literature: Writing for Young

PeopleLANG 3025 4.5

Digital Storytelling COMM 2071 4.5Health and PhysicalEducation

Fitness and Lifestyle Management HLTH 1013 4.5

Group Dynamics and ResponsibilityEducation

EDUC 3071 4.5

Teaching and Learning of Motor Skills EDUC 2067 4.5 Dance as Education and Recreation EDUC 3066 4.5 Growth and Motor Development EDUC 1085 4.5Health Fitness and Lifestyle Management HLTH 1013 4.5 Health Risks and Relationship Education HLTH 2013 4.5 Food and Society EDUC 1088 4.5 Peers, Relationships and Health EDUC 4213 4.5Outdoor Education Wilderness and Adventure Education HLTH 3022 4.5 Aboriginal Cultures HUMS 1035 4.5 Field Study HLTH 3009 4.5 Introduction to Outdoor Leadership HLTH 3029 4.5Humanities and SocialSciences - Geography

Conservation Biology BIOL 2022 4.5

Environment: A Human Perspective ENVT 1013 4.5 Environmental Chemistry Fundamentals CHEM 1003 4.5 Biodiversity for the Environment BIOL 1014 4.5 Sustainable Ecosystems BIOL 1015 4.5 Ecology BIOL 2023 4.5 Coastal Environments BIOL 4001 4.5 Science and Sustainability 1A: Humans

and EnvironmentsEDUC 1027 4.5

Ecotourism, Sustainable Environmentsand Community

ENVT 3019 4.5

Landscape Fundamentals EART 1010 4.5 Soils in the Australian Landscape EART 1011 4.5 Landscape Hazards and Disasters EART 2011 4.5 Geospatial Information Science GEOE 1018 4.5 Science and Sustainability 1B:



Humanities and SocialSciences - History

Indigenous Philosophy: ContestingKnowledge in Social Science

PHIL 1002 4.5

Religions of Australia PHIL 1006 4.5 Contemporary Aboriginal Issues HUMS 1034 4.5 Australia and the Asian Century POLI 2003 4.5 Religions of Asia PHIL 2006 4.5 Religions of the Ancient World A PHIL 2007 4.5 Aboriginal Cultures HUMS 1035 4.5 Australian Society, Aboriginal Voices LANG 2007 4.5 Australian Society and Cultures HUMS 1009 4.5 Comparative Indigenous Studies HUMS 2017 4.5 Aboriginal People, History and

ColonialismHUMS 2010 4.5

Culture, Place and Meaning HUMS 2023 4.5 Screening Urban Cultures HUMS 3035 4.5 Australian Politics and Power POLI 1013 4.5 Identity and Representation HUMS 3014 4.5 Rights and Racism HUMS 2008 4.5 Language and Identity LANG 2022 4.5 Australia Imagined: Identity and Diversity

in Australian Film and LiteratureCOMM 3048 4.5

Islam: Past and Present PHIL 3007 4.5 Caring for Country ENVT 1017 4.5 Colonial Experiment: Australian History

1788 - 1918HUMS 1053 4.5

Being and Belonging: Studies in Cultureand Identity

SOCU 1006 4.5

Forging a Nation: Australian History 1920- Present

HUMS 2034 4.5

History Workshop: People and Place HUMS 3044 4.5 Segregation, Assimilation and

Resistance: Aboriginal People andGovernment in the 20th Century

HUMS 2035 4.5

Shadow Nation: Flashpoints in AustralianSociety and Culture

HUMS 2036 4.5

Things that Matter: The Material Cultureof Australia's Past

HUMS 3045 4.5

Mathematics Quantitative Methods for Business MATH 1053 4.5 Mathematical Communication MATH 2024 4.5 Elementary Mathematics for Education

StudentsMATH 1057 4.5

Essential Mathematics 1: Algebra andTrigonometry

MATH 1066 4.5

Essential Mathematics 2: Calculus MATH 1067 4.5Science Environment: A Human Perspective ENVT 1013 4.5 Environmental Chemistry Fundamentals CHEM 1003 4.5 Biodiversity for the Environment BIOL 1014 4.5 Sustainable Ecosystems BIOL 1015 4.5 Coastal Environments BIOL 4001 4.5 Science and Sustainability 2: Fresh

Water EcologyEDUC 1026 4.5

Science and Sustainability 1A: Humansand Environments

EDUC 1027 4.5

Chemistry in Life 100 CHEM 1013 4.5 Landscape Fundamentals EART 1010 4.5 Soils in the Australian Landscape EART 1011 4.5 Human Body 1 BIOL 1047 4.5 Human Body 2 BIOL 1048 4.5 Communicating Science COMM 3055 4.5


Science and Sustainability 1B:Atmosphere and Climate

EDUC 2065 4.5

Science and Sustainability 3: Astronomyand the Universe

EDUC 2066 4.5

Japanese Japanese 2A LANG 1031 4.5 Japanese 2B LANG 1032 4.5 Japanese 3A LANG 3006 4.5 Japanese 3B LANG 3007 4.5 Japanese 1A LANG 1033 4.5 Japanese 1B LANG 1034 4.5Italian Italian 1A LANG 1026 4.5 Italian 1B LANG 1027 4.5 Italian 2B LANG 1028 4.5 Italian 3A LANG 3012 4.5 Italian 3B LANG 3013 4.5 Italian 2A LANG 1029 4.5French French 3A LANG 3004 4.5 French 3B LANG 3005 4.5 French 1A LANG 1022 4.5 French 1B LANG 1023 4.5 French 2A LANG 1024 4.5 French 2B LANG 1025 4.5Arts Minor CurriculumMethodology

Arts Education 1 EDUC 4101 4.5

Arts Education 2 EDUC 4102 4.5English Minor CurriculumMethodology

English Education 1 EDUC 4035 4.5

English Education 2 EDUC 4036 4.5Health and PhysicalEducation MinorCurriculum

Health and Physical Education 1 TEDU 5044 4.5

Principles of Teaching and Coaching HLTH 1027 4.5Humanities and SocialSciences Minor CurriculumMethodology

Humanities and Social Sciences 1 EDUC 4070 4.5

Humanities and Social Sciences 2 EDUC 4071 4.5Mathematics MinorCurriculum Methodology

Mathematics Education 1 EDUC 4009 4.5

Science and Mathematics Education 2 EDUC 4164 4.5Science Minor CurriculumMethodology

Science Education 1 EDUC 4014 4.5

Science and Mathematics Education 2 EDUC 4164 4.5Languages MinorCurriculum Methodology

Learning an Additional Language EDUC 5180 4.5

Interactions for Languages Education EDUC 5176 4.5Majors, Submajors, Minors available as part of this programMajors, Submajors, Minors available as part of this programMajors, Submajors, Minors available as part of this programMajors, Submajors, Minors available as part of this programAre Majors, Sub-majors and Minors available as part of this Schedule?Are Majors, Sub-majors and Minors available as part of this Schedule?Are Majors, Sub-majors and Minors available as part of this Schedule?Are Majors, Sub-majors and Minors available as part of this Schedule?N Entry RequirementsEntry RequirementsEntry RequirementsEntry RequirementsMethod of ApplicationMethod of ApplicationMethod of ApplicationMethod of ApplicationSATACSACE RequirementsSACE RequirementsSACE RequirementsSACE RequirementsTo be eligible for selection, applicants are required to have:Completed the South Australian Certificate of Education (SACE); and

completed 200 credits of subjects;achieved a grade of C* or better in the Personal Learning Plan, 20 credits of literacy, 10 credits of numeracy andthe Research Project at Stage 2;achieved a grade C- or better in an additional 60 credits at Stage 2;obtained a competitive ATAR.


* For Stage 2 subjects a grade of C- or better is required

Pre-requisitesPre-requisitesPre-requisitesPre-requisites Assumed KnowledgeAssumed KnowledgeAssumed KnowledgeAssumed Knowledge Standard Entry RequirementsStandard Entry RequirementsStandard Entry RequirementsStandard Entry RequirementsOR:

• completed the equivalent secondary education qualifications as required for University entry under SACEand fulfilled any prerequisite requirements;

• completed the International Baccalaureate Diploma, obtaining a minimum score of 24 points and fulfilled anyprerequisite requirements;

• completed or partly completed a recognised higher education program at a recognised higher educationinstitution and fulfilled any prerequisite requirements;

• completed at least four Open Universities Australia (OUA) courses at the appropriate level and fulfilled anyprerequisite requirements;

• completed an award from TAFE or from another registered training organisation at AQF Certificate IV level orabove and fulfilled any prerequisite requirements;

• qualified for Special Entry and fulfilled any prerequisite requirements;• completed the University Foundation Studies program.

Applicants are advised that a successful criminal history screening clearance is required for all students prior totheir undertaking any professional experience/practicum placement that involves contact with minors (under 18years of age). Information on the procedure to be followed for obtaining clearance will be provided with the letterof offer or may be viewed at the School of Education criminal history screening web page. These placementsform a compulsory part of the program. A successful clearance may also be required for other courses, eg toenter any school, pre-school or childcare centre for any reason, including on placement, observation or visits,unless the students are already registered teachers.

Non-Standard Entry RequirementsNon-Standard Entry RequirementsNon-Standard Entry RequirementsNon-Standard Entry Requirements Explanation & JustificationExplanation & JustificationExplanation & JustificationExplanation & Justification Language Admission Requirement CommentsLanguage Admission Requirement CommentsLanguage Admission Requirement CommentsLanguage Admission Requirement Comments

Language Admission RequirementLanguage Admission RequirementLanguage Admission RequirementLanguage Admission Requirement Band / LevelBand / LevelBand / LevelBand / Level

12. Credit, Professional Recognition/Accreditation and Transition12. Credit, Professional Recognition/Accreditation and Transition12. Credit, Professional Recognition/Accreditation and Transition12. Credit, Professional Recognition/Accreditation and TransitionCredit Rationale, Details and CommentsCredit Rationale, Details and CommentsCredit Rationale, Details and CommentsCredit Rationale, Details and CommentsCredit will be considered for studies from incomplete awards, where comparable general, professional andcurriculum studies have been completed within the previous ten years in a pre-service teacher educationprogram from a recognised tertiary institution.

UniSA’s agreement with TAFE SA provides block credit arrangements in all undergraduate programs for TAFESA programs at Certificate IV and above. The school will continue to recognise Certificate III or Diploma fromTAFE in relevant areas eg commercial cookery, wood furnishing, metal, fashion design and electronics.

Will this Program require a Professional AccreditationWill this Program require a Professional AccreditationWill this Program require a Professional AccreditationWill this Program require a Professional AccreditationAgreement?Agreement?Agreement?Agreement?

Y

Professional Accreditation Agreement Approved?Professional Accreditation Agreement Approved?Professional Accreditation Agreement Approved?Professional Accreditation Agreement Approved? NProfessional Accreditation RationaleProfessional Accreditation RationaleProfessional Accreditation RationaleProfessional Accreditation RationaleThe program must be accredited by AITSL through the Teachers Registration Board of South AustraliaThe accreditation period will be for five years, from 2015 to 2019.

Transcript statement:Graduates of the Bachelor of Education (Secondary Design and Technology) are eligible for registration as ateacher under the requirements of AITSL. Graduates of the Bachelor of Education (Secondary Food and Textiles Technologies) are eligible for registrationas a teacher under the requirements of AITSL.

Long statement:Successful completion of this program provides a recognised academic qualification which will enable graduatesto apply for teacher registration in South Australia, interstate and some overseas countries. Applicants shouldnote there are other criteria determining eligibility for registration by the Teachers Registration Board of SouthAustralia and other registration and regulatory authorities. Applicants are advised to check registrationrequirements as they are subject to change.


Will this Program require a Professional RecognitionWill this Program require a Professional RecognitionWill this Program require a Professional RecognitionWill this Program require a Professional RecognitionAgreement?Agreement?Agreement?Agreement?

N

Professional Recognition Agreement Approved?Professional Recognition Agreement Approved?Professional Recognition Agreement Approved?Professional Recognition Agreement Approved?CommentsCommentsCommentsCommentsN/A

Transition CommentsTransition CommentsTransition CommentsTransition CommentsFrom 2015 all new students will enrol into the new program.

From 2015 continuing students in the Bachelor of Education (Design and Technology Education; Design andTechnology Education and Home Economics options) [LBDT] will be taught out in the old program plan. Tocomplete the TAFE compentencies that have been commenced, students in the current LBDT plan will need tocomplete all TAFE courses.

TAFE courses will be taught out by the end of 2018. Only very few students will require 2018 enrolment intoTAFE courses. Students will be able to undertake the new equivalent School of Education courses as offered inthe new program as course substitutions. Refer to the attached course equivalency schedule.

13. Staff Expertise13. Staff Expertise13. Staff Expertise13. Staff ExpertiseCommentsCommentsCommentsCommentsCurrent staff in the School have the necessary qualifications, skills and experience to teach in the new program.Many staff are actively engaged in research in the areas in which they teach with a significant number of staffalso active members or executive officers in relevant professional associations.

StaffStaffStaffStaffMemberMemberMemberMember

ProgramProgramProgramProgramDirectorDirectorDirectorDirector

PrimaryPrimaryPrimaryPrimaryProgramProgramProgramProgramDirectorDirectorDirectorDirector

SpecialisationSpecialisationSpecialisationSpecialisation CommentsCommentsCommentsComments

DrDeniseMacGregor

Y Y

Specialist, part time and sessional resource commentsSpecialist, part time and sessional resource commentsSpecialist, part time and sessional resource commentsSpecialist, part time and sessional resource commentsThe majority of curriculum education and Technologies curriculum courses are currently staffed by sessionalstaff. The Schools of AAD and ITEE have alleviated this teaching shortage but there continues to remain theneed to employ profile staff in the Technologies areas.

Current recruitment will contribute to staffing capacity, building expertise in key areas relevant to the newprogram.

Professional Development needsProfessional Development needsProfessional Development needsProfessional Development needsNot required.

14. Competitor Analysis and Applicant Demand14. Competitor Analysis and Applicant Demand14. Competitor Analysis and Applicant Demand14. Competitor Analysis and Applicant DemandCompetitor InstitutionCompetitor InstitutionCompetitor InstitutionCompetitor Institution(Program)(Program)(Program)(Program)

Rationale and Analysis CommentsRationale and Analysis CommentsRationale and Analysis CommentsRationale and Analysis Comments

Griffiths University(Bachelor ofTechnologyEducation)

This is the only fully integrated program in Queensland that will prepare graduates for ateaching career in technology education, industrial technology and design, technologystudies, graphics and engineering technology. University did not have an intake in 2013.

Southern CrossUniversity (Bachelorof TechnologyEducation)

The Bachelor of Technology Education prepares students as secondary school teachersof design and technology. They can specialise in two of the following teaching areas:computing technology, food technology, graphics/multimedia technology, industrialtechnology and textiles technology. This distance education course is supported by onlinelearning sessions, podcasts and block workshops for some units. The course alsoprovides students with the opportunity to gain nationally recognised competenciestowards the qualifications required to teach vocational courses in schools. The course hasa focus on creativity and innovation and a strong underpinning in social, cultural andenvironmental sustainability. The Bachelor of Technology Education is closely integratedwith vocational education courses. Some specialisations incorporate specified certificatesand/or competencies from TAFE or other recognised VET providers. Students whoalready hold the appropriate TAFE or other recognised VET provider qualifications willreceive advanced standing.


University ofTasmania (Bachelorof Education(Specialisations)Design andTechnology + Foodand Textiles andDesign andTechnology + CADand Hard Materials)

The Bachelor of Education is an undergraduate pre-service teacher qualification thatprepares students to work in selected specialised areas. Students who undertake thisprogram will graduate with a professional qualification and preparation that meets nationalexpectations and standards, and makes them favoured for recruitment locally, interstateand globally.

Competitor Program FeaturesCompetitor Program FeaturesCompetitor Program FeaturesCompetitor Program FeaturesThere are 46 providers of pre-service teacher education in Australia with 37 of them being universities. Mostuniversities offer a four-year undergraduate pre-service teacher education program, though, as previouslymentioned, only three of these universities offer undergraduate secondary specialisations in Technologies.UniSA is the sole provider of these specialisations in South Australia. Such programs typically produce graduateswho gain employment in their local market, however due to mutual recognition arrangements among state-basedteacher registration authorities, graduates from any Australian state are eligible for teacher registration in otherAustralian states, and some overseas countries, though there may be additional requirements in some instances.

There is a high degree of consistency of graduates across the country since the introduction of nationalaccreditation of initial teacher education programs. This means that there is a similar degree of consistency in thecontent and structure of undergraduate four-year pre-service teacher education programs from one universityprovider to another.

Plans to move towards more online delivery of our program is partly in response to this issue, though all Schools/Faculties of Education are finding increased demands from students for online delivery as this mode offers themgreater flexibility in meeting family and work-related commitments.

Applicant DemandApplicant DemandApplicant DemandApplicant Demand

Applicant Demand CommentsApplicant Demand CommentsApplicant Demand CommentsApplicant Demand CommentsThe figures in the table are the combined figures for both Design and Technology and Home Economicsspecialisations in LBDT.

The University no longer uses viability quartiles, this information is not available.

15. Projected Intake15. Projected Intake15. Projected Intake15. Projected IntakeProjected Intake CommentsProjected Intake CommentsProjected Intake CommentsProjected Intake CommentsStudent intake in to the new program is expected to remain at the same levels as the current LBDT Bachelor ofEducation (Design and Technology) program. As a guide, in 2013 there was an intake of 42.625 EFTSLs, with anoverall EFTSL of 151.

EFTSL will increase as the curriculum courses previously taught at TAFESA, in the case in LBDT, will now betaught at UniSA. UniSA previously didn't receive the EFTSL for the courses taught at TAFESA. The EFTSL forthe 4 year LBDT was effectively 3.375 per student due to the courses being taught externally. The new programwill have all courses taught at UniSA increasing the EFTSL to 4.00 per student.

Projected intake into each specialisations will be 25.00 EFTSL for a total of 50.00 EFTSL.

Minimum Program viability EFTSLMinimum Program viability EFTSLMinimum Program viability EFTSLMinimum Program viability EFTSLCurrent level of intake into existing programs exceeds levels needed for program viability.

Viability CommentsViability CommentsViability CommentsViability CommentsThe program is expected to remain viable.

Life of Program CommentsLife of Program CommentsLife of Program CommentsLife of Program CommentsIt is expected that the Bachelor of Education [Secondary Technologies] program will maintain long-term viabilitybased on current and historic applicant demand into existing programs to be replaced by the amended program.

While the long term of the Bachelor of Education [Secondary Technologies] is currently viable, as identified in2.10 Strategic Considerations, in the future there is a possibility that a 3+2 model maybe adopted for thisprogram.


Intake by Funding SourceIntake by Funding SourceIntake by Funding SourceIntake by Funding SourceYearYearYearYear CSPCSPCSPCSP FPPSFPPSFPPSFPPS FPOSFPOSFPOSFPOS EmployerEmployerEmployerEmployer

SponsoredSponsoredSponsoredSponsoredT/NatT/NatT/NatT/Nat

2015 50 02016 50 02017 50 0Intake by Basis of AdmissionIntake by Basis of AdmissionIntake by Basis of AdmissionIntake by Basis of AdmissionYearYearYearYear Yr 12Yr 12Yr 12Yr 12 TAFETAFETAFETAFE InternationalInternationalInternationalInternational STATSTATSTATSTAT OtherOtherOtherOther2015 40 5 0 2 32016 40 5 0 2 32017 40 5 0 2 3

16. Marketing arrangements, Resourcing & Risk16. Marketing arrangements, Resourcing & Risk16. Marketing arrangements, Resourcing & Risk16. Marketing arrangements, Resourcing & Risk16.1 Marketing arrangements and costs16.1 Marketing arrangements and costs16.1 Marketing arrangements and costs16.1 Marketing arrangements and costsUnique Features and BenefitsUnique Features and BenefitsUnique Features and BenefitsUnique Features and BenefitsThis program will be one of the few programs available in Technologies Education in Australia and the only onein South Australia. TAFE (Certificate IV) credit is available in some specialisations. The School of Educationundertakes to find a teaching placement as part of the program’s core requirements. Some online study isavailable, which makes the program accessible to a wider audience, including rural and interstate students. Parttime study is available.

Refer to Appendix for Marketing Strategy.

Market SegmentsMarket SegmentsMarket SegmentsMarket SegmentsThe School of Education will invest in marketing activities which will give the School a presence in the local,national and international market.

Local

- High School students (Years 10, 11 and 12) in metropolitan and city schools, and regional schools in SouthAustralia

- TAFE students

- Mature age students, who are eligible to enter the program through the STAT Test

- Tertiary transfer students

National

- High School students (city, metropolitan and regional areas)

- Mature age students who are eligible to enter the program through alternative pathways such as TAFE andSTAT Test

-Tertiary transfer students

Promotional PlanPromotional PlanPromotional PlanPromotional Plan

• Raise the awareness of the new programs to key stakeholders such as prospective students, current

teachers, school career counsellors, community and industry partners.

• Raise awareness of the programs internationally.


Offshore Marketing considerationsOffshore Marketing considerationsOffshore Marketing considerationsOffshore Marketing considerationsN/A

UniSA Branding considerationsUniSA Branding considerationsUniSA Branding considerationsUniSA Branding considerationsMarketing will comply with UniSA branding requirements. All marketing will be carried out through the Division of

EASS Marketing Team.

16.2 Resourcing and Budget16.2 Resourcing and Budget16.2 Resourcing and Budget16.2 Resourcing and BudgetPhysical Resource RequirementsPhysical Resource RequirementsPhysical Resource RequirementsPhysical Resource RequirementsExisting accommodation provides a limited space for the new program for face to face on campus components.Constraints in current physical availability has necessitated collaboration with the Schools of Art, Architectureand Design, Engineering and Health Sciences. Students will need to travel between multiple campuses.

Resourcing & Budget general commentsResourcing & Budget general commentsResourcing & Budget general commentsResourcing & Budget general comments- The new program aligns with the existing Bachelor of Education program, ensuring the program meets externalaccreditation requirements.- The new program will see the establishment of new courses, the consolidation of existing courses and thearchiving of 12 courses.- The new program will result in some net reduction in course costs. This will occur through some streamlining ofcommon core course coordination, however this will be offset by increased enrolments in these same corecourses. Course coordination, lecturing and supervision of moderation will be undertaken by continuing staff.- The new program will result in some increased load in other Schools, namely Art, Architecture and Design.- Staff numbers will not be affected by the proposed changes. The School is under-staffed as a consequence ofrecent resignations and retirements, and is currently undertaking a recruitment drive to offset these staffshortages, particularly in this critical area. This move will require significant casual staffing needs in the shortterm.

Please refer to the Appendix for full budget details.

16.3 Risk Assessment16.3 Risk Assessment16.3 Risk Assessment16.3 Risk AssessmentProgramProgramProgramProgramRiskRiskRiskRisk

Risk RatingRisk RatingRisk RatingRisk Rating ImpactImpactImpactImpact Risk Mitigation StrategyRisk Mitigation StrategyRisk Mitigation StrategyRisk Mitigation Strategy

Sustainabledemand overthe life of theprogram

Low Reduced revenue Monitor demands and implementmarketing strategies

Professional/industryrecognition

Negligible Reputation, employment of graduates Ongoing liaison with education systems,accreditation bodies and professionalassociations to ensure content, structureand outcomes meet requirements. UtiliseProgram Advisory Committee to monitor,liaise with parallel programs in Australia.

Competition- existingand potential

Moderate Reduced enrolments leading to reducedrevenue

Monitor local and interstate highereducation sector for comparableprograms and developments.

Capacity tosustaindelivery

Negligible Reduced revenue Monitor demands and implementmarketing strategies

Satisfyingcustomerexpectations

Negligible a) Reputation and reduced demand; b)Student satisfaction

a) Inform industry of developments, utiliseProgram Advisory Committee and otherkey groups/cmtees on which School hasrepresentation; b) Monitor CEI, SET andGDS.

Realisationof expectedoutcomes

Negligible People and reputation Monitor CEI, SET and GDS.

Staffing/expertise/otherresourceissues

Low Staffing, staff development and schoolprofile

Improve and maintain resourcing atappropriate level

17. Impact and Compliance17. Impact and Compliance17. Impact and Compliance17. Impact and Compliance


17.1 Impact and Compliance Statements17.1 Impact and Compliance Statements17.1 Impact and Compliance Statements17.1 Impact and Compliance StatementsLTU Impact & Compliance general commentsLTU Impact & Compliance general commentsLTU Impact & Compliance general commentsLTU Impact & Compliance general commentsThe new program is supported by the Learning and Teaching Unit. See attached impact statement.

SAS Impact & Compliance general commentsSAS Impact & Compliance general commentsSAS Impact & Compliance general commentsSAS Impact & Compliance general commentsTo be requested after DAPAG.

Library Impact & Compliance general commentsLibrary Impact & Compliance general commentsLibrary Impact & Compliance general commentsLibrary Impact & Compliance general commentsThe program is supported by the Library. See attached impact statement.

Please note that the initial documentation referred to the new program as Bachelor of Education (Secondary).

UI Impact & Compliance general commentsUI Impact & Compliance general commentsUI Impact & Compliance general commentsUI Impact & Compliance general commentsThe program is not supported for international offering. See attached impact statement. As a result of thisfeedback the School has revised its decision to offer the program to international students and removed anyreference to international students.

Finance Impact & Compliance general commentsFinance Impact & Compliance general commentsFinance Impact & Compliance general commentsFinance Impact & Compliance general commentsRequested 26th September.

General CommentsGeneral CommentsGeneral CommentsGeneral Comments


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Advanced ManufacturingSubject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 4215Course Level:Course Level:Course Level:Course Level: 4AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 AdvancedCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent

OwnerOwnerOwnerOwnerF1 SubF1 SubF1 SubF1 SubLedgerLedgerLedgerLedger

F1 CostF1 CostF1 CostF1 CostCentreCentreCentreCentre

PrimaryPrimaryPrimaryPrimaryOwner?Owner?Owner?Owner?

School of Education(EDS) 100% AD 123210 YYear of Introduction:Year of Introduction:Year of Introduction:Year of Introduction: 2015Study Period:Study Period:Study Period:Study Period: Study Period 1Implementation Date:Implementation Date:Implementation Date:Implementation Date: 15/11/2013Is this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusPlus?Plus?Plus?Plus?

Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? NGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (030101) Manufacturing EngineeringHECS Band:HECS Band:HECS Band:HECS Band: Band 2Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral Comments

2. Course Prerequisite(s)2. Course Prerequisite(s)2. Course Prerequisite(s)2. Course Prerequisite(s)Individual Course(s)-Common to All ProgramsIndividual Course(s)-Common to All ProgramsIndividual Course(s)-Common to All ProgramsIndividual Course(s)-Common to All ProgramsSubject AreaSubject AreaSubject AreaSubject Area CatalogCatalogCatalogCatalog

NumberNumberNumberNumberCourse NameCourse NameCourse NameCourse Name

EEET 1025 Electricity and ElectronicsPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment only

3. Course Co-requisite(s)3. Course Co-requisite(s)3. Course Co-requisite(s)3. Course Co-requisite(s)Corequisite Comment onlyCorequisite Comment onlyCorequisite Comment onlyCorequisite Comment only

4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo advance students' skills, knowledge and professional expertise associated with teaching and learning inElectronics and Advanced Manufacturing in Secondary school settings.

Course ContentCourse ContentCourse ContentCourse ContentStudents will build on their knowledge and production skills when designing, producing and evaluating advancedmanufactured solutions for a range of specialised technological contexts. They will develop a deeperunderstanding of the ways in which materials, systems and equipment interrelate and can be combined to createsolutions to problems and to identify new opportunities for innovation. Students will identify and build upon stronglinks with Science, Technology, Engineering and Maths (STEM).They will engage in projects using CAD/CAM,including CAD 3D design, CAM 3D printing and CAD 2 design software for vinyl cutting.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Identify and consider the environmental impact of design based decisions to redesign and re-engineer

products to support more sustainable patterns for living2 Integrate topical and ethical aspects associated with advanced manufacturing3 Implement an understanding of latest technologies and design principles in planning and developing

relevant and engaging Advanced manufacturing lessons4 Apply OHSW knowledge and project management skills to consider commercial realities and consumer

and client needs


Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y Y Y N N N N2 Y Y N N N Y N3 Y Y Y N N N N4 Y Y N N N N N

5. Course Offerings5. Course Offerings5. Course Offerings5. Course OfferingsOfferOfferOfferOfferNo.No.No.No.

Delivery ModeDelivery ModeDelivery ModeDelivery Mode Partner NamePartner NamePartner NamePartner Name LocationLocationLocationLocation LanguageLanguageLanguageLanguage TeachingTeachingTeachingTeachingMethodMethodMethodMethod

IntensiveIntensiveIntensiveIntensiveMode?Mode?Mode?Mode?

1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorDr Denise MacGregor

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK N/A N/A N/A

7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning ArrangementsOfferingOfferingOfferingOffering Teaching & Learning TypeTeaching & Learning TypeTeaching & Learning TypeTeaching & Learning Type DurationDurationDurationDuration FrequencyFrequencyFrequencyFrequency1. INT, MLK Tutorial (Practical) 3 hours 12 weeks

8. Course Assessment8. Course Assessment8. Course Assessment8. Course AssessmentOfferingOfferingOfferingOffering AssmtAssmtAssmtAssmt

No.No.No.No.TypeTypeTypeType LengthLengthLengthLength DurationDurationDurationDuration Pct %Pct %Pct %Pct % ObjectivesObjectivesObjectivesObjectives

1. INT, MLK 1 Portfolio 2500 words N/A 50 1,2,3,4 2 Presentation N/A 20

minutes 20 1,2,4

3 Product 1500 wordsequivalent

N/A 30 2,4

Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements

Does this course comply with assessment policy?Does this course comply with assessment policy?Does this course comply with assessment policy?Does this course comply with assessment policy? YHas an Application for a Variation been Approved byHas an Application for a Variation been Approved byHas an Application for a Variation been Approved byHas an Application for a Variation been Approved bythe Division?the Division?the Division?the Division?

N/A

Date of Approval:Date of Approval:Date of Approval:Date of Approval: N/AApproving Body:Approving Body:Approving Body:Approving Body: N/ACompliance CommentsCompliance CommentsCompliance CommentsCompliance Comments

Non-standard Assessment RequirementsNon-standard Assessment RequirementsNon-standard Assessment RequirementsNon-standard Assessment Requirements

Is Supplementary Assessment available for thisIs Supplementary Assessment available for thisIs Supplementary Assessment available for thisIs Supplementary Assessment available for thisCourse?Course?Course?Course?

N

Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available? NIs CP/TP available?Is CP/TP available?Is CP/TP available?Is CP/TP available? NIs a final exam offered?Is a final exam offered?Is a final exam offered?Is a final exam offered? N

9. Textbooks & References9. Textbooks & References9. Textbooks & References9. Textbooks & References


Course Textbook(s)Course Textbook(s)Course Textbook(s)Course Textbook(s) Authored by UniSAAuthored by UniSAAuthored by UniSAAuthored by UniSAStaff member?Staff member?Staff member?Staff member?

Course Reference(s)Course Reference(s)Course Reference(s)Course Reference(s) Authored by UniSAAuthored by UniSAAuthored by UniSAAuthored by UniSA

Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Krar, S & Gill A 2003, Exploring advanced manufacturing, 1st ed, Industrial Press, New York. (Seminal text)Wang, L 2008, Smart devices and machines for advanced manufacturing, Springer London, London.Reed, N, Scanlan, J, Wills, G & Halliday, ST, 2011, Knowledge use in an advanced manufacturing environment,ScienceDirect Freedom Collection 2013.


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Electronics (Theory and Techniques)Subject Area:Subject Area:Subject Area:Subject Area: Electric/Electronic Eng & Tech(EEET)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 2046Course Level:Course Level:Course Level:Course Level: 2AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 IntermediateCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent




School of Engineering(ENE) 100% AD 145297 YYear of Introduction:Year of Introduction:Year of Introduction:Year of Introduction: 2015Study Period:Study Period:Study Period:Study Period: Study Period 1Implementation Date:Implementation Date:Implementation Date:Implementation Date: 15/11/2013Is this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusPlus?Plus?Plus?Plus?

Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? YGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (031300) Electrical And Electronic EngHECS Band:HECS Band:HECS Band:HECS Band: Band 2Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral CommentsThis course is designed as an introduction to electronics for technology education students planning to teach atsecondary school level. The theoretical analysis aspect of the course is designed to be accessible to studentswho have not studied either complex number or calculus at year 12 level. A complete set of teaching materialswhich use algebraic descriptions of the subject matter will be used. A set of teaching materials containing theanalyses using complex numbers and calculus treatments of the content will be made available as "advanced"materials to provide students who are able to work with that kind of mathematics the opportunity to learn morethan would be possible with the algebra only based materials. Assessment will only require algebraic methods.(The 'advanced' materials will be drawn from engineering courses.)

2. Course Prerequisite(s)2. Course Prerequisite(s)2. Course Prerequisite(s)2. Course Prerequisite(s)Prerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyAssumed knowledge: Year 11 algebra and trigonometry. Physics or chemistry or biology or geology at year 10level.


4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo introduce students to concepts, applications, basic analysis and measurements in electrical and electronicsystems.

Course ContentCourse ContentCourse ContentCourse ContentA broad introduction to the electrical engineering disciplines and their areas of interest.Components and circuits and the physical description of resistors, capacitors, inductors and major classes ofsemiconductor devices including diodes, transistors, digital circuits and various analog integrated circuits.Introduction of the fundamental physical quantities of interest in electrical engineering; voltage, current, powerand energy. Introduction to the fundamental relationships of voltage and current which are found in commoncircuit arrangements. An introduction to the analysis of electrical circuits.Introduction to common electrical measurement methods. An outline of the major construction methods used inelectrical and electronic circuits both for experimentation and in production. Introduction to common circuitsubsystems including power supplies and other common products or subsystems.Introduction to fundamentals of electrical safety.Extension material will be provided for relevant mathematics: complex numbers and introductory calculus.


Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Apply fundamental electrical laws and principles in solving electrical/electronic circuits2 Perform electrical and electronic measurements using common instrument types3 Design, build and test simple electrical/electronic systems4 Develop a lesson plan and teaching materials to teach material learned in this course at a level suitable

for secondary students5 Solder components on a Printed Circuit Board6 Write full practical reports including the standard elements commencing with 'aim' and ending with

'conclusions' to describe laboratory tasksGraduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N Y N N N N2 Y N Y Y N N N3 N Y Y N N N N4 N Y N N Y Y N5 Y Y Y N N Y N6 N Y N Y N Y N




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorDr Tim Ferris

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMiss Tina Christopoulos Full Year Administrator (Full)Mrs Dale Perin Full Year Administrator (Full)Mr Paul White Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK N/A N/A N/A

7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning ArrangementsOfferingOfferingOfferingOffering Teaching & Learning TypeTeaching & Learning TypeTeaching & Learning TypeTeaching & Learning Type DurationDurationDurationDuration FrequencyFrequencyFrequencyFrequency1. INT, MLK Lecture 3 hours 13 weeks Tutorial 1 hour 10 weeks Practical (Laboratory class) 2 hours 8 weeks



1. INT, MLK 1 Weekly quizzes N/A 10minutes

20 1

2 Practical reports - 3 items to besubmitted

1500 wordstotal

n/a 40 1,2,3,5,6

3 Project 2500 words n/a 40 3,4 Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements



N/A




Y

Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available? NIs CP/TP available?Is CP/TP available?Is CP/TP available?Is CP/TP available? YIs a final exam offered?Is a final exam offered?Is a final exam offered?Is a final exam offered? N

9. Textbooks & References9. Textbooks & References9. Textbooks & References9. Textbooks & ReferencesCourse Textbook(s)Course Textbook(s)Course Textbook(s)Course Textbook(s) Authored by UniSAAuthored by UniSAAuthored by UniSAAuthored by UniSA

Staff member?Staff member?Staff member?Staff member?Bird, J, 2010, Electrical circuit theory and technology, 4th ed., Elsevier , Amsterdam NCourse Reference(s)Course Reference(s)Course Reference(s)Course Reference(s) Authored by UniSAAuthored by UniSAAuthored by UniSAAuthored by UniSA

Staff member?Staff member?Staff member?Staff member?Irwin, J.I., Nelms, R.M., 2011, Basic engineering circuit analysis, 10th ed. NOther Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Food Technology 1 - Middle SchoolSubject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 1089Course Level:Course Level:Course Level:Course Level: 1AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 IntroductoryCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? NGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070105) Teacher Education: SecondaryHECS Band:HECS Band:HECS Band:HECS Band: 1A Transitional Band NP-1Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral Comments

2. Course Prerequisite(s)2. Course Prerequisite(s)2. Course Prerequisite(s)2. Course Prerequisite(s)Prerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment only


4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo introduce students to the skills, knowledge and professional expertise associated with teaching and learningin Food Technologies in middle school settings.

Course ContentCourse ContentCourse ContentCourse ContentStudents will develop knowledge of the range of requirements when designing, producing and evaluatingsolutions for healthy eating for a particular audience eg a pre-school, taking into account cultural considerations.They will process and prepare high quality food items with consideration of ethical aspects such as food milesand fair trade. They will consider the traditional and contemporary methods of food production used in a varietyof cultures, including Aboriginal and Torres Strait Islander culture and the countries of the Asian region.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Incorporate principles of food processing and preparation in designing solutions for healthy eating2 Identify the societal influences on food production and food choices3 Integrate topical and ethical aspects of the food industry including sustainability, ethics ,food miles and

fair trade4 Implement an understanding of latest technologies and design principles in planning and developing

relevant and engaging middle school food technology lessons5 Apply OHSW knowledge in identifying and applying food safety and hygiene practices


Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y Y N N N Y N2 Y Y Y N N N N3 Y Y N N N Y N4 Y Y Y N N N N5 Y Y N N N N N




1 INT City East ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorMs Lyndal Evans

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, CEA N/A N/A N/A

7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning ArrangementsOfferingOfferingOfferingOffering Teaching & Learning TypeTeaching & Learning TypeTeaching & Learning TypeTeaching & Learning Type DurationDurationDurationDuration FrequencyFrequencyFrequencyFrequency1. INT, CEA Workshop (/Practical) 3 hours 12 weeks



1. INT, CEA 1 Portfolio 2500 words N/A 50 1,2,3,4,5 2 Presentation N/A 20

minutes 25 1,2,5

3 Essay 1000 words N/A 25 2,5 Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements


N/A




N






Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Garrett, L 2009, The virtuous consumer: your essential shopping guide for a better, kinder, healthier world, NewWorld Library, California.Aspin, L, Blake, G, Gualtieri, R, Fanning, A & Cornius-Randall, R 2010, Food tech focus, Pearson, Australia.Compton, L 2010, The food book, Oxford University Press, Australia.


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Food Technology 2 - Senior SchoolSubject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 2068Course Level:Course Level:Course Level:Course Level: 2AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 IntermediateCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? NGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (099901) Family And Consumer StudiesHECS Band:HECS Band:HECS Band:HECS Band: Band 1Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral Comments



4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo consolidate students' understanding of the complex nature of the food and nutrition process and itsrelationship to healthy and active living. To allow students to develop their expertise in developing practical foodskills in growing, selection, storage, preparation, cooking and serving food.

Course ContentCourse ContentCourse ContentCourse ContentStudents will consolidate their knowledge and skills for designing, producing and evaluating solutions forsustainable and safe food production and consumption, for instance students will evaluate the latesttechnological research on diet and diet related diseases for different stage of the life span and develop skillshealthy eating for a particular audience eg a pre-school, taking into account cultural considerations. They willprocess and prepare high quality food items with consideration of ethical aspects such as food miles and fairtrade. They will consider the traditional and contemporary methods of food production used in a variety ofcultures, including Aboriginal and Torres Strait Islander culture and the countries of the Asian region.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Incorporate advanced principles of food processing and preparation in designing solutions for healthy

eating2 Identify the societal influences on food production and food choices including socio- economic, cultural

and spiritual influences3 Implement an understanding of latest technologies and design principles in planning and developing

relevant and engaging senior school food technology lessons4 Apply OHSW knowledge in identifying and applying food safety and hygiene practices


Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y Y Y N N N N2 Y Y N N N N Y3 Y Y Y N N N N4 Y Y Y N N N N




1 INT City East ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorMs Lyndal Evans

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, CEA N/A N/A N/A

7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning ArrangementsOfferingOfferingOfferingOffering Teaching & Learning TypeTeaching & Learning TypeTeaching & Learning TypeTeaching & Learning Type DurationDurationDurationDuration FrequencyFrequencyFrequencyFrequency1. INT, CEA Tutorial (Practicals) 3 hours 12 weeks



1. INT, CEA 1 Portfolio 2500 words N/A 50 1,2,3,4 2 Presentation N/A 20

minutes 25 1,2,4

3 Essay 1000 words N/A 25 2,4 Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements


N/A




N



Staff member?Staff member?Staff member?Staff member?


Course Reference(s)Course Reference(s)Course Reference(s)Course Reference(s) Authored by UniSAAuthored by UniSAAuthored by UniSAAuthored by UniSAStaff member?Staff member?Staff member?Staff member?

Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Compton, L 2010, The Food Book. Oxford University Press, Australia.Brown, M, Carey, D, Compton, L, Perraton, G & Weston, K 2005, Food & technology: book 1: VCE food &technology units 1 & 2, John Wiley & Sons, Milton, QLD. (Seminal text)Compton, L & Warren, C 2004, E- food: Food & technology (Book 1 & 2), Oxford University Press, SouthMelbourne, Vic. (Seminal text)Heath, G, McKenzie, H & Tully, L 2004, Food by design 1, Pearson Education, Melbourne. (Seminal text)Heath, G, McKenzie, H & Tully, L 2002, Food solutions: Food & technology: units 1 & 2, Pearson Education,South Melbourne, Vic. (Seminal text)


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Metal 1 (Materials and Techniques)Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 1090Course Level:Course Level:Course Level:Course Level: 1AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 IntroductoryCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent




School of Art, Architecture and Design(SLL) 100% AD 135500 YYear of Introduction:Year of Introduction:Year of Introduction:Year of Introduction: 2015Study Period:Study Period:Study Period:Study Period: Study Period 1Implementation Date:Implementation Date:Implementation Date:Implementation Date: 15/11/2013Is this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusPlus?Plus?Plus?Plus?

Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? YGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (030715) Precision MetalworkingHECS Band:HECS Band:HECS Band:HECS Band: Band 2Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral Comments



4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo introduce metals as a group with physical properties which allow them to be designed and crafted into avariety of innovative artefacts and utilitarian objects, including industrial products. To give students theunderstanding, skills and familiarity to safely and responsibly operate a range of tools and machinery within ametal workshop and to ensure these practices meet WHS legislative requirements.

Course ContentCourse ContentCourse ContentCourse ContentDuring this course students will learn to research, design and construct basic metal artefacts and industrialproducts using hand and hand power tools as well as a range of metal working machines such as lathes, drillpresses, grinding wheels and bench folders. They will come to understand the specific characteristics, propertiesand appropriate usage of various types of metals and composite metal materials. They will gain skills inevaluating the success of their artefacts by critiquing the design, materials and processes chosen.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Research, design, construct and evaluate a range of metal-based artefacts and utilitarian objects2 Identify the specific characteristics, properties and appropriate usage of various types of metals and

composite metal materials3 Safely operate a range of hand and power tools and machines to fashion artefacts and objects,

including those destined for production4 Produce a variety of documentation demonstrating the design and construction of metal-based artefacts

and objects


Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N Y Y N Y N2 Y N Y N N Y N3 Y N N N N N N4 Y Y N N Y Y N




1 INT City West ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorAsPr Andrew Hill

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, CWE N/A N/A N/A

7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning ArrangementsOfferingOfferingOfferingOffering Teaching & Learning TypeTeaching & Learning TypeTeaching & Learning TypeTeaching & Learning Type DurationDurationDurationDuration FrequencyFrequencyFrequencyFrequency1. INT, CWE Workshop 4.5 hours 13 weeks



1. INT, CWE 1 Design and materials analysis 900 word(equivalent)

N/A 20 1,2,3,4

2 Project concept 1350 words(equivalent)

N/A 30 1,2,3,4

3 Project 2250 words(equivalent)

N/A 50 1,2,3,4



N/A




N






Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Material Connexion 1, 2010, Materials matter. Ediz. italiana e inglese vol. 4, Rome, CompositoriKelsey, J 2011, Metal working: real world know-how you wish you learned in high school (back to shop class),Fox Chapel Publishing.Beylerian, E & Dent A 2007, Ultra materials, Thames and Hudson, London. (seminal text)Degarno, Black & Kohser 1990, Materials and processes in manufacturing, Maxwell MacMillan. (seminal text)


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Metal 2 (Design and Processes)Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 2069Course Level:Course Level:Course Level:Course Level: 2AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 IntermediateCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? YGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (100307) Jewellery MakingHECS Band:HECS Band:HECS Band:HECS Band: Band 1Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral Comments



EDUC 1090 Metal 1 (Materials and Techniques)Prerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment only


4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo consolidate students’ understanding and skills in designing and producing metal-based prototypes andartefacts for production. To allow students to develop their expertise in operating state-of-the-art machinery andin maintaining a metal workshop. Additionally to introduce sustainability into the design and production processand to ensure all practices meet WHS legislative requirements.

Course ContentCourse ContentCourse ContentCourse ContentIn this course students will consolidate their knowledge and skills in using a range of traditional tools andmachinery, as well gain a working knowledge of state-of-the-art machinery, to design and craft metal and toconstruct human-scale objects and artefacts. They will gain familiarity with operating gas, MIG, arc and spotwelding and production techniques such as facing, parting, thread cutting and joining sheet metal. They will learnto maintain the equipment within a workshop, all the while understanding the specific Safe Operating Proceduresapplicable to that equipment and the legislative framework surrounding its operation. Students will additionally beinducted into sustainable practices in the use of materials, processes, technologies and systems.


Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Generate innovative designs which may be practically produced using metal as the primary material2 Operate sophisticated tools and machinery to craft prototypes and artefacts for production3 Demonstrate sustainable practices in the use of materials, processes, technologies and systems4 Demonstrate critical thinking in evaluating artefacts in terms of design, materials and systems

productionGraduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N Y Y N Y N2 Y Y N Y N N N3 N Y N N Y N Y4 Y N Y N Y Y N




1 INT City West ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorDr Denise MacGregor





1. INT, CWE 1 Design and materials analysis 900 words(equivalent)

N/A 20 1,2,3,4


N/A 30 1,2,3,4


N/A 50 1,2,3,4



N/A





N



Staff member?Staff member?Staff member?Staff member? Course Reference(s)Course Reference(s)Course Reference(s)Course Reference(s) Authored by UniSAAuthored by UniSAAuthored by UniSAAuthored by UniSA

Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Groover, M 2012, Fundamentals of modern manufacturing: materials, processes, and systems, Wiley, New York.Lefteri, C 2012, Making it: manufacturing techniques for product design, Laurence King, London.Wilhide, E 2007, Surface and finish, Quadrille, London. (seminal text)Blokland, T 2006, Material world 2: innovative materials for architecture and design, Birkhauser, Basel. (seminaltext)


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Textiles Technology 1 - Middle SchoolSubject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 1091Course Level:Course Level:Course Level:Course Level: 1AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 IntroductoryCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? NGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (099901) Family And Consumer StudiesHECS Band:HECS Band:HECS Band:HECS Band: Band 1Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral Comments



4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo have students apply their combined skills, knowledge and professional expertise in traditional andcontemporary Textiles Technologies, making informed and ethical decisions to meet identified learning needs inmiddle school settings and towards creating preferred futures

Course ContentCourse ContentCourse ContentCourse ContentAcquisition of the necessary skills, knowledge, attitudes and professional expertise to teach both theory andpractical components of middle school textiles programs which meet the needs (ie. personal well-being, everydayliving, recreation and work life) of the 21st century student in a preferred future.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Implement an understanding of latest technologies and design principles in planning and developing

relevant and engaging middle school Textiles lessons.2 Identify basic societal influences on dress, clothing, and self -image3 Demonstrate a high level of practical skill in the selection, preparation and making of clothing and textile

products suitable for teaching students to sew in middle school4 Apply WHS knowledge in identifying safe clothing and in use and maintenance of sewing machines,

over-lockers and other sewing equipment5 Recognise and classify the structure and properties of various fibres and blends suitable for clothing and

a variety of other textile articles6 Integrate topical and ethical aspects of the clothing and textiles industry (ethics, sustainability,

disposable fashion, fair trade etc) into curriculum planning


Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y Y Y N N N N2 N N Y N N Y N3 Y Y N N N Y N4 N Y Y N N Y N5 Y Y N N N Y N6 Y Y Y N N N N




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorMs Lyndal Evans






minutes 25 1,2,5,6

3 Essay 1000 words N/A 25 2,5,6 Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements


N/A




N





Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Gough, J, 2009, Instant lessons in textiles & design 3 (skills & ethics) & 4(design concepts), Blake EducationSydney.Fletcher, K, 2008, Sustainable fashion & textiles - design journeys, Earthscan, London. (seminal text)Sullivan, C, 2006, Hi tech textiles: stage 4, Heinemann, Port Melbourne. (seminal text)Seppanen, G, 2001, Textiles & sew on: An introduction to textiles studies for secondary students, OUP, Oxford.(Seminal text)Garrett, L, 2007, The virtuous consumer - your essential shopping guide for a better, kinder, healthier world,California. (seminal text)


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Textiles Technology 2 - Senior SchoolSubject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 2070Course Level:Course Level:Course Level:Course Level: 2AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 IntermediateCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? NGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070105) Teacher Education: SecondaryHECS Band:HECS Band:HECS Band:HECS Band: 1A Transitional Band NP-1Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral Comments



EDUC 1091 Textiles Technology 1 - Middle SchoolPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment only


4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo have students apply their combined skills, knowledge and professional expertise in traditional, contemporaryand emerging Textiles Technologies, making informed and ethical decisions to meet identified needs in SACEStage 1 & 2 settings and towards creating preferred futures.

Course ContentCourse ContentCourse ContentCourse ContentStudents will acquire the necessary skills, knowledge, attitudes and professional expertise to teach both theoryand practical components of Stage 1 & 2 textiles programs which meet the needs (ie. Personal wellbeing,everyday living, recreation and work life) of the 21st century student in a preferred future.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Develop increasingly sophisticated skills in textiles technologies processes and production through

designing / producing in response to design needs or opportunities to create and produce functionalethical and sustainable textiles products .

2 Develop increasingly sophisticated knowledge and understanding, drawn from both contemporary andhistorical sources, of the complex societal and media influences on dress, clothing, and self ¿imageacross a range of cultures

3 Demonstrate a high level of knowledge and practical skills in the selection, preparation and making ofclothing and textile products; designing and working technologically to produce solutions for real-worldneeds, opportunities, end-users, clients or consumers.


NoNoNoNo ObjectiveObjectiveObjectiveObjective4 Apply OHSW knowledge in identifying safe clothing and in use and maintenance of sewing machines,

over-lockers and other sewing equipment5 Recognise and classify the structure, properties, characteristics and components of a wide range of

fibres and blends suitable for clothing and other textile articles and evaluate and utilise information,systems, tools and equipment that are central to textiles technologies

6 Explore the relationship between technologies, individuals and communities (local, national and global),the factors that shape the development of these technologies and their impact on individuals, families,communities and the environment. Integrate pivotal ethical and sustainable considerations for theclothing and textiles industry in preferred futures.

Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y Y Y N N N N2 N Y Y Y N N N3 Y N Y Y N N N4 Y N N N N N N5 N N Y Y N N N6 Y N N N N N N




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorMs Lyndal Evans






minutes 25 1,2,5,6

3 Essay 1000 words N/A 25 2,5,6 Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements


N/A





N




Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Castle G & Peters L, 2007, Textiles & design preliminary & HSC, Thomson Melbourne The Victorian Preliminary& HSC Textiles textbook. (Seminal text)Gough, J, 2009, Instant lessons in Textiles & Design 3 (Skills & Ethics) & 4 (DesignConcepts), Blake Education,Sydney.Fletcher, K, 2008, Sustainable fashion & textiles - design journeys, Earthscan, London.Sullivan, C, 2006, Hi tech Textiles: Stage 4, Heinemann, Port Melbourne. (Seminal text)Ridgewell, T, 2006 Textiles technology first, Pearson Education, Australia (Seminal text)


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Wood 1 (Materials and Techniques)Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 1092Course Level:Course Level:Course Level:Course Level: 1AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 IntroductoryCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? YGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (030111) Wood Machining And TurningHECS Band:HECS Band:HECS Band:HECS Band: Band 2Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral Comments



4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo introduce wood as a physical material able to be designed and crafted into a variety of innovative artefactsand utilitarian objects, including furniture pieces. To give students the understanding, skills and familiarity tosafely and responsibly operate a range of tools and machinery within a wood workshop and to ensure thesepractices meet WHS legislative requirements.

Course ContentCourse ContentCourse ContentCourse ContentDuring this course students will learn to research, design and construct basic timber artefacts or a piece offurniture using both solid timbers and manufactured boards, including laminates. They will come to understandthe specific characteristics, properties and appropriate usage of various types of timbers and composite timbermaterials. They will learn to plan, measure, cut and join straight and curved timbers by safely operating a rangeof hand and power tools as well as machines which saw, band, drill, joint, turn, plane, mould, route and shape.They will gain skills in evaluating the success of their artefacts by critiquing the design, materials and processeschosen.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Research, design, construct and evaluate a range of wood-based artefacts and utilitarian objects2 Identify the specific characteristics, properties and appropriate usage of various types of timbers and

composite timber materials3 Safely operate a range of hand and power tools and machines to fashion artefacts and objects,

including furniture4 Produce a variety of documentation demonstrating the design and construction of wood-based artefacts

and objects.


Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N Y Y N Y N2 Y N Y N N Y N3 Y Y N Y N N N4 Y Y N N Y Y N






7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning ArrangementsOfferingOfferingOfferingOffering Teaching & Learning TypeTeaching & Learning TypeTeaching & Learning TypeTeaching & Learning Type DurationDurationDurationDuration FrequencyFrequencyFrequencyFrequency1. INT, CWE Lecture 4.5 hours 13 weeks




N/A 20 1,2,3,4


N/A 30 1,2,3,4


N/A 50 1,2,3,4



N/A




N






Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Arnull, N 2012, Contemporary Woodturning. Techniques and Projects, Connecticut Taunton Press, Newtown.DK Publishing, 2010, Woodwork: A Step-by-Step Photographic guide to Successful Woodworking, London.Jackson, A & Day, D 1996, The Complete Manual of Woodworking, Knopf, New York. (Seminal)Kelsey, J 2011, Cabinet Construction: Straight Talk for Today's Woodworker (Back to Basics), Fox Chapel, EastPetersburg, Pennsylvania.


New Course Approval ReportNew Course Approval ReportNew Course Approval ReportNew Course Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Wood 2 (Design and Processes)Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 2071Course Level:Course Level:Course Level:Course Level: 2AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 IntermediateCareer:Career:Career:Career: UGRDUnit Value:Unit Value:Unit Value:Unit Value: 4.5School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? YGrading Basis:Grading Basis:Grading Basis:Grading Basis: GradedCourse Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (030111) Wood Machining And TurningHECS Band:HECS Band:HECS Band:HECS Band: Band 2Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementGeneral CommentsGeneral CommentsGeneral CommentsGeneral CommentsN/A



EDUC 1092 Wood 1 (Materials and Techniques)Prerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment only


4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo consolidate students’ understanding and skills in designing and producing wood-based prototypes andartefacts for production. To allow students to develop their expertise in operating state-of-the-art machinery andin maintaining a wood workshop. Additionally to introduce sustainability into the design and production processand to ensure all practices meet WHS legislative requirements.

Course ContentCourse ContentCourse ContentCourse ContentIn this course students will consolidate their knowledge and skills in using a range of traditional tools andmachinery, as well gain a working knowledge of state-of-the-art machinery, to design and craft wood and toconstruct human-scale objects and artefacts. As part of the design phase students will learn how to undertakerapid prototyping (both additive and subtractive), generate 3D models and then to operate CNC machinery. Theywill learn to maintain the equipment within a workshop, all the while understanding the specific Safe OperatingProcedures applicable to that equipment and the legislative framework surrounding its operation. Students willadditionally be inducted into sustainable practices in the use of materials, processes, technologies and systems.


Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Generate innovative designs which may be practically produced using wood as the primary material2 Operate sophisticated tools and machinery to craft prototypes and artefacts for production3 Demonstrate sustainable practices in the use of materials, processes, technologies and systems.4 Demonstrate critical thinking in evaluating artefacts in terms of design, materials and systems

production.Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N Y Y N Y N2 Y Y N Y N N N3 N Y N N Y N Y4 Y N Y N Y Y N










N/A 20 1,2,3,4


N/A 30 1,2,3,4


N/A 50 1,2,3,4



N/A





N




Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Parkes, B, 2013, Wood, Jamfactory, Adelaide.Thompson, R., 2011, Product and Furniture Design, London Thames and HudsonThompson, R., 2011, Prototyping for Low Volume Production, London Thames and HudsonUpton, E., 2009 Skin: New Design Organics, New York, Cooper HewittHaines, B & Smith, T 1998, Woodworking and carpentry for Australians, Rigby, Adelaide. (seminal text)


Course Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Arts Education 1 Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC) Catalog Number:Catalog Number:Catalog Number:Catalog Number: 4101 Course Level:Course Level:Course Level:Course Level: 1 AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 Introductory Career:Career:Career:Career: UGRD Unit Value:Unit Value:Unit Value:Unit Value: 4.5 School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? N Grading Basis:Grading Basis:Grading Basis:Grading Basis: Graded Course Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070109) Teacher Education: Vocational

(070301) Curriculum Studies HECS Band:HECS Band:HECS Band:HECS Band: 1A Transitional Band NP-1 Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementAmendment DetailsAmendment DetailsAmendment DetailsAmendment DetailsReason for AmendmentReason for AmendmentReason for AmendmentReason for AmendmentAdded AQF LevelAmended Aim and Content to make course AQF CompliantUpdated References

Amendment Study Period, Implementation YearAmendment Study Period, Implementation YearAmendment Study Period, Implementation YearAmendment Study Period, Implementation Year Amendment Implementation DateAmendment Implementation DateAmendment Implementation DateAmendment Implementation DateStudy Period 1, 2015 1/01/2015General CommentsGeneral CommentsGeneral CommentsGeneral Comments



4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo develop student understandings and experiences of arts as an essential educational process and introducethem to the concepts and methods of teaching in and through the arts with a focus on middle and secondaryyears’ development (Years 6-12). To develop students' understandings and experiences of arts as an essential educational process and introducethem to the concepts and methods of teaching in and through the arts with a focus on middle and secondaryyears’ development (Years 6-12).

Course ContentCourse ContentCourse ContentCourse ContentAn introduction to arts-based learning, specialist methodologies and issues; the nature of learning in and throughthe arts; exploration of diverse arts skills and knowledge, a variety of social and cultural contexts in which the artsare created and performed, the value of arts in society and in the lives of individuals; and the role of the arts in anintegrated curriculum, arts pedagogy and strategies for planning effective learning in and through the artsappropriate to different age groups and in the context of a curriculum framework.; critical and reflectiveengagement with contemporary arts pedagogy; consideration of the language of the arts and their functions asforms of communication and expression; individual and group planning tasks; the collection, creation, criticalevaluation and annotation of teaching resources; reflective journal writing; and the development of skills in


presenting and demonstrating in the arts classroom. The students will be introduced to arts-based learning, specialist methodologies and issues, the nature oflearning in and through the arts, exploration of diverse arts skills and knowledge, a variety of social and culturalcontexts in which the arts are created and performed, the value of arts in society and in the lives of individualsand the role of the arts in an integrated curriculum, arts pedagogy and strategies for planning effective learning inand through the arts appropriate to different age groups and in the context of a curriculum framework. Studentswill undertake a critical and reflective engagement with contemporary arts pedagogy, consideration of thelanguage of the arts and their functions as forms of communication and expression, individual and groupplanning tasks, the collection, creation, critical evaluation and annotation of teaching resources, reflective journalwriting and the development of skills in presenting and demonstrating in the arts classroom.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 critique the unique function of arts in society and in teaching and learning2 collect, create, critically evaluate and annotate relevant arts resources3 identify issues effecting contemporary arts education4 demonstrate an understanding of the relevance of arts-based learning5 apply skills and experiences from specialist arts areas to curriculum planning, and demonstrate an

understanding of desirable learning outcomes and the alignment of assessment6 explain the nature of multiple forms of literacy and numeracy in visual, performing and media arts.Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N N N N Y N2 Y N Y Y Y N Y3 Y N N N N N N4 Y N N N N N N5 N N Y Y Y Y Y6 Y N N N N Y N

5. Course Offerings5. Course Offerings5. Course Offerings5. Course OfferingsOfferinOfferinOfferinOfferingggg



1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorDr Nicole Anae

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMr Mark Dowd Full Year Administrator (Full)Dr Victoria Watts Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK Mrs Judith Brown Full Year Coordinator

7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning ArrangementsOfferingOfferingOfferingOffering Teaching & Learning TypeTeaching & Learning TypeTeaching & Learning TypeTeaching & Learning Type DurationDurationDurationDuration FrequencyFrequencyFrequencyFrequency1. INT, MLK Tutorial 3 hours 11 weeks



1. INT, MLK 1 Demonstration N/A 15minutes

20 1,2,4

2 Unit Plan 2700 words N/A 60 1,2,4,5 3 Teaching Resource Folio 900 words N/A 20 3,5,6



Does this course comply with assessment policy?Does this course comply with assessment policy?Does this course comply with assessment policy?Does this course comply with assessment policy? Y Has an Application for a Variation been Approved byHas an Application for a Variation been Approved byHas an Application for a Variation been Approved byHas an Application for a Variation been Approved bythe Division?the Division?the Division?the Division?

N/A




N

Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available? N Is CP/TP available?Is CP/TP available?Is CP/TP available?Is CP/TP available? N Is a final exam offered?Is a final exam offered?Is a final exam offered?Is a final exam offered? N


Staff member?Staff member?Staff member?Staff member?DECS, 2005, SACSA extract: arts resources for arts teachers R-12, DECS NCourse Reference(s)Course Reference(s)Course Reference(s)Course Reference(s) Authored by UniSAAuthored by UniSAAuthored by UniSAAuthored by UniSA

Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Bamford, Anne 2006, The wow factor: global research compendium on the impact of the arts in education,Waxmann, Munster, Germany. Bamford, Anne 2006, The wow factor: global research compendium on the impact of the arts in education,Waxmann, Munster, Germany. (Seminal text) Cornett, Claudia E 2007, Creating meaning through literature and the arts, Pearson Education, Upper SaddleRiver, NJ. Cornett, Claudia E 2007, Creating meaning through literature and the arts, Pearson Education, Upper SaddleRiver, NJ. (Seminal text) Sinclair, C. Jeanneret, N. and O¿Toole, John. 2009. Education in the Arts: Principles and Practices for Teaching.Oxford University Press, South Melbourne. Sinclair, C. Jeanneret, N. and O'Toole, John. 2009. Education in the Arts: Principles and Practices for Teaching.Oxford University Press, South Melbourne. Jackson, Anthony 2007, Theatre, education and the making of meanings: art or instrument? ManchesterUniversity Press, Manchester. Jackson, Anthony 2007, Theatre, education and the making of meanings: art or instrument? ManchesterUniversity Press, Manchester. (Seminal text) McCutchen, Brenda Pugh 2006, Teaching dance as art in education, HKP, Champaign, Illinois. McCutchen, Brenda Pugh 2006, Teaching dance as art in education, HKP, Champaign, Illinois. (Seminal text) Piazza, Carolyn L. 1999. Multiple Forms of Literacy. Prentice Hall: New Jersey.


Course Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Arts Education 2 Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC) Catalog Number:Catalog Number:Catalog Number:Catalog Number: 4102 Course Level:Course Level:Course Level:Course Level: 1 AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 Intermediate Career:Career:Career:Career: UGRD Unit Value:Unit Value:Unit Value:Unit Value: 4.5 School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? N Grading Basis:Grading Basis:Grading Basis:Grading Basis: Graded Course Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070109) Teacher Education: Vocational

(070301) Curriculum Studies HECS Band:HECS Band:HECS Band:HECS Band: 1A Transitional Band NP-1 Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementAmendment DetailsAmendment DetailsAmendment DetailsAmendment DetailsReason for AmendmentReason for AmendmentReason for AmendmentReason for AmendmentAdded AQF LevelAmended Aim and Content to make course AQF CompliantUpdated the References




EDUC 4101 Arts Education 1Prerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment only

3. Course Co-requisite(s)3. Course Co-requisite(s)3. Course Co-requisite(s)3. Course Co-requisite(s)Corequisite Comment onlyCorequisite Comment onlyCorequisite Comment onlyCorequisite Comment onlyEDUC 4101 Arts Education 1 (for LMTC and LGED students)

4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo enable students to gain knowledge of and experience in arts education theories and contemporary artsteaching that reflects and responds to diverse social and cultural contexts using methodologies associated with‘best practice’ in middle and secondary schooling contexts.


Course ContentCourse ContentCourse ContentCourse ContentIdentification of and reflection on similarities and differences in the forms, functions and socio-political nature ofthe arts in diverse cultural traditions; planning and presentation of arts lessons that explore social and culturalcontexts of arts practice; using arts teaching methodologies associated with aesthetic and contextual knowledgein conjunction with contemporary arts practice; undertaking research to generate ideas for using culturally-diverse arts resources to support the student as a learner in the arts; use of a variety of cultural resources andtheir incorporation in lesson planning appropriate to primary, middle and / or secondary arts education. Students will gain knowledge in identification of and reflection on similarities and differences in the forms,functions and socio-political nature of the arts in diverse cultural traditions, planning and presentation of artslessons that explore social and cultural contexts of arts practice, using arts teaching methodologies associatedwith aesthetic and contextual knowledge in conjunction with contemporary arts practice, undertaking research togenerate ideas for using culturally-diverse arts resources to support the student as a learner in the arts and useof a variety of cultural resources and their incorporation in lesson planning appropriate to primary, middle and / orsecondary arts education.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Demonstrate critical understanding of theory and practice relevant to contemporary classroom teaching,

appropriate to an emerging arts educator2 Explain the different constructs associated with children's development, with particular reference to

learning in the arts3 Demonstrate an awareness of and sensitivity to cultural diversity4 Identify social, cultural and political issues effecting contemporary arts education and the implications of

various theories of arts education, with a specific focus on Postmodern constructions5 Create resources appropriate to the teaching of aesthetic and contextual knowledge and understandings

in specific areas of arts6 Develop authentic arts learning activities that make links between the functions and meanings of arts

from diverse cultural sources and the social, cultural and political circumstances relevant to students'lives

7 Demonstrate ability to use different genres to write about the artsGraduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N N N N N N2 Y N N N N N N3 3

Y Y

N N

N N

N N

Y N

N N

Y Y

4 4

Y Y

Y N

N N

N N

N N

N N

Y Y

5 N N Y Y N Y N6 N N Y Y N N Y7 Y N N N N Y N




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorDr Nicole Anae

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMr Mark Dowd Full Year Administrator (Full)Dr Victoria Watts Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK Ms Jessica Ryan Full Year Coordinator





1. INT, MLK 1 Review 1000 words N/A 20 1,5,7 2 Demonstration N/A 15

minutes25 1,2,4,6

3 Unit Plan 2500 words N/A 55 3,4,5,6,7Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements


N/A




N




Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Boughton, D & Mason, R 1999. Beyond multicultural art education: international perspectives, Waxmann, NewYork, Munich, Berlin. Boughton, D & Mason, R 1999. Beyond multicultural art education: international perspectives, Waxmann, NewYork, Munich, Berlin. (Seminal text) Davis, James W 2007, Image As Idea: The Arts In Global Cultures, Kendall / Hunt Publishing. Davis, James W 2007, Image As Idea: The Arts In Global Cultures, Kendall / Hunt Publishing. (Seminal text) Gilbert, H & Lo, J 2009, Performance and cosmopolitics: cross-cultural transactions in Australasia, Basingstoke,Palgrave Macmillan.Kleinert, S & Neale, M 2001, The Oxford Companion to Aboriginal Art and Culture, Oxford University Press. Kleinert, S & Neale, M 2001, The Oxford Companion to Aboriginal Art and Culture, Oxford University Press.(Seminal text) Saunders, RJ (ed) 1998, Beyond the traditional in art: facing a pluralistic society, The National Art EducationAssociation, Reston, VA. Weintraub, Andrew N 2004, Power plays: wayang golek puppet theater of West Java, Ohio University Press,Athens, Ohio . Weintraub, AN 2004, Power plays: wayang golek puppet theater of West Java, Ohio University Press, Athens,Ohio. (Seminal text)


Course Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: English Education 1 Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC) Catalog Number:Catalog Number:Catalog Number:Catalog Number: 4035 Course Level:Course Level:Course Level:Course Level: 4 AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 Introductory Career:Career:Career:Career: UGRD Unit Value:Unit Value:Unit Value:Unit Value: 4.5 School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? N Grading Basis:Grading Basis:Grading Basis:Grading Basis: Graded Course Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070300) Curriculum And Education Studi





4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo introduce students to the nature, content, practices and theories of the English curriculum for middle andsenior schools.

Course ContentCourse ContentCourse ContentCourse ContentDefining ‘English’ as a secondary school subject, including historical perspectives and the scope of the Englishcurriculum in Australia today; introduction to current frameworks, including the South Australian CurriculumStandards and Accountability framework, the International Baccalaureate; programming and planning, includingteaching activities, cross-curriculum perspectives and assessment; literacy and explicit teaching of language;texts for the middle and senior years: novels, picture books, TV, film, video, media and magazines. The students will be introduced to 'English' as a secondary school subject and examine the historicalperspectives and the scope of the English curriculum in Australia today. The students will also investigate currentframeworks, such as the South Australian Curriculum Standards and Accountability, and the InternationalBaccalaureate frameworks. The students will use this knowledge for programming and planning of teachingactivities, cross-curriculum perspectives and assessments. The students will also investigate literacy and explicitteaching of the language, and texts for the middle and senior years through novels, picture books, TV, film,video, media and magazines.


Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 demonstrate an appreciation of the scope of the secondary subject called English2 locate their own experiences, values and expectations of English within a cultural and historical context

and within current frameworks3 3

suggest texts as suitable for years student in the middle and senior years suggest texts as suitable for learners in the middle and senior years

4 use a current framework to draft a teaching program5 identify a range of specific teaching strategies for the English classroomGraduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N N N N N N2 Y N N N N N N3 Y N N N Y Y N4 N N Y Y N Y N5 Y N N N N N N




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorDr Garth Stahl

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMr Mark Dowd Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK N/A N/A N/A

7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning ArrangementsOfferingOfferingOfferingOffering Teaching & Learning TypeTeaching & Learning TypeTeaching & Learning TypeTeaching & Learning Type DurationDurationDurationDuration FrequencyFrequencyFrequencyFrequency1. INT, MLK Workshop 3 hours 11 weeks



1. INT, MLK 1 Annotated bibliography 1500 words N/A 30 3 2 Series of lesson plans 1000 word

equivalentN/A 30 2,3,4,5

3 Oral presentation N/A 20minutes

40 1,2



N/A





N



Staff member?Staff member?Staff member?Staff member?Derewianka, B , 2011, A new grammar companion for teachers, ., Primary EnglishTeachers Association, Marrickville Metro, NSW

N


Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Burn, Andrew & Durrant, Cal (eds) 2008, Media teaching, The Interface Series, AATE/Wakefield Press, Adelaide.Skrebels, Paul & TBA eds 2002 For All Time? Critical Issues in Teaching Shakespeare, The Interface Series,AATE/Wakefield Press, Adelaide. Skrebels, Paul & TBA eds 2002 For All Time? Critical Issues in Teaching Shakespeare, The Interface Series,AATE/Wakefield Press, Adelaide. (seminal text)


Course Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: English Education 2 Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC) Catalog Number:Catalog Number:Catalog Number:Catalog Number: 4036 Course Level:Course Level:Course Level:Course Level: 4 AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 Intermediate Career:Career:Career:Career: UGRD Unit Value:Unit Value:Unit Value:Unit Value: 4.5 School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? N Grading Basis:Grading Basis:Grading Basis:Grading Basis: Graded Course Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070300) Curriculum And Education Studi





EDUC 4035 English Education 1Prerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment only


4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo examine programming and planning in English in the middle years including consideration of disadvantagedstudents and the place of English in an integrated middle schooling curriculum. To enable students to further examine programming and planning in English in the middle years includingconsideration of disadvantaged students and the place of English in an integrated middle schooling curriculum.


Course ContentCourse ContentCourse ContentCourse ContentFurther exploration of the SACSA framework and use in programming and planning for the middle years, andcritical reflection on developed programs; supporting diverse groups of students, including NESB student andstudents with English literacy difficulties; assessing students’ work and providing constructive feedback; teachingEnglish in an integrated middle school curriculum; students will continue to read, view and review texts andincrease the range of classroom activities and teaching strategies they can use. The students will further explore the SACSA framework and the use in programming and planning for the middleyears. The students will critically reflect on developed programs that support diverse groups of learners, includingthe NESB (non-English speaking background) learners and learners with English literacy difficulties. Thestudents will develop knowledge of teaching English in an integrated middle school curriculum and assessinglearners' work and providing constructive feedback. The students will read, view and review texts to increase therange of classroom activities and teaching strategies they can use.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 take account of the different needs, interests and backgrounds of young adolescents and emerging

adults; and have developed skills in assessing and addressing issues in literacy development2 2

make judgments about the suitability of various texts for teaching young adolescents and emerging adultstudents make judgments about the suitability of various texts for teaching young adolescents and emerging adultlearners

3 prepare and assess an English program for a class in the middle years within a particular framework4 4

make judgments on students¿ demonstrated skills and understandings within the requirements of aparticular framework make judgments on learners' demonstrated skills and understandings within the requirements of aparticular framework

5 5

have a repertoire of strategies for teaching texts, recording students¿ achievements, and supportingstudents with difficulties have a repertoire of strategies for teaching texts, recording learners' achievements, and supportingstudents with difficulties

6 discuss equity issues and EnglishGraduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 N N Y N Y N N2 Y N Y N Y N N3 N N N N Y Y N4 N N Y Y Y Y N5 N N Y Y Y Y N6 Y N N N N N N




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorDr Garth Stahl

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMr Mark Dowd Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK N/A N/A N/A





1. INT, MLK 1 Annotated bibliography 1500 words N/A 25 1,2 2 Teaching program 2000 words N/A 50 2,3,4,5,6 3 Presentation N/A 20

minutes 25 4,5,6

1. INT, MLK 1 Annotated bibliography 1500 words N/A 25 1,2 2 Teaching programme 2000 words N/A 50 2,3,4,5,6 3 Presentation N/A 20

minutes 25 4,5,6



N/A




N



Staff member?Staff member?Staff member?Staff member?Derewianka, B , 2011, A new grammar companion for teachers, 2nd edn, Primary EnglishTeachers Association, Marrickville Metro, NSW.

N


Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Burn, Andrew & Durrant, Cal (eds) 2008, Media teaching, The Interface Series, AATE/Wakefield Press, Adelaide.Robertson, A (ed) 2001, Great ideas for English in the senior years, SAETA/ALEA, South Australia. Robertson, A (ed) 2001, Great ideas for English in the senior years, SAETA/ALEA, South Australia. (Seminaltext) South Australian English Teachers Association, Standards for Teachers of English Language and Literacy inAustraliaWilhelm, Jeffrey D 2004, Reading is seeing: learning to visualize scenes, characters, ideas, and text worlds toimprove comprehension and reflective reading, Scholastic. Wilhelm, Jeffrey D 2004, Reading is seeing: learning to visualize scenes, characters, ideas, and text worlds toimprove comprehension and reflective reading, Scholastic. (Seminal text)


Course Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Health and Physical Education 1 Subject Area:Subject Area:Subject Area:Subject Area: Teacher Education(TEDU) Catalog Number:Catalog Number:Catalog Number:Catalog Number: 5044 Course Level:Course Level:Course Level:Course Level: 5 AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 8 Career:Career:Career:Career: PGRD Unit Value:Unit Value:Unit Value:Unit Value: 4.5 School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? N Grading Basis:Grading Basis:Grading Basis:Grading Basis: Graded Course Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070199) Teacher Education Nec





4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimThe aim of this course is to introduce students to the principles of quality teaching in Health and PhysicalEducation (HPE) with an initial emphasis on managing the learning environment and providing safe, inclusivemovement experiences that promote positive participation and the engagement of all students in learning. To introduce students to the principles of quality teaching in Health and Physical Education (HPE) with an initialemphasis on managing the learning environment and providing safe, inclusive movement experiences thatpromote positive participation and the engagement of all students in learning.

Course ContentCourse ContentCourse ContentCourse ContentThe scope of student learning within Health and Physical Education and the complexity of teaching within thelearning area; inclusive teaching practice for diverse learners; safe management of the learning environment;frameworks for establishing class operating practices and strategies for managing student interaction;professional responsibilities and policies; analysis of activity, context and identifying learner needs; lessonplanning and preparation; teacher presence, communication and influence; teaching and learning principlesincluding alignment, progression, learning states, presentation of task, positioning, reading the class,acknowledgement, provision of feedback, pacing, flexibility; inquiry based practice and reflective evaluation,collaboration within a professional community; praxis.


The students will develop knowledge of the scope and complexity of teaching within Health and PhysicalEducation. The students will investigate inclusive teaching practice for diverse learners, safe management of thelearning environment and frameworks for establishing class operating practices. Students will learn strategies formanaging student interaction, professional responsibilities and policies, analysis of activity, context andidentifying learner needs. Students will develop skills in lesson planning and preparation, teacher presence,communication and influence; teaching and learning principles including alignment, progression, learning states,presentation of task, positioning, reading the class, acknowledgement, provision of feedback, pacing, flexibility;inquiry based practice and reflective evaluation, collaboration within a professional community; praxis.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 Appreciate the complexities of teaching and learning in open space environments and minimise risk to

safely manage learners in Health and Physical Education2 Establish a positive learning environment underpinned by a behavioural framework that values personal

responsibility and respectful relationship3 Engage collaboratively within professional communities, demonstrating responsibility, commitment and

integrity as an emerging professional in Health and Physical Education4 Analyse the context and plan safe, inclusive, engaging and success orientated learning experiences5 5

Demonstrate a positive, resilient teacher presence and capabilities including engaging students withdiverse needs, positioning, presentation of task, observation acknowledgment, questioning and specificfeedback Demonstrate a positive, resilient teacher presence and capabilities including engaging learners withdiverse needs, positioning, presentation of task, observation acknowledgment, questioning and specificfeedback

6 Apply an inquiry approach to teaching including reflection from multiply perspectives and evaluationcycles to progress professional development

Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N Y N N N N2 Y Y N N Y Y N3 Y N N Y Y Y N4 Y Y Y Y Y N N5 Y Y Y N N Y N6 Y Y Y N N Y N




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorMs Wendy Piltz

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMr Mark Dowd Full Year Administrator (Full)Ms Lana Pearce Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK N/A N/A N/A

7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning Arrangements7. Teaching & Learning ArrangementsOfferingOfferingOfferingOffering Teaching & Learning TypeTeaching & Learning TypeTeaching & Learning TypeTeaching & Learning Type DurationDurationDurationDuration FrequencyFrequencyFrequencyFrequency1. INT, MLK Tutorial 40 hours over 13 weeks Practical 1.5 hours 8 weeks Workshop 10 hours over 1 week




1. INT, MLK 1 Preparation for Lab School 2000 words N/A 40 1,2,3,4 2 Lab School Teaching Package 2000 words N/A 40 2,5,6 3 Professional Application and

Development500 words N/A 20 3,5



N/A




Y N




Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Graham, G 2008, Teaching Children Physical Education, 3nd ed, Human Kinetics, Champaign, Illinois.Glasser, W 2000, Every student can succeed, Library of Congress, Cataloguing-in-Publication Data Glasser, W 2000, Every student can succeed, Library of Congress, Cataloguing-in-Publication Data, (seminaltext). Mackay, J 2006, Coat of May Pockets- Managing classroom interactions, ACER Press, Victoria. Mackay, J 2006, Coat of May Pockets- Managing classroom interactions, ACER Press, Victoria, (seminal text). Silverman, S. & Ennis, C. 1996, Student Learning in Physical Education: Applying Research to EnhanceInstruction. Human Kinetics, Champaign, Illinois. Silverman, S. & Ennis, C. 1996, Student Learning in Physical Education: Applying Research to EnhanceInstruction. Human Kinetics, Champaign, Illinois, (seminal text). Tinning, R, McCuaig, L, & Hunter, L 2006, Teaching Health and Physical Education in Australian Schools,Person Education, NSW Tinning, R, McCuaig, L, & Hunter, L 2006, Teaching Health and Physical Education in Australian Schools,Person Education, NSW, (seminal text).


Course Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Mathematics Education 1 Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC) Catalog Number:Catalog Number:Catalog Number:Catalog Number: 4009 Course Level:Course Level:Course Level:Course Level: 4 AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 Advanced Career:Career:Career:Career: UGRD Unit Value:Unit Value:Unit Value:Unit Value: 4.5 School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? N Grading Basis:Grading Basis:Grading Basis:Grading Basis: Graded Course Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070301) Curriculum Studies HECS Band:HECS Band:HECS Band:HECS Band: 1A Transitional Band NP-1 Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementAmendment DetailsAmendment DetailsAmendment DetailsAmendment DetailsReason for AmendmentReason for AmendmentReason for AmendmentReason for AmendmentAdded AQF LevelAmended Aim and Content to make course AQF CompliantUpdated References




4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo develop students’ personal understandings of the goals, purposes and methods of teaching mathematics inthe middle and senior years of schooling. To deepen students’ personal understandings of the goals, purposes and methods of teaching mathematics inthe middle and senior years of schooling.

Course ContentCourse ContentCourse ContentCourse ContentNature of knowledge in and purpose of teaching mathematics; impact of learning theory on the teaching ofmathematics; assessment in mathematics; teaching methodologies appropriate for junior secondarymathematics; use of computers and calculators in mathematics teaching; curriculum documents. The students will develop deeper understanding of the nature of knowledge in and purpose of teachingmathematics. The students will critique the impact of learning theory on the teaching of mathematics andexamine assessment in mathematics, the teaching methodologies appropriate for junior secondary mathematics,the use of computers and calculators in mathematics teaching and curriculum documents.


Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 critique the various approaches to teaching mathematics in middle and secondary schools2 describe the nature of mathematics3 suggest and demonstrate methods of teaching that are appropriate for teaching mathematics at a junior

secondary level4 apply skills of lesson observation and analysis5 plan lessons that are appropriate for particular contexts and purposesGraduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N N N N N N2 Y N N N N Y Y3 Y Y Y Y Y Y N4 N Y Y Y N Y N5 Y N Y N Y Y N




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorMr Bruce White

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMr Mark Dowd Full Year Administrator (Full)Ms Lana Pearce Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK N/A N/A N/A




1. INT, MLK 1 Essay 1500 words N/A 30 1,2 2 Group presentation 1500 words N/A 30 1,3,4,5 3 Examination N/A 2 hours 40 1,2,3,4,5Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements


N/A





N

Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available? N Is CP/TP available?Is CP/TP available?Is CP/TP available?Is CP/TP available? N Is a final exam offered?Is a final exam offered?Is a final exam offered?Is a final exam offered? Y


Staff member?Staff member?Staff member?Staff member?Goos, M, Stillman G & Vale, C , 2007, Teaching secondary school mathematics, Allen andUnwin, Crows Nest, NSW

N


Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Brahier, D 2000, Teaching secondary and middle school mathematics, Allyn and Bacon, Sydney. Brahier, D 2000, Teaching secondary and middle school mathematics, Allyn and Bacon, Sydney. (Seminal text) Forgasz, H, Barkatsas, A, Bishop, A, Clarke, B, Keast, S, Wee, TS & Sullivan, P (eds) 2008, Research inmathematics education in Australasia 2004-2007, Sense Publishers, Rotterdam.Grimison, L & Pegg, J 1995, Teaching secondary school mathematics, Harcourt Brace, Sydney. Grimison, L & Pegg, J 1995, Teaching secondary school mathematics, Harcourt Brace, Sydney. (Seminal text) Posamentier, A, Smith , B & Stepelman, J 2010, Teaching secondary mathematics, Allyn & Bacon, Boston.


Course Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Science Education 1 Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC) Catalog Number:Catalog Number:Catalog Number:Catalog Number: 4014 Course Level:Course Level:Course Level:Course Level: 4 AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 Advanced Career:Career:Career:Career: UGRD Unit Value:Unit Value:Unit Value:Unit Value: 4.5 School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent




School of Education(EDS) School of Education(EDS)

100% 100%

AD

123210

Y Y

Year of Introduction:Year of Introduction:Year of Introduction:Year of Introduction: 1992Study Period:Study Period:Study Period:Study Period: Study Period 1Implementation Date:Implementation Date:Implementation Date:Implementation Date: 1/01/1901Is this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusPlus?Plus?Plus?Plus?

Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? N Grading Basis:Grading Basis:Grading Basis:Grading Basis: Graded Course Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070301) Curriculum Studies HECS Band:HECS Band:HECS Band:HECS Band: 1A Transitional Band NP-1 Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementAmendment DetailsAmendment DetailsAmendment DetailsAmendment DetailsReason for AmendmentReason for AmendmentReason for AmendmentReason for Amendment




4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo develop students’ personal understandings of the goals, purposes and methods of teaching science in themiddle and senior years of schooling. To deepen students’ personal understandings of the goals, purposes and methods of teaching science in themiddle and senior years of schooling.

Course ContentCourse ContentCourse ContentCourse ContentNature of knowledge in, and purpose of teaching science; impact of learning theories on the teaching of science;assessment in science; teaching methodologies appropriate for junior secondary science; using the laboratory inscience teaching; curriculum documents, e.g. SACSA framework. The students will develop deeper understanding of the nature of knowledge in and purpose of teaching science;impact of learning theories on the teaching of science; assessment in science; teaching methodologiesappropriate for junior secondary science; using the laboratory in science teaching; curriculum documents, e.g.SACSA framework.


Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 describe the nature of science and science teaching2 suggest and illustrate methods of teaching that are appropriate for teaching science in secondary

schools3 apply skills of lesson observation and analysis4 plan lessons that are appropriate for particular contexts and purposesGraduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y N N N Y Y Y2 Y N Y Y Y Y N3 N Y Y Y N N N4 Y Y Y Y Y Y Y




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorMr Bruce White

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMr Mark Dowd Full Year Administrator (Full)Mr Peter Jager Full Year Administrator (Full)Ms Lana Pearce Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK N/A N/A N/A




1. INT, MLK 1 Essay 1500 words N/A 30 1,2 2 Group presentation N/A 30

minutes 30 3,4

3 Examination N/A 2 hours 40 1,2,4 1. INT, MLK 1 Essay 1500 words N/A 30 1,2 2 Group presentation N/AA 30

minutes 30 3,4

3 Examination N/A 2 hours 40 1,2,4 Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements


N/A

Date of Approval:Date of Approval:Date of Approval:Date of Approval: N/AApproving Body:Approving Body:Approving Body:Approving Body: N/A


Compliance CommentsCompliance CommentsCompliance CommentsCompliance Comments



N

Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available?Is Supplementary Exam available? N Is CP/TP available?Is CP/TP available?Is CP/TP available?Is CP/TP available? N Is a final exam offered?Is a final exam offered?Is a final exam offered?Is a final exam offered? Y


Staff member?Staff member?Staff member?Staff member?Venville, G & Dawson, V , 2012, The art of teaching science for middle and secondaryschool, 2nd edn, Allen and Unwin, Crows Nest, NSW

N


Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Department of Education and Children¿s Services, 2001, South Australian curriculum standards andaccountability framework, Adelaide, DECS, South Australia. Department of Education and Children's Services, 2001, South Australian curriculum standards andaccountability framework, Adelaide, DECS, South Australia, (seminal text). Department of Education and Children¿s Services, 2001, South Australian curriculum standards andaccountability framework, Adelaide, DECS, South Australia. Department of Education and Children's Services, 2001, South Australian curriculum standards andaccountability framework, Adelaide, DECS, South Australia, (seminal text). Sears, J & Sorensen, P 2000, Issues in science teaching, Routledge, London. Sears, J & Sorensen, P 2000, Issues in science teaching, Routledge, London, (seminal text). Koballa, T & Tippins, D 2004, Cases in middle and secondary science education, Pearson, New Jersey. Koballa, T & Tippins, D 2004, Cases in middle and secondary science education, Pearson, New Jersey, (seminaltext).


Course Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Science and Mathematics Education 2 Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC) Catalog Number:Catalog Number:Catalog Number:Catalog Number: 4164 Course Level:Course Level:Course Level:Course Level: 4 AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 Advanced Career:Career:Career:Career: UGRD Unit Value:Unit Value:Unit Value:Unit Value: 4.5 School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent




School of Education(EDS) School of Education(EDS)

100% 100%

AD

123210

Y Y

Year of Introduction:Year of Introduction:Year of Introduction:Year of Introduction: 1992Study Period:Study Period:Study Period:Study Period: Study Period 1Implementation Date:Implementation Date:Implementation Date:Implementation Date: 1/01/1901Is this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusIs this Course required to be Timetabled in SyllabusPlus?Plus?Plus?Plus?

Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? N Grading Basis:Grading Basis:Grading Basis:Grading Basis: Graded Course Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070301) Curriculum Studies HECS Band:HECS Band:HECS Band:HECS Band: 1A Transitional Band NP-1 Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementAmendment DetailsAmendment DetailsAmendment DetailsAmendment DetailsReason for AmendmentReason for AmendmentReason for AmendmentReason for AmendmentAdd AQF level.




4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo develop students’ understandings of teaching science and mathematics using an integrated approachappropriate for students in the middle years.

Course ContentCourse ContentCourse ContentCourse ContentModels of middle schooling and their impact on mathematics and science teaching; integrated approaches toteaching mathematics and science; cross discipline, trans discipline and interdisciplinary approaches; howdifferent curriculum documents, e.g. SACSA framework and International Baccalaureate, shape middle yearsscience and mathematics.

Course ObjectivesCourse ObjectivesCourse ObjectivesCourse Objectives


NoNoNoNo ObjectiveObjectiveObjectiveObjective1 critique the various approaches to teaching mathematics and science in the middle years2 suggest and implement methods of teaching that are appropriate for teaching science in the middle

years3 apply skills of lesson observation and analysis4 4

- plan integrated units of work in mathematics and science that include the development of studentliteracy and numeracy plan integrated units of work in mathematics and science that include the development of studentliteracy and numeracy

Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y Y Y N N Y Y2 Y N N Y Y N Y3 Y Y N N N N Y4 Y N Y Y Y Y Y




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorDr Graham Hardy

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMr Mark Dowd Full Year Administrator (Full)Mr Roger Edmonds Full Year Administrator (Full)Mr Peter Jager Full Year Administrator (Full)Mr Bruce White Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK N/A N/A N/A




1. INT, MLK 1 Essay 600 words N/A 15 1 2 2 x presentations N/A 20

minutes25 1,2

3 Teaching package 3000 words N/A 60 1,3,4Additional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment RequirementsAdditional Assessment Requirements


N/A





N



Staff member?Staff member?Staff member?Staff member?Merrilyn Goos, Gloria Stillman and Colleen Vale, 2007, Teaching Secondary SchoolMathematics, Allen and Unwin

N

The Art of Teaching Science, 2004, The Art of Teaching Science, Allen and Unwin, CrowsNest

N


Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Department of Education and Children¿s Services, 2001, South Australian curriculum standards andaccountability framework, Adelaide, DECS, South Australia.Koballa, T & Tippins, D 2004, Cases in middle and secondary science education, Pearson, New Jersey.Posamentier, A, Smith, B & Stepelman, J 2010, Teaching secondary mathematics, Allyn &Bacon, Boston.Sears, J & Sorensen, P 2000, Issues in science teaching, Routledge, London.


Course Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval ReportCourse Amendment Approval Report1. Course Details1. Course Details1. Course Details1. Course DetailsCourse Name:Course Name:Course Name:Course Name: Workplace Knowledge and Safety Subject Area:Subject Area:Subject Area:Subject Area: Education(EDUC) Catalog Number:Catalog Number:Catalog Number:Catalog Number: 2052 Course Level:Course Level:Course Level:Course Level: 2 AQF Course Level:AQF Course Level:AQF Course Level:AQF Course Level: 7 Intermediate Career:Career:Career:Career: UGRD Unit Value:Unit Value:Unit Value:Unit Value: 4.5 School OwnerSchool OwnerSchool OwnerSchool Owner PercentPercentPercentPercent





Y

Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective?Is this Course available as a University Wide Elective? N Grading Basis:Grading Basis:Grading Basis:Grading Basis: Graded Course Field of Education:Course Field of Education:Course Field of Education:Course Field of Education: (070199) Teacher Education Nec HECS Band:HECS Band:HECS Band:HECS Band: 1A Transitional Band NP-1 Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type:Work Experience / Placement Type: Does not involve clinical/work experience placementAmendment DetailsAmendment DetailsAmendment DetailsAmendment DetailsReason for AmendmentReason for AmendmentReason for AmendmentReason for AmendmentAdded AQF Level




EDUC 2031 An Introduction to Design and TechnologyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment onlyPrerequisite Comment only


4. Syllabus statement4. Syllabus statement4. Syllabus statement4. Syllabus statementCourse AimCourse AimCourse AimCourse AimTo develop students' understanding of a range of teaching methodologies with specific emphasis on OHSWissues, resource and workplace management strategies appropriate for the implementation of Design andTechnology Education/Home Economics in Middle and Secondary educational settings.

Course ContentCourse ContentCourse ContentCourse ContentDesign based projects; Safe and sustainable work practices and resource management; Understanding andimplementing OHSW guidelines; Safe operating procedures. Students will investigate, interpret and apply safe and sustainable work place practices and resourcemanagement. They will develop an understanding of the design and manufacture of design based projects.Students will implement OHSW guidelines and safety operating procedures of machinery and equipment inworkplace settings.


Course ObjectivesCourse ObjectivesCourse ObjectivesCourse ObjectivesNoNoNoNo ObjectiveObjectiveObjectiveObjective1 1

apply defined occupational health and safety policies and procedures relating to a plan for the workbeing undertaken in order to ensure student safety and that of others in the workplace investigate and apply defined occupational health and safety procedures to ensure students safety andthat of others in the workplace

2 manage the learning environment to ensure the health and safety of students and staff3 set practicable health and safety objectives and be able to plan and implement activities to achieve

those objectives4 recognise hazards, assess consequent risks present in the workplace and be able to determine and

implement appropriate control measures5 communicate effectively on health and safety issues with management and work colleagues6 6

understand the legal responsibilities of employers, managers and employees demonstrate an awareness of the legal responsibilities of employers, managers and employees

Graduate QualitiesGraduate QualitiesGraduate QualitiesGraduate Qualities GQ1GQ1GQ1GQ1 GQ2GQ2GQ2GQ2 GQ3GQ3GQ3GQ3 GQ4GQ4GQ4GQ4 GQ5GQ5GQ5GQ5 GQ6GQ6GQ6GQ6 GQ7GQ7GQ7GQ71 Y Y N N Y N N2 Y Y Y N N N N3 Y Y Y N N N N4 Y Y Y N Y N N5 Y Y Y N Y N N6 Y Y Y N Y N N




1 INT Mawson Lakes ENG N6. Staff6. Staff6. Staff6. StaffStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CourseStaff assigned to the Entire CoursePrimary CoordinatorPrimary CoordinatorPrimary CoordinatorPrimary CoordinatorMr Robert Wright

Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic RoleMr Mark Dowd Full Year Administrator (Full)Ms Leanne Hamilton Full Year Administrator (Full)Dr Denise MacGregor Full Year Administrator (Full)Mr Larry Spry Full Year Administrator (Full)Staff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsStaff assigned to Specific OfferingsOfferingOfferingOfferingOffering Staff NameStaff NameStaff NameStaff Name Study PeriodStudy PeriodStudy PeriodStudy Period Academic RoleAcademic RoleAcademic RoleAcademic Role1. INT, MLK N/A N/A N/A




1. INT, MLK 1 Product 1350 words(equivalent)

N/A 30 1,2,3,4

2 Essay 1350 words N/A 30 4,5,6 3 Project 1800 words

(equivalent) N/A 40 1,5,6

1. INT, MLK 1 Product 1000 words(equivalent)

N/A 30 1,2,3,4

2 Essay 1500 words N/A 30 4,5,6 3 Project 1500 words

(equivalent) N/A 40 1,5,6




N/A




N




Staff member?Staff member?Staff member?Staff member? Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Other Course Reference(s)Australian OHS Authorities: Australian Safety and Compensation CouncilDECD Health and Safety Services website http://www.decd.sa.gov.au/hrhealthsafety/South Australian Curriculum and Accountability Framework (SACSA)WorkCover Corporation 2006, Workplace Health and Safety HandbookWorkCover Corporation, Occupational Health Safety & Welfare Regulations, 2010


Course Withdrawal Approval ReportCourse Withdrawal Approval ReportCourse Withdrawal Approval ReportCourse Withdrawal Approval Report1. Purpose of the proposal1. Purpose of the proposal1. Purpose of the proposal1. Purpose of the proposalCourse Name:Course Name:Course Name:Course Name: Systems Technology: Electronics and Robotics in

EducationSubject Area:Subject Area:Subject Area:Subject Area: Education(EDUC)Catalog Number:Catalog Number:Catalog Number:Catalog Number: 3057Implementation Year:Implementation Year:Implementation Year:Implementation Year: 2015Study Period:Study Period:Study Period:Study Period: Study Period 7Implementation Date:Implementation Date:Implementation Date:Implementation Date: 1/01/2015

2. Course Withdrawal Reasons2. Course Withdrawal Reasons2. Course Withdrawal Reasons2. Course Withdrawal ReasonsNot needed for teaching out of LBDT Bachelor of Education (Design and Technology Education), continuingstudents will enrol in equivalent course in new Bachelor of Education (Secondary).

3. General Comments3. General Comments3. General Comments3. General Comments

4. Division endorsement4. Division endorsement4. Division endorsement4. Division endorsementSchool BoardSchool BoardSchool BoardSchool Board Date:Date:Date:Date:

Division Executive/Division BoardDivision Executive/Division BoardDivision Executive/Division BoardDivision Executive/Division Board Date:Date:Date:Date:

Division(s) offering the contributing single degrees in the case of jointDivision(s) offering the contributing single degrees in the case of jointDivision(s) offering the contributing single degrees in the case of jointDivision(s) offering the contributing single degrees in the case of jointprograms such as double degreesprograms such as double degreesprograms such as double degreesprograms such as double degrees

Date:Date:Date:Date:

Division affected by the proposalDivision affected by the proposalDivision affected by the proposalDivision affected by the proposal Date:Date:Date:Date:

5. Pro Vice Chancellor’s approval5. Pro Vice Chancellor’s approval5. Pro Vice Chancellor’s approval5. Pro Vice Chancellor’s approvalName and SignatureName and SignatureName and SignatureName and Signature DateDateDateDate


Endorsement and ApprovalEndorsement and ApprovalEndorsement and ApprovalEndorsement and Approval

Endorsement DescriptionEndorsement DescriptionEndorsement DescriptionEndorsement Description DescriptionDescriptionDescriptionDescription DateDateDateDate

School Board School of Engineering out ofsession

4/09/2013

School Board School of Education 6/09/2013

School Board School of Art, Architecture andDesign

20/09/2013

Division Executive/DivisionBoard

DAPAG 1/10/2013

Division Executive/DivisionBoard

Division Executive on behalfof Division Board

28/10/2013

ASQC Approved Recommended to AcademicBoard

8/11/2013

1Budget Pro-forma - Bachelor of Education (Secondary Technology).xlsx26/09/201311:43 AM

BUDGET PRO-FORMA

Program Bachelor of Education (Secondary and Technology)

NoteNbr Upfront Yr1 Yr2 Yr3 Yr4 Yr5

$ $ $ $ $ $INCREMENTAL REVENUECGS/HECS 852,403 1,619,565 2,310,011 2,931,412 2,931,412FPPS 0 0 0 0 0Employer Sponsored enterFPOS 0 0 0 0 0Transnational enterRTS enterOUA enterContinuing Education enterTotal Incremental Revenue 852,403 1,619,565 2,310,011 2,931,412 2,931,412

INCREMENTAL COSTSDirect Incremental CostsStart-up Costs enter 25,000 5,000 5,000 5,000 5,000 5,000Marketing enter 15,000 0 0 0 0Program Direction enterCourse Related 234,779 376,552 531,563 702,015 702,015Other (10% on Revenue) enter 10% 85,240 161,956 231,001 293,141 293,141Total Direct Incremental Costs 340,019 543,508 767,564 1,000,156 1,000,156

INCREMENTAL OP. RESULT 512,383 1,076,056 1,542,447 1,931,256 1,931,256% Revenue 60.1% 66.4% 66.8% 65.9% 65.9%

University Levies 340,961 647,826 924,004 1,172,565 1,172,565Division Levies 80,978 153,859 219,451 278,484 278,484School Levies 0 0 0 0 0

INCREMENTAL NET RESULT 90,444 274,372 398,992 480,207 480,207% Revenue 10.6% 16.9% 17.3% 16.4% 16.4%Complete unshaded areas3.4 Projected Intake CGS,FPOS,FPPS Intake 50 50 50 50 50CGS,FPOS,FPPS EFTSL 50.0 95.0 135.5 172.0 172.0 3.6 Minimum Intake Contribution after levies 430,463 817,880 1,166,556 1,480,363 1,480,363Contribution per EFTSL after levies 8,609 8,609 8,609 8,609 8,609Break-Even EFTSL 39.49 63.13 89.16 116.17 116.17Notes:

C:\Users\clarkv\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.Outlook\EQSXHRBB\Budget Pro-forma - Bachelor of Education (Secondary Technology).xlsx26/09/201311:43 AM

Program Name (enter) Bachelor of Education (Secondary and Technology)Comparable Progam - if any (select) LBDT BEd(DesignandTechnologyEduc)Program Length - full time (enter) 4Program Length - part time (enter) 8

Model Scenario (select) Most Likely

Retention Rate (select) 90%

Program OwnershipDivision (select) EAS_DIV : ED ARTS & SOC SCIENCESchool (select) EDS_SCH EDUCATION

Levy Details RateDivision 9.5%School 0% There is no school levy on teaching revenueUniversity: CGS/HECS 40%FPPS 30%Employer Sponsored 12%FPOS 40%Transnational 15%RTS 40%OUA 20%Continuing Education 12%Complete unshaded areas

NEW PROGRAM SUMMARY


LOAD AND REVENUEYr1 Yr2 Yr3 Yr4 Yr5

COMMENCING STUDENTSCommencing Full Time enter Gain CGS 50 50 50 50 50

enter FPOSenter FPPSenter Loss CGSenter FPOSenter FPPS

Net Gain CGS 50 50 50 50 50 FPOS - - - - - FPPS - - - - -

Net FT 50 50 50 50 50 Commencing Part Time enter Gain CGS

enter FPOSenter FPPSenter Loss CGSenter FPOSenter FPPS

Net Gain CGS - - - - - FPOS - - - - - FPPS - - - - -

Net PT - - - - - Commencing Total 50.0 50.0 50.0 50.0 50.0

DURATIONFull Time (Years) 4Part time (Years) 8

Part time to Full Time Attendance Rate 0.5

RETENTIONPercentage from Previous Period 90%

LOAD (EFTSL)Commencing Full Time CGS 50.0 50.0 50.0 50.0 50.0

FPOS - - - - - FPPS - - - - - Total 50.0 50.0 50.0 50.0 50.0

Continuing Full Time CGS - 45.0 85.5 122.0 122.0 FPOS - - - - - FPPS - - - - - Total - 45.0 85.5 122.0 122.0

Total Full Time Load 50.0 95.0 135.5 172.0 172.0 Commencing Part Time CGS - - - - -

FPOS - - - - - FPPS - - - - - Total - - - - -

Continuing Part Time CGS - - - - - FPOS - - - - - FPPS - - - - - Total - - - - -

Total Part Time Load - - - - - Total Load CGS 50.0 95.0 135.5 172.0 172.0

FPOS - - - - - FPPS - - - - -

Total Load Total 50.0 95.0 135.5 172.0 172.0

RATES ($/EFTSL)CGS/HECS enter $17,048FPOS enterFPPS enter

REVENUE ($)CGS/HECS $852,403 $1,619,565 $2,310,011 $2,931,412 $2,931,412FPOS $0 $0 $0 $0 $0FPPS $0 $0 $0 $0 $0Total $852,403 $1,619,565 $2,310,011 $2,931,412 $2,931,412Complete unshaded areas

Notes

Comparable CGS + HECS Rates ($/EFTSL) Indexed 2010 Data

Average $/EFTSL by School $14,289Average $/EFTSL by Comparable Program $14,414 LBDT BEd(DesignandTechnologyEduc)

Nb. Expected commencing students Gains should be offset by estimated losses from existing programs that the new program is expected to replace/affect. Anticipated losses of commencing students should be entered above.


COURSE RELATED COSTS

INCREMENTAL COSTSNoteNbr Cost

Year 1enter Academic Staff 124,902 enter Professional Staff - Technical officer 94,377 enter Consumable & Equipment 12,500 enter Printing 3,000 enterenterenterenterenter

Sub-Total 234,779 Year 2

enter Academic Staff 262,295

enter Professional Staff - Technical officerAssuming D&T Curriculum cores to be run every year (1 FTE) 98,607

enter Consumable & Equipment $50k required for whole program 12,500 enter Printing 5% increase from Year 1 3,150 enterenterenterenter




enter Consumable & Equipment $50k required for whole program 12,500 enter Printing 5% increase from Year 2 3,308 enterenterenter




enter Consumable & Equipment $50k required for whole program 12,500 enter Printing 5% increase from Year 3 3,473 enterenter

Sub-Total 702,015 Total 1,844,908 Notes:Complete unshaded areasInsert Course Code and Name as appropriate (only for courses with an incremental impact)Show course savngs as a negative incremental cost

Coursework Program Approval ManualBusiness CaseBudget Pro-forma(Pro-forma to be prepared for approval of new programs)

OverviewNew programs submitted to APPRC for approval are assessed on both an incremental basis and a full cost basis after taking into account levies. The Budget Pro-forma collects incremental revenues and incremental costs using certain assumptions. Levies are automatically applied on the basis of incremental revenue.

AssumptionsThe Pro-forma assumes the following:• Cannibalisation of existing programs is considered – that is, intake gains for the new program are offset by intake losses on existing programs• Information will be received from Heads of School/Program Directors/Course Co-coordinators and Heads of Units about incremental costs• Figures should be at current prices.

Template Completion

The Budget Pro-forma sheet captures information from all other sheets. Data should be entered into the Incremental Revenue:• Estimate retention average rate • Estimate intake into new program and reduced intakes into existing programs. Insert prices as

Incremental Costs:• Start-up costs are amortised over no more than 5 years• Program specific costs to be separately identified (eg program marketing)• Course related costs – by individual course. Consider the additional costs above and beyond those

Decision Criteria• Incremental benefits?• Level of contribution to overheads/return?• Impact on group of programs?• Strategic intentions?

Version: February 2011

U:\EAO\Marketing and Alumni\Administration\Planning\Briefs and templates 1

Marketing Strategy

New Bachelor of Education

(Secondary Design and Technology) (Secondary Food and Textiles Technologies)

16.1 Marketing Arrangements and Cost

Unique Features and Benefits Bachelor of Education

The only undergraduate degree program of its kind in South Australia

Prepares students for a teaching career as a Secondary Technologies teacher

Gives students two specialisations options: 1/ Secondary Design and Technology 2/ Secondary Food and

Textiles Technologies, giving them flexibility in building their career

Students will be found suitable teaching placements as part of the program

Market Segments

Domestic target markets:

Prospective Students

Year 10-12 High School Students – city, metropolitan and regional schools in SA and nationally

TAFE - SA and nationally

Alternative pathway students - SA and nationally

Adult entrants who have never undertaken tertiary study - SA and nationally


Key Influencers

School Career Counsellors

School Subject Teachers

Parents

Friends and Family

Alumni

Industry

Promotional Plan

University of South Australia Strategic Vision:

The University of South Australia will contribute to society, to industry and to its students as a creative enterprise.

We will be known as a student focused university producing problem solving, globally employable graduates.

University of South Australia Positioning:

Our ambition is to differentiate the University of South as a true University of Enterprise.

New Program Marketing Objectives:

1. Build the University of South Australia’s internal staff knowledge on the new Bachelor of Education program,

its key features, benefits and career outcomes as Australia’s University of Enterprise, so staff can promote the

new program effectively.

2. Increase awareness of the new Bachelor Education program amongst our target audiences.

3. Develop a marketing communications plan that promotes the new Bachelor of Education program and its

specialisations - Secondary Design and Technology, Secondary Food and Textiles Technologies.

4. Increase student enquiries, preferences and enrolments for the new Bachelor of Education program in

2014/2015.

Marketing Strategy

Internal Communications

In order to successful launch our new Bachelor of Education program, it is vital to first promote our program internally to stakeholder groups across the university - Division of EASS Marketing team, International Relations team, CMK, UI, student recruitment teams, future student enquiry teams and Student Ambassadors. These teams come into contact with prospective students on a daily basis as part of their roles. It is important to familiarize these teams with the features, benefits and career outcomes of the new program, so they can speak knowledgeably and promote it to prospective students and key influencers.


Advertising

The Division of EASS Marketing Team will work with the School of Education to develop an undergraduate advertising campaign for 2014 and promote the new Bachelor of Education program. This advertising campaign will include using the new photography, videos, headlines and advertising copy recently developed as part of the marketing suite to promote the new program.

Student Recruitment

The student recruitment cycle for prospective students and key influencers follows a highly coordinated plan developed by CMK, in close collaboration with Division of EASS Marketing. This student recruitment cycle usually commences in February. The student recruitment plan will incorporates a broad range of activities to promote the new Bachelor of Education program, such as brochures, flyers, newsletters, direct mails, e-zines, phone calls, posters, banners, presentations, campus tours and events etc. This plan is designed to meet the needs of prospective students, key influencers and provide the right amount of information on the new program at the right time. Many of these student recruitment activities are unique to UniSA, giving us a competitive advantage in promoting the new program.

Events

We will develop an events calendar for 2014 to promote the new Bachelor of Education program at various student recruitment events through the year, focusing on targeting prospective students and key influencers. There are a variety of different events to attract different audiences ranging from university-wide events, to Division of EASS specific events, to high school events, Adult Entry events and Career Counsellor events. Each individual event will be tailored to the needs of the target audience and deliver a combination of activities ranging from a showcase of our new program, the benefits and graduate opportunities, to a tour of our campus and facilities, to many presentations by Program Directors, current students, alumni and industry.

Publications

A wide range of publications will be produced to highlight the features, benefits and career outcomes of the new Bachelor of Education program as Australia’s University of Enterprise. Publications materials developed will be a combination of university-wide publications, such as Discipline Brochures, as well as a combination of Division of EASS specific publications, such as the new Bachelor of Education program flyers. All collateral will be in-line with the new university Brand Architecture style guide. These publications will be developed with each target audience in mind and designed to provide relevant information on the new Bachelor of Education program. Publications will be used as an engagement tool as part of our student recruitment plan for university-wide and Division of EASS direct marketing campaigns and events.

Website and Digital

The website is often the first port of call for any prospective student seeking information on what to study and where to study. We will update our University of South Australia corporate website, Division of EASS website and School of Education website to make it easy for prospective students to find out all the information they need about the new program. The Division, School and CMK will work together to create new web pages, copy, images, videos and testimonials to promote the new program and link School pages, discipline pages, and PCMS pages together in an integrated approach. In addition, we will promote the new Bachelor of Education program via organic and paid search and drive prospective students to our University of South Australia website to request information, register for an event or find out how to enroll into the new program.

LBDT – Bachelor of Education (Design and Technology) ¢Ǌŀƴǎƛǘƛƻƴ Design and Technology Strand CURRENT PROGRAM NEW PROGRAM FIRST YEAR FIRST YEAR First Semester (Study Period 1, 2 or 3) COURSE

CODE UNITS First Semester (Study Period 1, 2 or 3) COURSE

CODE UNITS

Learning and Cognition EDUC 1077 4.5 Professional Experience 1: Introduction to Educators’ Practices EDUC 1081 4.5 Professional Experience 1: Introduction to

Educators' Practices

EDUC 1081 4.5

Language and Multiliteracies EDUC 1063 4.5 Language and Literacy for Learning EDUC 1076 4.5 An Introduction to Design and Technology EDUC 2031 4.5 An Introduction to Design and Technology EDUC 2031 4.5 TAFE Course 1 – Materials Technology (Furniture Construction 1) 4.5

Second Semester (Study Period 4, 5 or 6)

Numeracy EDUC 1078 4.5 TAFE Course 2 – Materials Technology (Wood Machining 1) 4.5 Wood 1 (Materials and Techniques) NEW 4.5 TAFE Course 3 – Fitting and Machining (Sheet Metal) 4.5 Metal 1 (Materials and Techniques) NEW 4.5 Drawing for Product Design GRAP 1022 4.5 Free Elective 4.5 Elective 1 4.5 SECOND YEAR SECOND YEAR

First Semester (Study Period 1, 2 or 3) First Semester (Study Period 1, 2 or 3)

TAFE Course 4 – Materials Technology (Furniture Construction 2)

4.5 Wood 2 (Design and Processes) NEW 4.5

TAFE Course 5 – Materials Technology (Welding) 4.5 Metal 2 (Design and Processes) NEW 4.5 Workplace Knowledge and Safety EDUC 2052 4.5 Workplace Knowledge and Safety EDUC 2052 4.5 Elective 1 4.5 Minor 1

4.5

Second Semester (Study Period 4, 5 or 6) Second Semester (Study Period 4, 5 or 6)

Teaching and Learning in Design and Technology Education EDUC 2051 4.5 Reflective Practice 2 EDUC 4043 4.5 Professional Experience 2: Curriculum and

Pedagogy

EDUC 2062 4.5

Teaching and Learning in Aboriginal Education

EDUC 2061 4.5

Minor 2

4.5 TAFE Course 6 – Systems Technology (Electronics 1) 4.5 Electronics (Theory and Techniques) NEW 4.5 Inclusive Approaches to Diverse Student Needs EDUC 4196 4.5 THIRD YEAR THIRD YEAR


Reflective Practice 3 EDUC 4055 9 Professional Experience 3: Assessment and

Reporting

EDUC 3061 9

Design and Technology Workshop Knowledge NEW 4.5 Elective 2 4.5 Free Elective

4.5

Systems Technology: Electronics and Robotics in Education EDUC 3057 4.5 Second Semester (Study Period 4, 5 or 6)

Elective 3 4.5 Minor 3

4.5

Inclusive Education EDUC 3055 4.5 Educators’ Work EDUC 4197 4.5 Managing Learning Environments EDUC 3007 4.5 Minor Curriculum 1

4.5

TAFE Course 7 – Materials Technology (Machining) 4.5 TAFE Course 8 – Systems Technology (Electronics 2) 4.5 FOURTH YEAR FOURTH YEAR


Rethinking the Middle Years EDUC 4198 4.5 Advanced Manufacturing NEW 4.5 CADD CAM Principles and Practice MENG

2010 4.5 CADD CAM Principles and Practice

MENG 2010 4.5

Elective 4 4.5 Minor 4

4.5 Minor Curriculum 2

4.5

Education, Change and Society EDUC 4198 4.5 Second Semester (Study Period 4, 5 or 6) Second Semester (Study Period 4, 5 or 6)

Contesting Curriculum EDUC 4158 4.5 Contesting Curriculum, Pedagogy and

Assessment

EDUC 4212 4.5

Professional Application and Reflection 4 EDUC 4056 9 Professional Experience 4: Teacher as Inquirer EDUC 4206 9 Elective 5 4.5 Elective

4.5

http://programs.unisa.edu.au/public/pcms/course.aspx?pageid=150266&y=2013




http://programs.unisa.edu.au/public/pcms/course.aspx?pageid=009165




















LBDT – Bachelor of Education (Design and Technology) ¢Ǌŀƴǎƛǘƛƻƴ Home Economics Strand CURRENT PROGRAM NEW PROGRAM FIRST YEAR FIRST YEAR First Semester (Study Period 1, 2 or 3) COURSE

CODE UNITS First Semester (Study Period 1, 2 or 3) COURSE

CODE UNITS

Approaches to Learning EDUC 4157 4.5 Learning and Cognition EDUC 1077 4.5 Professional Experience 1: Introduction to Educators’ Practices EDUC 1081 4.5 Professional Experience 1: Introduction to

Educators' Practices

EDUC 1081 4.5

Language and Multiliteracies EDUC 1063 4.5 Language and Literacy for Learning EDUC 1076 4.5 An Introduction to Design and Technology EDUC 2031 4.5 An Introduction to Design and Technology EDUC 2031 4.5 Second Semester (Study Period 4, 5 or 6)

Numeracy EDUC 1078 4.5 TAFE Course 1 - (Hospitality – Commercial Cookery 1) 4.5 Food 1 NEW 4.5 Textiles 1 NEW 4.5 Development and Learning Birth to 3 EDUC 1041 4.5 Development and Learning Birth to 3 EDUC 1041 4.5 Free Elective 4.5 Food and Society FOSC 3010 4.5 SECOND YEAR SECOND YEAR


TAFE Course 2 - (Hospitality – Commercial Cookery 2) 4.5 Food 2 NEW 4.5 TAFE Course 3 - (Fashion Design 1) 4.5 Textiles 2 NEW 4.5 Workplace Knowledge and Safety EDUC 2052 4.5 Workplace Knowledge and Safety EDUC 2052 4.5 Elective 1 4.5 Minor 1 4.5 Second Semester (Study Period 4, 5 or 6) Second Semester (Study Period 4, 5 or 6)

Teaching and Learning in Design and Technology Education EDUC 2051 4.5 Reflective Practice 2 EDUC 4043 4.5 Professional Experience 2: Curriculum and

Pedagogy

EDUC 2062 4.5

Teaching and Learning in Aboriginal Education

EDUC 2061 4.5

Food and Society FOSC 3010 4.5 Minor 2 4.5 Inclusive Approaches to Diverse Student Needs EDUC 4196 4.5 Idea Generation Methods for Designers GRAP 2019 4.5 THIRD YEAR THIRD YEAR


Reflective Practice 3 EDUC 4055 9 Professional Experience 3: Assessment and

Reporting

EDUC 3061 9

Approaches to Child and Community Studies EDUC 3056 4.5 Approaches to Child and Community Studies EDUC 3056 4.5 Elective 2 4.5 Free Elective 4.5 Second Semester (Study Period 4, 5 or 6) Second Semester (Study Period 4, 5 or 6)

Elective 3 4.5 Minor 3 4.5 Inclusive Education EDUC 3055 4.5 Educators’ Work EDUC 4197 4.5 Managing Learning Environments EDUC 3007 4.5 Minor Curriculum 1 4.5 TAFE Course 4 - (Hospitality – Commercial Cookery 3) 4.5 TAFE Course 5 - (Fashion Design 2) 4.5 FOURTH YEAR FOURTH YEAR


Rethinking the Middle Years EDUC 4198 4.5 Peers, Relationships and Health EDUC 1004 4.5 Health Risks and Relationship Education HLTH 2013 4.5 Health Risks and Relationship Education HLTH 2013 4.5 Elective 4 4.5 Minor 4 4.5 Minor Curriculum 2 4.5 Education, Change and Society EDUC 4198 4.5 Second Semester (Study Period 4, 5 or 6) Second Semester (Study Period 4, 5 or 6)

Contesting Curriculum EDUC 4158 4.5 Contesting Curriculum, Pedagogy and

Assessment EDUC 4212 4.5

Professional Application and Reflection 4 EDUC 4056 9 Professional Experience 4: Teacher as Inquirer EDUC 4206 9 Elective 5 4.5 Elective 4.5






















Student and Academic Services

Compliance Statement

New Program:

Bachelor of Education

Specialisations:

Secondary Design and Technology

Secondary Food and Textiles Technologies

Proposed Implementation: 2015

Prepared by Sue Hallam

Business Analyst: Academic Structures and Program Approval

On behalf of

Deputy Director: Academic Services

Student and Academic Services

Date: 25 October 2013

Legislative Requirements

Compliant with legislative requirements.

UniSA Academic Policies

Based on the information provided, the program is compliant with UniSA academic

policies.

Program Administration

The program can be administered within established practices.

Financial Impact

On the basis of information supplied, there are no new resource implications for SAS

in the administration of this program that are not provided for in the recurrent

budget.

The new program is supported.

Library Impact Statement Division: Division of Education, Arts and Social Sciences School: School of Education Program Name: Bachelor of Education (Secondary) The Library has assessed the information resources available to support this program. The new program will replace an existing program Bachelor of Education (Design and Technology) [LBDT] and will include two strands: Design and Technology and Food and Textile Technologies, to reflect the focus of the Australian Curriculum in Technologies. The new program is part of a continuing rationalisation of courses within the School. The new strands are already supported by existing resources for the previous program, and from resources acquired for other Schools or Divisions. As the previous program was well-supported by Library resources, no additional recurrent funding is required to meet anticipated needs. An assessment of UniSA resources

Extra recurrent required 0 From recurrent Library budget:

- Books

- Databases and journals

2,270

960,279

Supporting costs per year 962,549 Textbooks and recommended readings The Library has significant collections of resources available in the subject areas of design, technology and education, and continues to increase the electronic book collections. Library holdings have been checked for the textbooks and recommended readings for each course in the program, and around 30 items will need to be ordered for an estimated cost of less than $2300.00. This cost will come from within the Library recurrent budget.

Journals and Databases The Library provides access to a wide range of journals which support this program. Most journals are available online through electronic collections. Core peer-reviewed journals for disciplines such as education, psychology, art, design including industrial design, and materials and manufacturing technology are already held by the Library. Three specific journals were identified as highly regarded for this program (Appendix 1). The Library holds current, active subscriptions for all three journals. However, one title is part of a publisher’s package, and the cost-neutral status depends on its being included in the package’s title list for 2014. The title list has not yet been released.

The Library provides access to a wide range of databases which contain significant content to support this program (Appendix 2). The annual cost of these subscriptions is $960,279 which is met from within the recurrent Library budget. No additional databases are required. Information Research Skills

Academic Library Services team delivers tailored workshops to assist students develop effective information research skills and produces numerous guides, online workshops and videos that can be embedded in learnonline. Relevant TopicLaunch guides include Education, Architecture and interior architecture, Visual arts, Visual communication, and Engineering. These resources adequately support this undergraduate program. The new program is supported by the Library. Stephen Parnell Acting University Librarian

Prepared by Barbara Ives Academic Library Services for the Division of Education, Arts and Social Sciences 20 September 2013

Appendix 1 – Journals requested for the program The following three journals have been identified by Denise MacGregor, Program Director, as highly regarded for design and technology education. They are important, in a field with limited specific journal offerings. All are peer-reviewed. At time of writing, the Library has current, ongoing subscriptions to all three. Note however that International Journal of Fashion Design, Technology and Education is part of a publisher’s package, and the title list for the package has not yet been released for 2014. If the title is dropped from the package, other funds would need to be found to support this crucial journal.

• Design and Technology Education : An International Journal – AUD 165 • International Journal of Fashion Design, Technology and Education - AUD 479

o Part of Taylor & Francis Fresh Journal Collection in 2013. 2014 title list for the package has not been released yet

• International Journal of Technology and Design Education - AUD 334 All costs are for online subscriptions only for 2013. The approximate total cost is AUD 978. XE currency converter used http://www.xe.com/ucc/

http://www.xe.com/ucc/

Appendix 2 – Database costs (2013) NOTE: currency converted using exchange rate in Acquisitions database where available, otherwise using XE currency converter http://www.xe.com/ucc/

Interface/provider Database Cost $A

Informit Education Databases, including A+ Education, Engineering Collection, Australian Engineering Database [plus 93 others]

168,228

EBSCOhost Research Databases

Academic Search Premier, Education research complete, ERIC [plus 32 other bundled databases]

86,738

Art & architecture complete 21,047

Ergonomics Abstracts online 4,280

TOTAL EbscoHost 112,065

ProQuest ProQuest suite of databases including Art, Design & Architecture Collection , BHI: British Humanities Index, ERIC, Social Sciences Premium Collection, Technology Collection [all with relevant subsets]

136,227

ProQuest Central including ProQuest Education journals 244,565

Art and architecture archive [purchased, has perpetual access] 36,727

ProQuest Dissertations & Theses Full Text 31,522

Vogue Archive 1,359

TOTAL ProQuest 450,400

Compendex - Engineering and applied science, including food technology, engineering, electronics 30,513

JSTOR JSTOR Arts & Sciences Collection 26,865

SAGE Education a SAGE full-text collection. 10,245

Springer SpringerLink journals 108,745

Wiley Wiley Online Library - journals 49,694

Oxford Oxford art online 2,438

Arts:search Consists of Design Abstracts Retrospective (DAR), Arts & architecture ProFiles (AAP), and reVIEW 1,086

TOTAL COST 960,279

http://www.xe.com/ucc/

Impact Statement

Program Name: Bachelor of Education (Secondary)

Assessment of Impact: The LTU has reviewed all relevant program documentation. On the basis of the information

supplied, the proposed new program creates no additional demands for the LTU. The new

program is supported.

We note that the program has in-school professional experience across all 4 years, so it will be

very important that all students have the language skills and cultural awareness to operate

successfully in the school environment. We know that some excellent collaboration has taken

place between the LTU Language and Learning team and School of Education staff in relation

to these matters, and we encourage that to continue in the case of this program.

Shane Dawson Stephen Parsons

Assoc. Prof. Shane Dawson, PhD Stephen Parsons

Deputy Director Deputy Director

Academic Learning Services Student Learning Services

Learning & Teaching Unit Learning & Teaching Unit

University of South Australia University of South Australia

Date: 6th September 2013

1

Compliance Statement from UniSA International 17 September 2013 Name of program– Bachelor of Education (Secondary) (two streams - Design and Technology; Food and Textile Technologies) Summary - market demand comments Is there an international market for this program? Extremely limited, CRICOS registration not recommended at this point in time. Likely annual FPOS commencements post market introduction

1 – 5 students – divisional business case suggests 5 FPOS annually which is deemed ambitious by UI.

Countries where there is most opportunity Possibly China, India and Pakistan

• UI predicts the two streams of the proposed Bachelor of Education (Secondary) will have extremely limited if any appeal internationally. It is understood that this program has been designed to address skills shortage in the domestic market.

• Given feedback from SAS to EAS recommending that the program be named Bachelor of Education with specialisations in Secondary Design and Technology, and Secondary Food and Textiles Technologies this will not cause the confusion to the market that UniSA International was anticipating where there was real potential for the program to be confused with a B.Ed (Secondary) with more “mainstream” specialisations.

• There may be potential to attract small numbers of students undertaking related VET qualifications locally who are seeking to progress to Bachelor level studies. Likewise, there may be some potential to attract students with an overseas vocational level qualification on the proviso they are eligible for some credit. This would require a very targeted campaign by the Division and will be heavily reliant on demonstrating clear career outcomes and opportunities for employment in Australia and abroad.

• National data available does not provide detail on enrolments or commencements in Design and Technology or Food and Textile

Technologies as specific disciplines.

2

• The data below relates to those specific education/teaching areas where enrolments and commencements may be in specific areas (i.e. clearly identifiable data on areas such as Early Childhood, Primary etc. has been removed from below).

Market Demand – National Enrolments & Commencements, AEI PRISMS, June 2013

Bachelor Degree

Sum of DATA YTD Enrolments Sum of DATA YTD Commencements Detailed Field Of Education 2010 2011 2012 2013 2010 2011 2012 2013 Education Studies 1 3 2 0 0 1 1 0 Education, n.e.c. 12 13 14 15 0 4 4 4 Education, n.f.d. 7 12 15 13 4 5 4 2 Teacher Education, n.e.c. 72 62 52 72 43 16 23 34 Teacher Education, n.f.c. 71 73 69 64 16 24 24 16 Teacher Education: Secondary 38 33 33 27 11 12 18 11 Grand Total 201 196 185 191 74 62 74 67

ESOS Comments:

Criterion Comment

FPOS fee stipulated √ Specified.

English entry requirements specified

√ Needs to be specified.

ESOS/Visa implications addressed

3

• Full-time enrolment

• Internal mode of attendance

• Annual availability of courses

√

√

√

Students can enrol full time.

Students can enrol in an internal mode.

Available.

Fit with the University’s international strategy addressed

Does not conflict with the University’s international strategy.

Issues for registration/recognition of the program addressed from a

• local perspective

• international perspective

None identified.

Risk Factors N/A

Overall ESOS comment Program structured so that it can be CRICOS registered (i.e. each stream CRICOS registered) and made available to international students studying under a student visa. However given market demand comments, CRICOS registration is not recommended.

Documents

Memorandum - UniSAw3.unisa.edu.au/easacademicservices/program_approval... · 2014-09-22 · 2, as well as the existing course GRAP 1022 Drawing for Product Design.€Two courses will