Broome Campus Unit Information: Education

Undergraduate units are available in off-campus mode
Bachelor of Education Conversion units are available in external mode

ED1120 Introduction to Teaching and the Curriculum Framework
This unit examines the principles of the Curriculum Framework for Kindergarten to Year 12 Education in Western Australia (1998) that guide a developmental approach to teaching and learning. It links these principles to an understanding of the overarching learning outcomes in relation to planning in the Key Learning Areas for students Kindergarten through to Year 7. Student teachers explore a diversity of appropriate teaching, learning and classroom management strategies to enable them to effectively plan for facilitating learning in a variety of contexts as they meet the developmental needs of individual students. They also explore the core values in relation to school policies across the sectors.
Credit Points: 3

ED1194 School Experience 1
Pre-requisite: ED1120 Introduction to Teaching and the Curriculum Framework
This practicum is a minimum of 10 days in duration. The main emphasis of this practicum is directed at observation in a variety of classrooms and raising awareness of the complex role of the teacher. Student teachers observe their assigned teacher in formal teaching situations across the Kindergarten to Year 7 continuum. Student teachers assist the teacher where possible. While no credit points are assigned to this time at school, it is a pre-requisite for the second year teaching practice.
Credit Points: 1

ED2927 Learning Through Play
This unit explores the potential of play as a means by which students from Kindergarten to Year 7 construct knowledge through their natural use of language as they develop physically, cognitively and affectively. Student teachers develop an understanding of how teachers use their knowledge of child development to plan 'play' activities in response to the interests, abilities and unique needs of individual students. Students also examine how such planning promotes language development, meaningful learning and social co-operation across the curriculum.
Credit Points: 3

ED2918 Learning Area Studies: Religious Education 1
Through this unit students examine some of the basic theological principles underlying many current religious education guidelines. They explore concepts such as the human person, images of God, God's self-communication, faith, Church, Scripture, Sacrament, worship and the integration of faith and life. While this unit also addresses different approaches to religious education it focuses on introducing students to the Perth Archdiocesan Guidelines for Religious Educators as they apply to children from Kindergarten through to Year 7.
Credit Points: 2

ED2622 Learning Area Studies: The Arts
This unit in Creative and Expressive Arts gives student teachers an insight and practical experience in the art forms of dance, drama, music and visual arts (art, craft, and design) within the Kindergarten to year 7 continuum. Media and technology are integrated within each of the arts' forms. Study centres on the development of appreciation, knowledge, creating and presenting / performing the arts. Students gain an understanding of how the development of children's skills in the creative and expressive arts can be integrated into the various curriculum areas. Students develop the skills to incorporate the creative and expressive arts into their teaching programs.
Credit Points: 2

ED2624 Learning Area Studies: Mathematics 1
This unit demonstrates how teachers plan meaningful experiences to enable students to learn to use ideas about number, space, measurement and chance as well as mathematical ways of representing patterns and relationships. Such learning enables them to develop an appreciation of the role of mathematics as they describe, interpret and reason about their widening social and physical world. Planning focuses on the relationship of the experiences to the developmental stages of children from Kindergarten through to Year 7.
Credit Points: 2

D2625 Learning Area Studies: English 1
A whole language approach to teaching and learning is the focus of this unit for teachers of students from Kindergarten through to Year 7. The study explores appropriate teaching and learning strategies that enable the development of writing, reading and phonics/spelling to develop from a growing competency in oral language. Such an emphasis on language entails integrated planning across all learning areas to support this development and an understanding of language development in children. A secondary focus on how to develop children's personal skills in oral and written presentations is explored along with the concept of risk-taking in the learning process.
Credit Points: 2

ED2626 Learning Area Studies: Science, Technology & Enterprise
This unit examines the ways in which children construct their knowledge and understandings through direct experiences, problem solving and inventing. This study will explore how teachers plan to provide a rich, experiential program to enable children to develop their investigative skills using everyday materials and organisms appropriate to their stage of development. These skills include observing, classifying, labelling, comparing, describing and using appropriate genre as well as developing a sensitivity to the changing world about them.
Credit Points: 2

ED2929 Understanding and Guiding Children’s Behaviour
This unit is concerned with the care and education of children from Kindergarten through to Year 7. The unit provides students with the opportunity to study aspects of contemporary behaviour management and student guidance. It provides students with a basic knowledge and understanding of the philosophy classroom and learning environment management in relation to the contributions made from the field of psychology. A major emphasis is placed on maintaining each child’s sense of worth and self-esteem. The unit explores the implementation of appropriate strategies to develop each child’s responsibility for their behaviour. Students are introduced to social justice and an anti-bias curriculum.
Credit Points: 2

ED2936 Development & Learning
This unit links the knowledge and understandings about how children learn most effectively to their stages of development during Kindergarten through to Year 7. This includes children's language as well as their social, physical and cognitive development. This knowledge enables student teachers to accurately identify, and plan for, the learning needs of children. Assessment and management are integrated into planning.
Credit Points: 3

ED2994 School Experience 2
Pre-requisite: ED1994 School Experience1 and ED1120 Introduction to Teaching and the Curriculum Framework
This unit comprises a minimum of 25 days practicum in a class across the scope of Kindergarten through to Year 7. During this practicum student teachers build on their previous experience, increasing their level of responsibility for directed class or small group teaching. Formal supervision with constructive feedback, assessment of performance and encouragement for structured self-evaluation is provided by the students' Cooperating Teacher and University Supervisor.
Credit Points: 2

ED3619 Learning Area Studies: Religious Education 2
Pre-requisite: ED2618Learning Area Studies: Religious Education 1
This unit is designed to enable student teachers of students from Kindergarten through to year 7to acquire a sound knowledge and understanding of religious education method. Building on the theological principles underlying the Perth Archdiocesan Guidelines for Religious Educators studied in ED2618, students are helped to develop skills in program planning, lesson preparation, classroom presentation, evaluation, assessment and reporting. Presentation of religious education lessons either within a school or tutorial context is an integral part of this unit.
Credit Points: 2

ED2623: Learning Area Studies: Health and Physical Education
Both health and physical education are regarded as essential elements for children from Kindergarten through to Year 7. In the course of this unit student teachers develop their understanding of health, safety and physical education issues pertaining to children. Student teachers develop the skills and strategies for programming, planning and implementing lessons in both health and physical education. Student teachers are assisted in devising ways and means of promoting sound attitudes and good habits for life for children.
Credit Points: 2

ED2624: Learning Area Studies: Mathematics 2
Pre-requisite: ED1624 Learning Area Studies: Mathematics Method 1
This unit is designed to give student teachers a sound knowledge and understanding of skills for the teaching of Mathematics across the Kindergarten to Year 7 continuum. The unit includes practice in writing work programs, knowledge of assessment and evaluation, various approaches to classroom organisation, the use of appropriate resources, awareness of the importance of an investigative approach in a diversity of meaningful contexts and the place of computers and calculators in the teaching of mathematics.
Credit Points: 2

ED3929 Catering for Students with Special Needs
This unit covers children with special needs and studies ways in which the classroom teacher can modify the learning environment to include all learners. The concept of integration is explored, as well as the social justice issues related to special needs. Special emphasis is given to developing strategies and learning processes for special education students; the gifted and talented as well as students with learning disabilities and handicaps.
Credit Points: 2

ED2927 Learning Area Studies: Society and Environment
In this unit student teachers explore the ways in which children gain understandings and make sense of the world around them; about how people interact with each other and their environment. The focus on planning to develop the children's knowledge, skills and values includes constructive evaluations through social inquiry, environmental appraisals and ethical analysis. Such an approach aims to develop in students an environmental consciousness, social competence and civic responsibility appropriate to their stage of development.
Credit Points: 2

ED3928: Learning Area Studies: English and LOTE 2
Pre-requisite: ED1625 Learning Area Studies: English 1
This unit focuses on planning a supportive and stimulating language-rich environment to facilitate the development of children's language throughout the years Kindergarten through to Year 7. Student teachers are made aware that such development provides a sound basis for children beginning and extending their oral and written literacy skills while also developing their ability to critically evaluate a diversity of texts and social issues. Catering for the needs of LOTE students is a special focus in this unit. It also examines how planning needs to reflect the range of student skills, interests and abilities while encouraging students to become self-directed and independent learners across all learning areas.
Credit Points: 3

ED3936: Programming & Sequential Learning
Pre-requisite: ED1120 Introduction to Teaching and the Curriculum Framework
This unit prepares student teachers for their ATP in a Kindergarten to Year 7 setting and for their role as beginning teachers. The central focus of this role is the development of the language, physical, affective and cognitive skills of each child/student. The development of programming skills brings together understandings of the Curriculum Framework (1998), a developmental approach to teaching and learning as well as student teachers' growing understandings gained in methodology units covering the major learning areas. It also draws on the student teachers' ability to employ the most appropriate strategies, approaches and resources to enable students reach their learning potential in line with a school's overall policy.
Credit Points: 3

ED3994 School Experience 3 (ATP Stage 1)
Pre-requisite: ED2994 School Experience 2
Co-requisite: ED3930 Programming & Sequential Learning

This unit comprises a minimum of 50 days practicum in a class across the Kindergarten to Year 7 continuum. During this time student teachers further develop their teaching skills in relation to teaching children. Student teachers observe, program, sequence, plan and teach a number of lessons in a variety of curriculum learning areas. Student teachers gradually build to a substantial teaching load by the end of the period. This unit provides the student with an opportunity to participate in a broad range of co-curricula and extra-curricula activities of the school and to develop an understanding of the dynamics and culture of the day-to-day life of a school. It also facilitates progressive development of skills needed for effective interpersonal involvement in the learning environment, classroom, school and wider school community. During this practicum students increasingly accept the role of a classroom teacher. They develop added confidence as a teacher as they accept increasing responsibility for planning and implementing their programs and for evaluating their own effectiveness, personal suitability and commitment.
Credit Points: 2

ED4134 Information Technology for Teaching and Learning
Pre-Requisite: ED 1120 Introduction to Teaching and the Curriculum Framework, and ED3930 Programming and Sequential Learning
This unit explores the use of information technology to enhance learning across key learning areas through an examination of software programs and case studies demonstrating 'best practice'. Student teachers develop the skills to critically evaluate this material as they develop an understanding of appropriate strategies and planning skills. This in turn enables them to plan and facilitate appropriate learning experiences for students from diverse cultural, social and linguistic backgrounds.
Credit Points: 2

ED4133 Professional Responsibilities of the Teacher
This unit is practical in nature, developing both skills and knowledge. It explores the modern concept of teaching as a 'profession'. The natures of professionals and professionalism and the implications of this for teacher's work and conduct are examined. The legal responsibilities of teaching professionals, such as duty of care and reporting of children at risk of abuse, are considered along with the professional and collegial demands on the teacher in the school context. The Policy Statements of the Catholic Education Commission, the Education Department of Western Australia, the AECA Code of Ethics and other legislative requirements relevant to teachers responsibilities will also be examined.
Credit Points: 2

ED4191: Facilitating Indigenous Students Acquiring SAE
This unit provides an in-depth study of the English based languages spoken by indigenous people in Australia. Whether the language is a pidgin, Creole or a dialect of English, the similarity to English lends to many misunderstandings with Standard Australian English speakers and affects the learning that takes place. The unit focuses on the English based languages spoken by Indigenous Australians and compares these with pidgin and Creole languages spoken in other parts of the world. It looks at the reasons for using the FELIKS approach.
Credit Points: 3

ED4157: Working With Aboriginal Students
This unit explores the cultural and social factors that impact on planning for Aboriginal students. These include consideration of their socialisation patterns, their patterns of language as well as the importance and varying significance of relationships. In the light of these understandings this unit examines how to effectively work with Teaching Assistants (TAs) and/or Aboriginal/Indigenous Education Officers (AIEOs) and develop appropriate skills to enable Aboriginal children to reach their potential in both their own and mainstream cultures.
Credit Points: 3

ED4210 Essentials of the Catholic School
This unit focuses on the culture of the Catholic school. It examines the mission and goals of Catholic schools; the nature of Catholic school communities; the motives of parents in choosing Catholic schooling for their children; the varying expectations of Catholic schooling among teachers, parents and students; the special character of Catholic schools; the relationship between Catholic schools and the Catholic sub-culture; the effects and outcomes of Catholic schooling; and variations among different types of Catholic schools.
Credit Points: 3

ED 4240 Educating Children with Special Needs
Current educational emphasis is based on the philosophy and principles of equitable life opportunities, for all members of society irrespective of socio-economic status, ethnicity or level of disability. A major challenge for schools is providing adequate support for students from marginalised groups and responding to those with special needs. This unit offers a review of inclusive schooling policies and recommended practices for addressing special educational needs. The unit has theoretical and practical foci with particular emphasis directed to the needs of students with disabilities and will involve case studies in particular school settings.
Credit Points: 2

ED4750 History of Aboriginal Education
This unit provides a general introduction to Aboriginal History, with a focus on historical patterns of interaction, conflict and alienation between indigenous and settler communities, and their impact on issues of social justice and reconciliation in contemporary Australia. It looks at the social organisation and structure of traditional Aboriginal society, including relationships with the land and the nature of Aboriginal spirituality and its contemporary expressions in its interactions with Christian religion and spirituality.
Credit Points: 2

ED4840 Early Childhood Field Experience (3-6)
This practicum consists of 20 days or 120 hours of supervised field experience in a pre-primary centre, a four-year-old kindergarten, or a 3-5 room in a childcare centre, where the student teacher seeks to demonstrate competency with children at different levels. The student is expected to plan and implement learning experiences appropriate to children aged between three and six years.
Credit Points: 2

ED4860 Early Childhood Field Experience (3-6)
This practicum consists of an eight-week, supervised experience in a pre-primary or four-year-old class where the student teacher seeks to demonstrate competency with children at different levels. The student is expected to plan and implement learning experiences appropriate to children aged between three and six years.
Credit Points: 2

ED4880 Directed Field Study (Early Childhood 3-6)
This alternative practicum is an independent study contract designed specifically for Graduate Certificate in Education (Early Childhood) students currently employed as early childhood teachers. The contract, carried out in their current work situations, consists of two distinct components: (1) Selecting a child-development, communication or learning-related issue of personal interest arising from any part of their associated on-course work. The students explore its manifestation in their work setting through systematic observation and implementation of an improvement-oriented action research cycle. (2) For a learning area of their choice, the students are required to program plan, implement, evaluate and report on a developmentally appropriate curriculum, spanning at least six-weeks sequentially, for children aged 3 to 6 years.
Credit Points: 2

ED 4900 Child Development Laboratory
This unit studies the development of the whole child. Its focus is on children aged birth - 8-years. Children's physical, emotional, social, spiritual, and cognitive development is examined. Students develop a number of different observation techniques that they will apply to their study of young children. Observations are used as the basis for planning in other units in this course.

ED 4910 Creative Play and Structuring Environments
In this unit students learn the importance of play and the types of play that are developmentally appropriate for young children. Lectures and workshops address exploratory play and sensory experiences; physical play that supports children's fine and gross motor development; play to encourage cognitive development including, language, music, mathematics, science and environmental experiences; social and emotional development including dramatic play experiences and celebrations; aesthetic and creative development including art and craft experiences and spiritual development. Applying their knowledge of how children grow and develop, students structure environments for young children that are safe, hygienic and encourage children to become self-directed learners. Students' awareness of health and welfare issues in early childhood is raised. Students construct a cooperative learning environment with learning centres (outdoors and indoors) that constitute a quality early childhood program.

ED 4920 Curriculum Design and Development for ECE
This unit looks at the history of early childhood and examines current trends, issues and services that impinge on curriculum development. Students develop a curriculum for an early childhood setting. Working from an understanding of children's and families' needs, students develop a personal philosophy, long and short-term goals and objectives for individuals and groups of children. Students construct programs for young children. An inclusive, anti-bias perspective of program planning is emphasised. Programs are planned to reflect the school's or centre's philosophy and goals. Plans and timetables are devised to reflect children's needs, abilities and interests. Students are taught to evaluate their program in light of stated outcomes. Students are introduced to formulation of early childhood policies and procedures as well as administration of early childhood services. The issue of professionalism and the code of ethics is emphasised.

ED4991 School Experience 4 (ATP Stage 2)
Pre-requisite: ED39945 School Experience 3 (ATP Stage 1)
This unit comprises a minimum of 50 days practicum in a Kindergarten through to Year 7 class. Student teachers continue to develop and refining their teaching skills. Student teachers observe, program, sequence, plan and teach a number of lessons in a variety of curriculum learning areas. Student teachers again build to a substantial teaching load by the end of the period. As in ED 3994, students are provided with an opportunity to participate in a broad range of co-curricula and extra-curricula activities of the school and to develop an understanding of the dynamics and culture of the day-to-day life of a school. During this practicum students develop added confidence as a teacher as they accept increasing responsibility for planning and implementing their programs and for evaluating their own effectiveness, personal suitability and commitment. Successful completion of this unit is required for teaching certification or graduation as a teacher of children from Kindergarten through to Year 7.
Credit Points: 4

ED4992 Reflective Practice
This unit is run in conjunction with ED 4991. It gives the student teacher opportunities to put into practice the process of reflective practice, an invaluable tool used by professionals engaged in education. Reflective practice allows student teachers to review their practice critically and productively. Students will be encouraged to identify issues of practice and to use constructive ways to analyse and rectify where appropriate.
Credit Points: 1

AB500 The Silent History
This unit is a pre-requisite unit for Masters students who wish to study Indigenous units at a postgraduate level. The unit will provide the student with an intense foundation knowledge of the history of Indigenous Australia since contact times. It covers the various government policies that have impinged on the lives of Indigenous Australians, the many issues of the 1990s and government reports and inquiries. (Students who have completed AB100 will not be required to study this unit.)

ED5010 Research Methods
This unit is designed to provide Masters students undertaking a research — based higher degree (by dissertation or thesis) with necessary methodological skills and knowledge. It will introduce students to a range of research techniques. Students must be adequately prepared in their undergraduate degrees for the type of research training which they will experience in this unit. In completing this unit, students may have the opportunity to consider a research design which may be the basis for their subsequent dissertation or thesis.

ED5240 Educating Children with Special Needs
This unit covers children with special needs and studies ways in which the classroom teacher can modify the learning environment to include all learners. The concept of integration is explored, as well as the social justice issues related to special needs. Special emphasis is given to developing strategies and learning processes for special education students; the gifted and talented as well as students with learning disabilities and handicaps.

ED5280 The Aboriginal Quest for the Sacred
Desirable Pre-requisite AB500 The Silent History
CEO Accreditation B & C unit

This unit provides an intensive study on the Aboriginal quest for the Sacred. It commences with a primal search for the Sacred evident in all people, focusing on texts by Otto, Eliade, Turner and Taylor and moving into an understanding of the comparative structure of various religions. The core element of the course is the various manifestations of Aboriginal religions and spirituality, progressing into an understanding of Aboriginal religion and spirituality as it meets with Christian religion and spirituality. Various expressions of this in contemporary times are studied.

ED5290 Religious Education and the Aboriginal Student
Desirable Pre-requisite AB500 The Silent History
CEO Accreditation B & C unit

This unit seeks to establish in the student a broad understanding of the meaning and base of religious education and the range of approaches that have been used through the years. Students undertake study of the Western Australian Archdiocesan Guidelines then move to consider the traditional religious base of Aboriginal people and the manner in which children were incorporated into this belief system. A comparative study is undertaken to consider the context in which religious education is best delivered to Aboriginal students today, taking into account, the range of cultural situations in which Aboriginal people find themselves. Students are exposed to an innovative range of content and delivery of religious education to Aboriginal students drawing principally on Kimberley experiences.

ED5380 English Based Languages and the Aboriginal Student
This unit provides a socialinguistic study o English based languages focussing on those spoken by Indigenous Australians. Whether the langiage is a pidgin, creole or a dialect of English, the similarity leads to many misunderstandings with speakers of Standard Australian English. The unit looks at the way pidgins and creoles develop and at attitudes to these languages varieties in Australia and other countries. Australian English, Aboriginal English, Kriol and Torres Strait Creole are used as examples while some opportunity is given for local research. Consideration is given to the educational implications of teaching students from an English based language background.

ED5401 Policy and Practice in Aboriginal Education
Desirable Pre-requisite AB500 The Silent History
This unit focuses on the complex and interrelated processes involved in the formulation and implementation of current policies designed to address the educational needs and aspirations of Indigenous Australians. In particular the roles and actions of the Commonwealth Government, MCEETYA, State/Territory agencies, the various education providers and Indigenous consultancy mechanisms involved in this process will be critically examined.

ED5450 Australian Indigenous Languages
Regular tutorials will be run on the Broome Campus if numbers warrant
Desirable Pre-requisite AB500 The Silent History

This unit studies the Indigenous languages of Australia. There are two main areas of focus: languages from across Australia and the study of specific language. Topics will include the current state of the languages, relationships of Australian languages and significant features of these languages. The tools of descriptive linguistics are used for analysis and description. The specific language studies will normally be Walmajarri from the Great Sandy Desert.

ED5750 History of Aboriginal Education
Desirable Pre-requisite AB500 The Silent History
The introductory topic deals with the increasingly vexatious issue of what is Aboriginal history and who should write it, followed by an examination of the links between shifting ideologies, policies and the provision of Aboriginal education from the early 19th to the late 20th century. The focus then moves to a detailed examination, utilising case studies, of the role of missions as major providers of education for much of the period under review. The concluding topic will then provide an overview of post-war Aboriginal education leading up to, but not including, the implementation of the National Aboriginal and Torres Strait Islander Education Policy.

ED5900 Child Development Laboratory (0-8)
This unit examines children’s spiritual, physical, emotional, social and cognitive development. Students develop a number of different observation techniques that they will apply to their study of young children.

ED5910 Creative Play and Structuring Environments
In this unit students learn the importance of play and the types of play that are developmentally appropriate for children from birth to eight years. Students workshop play experiences and develop resources to support the development of the whole child. Applying their knowledge of how children grow and develop, students structure environments for young children that are safe, hygienic and encourage children to become self directed learners. Their awareness of health and welfare issues in early childhood is raised. Students construct a cooperative learning environment with learning centres (outdoors and indoors) that constitute a quality early childhood program.

ET502 Ethical Issues in Professional Life
This unit explores the Christian and secular foundations of the modern concept of a 'profession'. The nature of professions, professionalism and professional ethics is studied from a variety of disciplinary perspectives — theology, philosophy, history and sociology. The unit is practical in nature, developing both skills and knowledge. The unit equips Teachers, Lawyers, Academics, Business people, Clergy, Health Professionals with theoretical understanding of the philosophical and theological foundations of professional ethics and the concept of a profession skills in the application of practical methods of values clarification, sound ethical decision making and setting ethical policy to real situations at work opportunities to undertake a supervised 'research' case-study in a work placement

TH512 Spirituality and the Challenges of Reconciliation
Desirable Pre-requisite AB500 The Silent History
CEO Accreditation B & C unit

This unit focuses on the need to develop a spirituality which will enable the peoples of different cultures and histories to live in harmony. The unit proposes that the spirituality for the third millennium is a spirituality of reconciliation. The opportunity to study the meaning of reconciliation; to look at situations nationally and globally where reconciliation is needed and to reflect on the skills and strategies used by churches, organisations and individuals to bring about reconciliation in various conflict situations around the world, will be provided in this unit. Special emphasis will be placed on the Australian scene.