Newcastle College of Advanced Education Calendar, 1976

CHARLESTOWN

•

NEWCASTLE COLLEGE OF ADVANCED EDUCATION

1976 CALENDAR

Printed for Newcastle College of Advanced Education by R. A. DERKENNE PTY. LTD., PRINTERS, NEWCASTLE

NEWCASTLE COLLEGE OF

ADVANCED EDUCATION

Postal Address-P.O. Box 84, Waratah, New South Wales. 2298

Location-Rankin Drive, Waratah West, New South Wales.

Telephone-Newcastle 671388

Telegraphic code-NEWCAE

COLLEGE AWARDS

TEACHER EDUCATION: Bachelor of Education

(Industrial Arts) Graduate Diploma in Education

(Primary Education) Graduate Diploma in Education

(Secondary Education) Diploma in Special Education Diploma in Art Education Diploma in Art Education

Conversion Diploma in Music (Education) Diploma in Teaching

(Primary Education) Diploma in Teaching

(Secondary Education)

ART: Diploma in Art

2

Duration in Years

4 Full-time

1 Full-time

1 Full-time 1 Full-time 4 Full-time

5 Part-time 4 Full-time

3 Full-time

3 Full-time

4 Full-time

PREFACE

Newcastle College of Advanced Education, formerly the Newcastle Teachers College, is being developed as a multi-vocational tertiary institution in the Newcastle region. The College was declared a corporate college of advanced education by the New South Wales Minister for Education on 1st October, 1974 when the first corporate Council constituted under the Higher Education Act of 1969 assumed office. The latter Act has been superseded by the Colleges of Advanced Education Act, 1975 and the Council governs the affairs of the College within the provisions of the new Act. In being thus constituted, the College became a corporate college of advanced education under its new name "Newcastle College of Advanced Education", in place of the college of advanced education formerly known as Newcastle Teachers College. Prior to the appointment of the first corporate Council, the College had been served by an interim Council appointed by the Minister in July, 1973 to advise him on the future development of the College and to assist the College in planning its progress to corporate status. The first Corporate Council appointed by the Minister holds office for a period of two years from 1st October, 1974 to 30th September, 1976 when itis expected thatthe Council will be reconstituted under the College's own By-laws. The College was established as a teachers college in February 1949. It opened with 14 members of academic staff, including the Principal, 4 non-academic staff members and 182 students in the Manual Arts block of the incomplete Newcastle Technical High School at Broadmeadow, after the building had been modified for temporary use as a teachers college. At first, the College concentrated its efforts on the preparation of primary teachers, all enrolled in a two-year certificate course, but steadily the range and variety of courses offered was extended as the College population grew. In 1951 the College transferred to a site of about five acres at Union Street, Newcastle, but again occupied buildings intended to be temporary. The buildings initially were pre-fabricated aluminium huts of Hawksley or Bristol manufacture, while in later years portable buildings, a brick assembly hall and library were added. At the end of February 1974, the College moved all of its activities to the new and permanent complex of buildings at Waratah West, pari of which had been occupied by the Industrial Arts and Art Education s~tions of the College from the beginning of 1971. The College's enrolment had steadily increased year by year and When it moved to its new premises at the beginning of 1974, its .. tt"",f·iua full-time student enrolment had reached 1750. In 1975 the

"~.yu'''~1;; had an effective full-time student enrolment of 1918 made up

3

PREFACE

of some 1800 students in full-time courses with a further 340 students undertaking external study courses; an academic staff of 16810cated in 12 departments; and a non-academic staff establishment of 150. The new College complex provides extensive, modern buildings in an attractive natural bushland setting of some 59.75 acres (24 hectares) off Rankin Drive in the suburb of Waratah West, adjacent to the University of Newcastle and approximately 7 miles (11 kilometres) from the city of Newcastle. The new complex at Waratah West was established at a final cost of almost $8 million, including buildings, furniture and equipment. Stage I of the complex was occupied by the Industrial Arts and Art Education sections of the College from the beginning of 1971, and occupation of Stage II commenced when the College moved all of its activities from the previous site at Union Street in the City to the new complex in March, 1974. Stage II was finalised with the completion in November, 1974 of an Auditorium incorporating an extensive stage area, excellent facilities for dramatic and other performing arts productions, and with a seating capacity on two levels for 970 persons. In the total complex there are art studios; craft rooms; science, woodwork, metalwork and materials science laboratories, geography, history and social science rooms; home science, cooking and food science laboratories; needlework and textiles rooms; mathematics lecture and computer rooms; an observation clinic; music rooms; 20 music practice rooms; general lecture rooms and theatres; and student common room, coffee lounge and dining hall. The Library consists of a single floor reading room, including study rooms, offices, typing rooms, stacks and catalogues. A second lower floor includes an audio-visual teaching aides resource centre, tape recorder rooms, visual education rooms, two lecture rooms, and extensive storage space for films, cassettes and records. A further major capital building development commenced during 1975 is the construction of a Special Education Clinic and Teaching Centre at a cost of $560,000 to facilitate the consolidation and development of the College's courses and research in the field of special education, especially the provision of courses for the preparation of resource teachers and teachers of educationally handicapped children. Its purpose is to provide the opportunity for the teaching of special education courses in those aspects where clinical conditions are appropriate, and thus, to provide a service to the community. The co-operation of the College and the University of Newcastle is planned in the field of development and research in special education using this facility. It is expected that the Centre will be completed for occupation in May 1976. The College's primary emphasis has been in the field of teacher

4

PREFACE

ed~c~tio~ in w?ich it provides a wide range of courses in teacher trammg, m~ludmg a variety of specialist fields, at both diploma and g~adu~te ~lpl0.ma levels. The College commenced planning for dlverslfic~t~on mto other areas during 1974 when the New South Wales Mlmster for Education approved the proposal for the College to assuJ?e t?e form~r responsibilities of the Department of Technical EducatlOn m offermg advanced education courses in Painting and Sculpture. Consequently, arrangements were finalised, in the second h~lf of 197~, for the College to take over the responsibility for the Fme ~rt Dlplom~ courses formerly offered by the Department of Techmcal EducatlOn at the Newcastle Branch of the National Art School, .and to assum~ full responsibility for the Diploma in Art (~ducatlOn) course WhICh formerly had been offered in association WIth that Department. As a consequence of these developments, the !'l"ew .so~th .Wales Advanced Education Board approved the mtroductlOn m 1975 of four-year full-time courses in Art (Painting and Sculpture) and Art Education. The Art Diploma cou~ses continue to be offered in premises of the Department of Techmcal and Further Education in Hunter Street Ne.w~ast1e West, but it is planned to establish the Art School in ne~ bmldmgs to be constructed on the Waratah West site during the 1977 /79 Triennium. In 1975, the i~troduction of the College's first degree course was approved. ~htle the Colle~e had for some time offered a three-year course leadmg to the DIploma in Teaching in Industrial Arts approval w~s given f~r the introduction of a three-year/four-yea; progr~mme m Industnal Arts education leading to the Diploma in Teachmg for the former and the Bachelor of Education in Industrial Ar~s as the award for the four-year programme. It IS the College Council's aim to achieve further diversification in course offerings in coming triennia, and to this end the State Ad~anced Education Board and the Public Service Board, exercising theIr powers under the College of Advanced Education Act have appr~ved the establishment of the position of Principal as that of Pnnclpal of a multi-discipline institution. The position of Principal wa~ filled on this basis in the latter part of 1975, following the ret.lfe~ent of the foundation Principal, Mr. G. H. Duncan. The new Pnnclpal, Dr. Edward Richardson, B.Sc., Ph.D., P.Cert.Ed.(Lond.) takes up his appointment on 1st February, 1976. ' Acceptmg the. re~ponsibility of its changed status, the College proposes to reVIse Its current courses in the light of changing demands and to. provide for the expressed needs, not only of the teaching professlOn, but also for those of other interests that are warranted in order to meet local community and statewide demands. '

5

PREFACE

the departments offering courses in the College are as follows:

Art Art Education Education English/History Home Science/Textiles Industrial Arts Languages (French, German, Latin) Mathematics Music Education Physical Education Science Social Sciences

The governing body of the College, the Council, consists of members drawn from the community, the staff and the students. The Council has the responsibility for the management ofthe affairs of the College and derives its powers, duties and authorities under the Colleges of Advanced Education Act, 1975. In discharging its powers, the Council consults the College Academic Board-and the senior executive officers. The College Academic Board in turn consults and receives recommendations from two Boards of Studies established in 1974, the Board of Studies in Primary and Special Education and the Board of Studies in Secondary Education, and a third Board of Studies appointed in 1975, the Board of Studies in Art. The Council has established Committees to advise it and make recommendations on matters relating to Finance, Management and Personnel, Properties and Grounds, Legislative and Academic matters. The Act empowers the College Council to make By-laws with respect to a wide range of matters for the management and good government of the College, including the discipline of the College; the election of elected members of Council; the manner of appointment, promotion and dismissal of staff; the qualifications for admission, progress and the examination of students; the terms and conditions upon which awards, fellowships, scholarships and prizes may be conferred; the conduct of meetings of the Council and the membership and appointment of Committees and Boards of the College. The By-laws made by the Council must be transmitted to the Governor for his approval. The College's By-law provisions have been submitted to the New South Wales Minister for Education for his approval in principle and an indication of opinion that the By-laws may legally be made. It is anticipated that the College's Principal By-law will be approved and take effect during 1976.

6

PREFACE

A corporate college of advanced education established under the Colleges of Advanced Education Act has perpetual succession, a common seal, may take legal proceedings and be proceeded against deal with property and all matters that a body corporate, by law, ma; do to further the purposes for which it was constituted. The College is funded by the Australian Government through the agencies of the Australian Commission on Advanced Education and the New South Wales Higher Education Board (formerly Advanced Education Board). The planning of the College's recurrent and capital needs is now und~rtaken on a triennial basis in accordance with the policy and reqUlrements of these two instrumentalities. The College is entirely responsible for handling its own funds granted under the Australian Government States Grants legislation, both capital and recurrent which are received into its own bank accounts quarterly in advance:

7

TABLE OF CONTENTS

College Awards

Preface

Principal Dates.

Officers of the College .. .

The College Council ... ... . .. Committees of the Council.

The Academic Board ... Committees of the Academic Bo.ard

Staff Academic .. Administrative. Library ... Counselling ...

Honorary Fellows of the College.

Admission Requirements

Rules and Regulations . Unsatisfactory Progress - ExclusIOn (Reg. 5.3) . Show Cause (Reg. 5.4). Re-Admission (Reg. 5.5) Appeals against Exclusion (Reg. 5.6) Fees and Charges (Reg. 5.9) ... . .. General Conditions for Award of Diplomas (Reg. 5.10) .. Assessment (Reg. 5.11). Examinations (Reg. 5.12) ... Timetable Requirements (Reg. 5.13) Withdrawal (Reg. 5.14) ... ... . .. Designation of Students (Reg. 6.2) .. Discipline (Reg. 4.1) ... . .. Parking of Cars (Reg. 12.1) Relaxing Clause (Reg. 5.15)

General Procedures and Requirements Academic Requirements .. . Change of Name/Address ... . .. Enrolment in Correct Subjects .. Examination Results Identity Cards. Notice Boards. Ownership of Work Variation of Course

Services for Students Amenities .. Chaplaincy Service. Counselling Service Student Accommodation Scheme Student Loan Fund The Library ...

Cominunity Programmes

8

Page 2

3

11

15

16 17 18 19

22 31 33 34

34

35

40 41 41 41 42 43 43 43 46 46 47 47 48 49

50 50 51 51 51 52 52 52

53 54 55 55 55 57

58

TABLE OF CONTENTS continued

Aunual Report for 1974 The Council ... Administrative Independence and Corporate Status .. By-Laws ... Physical Developments. Official Opening ... Academic Developments Staff ... Students

Enrolments ... Awards Conferred. Student Counselling Service

Courses Teacher Education

Art

Three Year Courses Four/Five Year Courses ... One Year Courses Awards ...

Four Year Courses Part-Time Courses

The Library ... Finances and Funding .. Triennium Planning ... Benefactions ... Appendices

Financial Statements ... Annexure 'A' .. Annexure 'B' .. Annexure 'C' .. Annexure 'D' .. Annexure 'E' .. Annexure 'F' ..

Award of Diplomas 1974 Graduate Diploma in Education (Primary Education) Graduate Diploma in Education (Secondary Education) . Diploma in Special Education ... Diploma in Teacher Librarianship ... Diploma in Art (Education) ... Diploma in Music (Education) .. Diploma in Teaching (Primary Education) .. . Diploma in Teaching (Special Education) .. . Diploma in Teaching (Secondary Education) Prizes.. . ..

Course Outlines

Diploma in Teaching (Primary Education) - One Year Conversion ...

Diploma in Teaching (Secondary Education) - English/History. - Mathematics ... . .. - Science. - Industrial Arts ..

- Artisan Entry ... - Bachelor of Education (Industrial Arts) ... - Home Science/Textiles ...

9

Page

59 62 62 63 65 65 68

68 69 69

69 70 71 72

73 74 74 74 75 76

78 79 80 81 82 83 85

86 87 88 88 89 89 90 92 92 94

97 100

136 152 170 184 186 201 204

TABLE OF CONTENTS continued

- Social Sciences.. ... . .. - Physical Education .. . .. - One Year Conversion ...

Diploma in Art. ... ... . ..

Diploma in Art Education ... - Conversion Course ..

Diploma in Music Education

Diploma in Special Education

Graduate Diploma in Education - Primary Education .. . .. - Secondary Education ...

External Studies ... ... . ..

10

Page

218 232 246

263

267 270

306

312

320 321

400

PRINCIPAL DATES 1976

JANUARY

1 Thursday Public Holiday-New Year's Day

16 Friday Closing date for "Applications for Admission" in the case of applicants attempting the 1975 N.S.W. Higher School Certificate Examination; applicants attempting interstate matriculation examinations in 1975; applicants attempting examinations conducted by another tertiary institution in 1975.

19 Monday Special Examinations begin

23 Friday Special Examinations end

26 Monday Public Holiday-Australia Day

FEBRUARY

23 Monday FIRST TERM begins

26 Thursday Newcastle Show Day Holiday

9 Friday

16 Friday to

19 Monday

20 Tuesday

26 Monday

30 Friday

MARCH

APRIL

Last day for withdrawal without failure from a subject which is being undertaken in the first semester only.

Public Holiday-Good Friday

Public Holiday-Easter Monday

Last day of Easter Recess

Public Holiday-Anzac Day

FIRST TERM ends

11

---= -~~-----

7 Friday

PRINCIPAL DATES

MAY

GRADUATION DAY

24 Monday SECOND TERM begins

JUNE

14 Monday Public Holiday-Queen's Birthday

21 Monday Block Practice teaching begins

2 Friday

16 Friday

23 Friday

13 Friday

JULY

SEMESTER I ends

Block Practice teaching ends

Last day to withdraw without failure from course or subject having a duration of one academic year.

AUGUST

SECOND TERM ends

SEPTEMBER

6 Monday THIRD TERM begins

24 Friday Last day for withdrawal without failure from a subject which is being undertaken in the second semester only.

OCTOBER

4 Monday Public Holiday-Eight Hour Day

NOVEMBER

12 Friday SEMESTER II ends

20 Saturday Annual Examinations begin

DECEMBER

11 Saturday Annual Examinations end

THIRD TERM ends

12

PRINCIPAL DATES

1977

JANUARY

14 Friday Last day for lodgement of request for review of 1976 Annual Examination results.

17 Monday Special Examinations begin

21 Friday Special Examinations end

11 Friday

FEBRUARY

Last day for lodgement of request for review of 1977 Special Examination results.

21 Monday FIRST TERM begins

l3

14

OFFICERS OF THE COLLEGE

Principal

Edward Richardson, BSc, PhD, PCertEd(London)

Assistant Principal

To be appointed

Co-ordinator of Studies in Primary and Special Education

Jeffrey William Bennett, BA, MEd(Sydney), MACE

Co-ordinator of Studies in Secondary Education

Bertram Lucas Wood, BA, MA(Sydney)

Secretary

John David Todd, BCom(Newcastle), AASA

15

THE COLLEGE COUNCIL

The first corporate Council of the College will hold office until 30th September, 1976.

Chairman Leslie GIBBS, BEM, FAIM

Deputy Chairman Alderman Gordon Cameron ANDERSON, FAIM, MAIPSM

Members Nominated by the Minister for Education Alderman Gordon Cameron ANDERSON, FAIM, MAIPSM Francis Bruce BENSLEY, BSc, DipEd(Sydney), MACE Professor Alexander John CARMICHAEL, BE, PhD(New South Wales), ASTC,

CEng.FIEAust, FIMechE(London), MASCE(New York), MSESA(New York), FRSA(London)

Professor Clifton Darfield ELL YETI, MSc, PhD(Manchester), FRAS, FRSNZ, F AlP

Andrew John FERGUSSON, AGA James Redriff FOSTER, BA(New England) Leslie GIBBS, BEM, FAIM Rodney John HARDEN, BSc(New South Wales) ASTC, MAIMM Harry Douglas HARDING, MIE(Victoria), FRIPA, FAIM, MICT Robert Alwyn JAMES, DipTCP, MRAPI Raymond Ernest Alexander PATRICK, BCom(Newcastle), FCA, ACIS James Alwyn REEVES, BEc, DipEd(Sydney), DipBusStudies(Newcastle) Terence Kevin TOBIN, MIEAust, MAIC Professor Alan Douglas TWEEDIE, MA(New Zealand) Kathleen Prescot STEWART, BA(Queensland) Clarence Morgan WILLOUGHBY, BEc(Sydney), DipEd(Administration)(New

England)

Member Being Official Member: The Principal: Edward RICHARDSON, BSc, PhD, PCertEd(London)

Members Elected by Members of the Academic Staff: Raymond Lewis HODGINS, BSc(New South Wales), ASTC Joan Evelyn POOLE, MA(Sydney)

Member Elected by Members of the Non-academic Staff William Munro FORD, LASA

Member Elected by the Students of the College: Michael John MURRAY

Secretary: John David TODD, BCom(Newcastle), AASA

16

COMMITTEES OF THE COUNCIL

ACADEMIC COMMITTEE

Professor C. D. Ellyett (Chairman) Chairman of Council

Principal

Mr. F. B. Bensley Mr. A. J. Fergusson Mr. H. D. Harding

Mr. T. K. Tobin

FINANCE, MANAGEMENT AND PERSONNEL COMMITTEE

Alderman G. C. Anderson (Chairman) Chairman of Council

Principal

Mr. J. R. Foster Mr. R. E. A. Patrick

Miss J. E. Poole Mr. C. M. Willoughby

LEGISLATIVE COMMITTEE

Mr. J. A. Reeves (Chairman) Chairman of Council

Principal

Mr. R. L. Hodgins Mr. M. J. Murray

Professor A. D. Tweedie

PROPERTIES AND GROUNDS COMMITTEE

Mr. R. J. Harden (Chairman) Chairman of Council

Principal

Professor A. J. Carmichael Mr. W. M. Ford Mr. R. A. James

Mrs. K. P. Stewart

17

COMMITTEES OF THE COUNCIL

STANDING COMMITTEE

Chairman of Council Principal

Alderman G. C. Anderson Professor C. D. Ellyett

Mr. R. J. Harden Mr. J. A. Reeves

THE ACADEMIC BOARD

Dr. E. Richardson (Chairman) The Assistant Principal (Deputy Chairman)

Mr. J. W. Bennett Mr. P. Martin Miss J. Blatchford (Conservatorium) Mr. J. W. Cramp Mr. J. W. Moore Mr. J. P. Doherty Dr. D. R. Parsons Miss J. E. Ferguson Mrs. E. A. Smith Mr. J. J. Grady Mr. L. C. R. Smith Mrs. M. F. Grady Mr. L. A. Ware Mr. R. L. Hodgins Mr. R. J. Whitbread Mr. J. P. Koos Mr. W. E. Wilcox Dr. H. B. Lindsay Mr. B. L. Wood Mr. G. J. McGill Mr. L. G. Young

Student Members

Mrs. B. Penglase Mr. A. Ranson

By Invitation

Mr. B. R. Morison

Mrs. D. Rhodes Mr. D. A. Roach

18

COMMITTEES OF THE ACADEMIC BOARD


The Principal is an ex officio member of every committee

The Executive Committee The Principal (Chairman) The Assistant Principal Co-ordinator of Studies in Primary and Special Education Co-ordinator of Studies in Secondary Education Chairman of Admissions Committee Two members elected from the Board:

J. P. Doherty G. J. McGill

The Board of Studies iu Art L. A. Ware (Chairman) J. W. Cramp J. P. Koos Aldona O'Brien G. Rintoul P. W. Singleton E. Agnes Smith Student Member: P. B. Galbraith Co-ordinator of Studies in Secondary

Education or his nominee Chairman of the Admissions Committee or

his nominee

19


The Board of Studies in Primary and Special Education J. W. Bennett (Chairman) J. N. Berthold D. E. Corney E. J. Dunnage Jessie E. Ferguson B. F. Joyce L. A. McKenzie W. R. Maley E. J. Manning J. W. Moore B. R. Morjson Olga K. Pilger N. D. Pryde B. R. Smith E. Agnes Smith L. C. R. Smith

The Board of Studies in Secondary Education B. L. Wood (Chairman) Kathleen Abernethy J. W. Cramp J. P. Doherty J. J. Grady Mabel F. Grady R. J. Haywood R. Heading J. W. Hill H. B. Lindsay J. W. Moore E. Agnes Smith L. C. R. Smith A. O. Taylor L. A. Ware

The Admissions Committee H. B. Lindsay (Chairman) J. W. Cramp J. W. Moore G. J. McGill L. C. R. Smith L. A. Ware

20

t -


The External Studies Committee J. W. Moore (Chairman) J. W. Cramp R. D. Hinten R. J. Haywood June P. GoHan E. D. Pyle R. Haines Jessie E. Ferguson Marilyn K. Cooper K. McDonald. R. J. Ward E. Agnes Smith Two members elected by Academic Board:

L. C. R. Smith R. J. Whitbread

The Research Committee The Assistant Principal T. Sheedy R. J. Whitbread L. A. Ware J. Miles E. J. Manning S. J. Beveridge

The Study Leave Committee The Assistant Principal J. W. Bennett J. W. Moore J. P. Koos

The Timetable Committee B. L. Wood (Chairman) J. W. Bennett D. E. Corney (Executive Member) D. R. Huxley K. Scott R. A. Telfer R. L. Hodgins

21

ACADEMIC STAFF

DEPARTMENT OF ART

Head of Department and Principal Lecturer L. A. Ware

Senior Lecturers Aldona O'Brien, ASTC DipPaint, MA(Royal College of Art

London) G. Rintoul, DipArt P. Singleton, ICAC, NDD(Fylde Coll)

Lecturers Dawn K. Burston, ASTC DipPaint F. M. Celtlan, ASTC DipPaint D. M. Hawke, ASTC DipArt(Ed), BEd, MA(Calgary) J. R. McGrath, ASTC DipPaint J. Montefiore, ASTC DipPaint A. G. Mula, Diploma Maturita Artistica(Artistic "Liceo" of

Rome) Christine A. Sanders, ASTC DipPaint Patricia A. Wilson, ASTC Dip Paint

Assistant Lecturers G. P. Crichton, ASTC DipPaint G. W. Jones, ASTC, DipArt(Ed) R. J. Morrison, AIAP, AUP, ASA Aleida S. Rowland, ASTC, DipArt(Ed) B. W. Shepherd

DEPARTMENT OF ART EDUCATION

Head of Department and Principal Lecturer J. W. Cramp, ASTC DipArt, BA(New England),

GradDip(Ind Design) (New South Wales)

Senior Lecturer D. L. Yorke, NDD(Wallasey College of Art),

ARCA(Royal College of Art London), AIBD, IIBID

Lecturers J: N. Berthold, ASTC, DipArt(Ed)

Birkett, DAD (Exeter) , ATC(London) Jones, ASTC, DipArt(Ed)

G. Wilkinson, ASTC, DipArt(Ed)

22

l -t-,

ACADEMIC STAFF

DEPARTMENT OF EDUCATION

Head of Department and Principal Lecturer J. W. Bennett, BA, MEd(Sydney), MACE Principal Lecturers H. B. Lindsay, BA, MEd(Sydney), PhD (New England), MACE E. Agnes Smith, BA(Sydney), MACE Senior Lecturers D. Chaston, BA, MEd(Sydney) W. R. Maley, BA(Sydney), BLitt, MEd(New England), MACE,

MAPsS, MBPsS E. J. Manning, BA, DipEd, MA(Sydney), MAPsS J. Miles, BA, PhD(Newcastle), MAPsS R. R. Milne, BA(Sydney), MACE, MAPsS B. R. Morison, BA, DipEd, MEd(Sydney), MAPsS P. R. Smith, BA(Sydney)

Lecturers Rosina Bailey, BA(New England), ATCL, LTCL, (Trinity College

London), MACE' D. L. Baird, BA(California), MA(Sacramento) C. T. Burford, DipPE(Sydney), BPE, MEd(Calgary) J. A. Burke, BA(Sydney), MA(Newcastle), MACE J. A. W. Caldwell, BA(New South Wales), DipEd,

MA(Newcastle), MACE R. H. Coulton, BA, BLitt(New England), MACE Carolyn G. Flanagan, BA(Newcastle), AAPsS P. J. Foreman, BA, BLitt, MEd(New England), MACE T. J. Fullerton, BA(Newcastle) J. Gill, BA, DipEd(New England) R. D. Hinten, BA, DipEdAdmin(New England) W. G. Jones, BA(Newcastle), AAPsS Margaret F. Jurd, BA(Sydney), MA(Newcastle), MAPsS J. J. Mcivor, BA, BLitt(New England), MEd(Sydney), MAPsS J. A. Rees, BA(Newcastle) G. L. W. Robinson, BA, DipEd(Sydney), MAPsS R. S. Rowe, BA(New England), MACE, MAPsS R. A. Telfer, BA(New South Wales), DipEdAdmin, MEdAdmin

(New England), MACE R. L. Wilson, BA(Sydney), LTCL(Trinity College London), MACE N. H. Wright, BA(New England) Assistant Lecturers S. H. Johnson, BA(Sydney) Sandra Sirasch, BSc, DipEd(Newcastle), MAPsS

23

ACADEMIC STAFF

Part-Time Lecturers D. R. Martin, BA, DipEd(Sydney), ABPsS, MAPsS Mary Martin, BA(New England), MACE

DEPARTMENT OF ENGLISH

Head of Department and Principal Lecturer B. L. Wood, BA, MA(Sydney)

Senior Lecturers D. R. Huxley, BA, BLitt(New England), MA(Newcastle) G. J. McGill, BA, MA(Sydney) W. Newling, BA, DipEd, MEd(Sydney), MACE Frances Nugent, BA(Sydney), MA(New England) Joan E. Poole, BA, MA(Sydney) B. R. Smith, BA(Sydney), DipEd, BLitt(New England), MA,

PhD (Newcastle )

Lecturers M. M. Beck, BA(Newcastle) R. J. Haywood, BA(New England) D. F. King, BA(Newcastle) D. Matthews, BA(Newcastle), MA(Toronto) A. P. Mitchell, BA, BLitt(New England) Pamela M. Mowatt, BA, PCertEd(London) A. C. Murphy, BA, DipEd(Sydney) J. D. O'Donoghue, BA(Newcastle) J. Robson, BA, DipEd(Sydney) Jacqueline M. Thorpe, LTCL(Trinity College London) B. W. Wilson, BA, MA(Newcastle)

Assistant Lecturer Muriel J. Haywood, BA, DipEd(Sydney)

24

ACADEMIC STAFF

DEPARTMENT OF HOME SCIENCE/TEXTILES Head of Department and Principal Lecturer Mabel F. Grady, BA(New South Wales), MACE, MAPsS

Senior Lecturer Elaine M. Goggin, BSc(Sydney), CertDiet(RPA Hospital Sydney),

MS(Nutrition) (Hawaii), DipEd

Lecturers Ena D. Abell, BA(New England) Pauline J. Clark, DipTeach Rae Fox, DipTeach June P. Gollan, DipDomArts(Larnook Teach Coll), DipTeach Maia L. Manning, DipTeach Olga K. Pilger, DipTeach Ruth E. Symes, BEd(Sussex) Rhonda M. Williamson, BSc(New South Wales)

25

ACADEMIC STAFF

DEPARTMENT OF INDUSTRIAL ARTS AND CRAFTS

Head of Department and Principal Lecturer W. E. Wilcox

Senior Lecturers W. L. Cook, BA(New England), MSc(New South Wales), ASTC

ManArts D. E. Corney, DipManArts(New South Wales), DipArt(Ed),

ASTC E. W. Fitness, DipIA(Ed), ASTC G. T. Nicholls, BA(New England), MEd(Alberta), ASTC

ManArts MACE . A. O. Taylor, BA, MEngSc(Newcastle), ASTC Drawing and

Design

Lecturers B. W. Ableson, DipManArts(New South Wales), ASTC, MIlA O. J. Barry, DipManArts(New South Wales), ASTC, MACE C. H. L. Ferguson, DipManArts(New South Wales),

DipEd(Syd Teach ColI), ASTC J. B. Fisher, DipArt(Ed), ASTC J. P. Koos, DipArt(Ed), ASTC G. C. Lindsay, DipManArts(New South Wales), ASTC W. T. Marsh, ASTG, ManArts K. Morgan, DipIA(Ed), ASTC T. R. Owen, DipIA(Ed), ASTC A. J. Pateman, DipManArts(New South Wales), ASTC H. Pickard, ASTC, ManArts E. D. Pyle, ASTC, ManArts L. N. See, ASTC, ManArts, MIlA D. N. Smith, BSc(IndArts) (New South Wales) G. P. Symes, DipManArts(New South Wales), ASTC

Assistant Lecturer W. H. Wiltshire, DipIA(Ed) (NSW Institute of Technology)

26

ACADEMIC STAFF

DEPARTMENT OF MATHEMATICS

Head of Department and Principal Lecturer R. J. Whitbread, BSc, DipEd(Sydney)

Senior Lecturer J. W. Hill, BA(New England), ASTC IndArts

Lecturers F. G. H. Bishop, BA(New England) D. J. Condon, BSc(New South Wales), MSc(Macquarie) W. P. Galvin, BA(Sydney), MEd(Newcastle) R. E. Haines, BSc(Sydney) B. J. Joyce, BA(New England), MEd(Newcastle) R. S. Murray, BSc, DipEd(Sydney) J. Neilson, BA(New South Wales) M. J. Williams, BA, DipEd(Newcastle)

DEPARTMENT OF MUSIC

Head of Department and Principal Lecturer Jessie E. Ferguson, LMusA(AMEB), DSCM(Conservatorium of

NSW), L TCL(Trinity College London), DipMusEd(Conservatorium of NSW)

Senior Lecturer R. Heading, BA(Newcastle), DipMusEd(Conservatorium of

NSW), MACE

Lecturers A. W. Curry, BA, MEd(Sydney), DipMusEd(Conservatorium of

NSW), MACE Jennifer J. Ewans, BA(New England), AMusA(AMEB) Florence M. Lloyd, DipMusEd(Conservatorium of NSW)

Part- Time Lecturer Margaret D. Holt, DipMusEd(Conservatorium of NSW) .

27

ACADEMIC STAFF

DEPARTMENT OF PHYSICAL EDUCATION

Head of Department and Principal Lecturer D. R. Parsons, DipPE(Syd Teach ColI), BPE, MPE(British

Columbia), EdD(California), MACE

Senior Lecturer K. A. Laffey, DipPE(Syd Teach ColI), BA(Newcastle),

MEd(Sydney), MACE

Lecturers Kathleen Abernethy, DipPE(Syd Teach ColI) L. W. Burwell, BA(Newcastle) Wendy M. Coleman, DipPE(Syd Teach ColI) Marilyn K. Cooper, DipPE(Syd Teach ColI) E. J. Dunnage, DipPE(Syd Teach ColI) T. Hall, BSc(Ed), MEd(Illinois),

ElemAdmin Creden tial( California) Merren K. Thomas, DipPE(WolIongong Teach ColI)

Assistant Lecturer K. W. Thompson, BEd(PE) (Sydney)

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ACADEMIC STAFF

DEPARTMENT OF SCIENCE

Head of Department and Principal Lecturer J. P. Doherty, BSc, MSc(Sydney)

Principal Lecturer J. W. Moore, BA(New South Wales), BScAgr(Sydney),

BEd(Melbourne)

Senior Lecturers R. L. Hodgins, ASTC Science, BSc(Newcastle), MACE K. McDonald, BA, BLitt, MA(New England), MACE L. A. McKenzie, BSc(Western Australia), BEd(New England) L. W. J. Pennington, BSc, DipEd(Liverpool), MEd(Sydney),

MACE T. J. Sheedy, BSc, DipEd(New England), MSc, MEd(Newcastle),

AssIntEd(London)

Lecturers S. J. Beveridge, BSc, DipEd(Newcastle), MSc(Sydney) R. B. Flanagan, BSc(Newcastle) G. S. Grace, BSc(Sydney) H. E. White, BSc(Newcastle) Joyce E. Winney, BSc, DipEd(Sydney)

29

ACADEMIC STAFF

DEPARTMENT OF SOCIAL SCIENCES

Head of Department and Principal Lecturer To be appointed

Principal Lecturer L. G. Young, BA, MA(Sydney), DipRE(Melbourne College of

Divinity)

Senior Lecturers J. J. Grady, BA(New South Wales) J. M. Graham, BA(Sydney), BLitt(New England),

MA(Newcastle), N. D. Pryde, BA(Newcastle), MA(Sydney), MACE L. C. R. Smith, BA, DipEd, MA(Sydney), ThL(Australian

College of Theology), MACE,

Lecturers W. R. Bruce, BA, DipEd(Sydney), MACE H. J. C. Green, BA, DipEd(New England), R. Lewis, BA, MEd(Newcastle) J. R. Nyman, BA(Sydney), BA, MA, BLitt(Oxon.), DipEd(New

England) K. Scott, BA, BLitt(New England) G. Spencer, BA(New South Wales), DipEd(Newcastle) J. F. Stokes, BA(New England) J. W. Tierney, BEc, DipEd, MEd(Sydney) Helen M. Vaile, BA, DipEd, MA(Sydney), P. J. Vaile, BA(New England), MA(Sydney), R. J. Ward, BA(New South Wales)

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ADMINISTRATIVE STAFF Secretary:

J. D. Todd, BCom(Newcastle), AASA

Assistant Secretaries: Admin,istration-

R. Weir, BA(Newcastle)

Finance and PropertiesP. R. Welsh, AASA

Internal Auditor: W: J. Pickering, FCIS, FA SA

Amenities Officer:

G. Idstein, DipTeach, DipRecreation(National Fitness Council)

Administrative Assistants: Examinations

N. J. Garnham

Admissions and Enrolments-Carolyn Fardon BA, DipEd(Sydney)

Personnel-J. S. Davidson, AFAIM

Publications-Elaine Walker

31

ADMINISTRATIVE STAFF

Budget and AccountsG. A. Searles, AASA

Finance-T. G. Jones

Salaries-Robert James Salter

Properties-J. C. Goluzd, B.Com(Newcastle)

Purchasing-K. J. Morrissey

Maintenance SupervisorF.P. Barry

Resident Caretaker-1. Auld

Senior GardenerT. Dyson

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I ~

LIBRARY STAFF Head, Library Services Joan Blatchford, BA(Sydney), DipEd, ALAA

Technical Services (Senior Librarian) Robyn M .. Emanuel, BA(New South Wales),

ALAA Lynette D. Firkin, BA(Newcastle), DipLib(New South Wales),

ALAA Laurie Nilsen, ALAA Teresa M. Gan, BA(Newcastle)

Reference Services (Senior Librarian) Jennifer M. Scobie, BA, DipEd(Sydney), ALAA Marie-Therese Van Dyk, ALAA Carolyn L. Symes, BA(Newcastle), DipLib(New South Wales),

ALAA Audrey L. Porter, DipTech(Library Studies) (SAlT)

Audio- Visual Myra S. Keay, BA(New Zealand), ALAA

Art School Rochelle Jang

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COUNSELLING STAFF

Senior Student Counsellor A. J. Kavanagh, BA(Sydney), MAPsS

HONORARY FELLOWS OF THE COLLEGE

1975 Griffith Hammond Duncan, OBE, MA(Sydney), BEd(Melbourne), FACE

ADMISSION REQUIREMENTS

1. NORMAL ENTRY PROVISIONS

1.1 General Admission Requirements A candidate, before being deemed eligible to be considered for admission is required to: (i) (a) have passed the N.S.W. Higher School Certificate or the

University of Sydney Matriculation Examination or other examination of equivalent standing in at least four recognised subjects, one of which shall be English, and

(b) have attained in that examination the aggregate of marks prescribed by the College Academic board, and

(c) have attained in that examination the departmental entry requirements (see below).

(ii) The recognised subjects shall include: English Bahasa Indonesia Mathematics Spanish Science Russian Agriculture Sheep Husbandry Modern History & Wool Technology Ancient History Chinese Geography Japanese Economics Hebrew Farm Mechanics Dutch Greek Arts Latin Music French Industrial Arts German Italian

Home Science Textiles and Design

(iii) Mathematics and Science both passed as full courses, together shall, for the purpose of sub-section (i) (a) of this section be counted as three subjects, but otherwise each shall count as one subject.

(iv) The qualification for admission normally should be obtained at one examination but when the qualification is obtained by taking papers at two successive examinations the method of aggregation of marks will take this fact into account.

34 35


1.2 Admission to Specialist Departments

ART

ART EDUCATION GENERAL PRIMARY ENGLISH/ HISTORY MATHEMATICS

SCIENCE

INDUSTRIAL ARTS

HOME SCIENCE/ TEXTILES

SOCIAL SCIENCE

MUSIC

PHYSICAL EDUCATION

Higher School Certificate at level 2 or better in Art. Higher School Certificate at level 2 or better in Art. No specific departmental prerequisites.

Higher School Certificate at level 2 or better in English. Higher School Certificate at level 2S or better in Mathematics. Higher School Certificate at level 2S or better in Science with Mathematics at any level. No specific departmental requirements. However preference is given to applicants with passes in Industrial Arts, Science and Mathematics in the Higher School Certificate. No specific departmental requirements. However preference is given to applicants with passes in Home Science, Textiles and Design, and Science in the Higher School Certificate. No specific departmental requirements. However lectures will be based on the assumption that applicants have studied Economics and Geography in the Higher School Certificate. Pass in Music at the Higher School Certificate.

OR Grade VII practical studies and Grade VI musicianship.

OR Higher School Certificate together with special musical abilities. No specific departmental prerequisites. However, lectures will be based on the assumption that applicants have successfully studied the following subjects at the Higher School Certificate: Mathematics (2S) Science (2S), preferably but not necessarily with Physics and Chemistry.

36


1.3 Admission as a Student A person who has applied to undertake a course or subject or subjects shall upon the approval of his admission to the College and the payment of such fees as may from time to time be determined, become an admitted member of the College and be deemed to have accepted the privileges and obligations of membership of the College.

1.4 Limitation on Admission The Council may limit the number of students in any subject or course.

2. NEW SOUTH WALES LEAVING CERTIFICATE EXAMINATION Any person who has passed this examination and is in doubt about this qualification for entry purposes is invited to approach the College for advice.

3. INTERSTATE AND OVERSEAS STUDENTS Prospective students who have received their secondary education outside New South Wales will be considered for Admission by the Admissions Committee which will determine the status of their qualifications for entry to courses in the College. Such students will be required to submit official documentary evidence of their qualifications.

4. OTHER ENTRY PROVISIONS Provision has been made for the admission to courses of persons who do not possess recognised entry qualifications. The Admissions Committee may recommend the admission of such an applicant under such conditions or with such standing as it may determine where the applicant has satisfied the Committee that he has reached a standard of education sufficient to enable him to pursue his proposed course of study.

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5. PROCEDURES FOR ADMISSION All forms relating to admission are obtainable from the Student Administration Office. Students seeking admission in the 1976 academic year are required to lodge an "Application for Admission-1976" with the Student Administration Office not later than (a) 5.00 p.m. on Wednesday, 1st October, 1975, in the case of:

PERSONS RESIDENT IN AUSTRALIA who are seeking admission on the basis of qualifications which are already held at 30th September, 1975; persons resident OUTSIDE Australia provided they already possess the results of the examination on which they are relying for admission in 1976. Persons resident outside Australia whose examination results will not be available by 1st November, 1975 will not be consideredfor admission in 1976. They may inquire in September, 1976 for admission in 1977.

(b) 5.00p.m .. on Friday, 16th January, 1976, in the case of:OF PERSONS RESIDENT IN AUSTRALIA who; (i) are seeking admission on the basis of results of exam

inations taken after 30th September, 1975. (ii) in 1975 have been enrolled in another Australian tertiary

institution. (iii) have applied to attempt the University of Sydney Matricu

lation Examination in February, 1976.

NO GUARANTEE CAN BE GIVEN THAT APPLICATIONS RECEIVED AFTER THE PRESCRIBED DATES WILL BE CONSIDERED.

Applications sent by post should be addressed to The Secretary, Newcastle College of Advanced Education, P.O. Box 84, Waratah, N.S.W., 2298. Students proposing to attempt the University of Sydney Matriculation Examination in February, 1976, should indicate on the application for admission the subjects and levels to be attempted, and must advise the Secretary of their results as soon as they are known. Each student will be advised by letter of the outcome of his application and those accepted will be informed of the procedures to be followed for the completion of enrolment. However, it should be noted that new students will be required to attend the College in person to have their enrolment approved and to pay fees. Certain days in mid-February will be set aside for this purpose. Students accepted for admission will be advised of these dates.

38

RULES AND REGULATIONS

Generally, all rules and regulations under which the College is currently operating may be found in the 1974 Handbook and Calendar which is available in the College Library. Amending or interpretative rules and regulations approved periodically by Councilor Academic Board are available in the minutes of these bodies; copy of which is also retained in the Library. For the benefit of students the following more commonly encountered aspects of these rules and regulations are reproduced here.

UN SA TISF ACTORY PROGRESS-EXCLUSION SHOW CAUSE RE-ADMISSION APPEALS AGAINST EXCLUSION FEES AND CHARGES GENERAL CONDITIONS FOR AWARD OF DIPLOMAS ASSESSMENT EXAM INA TIONS TIMETABLE REQUIREMENTS WITHDRAWAL DESIGNATION OF STUDENTS DISCIPLINE PARKING OF CARS RELAXING CLAUSE

39


UNSATISFACTORY PROGRESS~EXCLUSION (Reg. 5.3)

1. The head of a department may determine that a student taking a subject or course offered by the department shall be excluded from any examination for which the Department is responsible for any of the following reasons: (a) unsatisfactory attendance at lectures: (b) failure to complete work: (c) failure to complete written work or other assignments; or (d) failure to complete field work.

2. The relevant Board of Studies may review the academic progress of any student who fails in, or is absent from, or is excluded under section 1 of this regulation from any examination and may recommend to the Academic Board: (a) that the student be excluded from any further study in a subject

or course; (b) that the student may enrol only in such subject or subjects or

course as the Academic Board may determine; or

3. The Academic Board in considering a referral under section 2 may determine: (a) that the student be excluded from the diploma course; (b) that the student be permitted to continue his diploma course

subject to such conditions as the Admissions Committee may determine;

4. The Academic Board may, on the recommendation of the appropriate Board of Studies exclude from the College any student whose academic record in the opinion of the College Academic Board demonstrates the student's lack of fitness to pursue his studies in the College.

5. A student affected by a decision under sections 3 or 4 of this Regulation may submit to the Academic Board a written case why the decision should be reconsidered.

40


SHOW CAUSE (Reg. 5.4)

1. A student shall show cause why he should be allowed to repeat a course or subject in which he has failed more than once. Annulment under regulation 2.5.7 (b) shall be regarded as failure.

2. (i) A full-time student shall show cause why he should be allowed to continue a course if all subjects of the first year of his course are not completed by the end. of his second year in attendance. (ii) A part-time student shall show cause why he should be allowed to continue a course if all subjects of the first stage of his course are not completed by the end of his second year.

3. (i) A student who has a record of failure at another college or university shall show cause why he should be admitted to the College.

4. A student required to show cause shall have his application considered by the Admissions Committee which shall advise the Academic Board whether the cause shown is adequate to justify the student being permitted to continue his course or to enrol as the case may be.

RE-ADMISSION (Reg. 5.5) Any student excluded from a diploma course or from the College may apply after one academic year to the Admissions Committee for readmission to any such diploma course or to the College. If the Admissions Committee is satisfied that the condition or circumstances of any such student should have so changed that there is reasonable probability that he will make satisfactory progress in his studies it may recommend to the Academic Board the re-admission of that student under such conditions as it may determine.

APPEAL AGAINST EXCLUSION (Reg. 5.6) Any student excluded from any course of the College may appeal to the Council. Such appeal must be in writing addressed to the Secretary of the College. It should be noted that such an appeal may only be effected if all other appeals permitted under "Unsatisfactory Progress~Exclusion" (above) have been exhausted.

41


SCHEDULE OF FEES AND CHARGES (Reg. 5.9)

1. STUDENTS REPRESENTATIVE COUNCIL FEE All registered full-time students must pay a membership fee of$50.00 to the Students Representative Council. Diploma in Music (Education) students will be required to pay an S.R.C. Fee of only $5.00. External Studies students are exempt from the fee.

2. LIBRARY DEPOSIT All registered students must pay a Library deposit fee of $10.00, refundable upon request at the completion of their course. (Any outstanding Library fine or the value of books lost or not returned will be deducted before a refund is made).

3. LATE ENROLMENT AND RE-ENROLMENT CHARGES (a) Late lodgement of re-enrolment form charge,

where a continuing student fails to lodge a reenrolment form with the Student Administration Office by Friday, 20th February, 1976............... $10.00

(b) Late enrolment/re-enrolment charge, where a student does not lodge the 'approved' section of the enrolment form with the cashier by Friday, 27th February, 1976........................................... $10.00

(c) Late lodgement charge, where an application to sit for examination is lodged after the closing date..................................................................... $8.00

(d) Late payment charge, where payment due under sections (1) and (2) above are not paid within an extension of time to pay fees approved by the Principal. ........................................................... .

4. OTHER CHARGES Examination under special supervision (per paper) .. Review of examination results (per subject) (The charge is refundable if the result is altered) ............. . Academic Statements in excess of six per annum .... .

Replacement of student identity card ...................... ..

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$5.00

$12.00

$3.00 $0.15

per copy $1.00


GENERAL CONDITIONS FOR AWARD OF DIPLOMAS (Reg. 5.10)

In order to qualify for a diploma of the College, every candidate shall satisfy the requirements for admission to the appropriate course of study, follow the courses of study for the prescribed periods, pass the prescribed examinations and assignments, pay the fees prescribed and comply with such regulations and rules.

ASSESSMENT (Reg. 5.11) The student's work in each subject will be assessed and awarded a grading for that subject. This assessment may be based upon final examination or upon a progressive evaluation of the student's work or upon both. The form of the assessment shall be determined by the Department concerned.

EXAMINATIONS (Reg. 5.12) Examinations and other exercises may be held in any subject at any time. In the assessment of a student's progress in a College course, consideration will be given to practical work and class exercises and to any term or other tests conducted throughout the year. The results of such examination and class ,work may be incorporated with those of the annual examinations.

Annual Examinations

A form seeking to confirm a student's active enrolment in particular subjects will be mailed to each student about mid-year. Students should notify Student Administration of any errors contained on that form. A student who, because of religious convictions, would prefer not to sit for an examination on a particular day or particular day of the week should indicate this in writing when lodging his application to sit for examinations. While the College cannot guarantee to meet such requests it will be willing to co-operate where possible. A special supervision fee is payable where the College agrees to meet such requests from students. The cashier is authorised to receive application forms during the three weeks immediately following the prescribed closing date if they are accompanied by a late payment charge of $8.00. Applications submitted more than three weeks after closing date will not be accepted unless the approval of the Secretary is given. Where an application is not accepted, the student concerned is not eligible to sit for the examination.

43


No student is eligible to attend the annual examination in any subject if any portion of fees or other charges due by him is outstanding by the end of the third week of third term. The annual examinations take place in November-December. Timetables showing the time and place at which individual examinations will be held will be posted on the examinations notice board opposite the library. Misreading of the timetables will not under any circumstances be an acceptable excuse for failure to attend an examination.

Examinations are conducted in accordance with the following rules and procedure:

1. Candidates are required to obey an instruction given by a Supervisor for the proper conduct of the examination.

2. Candidates are expected to be in their places in the examination room not less than ten minutes before the time for commencement of the examination.

3. No bag, writing paper, blotting paper, manuscript or book, other than a specified aid, is to be brought into the examination room. Small hand purses for carrying money and/or other valuables may be brought into the examination room. Supervisors have the right to determine what is admissible in this context.

4. No candidate shall be admitted to an examination after thirty minutes from the time for commencement of the examination. In the case where the same examination will be conducted for a second group of students immediately after the session for the first group of students has concluded, no candidate will be admitted to the second session of the same examination after the time specified for the commencement of the second session or the time the second group is admitted to the examination room, whichever is the later.

5. No candidate shall be permitted to leave the examination room before the expiry of thirty minutes from the commencement of the examination or during the last ten minutes of the examination. No extra time will be allowed to students who arrive late. In special instances candidates may be required to remain in the examination room for the duration of an examination.

6. No candidate shall be re-admitted to the examination room after he has left it unless during the full period of his absence he has been under approved supervision.

44


7. A candidate shall not by any improper means obtain or endeavour to obtain assistance in his work, give or endeavour to give assistance to any other candidate, or commit any breach of good order.

8. Candidates are required to complete attendance slips for every examination and to provide all the information sought.

9. Smoking is not permitted during the course of an examination. 10. A candidate who commits any infringement of the rules

governing examinations is liable to disqualification at the particular examination and if detected at the time, to immediate expulsion from the examination room, and is liable to such further penalty as may be determined.

Further Examinations

After completion of the written annual examination papers, a student may be called upon by an examiner to complete further written, practical or oral tests as part of the annual examination. It is therefore important that Student Administration be advised of any change in address from that given earlier in the year~refer to Change of Name/Address under General Procedures and Requirements.

Special Examinations

Special examinations may be granted according to the following conditions:

1. When a candidate is prevented by illness or by any other serious cause from presenting himself for the annual examination the Academic Board may order a special examination for that candidate in the subject or subjects in which he was unable to present himself. The result of a special examination may be graded.

2. When a candidate's studies during the academic year have been gravely hampered by illness or other serious cause, the Academic Board, upon application being made to the Secretary before the commencing date of the examination supported by medical or other proper evidence, may direct the examiners to take the circumstances into account in determining whether or not a special examination should be provided for the candidate in any subject in which he does not pass at the annual examination.

45


3. When a candidate at the annual examination is to a substantial degree affected by illness during the course of an examination in any subject the Academic Board, upon application being made to the Secretary within three days after such examination or within such further period as the Assistant Principal may consider reasonable in the circumstances supported by medical or other proper evidence, may direct the examiners in that subject to take the circumstances into account if the candidate does not pass therein in determining whether or not a special examination or test should be provided for him: provided that no such application shall be considered unless the candidate either during or immediately after such examination reports to the supervisor in charge the circumstances relied on in the application.

TIMETABLE REQUIREMENTS (Reg. 5.13)

No student may enrol in any year for any combination of subjects which is incompatible with the requirements of the timetable for that year.

WITHDRAWAL (Reg. 5.14)

A student may withdraw from a course or subject only by notifying the Secretary of the College in writing of his withdrawal within seven days of the date of withdrawal. .

Withdrawal from Course or Subjects regarded as failure

A student who withdraws at a time after the mid-point of the programmed duration of a subject shall be deemed to have failed in that subject. However, such a student may apply to the Assistant Principal who after consultation with the head of the department concerned, may allow him to withdraw without penalty. 9th APRIL-Last day for withdrawal without failure from Semester . I subject(s). 23rd JULY-Last day for withdrawal without failure from subject(s)

or course having a duration of one academic year. 24th SEPTEMBER-Last day for withdrawal without failure from

Semester II subject(s).

46


DESIGNATION OF STUDENTS (Reg. 6.2)

1. A student shall enrol as a full-time student or as a part-time student or as an external student. 2. (1) For the purposes of the regulations a full-time student means a student who enrols in more than half of the subjects of a normal course-year; such a student remains a full-time student unless and until his application to be classed as a part-time student is approved by the co-ordinator of studies in the programme within which the student is enrolled.

(2) For the purposes of the regulations, a part-time student means:

(a) a student who enrols in half or less than half of the subjects of a normal course-year; or

(b) a student enrolled in,a part-time course. 3. For the purposes of the regulations an external course student means a student who enrols in a course available by correspondence.

DISCIPLINE (Reg. 4.1)

1. In all matters of general discipline the circumstances shall be referred in the first instance to the Assistant Principal who, after due investigation, shall exercise the authority vested in his office. 2. The Assistant Principal may in respect of any offence against discipline:

(a) fine a student a sum not exceeding $50 and may exclude a student from the College for a period not exceeding 4 weeks; or

(b) refer any matter relating to the conduct of any student to the Discipline Committee of the College and may exclude that student from the College and its precincts until the matter has been dealt with by such disciplinary committee.

3. A student who has been fined or who has been excluded from the College by the Assistant Principal may appeal to the Discipline Committee of the College. 4. (1) Any member of the academic staff, the librarian, the deputy librarian, and/or the secretary of the College may refer any matter relating to the conduct of any student within the College precincts to the Assistant Principal.

47


(2) Any member of the academic staff, the librarian, the deputy librarian, and/or the secretary may exclude any student from that area of the College under his control.

(3) If the exclusion under subsection (2) of this section is for a period of more than one day, the case shall be referred to the viceprincipal.

(4) When that is prima facie misconduct occurs in an area of the College which is not the location of an organized College activity, any of the abovementioned officers of the College may deem himself for the purposes of this regulation to be in charge of the area.

(5) The words "College precincts" in subsection (1) of this section and "area of the College" in subsection (2) and (4) of this section shall be taken to include any places where a student is present under the auspices of the College.

(6) When a student is excluded pending action by the Discipline Committee a meeting of that committee shall be held as soon as possible.

(7) No student shall incur any penalty without being given an opportunity of being heard and presenting evidence. 5. The Librarian shall be empowered to impose fines for failure to return borrowed material when due.

PARKING OF CARS (Reg. 12.1)

1. Any student, a member of staff of the College, or other persons employed on the College site who wishes to bring a motor vehicle on to the site shall obtain a College parking permit. Upon receipt of this permit the driver shall affix the permit to the bottom right hand corner of his windscreen, or in the case of a motor cycle, in a prominent location on the cycle. Vehicles not carrying this sticker, or persons refusing to attach a sticker, may be refused entry to the College. 2. A person in charge of a vehicle entering upon any part of the site shall:

(a) not commit or do any act which would be a breach of any act or regulation of the State ofN.S.W. ifhe were driving or in charge of a vehicle upon a public road and must obey any direction or give any such information a patrol attendant may reasonably give or require in relation to the driving or parking of such vehicle;

(b) not drive at a speed greater than 30 km/h or such speed limit as may be indicated by an appropriate sign for that section of road or part of the site;

48

\'


(c) comply with all other directions relating to driving indicated by appropriate signs installed on the site;

(d) not drive or park a vehicle on lawn, grassed area, oval, gardens, builders' access road or undeveloped areas of the site or any area which has not been set aside for the purpose of parking.

On production of a fees paid receipt or endorsed identity card a sticker will be issued at the student enquiry counter.

RELAXING CLAUSE (Reg. 5.15)

In order to provide for exceptional circumstances arising in particular cases, the Academic Board may relax any requirement.

49

GENERAL PROCEDURES GENERAL REQUIREMENTS

-ACADEMIC REQUIREMENTS -CHANGE OF NAME/ADDRESS -ENROLMENT IN CORRECT SUBJECTS -EXAMINATION RESULTS -IDENTITY CARDS -NOTICE BOARDS -OWNERSHIP OF WORK -VARIATION OF COURSE

ACADEMIC REQUIREMENTS

A student is responsible for acquainting himself and complying with College requirements, especially the requirements relating to admission, enrolment and the award to which he is proceeding.

CHANGE OF NAME/ADDRESS

Students who change their name and/or address should notify the Student Administration Office in writing as soon as possible. A Change of Name/Address form should be used and this is available from the enquiry counter. The College cannot accept responsibility if official communications fail to reach students because they have not notified the Student Administration Office of a change of address. Every student must inform the College of an address to which correspondence may be directed from the end of the examination period to the end of the long vacation. A special form is provided for this purpose in October and may be obtained at the enquiry counter. This is particularly important for all outgoing students who will be notified of Graduation arrangements during this time.

50

" I

GENERAL PROCEDURES

ENROLMENT IN CORRECT SUBJECTS

It is essential that all students consult the 1976 Handbook for the correct subject, strand and elective names involved in their course of study before submitting the completed enrolment or re-enrolment form.

EXAMINATION RESULTS

Each student will be advised by mail of his examination results. No results will be given by telephone. Examination results may be reviewed for a charge of $3.00 per subject, which is refundable if the result is altered. Applications for review must be submitted to the Cashier on the appropriate form together with the prescribed review charge by the date notified in the publication of results.

IDENTITY CARDS

New identity cards are available in 1976 to enrolling students who have paid both the SRC fee and Library deposit. Re-enrolling students must have their existing card endorsed for 1976. The cards will be issued or endorsed at the Student Administration Office in first term upon the presentation of a fees paid receipt. Students wishing to borrow library books, obtain travel concessions and attend functions are required to produce their identity card on demand.

Loss of Identity Card If a student loses his identity card he should pay to the College Cashier the sum of $1.00 and present the receipt to the Student Administration Office for the purpose of obtaining a replacement card.

Return of Identity Card If a student withdraws from his course during the academic year, he will be required to return the identity card to the Student Administration Office.

51

GENERAL PROCEDURES

NOTICE BOARDS

College notices are displayed on the official Notice Boards and students are expected to become acquainted with the contents of those announcements which concern them. Official Notice Boards have been placed on the wall opposite the Library. Specific notices concerning examination timetables and all procedural matters relating to examinations are displayed on these boards as well as notices concerning enrolment matters, scholarships, College rules and travel concessions, etc. All students should consult these notices regularly.

OWNERSHIP OF WORK

The College reserves the right to retain at its own discretion any assignments, drawings, models, designs, plans and specifications, essays, theses or other work executed by students.

VARIATION OF COURSE

Any action taken by a student which involves a variation in or an amendment to his course is required to be documented. Any change in a course programme must be notified immediately to the Student Administration. A form "Variation of Course" is provided for this purpose and may be obtained at the general enquiry counter. A student must use this form to apply for permission to do any of the following: (a) completely withdraw from a course (b) change from one course to another (c) substitute one subject for another (d) defer study of a subject to a later year (e) study a later year subject in the current year (f) study an additional subject Note: Any student seeking approval to substitute one STRAND in the same subject should contact the Department direct. It is the responsibility of the Head of the Department to authorise such substitution.

52

SERVICES FOR STUDENTS

-AMENITIES -CHAPLAINCY SERVICE -COUNSELLING SERVICE -STUDENT ACCOMMODATION SCHEME -STUDENT LOAN FUND -THE LIBRARY

AMENITIES

The Amenities Office is located on C level in the student area of the Cafeteria. The Amenities Officer assists students in the following fields:

Sport The Amenities Officer is Liaison Officer for all sporting matters between the Sports Union, the College and all outside sporting organisations. Intercollegiate activities and travel are arranged for students by the Sports Union assisted by the Amenities Office which will also assist clubs and sporting groups in the College.

Student Associations The Amenities Office will also assist any student organisation within the College in the operation of the activities and control of finance etc., assist in the establishment of new clubs, and societies and provide liaison between the College and student bodies in operation of their affairs.

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CHAPLAINCY SERVICE

A Chaplaincy Service within the Newcastle College of Advanced Education for the benefit of students and members of staff is provided by the Christian Churches of Newcastle. The service offers personal counselling and guidance, and also assistance in biblical and doctrinal studies. Opportunities for liturgical worship are also provided.

NAMES AND ADDRESSES OF CHAPLAINS

Anglican:

Baptist:

Methodist:

The Reverend Canon Edwin Harold Victor Pitcher, MA(Sydney), ThSchol

The Rectory, MEREWETHER. Telephone 63 1388

The Reverend Thomas Harold Binks, 133 Kemp Street, HAMILTON. Telephone 614048

The Reverend Wilfred John Death, 19 Metcalfe Street, WALLSEND. Telephone 559529

Presbyterian: The Reverend Harold Gilbert Durbin, ED, BA(Newcastle)

40 Stewart Avenue, HAMILTON. Telephone 611455

Roman Catholic: The Reverend Father Roman Everett Allen Carter, OP, ST Lic et Lect(Fribourg), BPhil(Anselmianum)

Our Lady of Victories, Catholic Priory, Sandgate Road, SHORTLAND. Telephone 559364

54


COUNSELLING SERVICE

A free, confidential Counselling service is available at the Newcastle College of Advanced Education. People may consult the Counsellor on m~tters. affecting their academic, social, or private lives. Help is also gIven In areas such as study skills and the relief of examination anxiety. When demand is sufficient, groups are formed to help promote, for example, social interaction and personal growth. The Counselling Service is located in Room A189 and an appointment may be made to see the Counsellor through the secretary in Room A187, telephone ext. 224.

STUDENT ACCOMMODA nON SCHEME

The College's Student Administration Office assists students to find suitable. accommodation in hostels, private homes or boarding houses In the Newcastle Area and gives assistance concerning housing problems that may arise. In the interests of both students and homeowners it is the policy of the College to visit all accommodation offered to students so that they can be made fully aware of the facilities and terms under which the accommodation is offered. Details on accommodation may be obtained by students after January 1976 from the Student Administration staff.

STUDENT LOAN FUND

The Student Association has established a student loan fund managed by a committee of officers of the Association. Students experiencing grave financial difficulty may apply to the Amenities Officer who has the necessary forms for submission to the committee. The decision of the committee is final and not subject to appeal and the borrower is required to enter into an agreement for repayment. Since the intention of the fund is to provide temporary financial assistance only, the amount of the loan will not exceed a figure which, in the opinion of the committee, can be repaid in a reasonable time.

55


CHAPLAINCY SERVICE

A Chaplaincy Service within the Newcastle College of Advanced Education for the benefit of students and members of staff is provided by the Christian Churches of Newcastle. The service offers personal counselling and guidance, and also assistance in biblical and doctrinal studies. Opportunities for liturgical worship are also provided.

NAMES AND ADDRESSES OF CHAPLAINS

Anglican:

Baptist:

Methodist:

The Reverend Canon Edwin Harold Victor Pitcher, MA(Sydney), ThSchol

The Rectory, MEREWETHER. Telephone 63 1388

The Reverend Thomas Harold Binks, 133 Kemp Street, HAMILTON. Telephone 614048

The Reverend Wilfred John Death, 19 Metcalfe Street, W ALLSEND. Telephone 559529

Presbyterian: The Reverend Harold Gilbert Durbin, ED, BA(Newcastle)

40 Stewart Avenue, HAMILTON. Telephone 611455

Roman Catholic: The Reverend Father Roman Everett Allen Carter, OP, ST Lic et Lect(Fribourg), BPhil(Anselmianum)

Our Lady of Victories, Catholic Priory, Sandgate Road, SHORTLAND. Telephone 559364

54


COUNSELLING SERVICE

A free, confidential Counselling service is available at the Newcastle College of Advanced Education. People may consult the Counsellor on m~tters. affecting their academic, social, or private lives. Help is also gIven III areas such as study skills and the relief of examination anxiety. When demand is sufficient, groups are formed to help promote, for example, social interaction and personal growth. The Counselling Service is located in Room A189 and an appointment may be made to see the Counsellor through the secretary in Room A187, telephone ext. 224.

STUDENT ACCOMMODATION SCHEME

The College's Student Administration Office assists students to find suitable. accommodation in hostels, private homes or boarding houses III the Newcastle Area and gives assistance concerning housing problems that may arise. In the interests of both students and homeowners it is the policy of the College to visit all accommodation offered to students so that they can be made fully aware of the facilities and terms under which the accommodation is offered. Details on accommodation may be obtained by students after January 1976 from the Student Administration staff.

STUDENT LOAN FUND

The Student Association has established a student loan fund managed by a committee of officers of the Association. Students experiencing grave financial difficulty may apply to the Amenities Officer who has the necessary forms for submission to the committee. The decision of the committee is final and not subject to appeal and the borrower is required to enter into an agreement for repayment. Since the intention of the fund is to provide temporary financial assistance only, the amount of the loan will not exceed a figure which, in the opinion of the committee, can be repaid in a reasonable time.

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Needy Student Financial Assistance

In addition to the above the Australian Government has now provided a system of financial assistance for needy students. These funds will enable a form ofloans to students to supplement the existing S.R.C. Loans system to cover short term loans needs of students and the scheme arranged through the College bankers whereby final year students may obtain loans repayable after graduation. Assistance may be available to needy students, both full-time and part-time, in accordance with the following guidelines: (a) Funds will be allocated normally as loans (b) The maximum loan or grant to a student will normally not exceed

$500 (c) Loans will be interest free for a period of up to twelve (12) months

from the end of the year in which the student completes/ceases his course

(d) After this time interest will be payable on the unpaid balance of the loan, calculated at five per cent (5%) per annum reducing, on monthly rests

(e) Loans are to be repaid within three (3) years of the completion/cessation of course

(f) Undertakings to repay loans will be required to be completed by students prior to any loan being made.

56

THE LIBRARY

HOURS OF OPENING

Monday, Thursday and Friday 8.15 a.m.-5.00 p.m. Tuesday and Wednesday 8.15 a.m.-9.00 p.m. The Library has more than 60,000 books, more than 1,000 serial titles, of which 600 are current periodical subscriptions, and a small microfiche and microfilm collection. The audio-visual collection of teaching aids and other non-book materials, contains collections of cassettes, art prints, pictures, maps, kits, slides, strip and loop films, 16 mm films, and black and white and colour video-tapes and cassettes. The heaviest concentration of materials is in Education and Educational Methods, with considerable depth in the wide range of subjects of interest to the College. Introducing the Library, Information and Rules for Borrowers, and other library publications are available at the Circulation and Reference Desks to assist borrowers to make the best use of library facilities. The primary function is to meet the need of the staff and students of the College. The Library also serves a limited list of external borrowers in the Newcastle region. Other interested persons are welcome to use the collections for reference purposes. The University of Newcastle and this College have granted reciprocal borrowing rights to Lecturers in their institutions.

57

COMMUNITY PROGRAMMES

In 1975, the Council endorsed various approaches in the field of continuing and Adult Education in a joint programme with the University of Newcastle's Department of Community Programmes. The directors, by concentrating on areas of activity for which the C.A.E. resources have obvious advantages over other institutions, aim to produce a C.A.E. component within the total Adult Education provision which is both distinctive ~nd .complem~ntary to ~he extension provisions made by the Umverslty, techmcal educatIOn division, evening schools, the W.E.A. and other voluntary organisations operating in the Newcastle region. Emphasis is placed on programmes with a leaning towards practical skills such as art and design, music, creative writing, speech, film and television techniques, practical drama, fitness and physical education. Provision is also being made to conduct seminars and conferences on issues which are of special relevance to members of the College staff. In addition the programmes include public presentations involving professional theatre companies and the provision of summer schools in conjunction with bodies such as the Newcastle Arts Council and Newcastle Society of Artists providing courses in painting, spinning and weaving, music making, graphic art,. exotic cookery, theatre arts, photography, jewellery making, batIk and ceramics.

58

ANNUAL REPORT

FOR

1974

Newcastle College of Advanced Education, in pursuance of Section 21 of the Colleges of Advanced Education Act, 1975, has the honour of transmitting to the Minister of Education the following report dealing with the activities of the College during the period of twelve months ended 31st December, 1974.

THE COUNCIL

The first corporate Council of the College was appointed by the Minister for Education, in terms of section 16 (1) of the Higher Education Act, on 1st October, 1974. Prior to the appointment of the first corporate Council, the College had been served by an Interim Council appointed by the Minister in July, 1973 to advise him on the future development of the College and to assist the College in planning its progress to corporate status. With some exceptions, the members of the Interim Council were all re-appointed to the first corporate Council. It was with regret that the College received, early in 1974, the resignations of two members of the Interim Council. Mr. K. R. Field, B.Mus., L.R.S.M. resigned after relinquishing the position of Principal of the Newcastle Branch of the State Conservatorium of Music to take up a new position in Melbourne and Monsignor V. F. Dilley, S.P.L., M.A., Dip.Ed., Dip.Ed.(Admin.), M.A.C.E., Director of Catholic Education in the Diocese of Maitland was compelled to resign because of ill health. Mr.

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ANNUAL REPORT

G. N. Jacobson, the student member of the Interim Council, graduated from the College, gaining his Diploma in Teaching in secondary Science in 1974, and terminated his membership of the Council following his appointment to a teaching position in the New South Wales Department of Education. The College wishes to acknowledge with appreciation the work of these three members and the valuable assistance they rendered during their terms as members of the Interim Council. The Minister for Education appointed the following persons to the first corporate Council to hold office for a period of two years from . 1st October, 1974 to 30th September, 1976:

Members Nominated by the Minister for Education Alderman Gordon Cameron ANDERSON, F.A.I.M.,

M.A.I.P.S.M.

Francis Bruce BENSLEY, B.Sc., Dip.Ed.(Syd.), M.A.e.E. Jack Herbert BRENNAN, B.A.(Syd.), A.A.S.A.(Senior), A.e.I.S. Professor Alexander John CARMICHAEL, B.E., PhD.(N.S.W.),

A.S.T.e., C.Eng., F.I.E.Aust., F.I.Mech.E.(Lond.), M.A.S.C.E.(N.Y.), M.S.E.S.A.(N.Y.), F.R.S.A.(Lond.).

Professor Clifton Darfield ELL YETT, M.Sc., Ph.D.(Manch.), F.R.A.S., F.R.S.N.Z., F.A.I.P.

James Redriff FOSTER, B.A.(U.N.E.). Leslie GIBBS, B.E.M., F.A.I.M. Edgar Elliott GRAY, B.Ec.(Syd.).

Rodney John HARDEN, B.Sc.(N.S.W.), A.S.T.e., M.A.I.M.M. Harry Douglas HARDING, M.I.E.(Vic.), F.R.I.P.A., F.A.I.M.,

M.C.I.T.

Robert Alwyn JAMES, Dip.T.e.P., M.R.A.P.I.

Raymond Ernest Alexander PATRICK, B.Com.(Ncle), F.e.A., A.e.I.S.

James Alwyn REEVES, B.Ec., Dip.Ed.(Syd.), Dip.Bus.Studies(Ncle ).

Professor Lawrence Neville SHORT, M.Sc.(Syd.), D.Phil.(Oxon), Dip.Ed.(Syd.), M.A.e.E., F.R.S.A.

Kathleen Prescot STEWART, B.A.(Qld.).

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ANNUAL REPORT

Members Being Official Members

The Principal: Griffith Hammond DUNCAN, O.B.E., M.A.(Syd.), B.Ed.(Melb.), F.A.e.E.

The Vice Principal: Gordon Charles ELLIOTT, B.A., Dip.Ed.(Syd.), M.A.(N.S.W.), A.B.Ps.S., M.A.Ps.S., M.A.e.E.

Members Elected by Members of the Academic Staff Raymond Lewis HODGINS, B.Sc.(N.S.W.), A.S.T.C. Joan Evelyn POOLE, M.A.(Syd.).

Member Elected by Members of the Non-academic Staff William Munro FORD, L.A.S.A.

Member Elected by the Students of the College Michael John MURRAY

The Council appointed Mr. L. Gibbs to the office of Chairman and elected Alderman G. e. Anderson as its Deputy Chairman. The Secretary of the College, Mr. J. D. Todd, B.Com., A.A.S.A., was appointed Secretary to the Council. The Interim Council had established committees to advise it and make recommendations on matters relating to Finance, Management and Personnel, Properties and Grounds, Legislative, and Academic matters. At its first meeting on 1st October, 1974 the new corporate Council reconstituted and reappointed these Sub-committees. In order that there would be no lapse in the continuity of the functions of the College, the first meeting of the corporate Council also adopted a resolution maintaining all those regulations, rules, acts, delegations, etc., in force at the College on 30th September, 1974 until such time as they were specifically amended, superseded or overruled by decisions of the first corporate Council.

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ANNUAL REPORT

ADMINISTRATIVE INDEPENDENCE AND CORPORATE STATUS

The College was formerly a Departmental teachers college and consistent with stated Government policy to develop such colleges to corporate status, a College Secretary and other senior administrative staff were recuited in late 1973 and early 1974 to develop within the College an administrative organisation and systems, preparatory to the College accepting responsibility for all of the administrative functions being performed by State Government departments and agencies. The College was granted administrative independence on 1st July, 1974 when it assumed full responsibility for most of the administrative functions formerly carried out by State Government agencies. The College was declared a corporate college of advanced education by the Minister on 1st October, 1974 when the first corporate Council constituted under the Higher Education Act assumed office. In being thus constituted, the College became a corporate college of advanced education under its new name "Newcastle College of Advanced Education", in place of the college of advanced education formerly known as Newcastle Teachers College. The Council and senior officers of the College wish to acknowledge their appreciation of the assistance given to the College by officers of the Ministry of Education, the Advanced Education Board, the Public Service Board and the Department of Education in securing the College's move to administrative independence and corporate status. Notwithstanding the many difficulties which the transfer of responsibilities presented, their co-operation during the transition period, involving the granting of delegations and the transfer of records, was fully appreciated in the College's achieving an effective change to its new ~tatus.

BY-LAWS

The Act empowers the College Council to make By-laws with respect to a wide range of matters for the management and good government of the College. Considerable progress in the drafting of the College's By-law provisions was made during 1974, it being the Council's desire to present a final draft of the By-laws for the Minister's approval in principle in 1975.

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ANNUAL REPORT

The Council regards the submission of By-laws as an important priority and is influenced in this view by what it regards as an unsatisfactory feature of the transition from departmental to fully corporate College: the circumstance by which staff are employed under two Acts-the Teaching Service Act and the Public Service Act-and the legal anomalies which such a situation has produced over a wide range of matters, in particular in the matter of staff appointments and in the interpretation of regulations and conditions of employment made under the legislation. The Council believes that difficulties of this kind, inherent in the transition period, will be removed when the staff of the College are called upon to elect to transfer to the service of the College under its own By-laws and the rules made by Council subject to the By-laws.

PHYSICAL DEVELOPMENTS

During 1974 the major and second component of the College's new building complex-Stage II-was occupied. Completion of the buildings, however, was staged and a section of Stage II was not handed over to the College until late in 1974. The new complex, planned to accommodate 1,250 students and 95 academic staff, provides extensive, modern buildings in an attractive natural bushland setting of some 59.75 acres (24 hectares) off Rankin Drive in the suburb of Waratah West, adjacent to the University of Newcastle and approximately 7 miles (11 kilometres) from the city of Newcastle. The new complex at Waratah West was established at a final cost of almost $8 million, including buildings, furniture and equipment. Stage I of the complex was occupied by the Industrial Arts and Art Education sections of the College from the beginning of 1971, and occupation of Stage II commenced when the College moved all of its activities from the previous site at Union Street in the City to the new complex in March, 1974. Stage II was finalised with the completion in November, 1974 of an Auditorium incorporating an extensive stage area, excellent facilities for dramatic and other performing arts productions, and with a seating capacity on two levels for 970 persons. In the total complex there are art studios; craft rooms; science, woodwork, metalwork and materials science laboratories; geography, history and social science rooms; home science, cooking and food science laboratories; needlework and textiles rooms; mathematics lecture and computer rooms; an observation clinic; music rooms; 20 music practice rooms; general lecture rooms and theatres; and student common room, coffee lounge and dining hall.

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ANNUAL REPORT

The Library consists of a single floor reading room, including study rooms, offices, typing rooms, stacks and catalogues. A second lower floor includes an audio-visual teaching aides resource centre, tape recorder rooms, visual education rooms, two lecture rooms, and extensive storage space for films, cassettes and records. To serve the needs of the College population, extensive staff/visitor car parking facilities were provided, as part of Stage II of the contract, to complement student car parking facilities already provided. Late in 1974 planning commenced for the renovation and extension of the student car park which had proved to be inadequate for the student population achieved by the time the College transferred to the new site in first term 1974. In mid 1974 work commenced on the major refurbishing of three temporary buildings, which had been transferred from the old Union Street site, to provide suitable office accommodation for academic staff, the external studies section and staff rooms for ancillary staff, and thereby enable the purposes of the College to be more adequately served. The College Council regretted the necessity to establish used, temporary buildings on the new complex, but had no alternative method of relieving some of the overall staff accommodation shortage at the College. Notwithstanding the provision of this further temporary accommodation, at the end of the year some 40 members of academic staff still shared group offices in tutorial rooms allocated for this purpose. Such space allocation means that, until planned permanent extensions can be constructed, the original teaching function of these rooms-the instruction of students in smaller groups---cannot be served. Planning of the Special Education Clinic and Teaching Centre project, authorised under the States Grants (Advanced Education) Legislation for the 1973(75 Triennium at the then estimated cost of $500,000, proceeded during 1974. The College Council, in the second half of the year, approved final sketch plans for the project as the basis for the preparation of final plans and specifications to enable the construction of the Centre to commence early in 1975.

64

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ANNUAL REPORT

OFFICIAL OPENING

The Official Opening of the new Newcastle College of Advanced Education was held in the College Auditorium on Saturday, 23rd November, 1974. His Excellency, Sir Roden Cutler, V.c., K.C.M.G., K.C.V.O., C.B.E., Governor of the State of N.S.W., delivered the Occasional Address at the opening ceremony, unveiled the commemorative plaque and declared the new College officially open.

ACADEMIC DEVELOPMENTS

Two new Diploma courses were instituted in the College in 1974 and planning was finalised for the introduction of a third new Diploma course in 1975. The new courses introduced in 1974 were a one year full-time end-on course leading to a Diploma in Special Education and a further one year full-time end-on course leading to the Diploma in Teacher Librarianship. Both courses were provided for teachers who have successfully completed a recognised teacher education course or other professional qualification, the former for experienced teachers wishing to specialise in the field of special education and the latter to accommodate experienced teacher librarians who had received no such formal training. As the Department of Education could not see its way clear to provide students for the course in Teacher Librarianshiv in 1975, the offering of this Diploma course was suspended at the end of 1974. However, the College will continue to offer the Diploma in Special Education course on a permanent basis to meet the need for skilled teachers in this field. The College's primary emphasis has been in the field of teacher education in which it provides a wide range of courses in teacher training, including a variety of specialised fields, at both diploma and graduate diploma levels. The College commenced its planning for diversification into other areas during 1974 when the Minister approved the proposal for the College to assume the former responsibilities of the Department of Technical Education in offering advanced education courses in Painting and Sculpture. Consequently, arrangements were finalised, in the second half of 1974, for the College to take over the responsibility for the Fine Art Diploma courses formerly offered by the Department of Technical Education at the Newcastle Branch of the National Art School, and to assume full responsibility for the Diploma in Art (Education) course which formerly had been offered in association with that Department. As a

65

ANNUAL REPORT

consequence of these developments, the Advanced Education Board approved the introduction in 1975 of four year full-time courses in Art (Painting and Sculpture) and Art (Education), the awards for the courses to be determined. The Advanced Education Board has subsequently approved Diploma in Art (Abbreviation: Dip.Art) and Diploma in Art Education (Abbreviation: Dip.Art Ed.) as the nomenclature of the awards for these courses. It will be observed by reference to the list of courses offered, that the College does not offer a degree course in any field. The College Council has given consideration to the development of degree courses in certain areas and presented to the Advanced Education Board, late in 1974, a detailed submission for the introduction of a four year course leading to a degree of Bachelor of Education in Industrial Arts. The College's degree course submission was to be assessed by an Assessment Committee of the Advanced Education Board early in 1975. In keeping with its policy to achieve further diversification of course offerings in coming triennia, the College Council towards the end of 1974 considered preliminary proposals for the development of courses for the training of social workers. To assist it in planning course submissions in the area of social work, the Council appointed a broadly-based committee consisting of some members of the College staff and of professionals in social work in order to benefit from the expertise and advice of experts working in social work and other related fields. It was anticipated that Council would receive a report and recommendations from this group during 1975. The Council has also considered the College's responsibilities in the field of Continuing and Adult Education and late in 1974 adopted a policy for the development of continuing and community education programmes to be offered by the College. The Council w~s aware of the expectation of the Commission on Advanced EducatlOn and t.he Advanced Education Board that programmes of adult or commumty education should be self-supporting. The council considered, consistent with this expectation, that the College had a responsibility to seek to make its specialised knowledge, skills and physical resources available for adult education programmes of interest to the community where such programmes could be made financially viable and would not detract from the essential functions and purpose of the College. The policy approved by the Council also makes provisi?n for the College to undertake a continuing programme of lll-ser":lce courses for its own graduates and other members of the teachlllg profession. It was considered prudent for the College, in the initial

66

~ I

" I

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ANNUAL REPORT

development of community and adult education programmes, to work in association with the University of Newcastle so that, the College would complement, and benefit from, the organisation already developed by the University's Department of Community Programmes. Consequently, College community education programmes, are to be developed in association with the University for an initial period of 12 months, when the programme will again be assessed and reviewed. In 1974 the College Academic Board and the College Council determined a policy for the admission of mature age applicants. Provision is made for the admission to undergraduate courses of persons of mature age, who mayor may not possess standard entry requirements based on the Leaving Certificate or Higher School Certificate examinations. The minimum age for such applicants is 21 years on 1st January of the year of entry. Accepting the responsibility of its changed status, the College proposes to revise its current courses in the light of changing dema~ds and to provide for the expressed needs, not only of the teachlllg profession, but also for those of other interests that are warranted, in order to meet local community and state-wide demands. A unique undertaking in controlled practical experience in teaching reached a new level of development in 1974. It is accepted that practice in skills is blind unless it is soundly based on an understanding of the factors which invest the teaching situation and the complexity of their interrelationships. Accordingly, first year students are introduced to a programme involving eight separate experiences in rotational order, each sequence of eight being repeated, as necessary, at least once. Attention is given to the preparation of the student to meet small groups of pupils to develop teaching skills, to practice lesson preparation, to meet full size classes and to become aware of himself and the role of the teacher. Another innovation, introduced in 1974, involves one group of first year students operating under a "contract system". By this means the student covers the course at his own pace. He is free to attend lectures of his choice, but by a system oftutorials it is ensured that he profits as much from this variation of the course as his fellows who follow the regular lecture course. Students find this approach suits the individualist while others prefer the safety of prescription. The object of the innovation is to have students more self-reliant.

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ANNUAL REPORT

STAFF

The College establishment in 1974 comprised an academic staff of 150 located in 12 academic departments and a non-academic establishment consisting of administrative, library, technical, laboratory, maintenance, outdoor and cleaning staff of 120. Two Co-ordinators of Studies were appointed from the beginning of 1974 with responsibility for planning, organising and co-ordinating the work of teacher education programmes in the field of Secondary Education and that of Primary and Special Education studies respectively. The Co-ordinators of Studies also act as Chairmen of the two boards of studies established in 1974, the Board of Studies in Primary and Special Education and the Board of Studies in Secondary Education. Significant development of the non-academic staff establishment took place in 1974 as new positions were created and filled, as part of the programme to develop administrative systems and services within the College, in readiness for the assumption of administrative independence by the handing over, later in the year, of all administrative functions. The Conditions of Employment evolved by the Public Service Board for corporate colleges of advanced education made provision for study leave to be granted to servants, under conditions to be determined by the College. With the achievement of a changed status and financial responsibility, the Council was able, in 1974, to implement a study leave programme to allow staff members to proceed on study leave in Australia and overseas to an extent beyond the expectation under the College's former direction. Interim conditions for the granting of study leave were drawn up within the guidelines promulgated by the Public Service Board and nine members of the academic staff were granted approval to proceed on study leave under these arrangements during 1974.

STUDENTS

Enrolments Total student enrolments rose from 1,877 in 1973 (enrolled at 30th April, 1973) to 2,004 in 1974 (still enrolled on 30th April, 1974), an increase of 6.7%. The following analysis gives details of the enrolments in each of the courses offered by the College in 1974:

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ANNUAL REPORT

The above enrolments when converted to an Equivalent Full-time Students base produced a total E.F.T.S. at 30th April, 1974 of 1,663.

Awards Conferred

Diploma.s of the College awarded to graduates at the College Graduation Ceremony held on Saturday, 4th May, 1974 in the Great Hall of the University of Newcastle were as follows:

Diploma in Teaching (Primary and Infants Teaching) 186

Diploma in Teaching (Secondary Teaching) 279

Graduate Diploma in Education 53 Diploma in Music (Education) 26 Diploma in Art (Education) 21

565

Student Counselling Service

Arrangements were finalised in 1974 for the establishme:ijt of a student counselling service at the College. The position of Senior Student Counsellor was approved and advertised late in the year and the successful candidate takes up his appointment early in 1975. The Senior Student Counsellor will be responsible to the Vice-Principal for the establishment and development of a counselling service whicnas well as being available for consultation concerning personal problems, will also seek to help students improve their study methods and examination preparation techniques.

COURSES

The following courses, with brief descriptions, were offered by the College in 1974:

TEACHER EDUCATION

Three Year Courses

Students may elect to enrol in one of the several streams offered in the primary education field or in any of the streams in secondary education.

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ANNUAL REPORT

Diploma in Teaching in:

General Primary Lower Primary and Infant Secondary English/History Secondary Mathematics Secondary Science Secondary Industrial Arts Secondary Home Science/Textiles Secondary Social Sciences Secondary Physical Education

The College also provides for certain students to enter the above courses with advanced standing in one or two years of the Diploma in Teaching course on the basis of a variety of academic qualifications held, e.g.

Diploma in Teaching (Advanced Standing):

General Primary/Infant} 2 year course after completion of Specialist Secondary 3/9ths of a degree or equivalent.

General Primary/Infant} 1 year course after completion of Specialist Secondary 6/9ths of a degree or equivalent.

Secondary Industrial Arts

2 year course after completion of H.S.c. or better plus trade qualifications.

Four Year Courses/Five Year Courses

Diploma in Music (Education):

This four year full-time course is offered jointly by the College and the Newcastle Branch of the N.S.W. State Conservatorium of Music. The course is designed to prepare students as teachers of music in secondary schools. The Conservatorium component of the course relates specifically to the acquisition of musical skills and knowledge, whilst the College provides a liberal education, part of which is biased towards the classroom situation. Previously there was provision for a further year of study leading to the award of the Diploma in Music (Education) Honours. The Honours course is to be discontinued in 1975 as a result of the changed policy of the Australian Council on Awards in Advanced Education for the grading of awards, which substitutes the award of a Diploma with Distinction after four years, for the previous Honours Diploma course which required a fifth year of study.

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ANNUAL REPORT

Diploma in Art (Education):

This course was conducted conjointly by the Newcastle Technical College and Newcastle College of Advanced Education in 1974. The College, with the approval of the Advanced Education Board, assumes full responsibility for the course in 1975. In the belief that sound preparation of art teachers is achieved by a deep study of art as well as sound education in the theories and practice of teaching art, the course is designed to provide for appropriate achievement of knowledge and techniques, for structuring learning experiences, for opportunities in studio practice and for the fostering of personal artistic and cultural growth. Previously there was provision for a further year of study leading to the award of the Diploma in Art (Education) (Honours). This Honours course also is to be discontinued in 1975 as a result of the changed policy of the Australian Council on Awards in Advanced Education.

One Year Courses

Graduate Diploma in Education:

This one year course is designed to enable graduates of a recognised university, or holders of qualifications deemed equivalent, to achieve an acceptable level of professional competence in teacher education. In general, students entering the field of secondary education are expected to undertake studies in areas appropriate to the major sequence within their degree. The primary education field covers a wide range of subjects some of which will be new to the student. The available streams within the Diploma in Education are:

General and Lower Primary Teaching Specialist Secondary Teaching e.g.

English History Art Industrial Arts Science Mathematics Languages Social Sciences Music Teacher Librarianship

71

ANNUAL REPORT

Diploma in Special Education:

The fundamental objectives of the Special Education course is to provide an appropriate educational environment for experienced teachers that allows for professional and personal development through the study of theoretical and practical aspects of Special Education. It is intended that these teachers become more fully aware of the teaching strategies, techniques and curricula appropriate to the educational needs of a variety of children who may be said to be educationally at risk. The course is intended to give an understanding of the role of consultants such as the clinical psychologist, the school counsellor, physical and speech therapists and to provide opportunity for the teacher to act as a consultant to colleagues in diagnosing learning problems and structuring appropriate learning experiences for handicapped children.

AWARD Diploma in Teaching General Primary Course Special Education

Secondary Courses English/History Mathematics Science Industrial Arts Home Science Social Sciences Physical Education Two Year Primary Conversion One Year Primary Conversion Two Year Secondary Conversion One Year Secondary Con version Industrial Arts Artisans

Diploma in Art (Education)

Diploma in Music (Education)

Graduate Diploma in Education (Primary)

Graduate Diploma in Education (Secondary)

Diploma in Special Education

Diploma in Teacher Librarianship

TOTAL

72

u.l ::E t=: ..:. '"" ;::; ~

524 14

82 84 86

150 109 89 29 20 16 56 12 44

18

51 30

25

1,439

u.l ::E t=: .:. ~ <t: ~

107 107

214

11 8

13 36 18 4

4

15

351

'"" <t:

b f-<

765 14

93 92 99

186 127 93 29 20 16 56 12 44

107 108

22

66 30

25

2,004

ANNUAL REPORT

Diploma in Teacher Librarianship

A one year course for trained and experienced teachers. The further offering of this course was suspended at the end of 1974.

External Studies Courses

(i) Courses leading to the award of the Diploma in Teaching in a wide variety of fields are offered to teachers with two or three year certificated status. In addition there is provision for teachers who have entered the teaching service with conditional certification to undertake courses of study to achieve two or three year certification.

(ii) Completion of requirements for the Diploma in Education for experienced teachers without formal teaching qualifications but with degree status academic qualifications.

(iii) Completion of requirements for the Diploma in Music (Education) and Diploma in Art (Education) qualifications for conditionally certificated ex-students and some others needing only one or two subjects to qualify.

Approvals were given in 1974 for the following proposed courses to be offered by the College in 1975:

Four Year Courses

Diploma in Art:

ART

Students enrolling in this course undertake a common course in their first year which provides a range of subjects and disciplines needed as a foundation for a chosen aspect of art. The specialist studies which students may follow in second and subsequent years include painting, sculpture, graphics, printmaking, film media, graphic design and ceramics and glass making. Theoretical and liberal studies within the course are designed to provide complementary studies beyond the limits of the visual arts.

73

ANNUAL REPORT

Part-time Courses

Diploma in Art Education Conversion:

This course is offered on a part-time basis to qualified teachers who wish to be trained as specialist art teachers in secondary schools. The course, which normally is completed in five years of part-time study, encompasses the theoretical and practical aspects of art in the fields of drawing, design, painting and sculpture.

LIBRARY

The year 1974 saw the first year of occupation of the vastly improved and extended library facility provided in the new College complex. The additional space, compared with the area available in the old College building, resulted in considerable improvements in services generally and in working conditions for readers and library staff. However, the growth of the collections during 1974 and the greatly increased student enrolment beyond that envisaged when the library was planned, make imperative the completion of major library extensions in the next triennium. By the end of 1974, the library collections, including books, periodicals and audio-visual materials totalled 57,870, an increase of 9,670 items during the year. At 31st December, 1974 the stock of books totalled 51,430, periodicals contained 2,752 volumes with 592 titles, while audio-visual materials, including film strips and sets of slides, provided 3,687 items. Whilst proposals for extension of the library buildings were deferred in 1974, the College obtained an unmatched library grant from the Australian Government, which will be progressively funded to a total of $80,000 in 1975, to improve the library holdings of the College. These funds have proved most beneficial in increasing and improving library collections, in addition to the funds applied from the general recurrent grant for acquisitions. This expansion of holdings will cause even greater strain on already fully taxed library space.

FINANCES AND FUNDING

In 1974 moneys were received by the College in terms of the States Grants (Advanced Education) Legislation, States Grants (Schools) Legislation and by appropriation of the State Parliament. Recurrent funds and an unmatched library grant were provided by the Australian Government, while in respect of capital works, the State Government provided $1 for every $9 provided by the Australian Government.

74

ANNUAL REPORT

Funds provided under the States Grants (Schools) Legislation made it possible to introduce and conduct special courses in Teacher Librarianship and Special Education in 1974. Full details of the grants provided for recurrent, capital and other purposes and the disbursements made are contained in the audited financial statements for the year ended 31st December, 1974, attached as appendices to this report. After its incorporation on 1st October, 1974, the College sought to finalise arrangements for the establishment of its own permanent bank accounts and the assumption of responsibility for the control and management of all its funds. The Premier, in December, approved the College's proposals for independent banking arrangements, which involved the transfer of all College funds held by State Treasury to the credit of the College bank accounts in January, 1975. The securing of these approvals meant that henceforth the College would receive into its own accounts, quarterly in advance, the grants of recurrent and capital funds made by the Australian Government. Prior to this change, the College funds had been effectively controlled by the State Treasury and the State Department of Education.

TRIENNIUM PLANNING

The College presented its first Triennium Submission, that for the 1976/18 Triennium, to the Commission on Advanced Education through the Advanced Education Board, early in 1974. The College was concerned by the brief span of time allowed for the preparation of these submissions, but the Council appreciates that a period of transition which involved basic changes in the concepts of planning expenditures for colleges of advanced education, require prompt action in effecting the change to a system of triennial planning. The College was visited in March by the Chairman and Executive Officers of the Advanced Education Board and in November by the Chairman and Executive Members of the Commission on Advanced Education for the purposes of discussion of the College's Triennium submission. The Council wishes to acknowledge the College's appreciation of the opportunity to discuss its proposals with the Commission and the Advanced Education Board, and especially of the advice and suggestions offered by the Chairman and Executive Officers of the Advanced Education Board, which resulted in the presentation of a revised submission of the College's capital programme for the triennium.

75

ANNUAL REPORT

BENEFACTIONS

The Council acknowledges with gratitude the following benefactions which were received during 1974:

Donations of Equipment: Broken Hill Proprietary Company Limited, Central Research Laboratories.

F or Prize Funds:

Electron Microscope PDP.8S Computer

Bank ofN.S.W. Limited for establishing the award of the following annual prizes:

Prize for First Year Commerce $15 Prize for Second Year Commerce $20 Prize for Final Year Commerce $25

76

ANNUAL REPORT

APPENDICES

Audited Financial Statements For The Year Ended 31st December, 1974-Statement of Balances As At 31st December, 1974. Recurrent Funds Statement of Receipts and Payments-Annexure

'A'. Grants for Building Projects Receipts and Payments

Statement-Annexure 'B'. Unmatched Library Grant Receipts and Payments

Statement-Annexure 'C'. Grants for Special Courses Receipts and Payments

Statement-Annexure'D'. Trust Account Statement of Receipts and Payments-Annexure 'E'. Schedule of Investment As At 31st December, 1974-Annexure 'F'.

77

-.J 00

-.J \0


FINANCIAL STATEMENTS

STATEMENT OF BALANCES AS AT 31ST DECEMBER, 1974

Funds General Recurrent Funds as per Annexure A Building Funds as per Annexure B Library Grant as per Annexure C Special Grant (Schools) as per Annexure D Trust Funds as per Annexure E

J. D. TODD, Secretary.

1,038,728.74 71,763.72 41,829.04 34,276.39 29,950.24

1,216,548.13

Represented by Funds held at State Treasury Cash at Bank Cash on Hand Interest Bearing Deposits Inscribed Stock

P. R. WELSH, Assistant Secretary (Finance)

The accounts of the Newcastle College of Advanced Education have been audited as required by Section 25 of the Higher Education Act, 1969.

In my opinion, the above Statement of Balances together with Annexures 'N to 'F' inclusive, sets out a true and correct view of the financial position of the College as at 31st December, 1974, and the transactions for the year then ended.

SYDNEY, 22nd July, 1975.

AUDITOR-GENERAL OF NEW SOUTH WALES

ANNEXURE 'A'


RECURRENT FUNDS STATEMENT OF RECEIPTS AND PAYMENTS FOR YEAR ENDING 31ST DECEMBER, 1974

Receipts Treasury Appropriations (1) Interest

Notes (1) Treasury appropriations

include $942,700 which relates to 1st Quarter, 1975.


P. R. WELSH, Assistant Secretary (Finance)

31st January, 1975

Payments 4,117,888.00 Salaries and Associated Costs

183.38 Salaries and Wages Temporary Assistance

4,118,071.38

Payment for Leave on Retirement Overtime Workers' Compensation Insurance Payroll Tax Employers' Superannuation Cont.

Maintenance and Working Expenses Maintenance, Alterations and Renewals Rent and Rates Travel, Removal and Subsistence Motor Vehicle Running Expenses Tea Money Freight and Cartage Books and Periodicals Postal Expenses Payments to Teachers in connection with Practice Teaching Fees for Services Rendered Stores, Stationery, etc. Heating and Lighting Insurances Laundry Minor Expenses Study Leave Telephone Advertising

Balance clf

2,387,994.06 571.99

73,763.33 2,716.75 5,358.97

90,675.85 96,514.59

22,953.00 1,721.03

28,205.99 1,115.68

120.00 9,269.99

39,755.81 5,678.19

54,578.60 25,118.34

162,299.04 32,961.35 9,583.53

287.37 114.39

10,600.00 11,490.14 5,894.65

1,172,647.57 38,947.96

112.60 620.00

4,220.00

1,216,548.13

2,657,595.54

421,747.10

3,079,342.64 1,038,728.74

4,118,071.38

00 o

00 -

ANNEXURE 'B'


GRANTS FOR BUILDING PROJECTS

STATEMENT OF RECEIPTS AND PAYMENTS FOR YEAR ENDED 31ST DECEMBER, 1974

Receipts State Contribution Grants (Commonwealth)


79,000.00 310,852.00

389,852.00

Payments Completion of Stage 2 Special Education Clinic Other Works and Services Equipment Balance clf

P. R. WELSH, Assistant Secretary (Finance).

ANNEXURE 'C


UNMATCHED LIBRARY GRANT

284,700.55 68.15

29,668.33 3,651.25

71,763.72

389,852.00


Receipts Grant for library materials in terms of States Grants

(Advanced Education) Legislation


31st January, 1975

54,000.00

54,000.00

Payments Salaries and Wages Workers' Compensation Insurance Payroll Tax Books and Periodicals Balance clf


2,760.54 5.52

138.01 9,266.89

41,829.04

54,000.00

00 IV

00 u.>

,,--.,--~-,-----

ANNEXURE .[)'


GRANTS PROVIDED UNDER STATES GRANTS (SCHOOLS) ACT FOR SPECIAL COURSES

DRAFT STATEMENT OF RECEIPTS AND PAYMENTS FOR YEAR ENDED

Receipts Grants


31st January, 1975

31ST DECEMBER, 1974

87,050.00 Payments

Salaries and Wages Payroll Tax Workers' Compensation Fees for Services Rendered Payments to Teachers in connection with

87,050.00

Practice Teaching Books and Periodicals Stores Travel Balance elf


ANNEXURE 'E'


TRUST ACCOUNT

.,..

39,0[8.34 1,841.77

78.36 290.00

927.36 1,581.47 7,492.07 1,544.24

34,276.39

87,050.00


1973 1974 Receipts Payments Debit Balances Credit Balances Debit Balances Credit Balances

$ $ $ $ $ $ Administrative Suspense 33,944.47 34,578.41 633.94 Art Fund 16.60 120.68 137.28 Audio Visual Contra 99.99 99.99 G.S.F. 3,015.44 2,766.63 5,598.66 5,847.47 Home Economics 3.00 22.20 748.10 728.90 Industrial Arts 553.22 223.85 137.78 467.15 Library Fines 3,417.91 3,724.76 3,280.89 2,974.04 Library Photocopier 4,547.05 3,024.04 824.35 2,347.36 Library Microfilm 4.50 37.14 32.64 Metalwork Contra 659.48 659.48 Metalwork Student Purchases 8.74 8.74 Music Contra 150.00 114.93 35.07 Needlework 593.96 336.23 73.36 331.09 Primary Craft 16.97 29.18 109.55 97.34 Woodwork Contra 836.40 836.40 Woodwork Student Purchases 567.46 567.46 Canteen Holding Deposit-Rent 1.40 101.40 100.00 Canteen Holding Deposit

Gas and Electricity 200.00 200.00 Revenue Collections 109,709.84 95,759.52 13,950.32* Suspense 5,540.91 5,540.91 Prize Account 460.21 475.00 250.51 235.72 Research Grant . 1.35 \,204.00 163.90 \,038.75 Research Grant (M. Jurd) 5,115.00 5,115.00 Aboriginal Affairs 4,032.00 742.24 3,289.76 Allotment 22,616.85 31,368.79 7,554.54 1,197.40 Honours and Awards Fund 100.00 100.00

00

"""

00 u.

!'!l!""~~""""",~~-~ ~~ -

Photocopying Account 27.21 27.21 Play Competition 69.00 69.00 Recreation Union 17,130.62 19,271.69 4,920.74 2,779.67 Sports Union 6,424.46 6,013.27 1,796.99 2,208.18 Students Welfare Fund 100.00 100.00 Suspense Student Loans 1,384.50 2,960.50 1,576.00 Sporting Goods Sales 171.80 489.84 318.04 Locker Key Deposits 240.00 94.00 146.00 Home Economics 200.00 200.00 Frances Baker-Needlework 100.00 100.00 John and Margaret 200.00 200.00 Ian D. Renwick 120.00 120.00 Huldah M. Turner 200.00 200.00 D. Burton 200.00 200.00 L. Whittle 200.00 200.00 Colin Doyle Memorial 200.00 200.00 George Hutchinson 420.00 420.00 Investment-Commonwealth

Bonds 3,000.00 3,000.00 Investments-Commonwealth

Bonds 4,220.00 4,220.00 Investments-Fixed Deposits

Bank ofN.S.W. 620.00 Cash on Hand-Petty Cash/

Cash Float 90.00 112.60 Cash at Bank 25,764.24 38,947.96

$222,178.94 $208,352.62 $30,101.45 $30,101.45 $48,697.33 $48,697.33

* Revenue Collections received during December, 1974 ($13,950.32) have been offset against recurrent expenditure for year.

1. D. TODD, P. R. WELSH, Secretary. Assistant Secretary (Finance).

16th April, 1975.

"-:-,

ANNEXURE 'F"


SCHEDULE OF INVESTMENTS AS AT 31ST DECEMBER, 1974

Value

$ 100 100 200 120 200 200 100 200

3000 420 200

1. D. TODD, Secretary.

16th April, 1975

Commonwealth Inscribed Stock

Inte~est Bearing Deposit

Maturing

15/2/82 15/10/84 15/7/83 15/5/85 15/5/85 15/2/1990 15/10/1991 15/10/1991 15/10/1991 11/4/76 11/11/78

P. R. WELSH,

Normal Yield

% 5~ 5 5·4 5 5t 5t 6 6 6 7·5 9

Assistant Secretary (Finance).

Details

10hn and Margaret 10hn and Margaret D. Burton Ian D. Renwick Home Economics Prize H. A. Turner Frances Baker Leila Whittle S.R.C. G. Hutchinson Colin Doyle

AWARD OF DIPLOMAS 1974

GRADUATE DIPLOMA IN EDUCATION (Primary Education)

ATKINSON, Faye Celestine B.A.(Ncle.)

BIDDLE, Judith Alison B.Sc.(Ncle.) CLARKE, Juliet Jane

B.Sc.(Agriculture)(Syd.) CORBETT, Phillip Thomas

B.A.(Ncle.) ERICKSON, Lorraine B.A(Ncle.) GRAY, Susan Elizabeth B.A.(Ncle.) GREENWOOD, Bethwyn Louise

B.A(Ncle.) HOLBERT, Rhonda Gale B.A.(Ncle.) KIRKPATRICK, Doone Lesley

B.A.(Ncle.)

86

LEGGETT, Kathleen Isabel B.A.(Ncle.)

MYERS, David Leslie B.A.(A.N.U.) NEARY, Beverley Ann B.A(Ncle.) O'REILLY, Beverley Ann B.A(Ncle.) POLLARD, Gerardine Mary

B.A.(Ncle.) SAINSBURY, Paul John B.A.(Ncle.) WALLEY, Anne Ruth B.A.(Ncle.) WATERHOUSE, Vivienne Mary

B.A.(Ncle.) WRIGHT, Janine Leslie B.Sc.(N.S.W.)

w'."

GRADUATE DIPLOMA IN EDUCATION (Secondary Education)

ADAMSON, John Gordon B.A.(A.N.U.)

AMATO, Leonard David B.A.(Ncle.) ARTHUR, Gay Margaret B.Sc.(Ncle.) BARBER, Janice Mary A.S.T.e. Dip.

Fine Art BEACH, John Raymond B.A.(Ncle.) BERNETT, Delmae Carol

B.A.(P.U.c.) BLACKALL, David Richard

Dip.App.ScijAgr.(W.A.C.) BLATCHFORD, Joan B.A.(Syd.) BLOOMFIELD, John AS.T.e. Dip.

Fine Art(Painting) CHAMBERS, Gai Rose B.A.(Ncle.) CLOUGH, Alan Robert B.Sc.(Ncle.) COOK, Gregory Vernon B.A(Ncle.) CORRADI, Bridget Agnes

B.A.(U.N.E.) COX, Anthony Ken B.A.(Ncle.) CRUICKS, Bruce Allan B.Com.(Ncle.) DAVIDSON, Malcolm James

B.A.(Ncle.) EASSON, Rhonwyn Elva B.Sc.(Ncle.) FISHER, Doreen Ann B.A.(Ncle.) FLOWERS, Philip Gordon B.A.(Ncle.) FOXALL, Bronwyn Lilian

B.A.(Macquarie) GOGGIN, Elaine Mary B.Sc.(Syd.)

M.S.(Nutrition)(Hawaii) GOOD HEW, Irene Claire B.Sc.(Ncle.) GORHAM, Reginald David

B.A.(Ncle.) HANIGAN, Judith Gai A.S.T.e. Dip.

Fine Art(Painting) HUNT, Stephanie Anne B.A.(Ncle.) HYNES, Susan Gay B.A.(Ncle.) JEFFREY, Paul Sylvester B.A.(Ncle.) KALNINSCH, Velta Alexandra

B.A.(U.N.E.) _ KAY, Norman Jeffrey AS.T.e. Dip.

Fine Art KING, Jennifer Joy B.A.(Ncle.) KOWALSKI, Judith Anne B.A.(Ncle.) LADD, Brian John A.S.T.C. Dip. Fine

Art(Sculpture) LAING, Helen Louise D.S.e.M.

87

LAWRENCE, Anne Marie B.A.(Ncle.) LEE, Trevor John B.A.(Ncle.) MacDONALD, Helen Margaret

B.A.(Ncle.) MEARS, Jane B.A.(Syd.) MORGAN, Keith Henry B.A(Ncle.) MORRISON, Bruce Douglas

B.Math.(Ncle.) MOSS, Charles Frederick

B.Com.(Ncle.) NELSON, Donald Charles B.Sc.(Ncle.) O'TOOLE Elizabeth Margaret

B.Sc.(W.A.) . PATTERSON, Narelle B.A.(Ncle.) PETRAUSKAS, Kristina Deanna

AS.T.e. Dip. Fine Art(Painting) PIKE, Gaenor Anne B.A.(Syd.),

Dip.Lib.(N.S.w.) PORRITT, John Arnold

M.B.B.S.(London) RAWSON, John Reginald A.S.T.e.

Dip. Fine Art(Painting) RENSHAW, Sarah Helen B.A.(Ncle.) ROBERTSON, Penelope Joan

B.Sc.(U.N.E.) SINCLAIR, Sandra Mary A.S.T.e.

Dip. Fine Art(Painting) SPENCER, Fiona Glenn B.A(Ncle.) SPRUCE, Anne Louise B.A.(Syd.) STARR, Pamela Lesley B.A.(Syd.) SWINKELS, Johannes Arnoldus

Dominicus B.A(Ncle.) TAGGART, Christopher Wayne

B.Com.(Ncle.) WALKER, Anthony David

B.A.(Macquarie) WATTERS, Robert Charles

B.Sc.(Ncle.) WEBB, Dawn Patricia B.A.(Ncle.) WILLIS, Dianne Margaret

B.Math.(Ncle.) WILSON, Joanne Mary B.A.(Ncle.) WILSON, Terrence John

B.Com.(Ncle.) WOLTERS, Eveline Irene

B.Math.(Ncle.) YOUNG, Cheryl B.A.(Ncle.)

AWARD OF DIPLOMAS

DIPLOMA IN SPECIAL EDUCA nON

AVERY, Elaine Joan BYRNES, Philippa Ruth CHANDLER, Roderick Carl CHRISTIANSEN, Margaret Jill CONNORS, Maxwell John CROSSCOMBE, Valda Merle DAVIES, Janice Gray FLEMING, Betty Patricia FORD, Lynette FORRESTER, John Duncan GEMMELL, Leigh Gordon GLEESON, Zoe Ann GRIFFIN, Janette HADFIELD, Barry John HALBERT, Michael Edward

HODGINS, Charles Thomas HOWARD, Isobel Joyce KENNY, Katherine Susannah KING, John Robert Leslie LEA, Harold John McDERMID, Stanley Edward McVEY, Neva Dorn MUNDIE, Janet Margaret RAYMENT, Frances Jean SMITH, Trevor John STAUNTON, John Raymond TRINDALL, Joyce Shirley WERBOWYJ, Fay Lorraine WHITE, Annette Pauline

DIPLOMA IN TEACHER LIBRARIANSHIP

ABRAMS, Robyn Thelma BURKE, Ann Marrs DEWHURST, Ruby Kathleen FIELD, Betty FRANCIS, Neill Michael GILKES, Robyn Patricia GROVES, Lynne Sinclair HILL, Elga Nola HOPTON, Kevin JOHNSON, Margaret Anne KLEIN, Clifford George McGUIRE, Bernard James

88

MAHER, Barry Joseph MAKINGS, Rhonda Yvonne MATTHEWS, Selby Frederick NISBET, Jennifer Fiona RENAUD, Noela Mary ROOTS, Elizabeth Anne SMITH, Elizabeth SNAPE, Eleanor Marie TAYLOR, Myra Lillian THOMAS, Margaret Clare TOOMEY, William Joseph WILSON, Margaret

I . ~.

AWARD OF DIPLOMAS

DIPLOMA IN ART (Education)

DIPLOMA WITH HONOURS

DUFTY, Lorina Christine Class II Division I

DIPLOMAS

BAILEY, Glenys BRYANT, Christine Margaret BURLEY, Lorraine Patricia CHEGWIDDEN, Catherine Anne CHENEY, Susan Gai CUTHBERT, Susan Jane DUNN, Helen Lorraine ELLIS, Janet Margaret FISHER, Robert John GRUSHKA, Kathryn Meyer HAMILTON, Merelyn Jane

HENSHAW, Dianne Vida HIRD, Ann Katharine JEFFCOAT, Kathryn McPHERSON, Marian Winifred MULLIGAN, Judith Patricia ROBSON, Lynley Anne SCHULTZ, Sally Anne SKINNER, Carmel Beth STEWART, Kerrie Ann STEWART, Sue Ellen

DIPLOMA IN MUSIC (Education)

DIPLOMA WITH HONOURS

COLE, David Robert Class 11 Division 1

DIPLOMAS

ALLANSON, Elizabeth Shirley AUBREY, Neil Christopher CHARLES, Phyl Janette CONDRAN, Megan Wendy COOK, Lynette Joy CURRAN, Anne Elizabeth DEZIUS, Sallie Anne DRYSDALE, Karen Ann DUNNE, Julienne Patricia GOOLEY, Judith Patricia HARTLEY, John Allan HEALEY, Stephen Matthew JOHNSTON, Peta Lee

89

KINNY, Paul Hugh McKAY, David Graham MASKEY, Margaret Ann MAUGHAN, Christine MORRIS, Lynn Frances PARISH, Catrine Helen ROBINSON, Helen Margaret SPENCER, Denise Adele TOBYS, Rudolf Roland WATSON, Kathryn Evelyn WILSON, Caroline Marion WILSON, Ian Stuart

AWARD OF DIPLOMAS

DIPLOMA IN TEACHING (Primary Education)

ALLCROFT, Elizabeth Joy ANDERSON, Marilyn Rose ANDREWS, Carol Dawn ANDREWS, Karen Elizabeth ANSCHAU, Vicki Gaye ASKEW, Jeffrey Thomas AVARD, Rhonda Jean BAKER, Joyce Mary BAKEWELL, Robin Janette BALL, Judy Lea BANCROFT, Peter Ross BATES, Deborah Robyn BECKETT, Kenneth James BENNETT, Vicki Lee BLACKFORD, Maureen Elizabeth BLADES, Glenda May BOJCZUK, Hena Odarka BOWEN-THOMAS, Gai BOWRY, Christine Elizabeth BOX, Lyn Dixon BOYLE, Maureen Bridget BRADBERY, Graham Eric BRITTLIFF, Marilyn Clare BROWN, Alison Margaret BROWN, Cheryl BROWN, Laurence Francis BRUNT, Linda Marion BRYDEN, Paul Herbert BUCKLEY, Jennifer Mary BULL, Dianne BUNN, Kerrie Patricia CAMPBELL, Bronwyn CARLIN, Louise Leonie CARLSON, Pauline Judith CARNEY, Warren Anthony CLEAR, Michael CLEMENTS, Helen Elizabeth CODY, Lynette Joy COFFEY, Kristine Ann COLLINS, Margaret Anne CONRAD, Renata Louisa COOMBES, Larry Matthew COULL, Fenton George COUSINS, Suzanne Vivien CRELLIN, Peta Jenyne CRICHTON, Beverley Ann CROKER, Elizabeth Margaret DAVIDSON, Anne DAVIES, Susan Alice DEAN, Julie

90

DILLON, Carol Ann DOUGLAS, Karen Anne DUNNICLIFF, Janice Narelle DUREAU, Lynne Marie DUTCH, Julie Ann ESCOTT, Robyn FAULDS, Meredyth Ann FENWICK, Susan Lorraine FERNANCE, Janice Robina FERRARI, Michelle Anne FIELD, Janet Mary FIELD, Judith Anne FLANNERY, John Dennis FLEMING, Leonie Maree FLYNN, Martin Stephen FOWLER, Norma Rita FREEMAN, Robyn FRITH, Ian Wilson FROST, Rhonda Daphne GALLAGHER, Gail GEMMELL, Marilyn Jean GILBERT, Deborah Blair GILL, Lorraine Joan GORRING, Judith Margaret GRAY, Joy Louise HAINES, Gail Maree HALL, Stephen Nigel HAMMILL, Caryl Ann HANSON, Elizabeth Ann HARVEY, Anthony George HATHAWAY, Margaret Grace HEINRICH, Pamela Maria HELMAN, Jennifer Hilda HENDERSON, Susan Jane HEPP, Wilhelmus Johannes HIND MARSH, Susan Gai HOPKINS, Adele HOSKING, Julie Ann HOY, Lesley HUGHES, Joanne IDSTEIN, Graeme Robert IMISON, Dianne Alice IMRIE, Helen Anne INGERSOLE, Robert William INNES, Rhonda Isabel JENKINS, Margaret Jannette JESSUP, Graham Leslie

JOHNS, Jennifer Gay JOHNS, Maureen Ella

AWARD OF DIPLOMAS

JOHNSTON, Rosemary Helen JONES, Janice Norma KEAN, Francis KEOGH, Russell KERR, Denise Laraine KIRBY, Margaret Ann KITE, Maxwell John LAMING, Penelope Doreen LEE, Susan Margaret LEES, Janice Lynette LEWIS, Marilyn Judith LIDDELL, Merilyn Joy LITTLEWOOD, Kathleen Mary LORENZ, Eva LOVE, Maree Elizabeth LYALL, Joanne Elizabeth McDONALD, Ruth Alison MACDONALD HOLMES, lain William McGRATH, Anne Marie McKILLOP, Leigh McMURRAY, Beth Louise McMURRAY, William John MALCOLM, Susan Margaret MALLON, Moira Anne MALTBY, Carolyn Margaret MANSINI, Helen Bronwyn MARCH, Pamela Kay MARSHALL, John Andrew MATTHEWS, Glenn MAUDSLEY, Judy Joy MILLER, Linda Suzanne MILLWARD, Kay Christine MOFFITT, Susan Elizabeth MOREY, Ian Charles MORRIS, Kathryn Elizabeth MORRIS, Sally Anne MULDOON, Kathryn Margaret MYERS, Alison Winifred NASH, Stephen Leslie NELSON, Beverley Alena NICOLL, Jennifer Ann NICOLL, Malcolm Rex NIXON, Paul Browning NOBLE, Susan Kay NOVAK, Vicki Gay OOSTERVEEN, Cheryl Fay ORGILL, Robyn Margaret OWEN, Nicholette PACKMAN, Judith Adelyn PALMER, Michael William PARRY, Dianne Margaret PARSONS, Elizabeth Ann Violet PARSONS, Richard Maxwell PATERSON, Daphne Joyce PATTEN, Michele Therese PERCY, Judith Eileen PETERSEN, Jan Lynette

91

READ, Bruce REEVES, Susanne Kay RENSHAW, Therese RIGNEY, Linda Kristin ROUNSLEY, Kerry Anne SARA, Pamela Ann SCOTT, Janet Ailleen SEALBY, John Wynne SHAND, Christine Elizabeth SILVER, Sandra Joy SILVERSTONE, Karen SIMMONS, Ann SKEHAN, Rhonda Anne SMITH, Ellen Catherine SMITH, Margaret Ann SMITHURST, Jill Pamela SNEDDON, Bruce Wayne SOMERVILLE, Donna STAUFFER, Lucille Beatrice STEPHENS, Jill Maria STIBBARD, Lindsay John STOKES, Patricia Louise STUART, Stephen Fraser STUDMAN, Annette Clare SWAIN, Patricia Ellen TAYLOR, Lynette Ellen TRAINOR, Sandra Gail TRUSCOTT, Julie Gail TURRELL, Susan Margaret URE, Julie-Anne VAN NETTEN, Dianne VOLTZ, Judith Anne WALKER, Nicholas John WALKER, Pamela Helen WALTON, Kathryn Mary WARD, Debra Elaine WATERS, Julie Elizabeth WATT, Anne WEILEY, Vanessa Joyce WHEATLEY, Barbara Ann WHEATMAN, Rosalie Ann WHITING, David John WHYTE, Elspeth Leonie WICKHAM, Gary Michael WILLIAMS, Kim Elizabeth WOODS, Wendy Janne WOOLFORD, Nola Patrice WOOLLARD, Joy Elizabeth WRIGHT, Warwick John WROE, Jean Margaret XUEREB, Carol-Anne YOUNG, Sandra Elizabeth

AWARD OF DIPLOMAS

DIPLOMA IN TEACHING (Special Education)

BRIERLEY, Dayle Lynette DIAMOND, Lois Margaret DUGGAN, Suzanne Vicki JAMES, Vicki Narelle MORGAN, Jo-Anne PARKER, Leonie Alison PEARS, John Mark

REILLY, Kathryn Elizabeth SKINNER, Gregory William SMITH, Emalyn Margaret ST ANBRIDGE, Cheryl Anne TEASDALE, Frances Anne WILLOUGHBY, Marilyn Rose WINNELL, Linda Olive

DIPLOMA IN TEACHING (Secondary Education)

ABlJOTT, Elaine Joan ADAMS, Julie ADAMSKI, Jan AITKEN, Cheryi Joy ALL.:EN, Halina Maria ANDERSON, Uve Edward ANI)REWS, Lynette Cecilia APPLETON, John Samuel ARMSTRONG, Paul John ASHTON, Paul ASLIN, Winston Nigel Howie ATKINS, David John ATKINS, Thomas Atlt:xander ATTEWELL, Shirley Ann BABEKUHL, Peta BADRI, Kaniklal BAILEY, David John BAILLIE, Stephen James BAKER, Graham Anthony BALDOCK, Lee Anne BARNETT, Anthony John BARTON, Malcolm John BEESTON, Christine Elizabeth BELCHER, Elizabeth Anne BERRY, Carmel BERWICK, Vicki Margaret BILLINGHAM, Errol George BLACK., Irene Ella BLAKE, Suzanne Gail BLANK, Bronwyn Joy , BOWEN, Gregory Thomas BOWNESS, Geoffrey Phillip BRINDLE, Gail Mary BROWN, Catherine' Mary BROWN, Dale Keith Morgan BROWN, Valmai Helen BURNS, John Malcolm BURNS, Michael CALABRIA, Robyne Ann CAMPBELL, Robert Allen CARRUTHERS, Gregory Keith CERINICH, Rodney Thomas COHEN; Lorraine Jennifer COLES, Susan Margaret CONNELL, Catherine Anne

92

COOK, Carmen Aida COOMBES, Gail COOPER, Glen Geoffrey COOPER, Lee Robert COX, Peter Jerome CRAVEN, Marilyn Virginia CREWE, Peter Damien CROFT, Robert Joseph CROPPER, Julie Anne CUMMINGS, Raymond Dallas CURRAN, Michael AnthollY DALE, Chdstopher Lawrence

Seymour (Posthumous) DALTON, Stephen John DALZOTTO, Marisa DARROCH, Gregory Matthew DAVIDSON, Brnce Norman DAVIES, John Raymond DA VIES, Rodney John DAVIS, Evan John DAY, Christopher Norman Robert DEANS, Brian DENNIS, John Francis I)IBBEN, Susan Clare DITTON, Lynelle Marie DIXON, Colin John DONALDSON, Stephen Morris DUCK, Robert James DUGGAN; Judith Megan DUNN, Maria Bernadette EADE, Neryl Annette EAMES, Warren Dennis EGAN, Ian John EVANS, Yvonne Elizabeth F ARR, Christine Alison FINLAY, AAAe Elizabeth FINNIE, James FLANAGAN, Frederick Gordon FORD, Kerrie Anne FORD, Kerrie Jean FRANKl:JN, Stanley Allan FROST, Anne Elizabeth GALLAGHER, Chris Kevin GIBSON, Bernice Jean GIBSON, Leonie Jewel

I

l ,J,

A WARD OF DIPLOMAS

GILCHRIST, Michael John GILES, Mark Stephen GOLLAN, June Patricia GOODWIN, Lloyd Wesley GOODWIN, Ruth Ann GORDON, Christopher John GRIFFITHS, Annette GROGAN, Michael Thomas HAIR, Julie Ann HAMPSON, Fernie HARDING. Gerald Peter HART, Eugene Robert HARTCHER, Judith Anne HAYES, Ai-Ling Ann HEUSTON, Brian Edward HOAD, Susan HOCKEY, Ian Norman HOLMES, Jonathon Edward HRISTOFORIDIS, Ilia HUARD, Paul William HUDSON, Kathryn Mary HUGHES, Maree Ann HUGHES, Susan Ellen HULL, Gary John HURST, John INGLIS, Lindsay John IRELAND, Barbara Audrey Jean JACKSON, Colin Peter JACKSON, John Stewart JARVIS, Ross Gregory JOHNSON, Ian James JOHNSON, Keith JOHNSON, Ross JOHNSTON, Mark Anthony KANE, Michael Colin KARANGES, Paraskevas KERSHAW, Peter Edwin KING, Anthony John KOBlER, Zigmund Peter KOLATCHEW, Harry LATHAM, Athol Wilfred LEASK, Bruce Wayne LENNON, Michael John LESLIE, Raymond Ross LEWIS, Robyn Ann LODGE, Lorraine Isobel LODINGTON, John Charles LONG, Jennifer LONG, Terrence John Peter LUCAS, Jillian Marie LUGTON, Bryan Geoffrey McCARTHY, John Francis McDONALD, Toni Maree MACFARLANE, Janeen Lea McGARVIE, Neil Glen McGEACHIE, Christopher McGRATH, Wayne John McINTYRE, Ralph William McKENZIE, Dorothy Rhonda Jean McKIE, William David

93

McLEAN, David Joseph McMILLAN, Geoffrey Duncan McNAMARA, Michael Patrick MAGEE, William James MANNING, Maia-Liisa MANNIX, Darryl Lawrence MANSFIELD, Gary Raymond MARSHALL, David Ralph MATSEN, Wayne Robert MATTHEWS, Catherine Anne MEARS, Julie Anne MIDDLEBROOK, Margaret Louise MILES, Grahame Barry MITCHELL, Cleve MOORE, Barry John MORGAN, Marilyn Ann MORGAN, Reginald George William MORISON, David John Hamilton MORRIS, David Alan MORROW, Linda Ann MORSE, Peter David MOWETT, Kerry Daniel MUNRO, Lizabeth MURPHY, Cheryl Anne NEVILLE, Ernest John NICHOLLS, Kenneth Douglas NICHOLS, Warwick NORTHAM, Jennifer Nerida O'BRIEN, Stephen Joseph O'DONOHUE, Michele O'REGAN, Denis Richard ORGILL, Alexander Morris PAICE, Debra Joan PARKES, Terry John PAVLOVIC, Vladimir PEACOCK, Raymond PETHERBRIDGE, Virginia Susan PIPER, Coral Joy PONDER, Graeme Leslie PORTER, Marilyn POWELL, Katherine Jan PRA VA, Peter PREES, Lynnette Nerida PUFFETT, Alan John PURCELL, Carole Anne PYNE, Rodney Cecil QUINN, Ann Frances RACZKA, Frank REARDON, Allan Keith REID, Debra Susanne REID, Warren Victor RICKARD, Craig Ian RIDDLE, Mark RISTUCCIA, Thomas Edward ROHDE, Helmut Frank ROSENBAUM, Lesley Sue RUMPH, Lynette RYAN, Deborah Ruth SAZDANOFF, John SCOTT, Alan John

AWARD OF DIPLOMAS

SCOTT, Jennifer Barbara SCOTT, Linda Melby SCOTT, Peter James SCREECH, Stephen Albert SHEEHAN, Graeme Lee SHEEHAN, Norman Francis SHEPHERD, Rhonda Alice SHIRM, Christine Anne SHORT, Russell Hunter SHORT, William Alfred SILVIA, Margaret Mary SIMMS, Catherine Eileen SKRILL, Michael George SLADE, Rosemary Helen SMALL, Rex McQuillan SMITH, David Thurston SMITH, Geoffrey Terence SMITH, James Mark SMITH, Mark SMITH, Marvyn SMITH, Peter Allan SNEDDON, Barry Charles SNELGAR, Stuart Richard SOLMAN, Leonard Stuart SPENCER, Peter Graham SQUIRE, Peter John

ST ACE, Michael Henry STAFFORD, Stephen Bruce STENNETT, Desmond John STONE, Peter William TAYLER, Andrew Donald TAYLOR, Glenda Lee TAYLOR, Trevor John TEER, Garry Terence THOMAS, Kathleen THOMAS, Susan Ann TREZISE, Garry TUIMOALA, Jiaoji Raogo TUNNICLIFF, Norman Ross WALKER, Richard Alan WARD, Keith Richard WATMAN, Robert Bruce WEBBER, Robert James WHEELDON, Colin Lewis WILLIS, Geoffrey James WILSON, Brian James WOOD, Robyn Frances WORTH, Gregory James WRIGHT, David John WYNN, Kelvin John YOUNG, Bronte Christine

PRIZES

Infants Mistresses Association Prize .................. DUNNICLIFF, Janice Narelle I. D. Renwick Prize ............................................ HENDERSON, Susan Jane The Sydna Leslie Memorial Prize ...................... HIND MARSH, Susan Gai College Prize for Primary Teaching ................... HOPKINS, Adele N. Doyle Prize .................................................... JESSUP, Graham Leslie New South Wales Bank Prize for Final Year

Commerce ...................................................... . J. W. Staines Prize (Aeq.) ................................. .

H. W. Gillard Prize ........................................... .

The Leila Whittle Prize (Aeq.) .......................... .

College Prize for Social Sciences ....................... . Home Economics and Needlework Association

Prize ............................................................... . The Francis Baker Prize .................................... . D. Burton Prize ................................................. . Institute of Industrial Arts Prize ....................... .

94

ATKINS, David John GREENWOOD, Bethwyn Louise

B.A.(Nc1e.) NELSON, Donald Charles

B.Sc.(Nc1e.) MacDONALD, Helen Margaret

B.A.(Nc1e.) ADAMS, Julie Maree PAICE, Debra Joan ATKINS, David John

BROWN, Valmai Helen BROWN, Valmai Helen DALZOTTO, Marisa DEANS, Brian

AWARD OF DIPLOMAS

The Colin C. Doyle Memorial Prize for Mathematics ................................................... GRIFFITHS, Annette

College Prize for Secondary Teaching (Aeq.) .... LUCAS, Jillian Marie O'REGAN, Denis Richard

The Huldah Turner Prize ................................... MACFARLANE, Janeen Lea The George Hutchinson Prize ............................ MAGEE, William James College Prize for Science .................................... O'REGAN, Denis Richard College Prize for Music ...................................... CURRAN, Anne Elizabeth Special Prize for Contribution to Music within

the College ...................................................... ROBINSON, Helen Margaret College Prize for Art .......................................... GRUSHKA, Kathryn Meyer Signor A. Dattilo Rubbo Prize .......................... KRISTENSEN, Veronika Sidsel New South Wales Bank Prize for First Year

Commerce ....................................................... MASSON, Sandra Gay New South Wales Bank Prize for Second Year

Commerce ....................................................... HAM, Judith Anne

95

SYLLABUS OUTLINES

for

DIPLOMA IN TEACHING (PRIMARY EDUCATION)

DIPLOMA IN TEACHING (SECONDARY EDUCATION) ~ENGLISH/HISTORY -MATHEMATICS -SCIENCE -INDUSTRIAL ARTS -HOME SCIENCE/TEXTILES -SOCIAL SCIENCES -PHYSICAL EDUCATION

DIPLOMA IN ART

DIPLOMA IN ART EDUCATION

DIPLOMA IN MUSIC EDUCATION

DIPLOMA IN SPECIAL EDUCATION

GRADUATE DIPLOMA IN EDUCATION -PRIMARY EDUCATION -SECONDARY EDUCATION

In any of the following courses where reference is made to Professional Studies units, that is units in Education and units in Principles and Practice of Teaching or Teaching Experience, the syllabuses for these units may be found by referring to pages 345-355.

96



ONE YEAR CONVERSION COURSE

A revised General Primary course is being phased in commencing in 1976-therefore, on the following pages separate outlines are shown for students commencing studies in the first year of a three-year fulltime course in 1976 either progressing from first year in 1975 or after being granted admission with advanced standing in 1976. Students should ensure that they refer to the correct course outline in determining their academic commitment. Where a student is required to undertake an additional subject as part of the course, reference to the back portion of this publication will provide a detailed syllabus for the General Studies and Elective units available. Students admitted with standing to undertake the Diploma in Teaching (Primary Education) One Year Conversion Course should refer to the course outline given at the end of the three-year full-time course outline.


STUDENTS COMMENCING IN 1976 Year I

Education I Principles and Practice of Teaching I English I Primary and Curriculum Studies I

Mathematics IP } 4 h * Music I ours

Physical Education I } 4 h * Social Science I ours

Any additional available subject

*Semester subjects

97

Hours per week 3 3 3 8

3


Year II Education II Principles and Practice of Teaching II English II Primary and Curriculum Studies II

Art II } * Crafts IlL or lIP 4 hours

SCie,nce I~L or lIP } 4 hours* Social SCIence II


·Semester subjects

Year III Education III Principles and Practice of Teaching III Curriculum Studies III

Art Crafts Education English Mathematics Music Physical Education Science Social Science

Choose three, each of 3 hours from approved list.


STUDENTS CONTINUING IN 1976 Year II

Education II English II Physical Education IlL or lIP Art II Crafts IlL or lIP Science IlL or lIP ELECTIVE LEVEL II Teaching Experience II

98

3 3 3 8

3

4 3 9

3

Hours per week 3 5 2 2 2 2 3


Year III Education III Three of:

(Art IIIL-Infant (Art IIIP-Primary (Craft IIIL-Infant (Craft IIIP-Primary (Education IIIC-( Learning Difficulties and ( Diagnostic Teaching (English IllD-The Teaching of Reading (English IIIL-Infant (English IIIP-Primary (Mathematics IlIL-Infant (Mathematics IIIP-Primary (Music IIIL-Infant (Music IIIP-Primary (Natural Science IIlL-Infant (Natural Science IlIP-Primary (Physical Education IIIL-Infant (Physical Education IlIP-Primary (Social Science IlIL-Infant (Social Science IlIP-Primary

Elective Level III Teaching Experience III

Hours per week

3 3 3 3

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

The following alternative Year III programme is offered to students who wish to undertake some training in the field of Special Education.

Year III Education IlIA English IllC Physical Education III Mathematics IllS Art III or Music III Teaching Experience III

99

Hours per week 8 4 2 2 2


DIPLOMA IN TEACHING (PRIMARY EDUCATION) CONVERSION

Education IllY Principles and Practice of Teaching III English and Reading IllY Mathematics IllY Craft IllY Physical Education IllY Art IllY Music IllY Social Science IllY Natural Science IllY

*These units are being undertaken during the first semester.

**These units are being undertaken during the second semester.

100

Hours per week 2 3 3 2 3* 3* 3* 3** 3** 3**


YEAR I SUBJECTS

ENGLISH I

Three hours per week

This subject introduces students to the teaching of English throughout the primary school in an approach by which three elements are closely integrated. Topics include speech and drama-the experience of drama as personal development in creativity and communication, the theory and practice of speech and listening as effective communication, the integration of speech and drama with materials from children's and other literature; literature for children-historical background to children's literature up to 1960, criteria of selecting books for children to read, themes in modern literature for children; an introduction to English teaching-teaching oracy and literacy skills to children, fostering the use of these skills in real life situations through developing an enjoyment of literature and providing opportunities for effective communications in a variety of social situations.

ASSESSMENT Progressive evaluation including assignments, seminar and practical work.

TEXTBOOKS Clegg, A. B. Durkin, D. Durkin, D. Gilliland, J. Logan, L. M., Logan, V. G.

and Paterson, L. Melnik, A. (ed.) and

Merrit, J. Southgate, V. Southgate, V. and

Roherts, G. R. Walshe, R. D. (ed.)

MATHEMATICS IP

The Excitement of Writing. London, Chatto and Windus, 1966. Phonics, Linguistics and Reading. New York, Teachers College Press, 1972. Teaching Them to Read. Boston, Allyn and Bacon, 1970. Readability. London, University of London Press, 1972. Creative Communication-Teaching the Language Arts. New York, McGraw-Hill Ryerson Ltd., 1972. Reading: Today and Tomorrow. London, University of London Press, 1972.

Beginning Reading. London, University of London Press, 1972. Reading-Which Approach? London, University of London Press, 1970.

My Machine Makes Rainbows. Sydney, A. H. and A. W. Reed, 1973.

Mathematics in the Infant and Primary Schools

Two hours per week

This unit involves study and discussion of methods of developing number and mathematical concepts of children in the infant and primary schools. Topics include an examination of the general methods and lesson structure; research into the learning of Mathematics including that of Pia get, Dienes and Bruner; the use and value of structured materials; sets, cardinal numbers and whole numbers, numeration, history of numeration, systems of num-

101


eration; algorisms, calculating devices, elementary properties of whole numbers, tests of divisibility and the general properties of place-valued numeration; rational numbers; mathematical structures, field of real numbers, quantities and experimental procedures, problems, spatial relationships and elementary topology, graphs and statistics.

ASSESSMENT Progressive evaluation including class exercises, assignments and final examination.

TEXTBOOK N.S.W. Department of Education

REFERENCES Copeland, Richard W. Hackworth, Robert D.

Kelley, J. L. and Richert, D.

Skemp, Richard R. Turner, V. D. and

Prouse, H. L. Wolf, F. L. Zwier, P. J. and

Myhoff, L. R.

MUSIC I

Curriculum Jor Primary Schools-Mathematics. Sydney. N.S.W. Government Printer, 1967.

How Children Learn Mathematics. Melbourne, Macmillan. Mathematical Systems, Finite and Infinite. New York, Holt, Rinehart and Winston, 1969. Elementary Mathematics for Teachers. San Francisco, Holden-Day Inc., 1970. The Psychology of Learning Mathematics. Pelican Original. Introduction to Mathematics. Illinois, Scott Foresman, 1972.

Number Systems and Their Uses. Waltham, Xerox Publishing Co., 1971. Essentials of College Mathematics. New York, Holt, Rinehart and Winston, 1969.

Primary and Lower Primary Music Teaching

Two hours per week

This unit examines a choice of teaching materials for primary and lower primary classes. Reading and writing skills through creative work and thematic study are developed. Recorder, tuned and rhythmic percussion instruments are studied as well as melody writing and scoring for those instruments. Development of the student's personal listening background is fostered. Listening activities related to the class situation are analysed. Curriculum study is also undertaken covering lesson types and programming. The contributions of Orff and Kodaly are analysed.

ASSESSMENT Progressive evaluation including tests, assignments and practical work.

TEXTBOOKS Heading, R. Salkeld, R. Timmins, Maxwell D.

REFERENCES Choksy, L. Dankworth, A. Heading, R. and

McDonald, T. Ingley, W. S. Landis, B. and

Carder, C. Marsh, M. V. Orff, S. and

Keetman, G.

Listening Alert. Teachers' Edition. Sydney, 1. Albert and Sons, 1969. Play the Recorder. London, Chappell, 1966. Music is Fun Book II. Huddersfield, Schofield and Sims Ltd., 1970.

The Kodaly System. Englewood Cliffs, N.J., Prentice-Hall, 1974. Voices and Instruments. London, Hart-Davis, 1973. Listen: Hear! Teachers' Edition. Melbourne, Allans Music Australia, 1974.

Music Jor Today·s Children. Warley, West Midlands, H. Hunte!, 1~74. The Eclectic Curriculum in American Music Education. ContrIbuttons of Dalcroy, Kodaly and Orff. Washington, D.C., M.E.N.C., 1972. Explore and Discover Music. New York, Macmillan, 1970. Music for Children. London, Schott and Co.

102


PHYSICAL EDUCATION I

Two hours per week

This unit examines primary school physical education programme content, together with consideration of personal teaching models and strategies. It provides knowledge of and development of skills in basic motor performances in games, dance and gymnastics. It also offers opportunities to acquire, demonstrate and refine teaching strategies in presentation of these skills. Theoretical and practical aspects of the implementation of these skills and activities in the school situation are examined also.

ASSESSMENT Progressive evaluation including class tests, assignments, semester paper and examination.

SOCIAL SCIENCE I

The Social Studies Curriculum Process

Two hours per week

Basic traditional techniques: narration, observation and study. The inquiry process: the case of inquiry approach and role of the teacher, individual skills and interest, Estvan's taxonomy of methods, Jarolimek's studies, Taba inductive techniques, and the Joyce strategies. Social Sciences objectives: development of the person, growth of knowledge and understanding, development of attitudes and skills. N.S.W. curriculum guidelines: rationale, content selection and classroom organisation.

ASSESSMENT Progressive evaluation including assignments, class exercises and final examination for students who do not reach a sufficiently high standard in progressive evaluation.

REFERENCES Chapin, J. R. and

Cross, R. E. Department of Education Estvan, F. J.

larolimek,l.

Joyce, B. R.

Pryde, N. D.

Queensland Department of Education

Taba, H.

Tasmanian Department of Education

Teaching Social Studies Skills. Boston, Little Brown and Company, 1973.

N.S. w. Curriculum Guidelines for Primar), Social Studies. Social Studies in a Changing World. New York, Harcourt, Brace and World, 1968. Social Studies in Elementary Education. 3rd edition. New York, Macmillan, 1967. New Strategies for Social Education. Chicago, Science Research Associates, 1972. Inquiry Teaching in the Social Studies. Adamstown Heights, Belair Publications, 1973. Curriculum in Social Studies.

Teachers Handbook for Elementary Social Studies. Massachusetts, AddisonWesley, 1969. Curriculum in Social Studies.

103


YEAR II SUBJECTS

ENGLISH II

Five hours per week

Strand A-Communications

Section A-Creative Writing

This section is designed to give students creative experience of expression in different forms of writing for audiences of various kinds, including children. Attention is given to the writing of poems, stories and prose sketches in particular-may include scripts and informal essays.

ASSESSMENT Progressive evaluation including exercises and final examination.

REFERENCES Ashe, Geoffrey Cowley, Malcolm et al.

The Art oj Writing. London, W. H. Allen, 1972. Wrilers at Work. Three series. London, Seeker and Warburg, 1958, 1963, 1967.

Section B-Mass Media

This section encourages a critical appreciation of the press, radio, television and film, and an awareness of them as formative influences in our society. Topics include distinctive features of each medium, language and communication techniques of the media, media offerings for different categories of the population including children, recent trends in the media especially in Australia, issues in the media, investigation and surveys of current programmes and materials.

ASSESSMENT Progressive evaluation including exercises and final examination.

REFERENCES Casty, Alan Emery, M. C. and

Smythe, T. C. Groombridge. B. Mayer, Henry Merrill, J. C. and

Lowenstein, R. Thompson, Denys (ed.) Watson, K. and

Christie, Frances

JOURNALS

Mass Media and Mass Man. New York, Holt Rinehart and Winston, 1968. Readings in Mass Communication. Dubuque, Iowa, W. C. Brown, 1972.

Television and the People. London, Penguin, 1972. The Press in Australia. Melbourne, Lansdowne, 1968. Media, Messages and Mell. New York, David McKay Company, 1971.

Discrimination and Popular Culture. London, Penguin, 1964. Language and the Mass Media. Sydney, Reed, 1972.

Articles from the Mass Media Review and the Journal of Popular Culture.

104


Section C-Language and Linguistics

This section considers the nature of language and language learning including an examination of the views of psychologists and linguistics; modern approaches to linguistic description including an introduction to transformation grammar; linguistics and classroom practice including application of the findings of linguistic research to the teaching of English.

ASSESSMENT Progressive evaluation including exercises, essays and final examination.

REFERENCES Britton, J. Bellugi, V. and

Brown, R. (eds.) Cattell, N. R. Chomsky, C.

Creber, 1. W. Patrick Douglas, D. Eisenhardt, C.

Herriott, P. Keddie, N. (ed.) Lyons, J. Reed, C. Rosen, C. and H. Schane, H. G. Slobin, D. I. Wilkinson, A.

Strand B

Language Learning. London, Penguin. The Acquisition of Language. Lafayette, Child Development Publications, 1964. The Design of English. Sydney, Heinemann, 1969. The Acquisition oj Syntax in Children from 5-10. Cambridge, Mass, M.I.T. Press, 1969. Lost for Words. London, Penguin. Linguistics and the Mind. Sydney. Sydney University Ext. Board, 1973. Applying Linguistics in the Teaching of Reading and Language Arts. Columbus, Ohio, Charles E. Merrill, 1972. Language and Teaching. London, Methuen, 1971. . Tinker, Tailor-The Myth of the Cultural Disadvantage. London, Pengum. Chomsky. London, Fontana. The Learning of Language. New York, Scribners, 1970. Language of Primary School Children. London, Penguin. Linguistics and the Class Room Teacher. Washington, Assn. S.C.D., 1967. PsycholingUlstics. Glenview, Illinois, Scott, Foresm~n, 1~71. The Foundations of Language. London, Oxford Umverslty Press, 1971.

Section A-The Teaching of English in the Primary School

Section B of this strand may be undertaken instead of this section.

This secti~n is a continuation and extension of earlier work in teaching Primary English. A selection is made from topics such as th~ following: integrated English, focal points, thematic source books, strategies, useful poetry anthologies, value of free verse, stimulating reading interests, useful short stories, novel as a centre of interest, literature as a basis for developing other skills, literature to creative writing and dramatic expression, using literature produced by children, developing language abilities through personal writing, improving language performance, individualising learning, oral reading and comprehension-an evaluation of aids and standardised tests, bases for mass media work, value of small group and panel discussions, significant method writers, and children with reading difficulties.


REFERENCE Jones, Anthony and Mulford, Jeremy

Children Using Language. London, Oxford University Press, 1971.

105


Smith, James A.

Walshe, R. D.

Creative Teaching of Reading and Literature in the Elementary School. Boston, Allyn and Bacon, 1967. Exploring the New English. Sydney, English Teachers' Association of N.S.W., 1973.

Section B-The Teaching of English in the Infant School

Section A of this strand may be undertaken instead of this section.

This section is an amplification of the subjects treated in the first year including reading, handwriting, oral and written expression, conversation periods, spelling, memorisation and appreciation of literature, methods of presentation--drama, creative play activities, development of skills in kindergarten-programming and timetables, adaptation for teaching lower division, and demonstrations.

ASSESSMENT Progressive evaluation including essays, assignments, practical work and examination if necessary.

TEXTBOOKS Goddard, Nora L. Renwick, A. and 1. D.

REFERENCES Foster and Headley McFee and Harrison

Reading in the Modern Infants School. Some Modern Lesson Procedures for Infant Grades. Newcastle, Newtex, 1963. Programming Reading in Infants Grades. Newcastle, Newtex, 1966.

Education in the Kindergarten. New York, American Book Company, 1959. Let's Talk-Annotated Teacher's Guide.

Section C-Children's Literature-Its Development

This section considers children's literature as representative of the moral and social values of a society, analysis of the content of stories as instruments of communicating the values of a contemporary culture, emergence and use of myths, fables, folk tales, legends, and fairy tales, criteria of a good children's book, history and development of children's books, development of didacticism in material written for children, recording of folk tales, development of the literary folk and fairy tales at a time when society becomes both urban and industrial, development of moral content into an artistic whole and the use of symbolism, development of children's literature aimed directly at enjoyment, boys' adventure stories, stories written with author-like identification, recent developments of qualities of fantasy in children's literature, Australian writing for children and the growing recognition of the worth of aboriginal myths.

ASSESSMENT Progressive evaluation including assignments.

TEXTBOOKS Arbuthnot, M. H. Meigs, C. Smith, 1. S.

REFERENCES Hazard, P. White. D.

Children and Books. Scott, Foresman. A Critical History oj Children's Literature. New York, Macmillan, 1953. A Critical Approach to Children's Literature. McGraw-Hill, 1967.

Books, Children and Men. Boston, Horn Book Inc., 1960. About Books for Childrgn. New Zealand Library Association.

106


Section D-Contemporary Literature: Fiction and Poetry from the 1930s to the Present

In order to equip the student to participate in the cultural life of communities and carry out his classroom work in English effectively, this section improves knowledge of cultural trends as they are reflected in contemporary literature to the extent that this understanding improves his response, develops acquaintance with prose extracts, stories and poems on which he can draw for his own teaching, equips him with understandings and abilities that he will need in order to foster creative responses to literature and cultivate imaginative writing in the classroom situation, sharpens his sensitivity to the tonal effects of words and develops his ability to perceive the central meanings or purposes of a work of literature, and remedies cultural deficiencies.

ASSESSMENT Progressive evaluation including exercises, seminar papers and final examinations.

REFERENCES Grigson, Geoffrey Spender, Stephen and

Modern World Literature. London, Hutchinson, 1970. English and American Poets and Poetry. London, Hutchinson, 1970.

Hall, Donald

PHYSICAL EDUCA nON II

Two hours per week

Strand A-Lower Primary

This strand is an introduction to the role of Physical Education in lower primary education and the nature of the infant school child and its effect upon the movement programme. The theory and mechanics of movement is examined in terms of the development of a vocabulary of movement and an appreciation of good movement-problem-solving associated with movement. An appreciation of music as related to movement is also treated, as well as analysis of movement including the theories of Rudolf Laban. Topics include games and the development of basic movement, gymnastics covering progression through the presentation of tasks and stresses of basic movement themes, dance-the role of the teacher in the creative dance lesson, qualities of movement related to space, time, effort and flow and inherent need for creativity. Programming and administration of Physical Education lessons in the lower primary is also considered.

ASSESSMENT Progressive evaluation including two assignments of one-thousand five-hundred (1,500) words.

107


TEXTBOOKS Inner London Education

Authority London Education Authority

REFERENCES Department of Education,

N.S.w. Farley, P.

Laban, R. Russell, 1. Stanley, S. Stirrat, M.

Steicher, M.

Strand B-Primary

Educational Gymnastics. London, London County Council, 1965.

Movement Education for Infants. London, London County Council, 1970.

Games Book. Sydney, N.S.W. Government Printer, 1969.

A Teacher's Guide to Creative Dance. Wellington, A. H. and A. W. Reed, 1973. Modern Educational Dance. London, Macdonald and Evans, 1948. Creative Dance in the Primary School. London, Macdonald and Evans, 1965. Physical Education: A Movement Orientation. Toronto, McGraw-Hill, 1969. Introducing Educational Gymnastics in the Primary School. Sydney, Physical Education Publications Co-op. Ltd., 1972. f;~s~ping Physical Education. Manchester. Manchester University Press,

This strand examines the theory and mechanics of movement including the teaching of dance-the development of desirable movement through the medium offolk, creative and social dance, the games coaching lesson-an outline of the techniques involved with the teaching of the skills associated with sports including soccer, rugby, cricket, netball and softball, the coaching of elementary athletics, an outline of the sportsmaster's duties in both weekly sport and carnival organisation, programming-planning a satisfactory programme in primary Physical Education.

ASSESSMENT Progressive evaluation including demonstrations, practical exercises and assignments.

TEXTBOOKS Department of Education, N.S.W. Department of Education,

Victoria

REFERENCES Bible, G. et al.

Cust,l. Department of Education, N.S.W. Farley, P.

Mettler, B.

Russell, 1. Steward, K.

Various Authors

ART II

Two hours per week

Games Book. Sydney, N.S.W. Government Printer, 1969. Curriculum Guide to Physical Education for Primary Schools. Melbourne, Education Department.

Teaching Physical Education in the Primary School. Sydney, McGraw-Hill, 1972. Creative Dance. Sydney, Physical Education Publications, 1974. Primary and InJant Syllabuses. 1965. A Teacher's Guide to Creative Dance. Wellington, A. H. and A. W. Reed, 1973. Materials of Dance as a Creative Art Activity. Tuscan, Arizona, Mettler Studios, 1971. Creative Dance in the Primary School. London, Macdonald and Evans, 1965. Training for Athletics and Simplified Sequence Coaching. Jeanne Norman, 1972. Track and Field. Sydney, Peters Pty. Ltd., 1966.

A basic introduction to the skills, materials, resources, thought processes and objectives of Art and education through Art. The subject involves three elements: theories of art education and their relationship to classroom experience, practical art experience, practical classroom techniques and procedures.

108


ASSESSMENT . . . Progressive evaluation including practical work and methods book, assignments, class tests, participatIon m seminars, discussions and teaching expositions.

TEXTBOOKS Jansen, H. W. Lowenfeld, V. and

Brittain, W. L. McFee, 1. K. Morris, A. W. Read, H. Viola, W.

CRAFT IlL

Two hours per week

A History of Art. London, Thames and Hudson, 1968. . Creative and Mental Growth. 5th edition. New York, Macmillan, 1970.

Preparation for Art. San Francisco, Wadsworth Publishing Company, 1970. Play. Explore. Create. Sydney, Sydney Allan Pty. Ltd., 1969. Education Through Art. London, Faber and Faber, 1963. Child Art. London, University Press, 1948.

To effectively plan and implement craft activities within the lower primary school, the teacher must have an understanding of the creative capacity of the young child, with specific emphasis on the relationship of craft activities to physical, social and intellectual development, together with a sound knowledge of the various handwork skills and approaches for integrating their application to other areas of the curriculum. This unit aims at establishing these objectives and utilising them in the planning of craft activities by covering a variety of aspects in different fields.

ASSESSMENT Progressive evaluation including written assignments, practical projects, contributions to group discussions and individual research activities.

REFERENCES Corney, D. E. Corney, D. E. Greenberg, P. Hamlyn, P. Johnson, P. Moseley, S., Johnson, P.

and Koenig, H. Rottger, Ernst

CRAFT lIP

Two hours per week

Creative Handwork. Adamstown, Belair, 1972. Handwork Galore. Adamstown, Belair, 1972. Children's Experiences in Art. New York, Reinhold, 1966. Leisure Crafts. New York, Paul Hamlyn, 1973. Creating With Paper. Seattle, University of Washington Press, 1958. Crajis Design. Belmont, California, Wadsworth, 1962.

Creative Paper Craft. London, Batsford, 1964.

This subject is designed to develop an understanding of the significance of craft activities in the overall education of the primary school pupil by examining manipulative skills and applications, core activities in two and three dimensional surface treatment, with emphasis on different materials and on the application of found materials. Extension activities are conducted in the open laboratory with team teaching of a selection of a variety of materials. Curriculum implementation is demonstrated through development of a variety of activities and procedures organised and presented by students.

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ASSESSMENT Pr~gressive evaluation including practical work, student demonstration, complilation of a practical work book and assIgnments.

TEXTBOOKS Corney, D. E. Macdonald Williams, P. H. M.

REFERENCES Ball, F.

Ball, F. C. and Lovoos,l.

Clegg, H. and Laron, M.

Crawford, 1. Dean, J. Elliott, C. Hamlyn, P. Hamlyn, P. Johnson, P. lohnson, P. Moseley, S., Johnson, K.

and Koenig, H. Osborne, R. Rankin, D. and J.

SCIENCE IlL

Creative Handwork. Adamstown Heights, Belair Publications, 1972. C?'our Crafts Series. Vols. 1--6. London. Macdonald, 1970. Lively Craftwork. London, Mills and Boon, 1969.

T;1J,imental Techniques in Enamelling. New York, Van Nostrand Reinhold,

Making Pottery Without a Wheel. New York, Van Nostrand Reinhold, 1968.

Jewellery Makingfor Fun and Profit. New York, McKay, 1951.

Introducing Jewellery Making. London, Batsford, 1972. Art and Craft in the Primary School Today. London Black Ltd 1970 The Craft Book. London, Hamlyn Ltd. and Search Press Ltd j'974 . Leisure Crafts. London, Hamlyn Ltd. and Search Press Ltd '1973 . Popular Crafts. Sydney, Hamlyn Ltd., 1973. .,. Creative Bookbinding. Seattle, University of Washington 1973. C:rea,ting with Paper. London, Nicholas Kaye Ltd., 1960~ erajts Design. Belmont, California, Wadsworth, 1972.

Things to Make with Leather. Menlo Park, California, Lane Books, 1973. Art Workshop. Sydney, Boden, 1974.

Science for the Infants School

Two hours per week

T.his ~nit focuses .attention on the investigation of elementary bIOlogical and phYSical phenomena by young children. The areas of study covered. include educational objectives for the teaching of EI.ementary SCience, the concept of "pre-science" experiences, the sCience component of environmental education and a consideration of Il?-an'.s impact on the environment, learni~g theories and the app.hcatIOn of these to the construction of effective learning envlro~ments for Ele.mentary Science, the selection and progra~mlllg o~ content III Elementary Science including a study of vanous curnc?la .and innovation, creativity in the exploration of elementary sCientific phenomena and integration into the total infants school learning programmes, as well as a science enrichment component.

ASSESSMENT Progressive evaluation incorporating a points system.

REFERENCES Esler, W. Schmidt, V. E. and

Rockcaslle, V. N. Schools Council (England)

Victor, E. and Lerner, M. S.

Teach~ng E/~menta,? Science. Belmont, California, Wadsworth, 1973. Teachmg SCIence wah Everyday Things. New York, McGraw-Hill. 1968.

Science 5/13. A project sponsored by the Schools Council the Nuffield Fo~nda~lOn an~ the Scottish Education Department and' based at the Umversity of Bnstol. Macdonald Educational 1972. Readings in S.cience Education for the Elementdry School. 2nd edition. New York, MacmIllan, 1971.

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SCIENCE lIP

Science for the Primary School

Two hours per week

This unit enables students to gain an understanding of the role of Science in the primary school and introduces the student to a variety of teaching procedures for use in schools. This is achieved by examining the aims of Science teaching in the primary school and the behavioural objectives, the nature and processes of science and their relation to teaching, classroom techniques of teaching Science including models of teaching procedures and the use of teaching aids in the classroom, learning and teaching outside the classroom, and comparison of Australian Primary Science syllabuses.

ASSESSMENT Progressive evaluation and a final examination.

TEXTBOOKS Esler, W. K. N.S.W. Department of Education

REFERENCES Jacobson, W. J.

Kibler, R. J., Barker, L. L. and Miles, D. T.

K uslan, L. I. and Stone, A. H.

Piltz, A. and Sand R.

Schmidt, V. E. and Rockcaslle, V. N.

Thier, H. D.

JOURNALS The Australian Grade Teacher. Australian Journal of Education.

Teaching Elementary Science. Belmont, California, Wadsworth, 1973. Curriculum for Primary Schools. Natural Science, Health and Physical Education, 1965.

The New Elementary School Sciences. New York, Van Nostrand Reinhold, 1970. Behavioural Objectives and Instruction. Boston, Allyn and Bacon, 1971.

Teaching Children Science-An Inquiry Approach. 2nd edition. Belmont, California, Wadsworth, 1972. Creative Teaching of Science in the Elementary School. Boston, Allyn and Bacon, 1970.

Teaching Science with Everyday Things. New York, McGraw-Hill, 1968.

Teaching Elementary School Science. New York, Van Nostrand Reinhold, 1970.

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YEAR III SUBJECTS

ART IIIL

Infant Art


Prerequisite-Art II

A study at advanced level, of the theoretical bases and practical approaches to the teaching of Art at infant level, covering the years of child growth from two to eight. Theoretical studies in art education extends the student's knowledge and understanding of established methods and examines current thinking and research on the subject. Topics covered include re-evaluation of the aims of education through art, the nature of the child, his development and his art, cultural influences on the development of expression, the teacher's changing role, child-teacher-parent relationships, visual perception, visual logic and imagination. Practical art experiences extend previous experience in the use of a wide range of media and techniques. A study of practical classroom procedures by examining the establishment of creative teaching environments and the provision of opportunities for the child to enrich his experiences and develop his powers of expression.

ASSESSMENT P:ogre~sive evaluati~n of practical wor~ and teaching method notes, one major assignment, essays, participation in dISCUSSIOns and semmars, group expenences.

TEXTBOOKS Barkan, M. Eisner, E. W. and

Ecker, D. W. Hastie, W. R. (cd.)

Lansing, K. M. McFee, J. K.

ART IIIP

Primary Art


Prerequisite-Art II

Through Art to Creativity. Boston, Allyn and Bacon, 1960. Readings in Art Education. Waltham, Mass., Blaisdell, 1966.

Art Education, 64th Yearbook ParI 2, National Society for the Stud), oj Education. Chicago, University of Chicago Press, 1965. Art. Artists and Art Education. New York, McGraw-Hili, 1969. Preparation/or Art. San Francisco, Wadsworth, 1970.

A study at advanced level, of the theoretical bases and practical approaches to the teaching of Art at primary level, covering the years of child growth from seven to twelve. Theoretical studies in art education extends the student's knowledge

112


and understanding of established methods and examines current thinking and research on the subject. Topics covered include reevaluation of the aims of education through art, the nature of the child, his development and his art, cultural influences on the development of expression, the teacher's changing role, childteacher-parent relationships, visual perception, visual logic and imagination. Practical art experiences extend previous experience in the use of a wide range of media and techniques. A study is made of practical classroom procedures by examining the establishment of creative teaching environments and the provision of opportunities for the child to enrich experiences and develop powers of expression.

ASSESSMENT Progressive evaluation including practical work and teaching method notes, one major assignment, essays, participation in discussions and seminars, group experiences.

TEXTBOOKS Barkan, M. Eisner, E. W. and

Ecker, D. W. Hastie, W. R. (cd.)

Lansing, K. M. McFee, J. K.

CRAFT IIIL


Through Art to Creath'ity. Boston, Allyn and Bacon, 1960. Readings in Art Education. Waltham, Mass., Blaisdell, 1966.

Art Education, 64th Yearbook, Part 2, National Society for the Study oj Education. Chicago, University of Chicago Press, 1965. Art, Artists and Art Education. New York, McGraw~Hill, 1969. Preparation for Art. San Francisco, Wadsworth, 1970.

This subject provides depth of knowledge and technique in the field of craft activities for lower primary teaching. It includes child development and the role of craft activities. Developing aesthetic, sensory, conceptual and perceptual awareness through involvement in craft activities. Skill development---extending the boundaries of manipulative skill in solid and plastic media. Curriculum development and implementation. Educational Technology-preparation of audio-visual aids through the application of craft activities. Special education and the role of craft activities in the education of the physically and intellectually handicapped child. Extension activities provides an opportunity for students to develop their own aesthetic response through involvement in practical, theoretical and research projects.

ASSESSMENT Progressive evaluation including both written and practical assignments, contribution to group discussion and individual research projects.

REFERENCES Ball, F. C. and

Lovoos.l. Linderman, E. W. Linderman, E. W.

Making Pottery Without a Wheel. New York, Reinhold, 1968.

Invitation to Vision. Dubuque, Iowa, W. C. Brown, 1967. Developing Artistic and Perceptual Awareness. Dubuque, Iowa, W. C. Brown, 1972.

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Llober, A. Lowenfeld, V. Lowenfeld, V. Pickering, J. M. Robinson, S. and P. Rottger, E. Rottger, E. Slivka, R. Taylor, F. A.

CRAFT HIP


Colours and Crafts. London, Frederick Warne, 1972. Creative and Mental Growth. New York, Macmillan, 1960. Basic Aspects o/Creative Teaching. Syracuse, University Press, 1961. Visual Education. London, Batsford, 1971. Exploring Puppetry. London, Mills and Boon, 1967. Surfaces in Creative Design. London, Batsford, 1970. Creative Drawing. London, Batsford, 1967. Crafts of the Modern World. New York, World Crafts Council, 1968. Design and Expression in the Visual Arts. New York, Dover Publications, 1964.

This subject reinforces and enlarges upon the primary craft curriculum. Increased emphasis is placed upon application to the classroom situation; particular attention being given to a variety of possible implementation techniques. Topics include the place and function of craft activities in the primary school and their planning so as to acquaint the prospective teacher with the basic techniques of planning and drawing as well as develop the basic competencies necessary for success. Experience is extended in the use of a variety of constructional materials such as wood, plastics, casting with a variety of materials, leatherworking and copperwork. A study of graphic communications provides the opportunity for prospective teachers to investigate some of the more traditional methods of printing.

ASSESSMENT Progressive evaluation including term tests, written and practical assignments.

TEXTBOOK Miller, W. R. and

Boyd, G.

REFERENCES Gilbert, H. G. Hoots, W. R.

Scobey, M. M.

Thrower, R. G. and Weber, R. D. (eds.)

EDUCATION IIIC

Teaching Elementary Industrial Arts. South Holland, Illinois, GoodheartWillcox, 1970.

Children Study American Industry. Dubuque, Iowa, W. C. Brown, 1966. The Development of a Course of Study for Industrial Arts Education at the Elementary School Level. Washington, D.C., United States Office of Education, (Dr. Hew). 1968. Eric Ed. 024822. Teaching Children About Technology. Bloomington, Illinois, McKnight and McKnight, 1968. Industrial Artsfor the Elementary School, 23rd Yearbook American Council on IndustriDl Arts Teacher Education. Bloomington, Illinois, McKnight and McKnight, 1974.

Learning Difficulties and Diagnostic Teaching


This unit covers the biological bases of learning and diagnostic techniques. An analysis is made of developmental skills in relation to specific learning disabilities-auditory and visual perception, memory and integration skills. Testing and diagnosis-evaluation tests ITPA, Bender, Wepman,

114


Monroe are examined. Evaluation of attainment and diagnostic tests. Assessment of tests of intellectual functioning---demonstrating Binet, WISC, Slosson and group tests. Diagnostic analysis of child's total functioning as a basic for a remedial programme. The programme designed to overcome the child's disabilities.

TEXTBOOKS McCarthy, J. J. and J. F. Nathan, P. Waugh, K. W. and

Bush, J. Wilson, J. A. R. (ed.)

REFERENCES Berry, M. F.

Fierson, E. C. and Barbe, W. B.

Jones, R. L. Morgan, C. T. and

King, R. A. Myers, P. I. and

Hammill, D. D. Naidoo, S.

ENGLISH IIID

Learning Disabilities. Boston, Allyn and Bacon, 1970. The Nervous System. Harmondsworth, Penguin, 1969. Diagnosing Learning Disorders. Columbus, Ohio, Merrill, 1971.

Diagnosis of Learning Difficulties. New York, McGraw-Hili, 1971.

Language Disorders 0/ Children, the Bases and Diagnosis. New York, Appleton-Century-Crofts, 1969. Educating Children with Learning Disabilities: Selected Readings. New York, Appleton-Century-Crofts, 1967. N~w Directions in Special Education. Boston, Allyn and Bacon, 1970. Introduction to Psychology. New York, McGraw-Hill, 1966.

Methods/or Learning Disorders. New York, John Wiley and Sons, 1969.

Specific Dyslexia. London, Pitman, 1972.

The Teaching of Reading


A practical and theoretical subject which provides extended knowledge and ability in the teaching of reading in the primary school by examining and practising various approaches to the teaching of reading. There is a planned programme integrating theory with practice through school experiences in both group and full class experiences, observing practising teachers at work, visiting innovative classrooms, attending conferences, forums, reading centres, listening to guest speakers, and so on.

ASSESSMENT Progressive evaluation.

ENGLISH IIIL

Infant English


An in-depth study of the various modern theories of teaching language development and reading competence with special relationship to the infant school child. Relationship of these theories to the overall development of the child's personality and to the

115


structuring of knowledge across all subject fields through the medium of hearing and speech. Heavy weighting is given to practical work with individual children or class groups in the teaching situation as research topics are followed up. Montessori methods of teaching developmental skills allied with work in language and reading. Development and use of an augmented alphabet (i.t.a.) in teaching early reading-use in Great Britain, U.S.A., Australia. Words-incolour-Development and strengths of phonic systems and colourcoded systems. Examination of methods currently in use for aspects which have been adapted from the various modern theories. This subject combines practical teaching situations with modern theory as adapted for various schools' needs. ASSESSMENT Progressive evaluation including assignments, practical work and final examination.

REFERENCES ChaU, Jeanne S. Daniels, J. C. and

Diack, H. Downing, 1. A. Downing, J. A.

Downing, J. A.

Durkin, Dolores Fries, C. C. Cattegno, C.

Moore, Omar K.

Southgate, V. and Roberts, G. R.

Spache, Evelyn B. Standing, E. M. Standing, E. M.

ENGLISH IIIP

Creativity in English


Learning to Read: The Great Debate. New York, McGraw-Hill, 1967. Progress in Reading in the Infant School. Nottingham, University of Education, 1958. Evaluating the Initial Teaching Alphabet. London, Cassell, 1967. ft6lnitial Teaching Alphabet: Explained and Illustrated. London, Cassell,

The i.t.a. Symposium. Slough, National Foundation for Educational Research, 1967. Teaching Young Children to Read. Boston, Allyn and Bacon, 1972. Linguistics and Reading. New York, Holt, Rinehart and Winston, 1962. W.ords in Colour: Background and Principles. Reading, Berkshire, EducatIOnal Explorers, 1962. Autotelic Responsive Environments and Exceptional Children. Hamden, Conn., Resp. Env. Foundation, 1963. Reading-Which Approach? London, University Press, 1970.

Reading Activities Jor Child Involvement. Boston, Allyn and Bacon, 1972. Maria Montessori-_Her Life and Work. New York, New Am. Lib., 1966. The Montessori Revolution in Education. New York, Schocken Books, 1970.

This subject is designed for those who strongly desire to centre much of their English teaching on the creative development of children through literature and writing. Methods are looked at for their potentiality not only in nurturing creativity but also in fostering skills and abilities in English in both oral and written communication. Topics include: recent developments in English teaching theory; the novel as a centre of interest; wide reading programmes; extension studies in fiction for children; fostering response to short stories and poems; detailed analysis of teaching possibilities; themes and projects; creative writing-stimulating written expression-responding to the children's work; mass media-integrating with literature

116


and creative writing; dramatic and oral expression-an integral role in the teaching of English; language across the primary curriculum.

REFERENCES Calthrop, Kenyon Chambers, Aidan Jones, Anthony and

Buttrey, June Peel, Marie

Stratta, Leslie el af. Wa1she, R. D.

Reading Together. London, Heinemann, 1971. Introducing Books to Children. London, Heinemann, 1973. Children and Stories. Oxford, Blackwell, 1970.

Seeing to the Heart: English and Imagination in the Junior School. London, Chatto and Windus, 1968. Patterns of Language. London, Heinemann, 1973. New English, New Ways. Sydney, Primary Teachers' Association orN.S.W., 1975.

MATHEMATICS IIIL

Advanced Studies of the Infant Curriculum in Mathematics


Comparative curriculum studies between N.S.W. and another Australian State is made, each student being required to prepare a comparative study on an approved topic not treated in lectures. A study of the verbal and activity approaches in the teaching of Mathematics including discovery techniques, structured materials, environmental methods, etc., commonly used in the infant school. Opportunity is provided for students to obtain practical experience with structured materials, environmental materials, laboratories and audio-visual aids. Each student is expected to engage in a research assignment with report involving the analysis of some aspect of the curriculum in terms of problems associated with readiness, remedial difficulties and so on.

ASSESSMENT Progressive evaluation including assignments, class exercises and final examination.

MATHEMATICS IIIP

Advanced Studies of the Primary Curriculum in Mathematics


Comparative curriculum studies between N.S.W. and another Australian State is made, each student being required to prepare a comparative study on an approved topic not treated in lectures. A study of the verbal and activity approaches in the teaching of Mathematics including discovery techniques, structured materials, environmental methods, etc., commonly used in the primary school. Opportunity is provided for students to obtain practical experience with structured materials, environmental materials, laboratories and audio-visual aids.

117


Each student is expected to engage in a research assignment with report involving the analysis of some aspect of the curriculum in terms of problems associated with readiness, remedial difficulties and so on.

ASSESSMENT Progressive evaluation including assignments, class exercises and final examination.

MUSIC IIIL


Prerequisite-Music I

A subject designed to provide practical skills for use in the lower primary classroom, and develop musical background. Topics include the writing of melody, songs, rounds, simple part songs, experiments in graphic notation; scoring for percussion; chime bar accompaniments; application of Carl Orff principles; Kodaly music education; song and listening repertoire; development of understanding of rhythm and notation through speech patterns; and significant development in western music from' 1650 to the present day.

ASSESSMENT Progressive evaluation including class exercises, assignments and tests.

REFERENCES Cheyette, I. and C. H.

Geen, W. A. Paynter, J. and

Aston, P. Wheeler, L. and

Raebeck, L. Zimmerman, M. P.

MUSIC IIIP



Tt;Qching Music Creatively in the Elementary School. New York, McGrawHIlI, 1969. Creating Music in Class. Sydney, 1. Albert and Son, 1970. Sound and Silence. London, Cambridge, 1970.

Orf/and Kodaly Adaptedfor the Elemelllary School. Dubuque, Iowa, W. C. Brown, 1972. Musical Characteristics of Children. Washington, D.C., M.E.N.C., 1971.

A subject designed to provide practical skills for use in the primary classroom, and develop the student's musical background. Topics include melody writing-songs and rounds; use of graphic notation; writing of chime bar and percussion accompaniments for songs; musical composition with primary classes; guitar class; organisation of choirs, festivals, instrumental groups; principles of Orff and Kodaly; programming; teaching materials and equipment.

ASSESSMENT Progressive evaluation including creative work, tests, assignments.

118


REFERENCES Cheyette, I. and C. H. Choksy, L. Farley, P. Geen, W. A. Ingley, W. S. and

Hunter, H. Paynter, 1. and

Aston, P. Wheeler, L. and

Raebeck, L. Zimmerman, M. P.

Teaching Music in the Elementary School. New York, McGraw-Hill, 1969. The Kodaly System. Englewood Cliffs, N.J., Prentice-Hall, 1974. A Teacher's Guide to Creative Dance. Sydney, Reed Publications, 1969. Creating Music in Class. Sydney, 1. Albert and Son, 1970. Music for Today's Children. Warley, West Midlands, H. Hunter, 1974.

Sound and Silence. London, Cambridge, 1970.

Orff and Kodaly Adapted for the Elementary School. Dubuque, Iowa, W. C. Brown, 1972. Musical Characteristics for Children. Washington, D.C., M.E.N.C., 1971.

NATURAL SCIENCE IIIL

Infant Natural Science


Prerequisite-Science II

This unit includes examination of the nature and processes of science as applicable to the teaching of Science in the infant school and the concept of "pre-science"; an in-depth study of a selected science topic relevant to Science in the infant school; a study of the ideas of such writers as Bloom, Krathwohl, Romey, Piaget and Bruner and the application of their theories at this level; a study of new curriculum projects and other innovative techniques in the infant school.

ASSESSMENT Progressive evaluation including seminars, assignments and practical activities.

NATURAL SCIENCE IIIP

Primary Natural Science


Prerequisite-Science II

The areas of study discussed include an in-depth study of a selected area of Science which is relevant to Science in the primary school, the educational theories of men such as-Bloom, Krathwohl, Romey, Piaget and Bruner, and the application of their theories to the teaching of Science in the primary school; a study of innovations relevant to Science teaching at this level.

ASSESSMENT Progressive evaluation including seminars, assignments and other practical activities.

PHYSICAL EDUCATION I1IL


A study of the theoretical and practical bases of physical activities,

119


games and dance for young children. Emphasis is placed upon Educational Gymnastics and the Adventure Playground movement.

ASSESSMENT Progressive evaluation including class assignments, contribution to practical presentation and term paper.

PHYSICAL EDUCA nON IIIP

Outdoor Recreation in Primary Physical Education


Consideration of aspects of outdoor recreation and leisure-time activities of interest to the primary school pupil. In addition, primary school facilities are evaluated for possible use in adult community learning. Conduct and organisation of outdoor activities for primary school pupils and their parents is considered in a community activity project.


SOCIAL SCIENCE IIIL

Planning and Presentation in the Infant School


Strand A~ The Integration of Traditional and Inquiry Techniques

This strand deals with the achievement of the Social Studies objectives, knowledge and understanding, attitudes and skills, through theoretical planning and practical application of appropriate strategies in the classroom situation by using both traditional and inquiry techniques; much stress being placed on the development of skills in the Infant School. Special emphasis is placed on individual pupil research, the local community, current affairs, simulation games, and role play ..

Strand B~Programming and Constructing Teaching Units

A depth study of programming is undertaken and students plan integrated teaching units organized around a focus question related to Social Studies field, whereby they examine areas of inquiry, focus questions, formulation of objectives, teaching and learning strategies~lesson sequencing, resources, evaluation, and integration with other subjects.

120


Strand C~Forces at Work in Society

This strand develops the students' own skill in reading and researching in Social Studies. After a preparatory study of research techniques, students study structure of Australian and world problems through individual research. These studies are directly applicable to the classroom programme.

Strand D~ Teaching and Learning Resources

Students are involved in a study of resources and their uses. Opportunities are available for student use of resources in both the lecture room and the school classroom.

ASSESSMENT Progressive evaluation including two major assignments, class exercises and final examination if necessary.

TEXTBOOKS Brown, C. M. and

Adams, M. R. N.S.W. Department of

Education Pryde. N. D.

REFERENCES Banks, J. A. and

Clegg. A. A. Bassett, G. W. (ed.) Estvan, F. J.

Herman, W. L (ed.)

Jarolimek, J. Jarolimek, J. and

Walsh, H. M. Joyce, B. R.


Taba, H. et al.


Trail, R. D., Logan, L M. and Remmington, G. I.

Zahorik, J. A. and Brubaker, D. L.

How to Read the Social Sciences. Illinois, Scott, Foresman, 1970.

N.S. W. Curriculum Guidelines for Primary Social Studies.

Inquiry Teaching in the Social Studies. Adamstown Heights, N.S.W. Belair Publications, 1972.

Teaching Strategies for the Social Studies. Massachusetts, Addison-Wesley.

Teaching in the Primary School. Sydney, Novak, 1967. Social Studies in a Changing World. New York, Harcourt, Brace and World, 1968. Current Research in Elementary School Social Studies. New York, Macmillan, 1969. Social Studies in Elementary Education. 3rd ed. New York, Macmillan, 1967. Readingsfor Social Studies in Elementary Education. New York, Macmillan, 1969. New Strategies for Social Education. Chicago, Science Research Associates, 1972. Curriculum in Social Studies.

A Teacher's Handbook for Elementary Social Studies: An Introduclive Approach. 2nd ed. Massachusetts, Addison-Wesley, 1971. Curriculum in Social Studies.

Teaching the Social Sciences: A Creative Directioll. Sydney, McGraw-Hili, 1972. Towards More Humanistic Instruction. Dubuque, Iowa, William C. Brown, 1972.

SOCIAL SCIENCE IIIP

Planning and Presentation in the Primary School


Strand A~ The Integration of Traditional and Inquiry Techniques

This strand deals with the achievement of the Social Studies objectives, knowledge and understanding, attitudes and skills, through theoretical planning and practical application of appropriate strategies in the classroom situation by using both traditional

121


and inquiry techniques: much stress being placed on the development of skills in the Primary School. Special emphasis is placed on individual pupil research, the local community, current affairs, simulation games, and role play.

Strand B-Programming and Constructing Teaching Units

A depth study of programming is undertaken and students plan integrated teaching units organised around a focus question related to Social Studies field, whereby they examine areas of inquiry, focus questions, formulation of objectives, teaching and learning strategies-lesson sequencing, resources, evaluation, and integration with other subjects.

Strand C-Forces at Work in Society

This strand develops the students' own skill in reading and researching in Social Studies. After preparatory study of research techniques, students study the structure of Australia and world problems through individual research. These studies are directly applicable to the classroom programme.

Strand D-Teaching and Learning Resources

Students are involved in a study of resources and their uses. Opportunities are available for student use of resources in both lecture room and the school classroom.

ASSESSMENT Progressive evaluation including two major assignments, class exercises and final examination if necessary.


Adams, W. R. N.S.W. Department of

Education Pryde, N. D.


Clegg, A. A. Bassett, G. W. (ed.) Estvan, F. 1.

Herman, W. L. (ed.)

larolimek,l. larolimek, 1. et al.

Joyce, S. R.


Taba, H. et al.


Trail, R. D., Logan, L. M. el al.

Zahorik, J. A. and Brubaker, D. L.


N.S. W. Curriculum Guidelines for Primary Social Studies.

Inquiry Teaching in the Social Studies. Adamstown Heights, N.S.W. Belair Publications, 1972.

Teaching Strategies for the Social Studies. Massachusetts, Addison-Wesley, 1973. Teaching in the Primary School. Sydney, Novak, 1967. Social Studies in a Changing World, New York, Harcourt, Brace and World, 1968. Current Research in Elementary School Social Studies. New York, Macmillan, 1969. Social Studies in Elementary Education. 3rd ed. New York, Macmillan, 1967. Reading for Social Studies in Elementary Education. New York, Macmillan, 1969. New Strategies for Social Education. Chicago, Science Research Associates, 1972. Curriculum in Social Studies.

A Teacher's Handbook for Elementary Social Studies: An lntroductive Approach. 2nd ed. Massachusetts, Addison-Wesley, 1971. Curriculum in Social Studies.

Teaching the Social Sciences: A Creative Direction. Sydney, McGraw-Hill, 1972. Towards More Humanistic Instruction. Dubuque, Iowa, William C. Brown, 1972.

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ALTERNATIVE

EDUCA nON lIlA

Special Education

Six hours per week

YEAR III SUBJECTS

Strand A-The Atypical Child

This unit deals with some sociological problems associated with children and outlines work being done to assist disadvantaged children including those of Aborigines, migrants and children from low socio-economic areas.

ASSESSMENT Progressive evaluation including prepara~ion of a t~e~is of approx!mately 5,~00 words on sOJ?1e accep!ed area. of atypicality. This work is expected to con tam some onglOal research mto the skills and methods mvolved 10 teachmg atypical children.

REFERENCES Adler, S.

Berndt, R. M.

Bottom, R.

Bourke, J.

Bridges, B.

Broom, L.

Clemens, A.

Coombs, H.

Cowles, M. (ed.)

Dunn, S. (ed.) Gordon, E. W. el al.

Gough, I.

Kearney, 1. Miller, H. L. Watts, B. H.

The Health and Education of the Economically Deprived Child. St. Louis, Missouri, Warren H. Green Inc., 1968. Aborigines and Education: The Importance of Aboriginal Tradition in the Contemporary Scene. W.A. Teachers Journal, Vol. 58, No.2, March 1968. The Education of Disadvantaged Children. West Nyack, N.Y., Parker Publishing Co., 1970. Educational Attainment and Migration. The Australian Journal of Education, Vol. 15, No. I, March 1971. The Teacher's role in Aboriginal education. Forum on Education, Vol. 29, No. I, March 1970. Educational Status of Aborigines. Australian and New Zealand Journal of SOCiology, Vol. 6, No.2, October 1970. Kids pick up language naturally. The Secondary Teacher, No. 168, August 1971. Human values in education: the educational status of Aboriginal Australians. The Australian Journal of Education, Vol. 14, No.3, October 1970. Perspectives in the Education of Disadvantaged Children. Cleveland, The World Publishing Co., 1967. Aborigines and Education. Melbourne, Sun Books, 1969. Compensatory Educationfor the Disadvantaged. New York College Entrance Examination Board, 1966. Aspirations of Aboriginal Children. Australian Psychologist, Vol. 5, No.3, November 1970. Psychology of Aboriginal Australians. Sydney, John Wiley and Sons, 1973. Educationfor the Disadvantaged. New York, ~ree Press, 1967.. . . Current approaches to effective education for disadvantaged ethniC mmorIty group children. Education News, Feb., 1972.

123


Strand B-Educational Sociology

Sociology of education as a discipline. Social learning. The role of school in society. The School as an agent of social control and integration. The school as an organization: formal and informal aspects, as a social system, the role of bureaucracy. The impact of Social and Technological change including assimilation of immigrants and minority groups.

ASSESSMENT Progressive evaluation including one 2,500 word assignment, three class tests and a final examination if necessary.

TEXTBOOKS Backman, C. W. and

Secord, P. F. Swift, D. F. (ed.)

A Social Psychological View oj Education. New York, Harcourt, Brace and World, 1968. Basic Readings in the Sociology of Education. London, Routledge and Kegan Paul, 1970.

Strand C-Learning Disorders and Diagnostic Teaching

This involves an examination of pupils who deviate from normal expectation of programmes to identify underachievers in school and of the practice of diagnostic teaching procedures. Topics include biological bases of learning, behaviour difficulties-aetiology, categories, treatment, diagnostic teaching-a.nalysis of developmental skills, testing and diagnosis, analysls of selected test programmes, remedial techniques and programmes after diagnostic evaluation, an integrated approach, teaching aids and materials, use of behavioural modification techniques in the classroom.

ASSESSMENT Progressive evaluation, plus a final examination if necessary.

TEXTBOOKS Berry, M. F.

Frierson, E. C. and Barbe, W. B.

Myers, P. I. and Hammill,D. D.

REFERENCE Trapp, E. P. and

Himelstein, P.

ENGLISH me

Language Disorder of Children, the Bases and Diagnosis. New York, Appleton-Century-Crofts, 1969. Educating Children with Learning Disabilities. Selected Readings. New York, Appleton-Century-Crofts, 1967. Methods Jor learning Disorders. New York, John Wiley & Sons, 1969.

Readings on the Exceptional Child. London, Methuen, 1962.

Atypical Children-English under Difficulties

Four hours per week

!his is.a problem-centred investigation aimed at the understanding of lmpedlments to learning and achievement in the language arts and an exploration of ways of helping children to overcome disabilities.

124


Strand A-Remedial Reading

A review of techniques and activities in reading. Reading disability and its effects. The place of reading in curricula at all levels and its relationship to changing tasks and expectations: Innovations in reading instruction as applied to remedial work: Techniques of remediation. Materials, facilities and preparation of reading aids. Organization problems. Programmes of compensatory teaching to maintain improvement.

ASSESSMENT Progressive evaluation of case work-unit tests and in school experience.

REFERENCES Bond, G. L. and

Tinker, M. A. Dechant, E. Frost, Joe L. Harris, A. J. (ed.) Mackay, David,

Thompson, B. and Schaub, P.

Otto, W. and McMenemy, R. A.

Southgate, V. and Roberts, G. R.

Stauffer, R. G.

Strang, R. et al.

Reading Difficulties: Their Diagnosis and Correction. New York, AppletonCentury-Crofts, 1967. Diagnosis and Remediation of Reading Difficulty. New York, Parker, 1968. Issues and Innovations in the Teaching of Reading. Glenview, Illinois. Casebook on Reading Disability. New York, McKay, 1970. Breakthrough to Literacy. London, Longmans, 1970.

Corrective and Remedial Teaching: Principles and Practices. Boston, Houghton Miffin, 1966. Reading-Which Approach? London, University Press, 1970.

The Language Experience Approach to the Teaching of Reading. New York, Harper and Row, 1970. The Improvement of Reading. 4th Edition. New York, McGraw-Hill, 1967.

Strand B-Speech Problems

This strand broadens knowledge of the physiology of speech; introduces methods of detecting, analysing and treating speech faults in school-children; studies and experiences means and methods of referral of speech defects; aims to develop and improve the student's own speech abilities. Topics include development oflanguage in children, classification of speech faults and defects. Speech correction and improvement services, the speech mechanism and production of speech sounds, defects of voice quality, speech and impaired hearing-other physical defects.


TEXTBOOK Eisenson, J. and

Ogilvie, M.

REFERENCES Ecroyd, F. P. Lewis, M. M. Piaget, Jean Scott, L. B. and

Thompson, J. J. Van Riper, C.

Speech Correction in the Schools. New York, Macmillan, 1963.

Voice and Articulation: A Handbook. Illinois, Scott, Foresman, 1966. How Children Learn to Speak. London. Harrap, 1957. The Language and Thought of the Child. London, Routledge, 1959. Phonics in Listening, in Speaking, in Reading, in Writing. New York, McGraw-Hili, 1962. Speech Correction: Principles and Methods. London, Constable, 1963

125


Strand C-Teaching English as a Foreign Language

Problems of the Migrant Child-linguistic, cultural, social, environmental, organizational. Liaison with social and cultural organizations-their contribution to assimilation and integration. The situational methods.

ASSESSMENT Progressive evaluation including presentation of case study and satisfactory performance in other set activities.

TEXTBOOK Derrick, J. Teaching English to Immigrants. London, Longmans, 1966.

English/or Us. Sydney, Government Printer, 1970 (A series),

Strand D-Language Studies

This strand develops an understanding of the process of a child's acquisition of language during his years in the infant and primary school. This includes theoretical studies and the recording and analysing of the speech of pre-school children. Such knowledge of language is applied to the classroom in methodological studies: explorations of the theoretical bases and structures of some published programmes of language development; the analysis of linguistic difficulties in oral reading of magazine stories, the analysis of linguistic development shown in a range of children's writing.


REFERENCES Carroll, J. B. Cattell, N. R. Chomsky, C.

Furth, H. G. Lyons, J. Wadsworth, B. J.

Language and Thought. Englewood Cliffs, Prentice-Hall, 1964. The Design of English. London, Heinemann, 1967. The Acquisition of Syntax in Children from 5 to 10. Cambridge, Massachusetts, M.I.T., 1969. Plagel and Knowledge. Englewood Cliffs, Prentice-Hall, 1969. Chomsky. London, Fontana Press, 1970. Piaget's Theory a/Cognitive Development. New York, David McKay, 1971.

PHYSICAL EDUCATION III

Two hours per week

This .is a laboratory oriented consideration of patterns of pupil ~ear~mg. and performance of basic motor skills; investigation of ImplIcatIOns of laws of learning when related to individual acquisition of complex motor skills. It provides students with practical experience of investigations of pupil learning and performance in physical education.

ASSESSMENT Progressive evaluation and semester examinations.

126


TEXTBOOKS Lockhart, Aileen and

Johnson, 10. Singer, Robert N.

REFERENCES Cratti, Bryant 1. Harrow, Anita 1. Schmidt, Richard A. Stallings, Loretta M.

Laboratory Experiments in Motor Learning. Dubuque, W. C. Brown.

Motor Learning and Human Performance. 2nd ed. New York, Macmillan, 1975.

Teaching Motor Skills. Englewood, Cliffs, Prentice-Hall. A Taxonomy of the Psychomotor Domain. New York, David McKay, 1972. Motor Skills. New York, Harper and Row, 1975. Motor Skills Development and Learning. Dubuque, Iowa, W. C. Brown, 1973.

MATHEMATICS IllS

Diagnostic and Remedial Methods in Mathematics

Two hours per week

This unit covers the goals for school mathematics, aims of the curriculum, the developmental theory of Piaget, the development of mathematical concepts and the theories of Dienes, Bruner, Gattegno, Skemp, Biggs. Testing and evaluation, instruction materials, meeting individual differences, remedial techniques, problem solving techniques and discovery methods.

ASSESSMENT Progressive evaluation including one assignment of 1200 words and final examination.

TEXTBOOK N.S.W. Department of

Education

REFERENCES Heddens, J. W. Kramer, K.

Riedesel, C. A.

JOURNALS Mathematics Teaching. The Mathematics Teacher. The Arithmetic Teacher.

ART III

Two hours per week

Curriculum for Primary Schools-Mathematics. Sydney, N.S.W. Government Printer, 1967.

Today's Mathematics. 2nd ed. California, Science Research Associates, 1971. Problems in the Teaching of Elementary School Mathematics. Boston, Allyn and Bacon, 1970. Guiding Discovery in Elementary School Mathematics. New York, Appleton, 1967.

An examination of art in Special Education. This includes artistic development and ability of the pre-school and infants child, the theory of primary art education including emotional and mental growth and creative activities, use of the environment and use of art to overcome environmental isolation, art activities for handicapped children and mentally retarded children, case studies, the environment, classroom and playground design for special education.

127

DIPLOMA IN TEACHING (PRIMARY EDUCATION) REFERENCES Churchill, A. R. Eisner, Elliot W. and

Ecker, D. W. Harris, Dale B.

Naumbcrg, M.

Naumberg, M.

MUSIC III

Art for Pre-adolescents. New York, McGraw-HilL 1970. Readings in Art Education. Waltham, Massachusetts, Ginn Blaisdell, 1966.

Children's Drmliings as Measures of Intellectual Mali/ril)'. New York, Harcourt, Brace and World, 1963. Psychoneurotic Art. Its Functions in Psychotherapy. New York, Grune and Stratton, 1953. Dynamically Orientated Art Therapy: Its Principles and Practises. New. York, Grune and Stratton, 1966.

Music in Special Education

Two hours per week


Topics include rhythmic development, recognition and reading of basic rhythm patterns, choice of songs suited to the needs of children with special learning difficulties, application of the principles of Orff and Kodaly, creative work, movement to music, integration of music with general education, music in child development for both individual and group needs for relaxation, fulfilment, self-expression, personal development and development of creativity.

ASSESSMENT Progressive evaluation of practical work, tests and written assignment.

REFERENCES Andress, B. L. et al. Bailey. P. Carlson, B. W. and

Ginglend, D. R. Cheyette, I. and

Cheyette, H. C. Dobbs, J. T. B. Farley, P. Gaston, E. T. Geen, W. A. Ginglend, D. R. and

Stiles, W. Hope-Brown, M. Marsh, V. M. Marsh, V. M. NordolT, P. and

Robbins, C.

JOURNALS Australian Teacher of the Deaf

Journal of Music Therapy

Music Educators Journal

Music in Early Childhood. Washington, D.C., M.E.N.C. 1973. They Can Make Music. London, O.U.P. 1973. Play Activities/or the Retarded Child. New York, Abingdon Press, 1961.

Teaching Music Creatively. New York, McGraw-Hill, 1969.

The Slow Learner and Music. London, a.u.p., 1966. A Teacher's Guide to Creative Dance. Auckland, Reed Education, 1969. Music In Therapy. New York, Macmillan, 1968. Creating Music in Class. Sydney, Albert and Son, 1970. Music Activities for Retarded Children. Nashville, Tennessee, Alungdon, 1965. Music with Everything. London. Warne, 1973. Explore and Discover Music. New York, Mac".lillan, 1970. Music and MOl'ement. Auckland, Reed Education, 1968. Therapy in Music for Handicapped Children. London, Gollancz, 1971.

Australian Association of Teachers of The Deaf. Melbourne, Volume 9, No. 2, 1968. National Association of Musical Therapy. Lawrence, Kansas. Volume 8, No.3, 1971 and Volume 9, No. I, 1972. Music Educators National Conference. Washington, D.C September, 1972 and October, 1972.

128


ONE YEAR CONVERSION SUBJECTS

EDUCATION IllY

Sociology of Education

Two hours per week

This subject examines the family and the school in society, culture transmission, function of education in society, the school as an agent of social control and integration, socialization, social attitudes-motives and influence, social climate, theories of dissonance, consonance and balance, social status and role, personality as a social phenomenon-society, culture and personality-the self, the self and achievement motivation, institutional and subinstitutional structures, communication structure-task versus non-task activities, power structure and authority including types of power, power and leadership, the teacher as a group leader, social climate of the classroom-morale, intergroup conflict-cohesion of subgroup, small groups in the classroom-the influence of peer groups in the educative process, the school as an organization-formal and informal aspects, the school as a social system, bureaucracy-the school organization and the teacher-pupil relationship, personnel-the problems of professionalization, the impact of social and technological change-effects on culture ~nd the social structure of schools, impact of bureaucracy and specialIzation of function.

ASSESSMENT Progressive evaluation and final examination.

TEXTBOOKS Edgar, D. E. (ed.)

Koller, M. R.

REFERENCES Campbell, W. J. (ed.)

Gordon, I. J. Hudson, L. (ed.) Katz, F. M. and

Browne, R. K. (eds.) Swift, D. F. (ed.)

White, W. F.

Sociology of Australian Education: A Book of Readings. Sydney, McGrawHill, 1975. Families: A multigenerational Approach New York, McGraw-Hill, 1974.

Scholars in Context: The Effects of Environment on Learning. Sydney, Wiley International, 1968. Studying the Child in School. New York, Wiley and Sons, 1966. The Ecology of Human Intelligence . . London, Penguin, 1970. Sociology of Education. Melbourne, Macmillan, 1970.

Basic Readings in the Sociology of Education. London. Routledge and Kegan Paul, 1970. Psychosocial Principles Applied to Classroom Teaching. New York. McGraw-Hill, 1969.

129

, t~ ,,/

, ,


ENGLISH AND READING IllY


This subject develops knowledge of the principles and methodology of teaching English in the Primary SchooL Interpretation and implementation of curricula is undertaken in respect oflanguage-its development, approaches within the N.S.W. syllabus, associated skills and their development, the concept of "Oracy" and its central position in language learning; reading and literature-its significance and nature, the development and interpretation within N.S.W. syllabus, need for individualising and solving problems, choosing literature and fostering responses, place of the library; drama-includes practical and theoretical work in various areas, spelling and handwriting-including modern approaches to spelling instruction and the teaching of handwriting skills; and planning for language arts instructions---covering varied approaches, programming in the language arts, use of the thematic approach effectively and language arts in experimental classroom arrangements.

REFERENCES Goodridge, J. Kohl, H. P. Melnik, A. and Merritt, J. Walshe, R. D. Wilkinson, A.

Drama in the Primary School. London. Heinemann, 1973. The Open Classroom. London, Methuen, 1973. Reading Today and Tomorrow. London, University of London Press, 1972. My Afachine Makes Rainbows. Sydney. Reed Educational, 1972. The Foundation of Language: Talking and Reading in Young Children. London. O.V.P., 1971.

MATHEMATICS IllY

Mathematics in the Infant and Primary School

Two hours per week

This unit involves study and discussion of methods of developing number and mathematical concepts of children in the infant and primary schools. Topics include an examination of the general methods and lesson structure; research . into the learning of mathematics including that of Pia get, Dienes and Bruner; the use and value of structured materials; sets, cardinal numbers and whole numbers, numeration, history of numeration, systems of numeration; algorisms, calculating devices, elementary properties of whole numbers, tests of divisibility and the general properties of place-valued numeration; rational numbers; mathematical structures, field of real numbers, quantities and experimental procedures, problems, spatial relationships and elementary topology, graphs and statistics.

130


Comparative curriculum studies between N.S.W. and another Australian State are made, each student being required to prepare a comparative study on an approved topic not treated in lectures. A study of the verbal and activity approaches in the teaching of Mathematics including discovery techniques, structured materials, environmental methods, etc., commonly used in the Primary schooL Opportunity is provided for students to obtain practical experience with structured materials, environmental materials, laboratories and audio-visual aids.



Education




Prouse, H. L. Wolf, F. L. Zwier, P. J. and

Myhoff, L. R.

CRAFT IllY

Curriculum Jor Primary Schools-Mathematics. Sydney, N.S.W. Government Printer, 1967.

How Children Learn Mathematics. Melbourne, Macmillan. Mathematical Systems, Finite and Infinite. New York, Holt, Rinehart and Winston, 1969. fJ;~entary Mathematics for Teachers. San Francisco, Holden-Day Inc:,

The Psychology of Learning Mathematics. Pelican OriginaL Introduction to Mathematics. Illinois, Scott, Foresman and Co., 1972.

Number Systems and Their Uses. Waltham, Xerox Publishing Co., 1971. Essentials of College Mathematics. New York, Holt, Rinehart and Winston Inc., 1969.

Three hours per week for one semester

This subject gives a fundamental knowledge of the principles involved in various aspects of craft work.' Topics include a basic introduction to the aims, organisation of requirements, assessment, primary syllabus, attitudes and approach to various age levels; followed by various aspects of design, bookcrafts, paper craft, cane craft, metal craft, woodcraft, leather craft, papier mac,he, graphic arts, classroom environment and administration, inCluding an examination of the development of atmosphere and procedures conducive to safe successful craft work.

ASSESSMENT Progressive evaluation of project and bookwork.

REFERENCES Ball, F. Corney, D. E. Hamlyn, P. Hamlyn, P. Moseley, S., Johnson, P. and

Koenig, H. RoUger, E.

Experimental Techniques and Enamelling. Reinhold, 1972. Creative Handwork. Adamstown, Belair, 1972. Leisure Crafts. New York, P. Hamlyn, 1973. Popular Crafts. New York, P. Hamlyn, 1972. Craft Design. Belmont, California, Wadsworth, 1962.

Creative Paper Craft. London, Batsford, 1964.

131


PHYSICAL EDUCA nON IllY

Two hours per week

Strand A-Personal Health and Physical Fitness

This strand is designed to develop some knowledge and understanding in the areas of hygiene, human sexuality, nutrition, drug education, safety and first aid. Topics cover assessment of personal physique and physical fitness, consideration of plans, techniques and routines commonly advocated for personal health and physical fitness, maintenance procedures-fitness for living, and regular reassessment and personal checks to ensure success of programme.

Strand B-Theory and Practice in Teaching Motor Skills

Topics include essential conditions for effective motor learning, motor learning theory, motor performance laboratory and assessment-a personal consultation.

Strand C-Personal Recreation in Physical Education

Topics are selected recreational activities considered for skill components, teaching procedures and personal playing strategies.

Strand D-Personal Project: Research in Health Education, Physical Education, Recreation

Each student must propose a personal research project. When approved the topic must be methodically researched and the results collated to bring the project to a conclusion.

ASSESSMENT Progressive evaluation including process participation and productive personal reports, group papers and reports, class discussion, clinics and demonstrations.

REFERENCES Bartley et al. Bucher, Charles A. Cratty, Bryant 1. Kirk, R. H., Mayshark, C. and

Hornsby, R. P. Lockhart, A. and Johnson, J. Willis,F.H.

JOURNALS

Essentials oj Life and Health. Del Mar, California, CRM Books, 1974. Foundations oj Physical Education. 6th ed. St. Louis, C V. Mosby Co., 1972. Teaching Motor Skills. Englewood Cliffs, Prentice-Hall, 1973. Personal Health in Ecological Perspective. St. Louis, C. V. Mosby, 1972.

Motor Learning Laboratory. Dubuque, Iowa, W. C. Brown Co., 1970. Drug Dependence. London, Faber, 1974.

Australian Journal of Physical Education. Australian Journal of Sports Medicine. British Journal of Sports Medicine. Loughborough, British Association of Sport and Medicine. Interaction. Journal of Health, Physical Education and Recreation. Washington. Research Methods. Third Ed. Washington, A.A.H.P.E.R., 1973. Research Quarterly. Washington.

132


ART IllY

Art Curriculum Studies


A basic introduction to the skills, materials, resources, thought processes and objectives of education through art by encouraging awareness of the nature of the child and the developmental stages through which he passes, planning activities calculated to foster this development. Practical experiences are undertaken in two-dimensional expression-basic design, drawing, composition, picture making and printmaking; three-dimensional art forms; creative use of the environment-training the eye to observe and appreciate visual patterns in the environment. A study is made also of the primary art curriculum, programming, lesson preparation and evaluation.

ASSESSMENT Progressive evaluation including performance in practical experiences, seminars and discussions; assignments and other school activities.

TEXTBOOKS Lowenfeld, V. and

Brittain, W. L. McFee, 1. K. Read, H.

MUSIC IllY

Creative and Mental Growth. 5th ed. New York, Macmillan, 1970.

Preparation/or Art. San Francisco. Wadsworth Publishing Company, 1970. Education Through Art. London, Faber and Faber, 1963.



This subject examines lesson procedures in primary and lower primary teaching of music. Creative work includes scoring for percussion, writing pitched percussion accompaniments for songs, musical composition in primary and infant classes. Programming, teaching materials and equipment, and practical work with recorder, rhythmic and tuned percussion are studied.

ASSESSMENT Progressive evaluation including tests, and assignments and practical work.

REFERENCES Heading,.R. Ingley. W. S. and Hunter, H. March, M. V. OrtI, S. and Keetman, G. Salkeld, M. D. Timmins, M. D.

Listening Alert. Teacher's Edition. Sydney, J. Albert and Son, 1969. Music Jor Today's Children. Warley, West Midlands, H. Hunter, 1974. Explore and Discover Music. New York, Macmillan and Company, 1970. Music for Children. Book I. London, Schott and Company. Play the Recorder. Book I. London, Chappell, 1966. Music is Fun. Book II. Huddersfield, Schofield and Sims Limited, 1970.

133

, ,*.~

,/ DIPLOMA IN TEACHING (PRIMARY EDUCATION)

SOCIAL SCIENCE lIlY


This unit produces a varied approach to the teaching of Social Science by focusing on a wide range of traditional and inquiry techniques and preparing students for the planning of Social Science and integrated units. Theoretical planning and practical application in the classroom of appropriate strategies are suggested. The structuring of learning situations is examined in a range of lessons from simple inquiry-based studies to complex units of work, with particular reference to individual pupil research, the local community, current affairs, simulation games, and role play. A depth study of integrated programming must be conducted also, involving adequate presentation of areas of inquiry, focus questions, formulation of objectives, teaching and learning strategies-lesson sequencing, resources, evaluation, and integration with other subjects.

ASSESSMENT Progressive evaluation including assignments and class exercises with the possibility of final examination being required.


Adams, W. R. Department of Education Pryde, N. D.


Clegg, A. A Bassett, G. W. (ed.) Estvan, F. J.

Fraenkel, J. R. Herman, W. L (ed.)

Jarolimek, J. Jarolimek, L and Walsh, H. M.

Joyce, B. R.


Taba, H. et af.


Trail, R. D., Logan, L. M. and Remmington, G. I.

Zahorik, J. A. and Brubaker, D. 1.


N.S. W. Curriculum Guidelines for Primary Social Studies. Inquiry Teaching in the Social Studies. Adamstown Heights, New South Wales, Belair Publications, 1973.

Teaching Strategies/or the Social Studies. Massachusetts, Addison-Wesley, 1973. Teaching in the Primary School. Sydney, Novak, 1967. Social Studies in a Changing World. New York, Harcourt, Brace and World, 1968. Helping Students to Think and Value. New Jersey, Prentice-Hall, 1973. Current Research in Elementary School Social Studies. New York, Macmillan, 1969. Social Studies in Elementary Education. 3rd Ed. New York, Macmillan, 1967. Readings for Social Studies in Elementary Education. New York, Macmillan, 1969. New Strategies for Social Education. Chicago, Science Research Associates, 1972. Curriculum in Social Studies.

A Teacher's Handbook for Elementary Social Studies: An Introductive Approach. 2nd ed. Massachusetts, Addison-Wesley, 1971. Curriculum in Social Studies.

Teaching the Social Sciences: A Creative Direction. Sydney, MCGraw-Hill, 1972. Towards More Humanistic Instruction. Dubuque, Iowa, W. C. Brown, 1972.

134


NATURAL SCIENCE IllY



This unit enables students to gain an understanding of the role of science in the primary school and introduces a variety of teaching procedures for use in schools. Topics include the aims of science teaching in the primary school, behavioural objectives in teaching, the nature and processes of science and their relation to teaching of science, classroom techniques of teaching science, including models of teaching procedures, the use of teaching aids in the classroom, learning and teaching outside. the classroom including projects, excursions, field work covering specimen collections and natural phenomena.

ASSESSMENT Progressive evaluation including assignments and final examination.

TEXTBOOKS N.S.W. Department of Education Curriculum Jor Primary Schools. Natural Science Health and Physical

Education. Rev. ed., 1965. Rockcastle, V. N. et al. Elementary School Science. Book 5. Teacher's Edition. Menlo Park,

California, Addison~Wesley Publishing Company, 1972.·

REFERENCES Esler, W. K.

Jacobson, W. 1.


Piltz, A. and Sand, R.

'Schmidt, V. E. and Rockcastle, V. N.

Thier, H. D.

Teaching Elementary Science. Belmont, California, Wadsworth Publishing Company, 1973. The New Elementary School Science. New York, Van Nostrand Reinhold, 1970. Behavioural Objectives and Instruction. Boston, Allyn and Bacon, 1971.

Creative Teaching of Science in the Elementary School. Boston, Allyn and Bacon, 1970. Teaching Science with Everyday Things. New York, McGraw-Hill, 1968.

Teachin§ Elementary School Science. New York, Van Nostrand Reinhold, 1970.

135

DIPLOMA IN TEACHING (SECONDARY EDUCATION)

ENGLISH/HISTORY

A revised English/History course is being phased in commencing in 1976--therefore, on the following pages separate outlines are shown for students commencing studies in the first year of a three-year fulltime course in 1976 and for students continuing studies in 1976 either progressing from first year in 1975 or after being granted admission with advanced standing in 1976. Students should ensure that they refer to the correct course outline in determining their academic commitment. Where a student is required to complete a General Studies unit or Elective unit as part of the course, reference to the back portion of this publication will provide a detailed syllabus for the General Studies unit specified and/or the range of Elective units from which the student may choose. Students admitted with standing to undertake the Diploma in Teaching (Secondary Education) One Year Conversion Course should refer to the course outline given at the end of the Specialist Studies syllabuses for the three-year full-time Diploma in Teaching (Secondary Education) award.

DIPLOMA IN TEACHING (SECONDARY EDUCATION)ENGLISH/HISTORY

FOR STUDENTS COMMENCING IN 1976

Students commencing in 1976 may elect to follow one of several streams in English/History upon the successful completion of a common first year course. The streams which students may elect to follow are:

136.


Pattern English 6 Units/History 3 Units Year I

Education I Principles and Practice of Teaching I Science GS English/History GS (Integrated) English IA History I

Year II Education II Principles and Practice of Teaching II English IIA English lIB or II C History IIA Elective I

Year III Education III Principles and Practice of Teaching III English IlIA English IIIB English IlIC History IlIA

Pattern English 5 Units/History 4 Units Year I '

Education I Principles and Practice of Teaching I Science GS English/History GS (Integrated) English IA History I

Year II Education II Principles and Practice of Teaching II English IIA English lIB or IIC History IIA History lIB or IIC

Year III Education III Principles and Practice of Teaching III English IlIA English IIIB or IIIC Elective I History IlIA

137

Hours per week 3 3 3 3 4 3

3 3 3

3or4 3 3

4 3 3 3 3 3


3 3 3

3 or 4 3 3

4 3 3 3 3 3


Pattern English 4 Units/History 5 Units Year I Hours per week

Education I 3 Principles and Practice of Teaching I 3 Science GS 3 English/History GS (Integrated) 3" , English IA 4 History I 3

Year II Education II 3 Principles and Practice of Teaching II 3 English IIA 3 English lIB or II C 3 or 4 History IIA 3 History lIB or IIC 3

Year III Education III 4 Principles and Practice of Teaching III 3 English lIlA 3 Elective I 3 History lIlA 3 History IIIB 3

Pattern English 3 Units/History 6 Units Year I Hours per week

Education I 3 Principles and Practice of Teaching I 3 Science GS 3 English/History GS (Integrated) 3 English IA 4 History I 3

Year II Education II 3 Principles and Practice of Teaching II 3 English IIA 3 Elective I 3 History IIA 3 History lIB or II C 3

Year III Education III 4 Principles and Practice of Teaching III 3 English IlIA 3 History lIlA 3 History IIIB 3 History III C 3

138


FOR STUDENTS CONTINUING IN 1976

Year II Education II Physical Education II English IIA English lIB History IIA History lIB Teaching Experience II

Year III Education III English III or IlIA

*English IIIB History IlIA

*History IIIB

Teaching Experience III


4 4 3 4 3

*An elective may be taken in place of ONE of these subjects. lfa student chooses not to study English IIIB he must undertake English III. English lIlA, however. must be undertaken if English I1IB is studied.

PREREQUISITES 1976

Subject Education II English IIA English lIB History IIA History lIB Teaching Experience II

Education III English III English lIlA English IIIB History lIlA History IIIB Teaching Experience III

Prerequisite Education I English IA English IB History IA History IB Teaching Experience I

Education II English IIA English IIA English lIB History IIA History lIB Teaching Experience II

In certain instances, the Head of a particular subject department may permit a student who is undertaking a lower level subject because of a failure in that subject, to undertake the higher level subject concurrently. Students wishing to do this, MUST seek approval from the Head of the subject department within the first two weeks of first term.

139

.. '/ DIPLOMA IN TEACHING (SECONDARY EDUCATION)

YEAR I SUBJECTS

NEW COURSE 1976

ENGLISH IA

F our hours per week

Strand A-The Child and the Adolescent in Literature: A Thematic Approach

This unit develops knowledge and understanding of literature and acquaints students with a method of approach which may be adapted for use in teaching.

ASSESSMENT Progressive evaluation including assignment and unit tests.

REFERENCES Fiction: At least four of the following novels will be studied.

Great Expectations The Turn of the Screw A Portrait of the Artist as a Young Man The Rainbow The Fallen Idol The Go-Between Lolita The Prime of Miss Jean Brodie

Charles Dickens Henry James James Joyce D. H. Lawrence Graham Greene G. P. Hartley Vladimir Nabokov Muriel Sparke

Poetry: This section will necessarily deal with poems rather than poets. Selections are made from the works of Blake and Wordsworth and a wide range of modem and contemporary poets.

Drama: Romeo and Juliet The Playboy of the Western World Juno and the Paycock Billy Liar

Film: To be selected according to suitability and availability.

William Shakespeare J. M. Synge S.O'Casey Keith Waterhouse

Strand B-Teaching English in the Secondary School: Introductory

Teaching and learning "English"-then and now-scope of studies, examinations, priorities and alternatives. Exploring the N.S.W. curriculum in secondary English and the contribution of English studies to the total curriculum. The range of approaches to teaching English-organisational and teaching styles. A preliminary survey of materials and resources to support successful teaching of English-their assumptions, opportunities and limitations. The place of the library in English studies.

ASSESSMENT Progressive evaluation including assignments and unit tests.

140


Strand C-The Creative Arts

Creative, interpretative and critical activity by students in the areas of poetry, prose, drama and media. The general approach is one in which the student reads and interprets a work or works and uses this experience as a stimulus for his own written and spoken creative activity which is then presented and evaluated. The strand involves experience in the techniques of practical criticism, creative and scripted drama, speech arts and imaginative writing. ASSESSMENT Progressive evaluation including participation in the activities and the preparation of a series of short exercises.

HISTORY I

Ancient History and the Teaching of History


Strand A-Ancient History This strand treats the history of ancient societies in terms of four important and continuing themes-power, use of physical resources, ideas and migration as influences upon a society. Topics include Ancient Egypt, Babylonia, Assyria and Persia as well as a study of a few of the smaller powers such as the Hittites, Syrians, Hebrews and Cretans, or alternatively, the Indus Civilisation and Ancient China, or some comparative study of other early civilisations. The Impact of Hellenism on the Ancient World is examined, as well as the rise, significance and influence of Rome. ASSESSMENT Progressive evaluation including assignments, class tests and exercises.

REFERENCES Kagan, Donald Starr, C. G.

Strand B-Curriculum

Problems in Ancient History. 2 vols. New York, Macmillan, 1966. A History of the AnCient World. London, O.U.P., 1965.

In this strand an examination is made of the reasons for teaching History, the organisation ofa History Department, an analysis of the skills and methods needed to effectively produce written work in I History, the variety, role and usefulness of activity work in History, innovations in the teaching of History both in Australia and overseas, the role of the teacher of History in relation to pupils, the school and the community. ASSESSMENT Progressive evaluation including class exercises, assignments and may include final examinations.

REFERENCES N.S.W. Department of Education Syllabus in History. All Forms. N.S.W. History Teachers' Teaching History and Newsletter.

Association Walshe, R. D. and Ways We Teach History. N.S.W. History Teachers' Association, 1971.

Little. N.A.

141

'/ DIPLOMA IN TEACHING (SECONDARY EDUCATION)

YEAR II SUBJECTS

OLD COURSE 1976

PHYSICAL EDUCATION II

Secondary-Two hours per week

Students study sports in which they gain an in-depth knowledge. At least one sport is studied in each semester. The subject includes such things as skill development, training, rules, offence, defence and officiating. Choices may be made from the following list of sports, but others may be included-track and field, netball, soccer, tennis, squash, softball, dance, basketball, hockey, rugby, golf, gymnastics, swimming and volleyball.

ASSESSMENT Progressive evaluation including assignments, tests, examinations, projects, essays and presentations.

ENGLISH IIA


Strand A-The Creative Approach to Secondary English Teaching

A selection is made from the following topics: Major theorists-such as John Dixon, Herbert Muller, David Holbrook, David Shayer, Frank Whitehead, F. D. Flower, James Britton. Dimensions of creativity-written, oral, dramatic. The development o~ spe.lling, punctuation and sentence structure. Approaches to teachmg lIterature. Wide reading programmes. Language-language deVelopment through literature and creative writing; improving listenin~ and comprehension; helping backward readers; the mass medIa as sources of material for developing language abilities. Focal points-themes (possibilities for particular themes will be explored), centres of interest (a novel, a short story writer, a poet, a play) and projects. Stimuli for creative writing-e.g. literature, photographs, painting, music, sounds, mass media.

Strand B-British Literature in the Twentieth Century

An examination of changing interests in meaning and form-in novel, short story, poetry and drama; exploring recur.ring interests ~n such matters as violence, love, the role of women, mnocence, evIl, imagination, living, death and the plight of the individual.

142


A selection is made from the work of writers such as W. B. Yeats, James Joyce, H. G. Wells, Gerard Manley Hopkins, Joseph Conrad, George Bernard Shaw, E. M. Forster, J. M. Synge, John Galsworth, Aldous Huxley, D. H. Lawrence, Katherine Mansfield, Virginia Woolf, Evelyn Waugh, Robert Graves, W. H. Auden, Sean O'Casey, Somerset Maugham, Elizabeth Bowen, H. E. Bates, Henry Green, Joyce Cary, Graham Greene, William Golding, L. P. Hartley, C. P. Snow, Samuel Beckett, Lawrence Durrell, John Wain, John Arden, Arnold Wesker, Kingsley Amis, Muriel Spark, Iris Murdoch, Dylan Thomas, John Fowles, Edna O'Brien, Margaret Drabble, Harold Pinter, John Braine, Alan Sillitoe, Ted Hughes, Thorn Gunn.

ASSESSMENT Exercises, essays, examination.

REFERENCES Allen, Walter Burgess, A. Collins, A. S.

Ford, Boris Karl, Frederick

Rabinovitz, Rubin

ENGLISH lIB

Four hours per week

Strand A-Film

Tradition and Dream. London, Phoenix, 1964. The Novel Now. London, Faber and Faber, 1967. English Literature of the Twentieth Century. London, University Tutorial Press, 1962. The Modern Age. London, Pelican, 1961. A Reader's Guide to the Contemporary English Novel. London, Thames and Hudson, 1963. The Reaction against Experiment in the English Novel, 1950-1960. New York, 1967.

This strand develops techniques of critical appreciation in studying the art offilm. In addition, there is study of the techniques of teaching film appreciation in secondary schools. The following matters are emphasised, historical perspective, elements of film language, the documentary, the animated film, producers and directors, and the use of film extracts. Film making: the techniques available to the film-maker. Study of visual composition and movement, shot and sequence arrangement, use oflight and colour, and correlation of visuals and sound as they relate to the use of 8mm and 16mm equipment and to the use of CCTV.

ASSESSMENT Progressive evaluation including exercises, practical exercises and final examination.

TEXTBOOKS Bobker, L. R. Fists, S. Kuhns, W. and

Giardino, T. F. Stephenson, R. and

Debrix, J. R.

Elements of Film. New York, Harcourt, Brace and World, 1969. Film Making. Sydney, R. J. Cleary, 1972. Behind the Camera. Dayton, Pflaum, 1970.

The Cinema as Art. London, Penguin, 1969.

143


REFERENCES Gessner, R. Lawson, J. H.

The Moving Image. London, Cassell, 1968. Film: The Creative Process. New York, Hill and Wang, 1969.

Strand B-Mass Media

A critical appreciation of the press, radio, television and film, and development of awareness of them as formative influences in our society. Topics include: distinctive features of each medium, language and communication techniques of the media, media offerings for different categories of the population including children, recent trends in the media, especially in Australia, issues in the media and investigation and surveys of current programmes and materials.

. ASSESSMENT Progressive evaluation including essays and exercises.


Smythe, T. C. Groombridge, B. Mayer, Henry Merrill, J. C. and


Christie, Frances

JOURNALS

Mass Media and Mass Man. New York, Holt, Rinehart and Winston, 1968. Readings in Mass Communication. Dubuque, Iowa, W. C. Brown, 1972.

Television and the People. London, Penguin, 1972. The Press in Australia. Melbourne, Lansdowne, 1968. Media, Messages and Men. New York, David McKay Co., 1971.



Strand C-Language and Linguistics

This strand investigates and develops methods of applying the results of linguistic research to the classroom situation in the teaching of reading, writing, speaking and listening. The major areas of study are: kinds and levels of usage; semantic, phonological and graphic aspects of vocabulary development; patterns in and signals of written and spoken structures; use and appreciation of structural patterns of units larger than the sentence; appreciation and control of style with particular reference to the relationship between style and context; and, problems of semantic interpretation.

REFERENCES Alyeshmerni, M. and

Taubr, P. Anderson, W. L. and

Stageberg, N. C. Beechold, H. F. and

Behling, J. L. Bolinger, D. Malmstrom, J. and

Lee, J. Schane, H. G.

Working with Aspects of Language. New York, Harcourt, Brace and World, 1970. Introductory Readings on Language. 3rd edition. New York, Holt, Rinehart and Winston, 1970. The Science of Language and the Art of Teaching. New York, Charles Scribners and Sons. 1972. Aspects of Language. New York, Harcourt, Brace and World, 1968. Teaching English Linguistically. New York. Appleton-Century-Crofts. 1970.

Linguistics and the Classroom Teacher. Washington, Association for Supervision and Curriculum Development, 1967.

144


COMPENSATORY ENGLISH

Elements of this are drawn upon during the second and third years of the preparation of specialist English teachers. This helps prospective teachers to recognise and alleviate some of the major obstacles to growth in English at the secondary school level. The need for Compensatory English studies and activities-problems of assumptions, priorities, gaps, lags and relevance in conventional courses. The place of English in the total education of the individual child-the slow learner, the underachiever, the child with specific learning disability, the culturally disadvantaged child, the in-school drop-out and the migrant child. Implications for the teaching of English of changes in secondary school populations. Special local problems of conversion of selective schools to comprehensive schools . Innovations in diagnostic and compensatory teaching in the language arts areas, especially reading-materials, organisation, teaching strategies, sources of help. Opportunities for co-operative "across-the-subjects" teaching. Stress-points in remedial and compensatory programmes.

HISTORY IIA

Mediaeval, Modern European History and the Teaching of History

Four hours per week

Strand A-Mediaeval and Modern European History

A general survey of the history of Europe from the Fall of Rome to the eve of the French Revolution, with a detailed study of selected areas. Topics include: the fall of the western Roman Empire, the "Dark Ages", the eastern Roman Empire, the heresies and their relationship to the rise ofIslam, the revival of the West mider Pippin and Charlemagne, invasions, feudalism, the revival of trade, and learning, the growth of Papal power, the growth of national states in En?land and France, the Renaissance, the Reformation in Germany, SWitzerland and England. The counter-reformation, the baroque period, constitutional government in England and its modern consequences, the scientific age, the American and French Revolutions.

ASSESSMENT Progressive evaluation including special studies and term tests.

145

, :<"'~

"/ DIPLOMA IN TEACHING (SECONDARY EDUCATION)

REFERENCES Billington, R. A. et al.

Cheyney, E. P. Elton, G. R. Ganshof, F. L Goodwin, A. Green, V. G. G. Hayes, C. J. H. and

Baldwin, M. W. Hayes, C. J. H. and

Cole, C. W. Runciman, S. Runciman, S. Trevelyan, G. M.

The Making of American Democracy. New York. Holt, Rinehart and Winston, 1960. The Dawn of a New Era. New York, Harper and Row, 1962. England under the Tudors. London, Methuen, 1965. Feudalism. London, Longmans, 1964. The French Revolution. London, Hutchinson, 1958. Renaissance and Reformation. London, Arnold, 1956. History of Europe. Vol. I. New York, Macmillan, 1949.

History of Europe. Vol. 2. New York, Macmillan, 1956.

Byzantine Civilisation. London, Methuen, 1961. History a/the Crusades. London, Cambridge University Press, 1951-4. England under the Stuarts. London, Methuen, 1965.

Strand B-The Teaching of History

This strand deals with the nature of history and its relevance to History teaching; the place of history in the secondary curriculum-the case for its inclusion, criticisms of its limitations and relevance, contemporary appreciation of history as a discipline; unit and lesson planning, programming; advanced lesson preparation-organisation of lesson material, motivatory devices, criteria to measure breadth and depth of content and arrange data in meaningful sequence and to assess amount to be recorded and retained by pupils, use of literature, simulation games and role-playing; use and advantages of audio-visual and other aids; the history room; history for the gifted child, the average child, the slow learning child, use of group activity for depth studies, teaching of graded and ungraded classes, use oflioraries and resource centres; senior history, the use of documents; evaluation in history, assessment procedures; local history, new directions in history and its teaching.

ASSESSMENT Progressive evaluation including practical and other exercises.

REFERENCE Walshe, R. D. and

Little, N. A. Ways We Teach History. Sydney. History Teachers' Association ofN.S.W., 1971.

146


HISTORY lIB

Asia in the Modern World


In the post -World War II period, Asian nationalism has held Western imperialism responsible for Asia's immediate problems. This unit studies the problems of the present day through an investigation of Asian history and culture. It includes depth studies of-migration, the struggle for power in Asian society, economic development, Asian culture. There is provision for individual student choice into any aspect of Asian history. Development of historical skills is further encouraged.

ASSESSMENT Progressive evaluation including tutorials, seminars, book reviews, research studies. Three written assignments, one of which is of at least three thousand (3,000) words.

REFERENCES Cady, J. F. de Bary, W. T.

Hall, D. G. E. Schurmann, F. and

Schell, O. (eds.) Spear, P. Starry, R. Tate, D. J. M. Thapar, R.

Southeast Asia: Its Historical Development. New York, McGraw-Hill, 1964. Sources of Indian Tradition. Vol. I and II. New York, Columbia University Press, 1969. A History of South·East Asia. London, Macmillan, 1964. China Readings: I Imperial China, II Republican China, III Communist China. Ringwood, Victoria, Penguin, 1967. A History of India. Vol. 2. London, Penguin, 1971. A History of Modern Japan. Ringwood, Victoria, Penguin, 1973. The Making of South-East Asia. London, Oxford University Press, 1971. A History of India. Vol. I. London, Penguin, 1969.

147

, .~*' '/


YEAR III SUBJECTS

OLD COURSE 1976

ENGLISH III

Four hours per week

Strand A-Australian Literature

The study examines developments in the form of prose, poetry and drama written by Australians, including contemporary works. Selected novels, short stories, poems and plays form the basis of the subject but wide reading is expected outside these texts. It would include periodicals such as the Bulletin, Meanjin, Southerly, Quadrant, Overland, New Poetry and Poetry Australia. Themes such as Convictism, Matesfiip, Personal Conflict and Minority Cultures are examined through the selected texts. .

ASSESSMENT Progressive evaluation including essays, seminar and final examination.

REFERENCES Buckley, Vincent Dutton, G. (ed.) Ewers, J. K. Green, H. M. Hope, A. D. Rees, Leslie Shapcott, T. W. Shapcott, T. W. and Hall, R.

Wright,J.

Essays in Poetry, Mainly Australian. Melbourne, 1957. The Literature of Australia. Melbourne, Penguin, 1964. Creative Writing in Australia: A Selective Survey. Melbourne, 1962. A History of Australian Literature. Sydney, Angus and Robertson, 1966. Australian Literature 1950-62. Melbourne, 1963. Towards an Australian Drama. Sydney, 1953. Australian Poetry Now. Melbourne, Sun Books, 1970. Impulses in Australian Poetry. Brisbane, University of Queensland Press, 1968. Preoccupations in Australian Poetry. Melbourne, Oxford University Press, 1965.

Strand B-Teaching English in the Secondary Schools

A brief coverage of the kinds of topics listed for English IlIA.

ENGLISH IlIA

Advanced Studies in Teaching English

Four hours per week

A selection is made from the following areas: approaches to literature in the junior and senior school, literature for backward readers, research studies in the teaching of English, evaluating and examining English; the English teacher use of library, technological equipment and other teaching aids-their relevance to the classroom.


148


ENGLISH lIIB

American Literature


A selection of themes discernible in American Literature is studied in depth to provide a sound background in the mainstream developments in American Literature. It should be noted that the works of certain major authors may be referred to in connection with more than one of the themes: students should be aware that these themes are not exclusive classifications. For this reason students are able, if they wish, to make special studies of writers whose works particularly interest them. Themes: The American Abroad, The Isolation Theme, The Novel as Mirror of the Times, The American Dream, Political Themes, Minority Cultures, American Humour, Themes of Love and Death. Writers: Hawthorne, Melville, James, Twain, Crane, Dreser, Sinclair, Faulkner, dos Passos, S. Lewis, Fitzgerald, Hemingway, Steinbeck, West, Baldwin, Bellow, Mailer, Updike, Malamud, Salinger, Heller, Nabokov, Roth, Poe, Longfellow, Whitman, Dickinson, Frost, Pound, Stevens, Cummings, Lowell, Williams, MacLeish, Ferlinghetti, Ginsberg, Dylan, O'Neill, Rice, Anderson, Wilder, Miller, Tennessee Williams, Kopit, Carson, Gelber, Albee.

ASSESSMENT Progressive evaluation including assignment, seminar and final examination.

HISTORY lIlA

History of Australia and the Teaching of History


Strand A-The History of Australia

A study is made of Australia's background in order to give a deeper appreciation of her present society and position in the modern world. Selected aspects of Australian History are examined in depth: the Australian Aborigine, problems of early Australian Society, the convict system and free immigration, exploration and the pastoral age; social, economic and political change, the magic of gold, towards nationhood, Australian literature of the 19th century, local history, forces at work in the twentieth century, World War II; foreign policy, past and present, problems in contemporary Australian Society.


149


REFERENCES

Clark, C. M. H. Clark, C. M. H. Crawford, R. M. Fitzpatrick, B.

Fitzpatrick, B. Grattan, H. Greenwood, G.

Grolier Society Hancock, W. K. Palmer, H. Pike, D.

Serle, P. Shaw, A. G. L. Ward, R.

JOURNALS

Cambridge History of the British Empire. VoL VII, Part I. Cambridge University Press, 1963. A Short History of Australia. New York, New American Library, 1963. A History of Ausltalia. Vols. I and II. Melbourne University, 1962-68. Australia. London, Hutchinson, 1952. The Australian People, 1788-1945. Melbourne, Melbourne University Press, 1951. Readings in Australian History. 2 vols. Melbourne, Cheshire, 1965. Australia. Berkeley, University of California Press, 1947. Australia: A Social and Political History. Sydney, Angus and Robertson, 1965. The Australian Encyclopaedia. Sydney. Angus and Robertson, 1925. Australia. Brisbane, Jacaranda Press, 1966. After the First Hundred Years. Melbourne, Longmans, 1961. Australian Dictionary of Biography. Vols. I, II, III and IV. Melbourne University Press, 1967. A Dictionary of Australian Biography. Sydney, Angus and Robertson, 1959. The Story of Australia. London, Faber and Faber, 1962. Australia. Englewood Cliffs N.J., Prentice-Hall, 1965.

Royal Australian Historical Society Journals. Historical Records of Australia. Historical Records of New South Wales. Historical Studies of Australia and New Zealand. Australian Journal of Politics and History.

Strand B-The Teaching of History

Topics include the philosophy of History and methodology of historians, research techniques and associated problems, the structure and content of the secondary History curriculum, History Departments in schools, the History teacher's role, use of resources, approaches to teaching History.


REFERENCES Barzun, J. and

Graff, H. La Nauze, J. N.S.W. Department of Education Walshe, R. D. and

Little, N. A.

The Modern Researcher. New York. Harcourt, Brace and Company.

The Presentation of Historical Theses. Melbourne, D.P., 1966. Secondary History Syllabus. Sydney, Government Printer, 1972. Ways We Teach History. Sydney, The History Teachers' Association of N.S.W.

150


HISTORY IIIB

Power and Authority in the ~nited States


Strand A

A chronological study of the bases of power and authority as well as the tensions among different interests. The varieties of power and authority in the colonies, American independence from Britain, seeking a new basis-from the Articles of Confederation to the Constitution, Federalists and Jeffersonians, Jacksonian democracy, Northern and Southern sectionalism, the Civil War, the Reconstruction of the South, the new power of large corporations, the Populist and Progressive challenges to corporate power, The New Deal, McCarthyism, the challenge of Black America.

Strand B

This deals with some important general themes in the American experience. The roles of the Presidency, Legislature, Judiciary, Parties, Press and Lobbyists.

ASSESSMENT Progressive evaluation including assignments, class work and examination.

REFERENCES Fine, S. and

Brown, G. S. Hafstadter, R. Nye, R. B. and

Morpurgo, J. E. The Series:

The Serials:

The American Past. 2 vols. New York, Macmillan, 1970.

The American Political Tradition. New York, Vintage, 1948. A History of the United States. 2 vols. (lft'al Rritain, Penguin, 1970.

Problems in American Civilisation. Problems in American History. Berkeley Series in American History. American Heritage. American Historical Review. Current History. Journal of Southern History.

151


DIPLOMA IN TEACHING (SECONDARY EDUCATION) MA;rHEMATICS

A revised Mathematics course is being phased in commencing in 1 976-therefore, on the following pages separate outlines are shown for students commencing studies in the first year of a three-year fulltime course in 1976 and for students continuing studies in 1976 either progressing from first year in 1975 or after being granted admission with advanced standing in 1976. Students should ensure that they refer to the correct course outline in determining their academic commitment. Where a student is required to complete a General Studies unit or Elective unit as part of the course, reference to the back portion of this publication will provide a detailed syllabus for the General Studies unit specified and/or the range of Elective units from which the student may choose. Students admitted with standing to undertake the Diploma in Teaching (Secondary Education) One Year Conversion Course should refer to the course outline given at the end of the Specialist Studies syllabuses for the three-year full-time Diploma in Teaching (Secondary Education) award.

DIPLOMA IN TEACHING (SECONDARY EDUCATION) MATHEMATICS


Education I Principles and Practice of Teaching I Mathematics IA Mathematics IB English GS Social Science GS

Year II Education II Principles and Practice of Teaching II Mathematics IIA Mathematics lIB Mathematics IIC Elective or Mathematics Unit

152

Hours per week

3 3 4 4 3 3

3 3 4 4 4 3


Year III Education III Principles and Practice of Teaching III Mathematics IlIA Mathematics IIIB Two of:

(Mathematics IIIC (Mathematics IIID (Mathematics lID (Mathematics lIE


Education II Communications II Physical Education II Mathematics IIA Mathematics lIB Mathematics IIC Elective Teaching Experience II

Year III Education III Mathematics IlIA

Two of: (Mathematics IIIB (Mathematics IIIC (Mathematics IIID

Elective Teaching Experience III

153

4 3 4 4

4 4 4 4

3 2 2 4 4 4 3

4 4

4 4 4 3

-;' I


PREREQUISITES 1976

Subject Education II Communications II Physical Education II Mathematics IIA Mathematics lIB Mathematics IIC Teaching Experience II

Education III Mathematics IlIA Mathematics IIIB Mathematics IIIC Mathematics IIID Teaching Experience III

) ) )

) ) ) )

Prerequisite Education I Communications I Physical Education I

Students should consult subject syllabuses following.

Teaching Experience I

Education II

Students should consult subject syllabuses following.

Teaching Experience II

In certain instances, the Head of a particular subject department may permit a student who is undertaking a lower level subject because of a

. failure in that subject, to undertake the higher level subject concurrently. Students wishing to do this, MUST seek approval from the Head of the subject department within the first two weeks of first term.

154


YEAR I SUBJECTS NEW COURSE 1976

MATHEMATICS IA

Four hours per week

Strand A-Algebra

Sets and set operations. Elementary logic, techniques of proof, mathematical induction. Theory of permutations and combinations, binomial theorem with selected examples. Mathematical structures. Emphasis on groups with restrictions of module arithmetics, transformations and substitution. Rings, Integral Domains and Fields will be considered as extensions of the group concept. Sets of Numbers: Natural Numbers (N); Integers (J), Rational Numbers (Q); Real Numbers (R) will be examined in terms of representation, structure, properties. Polynomials over a field. Complex numbers (C); Representation: a + ib, cis (), ordered pairs of real numbers. Properties and geometrical representation on Argand diagram. Modulus and argument relations. Matrices and Determinants. Structure and properties of matrices to an order of 3 x 3; Related matrices; solution of linear equations; isomorphism of fields C and {[ ~ - ~ ] }

ASSESSMENT Progressive evaluation including assignments, class tests and final examination.

TEXTBOOK Ayres, F.

REFERENCES Bardell, T. and

Spitzbart, A. Kaplan, W. and

Lewis, D. J. Schartz, J. T. Weiss, M. and

Dubisch. R.

Strand B-Geometry

Modern Algebra. New York, Schaum.

College Algebra. U.S.A, Addison-Wesley, 1966.

Calculus and Linear Algebra. U.S.A., John Wiley and Sons, 1971.

Introduction to Matrices and Vectors. New York, McGraw-Hill, 1962. Higher Algebra for the Undergraduate. New York, John Wiley and Sons, 1962.

Analytic Geometry in R2: Equations and properties of straight line and circle; review of locus with reference to cartesian, polar and parametric representation; canonical forms of conic sections as loci studies; application oflocus considerations to the properties of conic sections, special curves, envelopes.

155


Vectors in R2: Representation and properties of two-dimensional vectors; scalar products and applications; use of vectors to obtain geometrical relationships. Vectors in R3: Representation and properties of three-dimensional vectors; scalar products, vector products and applications. Cauchy inequality and triangle inequality. Analytic geometry in R3: Coordinate systems; Distance equations of a line; equation of plane; intersections in R3; distance of point from plane; parallelism and perpendicularity lines and planes; direction cosines; angles between planes; cylinders and surfaces given by z = f(x,y).

ASSESSMENT Progressive evaluation including written assignments. class tests and final examination.

TEXTBOOKS Preson, G. C. and

Lovalgia, A. R. Pettofrezzo. A. J. and

Lacatena, M. M. Schartz, 1. Spitzbart, A.

MATHEMATICS IB

Four hours per week

Strand A-Calculus

Modern Analytic Geometry. New York, Harper and Row, 1971.

Analytic Geometry with Vectors. Glenview, Illinois, Scott, Foresman and Company, 1970. An Introduction to Matrices and Vectors. New York, McGraw-Hill, 1961. Analytic Geometry. Glenview, Illinois, Scott, Foresman and Company, 1969.

Functions and graphs-revision of functional notation. Inverse functions, Sets associated with functions. Functions of a real variable and their graphs. Limits, Continuity, Differentiability. Differentiation-standard differentials, techniques of differentiation using all common functions. Applications of Differentiation--errors and approximations, maxima and minima, stationary points and curve sketching, ratio of change (cartesian and polar, as pertinent references for geometrical and physical applications). Integration-as a summation procedure, approximate methods of integration (link with calculators). The Fundamental Theorem of Calculus, standard forms, techniques of integration-parts, change of variable, partial fractions. Definite integrals-recurrence formulae, applications of integration-area, volume, arc length, centroids, rates of decay (cartesian and polar coordinates as suitable). Partial Differentiation-properties and applications of partial differentiation to be left to second year.

156


TEXTBOOK MeLoon. K. and

Tromba, A.

REFERENCES Ayres, F. Burdette, A. C.

Horadam, A. Thomas, G.

Calculus IHe. New York, Harcourt, Brace, Jovanovich, 1972.

Calculus. New York, Schaum, 1964. An Introduction to Analytic Geometry and Calculus. New York, Academic Press, 1968. Outline Course of Pure Mathematics. Oxford, Pergamon Press, 1968. Calculus. London, Addison-Wesley, 1964.

Strand B-Computing Studies

The programmable calculator used in this course is the Canon Canola 167P-II. The computer is a PDP-8S. Calculator-an explanation and appreciation of the Canola as an ordinary calculator and as a programmable calculator. Computer-a language appropriate to the machine and programming the computer.

REFERENCES Bohl, M. Duffy, E. and

Foley, G.

Flowcharting Techniques. U.S.A., S.R.A., 1971. Canola in the Classroom. Sapphire, 1975.

Canon Canola 167P-II. Instruction Manual. Introduction to Programming. D.E.C.. 1969.

157

.l DIPLOMA IN TEACHING (SECONDARY EDUCATION)

YEAR II SUBJECTS

OLD COURSE 1976

COMMUNICATIONS II

Two hours per week

Strand A-The Use of English

This strand deals with and partially integrates the communication arts of reading, speaking an-d writing English. It involves some treatment in depth of literature largely from contemporary sources; the techniques of discussion with some practical experience in presenting a prepared paper and conducting discussion as well as taking part in informed interchange of views; there are opportunities for functional, critical and creative writing of English.

ASSESSMENT Progressive evaluation including practical work, tests and essays.

Strand B-Mass Media

A critical appreciation of the press, radio, television and film, and an awareness of them as formative influences in our society is developed by discussing distinctive features of each medium, language and communication techniques of the media, media offerings for different categories of the population, recent trends in the media (especially in Australia), issues in the media, investigation and surveys of current programmes and materials.

ASSESSMENT Progressive evaluation including essays and exercises.




Christie, Frances

JOURNALS


Television and the People. London, Penguin, 1972. The Press in Australia. Melbourne, Lansdowne, 1968. Media Messages and Men. New York, David McKay, 1971.


Articles from the Mass Media Review and the Journal oj Popular Culture.

158


Strand C-Language Teaching in the Specialist Subjects

This brief curriculum study is concerned with the use of language in the classroom and the teacher's impact on the language of his pupils. The subject is designed to increase understanding of linguistic problems in communicating with children, ways of contributing effectively to the language performance of children in the contexts which individual subjects provide, ways of promoting children's basic language skills, the role of the English teacher and the centrality of his concern with creative experience of literature and expression.

REFERENCES Ashworth, Arthur and

Watson, Ken Barnes, Douglas

Barnes, Douglas, Britton, James and Rosen, D. M.

Bennett, D. M.

Britton, James Doughty, Peter,

Pearce, John and Thornton, G.

Flower, F. D. Jones, Anthony and

Mulford, Jeremy Rosen, Harold

Towards a New English .. Sydney, Reed, 1972.

"Language and Learning in the Classroom". In Language in Education, ed. A. Cashdan and E. Grugeon. London, Routledge and Kegan Paul, 1972. Language, the Learner and the School. London, Penguin, 1971.

New Methods and Materials in Spelling. Melbourne, Australian Council for Educational Research, 1967. Language and Learning. London, Penguin, 1972. Language in Use. London, Edward, Arnold, 1971.

Language and Education. London, Longmans, 1966. Children Using Language. London, O.U.P., 1971.

"The Language of Textbooks". In Language in Education, ed. A. Cashdan and E. Grugeon. London, Routledge and Kegan Paul, 1972.



Students study sports in which they gain an in-depth knowledge. At least one sport is studied in each semester. The subject includes such things as skill development, training, rules, offence, defence and officiating. Choices maybe made from the following list of sports, but others may be included-track and field, netball, soccer, tennis, squash, softball, dance, basketball, hockey, rugby, golf, gymnastics, swimming and volleyball.


159

; ,


MATHEMATICS IIA MATHEMATICS lIB MATHEMATICS IIC

are determined by various combinations of two-hour strands. The combinations and strands are described below.

Mathematics IIA~two of the strands (B), (C) and (G). Strand (B) is compulsory for students training as secondary Mathematics teachers.

Mathematics IIB~two of the strands (D), (E) and (F). Strands (D) and (E) are compulsory for students training as secondary Mathematics Teachers.

Mathematics IIC~two of the strands (A), (F) and (G). Strand (A) is compulsory for students training as secondary Mathematics Teachers.

Strand

A

B

C D E F G

Title

Curriculum Studies and Junior Secondary Method

Matrices and Elementary Vector Spaces

Finite Mathematics Calculus Real analysis Applied Mathematics Boolean Algebra and Computer

Studies

Hours per Week

2

2 2 2 2 2 2

*See 1975 Handbook

Prerequisite

Mathematics ID

Mathematics IA * Mathematics IB* Mathematics IB* Mathematics IB*

Strand A~ Curriculum Studies and Junior Secondary Method

Note. Extensions of topics introduced in Mathematics ID are marked with an asterisk (*).

*Curriculum Study

Extension of the study of Mathematics courses to Year 10, all levels. Selection of topics from the above courses to illustrate topic development and the structure of various lesson types. The Higher School Certificate two unit A syllabus: Intensive study of selected topics.

*Instructional Media

Brief review of the section covered in first year. Audio~visual equipment: film, strip-film, loop film, television, colour slides, tapes; preparation of O.H.P. transparencies.

160

I;'

'j


Teaching and Learning Theories

The aims and principles of the Secondary Mathematics Curriculum. Introduction to the work of Piaget, Dienes, Bruner, Ausubel, Fehr and Mathews (The Nuffield Project). The concept of "Readiness" and its assessment. The notion of the Spiral Curriculum related to current policy and practice in N.S.W.

*Classroom Management

Brief review of the unit covered in first year. Getting acquainted: names of pupils; background, personality, school record, potential. Catering for individual differences; diagnosis, remediation, pro-

'grammed instruction, team teaching, enrichment. Grading. and Grouping: flexible groupings, leaders, partners, use of momtors; learning levels and mobility. Progressive assessment. Innovative Teaching Methods: programmed learning, teaching machines. Extra-mural experiences.

*Practical Work

Review of the first year unit. Paper folding; the use of pins and strings: the conics, lemniscate, cardioid, rose curves. Trigonometric surveying and the use of calculating machines.

*Evaluation

Review of the first year component; need for "feedback". The Education Department's Public Examinations. Statewide assessment and progressive evaluation: advantages and pitfalls. Mediation. The classroom testing programme. Item analysis. The assessment of "other aims" of the syllabus.

*Demonstration Lessons

A continuing programme of demonstrations will be undertaken in district high schools to illustrate lecture material in a practical setting. The compilation of a file of reports on lessons observed will be continued.



Education Syllabus and Notes Jor Forms I-IV and Level III. Sydney, N.SW. Government Printer, 1971.

JOURNALS Mathematics Teaching. Association of Teachers of Mathematics. . The Australian Mathematics Teacher. Australian Association of Mathematics Teachers. A Mathematics Bulletin. N.S.W. Department of Education. The Mathematics Teacher. National Council of Teachers of Mathem.atics. The Arithmetic Teacher. National Council of Teachers of Mathematics.

161


Strand B-Matrices and Elementary Vector Spaces

Matrices, revision of basic definitions, rank of matrix and determinants. Vector-vectors in space and in the plane, vector spaces, system of linear equations, linear dependence of vectors, dimensions of a vector space, change of basis and inner product, length and angle. Algebra of Matrices-multiplication of matrices, inverses and zero diviso, elementary transformations and determinants of rank, augmented matrix, solution of equations, canonical form of augmented matrix, equivalent matrices and canonical forms and multiplication of partitioned matrices. Linear Transformation in a Vector Space-definition of a linear transformation and its matrix relative to a given basis, kernel of the transformation, singular and non-singular linear transformations, properties of non-singular transformations and matrices of a linear transformation relative to a different basis. Similar Matrices and Diagonalisation Theorems-The characteristic roots and Eiger vectors of a matrix, similarity, matrices similar to diagonal matrices and canonical forms.

TEXTBOOK Lipschutz, S.

REFERENCES Brisley, W. Campbell, M.

Perlis, S.

Linear Algebra. Schaum, 1968.

A Basis for Linear Algebra. Wiley, 1973. Introduction to Matrices, Vectors, Linear Prog. Appleton-Century-Croft. 1965. Introduction to Algebra. Ginn, Blaisdell, 1966.

Strand C-Finite Mathematics

Graphs and networks. Critical path, shortest path, minimal tree, maximum flow, linear programming-the simplex algorithm, solution of a matrix game, finite geometries and block designs.


REFERENCES Benner, C. P. et al. Busacker, R. G. and

Saaty, T. L. Gass, S. I. Hall,M. Lipschutz, S. Liu, C. L. Owen, G.

Strand D-Calculus

Topics in Modern Algebra. New York. Harper, 1962. Finite Graphs and Networks. New York, McGraw-Hill,:1965.

Linear Programming. New York, McGraw-Hill, 1969. Combinatorial Theory. Waltham, Mass., Blaisdell, 1967. Theory and Problems of Finite Mathematics. New York, McGraw-Hill, 1966. Introduction to Combinatorial Mathematics. New York, McGraw-Hill, 1968. Finite Mathematics. Philadelphia, W. B. Saunders Co., 1970.

First order differential equations; separable, homogeneous linear; geometrical applications.

162

. ~

I


Partial differentiation: functions of two or more variables, definitions of partial derivatives and geometrical application to tangent planes and normals to a surface; total differential, approximations, rates of change, maxima and minima, higher order derivatives; exact differentials and solution of exact first order differential equations. Vector calculus, line integrals. Double integrals with applications to volumes, plane and surface areas. Infinite series: tests for convergence; Taylor's theorem with remainder; series for eX, In(l + x), sin x etc. Fourier Series.

ASSESSMENT Progressive evaluation including assignments, class tests and final examinations.

REFERENCES Apostol, T. Ayres, F. Kaplan, W. and

Lewis, D. 1. Thomas, G. B.

Calculus. Vols. 1,2. Ginn, Blaisdell, 1967. Differential Equations. Schaum, 1952. Calculus and Linear Algebra. Vols. 1,2.

Calculus and Analytic Geometry.

Strand E-Real Analysis Sets-index sets, cardination, denumerable sets, transfinite numbers, countable sets . Rational numbers-place value representation, special forms, representation properties, structure properties of rational numbers, limitations of rational numbers. Real numbers-definition through field axioms, order axioms and supremum axiom, properties of real numbers, Cantor ternary sets. Mappings-sequences, convergent sequences, algebra of limits, monotone convergence, introduction to the topology of real numbers, open intervals, Cauchy sequences, completeness and compactness-Heine-Borel theorem. Series-finite series and methods of summation. Infinite series, divergence and convergence, tests of convergence, series of positive and negative terms, absolute and conditional convergence. Power Series-ranges of convergence. Continuity----determination of continuity of real mappings, properties of continuous mappings, uniform continuity. Differentiation-the derivative and determination of differentiability for real mappings, properties of differentiable functions, Rolle's theorem, Mean Value theorem, Cauchy Mean Value theorem and l'Hopital's rule. Maclaurin's expansion and Taylor's theorem. Integration, the Riemann integral, properties of integrable mappings, fundamental theorem of calculus, improper integrals.


TEXTBOOK Giles, J. R. Real Analysis, An Introductory Course. New York, John Wiley and Sons,

1972.

163


REFERENCES Anderson and Hall Burrill and Knudsen Labarre, Anthony E.

Elementary Real Analysis. New York, McGraw-Hill, 1972. Real Variables. New York, Holt, Rinehart and Winston, 1969. Intermediate Mathematical Analysis. New York, Holt, Rinehart and Winston, 1968.

Strand F-Applied Mathematics Dynamics of a particle moving in a straight line, Kinematics, motion of point in a straight line under constant or variable acceleration. The velocity-time graph. Change of reference origin. Simple harmonic motion. Kinetics, Concept offorce, mass, momentum, impulse, work, kinetic and potential energy, conservation of energy. Hooke's law. Newton's law. Resisted motion in a straight line. Friction. Dynamics of a system of particles moving in a straight line. Dynamics of a particle moving in more than one dimension. Curvilinear motion, Vectors. Relative velocity and acceleration. Motion of a particle in a plane. Projectiles. Circular motion. Centres of Mass. Two-dimensional statics. Forces and equilibrium. Virtual work. ASSESSMENT Progressive evaluation including assignments, class tests and final examination.

REFERENCES Beer, F. P. and Mechanics/or Engineers. Dynamics. 2nd edition. McGraw-Hill, 1962.

Johnston, E. R. Beer, F. P. and Mechanics for Engineers. Statistics. 2nd edition. McGraw-Hill, 1962.

Johnston, E. R. Bullen, K. E. An Introduction to the Theory of Mechanics. Sydney, Science Press. Hall, A. S. and Principles of Statistics. Sydney. N.S.W. University Press, 1969.

Archer, F.

Strand G-Boolean AIKehra and Computer Studies General introduction, historical data. Typical large scale computer systems. Number systems-binary, octal, decimal, hexadecimal. Conversions; negative numbers and complements. Binary codes. Storage of numbers and instructions. Logic and Boolean Algebra, truth tables, logic gates. Programming with n-address machines. Comparisons. Simple machine code. Calculations and computations on the Canon Canola 167P. Fortran programming. ASSESSMENT Progressive evaluation including assignments, class tests and final examination. REFERENCES Rolston, A.

Scheid, F. Williams, Gerald E.

Introduction to Programming and Computer Science. Tokyo, McGraw·Hill Kogakusha Ltd., 1971. Introduction to Computer Science. New York, Schaum, 1970. f9r6~an Algebra with Computer Applications. New York, McGraw·Hill,

164

t:


YEAR III SUBJECTS OLD COURSE 1976

MATHEMATICS IlIA MATHEMATICS I1IB MATHEMATICS I1IC MATHEMATICS I1ID

are determined by varying combinations of level III strands. The combinations and strands are described below. Mathematics IlIA-Two of the strands (H), (I) and (J) Mathematics IIIB-Two of the strands (K), (L) and (M) Mathematics IIIC-Two of the strands (N), (0) and (P) Mathematics IIID-Two of the strands (L), (1) and (0) Students training as secondary Mathematics teachers are required to enrol in strands (H), (M) and (N) and any three of the remaining six to complete their three third-year units.

Strand H I J K L M N

o P

Title Group Theory Linear Algebra Projective Geometry Complex Variable Differential Equations Analysis of Metric Spaces Curriculum Studies and Senior

Mathematics Method Probability and Statistics Numerical Analysis

Strand H-Group Theory

Groups:


2 2 2

Prerequisite Mathematics IA

Strand B

Strand D Strand D Strand E

Strand A

Strand G

Definition and examples-numerical, geometrical, abstract, finite, infinite, cyclic, abelian groups. Basic properties of groups: permutation and the symmetric group Sn; homomorphism and isomorphism, Cayley's theorem. Subgroups, cosets, Lagrange's theorem, subgroups of a cyclic group; normal subsets, quotient groups, homomorphism theorems.


REFERENCES Baumsley, B. and

Chandler, B. Birkhoff, G. and

Maclane, S. Macdonald, I. D. Rotman, J. J.

Group Theory, Schaum, 1968.

A Survey of Modern Algebra. New York, Macmillan.

The Theory oJ Groups. Oxford, Uni. Press, 1968. The Theory oj Groups: An Introduction. Allyn and Bacon, 1966.

165


Strand I-Linear Algebra

Vector spaces-inner products. Schwartz inequality. Triangle inequality. Orthogonality. Normal orthogonal basis. Gram-Schmidt orthogonalisation process. Transformation of co-ords-orthogonal matrix. Proper, improper orthogonal matrix. Rotation and reflection. Orthogonal transformations. Rotations. Reduction of the matrix of a linear transformation. Similarity-similarity of real symmetric matrices. Reduction of quadratic forms. Classification of quadric surfaces. Vector spaces over complex field-inner products. Normal orthogonal bases and unitary transformation. Hermitian matrices, forms and transformations. Normal matrices and transformations. Spectral decomposition. The real canonical form of an orthogonal matrix.

ASSESSMENT Progressive evaluation including assignments, class texts and final examination.

TEXTBOOK Lipschutz, S.

REFERENCES Johnstone, Price,

Van Vleck McCoy, N. Zelinsky, D.

Linear Algebra. New York, Schaum, 1968.

Linear Algebra. New York, Schaum, 1968.

Introduction to Modern Algebra. Allyn and Bacon, 1968. Linear Algebra. Academic Press, 1968.

Strand J-Plane Projective Geometry

Finite Geometries. Augmenting the Euclidean plane-ideal elements. Projective plane and the principle of duality. Ranges and pencils. Perspectivities and projectivities. Cross ratio. The fundamental theorem and its consequences. The theorems of Pappus and Desargues. Harmonic ranges and pencils. Harmonic conjugates. Harmonic properties of complete quadrangle. Projectivities between cobasal ranges--double points. Involutions. Point and line conics. Poles and polar lines.


TEXTBOOK Ayres, F.

REFERENCES Adler, C. F. Albert, A. and

Sandler, R. Blattner, J. W. Coxeter, H. S. M. Faulkner, T. E Filon, L Fishback, W. T. Heyting, A.

Theory and Problems of Projective Geometry. New York, Schaum, 1967.

Modern Geomet,y. New York, McGraw-Hill, 1958. An Introduction to Finite Projective Planes. New York, Holt, Rinehart and Winston, 1968. Projective Plane Geometry. San Francisco, Holden Day Inc., 1968. The Real Projective Plane. Cambridge, C.U.P., 1955. Projective Geometry. Edinburgh, Oliver and Boyd, 1949. An Introduction to Projective Geometry. London, Arnold, 1947. Projective and Euclidean Geometry. New York, John Wiley and Sons, 1969. Axiomatic Projective Geometry. Amsterdam, North Holland Publishing Co., 1963.

166


Hopkins, E. S. and Hails, J.

Horadam, A. F. O'Hara, C. W. and

Ward, D. R.

An Introduction to Plane Projective Geometry. Oxford, 1971.

A Guide to Undergraduate Projective Geometry. Oxford, 1971. An Introduction to Projective Geometry. London, O.V.P., 1949.

Strand K-Complex Variables

Complex numbers.

Functions of a complex variable: continuity, differentiation, analytic functions, mapping by elementary functions. Integration. Power series. Residues and poles. Conformal mapping. ASSESSMENT Progressive evaluation including tutorial exercises, class tests and final examination.

TEXTBOOK Spiegal, M. R.

REFERENCES Churchill, R. V.

Hanser, Arthur A.

Ledermann, W. Tall,'D. O.

Theory and Problems of Complex Variables. Schaum Outline Series. New York, McGraw-Hill, 1964.

Complex Variables and Applications. New York, McGraw-Hill, 1960. (Available as a paperback-International Students Edition) Complex Variables with Physical Applications. New York, Simon and Schuster, 1971. Complex Numbers. London, Routledge and Kegan Paul, 1962. Functions of a Complex Variable. Vo1s. I, Il. London, Routledge and Kegan Paul, 1970.

Strand L-Differential Equations

Introduction. Solution of equations of the first order and first degree. Linear equations. Solutions in Series. The Method of Frobenius. Bessel's Linear equations with constant coefficients. Systems of simultaneous equation. Legendre's equation. The Laplace transform. Boundary Value problems. At appropriate stages of the course applications of the theory to the solution of problems in the physical world will be made. ASSESSMENT Progressive evaluation including assignments, tutorial exercises, class tests and final examination.

TEXTBOOK Betz, H., Burcham, P.

and Ewing, G.

REFERENCES Ayres, Frank

Boyce, W. E. and Di Prima, R. C.

Differential Equations with Applications. Harper International Edition. New York, Harper and Row, 1964.

Theory and Problems of Differential Equations and Boundary Value Problems. New York, John Wiley and Sons, 1969. Elementary Differential Equations and Boundary Value Problems. New York, John Wiley and Sons, 1969.

Strand M-Analysis of Metric Spaces

Sets, functions and relations. Metric spaces, examples of metric spaces, norms as metric, open balls, determination of open balls. Topology of metric spaces, open se~s, convergent sequences, convergence and closed sets, interior, closure and boundary properties, Cauchy sequences and completeness; cluster points and compactness, connectedness. Equivalent metrics. Continuity--determination of continuity--continuity and open sets, uniform con-

167


tinuity, continuity and compactness, continuity and connectedness. Differentiation and Riemann integration, logarithmic and exponential functions. Interchange of limit operations; integrations and differentiation of sequences of functions, Power series, Taylor's series, trigonometric functions. Successive approximations and differential equations. Partial differentiation. Multiple integrals.

ASSESSMENT Progressive evaluation including assignments, class tests and final examinations.

REFERENCES Lipschutz, Seymour Rosenlicht, Maxwell Rudin, Walter Simmons, G. F.

General Topology. New York, Schaum, 1965. Introduction to Analysis. Illinois, Scott, Foresman and Company. 1968. Principles of Mathematical Analysis. New York, McGraw-Hill, 1965. Introduction to Topology and Modern Analysis. Tokyo, Kogakusha Co. Ltd., 1963.

Strand N-Curriculum Studies and Senior Mathematics Method

The organisation of Mathematics courses in Years 11 and 12. An examination of the syllabus content and of methods of presentation of: (a) the four unit Mathematics course (b) the three unit Mathematics course (c) the computing strand of the two unit B Mathematics course The assessment of pupils studying Mathematics. The Mathematics laboratory-practical work in Mathematics. The preparation and presentation of learning aids-teacher made and departmentally supplied. The organisation of a Mathematics Department within a school-the maintenance of records. Library work for the Mathematics student. An introduction to professional journals. Catering for individual differences. Research into the learning of Mathematics. The views of Dienes, Bruner, Ausubel, Skemp and Biggs. Comparative studies. School Mathematics outside N.S.W. Trends in Mathematics teaching. The component skills of teaching, in a mathematical context, will be illustrated through live demonstrations and the viewing of filmed models.

ASSESSMENT Progressive evaluation including regular assignments and final examination.


REFERENCES Aichele, D. B. and

Reys, R. E. (ed.) Jackson, G. R. and

Condon, D. J. Kramer, K. (ed.)

N.S.W. Department of Education

Stones, E. and Morris, S.

Mathematics Syllabus and Notes Forms V and VI. Sydney, N.S.W. Government Printer.

Readings in Secondary School Mathematics. Boston, Prindle, Weber and Schmidt, 197!. An Introduction to Fortran Programming. Level III. Sydney, Scoutline Publications, 1973. Problems in the Teaching oj Elementary School Mathematics: A Book oj Readings. Boston, Allyn and Bacon, 1970. Mathematics Examination Committee Report. Sydney, N.S.W. Government Printer. Teaching Practice Problems and Perspectives. London, Metheun, 1972.

168


Strand O-Probability and Statistics

Introduction-discussion of type of problems that statistical methods were designed to solve. Description of sample data-classification, graphical representation, descriptive measures. Elementary probability, sample space, Bayes theorem, raRdom variables, frequency function, distribution function. Frequency distributions ~f one variable (for discrete and continuous variables). Binomial, POIsson, Rectangular, normal distributions. Change of variable. Statistical inference, hypothesis testing, types of error, power function, elementary sampling theory for one variable. Frequency distributions of the mean, difference of two means X2

, t, F distributions.

ASSESSMENT . . Progr.essive evaluation including assignments, class tests and final exammatlOn.

REFERENCES Freund, J. E. Hoel, P. G. Hoel, P. G. Lindgren and McElrath

Mathematical Statistics. Elementary Statistics. Introduction to Mathematical Statistics. Introduction to Probability and Statistics.

Strand P-Numerical Analysis

Number Systems and the Generation and Propagation of Errors. Computation Methods for Error Estimation. Us~ ofProgramIl!able Desk Calculators. Linear Iteration for SolutIon of Nonlmear Equations. Method of Machine Evaluation of Polynomial~ for Economy of Storage. Machine Language Programme for Lmear Iteration. Fortran Programme for Newton's Method-Computer, and Secant Method-Computer. Machine Programme for finding the first Real Roots of a Polynomial Function. Correlation and regression. Quadratic Interpolation. Interpolating Polynomial. Iterated Linear Interpolation. Inverse Interpolatio~. The Finite-Difference Calculus using Desk Calculators. Numencal Differentiation. Numerical Integration. Fortran Programme for Trapezoidal Integration-Computer, Simpson's Rule-Computer, and Gaussian Integration-Computer. This strand requires limited access to a high speed computer using Fortran as a programming language and/or ready access to programmable desk calculators of not less than seven memories plus Jump facilities.

ASSESSMENT . . Progressive evaluation including assignments, class tests and final exammatlon.

TEXTBOOK Conte, S. D.

REFERENCES Ralston, A. Scheid, F.

Numerical Analysis. McGraw-Hill, 1965.

A First Course in Numerical Analysis. McGraw-Hill, 1965. Numerical Analysis. Schaum-McGraw-Hill, 1968.

169



SCIENCE

A revised Science course is being phased in commencing in 1976-therefore, on the following pages separate outlines are shown for students commencing studies in the first year of a three-year fulltime course in 1976 and for students continuing studies in 1976 either progressing from first year in 1975 or after being granted admission with advanced standing in 1976. Students should ensure that they refer to the correct course outline in determining their academic commitment. Where a student is required to complete a General Studies unit or Elective unit as part of the course, reference to the back portion of this publication will provide a detailed syllabus for the General Studies unit specified and/or the range of Elective units from which the student may choose. Students admitted with standing to undertake the Diploma in Teaching (Secondary Education) One Year Conversion Course should refer to the course outline given at the end of the Specialist Studies syllabuses for the three-year full-time Diploma in Teaching (Secondary Education) award.

DIPLOMA IN TEACHING (SECONDARY EDUCATION)-SCIENCE


Hours per week

Education I Principles and Practice of Teaching I Biology I Chemistry I Geology I Physics I

170

3 3 4 4 4 4


Year II Education II Principles and Practice of Teaching II Three of:

(Biology II (Chemistry II (Geology II (Physics II

English GS

Year III Education III Principles and Practice of Teaching III Two of:

(Biology III (Chemistry III (Geology III (Physics III

Social Science GS Elective or Science Unit


Education II Communications II Physical Education II Four of:

(Biology II (Chemistry II (Geology II (Physics II (Elective

Science Education II Teaching Experience II

Year III Education III Four of:

(Biology III (Chemistry III (Geology III (Physics III (Elective (Science Subject Level II

Teaching Experience III

171

3 3

4 4 4 4 3

4 3

4 4 4 4 3 3

3 2 2

4 3 4 3 3 2

4

4 4 4 4 3 4


PREREQUISITES 1976

Subject

Education II Communications II Physical Education II Biology II Chemistry II Geology II Physics II Science Education II Teaching Experience II

Education III Biology III Chemistry III Geology III Physics III Teaching Experience III

Prerequisite

Education I Communications I Physical Education I Biology I Chemistry I Geology I Physics I Science Education I Teaching Experience I

Education II Biology II Chemistry II Geology II Physics II Teaching Experience II


172


YEAR I SUBJECTS NEW COURSE·

BIOLOGY I

Four hours per week

Prerequisite-Higher School Certificate Science (level 2 or above)

Biology in relation to the other sciences-scope of Biology, the biosphere, characteristics of living organisms, the microscope. Cell structure, organelles and their function, plant and animal tissues. The angiosperm, general morphology, reproduction, seed and fruit structure, seed dispersal and germination. The mammal, description, classification. Detailed study of the digestive and circulatory systems. Brief study of the skeletal, reproductive, respiratory, nervous and muscular systems. Diversity ofliving organisms. Simple classification of selected plants from algae, fungi, bryophyta, ferns, gymnosperm; animals from coelenterata, platyhelminthes, annelida, mollusca, arthropoda. Elementary ecology, basic principles, illustration from local ecological studies. Laboratory work forms an essential part of this course.


TEXTBOOK Keeton, W. T.

CHEMISTRY I

Four hours per week

Biological Science. New York, W. W. Norton, 1972.

General introduction to Chemistry, atomic structure, bonding and physical properties, shapes of molecules, equilibria, energy changes in chemical reactions, reactions involving electron transfer, introductory organic chemistry, and the chemistry of life. The student is required to demonstrate proficiency in basic chemical equations and nomenclature as well as satisfactory completion and presentation of laboratory and practical work.

ASSESSMENT Progressive assessment by assignments, periodic tests, tutorials, practical work and final examination.

TEXTBOOKS Fernandez, J. E. and

Whitaker, R. D. Aylward, G. H. and

Findlay, T. J. V.

An Introduction to Chemical Principles. New York, Macmillan, 1975.

S I Chemical Data. Sydney, John Wiley and Sons, 1974.

173


REFERENCES Butler. 1. N. Companion, A. L. Nash. L. K.

JOURNALS Journal of Chemical Education. New Scientist. School Science Review. SCientific American.

GEOLOGY I

Four hours per week

Solubility and pH Calculations. London, Addision~Wesley, 1964. Chemical Bonding. New York, McGraw-Hill, 1964. Stoichiometry. London, Addison-Wesley, 1966.

Prerequisite-Higher School Certificate Science (level 2S or better)

A general study of the earth as a planetary body and theories of its evolution, earth cycles and processes and geological principles. Topics of study include-the Earth in space, its evolution and comparison to the other planets; seismicity and earth structure; mineralogy and petrology; the atmosphere and the hydrosphere; the ocean basins, sea floor spreading, continental drift and plate tectonics; weathering, erosion, sedimentation and deformation of sedimentary rocks; stratigraphy, geologic time and earth history; geological mapping and map interpretation; and, applied geology. Excursions and field studies are included.

ASSESSMENT Progressive assessment including periodic tests and final examination.

TEXTBOOKS Bickford, M. E. et al. Clarke, Prider and

Teichert

REFERENCES American Geological Institute Bloom, A. L. Eicher, D. L. Flint, R. F. and

Skinner, B. J. Holmes, A. Hurlbut, C. S. Sawkins, F. J.,

Chase, C. G. et at. Strahler, A. N. and A. H. Twidale, C. R.

JOURNALS Geology. New Scientist. Scientific American.

Geology Today. Del Mar, California, CRM Books, 1973. Elementary Practical Geology. 4th edition. University ofW.A. Press, 1968.

Dictionary of Ge%gieal Terms. Dolphin Books, 1962. The Sudan' of the Earth. Prentice-Hall, 1969. Geologic Time. Prentice~Hall, 1968. Physical Geology. New York, Wiley International, 1964.

Principles of Physical Geology. 2nd edition. Nelson, 1969. Dana's Manual of Mineralogy. 18th edition. New York, Wiley, 1959. The EvolVing Earth. New York, Macmillan, 1974.

Environmental Geoscience. New York; Wiley International, 1973. Geomorphology. Melbourne, Nelson, 1973.

174


PHYSICS I


Prerequisite-Higher School Certificate Science (level 2) and Mathe-matics (level 2)

Work undertaken during the year includes in Mechanics: kinematics, relativistic effects, statics and dynamics of a particle, statics of a rigid body, conservation of energy and momentum, rotational dynamics, rotational momentum and energy and oscillatory motion. Within Thermodynamics topics include: the ideal gas model, thermal properties of matter, and laws of thermodynamics.

ASSESSMENT Progressive assessment, including practical work, periodic tests and final examination.

TEXTBOOK Bueche, F.

REFERENCES Bueche, F.

Bueche, F. Ference, M., Jr.,

Lemon, H. B. and Stephenson, R. 1.

Freir,G. D. Halliday, D. and

Resnick, R. Harris, N. C. Lehrman, R. L. and

Swartz, C. McCormick, W. W. Reimann, A. L. Richards, 1. A. et al. Synge, J. L. and

Griffiths, B. A.

Principles of Physics. 2nd edition. New York, McGraw~Hill, 1972.

A Workbook in Physics for Science and Engineering Students. New York, McGraw-Hill, 1969. Physics for Scientists and Engineers. New York, McGraw-Hili, 1969. Ana/ytical Experimental Physics. University of Chicago, 1956.

University Physics. New York, Appleton-Century~Crofts, 1965. Physics. Combined Edition. New York, Wiley, 1966.

Experiments in Applied Physics. New York, McGraw~Hill, 1963. Foundations of Physics. New York, Holt, Rinehart and Winston, 1969.

Fundamentals of College Physics. New York, Macmillan, 1965. Physics. New York, Barnes and Noble, 1971. Modern University Physics. Principles of Mechanics. New York, McGraw-Hill, 1949.

175


YEAR II SUBJECTS OLD COURSE

COMMUNICATIONS II

Two hours per week


This strand deals with and partially integrates the communication arts of reading, speaking and writing English. It involves some treatment in depth of literature largely from contemporary sources; the techniques of discussion with some practical experience in presenting a prepared paper and conducting discussion as well as taking part in informed interchange of views; there are opportunities for functional, critical and creative writing of English.


Strand B-Mass Media




Smythe, T. C. Groornbridge, B. Mayer, Henry Merrill, J. C. and


Christie, Frances

JOURNALS





176



This brief curriculum study is concerned with the use of language in the classroom and the teacher's impact on the language of his pupils. The subject is designed to increase understanding of linguistic problems in communicating with children, ways of contributing effectively to the language performance of children in the contexts which individual subjects provide, ways of promoting -children's basic language skills, the role ofthe English teacher and the centrality of his concern with creative experience of literature and expression.




Bennett, D. M.





Towards a New English. Sydney, Reed, 1972.

"Language and Learning in the Classroom". In Language in Education, ed. A. Cashdan and E. Grugeon. London, Routledge and Kegan Paul, 1972. Language, the Learner and the School. London, Penguin, 1971.


Language and Education. London, Longrnans, 1966. Children Using Language. London, O.U.P., 1971.




Students study sports in which they-gain an in-depth knowledge. At least one sport is studied in each semester. The subject includes such things as skill development, training, rules, offence, defence and officiating. Choices may be made from the following list of sports, but others may be included-track and field, netball, soccer, tennis, squash, softball, dance, basketball, hockey, rugby, golf, gymnastics, swimming and volleyball.


177

"".' (J


BIOLOGY II


Prerequisite-Biology I or equivalent

Strand A-Cell Physiology

The cellular basis of life, variation in size and form of cells, the cell and its environment, structure of cells, organic molecules in cells, energy conversion processes in the cell, structure of the nucleus, mitosis, meiosis, cell reproduction, gamete formation, fertilisation, chemical organisation of the nucleus, the role ofD. N .A., biosynthesis of proteins, extracellular substances, cell differentiation, ageing and death of cells. Laboratory work of satisfactory standard is an essential part of the subject.

ASSESSMENT Progressive evaluation including laboratory exercises and written examination.


REFERENCES Bennett, T. P. and

Frieden, E. Dodge, John D. Geise, Arthur C. Swanson. Tribe, M, and

Whittaker, p,

Bi%gical Science. New York, W. W. Norton, 1972.

Modern Topics in Biochemistry. London, Macmillan, 1966.

An Atlas of Biological Ultrastructure. London, Arnold, 1968. Cell Physiology. 4th edition, Philadelphia, W, R Saunders, 19H The Cell- 3rd edition, Englewood Cliffs, NJ" Prentice-Hall, 1969, Chloroplasts and Mitochondria. London, Edward Arnold, 1972.

Strand B-Ecology and Field Studies

This strand covers ecology and the nature of the ecosystems, biogeochemical cycles, ecology of populations, organisation and dynamics of ecological communities, ecology and man. It includes field techniques and procedures, teaching ecology in the secondary school, conservation studies and supplementary topics.

ASSESSMENT Progressive evaluation including field excursions, research projects, exercises, displays and final examination.

TEXTBOOKS Kormondy, K J, Sutton, D, Rand

Hannon, R p,

REFERENCES Odum, K p, Stephenson, W,

JOURNAL

Concepls oj Ecology, Englewood Cliffs, N3" Prentice-Hall, 1969, Ecology: Selected Concepts. New Yor.k, John Wiley and Sons, 1973.

Fundamentals oj Ecology, 3rd edition, Philadelphia, W, R Saunders, 197L Living Place and Living Space. Sydney, Angus and Robertson, 1970.

Hunter Natural History. Quarterly. Newcastle Flora and Fauna Society.

CHEMISTRY II


Prerequisite-Chemistry I or equivalent

178


General topics will include: Atomic Structure and Chemical Bonding----concepts leading to wave mechanics, quantum mechanics, atomic orbitals, electron configuration; covalent bonding, molecular orbitals, hybridisation, bond polarity, molecular shapes; ionic bonding, Born Haber cycle, crystal packing, character of ionic bonds; bonds at a distance, Vand der Waals forces, hydrogen bonds; and, metallic bonding. Other topics include co-ordination chemistry----chelation, stereochemistry, theory of bonding; energy and chemical change-probability and entropy, changes in energy, free energy; chemistry of solutions-nature of solvents; dissolution reactions, equilibrium, precipitation; periodic relationships-electronic structure, bonding, chemistry of oxides, chemistry of halides, elements of row 2 of the periodic table; and, organic chemistry. A functional group approach is to be taken in a practical study of organic chemistry. Consideration is made of aliphatic and aromatic compounds from transformation and identification aspects. Laboratory work is an integral part of the study and wherever possible relevant interdisciplinary and sociological aspects are considered.

ASSESSMENT Progressive evaluation including assignments, practical work, periodic tests and final examination.

TEXTBOOK Fernandez, J. E. and

Whitaker, R, D,

REFERENCES Allen, J, A, Aylward, G, H- el ai, Bell, CF, and

Lott, K,

GEOLOGY II

An Introduction to Chemical Principles. Macmillan, 1975.

Energy Changes in Chemistry. Boston, Allyn and Bacon, 1966. Approach to Chemistry Series. University of N.S.W., 1961-1966. Modern Approach to Inorganic Chemistry. London, Butterworths, 1966.

Four hours per week

Prerequisite-Geology I or equivalent

Topics include: petrology with attention to the optical properties of minerals, and micropetrology of the igneous rocks; geological history of N.S.W.; economic geology including properties of important economic minerals and origins of economic deposits with emphasis on Australia; palaeontology showing the structure and stratigraphic distribution of important phyla; structural geology discussing major forms and the relation of structure and geomorphology. Fieldwork involves an excursion probably during the May vacation.

ASSESSMENT Progressive evaluation including tests, assignments, practical and field work and final examination.

TEXTBOOK Moorhouse, W. W. The Study of Rocks in Thin Section. New York, Harper and Row, 1959.

179


BIOLOGY II


Prerequisite-Biology I or equivalent

Strand A-Cell Physiology

The cellular basis of life, variation in size and form of cells, the cell and its environment, structure of cells, organic molecules in cells, energy conversion processes in the cell, structure of the nucleus, mitosis, meiosis, cell reproduction, gamete formation, fertilisation, chemical organisation of the nucleus, the role ofD.N.A., biosynthesis of proteins, extracellular substances, cell differentiation, ageing and death of cells. Laboratory work of satisfactory standard is an essential part of the subject.

ASSESSMENT Progressive evaluation including laboratory exercises and written examination.


REFERENCES Bennett, T. P. and

Frieden, E. Dodge, John D. Geise. Arthur C. Swanson. Tribe, M. and

Whittaker, P.

Biological Science. New York, W. W. Norton, 1972.

Modern Topics in Biochemistry. London, Macmillan, 1966.

An Atlas of Biological Ultrastructure. London, Arnold. 1968. Cell Physiology. 4th edition. Philadelphia, W. B. Saunders, 1973. The Cell. 3rd edition. Englewood Cliffs, N.J., Prentice-Hall, 1969. Chloroplasts and Mitochondria. London, Edward Arnold, 1972.

Strand B-Ecology and Field Studies

This strand covers ecology and the nature of the ecosystems, biogeochemical cycles, ecology of populations, organisation and dynamics of ecological communities, ecology and man. It includes field techniques and procedures, teaching ecology in the secondary school, conservation studies and supplementary topics.

ASSESSMENT Progressive evaluation including field excursions, research projects, exercises, displays and final examination.

TEXTBOOKS Kormondy, E. J. Sutton, D. B. and

Harmon, N. P.

REFERENCES Odum, E. P. Stephenson, W.

JOURNAL

Concepts oj Ecology. Englewood Cliffs, N.J., Prentice-Hall, 1969. Ecology: Selected Concepts. New York, John Wiley and Sons, 1973.

Fundamentals oj Ecology. 3rd edition. Philadelphia, W. B. Saunders, 1971. Living Place and Living Space. Sydney, Angus and Robertson, 1970.

Hunter Natural History. Quarterly. Newcastle Flora and Fauna Society.

CHEMISTRY II


Prerequisite-Chemistry I or equivalent

178


General topics will include: Atomic Structure and Chemical Bonding---concepts leading to wave mechanics, quantum mechanics, atomic orbitals, electron configuration; covalent bonding, molecular orbitals, hybridisation, bond polarity, molecular shapes; ionic bonding, Born Haber cycle, crystal packing, character of ionic bonds; bonds at a distance, Vand der Waals forces, hydrogen bonds; and, metallic bonding. Other topics include co-ordination chemistry---chelation, stereochemistry, theory of bonding; energy and chemical change-probability and entropy, changes in energy, free energy; chemistry of solutions-nature of solver,ts; dissolution reactions, equilibrium, precipitation; periodic relationships---electronic structure, bonding, chemistry of oxides, chemistry of halides, elements of row 2 of the periodic table; and, organic chemistry. A functional group approach is to be taken in a practical study of organic chemistry. Consideration is made of aliphatic and aromatic compounds from transformation and identification aspects. Laboratory work is an integral part of the study and wherever possible relevant interdisciplinary and sociological aspects are considered.

ASSESSMENT Progressive evaluation including assignments, practical work, periodic tests and final examination.

TEXTBOOK Fernandez, J. E. and

Whitaker, R. D.

REFERENCES Allen, J. A. Aylward, G. H. et al. Bell, C.F. and

Lott, K.

GEOLOGY II

An Introduction to Chemical Principles. Macmillan, 1975.

Energy Changes in Chemistry. Boston, Allyn and Bacon, 1966. Approach to Chemistry Series. University ofN.S.W., 1961-1966. Modern Approach to Inorganic Chemistry. London, Butterworths, 1966.

Four hours per week

Prerequisite-Geology I or equivalent

Topics include: petrology with attention to the optical properties of minerals, and micropetrology of the igneous rocks; geological history of N.S.W.; economic geology including properties of important economic minerals and origins of economic deposits with emphasis on Australia; palaeontology showing the structure and stratigraphic distribution of important phyla; structural geology discussing major forms and the relation of structure and geomorphology, Fieldwork involves an excursion probably during the May vacation.

ASSESSMENT Progressive evaluation including tests, assignments, practical and field work and final examination.

TEXTBOOK Moorhouse, W. W. The Study oj Rocks in Thin Section. New York, Harper and Row, 1959.

179


PHYSICS II Three hours per week Prerequisite-Physics I or equivalent Topics include: electricity---electrostatics, electrodynamics, electromagnetism; astronomy-observation and solar system, star types, stellar evolution; wave motion-properties of waves, optical implications, acoustic implications; modern physics-waves and particles, valves, semi-conductors and basic radio. A high component of practical work is included in the unit. ASSESSMENT Progressive evaluation including a one-thousand-five-hundred (1,500) word assignment, periodic tests, practical work and final examination.

TEXTBOOK Bueche, F.

REFERENCES Abell, G. Baker, R. H. Bueche, F.

Ebbinghausen, E. G. Electronics Australia Ference, M., Jr.,

Lemon, H. B. and Stephenson, R. J.

Freier, G. D. Halliday, D. and

Resnick. R. Holton, G. and

Brush, S. G. Jeans, Sir J. Jenkins, F. A. and

White, M. E. Page, T. and L. W. (eds.) Reimann, A. L. Richards, J. A. et al.

Principles of Physics. 2nd edition. New York, McGraw-Hill, 1972.

Exploration oj the Universe. New York, Holt, Rinehart and Winston, 1964. An Introduction to Astronomy. New York, Van Nostrand, 1961. Physics for Scientists and Engineering Students. New York, McGraw-Hill, 1969. Astronomy. Columbis, Merrill, 1966. Basic Radio Course. Sydney, Sungravure, 1966. Analytical Experimental Physics. Chicago, University of Chicago Press, 1956.

University Physics. New York, Appleton-Century-Crofts, 1965. Physics. (Combined Edition) New York, John Wiley and Sons, 1966.

IntrDduction to Concepts and Theories in Physical Science. 2nd edition. Massachusetts, Addison-Wesley, 1973. Science and Music. Cambridge, University Press, 1961. Fundamentals of Optics.

The Evolution of Stars. New York, Macmillan, 1968. Physics. New York, Barnes and Noble, 1971. Modern University Physics. New York, Addison-Wesley, 1966.

SCIENCE EDUCATION II Two hours per week The unit is concerned with the translation of theories oflearning into models of Science teaching. Several models (Bruner, Ausubel, Gordon, Schwab, Suchman, Massialas-Cox) show the need for different teaching styles in different physical and social environments. Students practise the models in schools, and evaluate the results with the aid of videotape. Elementary interaction analysis is used to distinguish between teaching styles. A scale to estimate classroom climate is used to distinguish social environments specific to each model. Assessment procedures in the cognitive, affective and psychomotor domains are also studied. ASSESSMENT Progressive evaluation.

REFERENCES Joyce, Brian and

Weil, Marsha Ober, R. et al.

Models of Teaching. Englewood Cliffs N.J., Prentice-Hall, 1972.

Systematic Observation of Teaching. An Interaction Analysis-Instructional Strategy Approach. Englewood Cliffs N.J., Prentice-Hall, 1971.

180


YEAR III SUBJECTS OLD COURSE

BIOLOGY III

Four hours per week

Prerequisite-Biology II or equivalent

Strand A-Microbiology

Topics of study include the microbial worlds, bacteria, viruses, fungi, algae, protozoa; micro-organisms in soil, water and air; techniques of microbiology-the microscope, staining, fixing, culture in sterile media, the use of Millipore (membrane filtration) apparatus; the role of micro-organisms in natural ecosystems; microecology-microorganisms and man, human disease, food (manufacture, spoilage), industrial processes, fundamental research in biology.

ASSESSMENT Progressive evaluation including laboratory and practical work, research topics and final examination.

TEXTBOOK Pelczar, M. J. and

Reid, R. D.

REFERENCES Blake, C. D. (ed.) Burgess, A. Sarles, et al.

Simon, H. J. Sistrom, W. R. Stanier, R. Y. et al.

Microbiology. New York, McGraw-Hill, 1972.

Funtlamentalsof Modern Agriculture. Sydney, Sydney University Press, 1967. Micro-organisms in the Soil. London, Hutchinson, 1958. Microbiology, General and Applied. 2nd edition. New York, Harper Brothers, 1956. Microbes and Men. New York, McGraw-Hill, 1963. Microbial Life. New York, Holt, Rinehart and Winston, 1966. The Microbial World. Englewood Cliffs, N.J., Prentice-Hall.

Strand B-Regulation and Response in Organisms

This strand deals with internal and external environments of the organism, exchange of materials, principles of homeostasis, the role of hormones in plants and animals, neural integration, receptors, functional anatomy of the vertebrate nervous system. Behaviour is also examined in relation to stereotyped behaviour, learning and social behaviour.

ASSESSMENT Progressive evaluation including satisfactory performance in laboratory exercises, individual projects and final examination.

TEXTBOOKS Villee, C. A. and

Dethier, V. G.

Keeton, W. T. Kikkawa, J. and

Thorne, M. J. Nuffield Advanced Science:

Laboratory Guide

Biological Principles and Processes. Philadelphia, W. B. Saunders, 1971.

OR Biological Science. New York, W. W. Norton, 1972. The Behaviour of Animals. Milton, Qld., Jacaranda Press, 1971.

Control and Co-ordination in Organisms. Penguin, 1970.

181


REFERENCES Devlin, R. M. Hill, T. A. Loftus, B. McCauley, W. J. Vander, A. J.,

Sherman, J. H. and Luciano, D. S.

Weier, T. E., Stocking, C. R. and Barbour, M. G.

CHEMISTRY III

Plant Physiology. New York, Reinhold, 1968. Endogenous Plant Growth Substances. London, Edward Arnold, 1973. Animal Photoperiodism. London, Edward Arnold, 1970. Vertebrate Physiology. Philadelphia, Saunders, 1971. Human Physiology: The Mechanics of Body Function. New York, McGrawHill, 1970.

Botany. An Introduction to Plant Biology. New York, John Wiley and Sons, 1970.


Prerequisite-Chemistry II or equivalent

This subject is an advanced study of organic chemistry extended to include chemical kinetics and reaction mechanics; natural products-fats and oils, proteins, carbohydrates; methods used in contemporary chemistry for the purpose of separation, structure elucidation and analysis; associated with this theory is practical work based upon modern methods of synthesis, separation and analysis. Students carry out literature research in depth on topics in Chemistry chosen after consultation with staff and conduct associated experimental work on the topics. In seminars students study the relationship between chemistry and society, e.g. relationship to other areas of knowledge; to industry; and to modern culture.

ASSESSMENT Prog~essiye evaluation including practical work, periodic tests, assignments, seminar contribution and final exammatlOn.

TEXTBOOK Conrow, K. and

McDonald, R. N.

REFERENCES Aylward, G. A. and

Findlay, T. J. V. Baldwin, James Ihde, A. J. Kice, John L. and

Elliot, N. Marvel Morrison, R. T. and'

Boyd, R. N.

GEOLOGY III

f;:,ctive Organic Chemistry, A Short Course. Reading, Addision-Wesley,

S. l. Chemical Data Book. Sydney, Wiley, 1971.

Experimental Organic Chemistry. 2nd ~dition. New York, 1970. The Development oj Modern Chemistry. New York, Harper and Row, 1966. Modern Principles oj Organic Chemistry. An Introduction. London, CollierMacmillan, 1966. Organic Chemistry. Bostyn, Allyn and Bacon, 1960.


Prerequisite-Geology II or equivalent

182

\-'


Further studies in petrology, extended to include the petrology of sedimentary and metamorphic rocks and the processes of their formation. Geological history ofN.S.W. Geological education-the place of Geology in science education and the development of some curriculum materials. Geophysical topics including the earth's magnetic and gravitational fields; radiometric dating; some principles of seismology. Structural Geology discussing major structural forms and the relationship of structure and geomorphology. Field work involves an excursion, probably during the May vacation.

ASSESSMENT Progressive evaluation including tests, assignments, practical and field work, and final examination.

TEXTBOOK Moorhouse, W. W.

PHYSICS III

The Study of Rocks in Thin Section. New York, Harper and Row, 1959.


Prerequisite-Physics II or equivalent

This subject includes a study of rotational dynamics, electromagnetic waves and particle physics. A topic entitled "Measurement in Physics" stresses the experimental and quantitative aspects of Physics and extends work completed in earlier years. A further topic chosen by the student in consultation with staff is undertaken and provided it is capable of treatment in depth, has a practical aspect, and bears some relevance to the teaching situation. A unit on some aspects of Modern Physics involving its philosophy and social implications is studied on a seminar basis.

ASSESSMENT Progressive evaluation including seminar work, individual topic report, periodic tests and final examination.

TEXTBOOKS Jamieson Rowe Halliday, D. and

Resnick, R.

REFERENCES Acosta, V.,

Cowan, C. L. and Graham, B. J.

Beiser, A. Bueche, F.

Freier, G. D. Halliday, D. and

Resnick, R. Jenkins, F. A. and

White, M. E. Langeieine, H.,

Friedrich, A. and Ulbright, H.

Lurch, E. N.

March, R. H. Reimann, A. L. Stehle, P.

Fundamentals of Solid Siale. Sydney, Sungravure, 1970. Physics Part 2. New York, John Wiley and Sons, 1970.

Essentials of Modern Physics. New York, Harper and Row, 1973.

Concepts oj Modern Physics. 2nd edition. New York, McGraw-Hill, 1973. PhysicsJor Scientists and Engineering Students. New York, McGraw-Hill, 1969. . University Physics. New York, Appleton-Century-Crofts, 1965. Physics. Combined Edition. New York, John Wiley and Sons, 1966.

Fundamentals oj Optics. London, McGraw-Hill, 1951.

Experiments in Atomic Physics. London, Murray, 1966.

Fundamentals of Electronics. 2nd editiqn. New York, John Wiley and Sons, 1971. Physicsjor Poets. New York, McGraw-Hili, 1970. Physics. New York, Barnes and Noble, 1971. Physics, the Behaviour oj Particles. New York, Harper and Row, 1971.

183



INDUSTRIAL ARTS

BACHELOR OF EDUCATION (INDUSTRIAL ARTS)

A revised Diploma in Teaching course in Industrial Arts is being introduced in 1976. Therefore, on the following pages separate outlines are shown for students commencing studies in the first year of a three-year full-time course in 1976 and students continuing studies in 1976 after progressing from first year in 1975. Students should ensure that they refer to the correct course outline in determining their academic commitment. Artisans entering the course with advanced standing should refer to the specific course outline listed after the three-year course, as well as note any additional requirements on the entry as specified by the Admissions Committee. Where a student is required to complete a General Studies unit or Elective unit as part of the course, reference to the back portion of this publication will provide a detailed syllabus for the General Studies unit specified and/or the range of Elective units from which the student may choose. Details relating to the degree in Industrial Arts are shown at the end of the Diploma in Teaching Year III Syllabuses.

DIPLOMA IN TEACHING (SECONDARY EDUCATION}-INDUSTRIAL ARTS


Education I Industrial Arts Education I Drawing and Design I Technology IA Technology IB Engineering Science I

184

Hours per week

3 3 4 4 4 4


Year II Education II Drawing and Design II Technology IIA Technology lIB English GS Elective or Industrial Arts Unit

Year III Education III Industrial Arts Education II

Two of: (Drawing and Design III (Technology IIIA (Technology IIIB (Materials Science II (Mechanics II

Social Science GS Elective or Industrial Arts Unit


Education II Drawing and Design II Technology IIA Technology lIB English GS Elective or Industrial Arts Unit

Year III Education III One of:

(Drawing and Design III (Technology IlIA (Technology IIIB

Materials Science II Mechanics II Social Science GS Elective or Industrial Arts Unit

185

3 4 4 4 3 3

4 3

4 4 4 4 4 3 3

3 4 4 4 3 3

4

4 4 4 4 4 3 3


ARTISAN ENTRY

STUDENTS COMMENCING IN 1976

Year II Education IIA Industrial Arts Education I Drawing and Design IIA Technology IIA Technology lIB Engineering Science I English GS

Year III Education III Industrial Arts Education II Two of:

(Drawing and Design III (Technology IlIA (Technology I1IB (Materials Science II (Mechanics II

Social Science GS Elective or Industrial Arts Unit

STUDENTS CONTINUING IN 1976

Year III Education III One of:

(Drawing and Design III (Technology IlIA (Technology I1IB

Materials Science II Mechanics II . Social Science GS Elective or Industrial Arts Unit

186

Hours per week

4 2 4 4 4 4 3

4 3

4 4 4 4 4 3 3

4

4 4 4 4 4 3 3


YEAR I SUBJECTS

DRAWING AND DESIGN I

Four hours per week

This subject provides sound concepts and principles of technical drawing and craft which enable students to meet the requirements for advanced courses in these fields. Development of an understanding of the principles of projection theories as related to points, lines and surfaces is expected to increase powers of object visualisation and spatial relationship. This, to be coupled with applied design, in a wide variety of media.

Strand A - Drawing

The relationship between orthographic, isometric, oblique, axonometric united projection and perspective drawings with some examples in freehand sketching of machine parts and architectural details. The solution of problems in relation to the practical application of plane and solid geometry is also required. A high standard of draughtsmanship is an essential requirement. Standards used throughout the study conform to Australian Standard Drawing Office Practice and Architectural and Building Practice.

ASSESSMENT Progressive evaluation of assignments, periodic tests and final examination.

TEXTBOOKS Fitness, E. W., Lindsay, G. C.

and Taylor. A. O. Pare, E. G., Loving, R. O.

and Hill. I. L.

REFERENCES Co-operative Building Societies

ofN.S.W. Jenson, C. H. Standards Association of

Australia The Institute of Engineers

Strand B-Craft

Descriptive Geometry and Drawing Series. Kotara, Newtex, 1975.

Descriptive Geometry. 3rd edition. London, Macmillan, 1970.

Construction Standards/or Home Building. Metric edition. Sydney, Building Societies of N.S.W., 1974. Engineering Drawing and Design. London, McGraw-Hili, 1968. Australian Standard Architectural and Building Drawing Practice .. Latest edition. Sydney, Standards Association. Australian Standard Engineers--Drawing Practice. Latest edition. Sydney, Standards Association.

This strand deals with the aesthetic aspects of design applied to architectural rendering and to numerous crafts. Practical work includes perspective drawings of houses, rooms, buildings, spherical objects with shadows cast by the sun and artificial light. The principles of design are Applied Ceramics, Weaving, Puppetry, Basketry, Bookcrafts and Leatherwork.

187


ASSESSMENT Progressive evaluation including assignments and a final examination.

TEXTBOOKS Gill, Robert W, Hewitt-Bates, J. S. Lanchester, Waldo S. Primmer, L. Torey, J. Wright, D. Zimmerman, F. W.

Rendering with Pen and Ink. London, Thames and Hudson, 1973. Bookbinding. Leicester, Dryad, 1967. Hand Puppets and String Puppets. Leicester, Dryad, 1972. Pottery Made Simple. London, Howard and Wyndham, 1974. TheTechnique of Weaving. London, Batsford, 1967. Basket and Basketry. Devon, David and Charles, 1972. Leathercraft. Chicago, Goodheart-Willcox, 1969.

TECHNOLOGYIA

Metal and Allied Metals


This subject provides a solid foundation in important areas of metalworking processes and techniques which can be further extended in subsequent years of the course, Fitting and machining which includes the use of common bench tools, lathe, shaping machine and drilling machine. Fabrication which involves methods of shaping and joining various metals used in the course. Sheet metalwork including methods of development and construction by hand and machine. A broad introduction to related methods of production used in industry.

ASSESSMENT Progressive evaluation including submission of practical work, assignments, short tests and final examination.

TEXTBOOK Ableson, B. W. and

Pateman, A. J.

REFERENCES Bruce, I. E. and

Meyer, L. A. Feirer, J. L. Sydney Technical College Watkins, S. G.

TECHNOLOGY IB

Metalworking. Sydney, McGraw-Hili, 1974.

Sheetmetal Shop Practice. Chicago, American Technical Society, 1968.

General Metals. New York, McGraw-Hill, 1967. Trade Technology, Book 1. Sydney, N.S.W. Government Printer, 1970. Sheet Metal Fabrication. London, Elsevier, 1971.

Wood and Allied Materials

Four hours per week

This subject provides knowledge of processes involved in working wood and allied materials and an opportunity to acquire practical skills as well as develop an appreciation for logical planning and sequential procedures techniques. Timber: shaping, joining, general principles of design, products, allied materials. Tool maintenance and wood turning.

188

. ~.

l.


ASSESSMENT Progressive evaluation including periodic tests, practical work, assignments and final examination.

TEXTBOOKS Keable, J. E. and

Leadbetter, B. R. Walton, J. A.

REFERENCES Bloomfield, F. C. and

Peterson, E. Egelstaff, D. W. Glenister, S. H. Holtrop, W. F. and

Hjorth, H. H. Lappin, A. R.

Zanker, F. O.

JOURNALS

Australian Woodworking. Sydney, McGraw-Hill, 1974.

~~~~work in Theory and Practice. Sydney, Australasian Publishing Co.,

The Australian Carpenter and Joiner. Sydney, Standard Publishing Co., 1974.

A Designer's Approach to Woodwork. London, Pergamon Press, 1970. Contemporary Design in Woodwork 3. London, Murray, 1970. Princ.ples of Woodworking. Milwaukee, Bruce, 1961.

f~~~.iCS, Projects and Techniques. Bloomington, McKnight and McKnight,

Design and Craft in Education. Leicester, Dryad, 1971.

Practical Woodworking. London, l.P.c. Magazines. Woodworker. London, Evans.

ENGINEERING SCIENCE I

Four hours per week

Modern society is being continually altered by the application of science and technology, Stress is laid on the importance of coping with rapid technological change and expansion and the concrete manifestation of these developments, Study of the relevance and interdependence of materials and manufacturing processes, analysis methods including the use of computers, and a study of the history of technological change.

ASSESSMENT Progressive evaluation including written assignments, unit quizzes, programming exercises, submission of work applicable to the teaching of the subject.

TEXTBOOKS Higgins, R. A.

Oxley, A.

REFERENCES Armytage, W. H. G. De Garmo, E. P. Doyle, L. E. et al.

Kanzberg, M. and Pursell, C. W.

Schlenker, B. R.

Taylor, A. O. and Barry, O. J.

Materials for the Engineering Technician. London, English Universities Press, 1972. Mechanical Engineering Science. London, Edward Arnold, 1971.

A Social History of Engineering. London, Faber and Faber, 1966. Materials and Process in Manufacturing. New York, Macmillan, 1969. Manufacturing Processes and Materials for Engineers. Englewood Cliffs, N.J., Prentice-Hall, 1969. Technology in Western Civilization. New York, O.U.P., 1967.

Introduction to Materials Science (S1 Units). Sydney, John Wiley and Sons, 1974. Fundamentals of Engineering Mechanics. Metric edition. Melbourne, Cheshire, 1975.

189


YEAR II SUBJECTS

EDUCA nON SIIA

Four hours per week

Strand A-Educational Psychology

This strand contributes to professional competence and the general education of the student. Applications of psychology are presented so as to make them available to the student in the form of effective teaching behaviour. Topics include: child and adolescent development-study of child development, nature and interaction of heredity and environment, socialisation, cognitive development, Piaget; the. learning process-types of learning and the classroom, behavioural objectives, conditioning, reinforcement, learning, teaching strategies; motivation and the self-physiological bases of motivation, the place of motivation in education, long and short-term motivation, the role of the teacher; measurement and evaluation-basic statistics of central tendency and dispersion, rank order methods, correlation, nature and purposes of measurement and evaluation, characteristics of a good measuring instrument, planning classroom evaluations, standardised tests; abilities-individual abilities, their correlates and assessment.

ASSESSMENT Progressive evaluation which may include final examination.

REFERENCES Collins, J. K. (ed.) Communications Research

Machines Durkin, D. Frost

Gergen, K. J. Grinder, R. E. La Benne, W. and

Greene, B. Lesser, G. (ed.) Russell, I. L.

Studies of the Australian Adolescent. Sydney. Cassell, 1975. Educational Psychology. Del Mar, California, C.R.M., 1973.

Teaching Young Children to Read. Boston, Allyn and B~con, 1.97~. Issues and Innovations in the Teaching of Reading. GlenView IllInOIS, Scott, Foresman, 1967. The Concept of Self New York, Holt, Rinehart and Winston, 1971. Adolescence. New York, John Wiley and Sons, 1973. Educational Implications of Self-Concept Theory. California, Goodyear, 1969. Psychology and Educational Practice. London, Scott, Foresman, 1971. Motivation. Dubuque, Iowa, W. C. Brown, 1971.

Strand B-The Learner and the School

This strand provides knowledge of the changing administrative structure within teaching and the underlying theoretical bases of these changes, provides knowledge of the developmental characteristics of pupils at the secondary school level and studies modern approaches to the teaching-learning process in relation to the above.

190


The school in context is presented by examining current trends in the administration of education in Australia, the N.S.W. system-teacher induction and evaluation, and, issues of change in aims and procedures; as well as this, alternatives in education are studied including multi-media centres, open education, the deschooling concept and individualised instruction. The high school student is considered in the light of cognitive and emotional development during the high school years, preparation for a vocation, the minority group member at school, the high school student in cross-cultural perspective and the school leaver. The teaching-learning process is examined in terms of what shall be taught including values, aims and objectives; as well as the curriculum-its purpose, principles, types and machinery for change. An examination is also made of how the curriculum should be taught covering organisation of content and learning experiences, the contribution of learning theories to teaching practice, provision for inequalities, educational technology, evaluating and reporting pupil progress.

ASSESSMENT Progressive evaluation including assignments, term tests, workshop and tutorial exercises and field reports.

REFERENCES Bigge, M. L.

Cohen, D. and Simpson, G.

Communications Research Machines

Connell, W. F. et al. Giles, J. Johnston, J. A. (ed.)

Schoenheirner, H. (ed.)

Tyler, R. W.

Wheeler. D. K.

Learning Theories for Teachers. New York, Harper, Rowand Weatherhill, 1968. Destination Debatable. Sydney, Ashton Scholastic, 1974.

Developmental Psychology Today. Del Mar, California, C.R.M., 1971.

12 to 20-Studies a/City Youth. Sydney, Hicks Smith and Sons, 1975. The Half Open Door on Open Education. Sydney, Ashton Scholastic, 1975. Six Questions~Controversy and Conflict in Education. Sydney, John Wiley and Sons, 1975. Good Australian Schools and their Communities. Melbourne, Technical Teachers' Association of Victoria, 1973. Basic Principles of Curriculum and Instruction. Chicago, University of Chicago Press, 1970. Curriculum Process. London, University Press, 1974.

DRAWING AND DESIGN II

Four hours per week

This subject develops experience in drawing and design through descriptive geometry and drawing and applied design areas, of graphic arts, photography and plastics.

Strand A-Descriptive Geometry

Principles of descriptive geometry. Third angle projection. Reference planes and principles of orthographic projection. New Principal planes, traces, projections. Oblique planes, intersection of planes, projections on the oblique plane and conversion of the oblique plane. Intersection oflines and the oblique plane, projections including that

191


of solids on, or cut by the oblique plane, mining problems. Distances related to the oblique plane. Dihedral angles. Developments of the cone, oblique cone, cylinder, oblique cylinder, transition pieces by triangulation. Intersection of solids with parallel or inclined axes. Fillet curves and rod ends. Conic sections.

ASSESSMENT Progressive evaluation including class work, assignments and final examination.

TEXTBOOKS Pare, E. G., Loving, R. O.

and Hill, I. L. Steel, G. and

Fitness, E. W.

REFERENCES Hawk, M. C. Jensen, C. A.

Strand B-Craft

Descriptive Geometry. London, Macmillan, 1970.

Descriptive Geometry and Drawing-Senior Book. Newcastle, Newtex, 1962.

Theory and Problems of Descriptive Geometry. New York, Schaum, 1962. Engineering Drawing and Design. Toronto, McGraw-Hill, 1968.

Graphic Communication: history of the evolution of recording, printing presses, methods of printing. Methods of obtaining photographic negatives and a study of print production including enlargement and contact printing and the importance of photographic techniques. The place of plastics in our technological society with emphasis on polymer science and related properties of polymers. Industrial processes, safety consideration and good design is also emphasised.

ASSESSMENT Progressive evaluation including practical work, assignments and a final examination.

TEXTBOOKS Baird, R. I. de Mare, E. Marinaccio, A. and

Osburn, B. F.

REFERENCES Ballenger, R. A. Biggs, J. R. Gaszner, G. Robinson, A. K. Thornley, P., Gore, R.

and Wright, R.

Industrial Plastics. Illinois, Goodheart-Willcox, 1971. Photography. London, Cox and Wyman, 1970. Exploring the Graphic Arts. Scranton, International Textbook Co., 1950.

Layout and Graphic Design. Reinhold Book Co., 1970. An Approach to Type. London, Pitman, 1962. Working with Plastics. Sydney, Angus and Robertson, 1970. Engineering Materials. Sydney, S.U.P., 1971. Assignments in Plastics Technology. Adelaide, Geddings and Morris, 1970.

DRAWING AND DESIGN IIA

Four hours per week

This subject provides sound concepts and principles of technical drawing as well as develop understanding of the principles of projection theories as related to points, lines and surfaces to increase powers of object visualisation and spatial relationship.

192


Strand A-Drawing

The relationship between orthographic, isometric, oblique, axonometric united projection and perspective drawings with some examples in freehand sketching of machine parts and architectural details. The solution of problems in relation to the practical application of plane and solid geometry is also required. A high standard of draughtsmanship is an essential requirement. Standards used throughout the study conform to Australian Standard Drawing Office Practice and Architectural and Building Practice.

ASSESSMENT Progressive evaluation including assignments submitted, periodic tests and final examination.


and Taylor, A. O. Pare, E. G., Loving, R. O.

and Hill, I. L.

REFERENCES Co-operative Building Societies

ofN.S.W. Jenson, C. H. Standards Association of Australia

The Institute of Engineers

Descriptive Geometry and Drawing Series. Kotara, Newtex, 1975.

Descriptive Geometry. 3rd edition. London, Macmillan, 1970.

Construction Standards/or Home Building. Metric edition. Sydney, Building Societies of N.S.W., 1974. Engineering Drawing and Design. London, McGraw-Hill, 1968. Australian Standard Architectural and Building Drawing Practice. Latest edition. Sydney, Standards Association. Australian Standard Engineers-Drawing Practice. Latest edition. Sydney, Standards Ass~iation.

Strand B-Descriptive Geometry

Principles of descriptive geometry. Third angle projection. Reference planes and principles of orthographic projection. New Principal planes, traces, projections. OblIque planes, intersection of planes, projections on the oblique plane and conversion of the oblique plane. Intersection oflines and the oblique plane, projections including that of solids on, or cut by the oblique plane, mining problems. Distances related to the oblique plane. Dihedral angles. Development of the cone, oblique cone, cylinder, oblique cylinder, transition pieces by triangulation. Intersection of solids with parallel or inclined axes. Fillet curves and rod ends. Conic sections.

ASSESSMENT Progressive evaluation including class work, assignments and final examination.

TEXTBOOKS Pare, E. G., Loving, R. O.

and Hill, I. L. Steel, G. and

Fitness, E. W.

REFERENCES Hawk, M. C. Jensen, C. A.

Descriptive Geometry. London, Macmillan, 1970.

Descriptive Geometry and DraWing-Senior Book. Newcastle, Newtex, 1962.

Theory and Problems 0/ Descriptive Geometry. New York, Schaum, 1962. Engineering DraWing and DeSign. Toronto, McGraw-Hill, 1968.

193


TECHNOLOGY IlA

Metal and Applied Materials


This subject leads to an understanding of the interrelation between new technological discoveries and sociological needs as well as the expansion of design boundaries. Students are required to investigate the practical problems of metalworking processes which influence tool or machine design and consider limitations of metals, materials and techniques available. Artisans are also required to become familiar with school technology courses, become aware of the different approaches needed to teach Technology as compared with technology in industry, through skill analysis be able to develop methods relating to their trade experiences to school pupil, and be fully conversant with those safe working practices expected in school workshops. Investigations should probe both the history and the technology of metal extraction, machining, art metalwork, metal spinning, basic electricity and electronics as well as considering the application to domestic and commercial uses. Artisans also include in their course fitting, fabrication and sheetmetalwork.


TEXTBOOK Ableson, B. W. and

Pateman, A. J.

REFERENCES Cook, W. Feirer, 1. L. and

Tatro, E. E. Johnson, H. Kranzberg, M. and

Pursell, C. W. Ludwig, O. and

McCarthy, W. Siegnor, V. Sydney Technical College Untracht, O. Von Neumann, R. Zechlin, K.

Metalworking. Sydney, McGraw-Hill, 1974.

Metalwork. Brisbane, Jacaranda Press, 1968. Machine Tool Metalworking. New York, McGraw-Hill, 1961.

Metal Spinning, Techniques and Projects. Milwaukee, Bruce, 1960. Technology in Western Civilisation. Volumes I and II. London, O.V.P., 1967.

Metalwork Technology and Practice. Illinois, McKnight and McKnight, 1969. Art Metals. South Holland, Goodheart-Wilcox, 1968. Trade Technology Notes. Book 2. Sydney, Technical College, 1973. Enamelling on Metal. London, Pitman, 1969. . The Design and Creation of Jewellery. London, Pitman, 196~. Creative Enamelling and Jewellery Making. New York, Sterlmg, 1965.

194


TECHNOLOGY. lIB


Four hours per week

This subject emphasises the approach to problems of design and places importance upon creativity rather than reproduction. Emphasis is directed towards practical skills to a greater extent than would be found in courses not specifically designed for vocational purposes, such skills being of significance to the occupational needs of the students. Topics included are cabinet making, wood technology, timber finishing and decorative treatment of timber, wood machining. Artisans are required to familiarise themselves with topics covered in Technology IB viz. shaping and joining of timber, the use of hand tools, timber products and allied materials, and tool maintenance.

ASSESSMENT Progressive evaluation including practical and written assignments and final examination.

TEXTBOOKS Keable, 1. E. and

1 eaclheatter, B. R. Walton, 1. A.

REFERENCES Department of Technical

Education Glenister, S. H. Hjorth, H. and

Holtrop, W. F. Kranzberg, M. and

Pursell, C. W. Lindbeck, 1. R. Piepenburg, R. E. Warring, R. H.

Zanker, F. O.


Woodwork in Theory and Practice. Sydney, Australasian Publishing Co., 1974.

Wood Turning. 1973.

Contemporary Design in Woodwork. 3 vols. London, Murray, 1970. Operations of Modern Woodworking Machines. Milwaukee, Bruce, 1966.

Technology in Western Civilisation. Volumes I and ll. London, O.V.P., 1967.

Design Textbook. Illinois, McKnight and McKnight, 1963. Designs in W09d. Milwaukee, Bruce, 1969. The New Glass Fibre Book. Hertfordshire, Model and Allied Publications, 1972. Foundation oIDesign in Wood. Leicester, Dryad, 1967.

195


YEAR III SUBJECTS

DRAWING AND DESIGN III

Four hours per week

This unit broadens experiences in Engineering Drawing through conceptual design, as well as introducing the student to design procedures.

Strand A-Engineering Drawing

Students are required to produce design solutions, correctly drawn to current Australian standards, from design briefs. Details depend on information supplied in such brief. ASSESSMENT Progressive evaluation including drawings submitted and final examination.

TEXTBOOKS Elger, A. J. and

Busch, E. K. Standards Association of

Australia The Institute of Engineers

REFERENCES Co-operative Building

Societies of N.S.W. Fitness, E. W.,

Lindsay, G. C. and Taylor, A. O.

Jenson, C. H. Pare, E. G.

Loving, R. O. and Hill, I. L.

Problems in Engineering Design. Sydney, McGraw-Hill, 1972.

Australian Standard Architectural and Building Drawing Practice. Sydney. Standards Association, 1969. Australian Standard Engineering Drawing Practice. Sydney, Standards Association, 1973.

Construction Standards for Home Building. Building Societies of N.S.W., 1972. Descriptive Geometry and Drawing Series. Kotara, Newtex, 1974.

Engineering Drawing and Design. London, McGraw-Hill, 1968. Descriptive Geometry. London, Macmillan, 1970.

Strand B-Applied Strengths of Materials (Degree Only)

This strand is the catalyst giving interaction between Mechanics, Materials Science and the Engineering Drawing and Design which may be taken in Year IV. It is a branch of applied mechanics with content including a brief coverage of the important mechanical properties of materials, methods of testing, effects of loadings, and the determination of stresses and deformations which occur as a result of those loadings. ASSESSMENT Progressive evaluation and final examination.

TEXTBOOK Parker, B., Jensen, A.

and Chenoweth, H.

REFERENCES Beakley, G. C. and

Chilton. E. G. Croxton. P. C. L.,

Martin, L. H. and Mills.G.M.

Embleton, W. Hirschhorn, Dr. J. Oberg, E. and

Jones, F. D. Ryder, G. H.

Applied Strength of Materials. Metric edition. Sydney, McGraw-Hill, 1974.

Introduction to Engineering Design and Graphics. New York, Macmillan, 1972. Structures and Materials: A Programmed Approach. London, Bradford Uni. Press, 1974

Applied Mechanics for Engineers (SI Units). London, Thomas Reed, 1970. Materials and Structures 1. Sydney, University ofN.S.W., 1963. Machinery's Handbook. New York, Industrial Press, 1969.

Strength of Materials. London, Macmillan, 1973.

196


Strand C-Craft

Graphic Arts and Photography: an extension of work undertaken in Drawing and Design II. Students are able to select an area of specific interest and study it in depth. Ceramics: clay winning and shaping, drying and firing, slip casting, glaze composition and preparation, glass firing and decoration. Ceramics and electricity. Refractories and industry.


TEXTBOOKS Chandler, M. Kay, A.

REFERENCES Budworth, D. N. Gernsheim, H.

Ceramics in the Modern World. London, Aldus, 1967. Photography for Schools. Sydney, Angus and Robertson, 1973.

An Introduction to Ceramic Science. Sydney, Pergamon Press, 1970. A Course History of Photography. London, Thames and Hudson, 1965.

TECHNOLOGY IlIA

Metal and Allied Materials

Four hours per week

This subject develops individual ability for integrated design and construction. To foster this approach the major project for the year is designed and produced by the student for the purpose of content and personal development or experimentation in lobe programming. Opportunity is provided for experience in the areas of advanced machining, fabrication, flow-forming, and power mechanics. While practical work is as intense as possible, it can only represent a sample of the work covered in theoretical research.

ASSESSMENT Progressive evaluation including a comprehensive written report on the major project and two written assignments of approximately two thousand (2,000) words, prepared by individual research. A final examination is required.

TEXTBOOKS Mosely, S., Johnson, P.

and Koenig, H. Walker, J. R.

REFERENCES Ball, D. F. Benham, P. Derry, I. K. and

Williams, T. L. Duffy,.T. W. Giachino, J. W., Weeks, W.

and Brune, E. Kranzberg, M. and

Pursell, C. W. Lilley, S. Marter, D. H. Meiloch, D. and

Seldon, D.

Crafts Design. California, Wadsworth, 1971.

Modern Metalworking. Illinois, Goodheart Willcox Co., 1973.

Some Aspects of Technological Economics. London, Chemical Society, 1974. Foundrywork Design and Practice. London, Murray Publishing, 1971. A Short History of Technology. Oxford. Clarendon Press, 1969.

Power, Prime Mover of Technology. Illinois, McKnight and McKnight, 197£. Welding Skills and Practices. Chicago, American Technical Society, 1971.

Teclmolo.gy in Western Civilization. Volumes I and 1I. London, O. U.P., 1972.

Men, Machines and History. London, Lawrence and Wishart, 1970. Engines. London, Thames and Hudson, 1970. Direct Metal Sculpture. London, Allen and Unwin, 1971.

197


Pye, D.

Sydney Technical College

Ubbelohde, A. West, L. A. Zechlin, K.

The Nature and Art of Workmanship. Cambridge, Cambridge University Press, 1968. Trade Technology Notes. Fitting and Machining Books 1. 2 and 3. Sydney, Sydney Technical College, 1974. Man and Energy_ Harmondsworth, Penguin, 1968. Agriculture: Hand Tools to Mechanization. London, H.M.S.O., 1973. Creati~'e Enamelling and Jewelry Making. New York, Sterling Publishing, 1969.

TECHNOLOGY IIIB



A study of man's utilisation of the forest for his creative and manufacturing pursuits. These investigations may show how the properties of wood and its derivatives lead to the development of processes satisfying his aims. Fulfilment of design projects in the laboratory is encouraged. Fields using wood as a constructional material are researched to enable the student to find its relative importance, e.g. marine and aeronautical usage, domestic and engineering applications and as an excellent material to satisfy creative urges.

ASSESSMENT Assessment is by progressive evaluation and final examination.

TEXTBOOKS Keable, J. E. and

Leadbeatter, B. R. Walton, J. A.

REFERENCES Desch, H. E. Hackett, D. F. and

Spielman, P. E. Hartley, A. Kranzberg, M. and

Pursell, C. W. Laic, L. H. and

Jones, D. A. Wallis. N. K.

JOURNAL


Woodworking in Theory and Practice. Sydney, Australasian Publishing Co., 1974.

Timber Its Structure and Properties. London, Macmillan, 1968. Modern Wood Technology. Milwaukee, Bruce, 1968.

Hartley's Guide to Boat Buildillg. Sydney, North Sydney Pub. Co. Technology ill Western Civilization. Volumes I and II. London, O. U .P., 1967.

Designing in Wood. London, Harrap, 1968.

Australian Timber Handbook. Sydney, Angus and Robertson, 1970.

Forest Products Newsletter. Melbourne, Division of Forest Products C.S.l.R.O.

MATERIALS SCIENCE II

Four hours per week

Most products of our highly industrialised society are no longer the result of the activity of single individuals but, rather reflect the skills of many people applied through industrial organisations. Materials Science overlaps and complements the fields of studies covered by

198


Mathematics, Physics and Chemistry, and recognises the interdependence of the pure scientist and the technologists in the production of the material objects of our modern society. This unit is concerned with the understanding and teaching of the structure of common man-made materials and the way in which variations in their structures lead to widely different physical, chemical and mechanical properties. Laboratory~tensile behaviour of materials, strength of glass fibres, impact and hardness testing of materials, physical properties of ferro magnets, solidification of materials, ceramics testing, materials choice, and stacking of equal spheres.

ASSESSMENT Progressive evaluation including written assignments and submission of practical work.

TEXTBOOK John, V. B.

OR Schlenker. B. R.

REFERENCES Allen, D. K. and

Mortensen, K. S. Bailey, F. W. J.

Byrnes, J. V. Chandler, M. Mark, H. F. and

Tobalsky, A. V. Pollack, H. W. Starfield, M. S. and

Schrager, A. M. Van Vlack, L. N.

MECHANICS II


Introduction to Engineering Materials. London, Macmillan, 1973.

Introduction to Materials Science SI Edition. Sydney, John Wiley and Sons, 1974.

Metal/wg)' and Materials Science Laboratory Manllal. Chicago, American Tech. Society, 1973. Fundamentals of Engineering Metal/lirgy and Materials. London, Cassell, 1973. Testing and Treatment of Materials. Sydney, Unit Press, 1973. Ceramics in a Modern World. London, Aldus Books, 1967. Polymer Science and Materials. New York, Wiley lnterscience, 1971.

Materials Science and Metallurgy. Reston, Reston Pub. Co., 1973. Introductory Materials Science. Sydney. McGraw· Hill. 1972.

Materials Science for Engineers. Sydney, Addison·Wesley, 1973.

This subjt<ct provides a specialist content and method study in Engineering Mechanics and establishes a base on which the analysis phase of the design process can be built. It develops expertise in the solution of engineering problems based on these assumptions as well as developing the student's ability to carefully prepare and effectively present Elementary Engineering Mechanics in the schoolroom situation. Topics include the SI system of units, two-dimensional vectors and vector algebra; kinematics and kinetics of rectilinear, curvilinear and rotational motion with constant acceleration; work, energy, power, momentum and impulse; resultants and equilibrium of coplanar force systems; analysis of coplanar trusses. Algebraic and graphical methods of solution are discussed.

199


Laboratory work associated with the theory is a requirement. The means by which fundamental and derived quantities are measured is discussed. Variability in measured data is described and an introduction to error analysis including propagation of error analysis of variance and regression is given so that results fro~ experimen~s c~n be analysed in a meaningful manner. Computer programmmg IS used by the students to aid in experimental analysis.

ASSESSMENT Progressive evaluation including written assignments on specific topics, laboratory work and examinations.

TEXTBOOKS Lindsay, G., Smith, D.

and Taylor, A. Taylor, A. O. and

Barry, O. J.

REFERENCES Embleton, W. Hannah, J. and

Hillier, H. Holman, J. P. Jensen, A. and

Chenoweth, H. H. Adapted by D. N. Watkins

Morley, J. Mullins, R. K.

Practical Demonstrations in Engineering Mechanics. Waratah West, Newcastle College of Advanced Education, 1974. Fundamentals of Engineering Mechanics. Metric edition Melbourne Cheshire, 1974. .,

Appl~ed Mechanics/or Engineers (Sf Units). London, Thomas Reed 1970. Applled Mechanics~Metric Edition. London, Pitman, 1973. '

Experimental Methods/or Engineers. New York McGraw-Hill 1966. Applied Engineering Mechanics. Metric edition. Sydney, McGraw'-Hill. 1974.

Mechanics Jor l,,!dust~ial Arts. SI edition. Sydney, Brooks, 1973. Elementary Engmeermg Mechanics. Sydney, Shakespeare, 1974.

200


BACHELOR OF EDUCATION (INDUSTRIAL ARTS)

This degree course is only available to a small number of students as a full-time course. There is no difference in requirements between diploma and degree courses in Years I and II and anyone admitted with standing as an artisan would be expected to reach the appropriate standard by the end of their first year in the College, to be able to enter the Year III degree programme on the same basis as those who had already completed two years of full-time study. While some components of the Year III degree programme are similar to that of the Year III diploma programme, additional requirements are placed on students in the degree course and more depth is expected of these students. Following is an outline of Years III and IV of the degree course, together with a statement of additional requirements in Year III. Some Year III diploma students in 1976 may be permitted to undertake additional degree requirements while they are still full-time students.

Year III Education III Three of:

(Drawing and Design III (Technology IlIA (Technology IIIB (Materials Science II (Mechanics II

Social Science GS Elective

Year IV Education IV Industrial Arts Education II

Three of following including at least one at level IV: (Drawing and Design III or IV (Technology IlIA or IVA (Technology I1IB or IVB (Materials Science II or III (Mechanics II or III

Elective

Hours per week 4

4 4 4 4* 4* 3 3

4 3

4 4 4 4* 4* 3

* In their course students MUST undertake either Materials Science III or Mechanics III for which the appropriate prerequisite must be held as well as a Science and Mathematics unit respectively.

Additional degree requirement which may be completed by students in Year III of the diploma course in 1976:

201


EDUCA nON III

Students taking the degree course are required not only to produce superior work in the topics common to both courses but also complete the additional work indicated in the outli~e of the compulsory strand and in electives.

Strand A-Sociology of Education

(a) Sociometrical Survey. (b) A.nalysis of formal and informal social structure of a school. (c) FIeld Research. The community's expectations compared with

School Curriculum. (d) Industrial Arts as a socialising influence. (e) Professionalism in Industrial Arts.

Strand B

1. Personality and Perception Inte.r~ersonal ~ercep~ion and its implications for society at large. An addItIOnal major assIgnment of three-thousand (3,000) words is set on specific topics in this section. Compulsory questions based on this section are set in the annual examination.

2. Measurement and Evaluation in the Classroom An additional major assignment.

3. Technology of Education A substantial research project involving the planned utilisation of multi-media material in an area of special interest.

4. Exceptional Children Extra work is expected, in the form of specialisation in one form of atypicality e.g. mental retardation or cerebral dysfunction. Students prepare a~ assignment of approximately five-thousand (5,000) words on a tOPIC,. app~oved by the lecturer concerned and containing elements of mdlvldual research or original thought.

202


TECHNOLOGY IlIA

A research topic, chosen in consultation with the lecturer, must be presented in writing in approximately four-thousand (4,000) to fivethousand (5,000) words. The topic must be related to one of the areas of study and the report should indicate in-depth research.

TECHNOLOGY I1IB

Degree students are required to submit course work of a high standard and written assignments covering the following topics: (a) The functions of the Forestry Commission of N.S.W. as

established under Forestry Act, 1916. (b) Silvicultural practices and characteristics for indigenous and

exotic species. (c) Relationship of forest industries to raw materials, processing

facilities, distribution outlets and protection agencies.

DRAWING AND DESIGN III

Strands A and B no additional requirements.

MATERIALS SCIENCE II

Students are required to complete satisfactorily a research project in this field of study. The project undertaken should involve both theoretical background and experimentation.

MECHANICS II

A research project involving collection of data and analysis of results. The project undertaken should involve both theoretical background and experimentation.

203



HOM E SCIENCE/TEXTILES

A revised Home Science/Textiles course is being introduced in 1976. Therefore, both students commencing studies in the first year of a three-year full-time course in 1976 and students continuing studies in 1976 either progressing from first year in 1975 or after being granted admission with advanced standing in 1976 will undertake the same course. Where a student is required to complete a General Studies unit or Elective unit as part of the course, reference to the back portion of this publication will provide a detailed syllabus for the General Studies unit specified and/or the range of Elective units from which the student may choose.

DIPLOMA IN TEACHING (SECONDARY EDUCATION)HOME SCIENCE/TEXTILES

Year I Education I Principles and Practice of Teaching I Nutrition and Food Science I Family Studies I Textile Science I Textile Design I


(Nutrition and Food Science II (Family Studies II (Textile Science II (Textile Design II

English GS

204


3 3

4 4 4 4 3


Year III Education III Principles and Practice of Teaching III Two of:

(Nutrition and Food Science III (Family Studies III (Textile Science III (Textile Design III

Social Science GS Elective or Home Science/Textiles Unit

205

4 3

4 4 4 4 3 3


YEAR I SUBJECTS

NUTRITION AND FOOD SCIENCE I


This subject provides a sound basic understanding of the importance of nutrition, food choice and food handling. The inclusion of household science is intended to ensure a coverage of topics which are necessary knowledge for the home scientist. A vail ability of food, sources of nutrients, staple foods, nutrition problems, human nutrient needs, basic food groups, recommended daily allowances. Perceptual study of the chemical receptors of taste and olfaction. The roles of hunger and thirst in human behaviour patterns. Taste-testing studies. Introduction to the inorganic nutrients: water and mineral salts. Body requirements of mineral salts and maintenance of the body's fluid balance. Effects of hardness and softness of water supplies in nutrition and food handling. Composition of cellular fluids. The properties of solution and applications in Food Science. Introduction to the organic nutrients and food chains. Cellular nutrition. The reactions offruits and vegetables to different methods of storage, preservation, processing, preparation and serving. Classification of substances according to particle size; gradation of properties. An introduction to colloid chemistry and colloidal food systems. Household Science: topics listed will be treated with appropriate sections above. Water in the home, softening agents and methods; purification; surfactants and detergency; synergism and bleaching: solvent properties; physical states. Electrolysis and electroplating. Importance of particle size in properties of household reagents. Safety practices in the home and laboratory.

ASSESSMENT Progressive evaluation including project reports, assignments, seminars and tests. Annual and/or semester examinations may be required.

TEXTBOOKS Paul, Pauline C. and

Palmer, Helen H. (ed.) Pike, Ruth L. and

Brown, M. L.

REFERENCES Baker, Jeffrey, J. W. and

Allen, Garland, E. Buvant, Roger Davidson, Sir Stanley and

Passmore, R. Duckworth, R. B. Howe, Phyllis Sullivan

Food Theory and Applications. New York, John Wiley and Sons, 1972.

Nutrition: An integrated Approach. New York, John Wiley and Sons, 1967.

Matter, Energy and Life. Reading, Mass., Addison-Wesley, 1970.

Plant Cells. London, Weidenfeld and Nicholson, 1969. Human Nutrition and Dieteries. 2nd edition. Edinburgh, Livingstone, 1971.

Fruit and Vegetables. Oxford. Pergamon Press, 1966. Basic Nutrition in Health and Disease. 5th edition. Philadelphia, W. B. Saunders, 1971.

206


Ray, Peter Martin Robinson. Corinne H. Routh, Joseph Isaac,

Eyman, Darrell P. and Burton, Donald J.

Swanson, Carl P. Thomas, Suey and

Cordon, Margaret

STATUTES

The Living Plant. New York, Holt, Rine.h.art and Winston, 197? Fundamentals of Normal Nutrition. 2nd editIon. New Y ork .. Macm~llan. 1973. Essentials of General, Organic and Biochemistry. Phliadelphl3, W. B. Saunders, 1969.

The Cell. 3rd edition. Englewood Cliffs, N.J., Prentice-Hall, 1969. Tables of Composition oj Australian Foods. Canberra, Australian Government Publishing Service, 1970.

Pure Food Act, 1970 as amended. N.S.W. Government Printer. Regulations under the Pure Food Act, 1969 as amended. N.S.W. Government Printer.

FAMILY STUDIES I


This subject promotes the study of the structure.and functions of the family in historical perspective; the understan~illg. ?f the vector~ of human relationships and the effects of the avmlabllIty and selectIOn of food upon human behaviour. ... Family and Culture-Historical Perspective: killshlp-n~tural expansion to form an extended family. Interpers?nal relatIOnships as foci for shaping life style. Dwellings and general life styles th~ough?ut different historical settings both ancient and modern. Co~sl~eratIon of the historical family as a functioning entity throu~hout ItS life styl~, including its socialising role. A look at some ancient problems ill modern form. . Foods: a chronological study of the effects ?f c~lture ori~ntat~on upon food choice, preparation and presentatIOn ill early hlstoncal times. Factors affecting the emergence of staple foods. The gradu~l sophistication of utensils, together with the refinement of baSIC foodstuffs, and the effects of these trends upon health. . . Introduction to Research Methods: procedures for observatIOn, measurement and recording both experimental and social re~earch. Aspects of scientific method as a tool of researc~. Structunng an experiment. The importance of a control expe~lment o~ gr~up. Controlled and uncontrolled variables in an expenmental situatIOn. The hypothesis: its formulation and function as a basis for research.

ASSESSMENT . .. . d . t I Progressive evaluation including seminars, research reports, aS~Ignments, SImulatIOn expenence an expenmen a exercises. Annual and/or semester examinations may be reqUired.

REFERENCES Bowlby, John Mostyn Brothwell, Don and

Brothwell. Patricia

Child Care and the Growth oj Love. Harmondsworth, Penguin, 1965. Food in Antiquity. London, Thames and Hudson, 1969.

207

DIPLOMA IN TEACHING (SECONDARY EDUCATION) Dawson, Madge (ed.) Doxiadis, Constantinos A.

Drummond, J. C. and Wilbraham, Anne

Gonnan, Benjamin Harris, C. C. Hay, David A. Horizon Cookbook, Editors

Lindsay, Jack

Miller, Madeleine S. and Miller, J. Lane

Pullar, Philippa

Pyke, Magnus Queen, Stuart Alfred and

Habenstein, Robert W. Stephenson, Carl Tannahill, Raey

Families. Searchlight Series No.3, ANZAAS. Wiley, 1974. Ekis/ics. An Introduction to the Science of Human Settlements. London, O.V.P., 1968. The Englishman's Food; A History of Five Centuries of English Diet. London, Jonothan ,ape. 1969. Social Themes. Englewood Cliffs, N.J., Prentice-Hall, 1971. The Family. London, Allen and Vnwin, 1970. Human Populations. Harmondsworth, Penguin, 1972. The Horizon Cookbook and Illustrated History of Eating and Drinking through the Ages. New York, American Heritage Publishing Co., 1973. The Ancient World-Manners and Morals. London, Weidenfeld and Nicolson, 1968. Encyclopaedia oj Bible Life. New York, Harper, 1944.

Consuming Passions-a History of English Food and Appetite. London, Hamilton, 1970. Food and Society. London, Murray, 1971. The Family in Various Cultures. 4th edition. Philadelphia, Lippincott, 1974.

Medieval History. 4th edition. New York, Harper and Row, 1966. Food in History. London, Eyre Methuen, 1973.

TEXTILE SCIENCE I

Four hours per week

This subject provides a sound basic understanding of the reactions of textile materials to both domestic and commercial handling. Textile Science and Technology: theoretical and experimental consideration of polymers; development, chemical constitution, preparation and comparison of fibre forming synthetic polymers. Origins, histology and chemical constitution of natural fibres. Application of experimental techniques of fibre classification and identification. Consumer Perception: experimental analysis of attention and subjective factors in perceptual selectivity and judgment. Determinants of perception including personality and motivation factors. Anatomy and functioning of the receptor systems of vision, hearing, and the cutaneous senses. The Artist Craftsman: a study of textile techniques originating in ancient cultures. Properties of textile fibres for small scale handling as distinct from commercial use. Hand spinning methods and the effects on textural quality of type of fibre used and artistry of the craftsman. Hand weaving and knitting to produce cloth or garment; creative design. Off loom weaving methods.

. ASSESSMENT

Progressive evaluation including assignments, laboratory reports, experimental exercises, preparation of teaching material and testing. Annual and/or semester examinations may be required.

TEXTBOOKS Peters, R. H. The Textile Institute

REFERENCES Allen, James Albert Christman, R. J. Cook, James Gordon Hearle, J. W. S. and

Peters, R. H. (ed.) Schools Council Projeet

Technology

Textile Chemistry, Vol. I. New York, Elsevier, 1967. Identification of Textile Materials. 6th edition. Manchester, 1970.

An Outline oj Polymer Chemistry. Edinburgh, Oliver and Boyd, 1968. Sensory Experience. Scranton, Intext, 1972. Handbook oJ Textile Fibres. Vols. I-III. Watford, Merrow, 1968. Fibre Structure. Manchester and London, Butterworths, 1973.

Fibres in Chemistry. London, E.U.P. for Schools Council, 1974.

208

I-

I I ,


TEXTILE DESIGN I

Four hours per week

This subject promotes an aesthetic appreCiation. and soun? understanding of the basic concepts of design as applIed to texttl~s .. Textile Arts: a study of the application of the eleme~ts ~nd pnnclJ~les of design, surface stitchery, and experimental applIcatIOns of desIgn elements and principles in textile form. .. Fashion Design: experimentation with two dm~.en~I?nal forI? methods for skirt, bodice and sleeve; preparation of mdlVldual basIc shells and blocks; methods of manipulating design to create and construct fashion styles; and the applications of the knowledge of the physical and mechanica~ proper.ties of t~xtiles in fashio~ design. Historical Study of FashIOn DesIgn: the Impact ?f.chang~ng sex roles on twentieth century clothing trends; charactenstIc fashI?~ ~hanges associated with periods of change in female/male aCtI':ItIes and related social attitudes; role behaviour, role expectatIOns a~d clothing of patriarchal and matriarchal societies; fashion leadershIp in the twentieth century. . . . The expression of social levels, mo!als, ~elI~IOn. and c~angmg aesthetic ideals in clothing; the seductIOn pnncIple m clothmg.

ASSESSMENT .. . . I . d t t Progressive evaluation induding assignments, prepa.ratlOn of teachmg matenal, expenmenta exercises an es s. Annual and/or semester examinations may be required.

TEXTBOOKS Bray, Natalie Snook, Barbara

REFERENCES Dorner, Jane (ed.) "Erte" Flugel, J. C. Friedan, E. Holme, B. Jarnow, Jeanette A. and

Judelle, B. Laver, James Mead, Margaret Oakley, Ann Risley, Christine Roach, Mary Ellen and

Eicher. J. B. (ed.l Squire, Geoffrey Sullerot, Evelyne White, Palmer

Dress Pattern Designing. 3rd edition. London, Crosby Lockwood, 1970. Embroidery Stitches. London, Batsford, 1970.

Fashion in the Twenties and Thirties. London, Allan, 1973. Fashions. London, Academy Editions, 1974. The Psychology oj Clothes. London, Hogarth, 1971. The Feminine Mystique. Harmondsworth, Pengum, 1972. 'The World in Vogue. Latest edition. New York,.Seeker and Warburg. Inside the Fashion Business. New York, John Wiley and Sons, 1965.

Modesty in Dress. London, Heinemann, 1969. Male and Female. Harmondsworth, Penguin, 1974. Sex, Gender and Society. Melbourn.e, S,;,n Books, 1972. Embroidery Stitches. London, StudIO VISta, 1963. . Dress, Adornment and the Social Order. New York, John WIley and Sons,

~r~~~ Art and Society. /560-/970. London, Studio Vista, 1974. Woman, Society and Change. New York, McGraw-HIll, 1971. Poiret. London, Studio Vista, 1971.

209


YEAR II SUBJECTS

NUTRITION AND FOOD SCIENCE II

Four hours per week

This subject provides a sound basic understanding of the nutritional properties of lipids and carbohydrates, and of the physical and chelI!ical changes which may occur in food and how these reactions may be controlled. Nutrition: the concept of energy metabolism and measurements, structure and functioning of the animal cell, the cell wall polysaccharides in plant cells; ingestion, digestion, absorption and metabolism of lipids and carbohydrates and problems associated with these, the role of vitamin A in visual perception, the lipid vitamins, theories of the malnutrition of affluence-analyses and hypotheses. Nutrition and public health.. Food Science: colloidal food systems concerning lipids and carbohydrates. Crystallinity, solubility and sweetness of sugars, synthetic sweeteners. Experimental investigation of the reactions of lipids and carbohydrates to methods of food handling. New food products. Shelflife: effects offood deterioration on acceptability and/or health. Microbiology. Legislation concerning lipids and carbohydrates. Household Science: the following are treated in the appropriate sections of Nutrition and Food Science; energy-lighting and heating, lighting the home, effects of particle size on household reagents, fabric stiffeners and finishes, polishes, aerosols, detergents.

ASSESSMENT Progressive evaluation including project reports, assignments, seminars and tests. Annual and/or semester examinations may be required.


Palmer, Helen H. Pike, Ruth L. and

Brown, M. L.

REFERENCES Bailey, Alton E. and

Swern, Daniel (ed.) Blix, Gunnar (ed.)

Braverman, J. B. S. Davidson, Eugene Abraham Frazier, W. C. Howe, Phyllis Sullivan Knight, J. W. Kent, N. L. Krause, Marie V. and

Hunscher, M. A. Robinson, Corinne H.

STATUTES


Nutrition: An Integrated Approach. New York, John Wiley and Sons, 1967.

Industrial Oils and Fat Products. 3rd edition. New York, John Wiley and Sons, 1964. Polyunsaturated Fatty Acids as Nutrients. Uppsaia, Almquist and WikselJ, 1966. Introduction to the Biochemistry of Foods. Amsterdam, Elsevier, 1963. Carbohydrate Chemistry. New York, Holt, Rinehart and Winston, 1967. Food Microbiology. 2nd edition. New York, McGraw-Hili, 1967. Basic Nutrition in Health and Disease. Philadelphia, W. B. Saunders, 1971. The Starch Industry. London, Pergamon Press, 1969. Technology oj Cereals. London, Pergamon Press, 1966. Food, Nutrition and Diet Therapy. Philadelphia, W. B. Saunders, 1972.

Fundamentals of Normal Nutrition. New York, Macmillan, 1973.

Pure Food Act, 1970 as amended. N.S.W. Government Printer. Regulations under the Pure Food Act, 1969 as amended. N.S.W. Government Printer.

210


FAMILY STUDIES II


This subject promotes the continuing understandin~ of fam~lies ~nd their development in the Australian culture in relatIOn to hl.stoncal background, human relationships, and the need for protectIOn and fu~. . . Family and Culture-Historical Study of the Australtan Family: development from 1788 to 20th centur~, m?difi~ation o~ British culture. The effect of Irish and English ImmigratIOn on hfe style. Pioneer homes~architectural features and building materials. Family form and organisation-conditiom con~ributing t~ a mar~ed differentiation between male and female roles In the family. Pacific Island families in tribal societies: cultural norms contributing to tribal family unity. . . . Foods: a comparative analysis of international CUISIne, the contr~butions of migrant cultures to Australian cuisine, hi~tory .of eth~lc and cultural groups through festivals and celebrations Involvmg food.

ASSESSMENT . ' . . Progressive evaluation i!1cluding semi~ars, practical and written exerCIses, research reports, SImulatIOn expenences, assignments, tests and Journal analysIs.

REFERENCES Boyd, Robin Bryson, Lois and

Thompson, F. Cannon, Michael Clarke, Marcus Cradock, Fanny and

Cradock, Jonnie Davies, A. F. and

Encel, S. Freeland, J. M. Harris, C. C.

Hume. Rosemary and Downes. Muriel

Hunt, F. J. (ed.) McGregor, Craig Rapoport, Amos (ed.) Time-Life

Twopenny, Richard E. N. Unstead, R. J. and

Henderson, W. F. Ward, Russell and

Robertson, J. (comp.)

Australia's Home. Harmondsworth, Penguin, 1968. An Australian Newtown. Ringwood, Vic., Penguin, 1972.

Life in the Country. Melbourne, Nelson, 1973. For the Term of His Natural Life. London, O.U.P., 1965. Fanny and Jonnie Cradock Cookery Programme. 80 weekly parts. London,

~~:~~ia~1~·ciety. 2nd edition. Melbourne, Cheshire, 1972.

Architecture in Australia. Harmondsworth, Penguin, 1972. The Family. London, Allen and Unwin, 1970. Cordon Bleu Cookery Course. 72 weekly or 18 monthly parts. London, Phoebus, 1970. Dictionary oj Cookery Terms. (Cordon Bleu Cookbooks) London, Mac-

~~~a~~r~~~2illeu Cookery Book, London, Cookery Book Club, 1969.

Socialization in Australia. Sydney, Angus an~ Robertson, 1972. Profile oj Australia. Harmondsworth, PengulTI, 1966. Australia as Human Setting. Sydney, Angus and Robertso~, 197? Foods of the World. A series of 18 books. (The Hague), Time-Life, 1970.

Supercook. The Encyclopaedia of World Cooking in 108 weekly parts. London, Marshall Cavendish, 1974. Town Life in Australia. Sydney, Sydney U.P., 1973. Pioneer Home Life in Australia. London, A. and C. Black, 1971.

Such Was Life: Select Documents in Australian History. 1788-1850. Brisbane, Jacaranda Press, 1972.

211


TEXTILE SCIENCE II

Four hours per week

This subject provides a sound basic understanding of the reactions of textile materials to both domestic and commercial handling and promotes insight into their control. Textile Science and Technology: theoretical and experimental consideration of physical and mechanical properties of textile structures, experimental analysis of textile products. Conversion of fibres to yarns and its evaluation. Development of weaving: range and versatility of knitted goods. Other methods of fabric manufacture. Consumer Perception: experimental analysis of perception of texture, real and simulated textural effects, producing illusions in design for a specific purpose, and applications in home furnishings. The Artist Craftsman: a study of textile techniques and historical perspectives in ancient cultures. Effects of revival and adaptations within European and Australian cultures. Knotting, interlooping and interlacing as textile techniques. Includes experimental exercises and in depth research to produce an educational reference unit on a selected number of techniques.

ASSESSMENT

Prog~essive eV<;tluation including assignments and laboratory reports, experimental exercises, preparation of teachmg matenal, and tests. Annual and/or semester examinations may be required.

REFERENCES Christman, R.I. Ellacott, S. E. English, W. Gregory, R. L. Gregory, R. L. Griffith. Ross E.,

Potter, M. David and Corbman. Bernard P.

Hathorne, Berkeley, L.

Hearle, 1. W. S., Grosberg, P. and Backer. S.

Paling, D. F.

Stevens, S. S. (ed.)

JOURNAL

Sensory Experience. Scranton, Intext, 1971. Spinning and Weaving. 2nd edition. London, Methuen, 1969. The Textile Industry. London, Longmans, 1969. Eye and Brain. 2nd edition. London, Weidenfeld and Nicolson, 1972. The Intelligent Eye. London, Weidenfeld and Nicolson, 1972. Fibre to Fabric. Sydney, McGraw-Hill, 1970.

Woven, Stretch and Textured Fabrics. New York, Interscience Publishers, 1966. Structural Mechanics of Fibres, Yarns and Fabrics. Vol. I. New York, Wiley Interscience, 1969.

Warp Knilling TechnolDgy. 2nd edition. Buxton, Derbyshire, Columbine Press, 1970. ~~~dbook oj Experimental Psychology. New York, John Wiley and Sons,

Textile Journal of Australia. Monthly. Sydney, Merchandising Magazines.

212


TEXTILE DESIGN II


This subject develops a continuing appreciation of aesthet~c qual~ties and a sound understanding of the basic concepts of TextIle DeSIgn. Textile Arts: a study of ethnic orientation of traditional textile arts, experimental work with traditional textile art forms, design and application for specific purposes. . . Fashion Design: experimentation with the interpretation of deSIgn lines in relation to fibre types, fabric, texture, weight, and colour effects. Alteration of two dimensional blocks to create three dimensional forms; emphasis on sheer f(!bric techniques. Adaption of construction to design and fabric. The applications of the knowledge of the physical and mechanical properties of sheer fabrics in fashion design_ . Historical Study of Fashion Design: primitive clothing; symbol of power, status and group identification, association with ri~ll:al, self and distinction, application to more complex cultures. StabIhty and change in fashion: folk costume as regional clothing; loss of cultural distinctiveness through technological developments; growth of middle class power, taste and fashion; effects of mass production.

ASSESSMENT . f h' . I d t Progressive evaluation including assignments, exper!mental exercises, preparatIOn 0 teac mg matena an ests. Annual and/or semester examinations may be reqUired.

REFERENCES

Anderson, Donald M. Angeloglou, Maggie Bray, Natalie

Broby-Johansen, R. Flugel, J. C. Hom, Marilyn J.

Laver, James Roach, Mary Ellen and

Eicher, 1. B. (ed.) Ryan, Mary Shaw

JOURNAL

Coats Sewing Group Booklets. U.K., Coats. 1967. . Elements of Design. New York, Holt, ;Rm~hart and Wmston, 1961. A History oj Make-Up. London, StudIO VIsta, 1970. More Dress PallernDesigning. Revised edition. London, Crosby Lockwood, 1970. Body and Clothes. New York, Faber and Faber, 1971. The Psychology oJ Clothes. London, Hogarth, 1971. The Second Skin: An Interdisciplinary Study of Clothing. Boston, Houghton Miffiin,1968. Modesty in Dress. London, Heinemann, 1969. . Dress Adornment and the Social Order. New York, John WIley and Sons,

g:;hing: A Study in Human Behaviour. New York, Holt, Rinehart and Winston, 1966.

Embroidery. Quarterly. London, Embroiderers Guild.

213


YEAR III SUBJECTS

NUTRITION AND FOOD SCIENCE III F our hours per week

This subject extends understanding of nutrition and food technology especially in regard to protein foods. Nutrition: a study of chemical and physical properties of protein foods and associated minerals and vitamins; ingestion, digestion, absorption and metabolism of protein foods; human requirements of protein. Biosynthesis of proteins with particular reference to the cell and its organelles. Food Science: a study of the structure of major protein containing foods as it affects their use in food preparation. Application of theoretical and experimental procedures to produce products of high nutritional and aesthetic quality using conventional and alternative protein foods. The reactions of protein foods to various situations. The production of natural protein foods and their by-products; and, the development, packaging, marketing, use and cost of convenience foods and protein substitutes. Current concepts of nutrient and ingredient labelling of food in Australia. Hygiene of food handlers and handling legislation concerning food service outlets. Household Science: this unit is integrated into Nutrition and Food Science and includes such topics as budgeting for family optimum nutrition and health, household hygiene and use of modern cleaning equipment, stain removal techniques, recent trends in the use of enzymes. ASSESSMENT Progressive evaluation including written reports, tests, seminars and assignments. Annual and/or semester examinations may be required.


Palmer. Helen H. (ed.) Pike, Ruth L. and

Brown, M. L.

REFERENCES Bartley, J .•

Birt, L. M. and Banks, P.

Bruche, Hilde

Cameron, Allan Gillies Ceserani, V.,

Lundburg, D. E. and Kotschiver, L. H.

Hall, Carl W. and Trout, G. M.

Krause, Marie V. and Hunscher, M. A.

Lawrie, R. W. Parry, Thelma J. and

Pawsey, Rosa K. Stacharow, Stanley and

Griffin, R. C. Stadelman, William J. and

Cotterill, J. (ed.) Williams, Sue Rodwell


Nutrition: An Integrated Approach. New York, John Wiley and Sons, 1967.

The Biochemistry of the Tissues. London, Wiley, 1968.

Eating Disorders: Obesity, Anorexia, Nervosa and the Person Within. London. Routledge and Kegan Paul, 1974. The Science oj Food and Cooking. 3rd edition. London, Arnold, 1973. Understanding Cooking. London, Arnold, 1973.

Milk Pasteurization. Westport, Conn., Avi., 1968.

Food, Nutrition and Diet Therapy. 5th edition. Philadelphia, W. B. Saunders, 1972. Meat Science. London, Pergamon Press, 1966. Principles of Microbiology. London, Hutchinson, 1973.

Food Packaging: A Guide to the Supplier, Processor and Distributor. Westport, Conn., Avi., 1970. Egg Science and Technology. Westport, Conn., Avi., 1970.

Nutrition and Diet Therapy. 2nd edition. S1. Louis, C. V. Mosby, 1973.

214


FAMILY STUDIES III


This subject develops an understanding of family and household as a functional unit in a transient environment. Family and Culture-the contemporary family household: composition of the household. The family life cycle and changes that require individual adaptation. The household as part of an organisational environment. The need to educate youth in managerial skills of finance, home purchase, land tenure, the basics of household management, a knowledge of personal and public rights, social responsibilities incurred in parenthood, legal and social aid available to families. Foods: Manipulation of food preparation techniques to cope with food purchase as dictated by family finance. Adapting family responsibility such as food presentation to changes of life style. Consumer awareness-surveys offood trends and possible effects on dietary health. Influence of the media on food trends.

ASSESSMENT Progressive evaluation including practical and written exercises, research reports, simulation experiences and seminar presentation. Annual and/or semester examinations may be required.

REFERENCES Corden, Margaret and

Thomas, Suey Krupinski, Jerzy and

Stoller, A. (ed.) Laing, R. D. Teselle, Sallie (ed.)

Wiseman, Jacqueline P.

Tables oj Composition of Australian Foods. Canberra, Australian Government Publishing Services, 1970. The Family in Australia: Social, Demographical and Psychological Aspects. Sydney, Pergamon Press, 1974. The Politics of the Family. London, Tavistock, 1911. The Family, Communes and Utopian Societies. New York, Harper and Row, 1972. People as Partners: Individual and Family Relationships in Today's World. San Francisco, Canfield Pr., 1971.

TEXTILE SCIENCE III

Four hours per week

This subject provides a sound basic understanding of the reactions of textile materials to primitive, domestic and commercial handling and promotes a continuing commercial interest in developments within the fields.

215


Textile Science and Technology: theoretical and experimental consideration of objects of textile finishing; flowchart planning. Principles and experimental application of textile finishing processes. Classification of dyestuffs, methods of application and experimental studies'of the effect of dye bath composition on textile dyeings: colour fastness. Qualitative and quantitative analyses of consumer textiles for finishes and dyestuffs employed. Serviceability testing of textile products: standards of marketing; labelling and legislation. Experimental simulation of serviceability testing equipment. Consumer Perception: experimental work with colour--contrast, harmony, mixing, form, spatial effects, expression and impression. Wavelength purity and luminance, and the psychological correlates of hue, saturation and brightness. Applications in food, clothing and interior decor. The Artist Craftsman: the emphasis in this unit is on creative application of colour to textiles. A study of textile techniques to convert fibre to fabric as found in ancient and modern cultures. Historical and geographical perspective studies of established Asian and European techniques and the effects of migration. Creative application of colour to both yarn and fabric. Utilisation of design methods for home, apparel and decorative purposes.

ASSESSMENT Progressive evaluation including assignments, seminars,laboratory reports, experimental exercises, preparation of teaching material and tests. Annual and/or semester examinations may be required.

REFERENCES Bird, C. L.

Booth, John E. Burnham, Robert W.,

Hanes, R. M. and Bartleson, C. J.

Chevreul, M. E.

Hall, A. J. Itten, Johannes

Marsh, John T. Peters, R. H. Stevens, S.

STATUTES

The Theory and Practice of Wool Dyeing. Bradford, Society of Dyers and Colourists, 1972. Principles of Textile Testing. London. Heywood, 1968. Color: A Guide to Basic Facts and Concepts. New York, John Wiley and Sons, 1967.

The Principles of Harmony and Contrast of Colours and Their Applications to the Arts. New York, Reinhold, 1967. Textile Finishing. 3rd edition. London, Heywood, 1966. The Art of Colour: the Subjective Experience and Objective Rationale of Colour. New York, Reinhold, 1967. An Introduction to Textile Finishing. London, Chapman and Hall, 1966. Textile Chemistry. Vols. II and Ill. New York, Elsevier, 1967-1973. Handbook of Experimental Psychology. New York, John Wiley and Sons, 1962.

Textile Products Labelling Act, 1968 as amended. N.S.W. Government Printer. Textile Products Labelling (Amendment) Act, 1968. N.S.W. Government· Printer. Textile Products Labelling (Amendment) Act, 1970. N.S.W. Government Printer.

216


TEXTILE DESIGN III

Four hours per week

This subject develops a continuing appreciation of aesthetic qualities and the creative possibilities of Textile Design. ... Textile Arts: a study of the nature and technology of msplrahonal sources of Textile Design. Translation of design material into textile form. Experimental application of design using fibre, yarn, fabric and related materials. Fashion Design: an experimental approac~ t~ the study ?f new fabrics and fashion trends. Tailored deslgnmg-adaptatlOn of basic shells and designing current tailored styles. Adaptation of current commercial patterns for individual figure type and style alterations. Construction techniques. Historical Study of Costume Design: a thematic treatment of historical clothing.

ASSESSMENT . . . Progressive evaluation including assignments, experimental exercises, preparatIOn of teachmg materIal and tests. Annual and/or semester examinations may be required.

REFERENCES Bray, Natalie

Constantine, Mildred and Larsen, Jack Lenor

Evans, Helen Marie Howard, Constance Liley, Alison McNeill, Moyra Whyte, Kathleen

More Dress Pattern Designing. 2nd metric edition. London, Crosby Lockwood, 1972. . Beyond Craft: the Art Fabric. New York, Van Nostrand Remhold, 1972.

Man the Designer. New York, Macmillan, 1973. Inspiration for Embroidery. 2nd editio~. London, Batsford, 1971. The Craft of Embroidery. London, MIlls and Boon, 1971. Pulled Thread. London, Mills and Boon, 1971. Design in Embroidery. London, Batsford, 1969.

217



SOCIAL SCIENCES

A revised Social Science Course is being phased in commencing in 1976-therefore, on the following pages separate outlines are shown for students commencing studies in the first year of a three-year fulltime Course in 1976 and for students 'continuing studies in 1976 either progressing from first year in 1975 or after being granted admission with advanced standing in 1976. Students should ensure that they refer to the correct Course outline in determining their academic commitment.

Where a student is required to complete a General Studies unit or Elective unit as part of the course, reference to the back portion of this pUblication will provide a detailed syllabus for the General Studies unit specified and/or the range of Elective units from which the student may choose. Students admitted with standing to undertake the Diploma in Teaching (Secondary Education) One Year Conversion Course should refer to the course outline given at the end of the Specialist Studies syllabuses for the three-year full-time Diploma in Teaching (Secondary Education) award.

DIPLOMA IN TEACHING (SECONDARY EDUCATION)SOCIAL SCIENCE


Education I Principles and Practice of Teaching I Social Science IA Two of:

(Economics I (Geography I (Social Science IB

English GS

218

Hours per week 3 3 3

3 3 3 3



(Social Science IIA (Economics II (Geography II (Social Science lIB

Science GS

Year III Education III Principles and Practice of Teaching III Three of:

(Social Science lIlA (Economics III (Geography III (Social Science III~ .

Elective or Social SCIence Umt


Year II Education II Communications II Physical Education II

*Commerce II *Geography II *Social Science II Elective Teaching Experience II

Year III Education III Commerce III Geography III Social Science III Elective Teaching Experience III

3 3

3 3 3 3 3

4 3

3 3 3 3 3

Hours per week 3 2 2 4 4 4 3

4 4 4 4 3

*In 1976 students may elect to take the subject Exceptional Children in lieu of one of the subjects asterisked above.

The syllabus for this unit may be obtained from the Department of Education.

219


PREREQUISITES 1976

Subject Education II Communications II Physical Education II Commerce II Geography II Social Science II Teaching Experience II Education III Commerce III Geography III Social Science III Teaching Experience III

Prerequisite Education I Communications I Physical Education I Commerce I Geography I Social Science I Teaching Experience I Education II Commerce II Geography II Social Science II Teaching Experience II


220


YEAR I SUBJECTS

SOCIAL SCIENCE IA

Social Sciences Curriculum


This unit introduces prospective teachers in high school Social Science Departments, to the broad curriculum issues and teaching methodology of the Social Sciences. The unit divides into an examination of Social Sciences curriculum issues-including an examination of what should be taught about man and society, the aims of teaching about society, the teaching of attitudes and values; Social Sciences curricula and resources-including inter-disciplinary approaches to teaching with particular refere~ce to the current ~igh school Social Science course, and the emergmg Man and SocIety course; and, Social Science methodology-including traditional and inquiry procedures, teaching about social controversy and the use of technology in teaching the Social Sciences.

ASSESSMENT . . Progressive evaluation including assignments and a final three-hour exammatlOn.

REFERENCES Dufty,D. Gross, R. E.

Hooper, R. Secondary Social Science

Project Tasmanian Department of

Education

ECONOMICS I

Teaching About Society. Sydney, Rigby, 1970. . Teaching the Social Studies: What, Why and How. Scranton, InternatIOnal Textbook Co., 1969. The Curriculum. London, O.V.P., 1972. . The Study of Society. Victoria, Department of EducatIOn.

"Pulse" A Bulletin for Social Science Teachers. Curriculum and Research Branch.

Economics and Commercial Principles


Strand A-Economics

Industrial Economics topics include structure, conduct, performance-profit concept, investment, pric~n~ practices, bar~iers to entry, the multi-national corporation, restrICtive trade practices, growth, productivity and technological change. . Labour Economics topics include labour as a factor of productIOn; supply of labour, labour markets, pricing of la??ur, wage-fix!ng structures, indexation procedures, wage-freeze polICIes and restramt. Industrial relations.

221


ASSESSMENT Progressive evaluation including essays and reports.

REFERENCES Davidson, F. G. Ford, G. W. and

Matthews, P. W. D. Horn, R. V. Isaac, J. R. and

Niland, J. R. Lamberton, D. M.

The Industrialisation of Australia. Melbourne, University Press, 1969. Australian Trade Unions. Melbourne, Sun Books, 1968.

Australian Labour Market Economics. Hong Kong, Cheshire, 1975. Australian Labour Economics Readings. Melbourne, Sun Books, 1975.

Industrial Economics. Sydney, Pelican, 1972.

Strand B-Commercial Principles

Consumer education; consumer economic problems, insurance, mass media, income from investment, investment from labour, leisure and standard of living, trade unions.

ASSESSMENT Progressive evaluation including essays and reports.

REFERENCES Capiovitz, D.

Harrington, M.

Nicosia, F. M.

Packard, Vance

Victorian Commercial Teachers' Association

JOURNAL Of Consuming Interest. Quarterly.

GEOGRAPHY I


The Poor Pay More: Consumer Practices of Low Income Families. New York, Free Press, 1967. The Other America: Poverty in the United States of America. New York, Macmillan, 1962. Consumer Research: Problems and Perspectives. Berkeley, University of California, 1969. The Waste Makers: The Hidden Persuaders: The Status Seekers: The Pyramid Climbers. Melbourne, Penguin (Latest Edition). Teaching Consumer Education, Methods and Topic Treatments; Commerce for Consumers-A Course in Consumer Education. 1967.

This unit covers such essential aspects of the discipline of Geography as scope, trends, requisite skills, practical work in field and laboratory, relationship to school curricula and current issues. Some aspects listed above continue through later years. Selections are made from the following fields: traditional approaches-physical, economic, regional, social, political, urban; contemporary approaches-spatial interaction, environmental perception, eco-system, systems theory; educational aspects-landscape, sample studies, curricula problems, values; current issuesenvironment, planning, resource management, ethnic problems.


REFERENCES Cooke, R. U. and

Johnson, J. H. (eds.) Graves, N. (ed.)

Murphey, R. Walford, R.

Trends in Geography-An Introductory Survey. Sydney, Pergamon Press, 1969. New Movements in the Study and Teaching o/Geography. Sydney, Cheshire, 1972. The Scope oJ Geography. Chicago, Rand McNally, 1973. New Directions in Geography Teaching. London, Longman, 1973.

222


SOCIAL SCIENCE IB

Understanding Society


This unit examines significant social institutions and processes in a variety of social contexts. Both traditional and modern societies are examined to provide a basic understanding of the family, religion, authority and social control, social stratification. There is a focus on social change in each topic. Concurrently students study the methods of social research. Each student is required to construct, implement and analyse a social survey based on one of the subject areas examined above.

ASSESSMENT . . Progressive evaluation including one two-thousand (2,000) word essay, assignments and exammatlOn.

REFERENCES Anderson, M. (ed.) Cohen, R. and

Middleton, J. Edgar, D. E. Epstein, A. L.

Fortes, M. and Evans-Pritchard, E.

Harding, T. and Wallace, B.

Krupinski, J. and Stoller, A.

Maquet, J. J. Stacey, M. Talmon, Y.

Wilson, P. R.

Sociology oj the Family. Ringwood, Penguin, 1973. . Comparative Political Systems. New York, Natural History Press, 1967.

Social Change in Australia. Melbourne, Cheshire, 1974. .. Politics in an Urban African Community. Manchester, Manchester Ulllversity Press, 1968. African Political Systems. Oxford, Oxford University Press, 1970.

Cultures of the Pacific. New York, Free Press, 1970.

The Family in Australia. Sydney, Pergamon Press, 1974.

The Premise of Inequality in Ruanda. Oxford, Oxford University Press, 1970. Methods of Social Research. Sydney, Pergamon Press, 1970. Family and Community in the Kibbutz. Cambridge, Mass., Harvard University Press, 1972. Australian Social Issues of the Seventies. Sydney, Butterworths, 1972.

223


YEAR II SUBJECTS

COMMUNICATIONS II

Two hours per week


This strand deals with and partially integrates the communication arts of reading, speaking and writing English. It involves some treatment in depth of literature largely from contemporary sources; the techniques of discussion with some practical experience in presenting a prepared paper and conducting discussion as well as taking part in informed interchange of views; there are opportunities for functional, critical and creative writing of English.


Strand B-Mass Media



REFERENCES Casty, Alan. Emery, M. C. and

Smythe, T. C. Groombridge. B. Mayer, Henry Merrill, J. C. and


Christie, Frances

JOURNALS





224



This brief curriculum study is concerned with the use of language in the classroom and the teacher's impact on the language of his pupils. The subject is designed to increase understanding of linguistic problems in communicating with children, ways of contributing effectively to the language performance of children in the contexts which individual subjects provide, ways of promoting children's basic language skills, the role of the English teacher and the centrality of his concern with creative experience of literature and expression.




Bennett, D. M.

Britton, James Dough~y. Peter,

Pearce, J oho and Thornton, G.



Towards a New English. Sydney, Reed, 1972.

"Language and Learning in the Classroom". In Language in Education, ed. A. Cashdan and E. Grugeon. London, Routledge and Kegan Paul, 1972. Language, the Learner and the School. London, Penguin, 19?1.


Language and Education. London, Longmans, 1966. Children Using Language. London, O.U.P., 1971.




Students study sports in which they gain an in-depth knowledge. At least one sport is studied in each semester. The subject includes such things as skill development, training, rules, offence, defence and officiating. Choices may be made from the following list of sports, but others may be included-track and field, netball, soccer, tennis, squash, softball, dance, basketball, hockey, rugby, golf, gymnastics, swimming and volleyball.


225


COMMERCE II

Economics, Commercial Principles and the Teaching of Commerce

Four hours per week

Strand A-Economics and Commercial Principles

(a) Economics Macro-Economics; involving measurement and determination of levels of income, employment and business activity; aggregate demand and consumption, investment and supply; forecasting; fluctuations and analysis of current policies. Monetary Economics: involving studies of the structure of modern monetary institutions and their operations; the theory and practice of banking in Australia; the monetary aspects of inflation; techniques of monetary control.

ASSESSMENT Progressive evaluation including one three-thousand (3,000) word essay and a financial examination.

REFERENCES Ackley, H. G. Arndt, H. W. and

Corden, W. M. (eds.) Carson, D. (ed.) Commonwealth of Australia,

Department of Labour and National Service

Dernburg, T. F. and McDougall, D. M.

Hagger, A. J.

Harris, C. P. McFarlane, B.

Mayer, L. Nevile, J. W. Phillips, J. C.

Reserve Bank of Australia

Rose, P. J. Smith, K.

Macro-Economic Theory. New York, McGraw-Hill, 1966. The Australian Economy: A First Volume of Readings. Melbourne, Cheshire, 1972. Readings in Money and Finance. Sydney. John Wiley and Sons, 1966. Labour Market Studies, No.2: An Analysis of Full Employment in Australia. Melbourne, 1970.

Macro-Economics. Latest edition. New York, McGraw-Hill.

Price Stability, Growth and Balance: Australia's Economic Objectives. Melbourne, Cheshire, 1968. The Economics of the Financial Sector. Melbourne, Cheshire, 1972. Economic Policy in Australia-The Case for Reform. Melbourne, Cheshire, 1968. Elements for Monetary Policy. New York, Random House, 1968. Fiscal Policy in Australia: Theory and Practice. Melbourne, Cheshire, 1970. Developments in Monetary Theory and Policy. R. C. Mills Memorial Lecture, 1971. Annual Report; Occasional Papers; Reserve Bank of Australia: Functions and Operations; Statistical Bulletin. Australian Securities Markets. Melbourne, Cheshire, 1969. Elementary Money Theory. New York, Random House, 1969.

(b) Commercial Principles Modern business accounting methods. Business organisation: the structure of business enterprises, role of proprietorships, partnerships, companies, co-operatives; amalgamations.

ASSESSMENT Progressive evaluation including one two-thousand-five-hundred (2,500) word essay and final examination.

Strand B-The Teaching of Commerce

A comparison of developments in this context in N.S.W, with that in other States (Victoria and Tasmania) and other countries (U.S.A. and U.K.).

226

,


Recent curriculum innovation in N.S.W.-origins, rationale and development as well as the aims and objectives. Content selection and organisation; rationale, development, programming, evaluation; basic and advanced methodology; and, resources selection.

ASSESSMENT . Progressive evaluation induding one two-thousand (2,000) word essay, a resource unit, seminar presentatIOns and final examinations in curriculum and method.

REFERENCES Daughtrey, A. S.

Harley, B. Musselmann, V. A. and

Hanna, J. M. Sandford, C. M. and

Bradbury, M. S. Tone, H. A.

JOURNALS

Methods of Teaching Basic Business and Economics Education. Ohio, South Western, 1965. A Synthesis of Teaching Methods. New York, McGraw-Hill, 1967. Teaching Bookkeeping and Accounting. New York, McGraw-Hill, 1960.

Case Studies in Economics: Projects and Role-Playing in Teaching Economics. New York, 1971. . Methods of Teaching Business Subjects. New York, Gregg, 1957.

Compac 1. Hunter Valley Commerce Teachers' Association. The Commerce Teacher. Hunter Valley Commerce Teachers' Association. A Commercial Bulletin. N.S.W. Department of Education. . Syllabus in Commerce. Advanced l;lnd f!rdinary Leve,ls. Forms n,-IV, 1~71: N.S.W. Department of Education. General Journal and Narration. VictorIan CommerCial Teachers ASSOCiation.

GEOGRAPHY II

Australia and Asia and the Teaching of Geography

Four hours per week

Strand A-Australia and Asia

Contrasts in development in the major Asian countries. Special attention is given to the Indian subcontinent, China and Japan. In addition, annual selection is made of material from other Asian countries in order to emphasise the variety of resource development, cultural patterns, population pressures and relations that are typical in this area. A flexibility is maintained so that significant developments in Asia may be considered as they arise.


REFERENCES Andrews, R. L.

Andrews, R. L.

Breese, G.

Dempster, P. East, W. G., Spate, O. K. H.

and Fischer, C. A. Fryer, D. W. Kolb,A. McGee, T. Missen, G. J. Tregear, T. R. Wilson, D.

Japan: A Social and Economic Geography. Melbourne, Philip and O'Neil,

'!lb~ographY of Indonesia, Malaysia and Singapore. Melbourne, Philip and

3~~:~l;d~:!' in Newly Deve/oping Countries. Englewood Cliffs, N.J., Prentice-Hall, 1966. Japan Advances. London, Methue~,.1969. The Changing Map of Asia. 5th editIOn. London, Methuen, 1971.

Emerging South-East Asia. London, Philip, 1970. East Asia: China, Japan, Korea and Vietnam. London, Methuen, 1971. The South-East Asian City. London, Bell, 1967. Viewpoint on Indonesia. Melbourne, Nelson, .1972: A Geography of China. London, Londo.n Umverslty Press, 1966. A Quarter of Mankind. London, Pengum, 1968.

227


Strand B-The Teaching of Geography

(Details are given at the commencement of the year.) REFERENCES Ball, J. M. Steinbrink, J. E.

and Stoltman, J. P. Graves, N.

Morris, J. W. Wheeler, D. K.

The Social Sciences and Geographic Education. New York, John Wiley and Sons, 1971. New Movements in the Study and Teaching of Geography. Melbourne, Cheshire, 1972. . Methods of Geographic instruction. Toronto, Blaidsell, 1968. Curriculum Prof!ess. London, London University Press, 1972.

SOCIAL SCIENCE II

Asian Social Studies and Inter-cultural Education

Four hours per week

Strand A-Forces at Work in Society Depth studies of selected Asian countries are undertaken in order to appreciate the nature of tradition and change in society. Attention is focused on the countries of southern and eastern Asia. The study examines change as it is experienced in the modern society and that experienced by traditional societies under the impact of colonialism and modernisation. ASSESSMENT Progressive evaluation including one major essay, one seminar paper and a final examination.

REFERENCES Ford, R. B. and

Judd, B. Michaelis, J. W. and

McKeown, R. J. (eds.) Sargeant, K. D. (ed.) Welty, P. T.

Tradition and Change in Four Societies. New York, Holt, Rinehart and Winston, 1968. 20th Century Asia. St. Louis, Webster, McGraw-Hill, 1969.

Looking at Asia Today. Sydney, McGraw-Hill, 1973. The Asians (4th edition). Philadelphia, Lippincott, 1973.

Strand B-The Teaching of Asian Social Studies

This strand applies the general principles of curriculum study to the N.S.W. Asian Social Studies Syllabus. An examination is made of the specific aims of the syllabus-as they relate to general educational aims, programming, unit formulation, resources development, and teaching-learning strategies, Students need to refer to the relevant syllabuses, memoranda and guideline documents issued by the N.S.W. Department of Education, ASSESSMENT Progressive evaluation including one major assignment, one seminar presentation and a final examination.

REFERENCES Brown, I. c. Dufty, D. G. (ed.) Traill, R. D., Logan, L. M.

and Rimmington, G. T. Walsh, R. D. and

Little,N.A.

JOURNALS Asia Teachers' Association Bulletin. Hemisphere. Development News Digest. Orientation.

Understanding Other Cultures. Englewood ClifTs, N.J., Prentice-Hall, 1963. Teaching About Society. Sydney, Rigby, 1970. Teaching the Social Sciences. Sydney, McGraw-Hill, 1972.

Ways We Teach History. Parramatta, History Teachers' Association of N.S.W., 1971.

228


YEAR III SUBJECTS

COMMERCE III

Economics and the Teaching of Economics

Four hours per week

Strand A-Economics

Public Finance: government budgeting; scope and limitations of government programmes; economic effects of taxation; intergovernmental fiscal relations; public debt and debt management; analysis of fiscal theory and policy. Contemporary Economic Issues: specialisation in interest areas related to current issues. Areas may include the economics of pollution; inflation/stagflation; the role of non-banking financial institutions in the monetary sector; Federal-States financial relations; tariff policy.

ASSESSMENT Progressive evaluation including two essays each of three thousand (3,000) words upon which two seminar papers are based, and final examination.

REFERENCES Chamberlain, N. W. (ed.) Dixon, J. (ed.) Downing, R. I. et al.

Eckstein, O. Mathews, R. L. and

Jay, W. R. Noble, C. E. and

Nottle, R. W. Perkins, J. O. W.

Prest, A.

Contemporary Economic Issues. London, Irwin, 1972. The Public Sectors: Selected Readings. Ringwood, Penguin, 1972. The Australian Economy: A Manual of Applied Economics. London, Weidenfeld and Nicholson, 1973. Public Finance. 3rd edition. Englewood Cliffs, N.J., Prentice-Hall, 1973. Federal Finance: Intergovernmental Financial Relations on Australia since Federation. Melbourne, Nelson, 1972. Case Studies in the Australian Economy. Melbourne. Cheshire, 1972.

Billion Dollar Questions: Economic Issues in Australia. Melbourne. Sun Books, 1973. Public Finance in Theory and Practice. 4th edition. London, Weidenfeld and Nicholson, 1970.

Strand B-The Teaching of Economics

Modern trends in economics education, particularly in the U.S,A, and U.K. Recent developments in economics curriculum in N.S.W.-critical appraisal of the present and proposed syllabuses. Aims and objectives of the curriculum and an analysis of how the present and proposed syllabuses compare with current educational thought on economics. Content selection and organisation-some possible alternatives. Programming and evaluation in economics. Traditional and advanced methodology; and, resources selection.

ASSESSMENT Progressive evaluation including essay. resource unit and seminar presentations and final examination in curriculum and method.

REFERENCES Edwards, G. Lee, N.

The Teaching of Economics. (Ecs. Assoc. of the U.K.) Teaching Economics. Sutton. U.K., Economics Association of the U.K .• 1967.

229


Lumsden, K.

Lumsden, K.

Maher, J. E. N.S. W. Department of

Education Prehn, E. C.

Warnke, R. F. and Draayer, G. F.

JOURNALS

New Developments in the Teaching of Economics. Englewood Cliffs, N.J., Prentice-Hall, 1967. Recent Research in Economics Education. Englewood Cliffs, N.J., PrenticeHall, 1970. What Is Economics? London, John Wiley and Sons, 1969. Syllabus in Economics.

Teaching High School Economics: The Analytical Approach. New York, Pitman, 1968. Selected Readings in Economics Education. Athens, Ohio University Press, 1969.

Economics. Economics Association of the U.K. Eean-news. Economics Teachers' Association of N.S,W. Journal of Economics Education. Joint Council of Economics Education.

GEOGRAPHY III

Australia and the World and the Teaching of Geography

Four hours per week

Strand A-Australia and the World

Using specific examples, themes from the following list are studied: impact of man's increasing numbers and developing technology on natural systems-development and the environment; pluralism, nationalism and stability; underdevelopment; resource interdependence and economic alliance; independence interdependence and changing political boundaries.


REFERENCES Broek, J. and

Webb, J. Detwyler, T. R. Fryer, D. W. Thomas, R.

A Geography oj Mankind. New York, McGraw-Hill, 1968.

Man's Impact on Environment. New York, McGraw-Hill, 1971. World Economic Development. New York, McGraw-Hill, 1965. Man's Role in Changing the Face of the Earth. Chicago, University of Chicago Press, 1972.

Strand B-The Teaching of Geography

(Details are given at the commencement of the year.)

SOCIAL SCIENCE III

Contemporary Social Issues and the Teaching of Social Science

Four hours per week

Strand A-Contemporary Social Issues

Depth studies are undertaken in problems facing individuals in society-states of consciousness, interpersonal relationships, inequalities; problems facing modern society--confiict, environment, social change and direction.

230


ASSESSMENT Progressive evaluation including major essays and seminar papers.

REFERENCES A.I.P.S. Davies, A. F. and

Encel, S. Johnson, C. Mayer, H. Meadows, D. H. Packard, v. Packard, V. Tomer, A. Wilson, P. R.

Poverty in Australia. Sydney. Angus and Robertson, 1969. Australian Society. Melbourne, Cheshire, 1910.

Eco-Crisis. New York, John Wiley and Sons, 1970. Australian Politics, A Third Reader. Sydney, Angus and Robertson, 1973. The Limits to Growth. London, Earth Island, 1972. The Status Seekers. New York, David McKay, 1961. The Sexual Wilderness. London, Pan, 1968. Future Shock. London, Bodley Head, 1970. Australian Social Issues in the 1970s. Sydney, Butterworths, 1972.

Strand B-The Teaching of Social Science

Curriculum issues and teaching methodology are studied including in curriculum issues: what should be taught about society; what attitudes and values; organisation of content-interdisciplinary approaches; organisation ofteaching-deschooling and other radical approaches; programming; evaluation-formative and summative; and in advanced teaching methodology: role playing, simulation games, survey, contract learning, inquiry teaching, critical incidents in teaching, advanced audio-visual techniques, developing resource units.

ASSESSMENT Progressive evaluation including one major resource unit and final examination.

REFERENCES Dufty, D. G. (ed.) Gross, R. E.

Hunt, F. J.

Lippitt, R. Morrissett, I.

Teaching About Society. Sydney, Rigby, 1970. . Teaching the Social Studies: What, Why and How. Scranton, Internattonal Textbook Co., 1969. Social Science and the School Curriculum. Sydney, Angus and Robertson, 1971. The Teacher's Role in Social Science Investigation. Chicago, S.R.A., 1971. Social Science in the Schools. New York, Holt, Rinehart and Winston, 1971.

231



PHYSICAL EDUCATION

A revised Physical Education course is being introduced in 1976. Therefore, both students commencing studies in the first year of a three-year full-time course in 1976 and students continuing studies in 1976 either progressing from first year in 1975 or after being granted admission with advanced standing in 1976 will undertake the same course. Where a student is required to complete a General Studies unit or Elective unit as part of the course, reference to the back portion of this publication will provide a detailed syllabus for the General Studies unit specified and/or the range of Elective units from which the student may choose. Students admitted with standing to undertake the Diploma in Teaching (Secondary Education) One Year Conversion Course should refer to the Head of the Physical Education Department and the course outline given at the end of the Specialist Studies syllabuses for the three-year full-time Diploma in Teaching (Secondary Education) award.

DIPLOMA IN TEAClllNG (SECONDARY EDUCATION)PHYSICAL EDUCATION

Year I Education I Principles and Practice of Teaching I Physical Education IA Physical Education IB Physical Education IC English GS

232



Year n Education II Principles and Practice of Teaching II Physical Education IIA Physical Education lIB Physical Education IIC Social Science GS

Year ill Education III Principles and Practice of Teaching III Physical Education IlIA Physical Education I1IB Physical Education IIIC Elective or Physical Education Unit

233

3 3 3 3 3 3

4 3 3 3 3 3


YEAR I SUBJECTS

PHYSICAL EDUCATION IA


Strand A-Foundations of Physical Education

An int~od~ction to theoretical issues relative to teaching Physical E~ucatIOn m N:S.W. priI?ary schools. The development of practical skIlls and .teachmg techmques; characteristics and needs of primary scho?l chIldren;. content o.f syllabuses of instruction; and types of p~yslcal educatIOn expenences usually provided in infant and pnmary schools are considered.

ASSESSMENT Progressive evaluation including major assignments, demonstration critiques, practical exercise reviews.

TEXTBOOK Bucher, Charles A.

REFERENCES Bible, N. P., Farley, P. E.

and Tonkin, A. E. Bookwalter, Karl W. and

Vanderswaag, Harold 1. Davis, Elsie C. and

Miller, D. M. Felsher, G.

Mosston, Muska

Paterson, A. and Hallberg, E. C.

Updyke, W. F. and Johnson, P. B.

Vanderswaag, Harold J.

Foundations oj Physical Education. St. Louis, C. V. Mosby, 1972.

r$~~~ing Physical Education in the Primary School. Sydney, McGraw-Hili,

Foundations and PrinCiples of Physical Education. Philadelphia W B Saunders, 1969. ' . . The Philosophic Process in Physical Education. Lea and Febiger, 1967.

Perspectives and Principles for Physical Education. New York John Wiley and Sons, 1967. ' ~~~~~~l6~hysical Education. Columbus, Ohio, Charles Merrill Publishing

Ba,ckground Readings/or Physical Education. New York Holt Rinehart and Wmston, 1967. ' ,

Princip/~s 0/ Modern P~ysical Education, Health and Recreation. New York Holt, Rmehart and Wmston, 1970. ' Toward a Philosophy oj Sport. Massachusetts, Addison-Wesley, 1972.

Strand B-Health, Hygiene and Human Sexuality

Thi~ strand. is of two parts. The first deals with personal health and hygIene whIch treats the care of the body including hair, skin, eyes, ears, mouth, excretory organs, feet, nails. The second examines the development of human sexuality and family life including male and female sex~al anatomy, hum~n sexual. response, facts and fantasies, venereal dIseases, psychoSOCIal and bIOphysical values.


TEXTBOOK Kirk, Mayshark and Hornsby

REFERENCES Masters and Johnson Kirkendall, Tumbleson

Personal Health in Ecological Perspective. St. Louis, C. V. Mosby, 1972.

Human Sexual Response. Boston, Little Brown and Co., 1968. Understand the Other Sex. Chicago, S.R.A., 1973.

234


Strand C-Music

This strand presents fundamentals of Music and examines skills which contribute to the teaching of movement in Physical Education. Basic rhythmic patterns in simple and compound times, metre, phrasing, repetition, balance; the application of these to movement. Analysis and composition of different types of melodies such as flowing, angular, repetitive, contrasted. Musical form-monothematic, binary, ternary, rondo. Musical "colour"-dynamics, tempo, contrasts and texture. Scoring for rhythmic percussion instruments to indicate types of movement such as quick, light, strong and to consolidate knowledge of rhythmic patterns and musical form.


REFERENCES Bruce, V. R. Department of Education,

N.S.W. Marsh, V. M. Murray, R. L.

Movement in Silence and Sound. London, Bell, 1970. Curriculum for Primary Schools-Music. 1974.

Explore and Discover Music. New York, McMillan, 1970. Dance in Elementary Education. New York, Harper and Row, 1963. Music and Movement. Wellington, Reed Publications, 1968.

PHYSICAL EDUCATION IB


Strand A

Section (i) Biomechanics

This section develops a basic understanding of the laws of physics, particularly those governing mechanics and leads up to a more detailed treatment of kinesiology. Topics include fundamental concepts-force, work, energy, force vectors, centre of gravity, static and dynamic equilibrium, simple machines; rectilinear motion-uniformly accelerated motion, Newton's laws, resistance, friction; rotational motion--circular motion, rotation of rigid bodies; fluid mechanics-density, fluid pressure flotation, Bernoulli's principle.

ASSESSMENT Progressive evaluation including tests and final examination.

REFERENCES Bueche, F. Jensen, C. R. and

Schultz, G. W.

Principles oj Physics. 2nd edition. New York, McGraw-Hill, 1972. Kinesiology. New York, McGraw-Hill, 1972.

235


Section Cii) Biology for Physical Education

Topics include cell theory: a brief historical outline; the structure of the. cell; cell organelles; exchange of materials between cell and envIronment; enzy~es; ~oncept of metabolic pathways, outline of energy tr~nsformatIOn m cells; the function of the nucleus; cell reprod~ctIOn;. role ofD.N.A: an? R.N.A..; the genetic code; diversity of ce~ls, multIcellular orgamsatIOn; cell mteractions; structure and f~nctlO? of selected tissues in man, muscle, blood; integration of tIssues mto a complex organ.

ASSESSMENT

Progressive evaluation including perfonnance in laboratory exercises. assignments and final examination. REFERENCES Burnstock, G. Keeton, W. T.

Swanson, C. p.

How Cells Work. N.S.C.M .. Biology Series, Jacaranda Press, 1972. BIologIcal SCl.ence. 2nd editIOn. New York, W. W. Norton and Co 1972 (Selected sectIOns) ., . The Cell. 3rd edition. Englewood Cliffs, N.J., Prentice-Hall, 1969.

Strand B-Human Anatomy and Physiology

~n in-depth study of the structure and function of the human body to aId under~tanding of the human body and to use this knowledge in the pursUit of advanced studies. Topics include t~e skeletal system, the muscular system, the nervous system, the cardIOvascular system and the digestive system.

ASSESSMENT Progressive evaluation including assignments and examinations.

TEXTBOOK Brady, J.

REFERENCES Goss, Charles Grollman, S. Jacob and Francone Miller and Leavell

A Programmed Approach to Anatomy and PhyslOlogy Washington DC PrentIce-Hall, 1968 '

Gray's Anatomy. Philadelphia, Lea and Febiger, 1973. The Human Body lIs Structure and Function. New York Macmillan 1974 Structure and Func~ion in Man. London, W. B. Saunde;s, 1974. ' . Anatomy and PhysIOlogy, London, Collier Macmillan, 1972.

236


PHYSICAL EDUCATION Ie PHYSICAL EDUCATION IIC PHYSICAL EDUCATION IIIC

These units of study are devoted to consideration of the theory and coaching of games, gymnastics and dance. The unit weighting is three hours per week for each year of the course-an approximate total of 216 hours over the three years. In addition, physical education facilities and equipment are available for an additional 216 hours for individual performance, rehearsal and study. In Physical Education IC and IIC a core-style basic plan is presented which reflects the professional skills, expertises and aspirations of this department. All students, except those exempted by lecturers on the grounds of specialised prior qualification in specific areas of the course, follow the basic plan outlined. In each area the presentations draw attention to teaching and coaching of basic motor skills, to the correction of fundamental errors in performance of motor skills; to analysis of the mechanics of these skills (linked to theoretical presentations made elsewhere) and to an appreciation of quality performance of basic skill attainment. Assessments relate to skill teaching and coaching related to N.S.W. secondary school levels. Rule books and know-the-game manuals are required reading prerequisites prior to commencement of the course. Examination is at both practical and theoretical levels with attainment of qualified officiating status featuring as additional bonus on course performance. Physical Education IIIC offers two strands of presentation: for students desiring to develop still further practical and theoretical expertise in Ppysical Education activities an advanced strand is presented in selected areas. Entry is by consent of the instructor--each group will be limited in number and assessment is vigorous. An ordinary strand offers quite a different approach in which an appeal is made to non-major Physical Education games and activities; to local recreational activities; and to several outdoor activities of interest. This unit sets out to take a new approach to the consideration of Physical Education activities. In addition, students at this level may elect. to strengthen their individual interests, skills and proficiencies by selecting appropriate units from Physical Education IIC. Consent of each instructor is required., Specific members of the Physical Education staff assume responsibility to co-ordinate the overall programme of each student in this area. Admission to each course is the responsibility of eaCh instructor and students would be wise to consult both the course co-

237


ordinators and area instructors in planning an overall structure to follow. Available units are summarised in the schema on the following page.

TEXTBOOKS Cratty, Bryant M. Teachmg Motor Skills Englewood ClIffs, N.J., PrenlIce-Hall, 1973. Stallings, Loretta M. Motor SkIlls Dubuque, Iowa, W. C Brown 1973. Appropriate Rule Books as directed by instructor.

Know the Game. Strategy Books.

PHYSICAL EDUCATION ACTIVITIES

YEAR I YEAR 2 YEAR 3

Semester Semester Semester Semester Semester Semester I 2 I 2 I 2

Selected Topics Only

Total Total Total Total Total Total Hours Hours Hours Hours Hours Hours

AREA TOPIC Aquatics Learn to Swim 10,5 Aquatics 14 14 Athletics Athletics 10,5 14 14 Dance Elementary

Dance 10 Folk/Social 10,5 Primitive/

Modern 12 Dance 14 14 Fitness 12 Games Basic Skills 10 Archery 10 Badminton 9(W) Basketball 10,5 Cricket 7 Fencing 8 Football 7 Golf 10 Hockey 9(M) 7(W) Netball 7 Orienteering 10 Sailing 10 Softball 10,5 Squash 8 Tennis 7 Volleyball 7 Games 14 14 Gymnastics Elementary 10 Gym 10,5 14 14 14

238

i: ~

I


YEAR II SUBJECTS

PHYSICAL EDUCATION IIA


Strand A-Physical Education Curriculum

A study of Physical Education, Sports and Recreation in N.S.W. with a detailed examination of its nature and values, particularly in relation to the selection of activities for Physical Education programme.

ASSESSMENT Progressive assessment including at least five presentation assignments, critiques and reviews. Final assessment may include formal examination sessions.

REFERENCES Daughtrey, Greyson

Felshin, Janet

Mackenzie, Marlin M.

Mosston, Muska

Vannier, Mary Helen and Fait,H. F.

Effective Teaching iii Physical Education/or Secondary Schools. Philadelphia, W. B. Saunders, 1973. Perspectives and Principles/or PhYSical Education. New York, John Wiley and Sons, 1967, Towards a New Curriculum in Physical Education. New York, McGraw-Hill, 1969. Teaching Physical Education/rom Command to Discovery. Columbus. Ohio, Charles E. Merrill Books, 1966. Teaching Physical Education in Secondary Schools. 3rd edition. Philadelphia, W, B. Saunders, 1969.

Strand B-Elementary Statistics

This strand includes an introduction to the problems of measurement in relation to behavioural statistics. An introduction to the collection, organisation and presentation of data, Descriptive statistics: defining statistical analysis, basic mathematical concepts, grouping of data, graphing techniques, measures of central tendency, measures of dispersion, standard deviations and standard normal distribution, Z-scores, correlation, Chi-square. Inferential statistics: probability, statistical inference, hypothesis, types of error, levels of significance, null hypothesis, alternative hypothesis and types of error, students t-test, analyses of variance.

TEXTBOOKS Moroney, M. J. Runyon and Haber Weber, J. C. and

Lamb, David

Facts from Figures. Pelican. . Fundamentals 0/ Behavioral Statistics. Latest edition. Addison-Wesley. Statistics and Research in Physical Education. St. Louis. C. V. Mosby. 1970.

Strand C-Health, Nutrition and Drug Education

This strand helps understanding and practice in good nutrition, as well as the legal and illegal use of drugs and their effects on health. The kinds, quantities and sources of nutrients that are needed for good health; and, the effects of nutritional deficiencies on the individual. Nutrition and weight control. Drug problems in school. Philosophy of the drug scene and legal sanction of drugs.

239


ASSESSMENT Progressive evaluation including assignments and final examinations.

REFERENCES Davis, A. Wilson, Fisher and Fugua

Let's Eat Right to Keep Fit. London, Compton Printing, 1971. Principles of Nutrition. 3rd edition. North Ryde. John Wiley and Sons, 1975.

PHYSICAL EDUCATION IIB


Strand A-Biochemistry

This subject gives specialist students of Physical Education a basic understanding of the chemical processes occurring within the body. In particular, the processes relating to the utilisation of energy within the body and the biochemical control and integration of various processes. The importance of certain biochemical parameters such as blood cholesterol levels are considered through an experimental approach, Introductory organic chemistry-important functional groups and typical reactions. Biologically important molecules. Enzyme catalysis. Biochemical energetics. Respiratory phosphorylation, glycolysis. Muscular contraction. Digestion and absorption of food. Blood cells. Vitamins and the role of essential metal ions. Biochemical control and integration.

ASSESSMENT Progressive evaluation including practical reports, a major assignment, tutorial contributions and final examination.

REFERENCES Brown. E. G.

Mahler, H. R. and Cordes, E. H.

Routh, J. I., Eyman, D. P. and Burton, D. J.

An Introduction to Biochemistry. London, The Royal Institute of Chemistry. 1971. Biological Chemistry. New York, Harper and Row, 1971.

A Brief Introduction to General. Organic and Biochemistry, Philadelphia, W. B. Saunders, 1971.

Strand B-Human Anatomy and Physiology

An in-depth study of the structure and function of the human body to help understanding of the human body and to use this knowledge in the pursuit of advanced units. Topics include the respiratory system, the endocrine system, the urinary system, the lymphatics system, the special senses, and the .skin.

240

, DIPLOMA IN TEACHING (SECONDARY EDUCATION)

ASSESSMENT Progressive evaluation including assignments and examinations.

TEXTBOOK Brady, J.

REFERENCES Goss, Charles Grollman, S. Jacob, Francone Miller, Leavell

A Programmed Approach to Anatomy and Physiology. Washington, PrenticeHall,1968.

Gray's Anatomy. Philadelphia, Lea and Febiger, 1973. The Human Body. Its Structure and Function. New York. Macmillan, 1974. Structure and Function in Man. London, W. B. Saunders, 1970. Anatomy and Physiology. London, Collier Macmillan, 1972.

Strand C-Kinesiology

The analysis of human motion and the discovery of the underlying principles of anatomical action and the laws of mechanics in determining motor efficiency are studied. The second of the two semesters is concerned with the correction of performance errors and an examination of the application of mechanical principles to the various types of balance, jumping, throwing, catching, striking and kicking skills. The review of general kinetic principles and the practical application of these to the teaching of new skills and the correction of performance errors is basic to the study.

REFERENCES Broer, M. R. Rasch, P. J.

Smith, Hope M. (ed.)

An Introduction to Kinesiology. Englewood Cliffs, N.J., Prentice-Hall, 1968. KineSiology and Applied Anatomy. 4th edition. Philadelphia, Lea and Febiger, 1971. Introduction to Human Movement. London, Addison-Wesley, 1968.

PHYSICAL EDUCATION IIC


Refer to Year I subjects.

241


YEAR III SUBJECTS

PHYSICAL EDUCATION IlIA


Strand A-Comparative Physical Education

An introductory review of the political, socio-economic and cultural influences on the development of Physical Education throughout modern civilisation. A cross-cultural study of the place of sport and physical activity in education and the extent of political, financial and cultural influences. Special emphasis is placed on the following countries or areas: Scandinavia, Russia, United Kingdom, Canada, United States of America, New Zealand, China and Asia.

ASSESSMENT Progressive evaluation including two written papers, class tests and critiques.

TEXTBOOKS Vaizey, J. Van Dalen, D. B. and

Bennett, B. L.

REFERENCES Munrow, A. D. Van Vliet, M. L. (ed.) Zeigler, Earle F.

Education in the Modern World. London. Weidenfeld and Nicholson, 1967. A World History of Physical Education. Englewood Cliffs, N.J., Prentice-Hall, 1971.

Physical Education. A Discussion of Principles. London, Bell, 1972. Physical Education in Canada. Ottawa, Prentice-Hall of Canada. Problems in the History and Philosophy of Physical Education. Englewood Cliffs, N.J., Prentice-Hall, Stanford Uni., 1968.

Strand B-Graduation Project

An individual study in depth of a topic selected by the student and completed under the guidance of a Faculty member. Students must submit the topic in writing for approval before the end of first term. The final submission should represent an individual research project of Newcastle College of Advanced Education to be preserved In

Library holdings.

ASSESSMENT Submission of completed Graduation Essay prior to last day oflectures constitutes assessment requirements of this course. Two (2) typed quarto sized copies of the assignment are to be submitted.

TEXTBOOK Kroll, Walter P.

REFERENCES American Association for

Health, Physical Education and Recreation

Turabian, Kate L.

Perspectives in Physical Education. New York, Academic Press, 1971.

Research Methods in Health, Physical Education and Recreation. 3rd revised edition. Washington, 1973.

A Manual for Writers. Chicago, University Press, 1971.

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Strand C-Research Method in Health, Physical Education and Recreation

Measurement in Physical Education, Health and Recreation. Procedures of research endeavour, philosophically, historically, culturally and experimentally. Application of pure research endeavour to teaching of Health Education, Physical Education and Sports Recreation. Investigation of applied research; solution of issues confronting new teaching climates in N.S.W. secondary schools.

ASSESSMENT Progressive evaluation including class quizzes, reports, assignment and final examination.

TEXTBOOK Clarke, D. H. and H. H.

REFERENCES A.A.H.P.E.R.

Van Dalen, D. B.

Research Methods in Physical Education and Health. Englewood Cliffs, N.J., Prentice-Hall, 1972.

Research Methods in Health. Physical Education and Recreation. 3rd revised edition. Washington, 1974. . Understanding Educational Research. 2nd edition. San Francisco, McGrawHill, 1972.

Strand D-Community Health Services and Mental Health'

This strand aids understanding of how the physical, social, and emotional attributes of a community affect mental health, as well as skills to care for emergencies that happen in the classroom. Education for mental health, community mental health promotion, concept of mental health, caring-for the unconscious and injured, avoiding accidents.

ASSESSMENT Progressive evaluation induding assignments and final examination.

REFERENCES Gardner, A. W. and

Roylance, P. J. Gruenbaum, Henry

Turner, C. E.

Strand E-Music

New Essential First Aid. London, Pan, 1972.

The Practice of Community Mental Health. Boston, Little Brown and Co., 1975. Personol and Community Health. 14th edition_ St. Louis, C. V. Mosby, 1975.

The strand is designed to develop the student's understanding of some of the ways by which a knowledge of basic elements in Music may contribute to the teaching of Physical Education at both the school and recreational levels. The basic elements of rhythm, pitch, form, simple harmonisation and listening are consolidated and extended through group singing, group and individual instruction in playing the ukulele, in group creative work and performance using rhythmic and tuned percussion instruments, listening to a wide variety of recorded works to develop

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the student's knowledge of music suitable for folk dance, ballroom dance and creative dance; which could serve as background music for recreational activities such as mimes, plays and sketches. ASSESSMENT Progressive evaluation.

REFERENCES Cargher, J.

Farley, P. Gelineau, R. P. Paynter, J. and

Aston, P. Whitcomb, I.

Music for Pleasure. Sydney, Ure Smith, 1970. E-Z Easy Methodfor Ukulele. Sydney, Albert, t972. A Teacher's Guide to Creative Dance. Sydney, Reed Publications, 1969. Songs in Action. New York, McGraw-Hill, 1974. Sounds and Silence. Cambridge, Cambridge University Press, 1970.

After the Ball. London, Allen Lane the Penguin Press, 1972.

PHYSICAL EDUCATION IIIB


Strand A-Biomechanics

Physical principles: prediction in physical situations. Coefficient of restitution of balls and use of this factor. Flight of balls: Reynold's number, Magnus effect, lift coefficient, effect of humidity. Coefficient of friction and its use in analysis of human activities. Further discussion of effect of moment of inertia upon the behaviour of a spinning object. -Conservation of energy and momentum where rotation occurs. Discussion of and experience with the following techniques: use of programmable calculator including writing elementary programmes and using complex pre-written programmes. Use of stroboscopic photographic techniques to analyse motion and determine velocity and determination. Brief observation of use of a computer to analyse the mechanics of human movement. Application of principles above and those covered in Year I to an analysis of the following sports: baseball, basketball, football, golf, gymnastics, ski-ing, softball, swimming, running,jumping, throwing. ASSESSMENT Progressive evaluation including major book assignment, laboratory work and examinations.

TEXTBOOK Hay, James G.

REFERENCES Bueche, F. Daish, C. B. Hopper, B. J.

The Biomechanics of Sports Techniques. Prentice-Hall, 1973.

Principles of Physics. Kogakusha, McGraw-Hill, 1972. The Physics of Ball Games. English University Press, 1972. The Mechanics of Human Movement. London, Granada, 1973.

Strand B-Tests and Measurements

This segment covers the application of test procedures and evaluation in Physical Education. Such elements as test validity, reliability, objectivity and the accurate definition of terms and criteria are involved.

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Those statistical procedures commenced in second year are applied to various physiological tests.

ASSESSMENT Progressive evaluation including laboratory book. tests administered and data statistically treated.

TEXTBOOK Mathews, D. K. Measurement in Physical Education. Philadelphia, W. B. Saunders, 1973.

Strand C-Special Physical Education

This strand involves study of the problems and needs of physically handicapped children. Areas to be covered include orthopaedic handicaps, visual and auditory handicaps and other organic conditions contributory to retardation in children. Methods and principles related to programme implementation are studied.

ASSESSMENT Progressive evaluation including class visitation reports, child study reports, research study project.

REFERENCES Adams, R. C.

Fait, H. F.

Games, Sports and Exercises for the Physically Handicapped. Philadelphia, Lea and Febiger, 1972. Special Physical Education Adapted, Corrective, Developmental. Philadelphia, W. B. Saunders. 1971.

Strand D-Sports Medicine

This strand examines means of reducing the incidence of injury at the school level and methods of treatment. Injury prevention, treatment of injury and rehabilitation are also examined. A fun study is made of programmes of exercise for the development of physical fitness, taking into consideration such components as muscular strength, muscular endurance, cardiovascular-respiratory endurance and flexibility.

ASSESSMENT Progressive evaluation including programme construction, term paper and class assignments.

REFERENCES

Gardner, A. W.

Encyclopaedia of Sport Sciences and Medicines under the Sponsorship of the American College of Sports Medicine. New York, Macmillan, 1971. New Safety and First Aid. London, Pan, 1970. St. John's Ambulance Association First Aid in Australia. Melbourne, 1971.

Strand E-Motor Learning

An introduction to theoretical issues that relate to practical problems involved in studying motor learning and skilled performance of sports tasks.

ASSESSMENT Progressive evaluation including class quizzes, laboratory reports and term research paper. Semester examinations may also be required.

TEXTBOOKS Cratty, Bryant J. Teaching Motor Skills. Englewood Cliffs, N.J., Prentice-Hall, 1973.

Motor Learning Handbook. Dubuque, Iowa, W. C. Brown, 1972.

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ONE YEAR CONVERSION COURSE

DIPLOMA IN TEACHING (SECONDARY EDUCATION) ONE YEAR CONVERSION COURSE

All students entering the Diploma in Teaching (Secondary Education) course at Year III level, on the basis of holding six-ninths of an Arts Degree or equivalent, are required to complete six units as follows:

Subject

Education IIIB Principles and Practice of Teaching III* Physical Education IllS Two of the following:

English IIIXA English IIIXB French III German III Greek III History III Latin III Mathematics IIIXA Mathematics IIIXB Science IIIXA Science IIIXB Social Science IIIXA Social Science IIIXB

Hours per week

6 3 2

3 3 3 3 3 3 3 3 3 3 3 3 3

*The practice teaching requirement is six (6) weeks as can be most conveniently arranged. Refer to the outline for this subject under Year III of the normal programme.

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The qualifying subjects which may be required of students who are deficient in certain areas are:

Biology I Chemistry I Geology I Physics I

Students undertaking these qualifying subjects as part of this course may be required to undertake different and/or supplementary work for assessment in these subjects than that required of students undertaking these subjects as part of a Diploma in Teaching (Secondary Education) award which has a duration exceeding one year of full-time study. Students coming into this category should contact the Head of the Science Department as early as possible in the academic year.

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EDUCATION IIIB

Strand A-Perspectives in Education

This strand orients its aims and content in terms of the understanding and insights represented concretely in existing educational systems, particularly those which are Australian. Conflicting philosophical views of the aims of education and its objectives are examined in the light of the changing functions of formal education. Curriculum planning and development are discussed as to selection of content and learning experiences, as well as, organisation and design of curricula. The teacher in the classroom is considered in regard to expectations held by pupils, other teachers, the employer, parents and the community; and also instructional considerations and classroom management. Methods of teaching and their relationship to educational objectives are analysed as well as educational provision in Australia including the educational role of the States and the Commonwealth, and educational evaluation.

ASSESSMENT Progressive evaluation including term tests, written assignments and final examination.

TEXTBOOK Johnston, J. A. (ed.)

REFERENCES Ausubel, D. P. and

Robinson, F. G. Connell, W. F., Debus, R. L.

and Niblett. W. R. Daigon, A. and Dempsey, R. A. Finley, W. J. (ed.) Hudson, B. (ed.) Hunkins, F. P. Jeeks, D. A. (ed.) Kemp, D. Kohl, H. R. Maclaine, A. G. and

Selby Smith, R. (eds.) Tanner, D.

Six Questions-Controversy and Conflict in Education. Sydney, John Wiley and Sons, 1975.

School Learning. New York, Holt, Rinehart and Winston, 1969.

Readings in the Foundations of Education. Sydney, Novak, 1966.

School: Pass at rour Own Risk. Englewood Cliffs, N.J., Prentice-Hall, 1974. Education in the /970's and /980's. Sydney, Hicks Smith and Sons, 1970. Assessment Techniques. London, Metheun, 1973. Questioning Strategies and Techniques. Boston, Allyn and Bacon, 1972. Influences in Australian Education. Perth, Carroll's, 1974. Introduction to Education. Sydney. Novak, 1971. The Open Classroom. London, Methuen, 1970. Fundamental Issues in Australian Education. Sydney, Novak, 1971.

Using Behavioural Objectives in the Classroom. New York, Macmillan, 1972.

Strand B-Students must select one of the available strands from the following:

1. Educational Psychology

Information gathering and processing techniques in Educational Psychology are considered. Inherited and environmental influences contributing to variance in student school related behaviours are examined in the light of physical-motor, intellectual and personal-both social and self-development. The assessment of student school related behaviours are discussed in the light of the above topics.

248


ASSESSMENT Progressive evaluation which may include a final examination.

REFERENCES Garrison, K. C. and

Magoon, R. A. Runyon, R. P. and

Haber, A. Sattler, J. M.

2. Atypical C,hildren

Educational Psychology: An Integration of Psychology and Classroom Practice. Charles E. Merrill, 1972. Fundamentals of Behavioural Statistics. 2nd edition. Addison-Wesley, 1973.

Assessment of Children's Intelligence. Saunders, 1974.

This strand discusses the role of Education and the atypical child. Disorders of physical and motor development including visual and auditory defects are examined covering measurement of the problem, social and educational implications and the special provisions needed for management of the child in special schools or normal classroom. Physical and motor disabilities are discussed similarly. Disorders of communication inherent in speech defects, language disorders and reading difficulties are examined in various aspects. The nature of mental retardation and its effects on other skills and performance of the individual are discussed together with appropriate learning theories related to teaching techniques: causes, behavioural and learning effects of brain damage are examined in relation to new trends in educational management. Disorders of social and emotional adjustment are also studied.

ASSESSMENT Progressive evaluation including two essays each of two thousand (2,000) words and seminar papers.

TEXTBOOK Ross, Alan O.

REFERENCES Cruickshank, W. M. and

Johnson, G. O. Dunn, L. M. (ed.)

Kirk, S. A.

Smith, R. M. and Neisworth, J. T.

Telford, C. W. and Sawrey, J. M.

Trapp, E. P. and Himalstein, P. (eds.)

Psychological Disorders of Children. New York, McGraw-Hill, 1974.

Education of Exceptional Children and Youth. 2nd edition. Englewood Cliffs, N.J., Prentice-Hall, 1967. Exceptional Children in Schools. 2nd edition. New York, Holt, Rinehart and Winston, 1973. Educating Exceptional Children. 2nd edition. Boston, Houghton Mifflin, 1972. The Exceptional Child. A Functional Approach. New York, McGraw-Hill, 1975. The Exceptional Individual. 2nd edition. Englewood Cliffs, N.J., Prentice-Hall, 1972. Readings on the Exceptional Child: Research and Theory. 2nd edition. New York, Appleton-Century-Crofts, 1972.

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3. Sociology of Education

This strand examines the Sociology of Education as a discipline. Topics include the individual in society-social learning, culture, values and transmission, developmental sequences, personality as a social phenomenon and the self, theories of dissonance, consonance and balance, social status and role, socialisation, the function of education in society; agencies of socialisation-family, school, peer group, others, the dynamics of social and cultural change; institutional and subinstitutional structures-control and integration, communication structure, leadership, power and authority, the teacher as a group leader, social climate and the classroom, group processes in the classroom, influence of peer groups in the educative process, political action within an institution; the school as an organisation: formal and informal aspects.



Koller, M. R.


Dunphy, D.



White, W. F.

Sociology of Australian Education. A Book of Readings. Sydney, McGrawHill, 1975. Families: A Multigenerational Approach. New York, McGraw-Hill, 1974.

Scholars in Context: The Effects of Environment on Learning. Sydney, Wiley International, 1968. Cliques, Crowds and Gangs: Group Life of Sydney Adolescents. Adelaide, Cheshire, 1969. Studying the Child in School. New York, John Wiley and Sons, 1966. The Ecology of Human Intelligence. London, Penguin, 1970. Sociology of Education. Melbourne, Macmillan, 1970.

Basic Readings in the Sociology of Education. London, Routledge and Kegan Paul, 1970. Psychosocial Principles Applied to Classroom Teaching. New York. McGraw·Hill, 1969.

PHYSICAL EDUCATION IllS

Two hours per week


This strand is designed to develop some knowledge and· understanding in the areas of hygiene, human sexuality, nutrition, drug education, safety and first aid. Topics cover assessment of personal physique and physical fitness, consideration of plans, techniques and routines commonly advocated for personal health and physical fitness, maintenance procedures-fitness for living, and regular reassessment and personal checks to ensure success of programme.

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Strand C-Personal Recreation in PhYSical Education

Topics are selected recreational activities considered for skill components, teaching procedures and personal playing strategies.



ASSESSMENT Progre~sive ~valua~io.n including process,participation and productive personal reports, group papers and reports, class dISCUSSIOn, climes and demonstratIOns.

REFERENCES Bartley et af. Bucher, Charles A.

Cratty, Bryant J. Kirk, R. H., Marshark, C.

and Hornsby, R. P. Lockhart, A. and

Johnson, J. Willis, F. H.

JOURNALS

Essentials of Life and Health. Del Mar, California, CRM Books, 1974. f~~~dations of Physical Education. 6th edition. St. Louis, C. V. Mosby Co.,

Teaching Motor Skills. Englewood Cliffs, N.J., Prentice·Hall, 1973. Personal Health in Ecological Perspective. St. Louis, C. V. Mosby Co., 1972.

Motor Learning Laboratory. Dubuque, Iowa, W. C. Brown, 1970.

Drug Dependence. London, Faber and Faber, 1974.

Australian Journal of Physical Education. Australian Journal of Sports Medicine. British Journal of Sports Medicine. Loughborough, British Association of Sport and Medicine. Interaction. . Journal of Health, Physical Education and Recreation. Washington. Research Methods. 3rd edition. Washington, A.A.H.P.E.R., 1973. Research Quarterly. Washington.

ENGLISH IIIXA

The Teaching of English in the Secondary School

Prerequisite-Adequate University background in English as determined by Department.

Corequisite-English IIIXB

This unit covers such topics as the centrality of literature and the language of literature in teaching English, major theorists, recent developments in teaching English at the primary school level, approaches to literature in the junior school, the novel as a focal point for integrating the activities of English, approaches to literature in the senior school including background reading of relevant literature

251


and consideration of classroom possibilities, helping backward readers-general language enrichment, sustaining a focus on creativity, literature for backward readers, wide reading programmes, major authors of fiction for children, the library and the English teacher, creative writing-its relevance to language learning and responding to the children's work. All examined are focal points-themes, centre of interest, projects; improving listening and comprehension, especially through literature with an analysis of the limitations of machines, laboratories and comprehension exercises; improving correctness in written expression; media-integrating with literature and creative writing-extending interests beyond mass media; the relevance of linguistics; dramatic and oral expression-an integral role in the teaching of English.


ENGLISH IIIXB

Corequisite-English IIIXA

Strand A-Speech and Listening

This unit investigates the requirements for effective speaking both for the students and in the classroom and aims to attain an acceptable standard in the various uses of speech. Topics include voice production and the dynamics of speech, phonetics and the phoneme theory, Australian speech, speech improvement in the classroom, creativity and speech, discussion and debating.

ASSESSMENT Progressive evaluation including assignments, seminars and practical exercises.

REFERENCES Abercrombie, Davie

Braden, Waldo W. Colson, Greta Hagan, J.

Jones, Daniel Mitchell, A. G.

Taylor, Calvin

Strand B-Drama

Elements of General Phonetics. Edinburgh, Edinburgh University Press, 1967. Speech Methods and Resources. New York, Harper and Row, 1964. Voice Production and Speech. London, Museum Press, 1963. The Art of Debating and Public Speaking. 6th edition. Sydney, Angus and Robertson, 1966. An Outline of English Phonetics. Cambridge, HefTer, 1950. The Pronunciation of English in Australia. Sydney, Angus and Robertson, 1947. . Creativity-Progress and Potential. New York, McGraw-Hill, 1964.

This strand examines expression and communication through drama, stagecrafts and basic acting, production, design and stagemanagement skills, drama in the secondary school including practical work---exercises, production and presentation of short play or excerpts. Visits to professional and other theatrical productions are arranged as well as demonstration lessons.

252


FRENCH III

Language Methodology


Prerequisite-Adequate University background in French as determined by Department. Additional studies may be required to remedy any deficiency.

Strand A-Theory, Practice and Methodology

This covers the nature of language, linguistics and foreign language teaching, the psychological bases oflanguage learning, a review of the history of foreign language teaching methods and current methods, audio-lingual techniques, a study of the N.S.W. syllabus, performance objectives and individualisation, pattern drills-their composition and use, practical consideration of the methods used in the various branches of foreign language instruction, the observation and discussion of demonstration lessons, teaching practice-the application of theory and an examination offoreign languages in the primary schools. Methodology is studied by considering approaches to difficulties and sources of error, audio-visual aids, the Language Laboratory, division of material-lesson plans, making a programme, use of the School Library and the testing of proficiency.

Strand B-Curriculum Study

Regular language assignments form the basis of revisionary drills and exercises designed to strengthen the student's ability to use the language and teach it more effectively.

ASSESSMENT Progressive evaluation including assignments, seminars and final examination.

GERMAN III



Prerequisite-Adequate University background in German as determined by Department. Additional studies may be required to remedy any deficiency.


This covers the nature of language, linguistics and foreign language teaching, the psychological bases oflanguage learning, a review of the

253


history of foreign language teaching methods and current methods, audio-lingual techniques, a study of the N.S.W. syllabus, performance objectives and individualisation, pattern drills-their composition and use, practical consideration of the methods used in the various branches of foreign language instruction, the observation and discussion of demonstration lessons, teaching practice-the application of theory and an examination offoreign languages in the primary schools. Methodology is studied by considering approaches to difficulties and sources of error, audio-visual aids, the Language Laboratory, division of material-lesson plans, making a programme, use of the School ~ibrary and the testing of proficiency.


Regular language assignments form the basis of revisionary drills and exercises designed to strengthen the student's ability to use the language and teach it more effectively.'

ASSESSMENT Progressive evaluation including assignments. seminars and final examinations.

GREEK III



Prer€!.quisite-Adequate University background in Greek as determined by Department

This unit provides students with knowledge, skills and techniques to enable them to begin teaching Greek in secondary schools. Theory is considered by examining the psychology of language learning, the bases of verbal behaviour, language and linguistics, barriers and aids to understanding. The practice of teaching in the aspects of audio-lingual technique, situational approach, vocabulary development, teaching structures, performance objectives and individualisation, the application of psychological and educational principles to classroom procedures and practice in their use. Methodology is studied by considering motivation and diagnosis of difficulties, individual and group language learning techniques, Language Laboratory, programmed instruction, syllabus making, development of language skills, cultural enrichment and transfer, language testing.

254


ASSESSMENT Progressive evaluation including units of work, participation in discussion and seminars assignment and a final examination if required.

REFERENCES Distler, P. F. Howatt, A. P. R. Hughes, John P. I.A.A.M.

Lado, Robert Morris, Sidney Oliva, Peter F.

Po1itzer, Robert L.

Rivers, Wilga M.

Rivers, Wilga M.

Stack, Edward M.

Sturtevant, E. H.

Turner, 1. D.

Va1dman, Albert (ed.) Vallette, R. M. and

Disick, R. S. (eds.)

HISTORY III

Teach the Latin I Pray You. Chicago, Loyola University Press, 1962. Programmed Learning and the Language Teacher. London, Longmans. 1969. Linguistics and Language Teaching. New York. Random House, 1968. The Teaching o/Classics. 2nd edition. London, Cambridge University Press, 1961. Linguistics Across Cultures. Michigan, Ann Arbor, 1957. Viae Novae: /Vew Techniques in Latin Teaching. London, Halton, 1968. The Teaching of Foreign Languages. Englewood Cliffs, N.J., PrenticeHall,1969. Foreign Language Learning: A Linguistic Introduction. Englewood Cliffs, N.J., Prentice-Hall, 1970. The Psychologist and the Foreign Language Teacher. Chicago, University of Chicago Press, 1965. Teaching Foreign Language Skills. Chicago, University of Chicago Press, 1968. The Language Laboratory and Modern Language Teaching. London, Oxford University Press, 1960. The Pronunciation o/Greek and Latin. 2nd edition. Philadelphia, Linguistic Society of America, 1940. Introduction to the Language Laboratory. London, Oxford University Press, 1965. Trends in Language Teaching. New York, McGraw-Hill, 1966. Modern Language Performance Objectives and Individualization. A Handbook. New York, Harcourt Brace, 1972.

The Teaching of History


Prerequisites-University History I and II or equivalent

This unit examines the case for teaching History and considers basic lesson procedures-including oral presentation, study and use of textbooks, documents, cartoons, maps; observation, including audio-visual, pictorial, movie-film and television aids; use of literature such as the novel, poetry and drama; discussion both teacher and pupil centred; activity lessons such as simulation games, model making, charts, diagrams as well as furthering of enquiry techniques and role playing techniques. Questioning techniques for teachers are examined in terms of focus questions, distribution of questioning, rephrasing and pupil involvement, as well as, the importance of questioning in class discussion. The organisation of the History Department in schools is considered on matters such as programmes, syllabus, approach to interpretation, source materials, unit organisation, registration of work, teaching of graded and ungraded classes, examination and assessment by prose assessment, objective testing, and progressive assessment, as well, as, the organisation, use and pupil involvement in the establishment of a history room including an examination of its value as a means offurthering interest in history, textbooks and their selection, use and organisation of stock; placement of pupils in classes,

255


Written work is considered in relation to note taking and development of skills in essay techniques. Training is also undertaken in the use of activity methods such as the making of aids, models, slide making techniques, involvement of pupils in depth studies by the use of group activity. New ideas in the teaching of History in Australia and overseas are analysed, as well as the role of the teacher of History in relation to pupils, the school and the community. ASSESSMENT Progressive evaluation including exercises, assignments and final examination if necessary.

REFERENCES Ballard. M. (ed.)

Booth. M. Burston, W. H. Burston, W. H.

Burston, W. H. and Green. C. W. (eds.)

Daniels. R. V. Fairley, J. A. Ferguson, S. Hall. L. T.

Jamieson, A. N.S.W. Department of

Education Thomson, D.

Walshe. R. D. and Little, N. A.

Watts. D. G.

JOURNALS

New Movements in the Study and Teaching of History. London, Temple Smith. 1970. History Betrayed? London, Longmans, 1969. Principles of History Teaching. London, Methuen, 1972. Social Studies and the History Teacher. London, Historical Association, 1967. Handbook for History Teachers. London, Methuen, 1972.

Studying History: How and Why. Englewood Cliffs. N.J .• Prentice-Hall. 1966. Patch History and Creativity. London, Longmans, 1970. Projects in History for the Secondary School. London. Batsford, 1967. Teaching of Integrated History in Secondary Schools. North Ryde, Centre of Advancement of Teaching, Macquarie University, 1971. Practical History Teaching. London, Evans, 1971. Syllabus in History.

The Aims of History: Values of the Historical Attitude. London, Thames and Hudson. 1970. Ways We Teach History. N.S.W., History Teachers Association, 1971.

The Learning of History. London, Routledge and Kegan Paul, 1972.

Teaching History.) N S W H' T h • A .. Newsletter. )... Istory eae ers ssoclatlOn

LATIN III



Prerequisite-Adequate University background in Latin as determined by Department

This unit provides students with knowledge, skills and techniques to enable them to begin teaching Latin in secondary schools. Theory is considered by examining the psychology of language learning, the bases of verbal behaviour, language and linguistics, barriers and aids to understanding. The practice of teaching in the aspects of audio-lingual technique, situational approach, vocabulary development, teaching structures, performance objectives and individualisation, the application of psychological and educational principles to classroom procedures and practice in their use. Methodology is studied by considering motivation and diagnosis of difficulties, individual and group language learning techniques,

256


Language Laboratory, programmed instruction, syllabus making, development of language skills, cultural enrichment and transfer, language testing.


REFERENCES Distler. P. F. Howatt. A. P. R. Hughes, John P. I.A.A.M.

Lado, Robert Morris, Sidney Oliva. Peter F.

Politzer, Robert L.

Rivers, Wilga M.

Rivers, Wilga M.

Stack. Edward M.

Sturtevant. E. H.

Turner. J. D.

Valdman, Albert (ed.) Vallette, R. M.

and Disick, R. S. (eds.)

Teach the Latin I Pray You. Chicago. Loyola University Press, 1962. Programmed Learning and the Language Teacher. London, Longmans, 1969. Linguistics and Language Teaching. New York, Random House, 1968. The Teaching of Classics. 2nd edition. London. Cambridge University Press. 196\. Linguistics Across Cultures. Michigan, Ann Arbor. 1951. Viae Novae: New Techniques in Latin Teaching. London. Halton, 1968. The Teaching of Foreign Languages. Englewood Cliffs. N.J., Prentice-Hall. 1969. Foreign Language Learning: A Linguistic Introduction. Englewood Cliffs, N.J .• Prentice-Hall. 1970. The Psychologist and the Foreign Language Teacher. Chicago, University of Chicago Press. 1965. Teaching Foreign Language Skills. Chicago, University of Chicago Press, 1968. The Language Laboratory and Modem Language Teaching. London, Oxford University Press. 1960. The Pronunciation of Greek and Latin. 2nd edition. Philadelphia, Linguistic Society of America, 1940. Introduction to the Language Laboratory. London, Oxford University Press, 1965. Trends in Language Teaching. New York. McGraw-Hill. 1966. Modern Language Performance Objectives and Individualisation. A Handbook. New Yark, Harcourt Brace. 1972.

MATHEMATICS IIIXA

Prerequisite-Mathematics I and II at a recognised University or equivalent.

Corequisite-Mathematics IIIXB.

Strand A

This strand investigates the background of Mathematics of Year 7 pupils with reference to the curriculum and the common approaches used in the Primary School. General principles of classroom procedures are examined including class management, questioning, motivation and fixing techniques, use ofteaching aids, testing, lesson preparation and lesson notes. Years 7 and 8 curriculum study cover number and geometry are considered in detail.

Strand B

This strand extends topics introduced in the first strand above. Curriculum study includes an extension of the study of Mathematics courses to Year 10 at all levels with selection of topics to illustrate development and structure of various lesson types. The Higher School Certificate two unit A syllabus involves intensive study of selected topics.

257


Instructional media involves a brief review of audio-visual equipment such as ~lm, strip-film, lool? film, television, colour slides, tapes; preparatIOn of overhead projector transparencies. Teaching and learning theories covering the aims and principles of the secondary Mathematics curriculum are discussed with an introduction to the work of Piaget, Dienes, Bruner, Ausubel, Fehr and Mathews (The Nuffield Project). The concept of "readiness" and its assessment is analysed as well as the notion of the "spiral curriculum" related to cusrent policy and practice in N.S. W. Classroom management examines topics such as getting acquainted ~ith pupils, ~atering for individual differences, grading and groupmg; progressIve assessment, innovative teaching methods and extramural experiences. Practical work includes a review of the value and methods of use of aids, as well as trigonometric surveying and the use of calculating machines. Evaluation covers elementary topics and the need for feedback the Educa~ion Department's Public Examinations, an analysi~ of StatewIde assessment and progressive evaluation; the classroom testing programme and item analysis and the assessment of "other aims" of the syllabus.

ASSESSMENT Progressive evaluation including assignments, reports and final examination.

TEXTBOOK N.S. W. Department of

Education

JOURNALS

Syllabus and Notes Jor Forms I-IV and Level III. Sydney, N.S.W. Government Printer, 1971.

Mathematics Teaching. Association of Teachers of Mathematics. The Australian Mathematics Teacher. Australian Association of Mathematics Teachers The Mathematics Teacher. National Council of Teachers of Mathematics. . Arithmetic Teacher. National Council of Teachers of Mathematics. A Mathematics Bulletin. N.S.W. Department of Education.

MATHEMATICS IIIXB

Prerequisite-Mathematics I and II at a recognised University or equivalent.

Corequisite-Mathematics IIIXA

The organisation of Mathematics courses in Years 11 and 12. An examination of the syllabus content and of methods of presentation of: (a) (b) (c)

the four unit Mathematics course. the three unit Mathematics course. the computing strand of the two unit B Course in Mathematics.

258


The assessment of pupils studying Mathematics. The mathematics laboratory-practical work in Mathematics. The preparation and presentation of learning aids-teacher m~de and departm~nt~lly supplied. The organisation of a MathematIcs Department wIthm a school-the maintenance of records. Library work for the Mathematics student. An introduction to professional journals. Catering ~or individ~al differe~ces. Research into the learning of MathematIcs. The VIeWS of DIenes, Bruner, Ausubel, Skemp and Biggs. Comparative studies. School Mathematics outside N.S.W. Trends in Mathematics teaching. The component skills of teaching, in a mathematical context, will be illustrated through live demonstrations and the viewing of filmed models.

ASSESSMENT . . Progressive evaluation including regular assignments and final exammatlOn.


Education


Reys, R. E. (ed.) Jackson, G. R. and


N.S.W. Department of Etlucation

Stones, E. and Morris, S.

SCIENCE IIIXA

Mathematics Syllabus and Notes Forms V and VI. Sydney, N.S.W. Government Printer.

Readings in Secondary School Mathematics. Boston, Prindle, Weber and Schmidt Inc., 1971. An Introduction to Fortran Programming. Level III. Sydney, Scoutline Publications; 1973. Problems in the Teaching of Elementary School Mathematics: A Book of Readings. Boston, Allyn and Bacon, 1970. Mathematics Examination Committee Report. Sydney, N.S.W. Government Printer. Teaching Practice Problems and Perspectives. London, Methuen, 1972.

Junior Science Education


Corequisite-Science nlXB

This unit is concerned with the teaching of Science to pupils in N.S.W. Years 7-10 or their equivalent. Theoretical foundations of Science teaching examines Science, its place in general education and its objectives, the psychologi~al and educational basis of Science teaching including the learnmg experiences involved, as well as the principles of evaluation in Science teaching. Teaching techniques analyses and practices the planning of learning within lessons, units of work and programmes; the organisation and presentation of specific classroom, laboratory and field activities; as well as the planning and organisation of testing procedures. Laboratory techniques include consideration of the organisation of the laboratory, along with care and use of new types of equipment, as

259


well as safety preca~tions in the laboratory and on field excursions The future ~f SCIence. teaching is analysed in new curricul~ developme~ts m Austr~ha and elsewhere including the application of new educatIOnal techmques and equipment to Science teaching.

ASSESSMENT

Progressive evaluation including assignments and final examination.

REFERENCES Colette, A. T. Lacey, A. L.

Romey, W. P. Tisher, R. P., Power, C. N.

and Eudean, L.

JOURNALS The Au:tralian Science Teachers Journals. The SCience Teacher. The School Science Review.

SCIENCE IIIXB

Senior Science Education


Corequisite-Science IIIXA

~~~~su~;t ~sn~o7~e(r~edS wWit)h thehte.achin~ of Science at the level of " . or t elr eqUIvalent Kn I d f h

f~ner~1 ide~s treate~ in Juni?r Sci~nce Educati~n is °a:s~t!:d~ t e o .e e . ucatIonal ba.sls of Se~IOr SCIence is considered in terms of its

bJectIves, appr?pnate learnmg experiences and evaluation S 'fi courses at senIOr level are examined and I . pecI c experience as well as bei~g analysed as mUItist~:~~e~n~oin~;e:~;:J co~rses. Cla~sroom techmques are discussed in the organisatfon of semor practIcal work and d' gbuidance of individual study a~J~ee ~~~ ~~iex~~~o~sl'maUnldatiorn and

ooks. relerence ASSESSMENT

Progressive evaluation including assignments and final examination.

REFERENCES

SHEMdSP,udy Approach. Englewood Cliffs N.J. Prentice-Hall 1970 HOrvar rOJect Physics N Y k HI' . • ,. The Nuffield Project. Ri~g:~d ~cto i 0 tp Rme~art and Winston, 1968. The Web of Life. Canberra, Australia~ Aca~~7::~~f Science, 1973.

SOCIAL SCIENCE I1IXA


Thi~ unit ~ntroduced the curriculum and teaching methodology of the Soc~al SCle~ces especially High School Social Science and A . SocIal StudIes. SIan

260


In this context an examination is made of what is taught about man and society, modern trends in Social Sciences Education and the aims of such teaching as well as the implications of the Base Paper on the Total Curriculum. Interdisciplinary approaches to teaching and the curriculum with particular reference to Social ·Science, Asian Social Studies, Man and Society, and Personal Development subjects in the secondary school are examined in detail. The development of programmes, teaching units, resources and assessment procedures for these subjects are studied. Methodology consists of an examination of traditional procedures, inquiry procedures, role playing and socio-drama, teaching about social controversy and the use of technology in teaching the Social Sciences. Students who have an inadequate background in Accounting must also complete the Accounting portion of Strand A of Social Science mXB if they are not doing that subject in its entirety.

ASSESSMENT Progressive evaluation inCluding resource units, seminar papers, assignments and final examination.

REFERENCES Dufty, D. G. (ed.) Gross, R. E. (ed.)



Education

Teaching About Society. Sydney, Rigby, 1970. Teaching the Social Studies; What, Why and How. Scranton, International Textbook, 1969. The Curriculum. London, O.U.P., 1972. The Study of Society. Victoria. Department of Education.

Pulse, A Bulletin for Social Science Teachers. Curriculum and Research Branch.

SOCIAL SCIENCE IIIXB


This unit introduces the curriculum and teaching methodology of Geography and Economics/Commerce.

Strand A-Economics and Commerce Education

The consumer education movement and modern trends in Economics Education form the context within which the aims and objectives of the Economics Education curriculum is considered. Content selection, organisation, programming, development of teaching units, resources and evaluation procedures are discussed. Methodology covers the traditional methods of teaching Commerce and Economics as well as advanced teaching procedures. Accounting matters are included for those students who have an inadequate background in this area. Topics include the nature and purpose of accounting, measurement and reporting, the accounting

261


process, the measurement and reporting of income, accounting for and control of assets, funds flow analysis, analysis and interpretation of accounting reports.

Strand B-Geography Education

Current trends in the teaching of Geography and the place of Geography in the integration of the Social Sciences form the context in which the curriculum process in Geography is studied. Recent changes in Geography curricula are examined with special emphasis on the role of the teacher in Geography curriculum development and pupil evaluation. Methodology considers methods common to many of the Social Sciences but emphasis is on uniquely geographic learning experiences. Aids are integrated into planned learning experiences to achieve curriculum aims.

ASSESSMENT Progressive evaluation including exercises, seminar papers and resource units.

REFERENCES Barrett, W. Chorley, R. and

Haggett, P. Cooke, R. U. and

Johnson, J. H. Graves, N.

Knopf, K. A. and Strauss, J. H.

Lee, N.

Lumsden, V. G.

Murphy, R. Sanford, C. M. and

Bradbury, M. S. Walford, R. Warnke, R. F. and

Draayer, G. F.

JOURNALS

Australian Book-keeping Fundamentals. Singapore, McGraw-Hill, 1971. Frontiers o/Geographical Teaching. London, Methuen, 1970.

Trends in Geography. London, Pergamon Press, 1969.

New Movements in the Study and Teaching o/Geography. London, Cheshire, 1972. The Teaching of Elementary Economics. New York, Holt, Rinehart and Winston, 1960. The Teaching of Economics. Economics Association of United Kingdom, 1974. Recent Research on Economics Education. Englewood Cliffs, N.J., PrenticeHall, 1970. The Scope oJ Geography. Chicago, Rand McNally, 1973. Case Studies in Economics: Projects and Role Playing in Teaching Economics. New York, Macmillan, 1971. New Directions in Geography Teaching. London, Longman, 1973. Selected Readings in Economics Education. Athens, Ohio University. 1969.

~~~~~,:~:: 1 Economics Teachers Association of N.S.W.

262

DIPLOMA IN ART


DIPLOMA IN ART EDUCATION (CONVERSION COURSE)

100 LEVEL Liberal Studies 10 I

DIPLOMA IN ART

Hours per week 3

Man and Society 101.01 1) Psychology of Perception 101.02 I) Art Concepts 101.03 I) Tutorial Group Scheme (compulsory)

Professional Studies Drawing 104 Design 106

Specialist Studies Painting 151 & Media Workshop 105.01 Sculpture 161 & Media Workshop 105.02 Graphics 171.01 & Media Workshop 105.03) Graphics 171.02 & Media Workshop 105.03) Graphics 171.03 & Media Workshop 105.03) Ceramics and Glass 181 & Media Workshop 105.04 Studio Practice 100

200 LEVEL Liberal Studies 201

Philosophy and Sociology of Art 201.01 Research Study 201.02 Liberal Study Option 201.03

Tutorial Group Scheme (compulsory)

Professional Studies Drawing 204 Media Workshop 205 Design 206 Inter-realm Art 207

263

I)

2 2

3 3 3

(One term for each strand)

3 4

3

1) «Semester I only) I) (Semester I only) 2) (Semester" only

2 2 2 2

"

, 'Ii I :

I

DIPLOMAS IN ART AND ART EDUCATION

Specialist Studies Three of the following selected from different categories (a-i): a. Painting 251 or Painting 252 b. Sculpture 261 or Sculpture 262 or

Sculpture 263 c. Graphics 271 d. Graphics 272 e. Graphics 273 f. Graphics 274 g. Ceramics and Glass 281 h. Ceramics and Glass 282 I. History of Art 291

*This includes two hours per week of studio practice/research in each subject. (See note after 400 Level outline regarding Independent Studio Practice)




Professional Studies One of the following categories (a-d): a. Design 306.oI (Semester I), Design

306.02 (Semester II) b. Design 306.01 (Semester I), Drawing

304.01 (Semester II) -c. Drawing 304.01 (Semester I),

Drawing 304.02 (Semester II) d. Approved Support Study 305

Specialist Studies Four subjects must be chosen from the following subject units or additional specialisation units or Level 200 units (Note: A maximum of five Specialist Studies units may be undertaken at Level 200 towards an award):

Painting 351.01 Painting 351.02 Painting 351.03 Painting 351.04 Sculpture 361.01 Sculpture 361.02 Sculpture 361.03 Sculpture 361.04 Graphics 371.01 (Printmaking) Graphics 371.02 Graphics 371.03 Graphics 371.04 Graphics 372.oI (Film Media) Graphics 372.02 Graphics 373.oI (Graphic Communication) Graphics 373.02 Graphics 374.01 (Photography) Graphics 374.02*

264

1)

4*

4* 4* 4* 4* 4* 4* 4* 4*

Hours per week

3

1) (Semester I only) 1) (Semester I only) 2) (Semester II only)

4

4

4 4

4** 4 4 4 4** 4 4 4 4** 4 4 4 4** 4 4** 4 4** 4


Ceramics and Glass 381.01 (Ceramics) Ceramics and Glass 381.02* Ceramics and Glass 382.01 (Glass) Ceramics and Glass 382.02* History of Art 391.01 History of Art 391.02

*Restrictions may limit the availability of these units in 1976.

··This specialisation unit includes two hours of studio practice/research. (See note after 400 Level outline regarding Independent Studio Practice)




Professional Studies One of the following categories (a-d): a. Design 406.01 (Semester I), Design


404.01 (Semester II) c. Drawing 404.01 (Semester I),

Drawing 404.02 (Semester II) d. Approved Support Study 405

Specialist Studies Four subjects must be chosen from the following subject units or additional specialisation units or Level 200 or Level 300 units; BUT at least two units MUST be taken at Level 400 (Note: A maximum of five Level 200 Specialist Studies may be undertaken towards an award):

Painting 451.01 Painting 451.02 Painting 451.03 Painting 451.04 Sculpture 461. 0 1 Sculpture 461.02 Sculpture 461.03 Sculpture 461.04 Graphics 471.01 (Printmaking) Graphics 471.02 Graphics 471.03 Graphics 471.04 Graphics 472.01 (Film Media) Graphics 472.02 Graphics 473.01 (Graphic Communication) Graphics 473.02 Graphics 474.01 (Photography) Graphics 474.02

265

1)

4** 4 4** 4 4** 4

Hours per week

3

1) (Semester I only) 1 ) (Semester I only) 2) (Semester II only)

4

4

4 4

4** 4 4 4 4** 4 4 4 4** 4 4 4 4** 4 4** 4

4


Ceramics and Glass 481.01 (Ceramics) Ceramics and Glass 481.02* Ceramics and Glass 482.01 (Glass) Ceramics and Glass 482.02* History of Art 491.01 History of Art 491.02


**This specialisation unit includes two hours of studio practice/research.

4** 4 4** 4 4** 4

Note: Independent Studio Practice: Students are expected to extend their experience in independent studio practice, therefore, studio space is provided for students to continue their practical work. It is desirable that as students proceed in their course they should increase their independent studio practice.

266



Year I Hours per week

Professional Studies Art Education I

Specialist Studies Drawing 104 Design 106 Liberal Studies 101

Man and Society 101.01 Psychology of Perception 101.02 Art Concepts 101.03

Painting 151 & Media Workshop 105.D1 Sculpture 161 & Media Workshop 105.02 Graphics 171.01 & Media Workshop 105.03) Graphics 171.02 & Media Workshop 105.03) Graphics 171.03 & Media Workshop 105.03) Ceramics & Glass 181 & Media Workshop 105.04 Studio Practice 100.01

Year II Professional Studies

Education I Art Education II (includes Philosophy and Sociology of Art 201.01)

General Studies English GS

Specialist Studies Drawing 204 Design 206 Two of the following chosen from different categories (a-i): a. Painting 251 or Painting 252 b. Sculpture 261 or Sculpture 262

or Sculpture 263 c. Graphics 271 d. Graphics 272 e. Graphics 273 f. Graphics 274 g. Ceramics and Glass 281 h. Ceramics and Glass 282 i. History of Art 291

*This includes two hours per week of studio practice/research in each subject.

Year III Professional Studies

Education II Art Education III (includes Philosophy and Sociology of Art 301.01)

General Studies Social Science GS

267

4 (Semester I only)

2 2 3

1) Tutorial Group 1) Scheme 1) (compulsory)

3) )

1)

3) )

1)

3 3 3

(One term for each strand)

3 4 (Semester II only)

3

4

3

2 2

4*

4* 4* 4* 4* 4* 4* 4* 4*

3

4

3


Specialist Studies One of th~ following categories (a4::): a. Design 306.01 (Semester I), Design


304.01 (Semester II) c. Drawin~ 304.01 (Semester I),

Drawmg 304.02 (Semester II)

Two subjects may be selected from the following subject units or additional specialisation units or from Year II level units (Note: A maximum of three Year II Specialist Studies may be undertaken towards an award):

Painting 351.01 Painting 351.02 Sculpture 361.01 Sculpture 361.02 Graphics 371.01 (Printmaking) Graphics 371.02 Graphics 372.01 (Film Media) Graphics 372.02 Graphics 373.01 (Graphic Communication) Graphics 373.02 Graphics 374.Gi (Photography) Graphics 374.02* Ceramics and Glass 381.01 (Ceramics) Ceramics and Glass 381.02* Ceramics and Glass 382.01 (Glass) Ceramics and Glass 382.02* History of Art 391.01 History of Art 391.02


··This includes two hours of studio practice/research.

Year IV Professional Studies

Education III Art Education IV History of Art 409 (includes Philosophy and Sociology of Art 401.01)

General Studies Elective from approved list

268

3) )

I)

Hours per week

4

4

4

4** 4 4** 4 4** 4 4** 4 4** 4 4** 4 4** 4 4** 4 4** 4

4 4

4

3


Specialist Studies Two subjects may be selected from the following subject units or additional specialisation units or from Year II or Year III level units, BUT at least one unit MUST be taken at Year IV level (Note: A maximum of three Year II Specialist Studies may be undertaken towards an award):

Painting 451.01 Painting 451.02 Sculpture 461.01 Sculpture 461.02 Graphics 471.01 (Printmaking) Graphics 471.02 Graphics 472.01 (Film Media) Graphics 472.02 Graphics 473.01 (Graphic Communication) Graphics 473.02 Graphics 474.01 (Photography) Graphics 474.02* Ceramics and Glass 481.01 (Ceramics) Ceramics and Glass 481.02 Ceramics and Glass 482.01 (Glass) Ceramics and Glass 482.02* History of Art 491.01 History of Art 491.02


•• This includes two hours of studio practice/research.

269

Hours per week

4** 4 4** 4 4** 4 4** 4 4** 4 4** 4 4** 4 4** 4 4** 4


DIPLOMA IN ART EDUCA nON CONVERSION COURSE

Stage I Liberal Studies

Man and Society 101.01 Psychology of Perception 101.02

Professional Studies Drawing 104 Design 106

Specialist Studies Painting 151 Sculpture 161

Stage II Liberal Studies

Philosophy and Sociology of Art 201.01 * Professional Studies

Drawing 204 Design 206

Specialist Studies Painting 251 Sculpture 261 History 291

Stage III Professional Studies

Drawing 304.oI Drawing 304.02

Specialist Studies History 291 Three of:

Painting 252 Graphics 271 (Printmaking) Graphics 274 (Photography) Sculpture 262 Ceramics and Glass 181

Stage IV Professional Studies

Design 406.01 Design 406.02

Specialist Studies History 409 Three of:

Painting 351.01 Sculpture 361.01 Graphics 374.oI Graphics 371.01 Ceramics and Glass 281

270

Hours per week

2

2 2

3 3

2 2

3 3 I

2

3 3 3 3 3

2

3 3 3 3 3


Stage V Art Education Studies

Theory and Practice of Art Teaching Professional Studies

Drawing 404.01 Drawing 404.02

Specialist Studies Sculpture 264 (Jewellery) Two subjects must be chosen from the following subject units or additional specialisation units or Stage III or Stage IV Specialist Studies But at least one unit MUST be taken at the Stage V Level specified below:

Painting 451.01 Painting 451.02 Sculpture 461. 0 I Sculpture 461.02 Graphics 371.01 (Printmaking) Graphics 371.01

'NOT offered in 1976.

271

2

2

3 3 3 3 3 3


DEPARTMENT OF ART 100 LEVEL SUBJECT UNITS

CERAMICS AND GLASS 181


This unit equips students with skills, knowledge and attitudes to enable development of sufficient flexibility encompassing needs in the u~e of utility and environmental materials. Introduction is given to a wIde range of fundamental experiences, upon which the student is able to build further study and emphasis is placed on the development of exploratory attitudes to media and technique. Topics include safety procedures, traditional and contemporary ceramics and glass throwing techniques, hand building techniques, blown and moulded glass. The student is encouraged to acquire practical skills and understanding of the qualities of materials and equipment associated with ceramics and glass.


DESIGN 106

Design and Colour

Two hours per week

This unit develops a basic understanding of the fundamentals of structuring and colour in two and three dimensions by means of experiences in composition, design and colour work in both two and three di.mensional forms. The essentials of design and colour using the project and lecture method will be utilised to define a range of experiences within the limits of the objectives.


DRAWING 104

Two hours per week

This unit develops perceptive and manipulative skills from both natural forms and man-made forms. By project and demonstrations individual tuition incorporating instruction in the use of a variety of media is encouraged.


272


GRAPHICS 171 AND MEDIA WORKSHOP 105.03


This unit divides into three basic areas covering the fundamental techniques and procedures of Printmaking (171.01), Photography (171.02) and Graphic Communication (171.03). The student is encouraged to acquire practical skills and understandings of the qualities of materials and equipment associated with each area of graphics.


LIBERAL STUDIES 101


Strand A-Man and Society 101.01

This strand introduces recent trends in psychology, anthropology and sociology which contribute to knowledge about the relationship of man to his environment.

ASSESSMENT Progressive evaluation including participation and essay.

Strand B-Psychology of Perception 101.02

This strand explores verbal and visual communication with attention being given to the shared features of a variety of situations. Topics include sensation, perception, stimulation, threshold and awareness; perception defined-a process of discrimination; perceptual development--effects oflearning; physiological basis of perception including Nativism versus Empiricism; visual perception-illusions, movement, colour; perceptual organisation, the psychology of form-meaning, objects-naming----concept formation; attention and set in perceiving--determinants and fluctuations of attending, perceptual readiness; motivation and perception-primary and secondary drives; factors affecting perception such as set, attitudes, experience, culture, values; perceptual modification by social agencies-family, church, mass media, peers; advertising and propaganda, aesthetics; theoretical veins of perception Gestalt, Field theory, cell assembly theory, Sensori-tonic theory, adaptation level theory; transactionalism, directive state theory; theoretical views of pereeption--evaluation; thinking and perception-physiological basis of thought;· unconscious processes and perception; imagery, signs and symbols, language and thought-structural linguistics;

273


communication-visual, sensory input, coding, non-verbal-body language; emotion and feeling in psychology and art; the life space and perception of self; interpersonal perceptions-psychology of group behaviour, group dynamics, territoriality and stress of urbanisation, games, rituals and ceremonies; mythology and art, biological significance of art.

CONCLUSION Psychological theories and the visual arts.


Strand C-Art Concepts 101.03

This encourages students to research into the sources, contexts and nature of contemporary art and art issues so as to further broaden the range of art possibilities available to the student and enrich studio practice. The nature of art is considered; single art objects as well as groups of art objects are analysed. Heavy emphasis is placed on the use of video tape.


PAINTING 151 AND MEDIA WORKSHOP 105.oJ


This unit develops painting modes. For the purpose of establishing visual languages, traditional and contemporary attitudes will be stressed. Form and space are considered using both natural and manmade objects as well as abstract ideas. Confidence in the use of media and techniques is encouraged with the acquisition of practical skills and understanding of the qualities of materials and equipment associated with paintings. Experiments in design and composing are attempted and perceptual development is expected.


SCULPTURE 161 AND MEDIA WORKSHOP 105.02


The heightening of perceptual awareness and development of creative concepts is expected in a broad variety of sculptural approaches and techniques which are attempted in solving selected themes. Sculptural ideas, especially the organisation of form and space is encouraged. Involvement with materials and processes,

274


safety and care of equipment and materia~s is fostered ?~ the acquisition of practical skills a~d und~rstandmg of the quahtles of materials and equipment associated WIth sculpture.

ASSESSMENT . Progressive evaluatlOo.

STUDIO PRACTICE 100.01 AND 100.02

Four hours per week

This time is allocated for students to extend t~eir learning experiences in the professional and specialis~ preparatIOn areas a~d develop regular studio involvement. Staff IS present for consultatIOn and for resource information.


275


200 LEVEL SUBJECT UNITS

CERAMICS AND GLASS 2·81

Ceramics

Four hours per week

Prerequisite-Ceramics and Glass 181

This unit provides a studio-workshop atmosphere in which the student selects and develops a stimulating, energetic investigation into the topics such as practical ceramic techniques and experiences, basic chemistry, geology and history of ceramics.

ASSESSMENT By exhibition to he assessed by a panel which may include at least one external examiner.

CERAMICS AND GLASS 282

Glass

Four hours per week


This unit provides a studio-workshop atmosphere in which the student is exposed to a stimulating investigation of glass relative to topics such as safety, practical experiences in glass, basic chemistry, geology and history of glass.

ASSESSMENT By exhibition to be assessed by a panel which may include at least one external examiner.

DESIGN 206

Design and Colour

Two hours per week

Prerequisite-Design 106

This unit encourages study of the mechanics and exploration of the potential of design and colour to give plausibility to form in the areas of special study in both two and three dimensional form.


276

DIPLOMAS IN ART AND ART EDUCAtION

DRAWING 204

Two hours per week

Prerequisite-Drawing 104

This unit extends understanding and skill in relation to areas of special study, with some emphasis on contempo,rary aspects and covering natural forms, man-made forms, and experimental drawing.


GRAPHICS 271

Printmaking

Four hours per week

Prerequisite-Graphics 171.01

This area of graphics explores the establishment of a relationship between technique, concept and imagery. A workshop knowledge of contemporary and traditional printing is achieved including seriography, intaglio, relief, paper and textiles. Attention is directed to the special qualities in each process.


GRAPHICS 272

Film Media

Four hours per week


This area of graphics explores the establishment of a relationship between technique, concept and imagery. The film, photographic and video areas are explored with visual research and documentation covering texture, form and composition, structure, module, tension and movement.


277


GRAPHICS 273

Graphic Communication



Area~ of graphics are explor~d by establishing a relationship between tech.mques, co~cepts and. ~magery. The unit experimentally investIga~es draw.mg as defimtIOn and communication covering visual dynamics, spatIal modes and applied techniques.


GRAPHICS 274

Photography

Four hours per week


This unit invest!gates t~e expressive and creative aspects of photography ?y mtroductIOn to the basic principles and skills in black and white photography, considering topics such as camera formats and lenses, dark room techniques lighting composition, movement and visual image. "


TEXTBOOKS De Mare, Eric Scharf, Aaron Spillman, Ronald

REFERENCE Helmut & Alison

Photography. Penguin, 1970. Art and Photography. Allen Lane, Penguin, 1968. (Also in paperback) Photography Illustrated Teach Yourself Brockhampton Press, 1971.

Concise History of Photography. Gernsheim, Thames and Hudson, 1971.

HISTORY OF ART 291


Prerequisite-Liberal Studies 101.01

This unit instigates a dialogue between the past and the present through ~h~ study. of d.ual themes. It provides a formal background for ~pecIahsed hlstoncal research by covering topics including classl~~l art-Greek and Roman, Renaissance and French ClaSSICism, Constructivists and contemporary classical artists;

278


romantic art-Mannerism, Baroque and Rococo, 19th Century Romanticism, 20th Century Romanticism; traditional art-Sacred Art, Egyptism, Oceanic, African, Pre-Columbian and Aboriginal Art; the avant-garde in art throughout history.

ASSESSMENT Progressive evaluation including participation and submitted papers.

INTER-REALM ART 207

Two hours per week

This unit probes the relationships between the specialist areas of study and provides extended understanding, possibly leading to formative concepts. Discussion of current issues and ideas is made with reference to specific objects and activities.


LIBERAL STUDIES 201


Strand A-Philosophy and Sociology of Art 201.01

This strand is a presentation of the central ideas which affect art in its sociological context, emphasising those controversies which surround the motives and effects of art as a modern activity. Three basic areas are considered covering the growth of aesthetics-theories of philosophical analysis, nature as a reference, Neo--Idealism, Romanticism, socio-political contexts; Philosophy on technology-intrinsic and extrinsic purpose, creativity and constraints, professionalism; art criticism as art philosophy-changing concepts of the artist, art audiences, art and politics, notions of the avant-garde, "the international school", the post-object debate, leadership and relationism in criticism.


TEXTBOOKS Apollinaire, G.

Battcock, G. (ed.) Greenberg, C.

REFERENCES Baudelaire, C. Baudelaire, C. p. Croce, B.

Apollinaire on Art: Essays and Reviews 1902-1918. London, Thames and Hudson, 1972. The New Art: A Critical Anthology. New York, Dutton, 1973. Art and Culture. London, Thames and Hudson, 1973.

Flowers of Evil. New York, Peter Pauper Press, 1958 Selected Writings on Art and Artists. Harmondsworth, Penguin, 1972. Guide to Aesthetics. New York, Bobbs-Merrill, 1965.

279


Elton, W. (ed.) Greenberg, C. Hilton, T. Kant, I.

Lippard, L. Mao Tse-Tung Oakeshott, M.

Pater, W. Redpath, T. Rosenberg, H. Rosenberg, H.

Scarfe, F. Starke, E.

JOURNALS

Aesthetics and Language. London, Blackwell, 1954. Avant-Garde Attitudes. New York, Wittenborn, 1969. The Pre-Raphaelites. New York, Abrams, 1970. Obser~ati0n.s on the Feeling of the Beautiful and Sublime. Berkeley, University of CahfofllIa Press, 1960. Dematerialization of the Art Object. London, Studio Vista, 1973. On Art ,and Languag~. Peking, Foreign Languages Press, 1960. The VOIce of Poetry in the Conversation oj Mankind. London Bowes and Bowes, 1959. ' The Renaissance. London, Collins, 1961. Tolstoy, London, Bowes and Bowes, 1960. Artworks and Packages. New York, Delta, 1971. Dis~ove~ing the P~esent: Three Decades in Art, Culture and Politics. Chicago, Umverslty of ChIcago Press, 1973. Baudela~re: Selected Verse. Harmondsworth, Penguin, 1961. Baudelatre. London, Faber and Faber, 1957.

Art/arum. Monthly. Farmingdale, New York. Art International. Monthly. Lugano, Switzerland. Part~san Revie~~. Quar~er1y. New Brunswick, N~w Jersey, Rutgers University. StudIO Internallonal. BI-monthly. London, StudIO International Publications.

Strand B-Research Study 20],02

!his strand. is designe~ to develop creative and innovative capacities ~n confrontmg theoretIcal aspects of art so as to achieve self-reliance m personal conceptualising for the supplementing of studio and workshop experiences,

Students may select one of the following: L A study of a contemporary issue in art with reference to at least

three participants, 2, :"- study of a single artist (past or contemporary), considering the

Issues faced by that artist and referring to specific works. 3. Technology research relevant to art activity. 4, A study of an art tradition, which may include ethnic art or

traditions where the individual artists are anonymous, 5. Any research study approved by the supervisors.

Topic Selection: Details of research study topic when selected must be submitted in writing to the supervisors no later than the fifth week of the first semester. Research Supervision: No ongoing research supervision is provided formally, but supervisors are available for consultation, . Research Requirement: Two copies of the research studies are to be submitted as an academic paper and should exceed two-thousand (2,000) words, Subr.nission: Research papers must be submitted to the department's c~encal staff by the end of the first week in June-receipt slips will be gIven,

280


Extensions: Extensions are granted where the supervisors consider these to be justified. Applications for extension must be made in writing at least two (2) weeks before the due date for the submission, Where granted, no extension will exceed four (4) weeks.

ASSESSMENT Final evaluation which may include external examiners.

Strand C-Liberal Study Option 20],03

Students choose from a variety of subjects outside the field of art, which are intended to complement their art studies, Options may be offered in fields as varied as Music, Physical Education, Science, Drama, Audio-Visual, Literature.

ASSESSMENT Progressive evaluation that may include final examination.

MEDIA WORKSHOP 205

Two hours per week

Prerequisite-Media Workshop 105

This unit enables students to acquire practical skills and develop an understanding ofthe qualities of materials and associated equipment. Various media are considered including Wood, Metal, Plastic, Graphics and Paint, Film and Videotape along with the techniques appropriate to each, Any three media must be studied a~ an a~vanced leveL The techniques learned must be practIsed m the studio-workshop.


PAINTING 251

Experimental Figurative

Four hours per week

Prerequisite-Painting 151

This unit involves study and exploration of particular interests in the field of figurative painting, Nature is treated as an important initial element and work proceeds from this source, Individuals are encouraged to consider images in the broadest conceptual context.

281

I, I.

Ii

)i Iii I,'

~, i '

n 'I U


~:~~;:l ~nvir~nmental Sources including life studies, anatomy and study. a e envIronmental Sources are considered appropriate in this

ASSESSMENT

By exhibition to be assessed by a panel which may induct t I e a east one external examiner.

PAINTING 252

N on-Representational

Four hours per week

Prerequisite-Painting 151

~J~%~~~;~~;~~~:a~Sa~~d;~taken of 6-art~cul.ar inte~ests in the field important element and w· k e non-o

d ~ectIve Image IS treated as the

pertinent concepts and i~:as procee s from this source through idioms and attitudes, includin· R~sea~ch of non.-rep~esentational ~ecorative abstraction are att~~e t u~tIve, expre~sIve, mtu~tive and mnovations in ideas and te h . P e spec~lat1Ve extensIOns and

c lllques are reqUIred. ASSESSMENT

By exhibition to be assessed by a panel which may include at least one external examiner.

SCULPTURE 261

Construction

Four hours per week

Prerequisite-Sculpture 161

!he emphasis in this unit is on .. . mteraction and interchan e of s ga~nmg an u~derstandmg of the construction and fabricat!n· patIa! and solId rhythms through ration of a combination of

m ad~anety of materials. The explo-. me Ia and the vario d f constructIOn is attempted Probl l. . . us mo es 0

from man-made and natu;al .em-so vmg sItuatIOns are selected objective sources. Attentionen:Ir~t;tmental sources as well as nonpossibilities and students select IS Irected to I?lanar and linear

one or more tOPICS. ASSESSMENT By exhibition to be assessed by a panel who h . I

Ie may IDe ude at least one external examiner.

282


SCULPTURE 262

Moulding and Casting, Modelling and Carving

Four hours per week

Prerequisite-Sculpture 161

The emphasis in this unit is on gaining an understanding of creative possibilities through the processes involved, materials used and purposes and intentions selected. Problem-solving situations are selected from man-made and natural environmental sources as well as non-objective sources. Attention is drawn to solid and spatial volumes with surface considerations. Students select one or more topics.


SCULPTURE 263

Multi-Dimensional

Four hours per week

Prerequisite--Sculpture 161

The exploration of visual shock in three-dimensional multi-media works is considered in this unit. The purposeful and speculative use of environmental and participatory elements, sound modes, kinetic modes and other modes are explored. Students select one or more topics.

ASSESSMENT By exhibition to be assessed by a panel which may include at least onc external examiner.


APPROVED SUPPORT STUDY 305

Four hours per week

A student may submit to the Head of Department an outline of a proposed study, which the student believes will assist to a greater degree in the specialist preparation area than that which is currently provided. This study may be undertaken only if and when approved by the Head of the Department of Art.


283


CERAMICS AND GLASS 38l.01

Ceramics

Four hours per week


Self-awareness is developed through in-depth study, to show evidence of experimental art attitudes. Self-selected subject matter and processes of working showing an emphasis in industrial production and studio production are studied. Provision is made for students who wish to teach Ceramics.


CERAMICS AND GLASS 38l.02

Four hours per week

Corequisite-Ceramics and Glass 38l. 0 1

This is an individual unit of study with no face-to-face lecturing commitment. Requirements for this programme of study and its assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of Ceramics and Glass 38l.0l.


CERAMICS AND GLASS 382.01

Glass

Four hours per week


Personal development through in-depth study in a self-selected subject matter developing processes of working so as to show a bias in a particular direction. Topics should include industry and art object.


284



Four hours per week

Corequisite-Ceramics and Glass 382.01

This is an individual unit of study with no face-to-face lecturi~g commitments. Requirements for this programme of study an~ ItS assessment, although similar to, are in addition to any othe~ umt ~f study taken in this speci~c subject ar~a. Students selec.tmg thlS additional specialisation umt are responslble to the lecturer m charge of Ceramics and Glass 382.01.

' .. . ASSESSMENT .

Progressive evaluatiOn.

DESIGN 306.01

Four hours per week for one semester

Prerequisite-Design 206

The creative application of design principles is. examined in t?e different areas of applied design such as the archltectural, graphlc, industrial, theatrical and textile areas. Selected research of one or two topics is required.


DESIGN 306.02


Corequisite-Design 306.01

The creative application of, and independe.nt rese~rch into design principles and the different areas of ap~hed desl¥n such as ~he architectural, graphic, industrial, theatncal, text~le . and ~eslgn research areas. Selected research of one or two tOPICS IS reqmred.


285

DIPLOMAS IN ART AND ART EDUCATION DRA WING 304.01


Prerequisite-Drawing 204

[his unit develops a pers~nal creative approach based on an extended nowle~ge of the medIa and its conceptual possibilities with

emphasIs on contemporary aspects and using the human fig~re. ASSESSMENT Progressive evaluation.

DRA WING 304.02


Corequisite-Drawing 304.01

[his unit develops a personal creative approach based on an extended nowle~ge of the media and its conceptual possibilities with

emphasIs on contemporary aspects of man's environment. ' ASSESSMENT Progressive evaluation.

GRAPHICS 371.01

Printmaking

Four hours per week

Prerequisite-Graphics 271

Cdontrolled use of techniques and materials is required to show an a vanc~d le~el of ~onceptual development in areas such as serio _ raphy, IntaglIo, relIef and others. Students select one or more tOPic~.


286


GRAPHICS 371.02 GRAPHICS 371.03 GRAPHICS 37l.04

F our hours per week per unit

Corequisite-Graphics 37l.01

These are individual units of study with no face-to-face lecturing commitments. Requirements for these programmes of study and their assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of Graphics 37l.0l.


GRAPHICS 372.01

Film Media

Four hours per week


This unit aims to communicate visual codes which show technical expertise in a context of advanced conceptual development in areas such as texture, form and composition, structure, module, tension and movement.


GRAPHICS 372.02

Four hours per week

Corequisite-Graphics 372.01

This is an individual unit of study with no face-to-face lecturing commitments. Requirements for this programme of study and its assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of Graphics 372.0l.


287


GRAPHICS 373.01




This unit e~tends the creative potential of applied graphics by selected subject matter and processes of working.


GRAPHICS 373.02



This i~ an individua.l unit of study with no face-to-face lecturing commItments. ReqUIr~m~nts for this programme of study and its assessment, a~thou?h sImIlar to, are in addition to any other unit of stu~y. taken I~ t~IS . speci~c subject area. Students selecting this addItIOna~ speCIalIsatIOn umt are responsible to the lecturer in charge of GraphIcs 373.01.


GRAPHICS 374.01

Photography



Imaginativ~, theoretic~l and pr~ctical .aspects of photography are explored, wIth :mphasIs on practIcal assIgnments covering areas such ~s photographIc statements, bas-relief, print distortion, multiple Images, tone drop outs, texture and grain.


TEXTBOOKS De Mare, Eric Helmut & Alison Langford. M. J.

REFERENCES Newhall, Beaumont Scharf, Aaron

Photography. Penguin, 1970. Con~ise History of Photography. Gemsheim Thames and Hudson 1971 BasIc Photography. 2nd edition. Focal Libr~ry, 1971. ,.

History oj Photography. Seeker and Warburg, 1972. Art and Photography. Allen Lane, Penguin, 1968. (Also in paperback)

288


GRAPHICS 374.02

Four hours per week


This is an individual unit of study with no face-to-face lecturing commitments. Requirements for this programme of study and its assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of Graphics 374.oI.


HISTORY OF ART 391.01

Four hours per week

Prerequisite-History of Art 291

This unit enables the student to develop a capacity for sustained research into selected areas and gain competence in utilising and evaluating appropriate source material, stressing analysis rather than description. Topics are chosen in consultation with lecturers and specialist advisers and reflect both a specialised study of a chosen period of art history and a specialised study of a chosen individual artist.

ASSESSMENT By presentation in each semester of a formal paper of no less than ten-thousand (10.000) words and supplemented where appropriate with audio-visual material.


Four hours per week

Corequisite-History of Art 391.01

This is an individual unit of study with no face-to-face lecturing commitments. Requirements for this programme of study and its assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of History 391.01.

ASSESSMENT By presentation in each semester of a formal paper of no less than ten-thousand (10,000) words and supplemented where appropriate with audio-visual material.

289


LIBERAL STUDIES 301



This strand is a presentation of the major philosophic and aesthetic streams of the twentieth century including Organicism and Structuralism-the Romantic rebellion, Schiller and Marcuse, Hegel's Philosophy of Art, Karl Marx on Art, Socialist Realism; Empiricism-traditional British, Logical Positivism, later developments; Existentialism-Nietzsche and Kierkegaard ("truth is a power"), Sartre and Camus (vivisection and the single person), Paradise Lost (four existential artists and the art of striptease), Being Free (bad faith and chains), The Cocktail Party Phenomenon (Cezanne an existentialist?); Twentieth Century Aesthetics-the aesthetic tradition, "Extremist" theories, The Challenge of Tradition, artists' statements, the rise of art sociology.

ASSESSMENT Progressive evaluation including essays, tutorial papers and group participation.

TEXTBOOKS Camus, A. Camus, A. Chipp, H. B. (ed.)

Duvignaud, 1. Passmore, J. A. Sartre, J. P. Sartre, J. P. Sartre, J. P.

The Fall. Harmondsworth, Penguin, 1965. Caligula. Harmondsworth, Penguin, 1965. Theories of Modern Art. 1973 Reprint. Berkeley, University of California Press. The Sociology of Art. London, Paladin, 1972. A Hundred Years of Philosophy. Harmondsworth, Pelican, 1968. Altona. Harmondsworth, Penguin, 1962. Existentialism and Humanism. London, Methuen, 1970. The Age of Reason. Harmondsworth, Penguin, 1970.

Strand B-Research Study 301.02

This strand is designed to develop creative and innovative capacities in confronting theoretical aspects of art, and achieve self-reliance in personal conceptualising for the supplementing of studio and workshop experiences. Students may select one of the following: 1. A study of a contemporary issue in art with reference to at least

three participants. 2. A study of a single artist (past or contemporary), considering the

issues faced by that artist and referring to specific works. 3. Technology research relevant to art activity. 4. A study of an art tradition, which may include ethnic art or

traditions where the individual artists are anonymous. 5. Any research study approved by the supervisors. Topic Selection: Details of research study topic when selected, must be submitted in writing to the supervisors no later than the fifth week of the first semester.

290


Research Supervision: No ongoing research supervision is provided formally, but supervisors are available for consultation. Research Requirement: Two copies of the research studies are to be submitted as an academic paper and should exceed three-thousand (3,000) words. Submission: Research papers must be submitted to the department's clerical staff by the end of the first week in J une- receipt slips will be given. Extensions: Extensions are granted where the supervisors consider these to be justified. Applications for extension must be made in writing at least two (2) weeks before the due date for the submission. Where granted, no extension will exceed four (4) weeks.


Strand C-Liberal Study Option 301.03

Students choose from a variety of subjects outside the field of art, which are intended to complement their art studies. Options may be offered in fields as varied as Music, Physical Education, Science, Drama, Audio-Visual, Literature.


PAINTING 35l.01

Four hours per week

Prerequisite-Painting 251 or Painting 252

Self-awareness through in-depth study which shows evidence of advanced conceptual development. Problems, themes and processes of working are selected by the student. Accommodation is made for individual differences.


PAINTING 35l.02 PAINTING 35l.03 PAINTING 351.04

Four hours per week per unit

Corequisite-Painting 35l.0 1

These are individual units of study with no face-to-face lecturing commitments. Requirements for these programmes of study and

291


their assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of Painting 351.01.


SCULPTURE 361.01

Four hours per week

Prerequisite-Sculpture 261 or Sculpture 262 or Sculpture 263

Self-awareness development through in-depth study which shows evidence of advanced conceptual development. Problems, themes and processes of working are selected by the student. Accommodation is made for individual differences.


SCULPTURE 361.02 SCULPTURE 361.03 SCULPTURE 361.04

Four hours per weekper unit

Corequisite-Sculpture 361.01

These are individual units of study with no face-to-face lecturing commitments. Requirements for these programmes of study and their assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of Sculpture 361.01.


292



APPROVED SUPPORT STUDY 405

Four hours per week

A student may submit to the Head of Department an outline of a proposed study, which the student believes will assist to a greater degree in the specialist preparation area than that which is currently provided. This study may be undertaken only if and when approved by the Head of the Department of Art.



Ceramics

Four hours per week

Prerequisite-Ceramics and Glass 381.01

Students work in close consultation with advisers in a programme of significant value to the student with sel~-~el~ction ?f ideas a~d procedures of working, showing an emphaSIS m mdustnal and StudIO production.

~:~~~Jo~~~~ssed by a panel which may include at least one external examiner.


Four hours per week


This is an individual unit of study with no face-to-face lecturing commitments. Requirements for this programme of study and its assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge

, of Ceramics and Glass 481.01.

ASSESSMENT Exhibition assessed by a panel which may include at least one external examiner.

293


CERAMICS AND GLASS 482.01 Glass

Four hours per week

Prerequisite-Ceramics and Glass 382.01

Students work in close consultation with advisers in a programme of significant value to the student with self-selection of ideas and procedures of working, showing an emphasis in industrial production and studio production.

ASSESSMENT

Exhibition assessed by a panel which may include at least one external examiner.




This is an individual unit of study with no face-to-face lecturing commitments. Requirements for this programme of study and its assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of Ceramics and Glass 482.0l.

ASSESSMENT

Exhibition assessed by a pane] which may include at least one external examiner.

DESIGN 406,01


Prerequisite-Design 306.01

This unit involves personal research into new problems and principles to gain an independent knowledge and expanded attitude towards design and enrich special studies including design research--environmental and human factors, general design and applied design. Students determine and propose their own assignments which must be approved by and undertaken in consultation wi th the lecturer.


294


DESIGN 406.02


Corequisite-Design 406.01

This unit involves personal research into new problems ~nd principles t<? g~in an .indepe~dent knowl~dge of deSIgn and ennch special studIes mcludmg deSIgn resear~h m systems theory, ?eneral and applied design. Students determme and propose theIr o,,:n assignments which must be approved by and undertaken III consultation with the lecturer.


DRAWING 404.01


Prerequisite-Drawing 304.01

This unit provides emphasis on personal and individual expressio~. An open and speculative attitude ~s ~ncouraged and the student s personal critical sense developed, wIthm a contempora.ry context, to enrich special studies. The human figure forms the baSIS of research.


DRAWING 404.02


Corequisite-Dra wing 404.01

This unit provides emphasis on personal and individual expression. An open and speculative attitude is encouraged and the student's

.' ,personal critical sense developed, within a contemporary context, to '. 'enrich special studies. Various aspects of man's environment forms 'the basis of research.

evaluation.

295


GRAPHICS 471.01

Printmaking



Controlled use of techniques and materials is required in this unit to ~how .an ad~anced level of conceptual development in seriography llltaglIo, relIef and other forms. Students select one or more topics: ASSESSMENT

Exhibition assessed by a panel which may include at least one external exami~er.

GRAPHICS 471.02 GRAPHICS 471.03 GRAPHICS 471.04



These .are individu~l units of study with no face-to-face lecturing commItment. ReqUlre~e~ts for these programmes of study and their assessment, a~thou~h SImIlar to, are in addition to any other unit of stu~y. taken I~ t~lls. speci~c subject area. Students selecting this addItIona~ speCIalIsatIOn UllIt are responsible to the lecturer in cha of GraphICS 471.01. rge

ASSESSMENT


GRAPHICS 472.01

Film Media

Four hours per week


!his unit communicates visual codes which show technical expertise ~n a context of ad~~nced conceptual development including texture, orm and cOmpoSItIon, structure, module, tension and movement.

ASSESSMENT


296


GRAPHICS 472.02

Four hours per week


This is an individual unit of study with no face-to-face lecturing commitments. Requirements for this programme of study and its assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of Graphics 472.01.


GRAPHICS 473.01


Four hours per week


This unit extends the creative potential of applied graphics with the student selecting subject matter and processes of working.


GRAPHICS 473.02

Four hours per week


This is an individual unit of study with no face-to-face lecturing commitments. Requirements for this programme of study and its assessment, although similar to, are in addition to any other unit of s.tudy taken in this specific subject area. Students selecting this /!-dditional specialisation unit are responsible to the lecturer in charge Qf Graphics 473.01.

assessed by a panel which may include at least one external examiner.

297


GRAPHICS 474.01

Photography

Four hours per week


In this unit the student works in close consultation with the adviser in a programme of significant value to the student with self selection of ide~s and processes of working, the students structure and complete thelr own programme in consultation with lecturers. Emphasis is placed on creativity of photography relating to professional photography in industrial, commercial, studio, press and photojournalism areas.

ASSESSMENT


GRAPHICS 474.02

Four hours per week


This is an individual unit of study with no face-to-face lecturing commitments. Requirements for this programme of study and its assessment, although similar to, are in addition to any other unit of study taken in this specific subject area. Students selecting this additional specialisation unit are responsible to the lecturer in charge of Graphics 474.01.

ASSESSMENT


HISTORY OF ART 409


Prerequisite-Art Education III

Strand A-History of Art

This fosters analytical attitudes towards the social courses of contemporary art movements including the modern industrial, technological and social revolution; comparison of contemporary art with pre-industrial revolution art, various aspects of modern society, contemporary art movements and their social courses.

298


Strand B-Philosophy of Sociology of Art 401.01

This strand traces the origins of twentieth-century thought through both the Eastern and Western philosophic traditions and develops personal aesthetic concepts within a contemporary framework.

ASSESSMENT . .. . Progressive evaluation including essays, tutonal papers and group partiCIpatIOn.


Four hours per week

Prerequisite-History of Art 391.01

This unit encourages students to develop a capacity for sustained research into selected areas gaining competence in utilising and evaluating appropriate source material, stressing analysis rather than description. Topics are chosen in consultation with lecturers and specialist advisers but include both a specialised study o~ a ~~osen period of art history and a specialised study of a chosen mdlVldual artist.

ASSESSMENT . By presentation of form~l papers of no less than ten-thousand (10,000) words, supplemented where appropnate with audio-visual material.


Four hours per week

Corequisite-History of Art 491.01

This is an individual unit of study with no face-to-face lecturing commitments .. Requirements for this programme of study an~ its assessment, although similar to, are in addition to any othe~ umt ~f study taken in this specific subject ar~a. Students selec.tmg thls additional specialisation unit are responslble to the lecturer m charge of History of Art 491.01.

ASSESSMENT . By presentation of formal papers of no less than ten-thousand (l0,000) words, supplemented where appropnate with audio-visual material.

LIBERAL STUDIES 401



This strand traces the origins of twentieth-century thought through both the Eastern and Western philosophic traditions and develops

299

I i

I


personal aesthetic concepts within a contemporary framework.


Strand B-Research Study 401.02

This strand is designed to develop critical capacities in relation to the student's own work and concepts, thereby supplementing studio, workshop and scholarly experiences. Students undertake the following in accordance with their specialist preparation studies: Studio-Workshop Paper: A paper analysing the form and content of the student's own work, stating reasons for the approach(s) chosen and providing ideas held for future development(s). Research Supervision: No ongoing research supervision is provided formally, but supervisors are available for consultation. Research Requirement: Two copies of the research studies are to be submitted as an academic paper and should exceed four-thousand (4,000) words. Submission: Research papers must be submitted to the department's c~erical staff by the end of the first week in June-receipt slips will be gIven.

Extensions: Extensions are granted where the supervisors consider these to be justified. Applications for extension must be made in writing at least two (2) weeks before the due date for the submission. Where granted, no extension will exceed four (4) weeks.


Strand C-Liberal Study Option 401.03

Students choose from a variety of subjects outside the field of art which are intended to complement their art studies. ' Options may be offered in fields as varied as Music, Physical Education, Science, Drama, Audio-Visual, Literature.


PAINTING 451.01


Prerequisite-Painting 351.01

Self-awareness through in-depth study which shows evidence of advanced conceptual development is encouraged by this unit.

300


Problems, themes and processes of working are selected by the student. Accommodation is made for individual differences. ASSESSMENT . . Exhibition assessed by a panel which may mclude at least one external exammer.

PAINTING 451.02 PAINTING 451.03 PAINTING 451.04 Four hours per week per unit

Corequisite-Painting 451.01

These are individual units of study with no face-to-face lecturing commitment. Requirements for these programmes of study an? their assessment, although similar to, are in addition to any ot~er un~t of study taken in this specific subject area. Students selectmg thIS additional specialisation unit are responsible to the lecturer in charge of Painting 451.01. ASSESSMENT Exhibition assessed by a panel which may include at least one external examiner.

SCULPTURE 461.01

Four hours per week

Prerequisite-Sculpture 361.01

Students work in close consultation with the adviser in a programme of significant value to the student selecting ideas and processes of working. ASSESSMENT Exhibition assessed by a panel which may include at least one external examiner.

SCULPTURE 461.02 SCULPTURE 461.03 SCULPTURE 461.04


Corequisite-Sculpture 461.01

These are individual units of study with no face-to-face lecturing commitment. Requirements for these programmes of study and ·their assessment, although similar to, are in addition to any ot~er un~t of study taken in this specific subject area. Students selectmg thIS :a,dditional specialisation unit are responsible to the lecturer in charge of Sculpture 461.01. ASSESSMENT . Exhibition assessed by a panel which may include at least one external exammer.

301

'i


DEPARTMENT OF ART EDUCATION

ART EDUCATION I


This unit forms a foundation on which to build student awareness and understanding of the background and role played by teacher, student and institution in the education process with specific direction to Art Education. Topics to be studied include the school, community, the outside world, art and the environment in which it is taught; the teacher, student relationships, role playing techniques, in school role and society, a changing role; the school student with his background, attitudes, behaviour, and values, the world of the student and the teacher; Art Education objectives and their achievement through art, the value and role of art personal commitment evaluation, content and reason for teaching art as well as methods of achieving 0 bjectives; teaching methods and procedures covering individualised instruction, group instruction, group organisation, activity and classroom organisation, preparation and control of a practical workshop, the lessons in organisation, materials and time management, lesson presentation and production.

ASSESSMENT Prog~essive ev~luation including participation in lectures, seminars, discussions, essays, assignments and practical teachmg expenence.

TEXTBOOKS Lansing, K. M. McFee. J. K.

Art, Artists and Art Education. New York, McGraw-Hill, 1969. Preparation/or Art. San Francisco, Wadsworth Publishing Co., 1970.

ART EDUCATION II


Strand A-Growth and Development of Art Education

This unit is designed to present students with an understanding of the growth and development of Art Education and prepare students for teaching art to year 7-10 High School students. Topics include a brief overview of the role of education and of art in society, growth and development of Art Education in England, Europe, America and Australia, aims and philosophies of Art Education, nature of child art, child development and art ability, Junior High School Syllabuses in Australia-a comparative and in-depth study, structure of Art Education in N.s.W., and student research-the relevance of art to adolescents and their society, visual and tactile communication in the adolescents' world, preparation for teaching practice, safety procedures and precautions in practical workshops, practical workshop

302


sessions related to the teaching of art to High School studen~s analysing the content and relationship between structured expenences and major works.

ASSESSMENT ... . . ." . 1 hi Progressive evaluation inc.ludmg participatIOn III lectures, semmars, discussIOns, workshops, practtca teac ng experience, essays and assIgnments.

TEXTBOOKS Hastie, W. R. (ed.)

Lansing, K. M. McFee, J. K. Secondary Schools Board

Art Education, 64th Yearbook, Part II National Society for the study of Education. Chicago, University of Chicago Press, 1965.. ' Art Artists and Art Education. New York, McGraw-Hill, 1969. Preparation for Art. San Francisco, Wadsworth ~ublishing Co., 1970. Syllabuses in Art. N.S.W. Department of EducatIOn.

Strand B-Philosophy and Sociology of Art 201.01

This unit is a presentation of the central ideas which ~ffect ~rt in its sociological context, emphasising those controversI~s. WhICh surround the motives and effects of art as a modern actIvIty. Three basic areas are considered covering the growth of aesthetics-theories of philosophical analysis, nature as a reference, Neo-Idealism Romanticism, socio-political contexts; philosophy on technology-i~trinsic and extrinsic purpose, creativity and c-:mstraints, professionalism; art criticism as art phi.z~sophY---:-changmg. concepts of the artists, art audiences, art and pohtIcs, n~tlOns of the avant-garde, "the international school", the post-object debate, leadership and relationism in criticism.


TEXTBOOKS Apollinaire, G.

Battcock, G. (ed.) Greenberg, C.

REFERENCES Baudelaire, C. Baudelaire, C. p. Croce, B. Elton, W. (ed.) Greenberg, C. Hilton, T. Kant, l.

Lippard, L. Mao Tse-Tung Oakeshott, M.

Pater, W. Redpath, T. Rosenberg, H. Rosenberg, H.

Scarfe, F. Starke, E.

JOURNALS

Apollinaire on Art: Essays and Reviews 1902-1918. London, Thames and Hudson, 1972. The New Art: A Critical Anthology. New York, Dutton, 1973. Art and Culture. London, Thames and Hudson, 1973.

Flowers of Evil. New York, Peter Pauper Press, 1958. . Selected Writings on Art and Artists. Harm0!1dsworth, PenguIn, 1972. Guide to Aesthetics. New York, Bobbs~Mernl, 1965. Aesthetics and Language. London, Bl~ckwell, 1954. Avant-Garde Attitudes. New York, Wittenborn, 1969. The Pre~Raphaelites. New York, Abrams, 1970. . . Observations on the Feeling of the Beautiful and Sublime. Berkeley, UDiverslty of California Press, 1960. . . Dematerialization of the Art Object. London, Studio Vista, 1973. On Art and Language. Peking, Foreign Languages Press, 1960. The Voice of Poetry in the Conversation of Mankind. London, Bowes and Bowes, 1959. The Renaissance. London, Collins, 1961. Tolstoy. London, Bowes and Bowes, 1960. Artworks and Packages. New York, Delta, 1971. . . . Discovering the Present: Three Decades in Art, Culture and Politics. Chicago, University of Chicago Press, 1973. . Baudelaire: Selected Verse. Harmondsworth, Pengum, 1961. Baudelaire. London, Faber and Faber, 1957.

Artforum. Monthly. Farmingdale, New york. Art International. Monthly. Lugano, SWItzerland. . . Partisan Review. Quarterly. New Brunswick, N~w Jersey, ~utgers U!11v~rslty. Studio International. Bi~monthly. London, StudIO InternatIonal PublIcatIons.

303


ART EDUCATION III


Strand A~Art Education and its Practical Application

This strand analyses the practical application of Art Education with special emphasis on the teaching of art to Senior High School students. Topics to be studied include Art Education as a discovery process, motivation, programming concepts particularly for the Junior High School in N.S.W., senior school syllabus and its programming, process versus product, the place of art history in the curriculum~procedures and methods, teacher and pupil---evaluation of pupil's development and product, current research in Art Education and its practical applications, present practice and possible future directions in Art Education, organisation of the artroomjworkshop environment, museums, galleries and visual environment as extensions of the artroom, student research into programming and different approaches to art in the secondary schools, preparation for practice teaching, safety procedures and precautions in practical workshops. Practical workshop sessions related to the teaching of art to High School students analyses the content and relationship between structured experiences and major works.

ASSESSMENT Progressive evaluation including participation in lectures, seminars, discussions, essays or assignments and practical teaching experience.



Art Education, 64th Yearbook, Part II National Society for the study of Education. Chicago, University of Chicago Press, 1965. Art, Artists and Art Education. New York, McGraw-Hili, 1969. Preparation for Art. San Francisco, Wadsworth Publishing Co., 1970. Syllabuses in Art. N.S.W. Department of Education.

Strand B~Philosophy and Sociology of Art 301.01

This strand is a presentation of the major philosophic and aesthetic streams of the twentieth century including Organicism and Structuralism~the Romantic rebellion, Schiller and Marcuse, Hegel's Philosophy of Art, Karl Marx on Art, Socialist Realism; Empiricism~traditional British, Logical Positivism, later developments; Existentialism~Nietzsche and Kierkegaard ("truth is a power"), Sartre and Camus (vivisection and the single person), Paradise Lost (four existential artists and the art of striptease), Being Free (bad faith and chains), The Cocktail Party Phenomenon (Cezanne an existentialist?); Twentieth Century Aesthetics~the aesthetic tradition, "Extremist" theories, The Challenge of Tradition, artists' statements, the rise of art sociology.

304



TEXTBOOKS Camus, A. Camus, A. Chipp, H. B. (ed.)

Duvignaud, J. Passmore, J. A. Sartre, J. P. Sartre, J. P. Sartre, J. P.

The Fall. Harmondsworth, Penguin, 1965. Caligula. Harmondsworth, Penguin, 1965. .. .. Theories of Modern Art. 1973 Reprint. Berkeley, Umverslty of CalIforma Press. The Sociology of Art. London, Paladin, 1972. . A Hundred Years of Philosophy. Harmondsworth, Pehean, 1968. Altona. Harmondsworth, Penguin, 1962. Existentialism and Humanism. London, Methuen, 1970. The Age of Reason. Harmondsworth, Pengnin, 1970.

ART EDUCATION IV

Four hours per week

This is an intensive study seeking development of a professional attitude towards art teaching and an understanding of significant administrative procedures within schools. Topics to be studied include atypical children, diagnostic art, art therapy, study of gifted children, student research into traditional values and their place in the 'now' society, new media and the teaching of art, art education in the context of aesthetic education, the art teacher and school administration, examination systems and requirements, sources of materials and supplies, audio visual~teaching aids, research on areas of life or human endeavour relevant to Art Education, personal art education research, preparation for practice teaching, safety precautions and procedures in practical workshops including sessions related to the teaching of art to High School students analysing the content and relationship between structured experiences and major works.

ASSESSMENT . Progressive evaluation including participation in lectures, seminars, discussions, essays or aSSIgnments and practical teaching experience.



JOURNALS Art and Artists. Art and Australia.

Art Education, 64th Yearbook, Part II National Society for the study 0/ Education. Chicago, University of Chicago Press, 1965 .. Art Artists and Art Education. New York, McGraw-Hill, 1969. Preparation/or Art. San Francisco, Wadsworth ~ublishing Co., 1970. Syllabuses in Art. N.S.W. Department of Education.

Art Bulletin. The Art Branch, N.S.W. Department of Education. Art Education. Journal of the National Art Education Association, U.S.A. Art International. A.S.E.A. Bulletin. Studio International.

305


The following outlines relate ONLY to components conducted by this College; for specialist preparation studies in Music students should consult publications of the Newcastle Branch of the Conservatorium of Music.

STUDENTS COMMENCING IN 1976 Hours per week

Year I Education I 3 Music Education I 3

(includes Principles & Practice of Teaching)

Year II Education II 3

*Music Education II 3 (includes Principles & Practice of Teaching)

English GS 3

*Two Micro Experiences to be undertaken during first semester

Year III Music Education III

(includes Principles & Practice of Teaching) Social Science GS

Year IV Education III Music Education IV Principles and Practice of Teaching Elective

306

3

3

4 4 2 3



Year II Education II Communications II Music Education II Teaching Experience II

Year III Music Education III Elective Teaching Experience III

Year IV Education III Music Education IV Physical Education II Elective Teaching Experience IV

307

3 2 3

3 3

4 4 2 3

DIPLOMA IN MUSIC (EDUCATION)

MUSIC EDUCA nON I

Music Education in Primary and Secondary Schools


Rhythm and time; an investigation into approaches to rhythmic development, both aurally and in relation to notation skills in the classroom. Speech and movement as a means of developing rhythmic facility. The progressive development of pitch perception in children. Pitch training through pentatonicism. Pitched percussion as an aid to teaching pitch and notation. The development of perception through participatory activities in listening lessons. Teaching concepts of pitch, time, dynamics and timbre using non-traditional graphic notation. A comparison of the approaches to Primary Music Education in N.S.W. with Kodaly music education in Hungary and Orff Schulwerk in Germany. Descant recorder, rhythmic and tuned percussion.

ASSESSMENT Progressive evaluation by class tests, assignments, practical work.

TEXTBOOKS Dankworth, A. Salkeld, R.

REFERENCES Cheyette, l. and

Cheyette, C. H. Choksy, L. Wheeler, L. and

Raebeck, L.

Voices and Instruments. London, Hart-Davis, 1973. Play the Recorder. London, Chappell, 1966.

Teaching Music Creatively in the Elementary Schoo!. New York, McGrawHill, 1968. The Kodaly System. Englewood Cliffs, N.J., Prentice-Hall, 1974. Orll and Kodaly Adapted lor the Elementary School. Dubuque, Iowa, W. C. Brown, 1972.

308


COMMUNICA nONS II

Two hours per week


This strand deals with and partially integrates the communication arts of reading, speaking and writing English. It involves some treatment in depth of literature largely from contemporary sources; the techniques of discussion with some practical experience in presenting a prepared paper and cond~cting discussion as wel.l .as taking part in informed interchange of VIews; there are opportumtIes for functional, critical and creative writing of English.


Strand B-Mass Media

A critical appreciation of the press, radio, television and film, and an awareness of them as formative influences in our society is developed by discussing distinctive features of eac~ mediu~, langll:age and communication techniques of the medIa, media offenngs for different categories of the population, recent trends in the media (especially in Australia), issues in the media, investigation and surveys of current programmes and materials.





Christie, Frances

JOURNALS






This brief curriculum study is concerned with the use of language in the classroom and the teacher's impact on the language of his pupils. The subject is designed to increase understanding of linguistic problems in communicating with children, ways of contributing effectively to the language performance of children in the contexts which individual subjects provide, ways of promoting children's ,basic language skills, the role of the English teacher and the centrality of his concern with creative experience of literature and expression.

309





Bennett, D. M.





Towards a New English. Sydney. Reed, 1972.

"Language and Learning in the Classroom", In Language in Education, ed. A. Cashdan and E. Grugeon. London, Routledge and Kegan Paul, 1972. Language, the Learner and the School. London, Penguin, 1971.


Language and Education. London, Longmans, 1966. Children Using Language. London, O.V.P., 1971.


MUSIC EDUCATION II

Music Education in the Secondary School


Prerequisite-Pass in Music Education I

Curriculum study and choice of teaching material related to junior non-elective classes in the secondary school. Integration and planning of classroom activities. Programming for the integrated development of aural and visual skills. The composite lesson. Interdisciplinary approaches-music and speech, music and movement, music theatre, The adaptation and application of the educational philosophies of Kodaly and Orff to Secondary Music Teaching. Instrumental activities in non-elective classes: percussion arrangements, harmonisation of rounds and songs. Listening: analysis of compositions. Recorder work at advanced level, recorder ensemble.

ASSESSMENT Progressive evaluation of class tests, assignments, practical work.

TEXTBOOKS Fiske, R. Heading, R.

REFERENCES Geen, W. A. Glen, N. E., McBride, W.

and Wilson, G. H. Orff, S. and

Keetman, G. Szonyi, E.

Score Reading Book I-Orchestration. London, O.V.P., 1964. Listening Alert. Teacher's Edition. Sydney, 1. Albert and Son, 1969.

Creative Music in Class. Sydney. 1. Albert and Son, 1970. Secondary School Music. Englewood Cliffs, N.J., Prentice-Hall, 1970.

Music for Children. London, Schott and Company.

Kodaly's Principles in Practice. London, Boosey and Hawkes, 1974.

310


MUSIC EDUCATION III

Music Education in the Secondary School


Prerequisite-Pass in Music Education II

Curriculum planning for elective and non-elective music classes in Years 8-10. Orchestral techniques and styles. Score reading. Preparation of examination material. Rhythmic and tuned percussion; recorder ensemble; choir, instrumental groups. Melodymaking; chime bar arrangements; simple orchestration for school groups; experimental composition using graphic notation, Film music.

ASSESSMENT . . Progressive evaluation, class tests, aSSIgnments, practical work.

TEXTBOOKS Fiske, R. Self, G.

REFERENCES Dennis, B. B. D'Ombrain, G. R. Geen, W. A. Paynter, J. and

Aston, P. Zimmerman, M. P.

Score Reading Books II and III. London, O.V.P. New Sounds in Class. London, Universal, 1967.

Experimental Music in Schools. London, a.v.p., 1970. Music Now. Melbourne, Cassell, 1969. Creating Music in Class. Sydney, J. Albert and Son, 1970. Sound and Silence. London, Cambridge, 1970.

Musical Characteristics of Children. Washington, D.C., M.E.N.C., 1971.

MUSIC EDUCATION IV

Music Education in the Secondary School-Senior Classes

Four hours per week

Prerequisite-Pass in Music Education III

Melody writing, harmonisation, aural perception, development of musicai creativity, works for listening and score reading. Developments in form, orchestration and techniques of composition. Principles and practice of conducting. Programming. Organisation of Music Education in N.S.W. schools, Comparative studies and innovatory schemes in Music Education.

ASSESSMENT Progressive evaluation, class tests, written work, contribution to discussion groups and seminars.

REFERENCES B.B.C. Brindle, R. S. Kennan, K. W. Persichetti, V. Salzman, E.

Guides to Music. Serial Composition. London, O.U.P., 1969. . The Technique of Orchestration. Englewood Cliffs, N.J., Prentice-Hall, 1970. Twentieth Century Harmony. London, Faber and Faber, 1961. Twentieth Century Music-An Introduction. EJ).glewood Cliffs, N.J., Prentice-Hall, 1974.

311


The Child

The Child in Society

The Child in School

Al - 3 hours per week A2 - 3 hours per week

B I - 2 hours per week B2 - I hour per week* B3 - 2 hours per week B4 - I hour per week

CI - 2 hours per week C2 - 2 hours per week C3 - 5 hours per week

*Subject undertaken for one semester only

312


THE CHILD Al

Education and the A typical Child


This unit discusses the role of Education and the Atypical Child. Disorders of physical and motor development including visual and auditory defects are examined covering the genesis and measurement of the problem, social and educational implications and the special provisions needed for management of the child in special schools or normal classroom. Physical and motor disabilities are discussed similarly. Disorders of communication inherent in speech defects, language disorders and reading difficulties are examined in various aspects. The nature of mental retardation and its effects on other skills and performance of the individual are discussed, together with appropriate learning theories related to teaching techniques. The causes, behavioural and learning effects of brain damage are examined in relation to new trends in educational management. Disorders of social and emotional adjustment are also studied.

ASSESSMENT Progressive evaluation including two essays each of two-thousand (2,000) words, and seminar papers.

TEXTBOOK Dunn, L. M.

REFERENCES Cruickshank, W. M.

and Johnson, G. O. Telford, C. W. and

Sawrey, J. M. Trapp, E. P. and

Himelstein, P.

THE CHILD A2

Exceptional Children in Schools. 2nd edition. New York, Holt, Rinehart and Winston, 1973.

Education of Exceptional Children and Youth. 2nd edition. Englewood Cliffs, N.J., Prentice-Hall, 1967. The Exceptional Individual. 2nd edition. Englewood Cliffs, N.J., PrenticeHall, 1972. Readings on the Exceptional Child. New York, Appleton-Century-Crofts, 1962.

Education-Learning Disorders and Diagnostic Techniques


This unit is concerned with an examination of pupils who are having difficulty learning in the normal classroom and an analysis of the possible reasons for their difficulty. Both the biological bases of learning and diagnostic and remedial techniques are discussed. The latter involves analysis of developmental skills in relation to specific learning disabilities, possible causes of disability, relationship of skills to later academic problems, evaluation tests of specific developmental skills (including I.T.P.A., Frostig; Bender, Wepman), evaluation of screening batteries and early identification of learning disabilities, evaluation of attainment and diagnostic tests in the basic

313


~cade~ic ski~l areas, assessment of tests and intellectual functioning (InclUdIng BInet, W.I.S.c., Slosson and various group verbal and non-verbal tests), and diagnostic analysis of the child's total functioning as the basis of a remedial programme.

ASSESSMENT Progressive assessment based on assignments and effectiveness of work in the schools.

REFERENCES Busch, W. J. and

Giles,M. T. Francis, William J.

Frierson, E. C. and Barbe, W. B.

Haring, N. G. and Schiefelbusch, R. L.

Kronick, D. Myers, P. I. and

Hammill,D. D. Pumfrey, P. D.

Aids o/Psycholinguistic Teaching, Columbus, Ohio, Merrill, 1969.

f:4~~ren with Specific Learning Disabilities. New York, Pergamon Press,

Educating Children with Learning Disabilities. Selected Readings New York AppletQn-Century-Crofts, 1967. ., Methods in Special Education. New York, McGraw-Hill, 1967.

They Too Can Succeed. San Rafael, Calif., Academic Therapy, 1969. Methods/or Learnmg Disorders. New York, John Wiley and Sons, 1969.

Reading Tests and Assessment Techniques. London, V.P., 1974.

THE CHILD IN SOCIETY B 1

Educational SOCiology

Two hours per week

This unit examines sub-groups and the individual in society including personal and social development and influence of the person within groul?s, culture an~ so~iety generally, as well as examInIng the functIOn of educatIon In society. Sociology of Education as a discipline is also discussed and an analysis is made of the various agencies of socialisation. Institutional and subinstitutional structures are included in an analysis of the school as an agent of social control and int~gratio~, cOJ?-munication structure, power and authority, leadershlP: socml chmate, morale, cohesion of subgroups, group processes l.n the classroom including the influence of peer groups in the educatIve process and political action within an institution. The school as an organisation in its formal and informal aspects is used to examine a number of issues.

ASSESSMENT Progressive evaluation including two assignments and semester examinations.

TEXTBOOKS Morrison, A. and

Mcintyre, D. (eds.) Morrison, A. and

Mcintyre, D. Schmuck, R. A. and P. A.

REFERENCES Backman, C. W. and

Secord, P. F. Brookover, W. B. and

Gottlieb, D. Swift, D. F. (ed.)

Social Psychology of Teaching. Harmondsworth, Penguin, 1972.

Teachers and Teaching. Harmondsworth, Penguin, 1969.

Group Processes in the Classroom. Dubuque, Iowa, W. C. Brown, 1971.

~~rl~~~~t~~hologiCal View of Education. New York, Harcourt, Brace and

A Sociology of Education. 2nd edition. New York, American Book, 1968.

::~i: f;rt.ing in the Sociology of Education. London, Routledge and Kegan

314


THE CHILD IN SOCIETY B2

Language and Linguistics: The Problems of Disadvantaged Children

One hour per week

This unit discusses language acqulSltIOn and developmentbehavioural explanations; the theories of Piaget and Noam Chomsky. Linguistics-an introduction to transformational grammar. Specific language learning disabilities; language in disadvantaged groups and the influence of social class on language. An examination of linguistic teaching materials and their correlation to personal and curriculum aims and objectives. Teaching programmes.

ASSESSMENT Progressive evaluation including seminars, research reports and a two-thousand (2,000) word essay.

TEXTBOOKS Bellugi, V. and

Brown, R. Giglioli, P. D. (ed.) Lyons, J. Wadsworth, B. J.

REFERENCES Chomsky, N. Fodor, J. A. and

Katz, J. J. (eds.) Piaget, J.

Vygotsky, L. S. Whorf, B. L.

Acquisition of Language. Chicago, U.P., 1971.

Language and Social Context. Harmondsworth, Penguin, 1972. Chomsky. London, Fontana, 1971. Piaget's Theory a/Cognitive Development. New York, McKay, 1971.

Language and Mind. New York, Harcourt, Brace and World, 1968. The Structure of Language: Readings in the Philosophy of Language. Englewood Cliffs, N.J., Prentice-Hall, 1964. The Language and Thought of the Child. 3rd edition. London, Routledge and Kegan Paul, 1967. Thought and Language. Cambridge, Mass. M.I.T. Press, 1966. Language, Thought and Reality. Selected Writings of Benjamin Lee Whorf. Cambridge, Mass., M.I.T. Press, 1956.


English as a Second Language

Two hours per week

This unit initially examines the background culture of migrants, culture shock in N.S.W., history of migration to Australia and agencies for integration. The situational method of teaching English to migrant children both in theory and practice is then discussed in detail with the aid of film and video-tape material. Practical exercises and self-criticism are employed and encouraged to assist the learning

. of this method. Familiarisation with hardware is ensured and an examination is made of the various commercially available language kits.

ASSESSMENT Progressive evaluation including seminars, practical exercises, and an essay of two-thousand (2,000) words.

TEXTBOOKS Australia. Department of

Education and Science Bullivant, B. M. Derrick, J. N.S.W. Department of

Education

Situational English for Newcomers to Australia. Part I. Teacher's Book. Australian Edition, London, Longmans, 1969. Educating the Immigrant Child. Sydney, Angus and Robertson, 1973. Teaching English to Immigrants. London, Longmans, 1966. English Jar Us. Sydney, N.S.W. Government Printer, 1970.

315



Social Development Through Drama

One hour per week for one semester

This unit examines the nature and causes of social disabilities in the mildly handicapped child as well as the social and emotional difficulties of such a child in the classroom. Creative drama is presented as an emotional and imaginative release, a social support and .a foundat~on for. effective communication for the mildly handIcapped chIld. Vanous methods and materials in speech and drama development are explained so as to encourage personal development of the student in speech and creative drama.

ASSESSMENT Progressive evaluation based on practical exercises, reports, seminars and written assignment.

TEXTBOOKS Logan, L. M. and V. G.

and Paterson, L. Slade, P.

REFERENCES Barsch, R. H. Bottom, R. Educational Drama Association

Hayes, L.

Male, D. A.

C~eative Communication: Teaching the Language Arts. Toronto, McGrawHIlI Ryerson, 1972. Child Drama. London, U.P., 1973.

Perspectives in Learning. Brookvale, N.S.W., Educational Supplies, 1967. The Education of Disadvantaged Children. West Nyack, N.Y., Parker, 1970. C:ea~ive Drama-the Magazine of the Educational Drama Association. Blrmmgham, Stacey Publications. Education and the Arts: The Teaching oj Drama and Allied Subjects in the Secondary School. Canberra, Centre for Continuing Education A N U 1971. ' ... ,

Approaches to Drama. London, Allen and Unwin, 1973.

THE CHILD IN SCHOOL CI

Studies in Reading Education

Two hours per week

Topics include approaches to the teaching of reading and possible compensatory techniques for children experiencing difficulty. Design and organisation of remedial programmes including evaluation of existing and emerging resources for reading improvement as well as construction of appropriate material. Investigation of current controversies and problems in the area of reading. Interdisciplinary team case studies are also undertaken.

316


ASSESSMENT Progressive evaluation including seminar presentation and participation, assignments and unit tests.

REFERENCES Cooper, J. D. el at.

Dallman, Martha et al.

Dechant, E. Dechant, E.

Harris, A. J. (ed.) Harris, Larry and

Smith, Carl B. Hay, Julie and

Wingo, C. Holdaway, Don Mackay, D. el at. Schell, Leo and

Burns, Paul Southgate, V. and

Roberts, G. R. Stauffer, R. G.

Decision Making/or the Diagnostic Teacher. New York, Holt, Rinehart and Winston, 1972. The Teaching 0/ Reading. 4th edition. New York, Holt, Rinehart and Winston, 1974. Diagnosis and Remediation of Reading Disability. New York, Parker, 1968. Reading Improvement in the Secondary School. Englewood Cliffs N.J., Prentice-Hall, 1973. Casebook on Reading Disability. New York, Mackay, 1970. Reading Instructions through Diagnostic Teaching. New York, Holt, Rinehart and Win~tull, I 'li 2. Reading with Phonics. Chicago, Lippincott, 1968.

Independence in Reading. New Zealand, Ashton Educational, 1972. Breakthrough to Literacy. London, Longmans, 1970. Remedial Reading: Classroom and Clinic. Boston, Allyn and Bacon, 1972.

Reading-Which Approach? London, U.P., 1970.

The Language Experience Approach to the Teaching of Reading. New York, Harper and Row, 1970.

JOURNALS English Journal. Urbana, Illinois. National Council of Teachers of English. The English Teachers Association of N.S.W. Publications. Remedial Education. Melbourne, Diagnostic and Remedial Teachers' Association of Victoria. Australian Remedial Education Association. The Reading Teacher. Newark, Delaware, International Reading Association. The Slow Learning Child. S1. Lucia, University of Queensland.

THE CHILD IN SCHOOL C2

Studies in Mathematics

Two hours per week

Topics include a brief survey of modern theories pertinent to the development of mathematical concepts, illustrated in practice by the use of structured and environmental materials. The value and use of individualised kits and programmed instruction such as Triad, I.M.P., S.R.A. and Distar systems are examined. Testing and evaluation are discussed as well as the incidence of conceptual difficulties and erroneous calculations in mathematics with consideration of remedial approaches. Reinforcement exercises and materials such as Wirtz, Botel and the value of games as reinforcement aids are considered. Deviations from normal expectancy arising from particular handicaps are analysed with visiting speakers from special schools. Research in the teaching of Mathematics to handicapped children with emphasis on readiness of pupil and appropriateness of approach is also examined as well as the use of the calculator as an aid to problem solving.

ASSESSMENT Progressive evaluation based upon assignments, reports and contribution to seminars.

317


REFERENCES Association of Teachers

of Mathematics D'Augustine, Charles H.

Greater Cleveland Educa~ tional Research Council

Holmes, Emma E. Kramer, K.

Reeves, J. P. and Radford, W. C.

JOURNALS

Notes on Mathematics in Primary Schools. Cambridge, D.P., 1969.

Multiple Methods of Teaching Mathematics in the Elementary School. 2nd edition. New York, Harper and Row, 1973. Key Topics in Mathematics/or the Primary Teacher. Chicago, S.R.A., 1962.

Mathematics Instruction/or Children. Belmont, Calif.. Wadsworth, 1968. Problems in the Teaching of Elementary School Mathematics. Boston, Mass., Allyn and Bacon, 1970. Some Aspects of Performance in Mathematics in Australian Schools. Melbourne, Australian Council for Educational Research, 1969.

The Arithmetic Teacher. Washington, D.C., National Council of Teachers of Mathematics. Journalfor Research in Mathematics Education. Washington, D.C., National Council of Teachers of Mathematics. Vinculum. Parkville, Vic., The Mathematical Association of Victoria.

THE CHILD IN SCHOOL C3

The Creative Arts

Five hours per week

Creative Arts is an interdisciplinary study consisting of four areas-Art, Crafts, Music and Physical Education---each contributing to work related to the teaching of handicapped children and to the solving of difficulties and problems resulting from specific handicaps. Integration is achieved through the planning of activities in each area so that there is collective working towards the achievement of specific objectives as a means of illustrating the more effective implementing of special education programmes in schools by achieving development and understanding of the creative arts. By analysis of difficulties or handicaps, in a cross-disciplinary approach the student is introduced to methods and materials pertinent to each area as well as developing a better understanding of the place of the creative arts in the teaching of mentally retarded, emotionally disturbed, deaf, partially hearing or sighted and physically handicapped children.

ASSESSMENT Progressive assessment based on assignments and effectiveness of work.

TEXTBOOKS Dobbs, J. P. B. Fait, H. F.

Gaston, E. Thayer Haring, N. G. and

Schiefelbusch, R. L. Harvat, R. W.

Jameson, K. Kephart, N. C. McFee, J. K. NordoIT, P. and

Robbins, C. Oxendine, J. B. Rathbone, J. L.

Roach, E. G. and Kephart, N. C.

Sparkes, R.

The Slow Learner and Music. London, O.U.P., 1968. Special Physical Education: Adapted Corrective, Developmental. 2nd edition. Philadelphia, W. B. Saunders, 1966. MusiC in Therapy. New York. McGraw-Hill, 1967. Methods in Special Education. New York, McGraw-Hill, 1967.

Physical Educationfor Children with Perceptual Motor Learning Disabilities. Columbus, Ohio, Merrill, 1971. Junior School Art. London, Studio Vista, 1971. The Slow Learner in the Classroom. Columbus, Ohio, Merrill, 1971. Preparation for Art. San Francisco, Wadsworth, 1961. MusiC Therapy in Special Education. New York, John Day, 1971.

Psychology of Motor Learning. New York, Appleton-Century-Crofts, 1968. Corrective Physical Education. 4th edition. Philadelphia, W. B. Saunders, 1949. The Purdue Perceptual-Motor Survey. Columbus, Ohio, Merrill, 1968.

Teaching Art Basics. London, Batsford, 1973.

318


REFERENCES Ashlock, P. and

Stephen, A. Bailey, P. Chaney, C. M. and

Kephart, N. C. Cheyette, I. and H.

Cratty, B. J.

Eisner, E. Frierson, E. G. and

Barbe, W. B. Ginglend, D. R. and

Stiles, W.E. Great Britain and Ireland

Department of Education and Science

Hope-Brown, M. Lindennan, E. W. and

Herberholz, D. W. Lowenfield, V. and

Brittain, W. L. Marsh, M. V. Myers, P. I. and

Hammill,D. D. OrIT, C. and

Keetman, G. Robbins, I.

Educational Therapy in the Elementary School. Springfield, Illinois, Charles C. Thomas, 1970. They Can Make Music. London, O.U.P., 1973. Motoric Aids to Perceptual Training. Columbus, Ohio, Merrill, 1968.

Teaching Music Creatively in the Elementary School. New York, McGrawHill, 1969. Development Sequences of Perceptual Motor Tasks. Freeport, N.Y.. Educational Activities, 1947. Educating Artistic Vision. New York, Macmillan. 1972. Educating Children with Learning Difficulties. Selected Readings. New York, Appleton-Century-Crofts, 1967. Music Activities for Retarded Children. Nashville, Tennessee, Abingdon Press, 1965. Music in Schools. 2nd edition. London, H.M.S.O. (Education Pamphlet No. 27), 1969.

Music with ElJerything. London, Frederick Warne. 1973. Developing Artistic and Perceptual Awareness. 3rd edition. Dubuque, Iowa, W. C. Brown, 1974. Creative and Mental Growth. 5th edition. New York, Macmillan, 1970.

Explore and Discover Music. New York, Macmillan, 1970. Methodsfor Learning Disorders. New York, John Wiley and Sons, 1969.

Music for Children. Book I. London, Schott, 1958.

Arts and Crafts Media IdeasJor the Elementary Teacher.

JOURNALS Art Education. Journal of the National Art Education Association. Washington, D.C., N.A.E.A. 9 issues per year. Australian TeacheroJthe Deaf Australian Association of Teachers of the Deaf. Melbourne, Volume 9, No.2, 1968. Journal of Music Therapy. Lawrence. Kansas. National Association of Music Therapy, Volume 8, No.3, 1971. Volume 9, No. I, 1972. Music Educators Journal. Washington, D.C. Music Educators National Conference, September 1972 and October 1972.

319

Ii "

GRADUATE DIPLOMA

IN EDUCATION (Primary Education)

AND

GRADUATE DIPLOMA

IN EDUCATION (Secondary Education)

GRADUATE DIPLOMA IN EDUCATION (Primary Education)

Subject

Education IVP Principles and Practice of Teaching IV English and Reading IVP Mathematics IVP Art IVP Crafts IVP Physical Education IV Music IVP Social Science IVP Natural Science IVP

Hours per week

2 3 3 2 3* 3* 3* 3** 3** 3**

A substantial essay is also required of all Diploma in Education (Primary .Education) student~ on a subject approved by the Principal Lecturer 10 charge of the subject field and must be submitted to him prior to the annual examinations. Exemption from this essay can only be granted by the Academic Board and may only be given if a qualifying subject is being undertaken or for another substantial reason.

*These units are being undertaken during the first semester.

"These units are being undertaken during the second semester,

320

GRADUATE DIPLOMA IN EDUCATION (Secondary Education)

Subject

Education IVS Principles and Practice of Teaching IV** Physical Education IV Two of the following:

Art IVA Art IVB English IVA English IVB French IV German IV Greek IV History IV Industrial Arts IVA Industrial Arts IVB Latin IV Mathematics IVA Mathematics IVB Science IVA Science IVB Social Science IV A Social Science IVB

Hours per week

6 3 2

4 3 3 3 3 3 3 3 4 4 3 3 3 3 3 3 3

**The practice teaching requirement is six (6) weeks as can be most conveniently arranged.

A substantial essay is also required of all Diploma in Education (Secondary Education) students on a subject approved by the Principal Lecturer in charge of the subject field and must be submitted to him prior to the annual examinations. Exemption from this essay can only be granted by the Academic Board and may only be given if a qualifying subject is being undertaken or for another substantial reason.

321

GRADUATE DIPLOMA IN EDUCATION

The qualifying subjects which may be required of students who are deficient in certain areas are:

Biology I Chemistry I Geology I Physics I Industrial Arts IVC

Students undertaking qualifying subject(s) in Science should refer to Biology I, Chemistry I, Geology I and Physics I as shown for the three years offull-time study Diploma in Teaching (Secondary Education) award. Graduates required to undertake qualifying subjects in the field of Science may be required to undertake different and/or supplementary work for assessment in these subjects than that required of students undertaking these subjects as part of the Diploma in Teaching (Secondary Education) award. Such students should contact the Head of the Science Department as early as possible in the academic year. An outline is given below for students undertaking a qualifying subject in Industrial Arts.

INDUSTRIAL ARTS IVC

Four hours per week

This unit provides an opportunity to qualify in technological aspects of Industrial Arts covering problems associated with the use of various hand and machine tools used in secondary schools, logical planning and sequential procedure techniques and skills in working with various media.


TEXTBOOKS Abelson, B. W. and

Pateman, A. J. Keable, 1. F. and

Leadbetter, B. R. Walton, 1. A.

REFERENCES Egelstalf, D. W. Glenister, S. H. Kranzberg, M. and

Pursell, C. W. Lappin, A. R. Ludwig, O. and

McCarthy, W. Walker, 1. B.

Melalworking. Sydney, McGraw-Hill, 1973.

Australian Woodworking. Sydney, McGraw-HiU, 1974.

Woodwork in Theory and Practice. Sydney, Australian Publishing Co., 1970.

A Designer's Approach 10 Woodwork. London, Pergamon Press, 1970. Contemporary Design in Woodwork. London, Murray, 1970. Technology in Western Civilization. London, Oxford University Press, 1967.

Plastics, Projects and Techniques. Bloomington, Illinois, McKnight, 1965. Metalwork Technology and Practice. Bloomington, Il1inois, McKnight, 1969. Machinery Fundamentals. Homewood, Illinois, Goodheart-Wilcox, 1969.

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ART IVA ARTIVB

Art Education

Seven hours per week

(Both of these subjects must be undertaken together.)

This provides preparation for teaching Art at High Sch?ol .Ieve!. Practical teaching experience and studies of school orgalllsatlOn IS related particularly to the N's.W. Secondary Schools system. A detailed study and evaluation of the specific tasks o~the Art ,Educ',ltor is undertaken to establish an effective professIOnal onentatIOn, increase confidence in teacher-pupil relationships and relate teaching skills and resources to an effective personal impact. Topics covered include art and the adolescent-individual dif~erences and their manifestation in child art, creative teachmg procedures and the role of the teacher in fostering creativity, . the relevance of Art History, composition, aesthetics, theory and deSIgn, art programming and utilisation of the syllabus, both the exceptionally gifted and handicapped child and art, research into personal skiIIs, media, areas of history and personal endeavour relevant to Art Education.

REFERENCES Hastie, W. R. (ed.)

Lansing, K. M. McFee, 1. K. Secondary Schools Board and

Board of Senior School Studies

ARTIVP

Art Education. 64th Yearbook. Part II. N.S.S.E. University of Chicago Press,

!1,.~\rlisls and Arl Educalion. New York, McGraw-Hili, 1969. Preparation for Art. San Francisco, Wadsworth ~ublishing Co., 1970. Syllabuses in Arl. N.S.W. Department of EducatIOn. Sydney, Government Printer.

Art Curriculum Studies


A basic introduction to the skills, materials, resources, thought processes and objectives of education through Art by encouraging awareness of the nature of the child and the developmental stages through which he passes, planning activities calculated to foster this development.

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Practical experiences are undertaken in two-dimensional expression-basic design, drawing, composition, picture making and printmaking; three-dimensional art forms; creative use of the environment-training the eye to observe and appreciate visual patterns in the environment. A study is made also of the primary art curriculum, programming, lesson preparation and evaluation.

ASSESSMENT Progressive eva1':la.ti.on including performance in practical experiences, seminars and discussions; assignments and other school actIvIties.

TEXTBOOKS Lowenfeld, V. and

Bittain, W. L. McFee, J. K. Read, H.

CRAFTIVP

Creative and Mental Growth. 5th edition. New York, Macmillan, 1970.

Preparation/or Art. San Francisco, Wadsworth Publishing Co., 1970. Education Through Art. London, Faber and Faber, 1963.


This subject gives a fundamental knowledge of the principles involved in various aspects of craft work. Topics include a basic introduction to the aims, organisation of requirements, assessment, primary syllabus, attitudes and approaches to various age levels; followed by various aspects of design, bookcrafts, paper craft, cane craft, metal craft, woodcraft, leather craft, papier mache, graphic arts, classroom environment and administration, including an examination of the development of atmosphere and procedures conducive to safe successful craft work. In addition, particular attention is given to the development of an understanding of the place and function of craft activities in the Primary School (or equivalent) in other States, Canada and the U.S.A.

ASSESSMENT Progressive evaluation including project and baokwork.

REFERENCES Ball, F. Corney, D. E. Hamlyn, P. Hamlyn, P. Miller, W. R. and

Boyd, G. Moseley, S., Johnson, P.

and Koenig, H. Rottger, E. Scobey, M. M.

Experimental Techniques and Enamelling. Reinhold, 1972. Creative Handwork. Adamstown Belair, 1972. Leisure Crafts. New York, P. Hamlyn, 1973. Popular Crafts. New York, P. Hamlyn, 1972. Teaching Elementary Industrial Arts. South Holland, Illinois, GoodheartWillcox, 1970. Craft Design. Belmont, California, Wadsworth Publishing Co., 1962.

Creative Paper Craft. London, Batsford, 1964. Teaching Children About Technology. Bloomington, Illinois, McKnight and McKnight, 1968.

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EDUCATION IVP

Sociology of Education

Two hours per week

This subject examines the family and the school in society, culture transmission, function of education in society, the school as an agent of social control and integration, socialisation, social attitudes-motives and influence, social climate, theories of dissonance, consonance and balance, social status and role, personality as a social phenomenon-society, culture and personality-the self, the self and achievement motivation, institutional and subinstitutional structures, communication structure-task versus non-task activities, power structures and authority including types of power, power and leadership, the teacher as a group leader, social climate of the classroom-moral, inter-group conflict--cohesion of subgroup, small groups in the classroom-the influence of peer groups in the educative process, the school as an organisation-formal and informal aspects, the school as a social system, bureaucracy-the school organisation and the teacher-pupil relationship, personnel-the problems of professionalisation, the impact of social and technological change--effects on culture and the social structure of schools, impact of bureaucracy and specialisation of function.

ASSESSMENT Progressive assessment including term tests, written assignments and final examination.


Koller, M. R.




White, W. F.

EDUCATION IVS

SOciology of Australian Education: A Book of Readings. Sydney, McGrawHill,1975. Families: A Multigenerational Approach. New York, McGraw-Hill, 1974.

Scholars in Context: The Effects of Environment on Learning. Sydney, Wiley International, 1968. Studying the Child in School. New York, John Wiley and Sons, 1966. The Ecology of Human Intelligence. London, Penguin, 1970. Sociology of Education. Melbourne, ~acmillan, 1970.

Basic Readings in the Sociology of Education. London, Routledge and Kegan Paul, 1970. Psychosocial Principles Applied to Classroom Teaching. New York, McGraw-Hill, 1969.

Strand A-Perspectives in Education

This strand orients its aims and content in terms of the understanding and insights represented concretely in existing educational systems, particularly those which are Australian. Conflicting philosophical

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views of the aims of Education and its objectives are examined in the light of the changing functions of formal education. Curriculum planning and development are discussed as to selection of content and learning experiences, as well as, organisation and design of curricula. The teacher in the classroom is considered in regard to expectations held by pupils, other teachers, the employer, parents and the community; and also instructional considerations and classroom management. Methods of teaching and their relationship to educational objectives are analysed as well as educational provision in Australia including the educational role of the States and the Commonwealth, and educational evaluation.

ASSESSMENT Progressive evaluation including tenn tests, written assignments and final examination.

TEXTBOOK Johnston, J. A. (ed.)

REFERENCES Ausubel, D. P. and

Robinson, F. G. Connell, W. F., Debus, R. L.

and Niblett, W. R. Daigon, A. and

Dempsey, R. A. Finley, W. J. (ed.) Hudson, B. (ed.) Hunkins, F. P. Jecks, D. A. (ed.) Kemp, D. Kohl, H. R. Mac1aine, A. G. and

Selby Smith, R. (eds.) Tanner, D.

Six Questions-Controversy and Conflict in Education. Sydney. John Wiley and Sons, 1975.

School Learning. New York, Holt, Rinehart and Winston, 1969.

Readings in_ the Foundations of Education. Sydney. Novak, 1966.

School: Pass at Your Own Risk. Englewood Cliffs, N.J., Prentice-Hall, 1974.

Education in the 1970's and 1980's. Sydney, Hicks Smith and Sons, 1970. Assessment Techniques. London, Methuen, 1973. Questioning Strategies and Techniques. Boston, Allyn and Bacon, 1972. Influences in Australian Education. Perth, Carroll's, 1974. Introduction to Education. Sydney, Novak, 1971. The Open Classroom. London, Methuen, 1970. Fundamental Issues in Australian Education. Sydney. Novak, 1971.

Using Behavioural Objectives in the Classroom. New York, Macmillan, 1972.


1. Educational Psychology Information gathering and processing techniques in Educational Psychology are considered. Inherited and environmental influences contributing to variance in student school related behaviours are examined in the light of physical-motor, intellectual and personal-both social and self-development. The assessment of student school related behaviours are discussed in the light of the above topics.


REFERENCES Garrison, K. C. and

Magoon, R. A. Runyan, R. P. and

Haber, A. Sattler, J. M.

Educational Psychology: An Integration of Psychology and Classroom Practice. Charles E. Merrill, 1972. Fundamentals of Behavioural Statistics. 2nd edition. Addison-Wesley, 1973.

Assessment of Children's Intelligence. Saunders. 1974.

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2. Atypical Children This strand discusses the role of Education and the atypical child. Disorders of physical and motor development including visual and auditory defects are examined covering measurement of the problem, social and educational implications and the special provisions needed for management of the child in special schools or normal classroom. Physical and motor disabilities are discussed similarly. Disorders of communication inherent in speech defects, language disorders and reading difficulties are examined in various aspects. The nature of mental retardation and its effects on other skills and performance of the individual are discussed together with appropriate learning theories related to teaching techniques: causes, behavioural and learning effects of brain damage are examined in relation to new trends in educational management. Disorders of social and emotional adjustment are also studied.

ASSESSMENT Progressive evaluation including two essays each of two-thousand (2,000) words and seminar papers.

TEXTBOOK Ross, Alan O.

REFERENCES Cruickshank, W. M.

and Johnson, G. O. Dunn, L. M. (ed.)

Kirk, S. A.

Smith, R. M. and Neisworth, J. T.

Telford, C. W. and Sawrey, J. M.

Trapp, E. P. and Himalstein, P. (eds.)

Psychological Disorders of Children. New York, McGraw-Hill, 1974.

Education of Exceptional Children and Youth. 2nd edition. Englewood Cliffs N.J., Prentice-Hall, 1967. Exceptional Children in Schools. 2nd edition. New York, Holt, Rinehart and Winston, 1973. Educating Exceptional Children. 2nd edition. Boston, Houghton Mifflin, 1972. The Exceptional Child. A Functional Approach. New York, McGraw-Hill, 1975. The Exceptional Individual. 2nd edition. Englewood Cliffs, N.J., Prentice-Hall, 1972.

Readings on the Exceptional Child: Research and Theory. 2nd edition. New York, Appleton-Century-Crofts, 1972.

3_ Sociology of Education This strand examines the Sociology of Education as a discipline. Topics include the individual in society-social learning, culture, values and transmission, developmental sequences, personality as a social phenomenon and the self, theories of dissonance, consonance and balance, social status and role, socialisation, the function of education in society; agencies of socialisation-family, school, peer group, others, the dynamics of social and cultural change; institutional and subinstitutional structures--control and integration, communication structure, leadership, power and authority, the teacher as a group leader, social climate and the classroom,.group processes in the classroom, influence of peer groups in the educative process, political action within an institution; the school as an organisation: formal and informal aspects.

327




Koller, M. R.


Dunphy, D.



White, W. F.

ENGLISH IVA

Sociology of Australian Education. A Book of Readings. Sydney, McGrawHill, 1975. Families: A Mu/tigenerationai Approach. New York, McGraw-Hill, 1974.

Scholars in Context: The Effects of Environment on Learning. Sydney, Wiley International, 1968. Cliques, Crowds and Gangs: Group Life of Sydney Adolescents. Adelaide, Cheshire, 1969. Studying the Child in School. New York. John Wiley and Sons, 1966. The Ecology of Human Intelligence. London, Penguin, 1970. Sociology of Education. Melbourne, Macmillan, 1970.

Basic Readings in the Sociology of Education. London, Routledge and Kegan Paul, 1970. Psychosocial Principles Applied to Classroom Teaching. New York, McGraw-Hili, 1969.

The Teaching of English in the Secondary School

Prerequisite-Adequate University background in English as determined by Department.

Corequisite-English IVB

This unit covers such topics as the centrality of literature and the language of literature in teaching English, major theorists, recent developments in teaching English at the primary school level, approaches to literature in the junior school, the novel as a focal point for integrating the activities of English, approaches to literature in the senior school including background reading of relevant literature and consideration of classroom possibilities, helping backward readers-general language enrichment, sustaining a focus on creativity, literature for backward readers, wide reading programmes, major authors of fiction for children, the library and the English teacher, creative writing-its relevance to language learning and responding to the children's work Also examined are focal points-themes, centre of interest, projects; improving listening and comprehension, especially through literature with an analysis of the limitations of machines, laboratories and comprehension exercises; improving correctness in written expression; media-integrating with literature and creative writing-extending interests beyond mass media; the relevance oflinguistics; dramatic and oral expression-an integral role in the teaching of English.


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ENGLISH IVB

Corequisite-English IVA

Strand A-Speech and Listening

This unit investigates the requirements for effective speaking both for the students and in the classroom and aims to attain an acceptable standard in the various uses of speech. Topics include voice production and the dynamics of speech, phonetics and the phoneme, theory, Australian speech, speech improvement in the classroom, creativity and speech, discussion and debating.

ASSESSMENT Progressive evaluation including assignments, seminars and practical exercises.

REFERENCES Abercrombie, David

Braden, Waldo W. Colson, Greta Hagan, J.

Jones, Daniel Mitchell, A. G.

Taylor, Calvin

Strand B-Drama

ft~7.ents of General Phonetics. Edinburgh, Edinburgh University Press,

Speech Methods and Resources. New York, Harper and Row, 1964. Voice Production and Speech. London, Museum Press, 1963. The Art oj Debating and Public Speaking. 6th edition. Sydney. Angus and Robertson, 1966. An Outline oj English Phonetics. Cambridge, HefTer, 1950. f;:7~ronunciation of English in Australia. Sydney. Angus and Robertson,

Creativity-Progress and Potential. New York. McGraw-Hill, 1964.

This strand examines expression and communication through drama, stagecrafts and basic acting, production, design and stagemanagement skills, drama in the secondary school including practical work-exercises, production and presentation of short play or excerpts. Visits to professional and other theatrical productions are arranged as well as demonstration lessons.

ENGLISH AND READING IVP


This subject unit is designed to develop knowledge of the principles and methodology of teaching English in the primary school. Interpretation and implementation of curricula is undertaken in respect of:

language-its development, approaches within the N.S.W. syllabus, associated skills and their development, the concept of "Oracy" and its central position in language learning;

reading and literature-its significance and nature, its development and interpretation within the N.S.W. syllabus, need for individualising and solving problems, choosing literature and fostering responses, place of the library;

329


drama-includes practical and theoretical work in various areas; spelling and handwriting-including modern approaches to spell

ing instruction and the teaching of handwriting skills; and, planning for language arts instructions--covering varied ap

proaches, programming in the language arts, use of the thematic approach effectively, and language arts in experimental classroom arrangements.

REFERENCES Goodridge, J. Kohl, H. P. Melnik, A. and

Merritt, J. Waishe, R. D. Wilkinson, A.

Drama in the Primary School. London, Heinemann, 1973. The Open Classroom. London, Methuen, 1973. Reading Today and Tomorrow. London, University of London Press, 1972.

My Machine Makes Rainbows. Sydney, Reed Educational, 1972. The Foundation of Language: Talking and Reading in Young Children. London, O.V.P., 1971.

FRENCH IV



Prerequisite-Adequate University background in French as determined by Department. Additional studies may be required to remedy any deficiency.


This covers the nature of language, linguistics and foreign language teaching, the psychological bases oflanguage learning, a review of the history of foreign language teaching methods and current methods, audio-lingual techniques, a study of the N.S.W. syllabus, performance objectives and individualisation, pattern drills-their composition and use, practical consideration of the methods used in the various branches of foreign language instruction, the observation and discussion of demonstration lessons, teaching practice-the application of theory and an examination offoreign languages in the primary schools. Methodology is studied by considering approaches to difficulties and sources of error, audio-visual aids, the Language Laboratory, division of material-lesson plans, making a programme, use of the School Library and the testing of proficiency.




330


GERMAN IV



Prerequisite-Adequate University background in German as determined by Department. Additional studies may be required to remedy any deficiency.


This covers the nature of language, linguistics and foreign language teaching, the psychological bases oflanguage learning, a review of the history of foreign language teaching methods and current methods, audio-lingual techniques, a study of the N.S.W. syllabus, performance objectives and individualisation, pattern drills-their composition and use, practical consideration of the methods used in the various branches of foreign language instruction, the observation and discussion of demonstration lessons, teaching practice-the application of theory and an examination of foreign languages in the primary schools. Methodology is studied by considering approaches to difficulties and sources of error, audio-visual aids, the Language Laboratory, division of material-lesson plans, making a programme, use of the School Library and the testing of proficiency.




GREEK IV



Prerequisite-Adequate University background in Greek as determined by Department

331


This unit provides students with knowledge, skills and techniques to enable them to begin teaching Greek in secondary schools. Theory is considered by examining the psychology of language learning, the bases of verbal behaviour, language and linguistics, barriers and aids to understanding. The practice of teaching in the aspects of audio-lingual technique, situational approach, vocabulary development, teaching structures, performance objectives and individualisation, the application of psychological and educational principles to classroom procedures and practice in their use. Methodology is studied by considering motivation and diagnosis of difficulties, individual and group language learning techniques, Language Laboratory, programmed instruction, syllabus making, development of language skills, cultural enrichment and transfer, language testing.




Politzer, Robert L.

Rivers, Wilga M.

Rivers, Wilga M.

Stack, Edward M.

Sturtevant, E. H.

Tumer,J. D.

Valdman, Albert (ed.) Vallette, R. M. and

Disick, R. S. (eds.)

HISTORY IV

Teach the Latin I Pray You. Chicago, Loyola University Press, 1962. Programmed Learning and the Language Teacher. London, Longmans, 1969. Linguistics and Language Teaching. New York, Random House, 1968. The Teaching o/Classics. 2nd edition. London, Cambridge University Press" 1961. Linguistics Across Cultures. Michigan, Ann Arbor, 1957. Viae Novae: New Techniques in Latin Teaching. London, Halton, 1968. The Teaching oj Foreign Languages. Englewood Cliffs, N.J., Prentice-Hall, 1969. Foreign Language Learning: A Linguistic Introductio.n. Englewood Cliffs, N.J., Prentice-Hall, 1970. The Psychologist and the Foreign Language Teacher. Chicago, University of Chicago Press, 1965. Teaching Foreign Language Skills. Chicago, University of Chicago Press, 1968. The Language Laboratory and Modern Language Teaching. London, Oxford University Press, 1960. The Pronunciation of Greek and Latin. 2nd edition. Philadelphia, Linguistic Society of America, 1940. Introduction to the Language Laboratory. London, Oxford University Press, 1965. Trends in Language Teaching. New York, McGraw-Hill, 1966. Modern Language Performance Objectives and Individualization. A Handbook. New York, Harcourt Brace, 1972.

The Teaching of History


Prerequisites-U niversity History I and II or equivalent

This unit examines the case for teaching History and considers basic lesson procedures-including oral presentation, study and use of

332


textbooks, documents, cartoons, maps; observation, including audio-visual, pictorial, movie-film and television aids; use of literature such as the novel, poetry and drama; discussion both teacher and pupil centred; activity lessons such as simulation games, model making, charts, diagrams as well as furthering of enquiry t,echniques and role playing techniques. Questioning techniques for teachers are examined in terms of focus questions, distribution of questioning, rephrasing and pupil involvement, as well as, the importance of questioning in class discussion. The organisation of the History Department in schools is considered on matters such as programmes, syllabus, approach to interpretation, source materials, unit organisation, registration of work, teaching of graded and, ungraded classes, examination and assessment by prose assessment, objective testing, and progressive assessment, as well as, the organisation, use and pupil involvement in the establishment of a history room including an examination of its value as a means offurthering interest in history, textbooks and their selection, use and organisation of stock; placement of pupils in classes. Written work is considered in relation to note taking and development of skills in essay techniques. Training is also undertaken in the use of activity methods such as the making of aids, models, slide making techniques, involvement of pupils in depth studies by the use of group activity. New ideas in the teaching of History in Australia and overseas are analysed, as well as the role of the teacher of History in relation to pupils, the school and the community.

ASSESSMENT Progressive evaluation including exercises, assignments and final examination if necessary.

REFERENCES Ballard, M. (ed.)

Booth, M. Burston, W. H. Burston, W. H.

Burston, W. H. and Green, C. W. (eds.)

Daniels, R. V. Fairley, J. A. Ferguson, S. Hall, L. T.

Jamieson, A. N.S.W. Department of Education Thomson, D.

Walshe, R. D. and Little, N. A.

Watts, D. G.

JOURNALS

New Movements in the Study and Teaching of History. London, Temple Smith, 1970. History Betrayed? London, Longmans, 1969. Principles of History Teaching. London, Methuen, 1972. Social Studies and the History Teacher. London, Historical Association, 1967. Handbook for History Teachers. London, Methuen, 1972.

Studying History: How and Why. Englewood Cliffs, N.J., Prentice-Hall, 1966. Patch History and Creativity. London, Longmans, 1970. Projects in History for the Secondary School. London, Batsford, 1967. Teaching of Integrated History in Secondary Schools. North Ryde, Centre of Advancement of Teaching, Macquarie University, 1971. Practical History Teaching. London, Evans, 1971. Syllabus in History. The Aims of History: Values of the Historical Attitude. London, Thames and Hudson, 1970. Ways We Teach History. N.S.W. History Teachers Association, 1971.

The Learning oj History. London, Routledge and Kegan Paul, 1972.

Teaching History.») N S W. History Teachers' Association Newsletter. . .

333


INDUSTRIAL ARTS IVA

Four hours per week

This unit develops skills in the teaching of Industrial Arts subjects in secondary schools examining current trends and procedures in teaching. Micro-teaching is employed as a prelude to practical experience in the schools. Content and standards used in teaching drawing in schools are analysed and practised in detail so that students develop a sound knowledge of drawing and design and overcome any deficiencies of knowledge in this area.



and Taylor, A. O. Pare, E. G., Loving, R. O.

and Hill, I. L. Turney, C. et al.

REFERENCES Gregory, T. B. Hawk, M. C. Jenson, C. H. Telfer, R. and Rees, J. Williams, P. (ed.)

Descriptive Geometry and Drawing. Kotara, Newtex, 1975.

Descriptive Geometry. London, Macmillan. 1970.

Micro Skills Handbook. Sydney, Sydney University Press, 1973.

Encounters with Teaching. Englewood Cliffs, N.J., Prentice~Hall. 1972. Theory and Problems of Descriptive Geometry. New York, Schaum, 1962. Engineering Drawing and Design. London, McGraw-Hili. 1968. Teacher Tactics. Sydney, F. J. Symes, 1974. Behaviour Problems in School, London, University of London Press, 1972.

INDUSTRIAL ARTS IVB

Four hours per week

This unit deals with the specific areas of material science and engineering mechanics. Development of research material for lesson preparation and logical programme sequences are considered and practical demonstrations in the teaching situation are undertaken, dealing with the structure, properties and selection of engineering materials-metals, polymers and ceramics, as well as, objectives, organisation of learning experiences and processes of evaluation in the teaching of engineering mechanics. Students are expected to develop a sound knowledge in these areas and overcome any deficiencies.


TEXTBOOKS Schlerker, B. R. Taylor, A. O. and

Barry, O. J.

REFERENCES Doyle, L. E. et at.

Van Vlack, L. N. Walker, J. D.

Introduction to Materials Science. Sydney, John Wiley and Sons, 1974. Fundamentals of Engineering Mechanics. Melbourne, Cheshire, 1974.

Manufacturing Processes and Materials Jor Engineers. Englewood Cliffs, N.J., Prentice-Hall, 1969. Elements of Materials Science. Sydney, AddisoTIMWesley, 1967. Applied Mechanics. London, University Press, 1972.

334


LATIN IV



Prerequisite-Adequate University background III Latin as determined by Department

This unit provides students with knowledge, skills and techniques to enable them to begin teaching Latin in secondary schools. Theory is considered by examining the psychology of language learning, the bases of verbal behaviour, language and linguistics, barriers and aids to understanding. The practice of teaching in the aspects of audio-lingual technique, situational approach, vocabulary development, teaching structures, performance objectives and individualisation, the application of psychological and educational principles to classroom procedures and practice in their use. Methodology is studied by considering motivation and diagnosis of difficulties, individual and group language learning techniques, Language Laboratory, programmed instruction, syllabus making, development of language skills, cultural enrichment and transfer, language testing.




Politzer, Robert L.

Rivers, Wilga M.

Rivers, Wilga M.

Stack, Edward M.

Sturtevant, E. H.

Tomer, J. D.

Valdman, Albert (ed.) Vallette, R. M. and

Disick, R. S. (ed.)

Teach the Latin I Pray You. Chicago, Loyola University Press, 1962. Programmed Learning and the Language Teacher. London, Longmans, ] 969. Linguistics and Language Teaching. New York, Random House, 1968. The Teaching o/Classics. 2nd edition. London, Cambridge University Press, 1961. Linguistics Across Cultures. Michigan, Ann Arbor, 1957. Viae Novae: New Techniques in LAtin Teaching. London, Halton, 1968. The Teaching of Foreign Languages. Englewood Cliffs, N.J., Prentice-Hall, 1969. Foreign Language Learning: A Linguistic Introduction. Englewood Cliffs, N.J., Prentice-Hall, 1970. The Psychologist and the Foreign LAnguage Teacher. Chicago, University of Chicago Press, 1965. . Teaching Foreign LAnguage Skills. Chicago, University of Chicago Press, 1968. The Language LAboratory and Modern Language Teaching. London, Oxford University Press, 1960. The Pronunciation 0/ Greek and Latin. 2nd edition. Philadelphia, Linguistic Society of America, 1940. Introduction to the LAnguage Laboratory. London, Oxford University Press, 1965. Trends in Language Teaching. New York, McGraw-Hill, 1966. Modern Language Performance Objectives and Individualization. A Handbook. New York, Harcourt Brace, 1972.

335


MATHEMATICS IVA

Prerequisite~Mathematics I and II at a recognised University or equivalent

Corequisite~Mathematics IVB

Strand A

This strand investigates the background of Mathematics of Year 7 pupils with reference to the curriculum and the common approaches used in the primary school. General principles of classroom procedures are examined including class management, questioning, motivation and fixing techniques, use of teaching aids, testing, lesson preparation and lesson notes. Years 7 and 8 curriculum study covering number and geometry are considered in detail.

Strand B

This strand extends topics introduced in the first strand above. Curriculum study includes an extension of the study of Mathematics courses to Year 10 at all levels with selection of topics to illustrate development and structure of various lesson types. The Higher School Certificate two unit A syllabus involves intensive study of selected topics. Instructional media involves a brief review of audio-visual equipment such as film, strip-film, loop film, television, colour slides, tapes; preparation of overhead projector transparencies. Teaching and learning theories covering the aims and principles of the secondary Mathematics curriculum are discussed with an' introduction to the work of Piaget, Dienes, Bruner, Ausubel, Fehr and Mathews (The Nuffield Project). The concept of "readiness" and its assessment is analysed as well as the notion of the "spiral curriculum" related to current policy and practice in N.S.W. Classroom management examines topics such as getting acquainted with pupils, catering for individual differences, grading and grouping; progressive assessment, innovative teaching methods and extramural experiences. Practical work includes a review of the value and methods of use of aids, as well as trigonometric surveying and the use of calculating machines. Evaluation covers elementary topics and the need for feedback, the Education Department's Public Examinations, an analysis of Statewide assessment and progressive evaluation; the classroom testing programme and item analysis and the assessment of "other aims" of the syllabus.

336


ASSESSMENT Progressive evaluation including assignments, reports and final examination.

TEXTBOOK N.S.W. Department of Education Syllabus and Notes for Forms I-IV and Level III. Sydney, N.S.W.

Government Printer, 1971.

JOURNALS Mathematics Teaching. Association of Teachers of Mathematics. The Australian Mathematics Teacher. Australian Association of Mathematics Teachers. The Mathematics Teacher. National Council of Teachers of Mathematics. The Arithmetic Teacher. National Council of Teachers of Mathematics. A Mathematics Bulletin. N.S.W. Department of Education.

MATHEMATICS IVB

Prerequisite~Mathematics I and II at a recognised University or equivalent

Corequisite~Mathematics IVA

The organisation of Mathematics courses in Years 11 and 12. An examination of the syllabus content and of methods of presentation of: (a) the four unit Mathematics course (b) the three unit Mathematics course (c) the computing strand of the two unit B course in Mathematics. The assessment of pupils studying Mathematics. The Mathematics laboratory~practical work in Mathematics. The preparation and presentation of learning aids~teacher made and departmentally supplied. The organisation of a Mathematics Department within a school~the maintenance of records. Library work for the Mathematics student. An introduction to professional journals. Catering for individual differences. Research into the learning of Mathematics. The views of Dienes Bruner Ausubel, Skemp and Biggs. Comparative studies. Schodl Mathe~ matics outside N.S.W. Trends in Mathematics teaching. The component skills of teaching, in a mathematical context, will be illustrated through live demonstrations and viewing of filmed models.

ASSESSMENT Progressive evaluation including regular assignments and final examination.



Reys. R. E. (ed.) Jackson. G. R. and


N.S.W. Department of Education

Stones E. and Morris, S.

~g~:~~~~: p~r~~~~.us and Notes Forms V and VI. Sy~ney, N.S.W.

Readings in Secondary School Mathematics. Boston, Prindle, Weber and Schmidt Inc., 1971. An Introduction to Fortran Programming. Level III. Sydney, Scoutline Publications, 1973. Problems in the Teaching of Elem~ntary School Mathematics: A Book of Readings. Boston, Allyn and Bacon, 1970. Ml!thematics Examination Committee Report. Sydney, N.S.W. Government Pnnter. . Teaching Practice Problems and Perspectives. London. Methuen, 1972.

337


MATHEMATICS IVP

Mathematics in the Infant and Primary School

Two hours per week

This unit involves the study and discussion of methods of developing number and mathematical concepts of children in the infant and primary schools. Topics include an examination of the general methods and lesson structure; research into the learning of mathematics including that of Pia get, Dienes and Bruner; the use and value of structured materials; sets, cardinal numbers and whole numbers, numeration, history of numeration, systems of numeration; algorisms, calculating devices, elementary properties of whole numbers, tests of divisibility and the general properties of place-valued numeration; rational numbers; mathematical structures, field of real numbers, quantities and experimental procedures, problems, spatial relationships and elementary topology, graphs and statistics. Comparative curriculum studies between N.S.W. and another Australian State are made, each student being required to prepare a comparative study on an approved topic not treated in lectures. A study of the verbal and activity approaches in the teaching of Mathematics including discovery techniques, structured materials, environmental methods, etc., commonly used in the primary school. Opportunity is provided for students to obtain practical experience with structured materials, environmental materials, laboratories and audio-visual aids.






Prouse, H. L. Wolf. F. L. Zwier, P. J. and

Myhoff, L. R.

Curriculum for Primary Schools~Mathematics. Sydney, N.S.W. Government Printer, 1967.

How Children Learn Mathematics. Melbourne, Macmillan. Mathematical Systems, Finite and Infinite. New York, Holt, Rinehart and Winston, 1969. EleMentary Mathematics for Teachers. San Francisco, Holden-Day Inc., 1970 . The Psychology of Learning Mathematics. Pelican Original. Introduction to Mathematics. Illinois. Scott. Foreman and Co., 1972.

Number Systems and Their Uses. Waltham, Xerox Publishing Co., 1971. Essentials afCollege Mathematics. New York, Holt, Rinehart and Winston, 1969.

338


MUSIC IVP



T~is subject h~xamines les.son procedures in primary and lower pnmar~ teac ~n.g of. MUSIc. Creative work includes scoring for perc~ssIOn, wnt~n.g pI.tche~ percussion accompaniments for songs, musI~al comp~SltIon m pnmary and infant classes. Programming, teachm~ matenals and equipment, and practical work with recorder rhythmIC and tuned percussion are studied. ' ASSESSMENT Progressive evaluation including tests, assignments and practical work.

REFERENCES Heading, R. Ingley, W. G. and

Hunter, H. March, M. V. Orff, S. and

Keetman, G. Salkeld, R. Timmins, M. D.

Liste.ning Alert. ~eacher's Edition. Sydney, J. Albert and Son, 1969. MuslC/or Todays Children. Warley, West Midlands, H. Hunter, 1974.

Expl?re and Discover Music. New York, Macmillan, 1970. MUSIC for Children. Book L London, Schott and Company.

Play the Recorder. Book l. London, Chappell, 1966. MusIc IS Fun. Book II. Huddersfield, Schofield and Sims Ltd., 1970.

NATURAL SCIENCE IVP



T~is uni.t enable~ students to gain an understanding of the role of SCIence m the pnm~ry school and introduces a variety of teaching proce.dur~s for us~ m schools. Topics include the aims of Science teachmg m the pnmary schoo.l, behavioural objectives in teaching, th~ nature and processes .of SCIence and their relation to teaching of SCIence, .classroom techmques of teaching Science, including models of te~chmg procedures, the use of teaching aids in the classroom learnl1~g and teaching outside the classroom including the projects: excurSIOns, field work covering specimen collections and natural phenomena. TEXTBOOKS N.S.W. Department of Education

Rockcastle, V. N. et al.

REFERENCES Esler, W. K.

Jacobson, W. J.


Piltz, A. and Sand, R.

Schmidt, V. E. and Rockcaslle, V. N.

Thier, H. D.

Curriculum for Primary Schools. Natural Science Health and PhYSical Education. Revised edition, 1965. Elementary School Science. Book 5. Teacher's Edition Menlo Park California, Addison·Wesley, 1972. .,

Teaching Elementary Science. Belmont, California, Wadsworth Publishing Co., 1973. r~fo~ew Elementary School Science. New York, Van Nostrand Reinhold,

Behavioural Objectives and Instruction. Boston, Allyn and Bacon, 1971.

~~~~~~elr;o.ching 0/ Science in the Elementary School. Boston, Allyn and

Teaching Science with Everyday Things. New York, McGraw-Hill, 1968.

i9~8~ing Elementary School Science. New York, Van Nostrand Reinhold,

339


PHYSICAL EDUCATION IV


This strand is designed to develop some knowledge and understanding in the areas of hygiene, human sexuality, nutrition, drug education, safety and first aid. Topics cover assessment o~ personal physique and physical fitness, consideration of plans, techmques ~nd routines commonly advocated for personal health and physIcal fitness, maintenance procedures-fitness for living, and, regular reassessment and personal checks to ensure success of programme.



Strand C-Personal Recreation in Physical Education

Topics are selected recreational activities consid.ered for ~kill components, teaching procedures and personal playmg strategIes.



ASSESSMENT .. d Progressive evaluation including process,participatlOn and productive personal reports, group papers an reports, class discussion, clinics and demonstratIOns.

REFERENCES Bartley et oJ. Bticher, Charles A.

Cratty, Bryant J. Kirk, R. H. Marshark, C.

and Hornsby, R. P. Lockhart, A. and

Johnson, 1. Willis,F.H.

JOURNALS

Essentials of Life and Health. Del Mar, California, CRM Books, 1974. Foundations of Physical Education. 6th editIOn. St. LOUIS, C. V. Mosby Co., 1972. .. Teaching Motor Skills. Englewood Chffs, N.J., PrenlIce-Hall, 1973. Personal Health in Ecological Perspective. St. LOUIS, C. V. Mosby Co., 1972.

Motor Learning Laboratory. Dubuque, Iowa, W. C. Brown, 1970.

Drug Dependence. London, Faber and Faber, 1974.

Australian Journal of Physical Education. Australian Journal of Sports Medicine. . . . . . . British Journal of Sports Medicine. Loughborough, Bntlsh Assoclatlon of Sport and Medlcme.

~~:;:~r~;·Health, Physical Education and Recreation. Washington. Research MethodS. 3rd edition. Washington, A.A.H.P.E.R., 1973. Research Quarterly. Washington.

340


SCIENCE IVA

Junior Science Education


Corequisite-Science IVB

This unit is concerned with the teaching of Science to pupils in N.S.W. Years 7-10 or their equivalent. Theoretical foundations of Science teaching examines Science its place i~ general. educat~on and its objectives, the psychological ~nd educat.IOnal baSIS of SCIence teaching including the learning experiences mvolved, as well as the principles of evaluation in Science teaching. T~a~hing techniq~es analyses and practises the planning of learning wIthmlessons, umts of work and programmes; the organisation and presentation of specific classroom, laboratory and field activities; as well as the planning and organisation of testing procedures. Laboratory techniques include consideration of the organisation of the laboratory, along with care and use of new types of equipment as well as safety precautions in the laboratory and on field excursidns. The future of Science teaching is analysed in new curricula developme~tsjn Austr~lia and elsewhere including the application of new educatIOnal techmques and equipment to Science teaching. ASSESSMENT Progressive evaluation including assignments and final examination.

REFERENCES Colette, A. T. Lacey, A. L.

Romey, W. P.

Tisher, R. P., Power, C. N. and Endean, L.

JOURNALS

Sci~nce Teac~ing in the Secondary School. Boston, Allyn and Bacon, 1973. GUide to SCience Teaching in Secondary Schools. Belmont California Wadsworth Publishing Co., 1967. • Inquiry Techniques for Teaching Science. Englewood Cliffs N J Prentice-Hall, 1968. ' .. , f9-lrmental Issues in Science Education. Sydney, John Wiley and Sons,

The Australian Science Teachers Journals. The Science Teacher. The School Science Review.

SCIENCE IVB

Senior Science Education


Corequisite-Science IVA

This unit is concerned with the teaching of Science at the level of Years 1 ~ and 12 (N.S.W.) or their equivalent. Knowledge of the general Ideas trf(ated in Junior Science Education is assumed.

341


The educational basis of Senior Science is considered in terms of its objectives, appropriate learning experiences and evaluation. Specific courses at senior level are examined and related to overseas experiences as well as being analysed as multi strand and integrated courses. Classroom techniques are discussed in the organisation of senior practical work and group studies, the stimulation and guidance of individual study and the use of textbooks and reference books.


REFERENCES CHEM Study Approach. Englewood Cliffs. N.J .• Prentice-Hall, 1970. Harvard Project Physics. New York, Holt, Rinehart and Winston, 1968. The Nuffield Project. Ringwood, Victoria, Penguin. The Web of Life. Canberra, Australian Academy of Science. 1973.

SOCIAL SCIENCE IVA


This unit introduces the curriculum and teaching methodology of the Social Science and Asian Social Studies. In this context an examination is made of what is taught about man and society, modern trends in Social Sciences Education and the aims of such teaching as well as the implications of the Base Paper on the Total Curriculum. Interdisciplinary approaches to teaching and the curriculum with particular reference to Social Science, Asian Social Studies, Man and Society, and Personal Development subjects in the secondary school are examined in detail. The development of programmes, teaching units, resources and assessment procedures for these subjects are studied. Methodology consists of an examination of traditional procedures, inquiry procedures, role playing and socio-drama, teaching about social controversy and the use of technology in teaching the Social Sciences. Students who have an inadequate background in Accounting must also complete the Accounting portion of Strand A of Social Science IVB if they are not doing that subject in its entirety.

ASSESSMENT Progressive evaluation including resource units, seminar papers, assignments, and final examination.

REFERENCES Dufty, D. G. (ed.) Gross, R. E. (ed.)



Education

Teaching About Society. Sydney, Rigby, 1970. . Teaching the Social Studies; What, Why and How. Scranton, InternatIOnal Textbooks, 1969. The Curriculum. London, a.v.p., 1972. The Study 0/ SOCiety. Victoria, Department of Education.

Pulse, A Bulletin for Social Science Teachers. Curriculum and Research Branch.

342


SOCIAL SCIENCE IVB


This unit introduces the curriculum and teaching methodology of Geography and Economics/Commerce.

Strand A-Economics and Commerce Education

The consumer education movement and modern trends in Economics Education form the context within which the aims and objectives of the Economics Education curriculum is considered. Content selection, organisation, programming, development of teaching units, resources and evaluation procedures are discussed. Methodology covers the traditional methods of teaching Commerce and Economics as well as advanced teaching procedures. Accounting matters are included for those students who have an inadequate background in this area. Topics include the nature and purpose of accounting, measurement and reporting, the accounting process, the measurement and reporting of income, accounting for and control of assets, funds flow analysis, analysis and interpretation of accounting reports.

Strand B-Geography Education

Current trends in the teaching of Geography and the place of Geography in the integration of the Social Sciences form the context in which the curriculum process in Geography is studied. Recent changes in Geography curricula are examined with special emphasis on the role of the teacher in Geography curriculum development and pupil evaluation. Methodology considers methods common to many of the Social Sciences but emphasis is on uniquely geographic learning experiences. Aids are integrated into planned learning experiences to achieve curriculum aims.

ASSESSMENT Progressive evaluation including exercises, seminar papers and resource units.

REFERENCES Barrett, W. Chorley, R. and

Haggett, P. Cooke, R. U. and

Johnson, J. H. Graves, N.

Knopf, K. A. and Strauss, J. H.

Lee, N.

Lumsden, V. G.

Murphy, R. Sanford, C. M. and

Bradbury, M. S.

Australian Book-keeping Fundamentals. Singapore. McGraw-Hill, 1971. Frontiers afGeographical Teaching. London, Methuen, 1970.

Trends in Geography. London, Pergamon Press, 1969.

f~~~~ovements in the Study and Teaching o/Geography. London, Cheshire,

Tke Teaching of Elementary Economics. New York, Holt, Rinehart and Wmston, 1960. f;~4~eaching of Economics. Economics Association of United Kingdom,

RecenJ Research on Economics Education. Englewood Cliffs, N.J., PrentIce-Hall, 1970. The Scope of Geography. Chicago, Rand McNally, 1973. Case Studies in Economics: Projects and Role Playing in Teaching Economics. New York, Macmillan, 1971.

343


Walford, R. Warnke, R. F. and

Draayer, G. F.

JOURNALS

New Direction~ in Geography Teaching. London, Longman, 1973. Selected Readmgs in Economics Education. Athens, Ohio University, 1969.

~~~~~=~:: j Economics Teachers Association of N.S.W.

SOCIAL SCIENCE IVP


This unit produces a varied approach to the teaching of Social Science by focusing on a wide range of traditional and inquiry techniques and preparing students for the planning of Social Science and integrated units, Theoretical planning and practical application in the classroom of appropriate strategies are suggested. The structuring of learning situations is examined in a range of le~sons fr~m simple inquiry-based studies to complex units of work, wIth parl1cular reference to individual pupil research, the local community, current affairs, simulation games, and role play. A depth study of integrated programming must be conducted also, involving adequate presentation of areas of inquiry, focus questions, formulation of objectives, teaching and learning strategies-lesson sequencing, resources, evaluation, and integration with other subjects. ASSESSMENT ProgFessive evaluation including assignments and class exercises with the possibility of final examination being reqUired.


Adams, W. R. Department of Education Pryde, N. D.


Clegg, A. A. Bassett, G. W. (ed.) Estvan, F. J.

Fraenkel, 1. R.

Herman, W. I. (ed.)

JaroIimek,l.

larolimek, J. and Walsh. B. M.

Joyce, B. R.


Taba, H. et al.


Trail, R. D., Logan, L. M. and Remmington, G. I.

Zahorik, J. A. and Brubaker, D. I.

How to Read the Social Sciences. I11inois, Scott, Foresman, 1970.

N.S. W. Curriculum Guideline for Primary Social Studies. Inquiry Teaching in the Social Studies. Adamstown Heights N S W Belair Publications, 1973. ' .. .,

r9r~~ing Strategies for the Social Studies. Massachusetts, Addison-Wesley,

Teaching in the Primary School. Sydney, Hovak, 1967. Social Studies in a Changing World. New York, Harcourt, Brace and World, 1968. Helping Students to Think and Value. Englewood Cliffs, N.J., PrenticeHall, 1973. Current Research in Elementary School Social Studies. New York, Macmillan, 1969. r8~~~1 Studies in Elementary Education. 3rd edition. New York, Macmillan,

f;t;ings for Social Studies in Elementary Education. New York, Macmillan,

~;7~.Stralegiesfor Social Education. Chicago, Science Research Associates,

Curriculum in Social Studies.

A Teacher's Handbook for Elementary Social Studies: An Introductive Approach. 2nd edition. Massachusetts, Addison-Wesley, 1971. Curriculum in Social Studies.

f9~~~ing the Social Sciences: A Creative Direction. Sydney, McGraw-Hili,

Towards More Humanistic Instruction. Dubuque, Iowa, W. C. Brown, 1972.

344

z .. 4t££i JAW

PROFESSIONAL STUDIES

EDUCATION I

Educational Psychology


This subject contributes to the professional competence and the general education of the student and is so structured as to make the applications of psychology available to the student in the form of effective teaching behaviour. !n the area of, the child and adolescent development a scientific study IS made ?f chIld development, the nature and interaction of heredity and environment. Socialisation, the agents of social development, areas of social behaviour, group processes, social groups in the classroom and cognitive development including the work of Piaget are considered. The learning process is examined in terms of the types oflearning and classroom instances, behavioural objectives, classical and operant conditioning, principles of reinforcement, modelling and initiative learning, memory and verbal learning, nature and conditions of forgetting, individual styles of learning, teaching strategies, psychological aspects of reading including the combination of relevant person and environmental variables. Motivation and the self are considered in topics including the physiological bases of motivation, learned motives, human needs, the place of motivation in education, long and short-term motivation, curiosity and exploration, attitudes and values, the role of the teacher; the self as a motivating force; perceived, real and ideal self, development of the self, influence on behaviour, the importance of the teacher. Measurement and evaluation-an analysis is made of basic statistics of central tendency and dispersion, rank order methods, correlation; the nature and purposes of measurement and evalution, characteristics of a good measuring instrument, planning classroom evaluations and standardised tests, Abilities are considered in terms of the individual together with their correlates and assessment.

345



REFERENCES Collins, J. K. (ed.) Communications Research

Machines Durkin, D. Frost

Gergen, K. J. Grinder, R. E. La Benne, W. and

Greene, B. Lesser, G. (ed.)

Studies 0/ the Australian Adolescent. Sydney, Cassell, 1975. Educational Psychology. Del Mar, California, CRM, 1973.

Teaching Young Children to Read. Boston. Allyn and Bacon, 1972. Issues and Innovations in the Teaching of Reading. Glenview Illinois, Scott, Foresman, 1967. The Concept of Self. New York, Holt, Rinehart and Winston, 1971. Adolescence. New York, John Wiley and Sons, 1973. Educational Implications of Self-Concept Theory. California, Goodyear, 1969. Psychology and Educational Practice. London, Scott, Foresman, 1971.

PRINCIPLES AND PRACTICE OF TEACHING I

This unit is oriented differently for the various groups undertaking it depending on their specialisation. It may also be organised differently between various groups depending on a number offactors, so that for some areas of specialisation components of the unit may be varied, in some instances to a substantial extent. Generally, however, this unit is a composite of the Block Practice teaching session held in mid-year and a micro-teaching programme. The micro-teaching programme is fundamentally cyclical in nature and contains four sequential experiences, each of two to three hours duration. The experiences are held weekly and, on completion of one cycle, the sequence of experiences commences again. This process is repeated throughout the year. The first three experiences of each cycle are oriented towards the development of basic teaching skills while the remaining experience concentrates more on human relations in teaching. Details of each experience are as follows:

One: Teaching Skills-Theory (a) Presentation and discussion of visual and symbolic models of

teaching skills, (b) Selection of instructional objectives for two 'mini' lessons. (c) Presentation of lesson content for the selected instructional

objectives. (d) Planning of the two 'mini' lessons.

Two: Micro-Practice (a) Initial teach of one of previously planned lessons highlighting a

particular teaching skill to a small group of children. (b) Evaluation of initial teach under video conditions. (c) Re-teach of same lesson to a different group of children. (d) Evaluation of re-teach under video conditions.

346


Three: Macro-Practice (a) Teach of a planned lesson highlighting the previously treated

teaching skill to a full class of children. (b) Observation of a peer teaching a planned lesson highlighting the

same teaching skill to a full class of children.

Four: Human Relations-Self, Pupil and Teacher Role Awareness Teacher role awareness is approached by examining such matters as a Principal's expectations of his staff, school and community relations, organising school sport, running a school library and using equipment in schools. The activities involved in developing self and pupil awareness includes group interaction, role playing and peer teaching. Many of these activities are video-taped and supplemented by a 'critical incidents' programme, ASSESSMENT Evaluation is in terms of reaching a satisfactory standard in each of the following area: (a) Block Practice performance (b) Attendance (c) School Experience Workbook (d) Teaching skill performance at both practical and theoretical levels.

TEXTBOOKS Turney, et al.

EDUCATION PH

Sydney Micro Skills: Series 1 & 2 Handbooks. Sydney, Sydney University Press, 1973 & 1974.

The Learner and the Primary School


To effectively plan and implement an educational programme in the primary school the teacher must have a thorough understanding of the administrative environment in which he and his pupils function and of the constraints imposed upon his programme by the developmental levels of his pupils. This subject provides these understandings and by means of practical exercises introducing students to modern trends in the teaching-learning process. Topics include the primary school in perspective which provides students with a knowledge of the administrative structure within which they will teach, variations in this structure and the theoretical bases behind these; the primary school child which provides an understanding of the principles of child development applicable from kindergarten to upper primary school level, providing a means by which a teacher will be able to develop a legitimate set of educational expectation of the individuals in his care; and, the teaching-learning process which integrates the knowledge gained from the above and utilises these in developing the skills of planning an educational programme and carrying it through to a successful conclusion.

347


ASSESSMENT Progressive evaluation including assignments, term tests, workshop-tutorial exercises and field reports.

REFERENCES Communications Research

Machines Lefrancois, G. R.

EDUCATION SII

Developmental Psychology Today, Del Mar, California, 1971.

Psychology for Teaching. California, Wadsworth, 1972.

The Learner and the Secondary School


This subject provides knowledge of the changing administrative structure within teaching and the underlying theoretical bases of these change5, provides knowledge of the developmental characteristics of pupils at the secondary school level and studies modern approaches to the teaching-learning process in relation to the above. The teaching-learning process is examined. in terms of the contribution of learning theories to teaching practice, models of teaching-after Bagne, Ausubel etc., classroom management and discipline, evaluating and reporting pupil progress, utilising audiovisual and other resource material in the classroom, as well as considering alternatives in Education including open education, deschooling the community school, programmed instruction, behavioural objectives. The high school student is considered in the light of the nature of adolescence, cognitive and emotional development during the high school years, preparation for a vocation, the high school student and sex, the minority group member at school, the high school student in cross-cultural perspective and the schoolleaver. The school context is presented by examining current trends in the administration of education in Australia; Federal-State responsibility including acts, boards, funding and so on; the N.S.W. system-teacher induction and evaluation; issues of change in aims and procedures; as well as alternatives in Education mentioned above. ASSESSMENT Progressive evaluation including assignments, term tests, workshop-tutorial exercises and field reports.

REFERENCES Bigge. M. L.

Cohen, D. and Simpson, G.

Communications Research Machines

Connell. W. F. et a/. Giles. J. Johnston. J. A. (ed.)

Schoenheirner. H. (ed.)

Tyler, R. W.

Wheeler, D. K.

Learning Theories for Teachers. New York, Harper, Rowand Weatherhill, 1968. Destination Debatable. Sydney, Ashton Scholastic, 1974.

Developmental Psychology Today. Del Mar, California, CRM, 1971.

12 to 2a-Studies of City Youth. Sydney, Hicks Smith and Sons, 1975. The Half Open Door On Open Education. Sydney, Ashton Scholastic, 1975. Six Questions-Controversy and Conflict in Education. Sydney, John Wiley and Sons, 1975. Good Australian Schools and their Communities. Melbourne, Technical Teachers Association of Victoria, 1973. Basic Principles of Curriculum and Instruction. Chicago, University of Chicago Press, 1970. Curriculum Process. London, University Press, 1974.

348


PRINCIPLES AND PRACTICE OF TEACHING II

TEACHING EXPERIENCE II

This unit provides the opportunity to learn in the practice teaching situation and apply theoretical propositions which derive from other aspects of the course. It aims to develop a rationale for teaching and teaching strategies and examines various models. This unit is oriented differently for the various groups undertaking it depending on their specialisation and whether the new or old course programme is being undertaken. It may also be organised differently between various groups depending on a number of factors, so that for some students, components of the unit may be varied, in some instances to a substantial extent. Generally however, this unit is a composite of the Block Practice teaching session held in mid-year and other short courses of various types conducted throughout the year. If a student's performance is judged less than satisfactory, the question of continuation on course must be examined. It may be possible to afford such a student a further opportunity to satisfy requirements and such additional work will form an integral part of this unit.

ASSESSMENT The quality of a student's practical performance is assessed by school teachers and lecturers against defined criteria. It is emphasised that a satisfactory level of skill must be demonstrated at this level before a student may progress to the next stage of the course.

EDUCATION III


Strand A-Sociology of Education

This strand examines the Sociology of Education as a discipline. Topics include the individual in society-social learning, culture, values and transmission, developmental sequences, personality as a social phenomenon and the self, theories of dissonance, consonance and balance, social status and role, socialisation, the function of education in society; agencies of socialisation-family, school, peer group, others, the dynamics of social and cultural change; institutional and subinstitutional structures--control and integration, communication structure, leadership, power and authority, the teacher as a group leader, social climate and the classroom, group processes in the classroom, influence of peer groups in the educative process, political action within an institution; the school as an organisation: formal and informal aspects.

349


TEXTBOOKS Morrison, A. and

Mcintyre, D. (eds.) Morrison, A. and

Mcintyre, D. Schmuck, R. A. and P. A.

REFERENCES Backman, C. W. and

Secord, P. F. Brookover, W. B. and

Cottlieb, D. Swift, D. F. (ed.)


Social Psychology of Teaching. Harmondsworth, Penguin, 1969.

Teachers and Teaching. Harmondsworth, Penguin, 1969.

Group Processes in the Classroom. Dubuque, Iowa, W. C. Brown, 1971.

A Social Psychological View of Education. New Y Ofk, Harcourt, Brace and World,1968. A Sociology of Education. 2nd edition. New York, American Book Co., 1968.

Basic Readings in the Sociology of Education. London, Routledge and Kegan Paul, 1970.


1. Personality Development and Mental Health

This strand is an introduction to major approaches, methods and findings in the field of personality. It presents an overview of basic theories, strategies, issues and conclusions in the psychological study of personality. Topics of study are the nature of personality-hypothesised personality constituents, personality as a construct; definitions of personality-attempts to define, personality and character; personality determinants-biological factors, biological and cultural evolution, genetic and physiological influences, cultural and social factors; theoretical considerations of personality-physiological, psychological, sociological and psychiatric theories including psychodynamic theories and post-Freudian theory, Phenomenological theory, cognitive theory, behavioural approaches to personality, trait and factor theory; assessment of personalityprinciples, subjective, projective, psychometric techniques of assessment, case study methods, measurement of interests, attitudes and values, expressive measures of personality; mental health and society-stress and anxiety, overview of abnormal behaviour, and its causes and management.

ASSESSMENT Progressive evaluation including assignments, semester tests and seminar work.

TEXTBOOKS Mischel, W. Pervin, L. A.

REFERENCES Geiwitz, P. J. Greene, E. B.

Hall, C. S. and Lindzey, C.

Lazarus, R. S.

Introduction to Personality. New York, Holt, Rinehart and Winston, 1973. Personality: Theory, Assessment and Research. New York, John Wiley and Sons, 1970.

Non Freudian Personality Theories. Belmont, Brooks-Cole, 1969. Measurement of Human Behaviour. Revised edition. New York, Odyssey Press, 1952. Theories of Personality. 3rd edition. New York, John Wiley and Sons, 1972.

Personality. 2nd edition. Englewood Cliffs, NJ., Prentice-Hall, 1971.

350


2. Measurement and Evaluation in the Classroom

This strand gives the student an insight into the methods and problems associated with educational measurement and evaluation. Where necessary basic statistical methods are introduced and the student is expected to demonstrate proficiency in computing these statistics. The major areas considered in this study include evaluation and the teaching process; planning classroom evaluations, the characteristics of a good measuring instrument, teacher-made tests, judging procedures and products, statistical analysis of data, diagnosis and remediation of problems, the role of standardised tests in the classroom and the nature, function, interpretation and reporting of school marks.

TEXTBOOKS Ahmann, J. S. and

Glock, M. D. OR Ebel, R. L.

OR Gronlund, N. E.

Evaluating Pupil Growth: Principles of Tests and Measurements. 4th edition. Boston, Allyn and Bacon, 1971.

Essentials of Educational Measurement. 2nd edition. Englewood Cliffs, N.J., Prentice-Hall, 1972.

Measurement and Evaluation in Teaching. 2nd edition. New York, MacmilIan, 1971.

3. Technology of Education

This strand deals with the relationship of the Technology of Education to the process of education. Opportunities are created for participants to develop production skills in the making of software. There is an introduction to concepts of educational technology and its development, theories of organisation and their application to what we know about human learning, relationship of educational technology to the process of education and the roles of the teacher, pupils and administrator, the future in Technology of Education, the production of educational software, using the hardware-problems of management in traditional school buildings and organisational systems.

REFERENCES Australian National Advisory

Committee for UNESCO Bush, R. N. and

Allen, D. W. Edling, J. V.

Gaver, M. V.

Knirk, F. G. and Childs, J. W.

Richmond, W. K.

Travers, R. M.

The Role of Libraries in Secondary Education. Canberra, Australian Government Publishing Services, 1971. A New Design Jar High School Education. New York, McGraw-Hill, 1969.

Individualized Instruction: A Manual for Administrators. Oregon, D.C.E. Publications, 1970. Patterns of Development in Elementary School Libraries Today: A Five Year Report on Emerging Media Centres. 3rd edition. New Jersey, Encyclopaedia Britannica, 1969. Instructional Technology-A Book of Readings. New York, Holt, Rinehart and Winston, 1968. The Concept of Educational Technology. London, Weidenfeld and Nicholson, 1970. Man's Information System: A Primer for Media Specialists and Educational Technologists. Chandler, 1970.

351


4. The History of Education in N.S.W.

Th~s strand brings contact with the significant historical segments wh~ch have been responsible for our current system of education. ThIS study encourages research into an appropriate section of local education in its historical context. Topics include the influence of European educational thought on Australian education in the 19th century and formative influences within the colony including the w.ork of various Governors, Boards and Committees; attempts of hIgher education from 1850; education in a state of change 1866-80; free, c.omI?ulsory, secul~r education and the development of denommatIOnal schools; mnovation reforms and change in the preWorld War II y~ars including the effects of the Depression, impact of war and e?ucatIOnal reconstruction and development post 1945; the technologIcal revolution and education in recent decades' and education and democracy within our changing and deveiopin~ society.

ASSESSMENT Progressive evaluation including semester and final examination.

TEXTBOOK Barean, A.

REFERENCES Austin, A. G. Fogarty, R. Griffiths, D. G.

JOURNALS The Australian Journal of Education.

t9~;~rl History of Education in New South Wales. Sydney, Martindale Press,

Australian Education 1788-1900. Melbourne, Pitman, 1964. Catholic Education in Australia 1806-1950. Melbourne. Documents on the Establishment 0/ Education in N.S. W. 1789-1880. Melbourne, A.C.E.R., 1957.

Journal of the Royal Australian Historical Society.

5, Exceptional Children

This strand is only available to people who have not completed previously a unit about atypical children, It examines mental retardation~auses; genetic and hereditary factors, formation of special classes, sheltered workshop, curriculum planning and techniques designed for dealing with retarded people; visually handicapped-methods of educating and problems associated with the blind, causes of visual defects, extent of education of partially sighted; auditorily handicapped~auses and prevention of deafness, discovery of hard of hearing and methods of educating these children; crippled children-types of orthopaedic dysfunction and methods of education; cerebral dysfunction--description and causes of spasticity, epilepsy, palsy, dyslexia, control and education of these children, planning courses for this group; mentally gifted--definition, special classes, selection, problems of instruction and organisation,

352


ASSESSMENT Progressive evaluation

TEXTBOOKS Haring, N. and

Schiefelbusch, L. R. Trapp, E. P. and

Himelstein, P.

REFERENCES Kirk, S. A. Myers, P. l. and

Hammil, D.

Methods in Special Education. New York, McGraw-Hill, 1967.

Readings on the Exceptional Child. London, Methuen, 1962.

Educating Exceptional Children. Boston, Houghton ~ifflin, 1962. Methods/or Learning Disorders. New York, John Wiley and Sons, 1969.

6, Teaching Problems: Possible Solutions to Simulated Situations

This strand orients the prospective teacher to the realities of the school situation, then builds upon this to provide a simulated school in which a series of critical incidents demand an appropriate response, These responses provide bases for group discussion of alternatives, Situations examined include orientation to the functioning school, critical incidents and responses in the teacher's relationship to pupils, other teachers, administration and the community,

ASSESSMENT . ' Progressive evaluation including major assignment, seminar presentatIOns, field reports and tenn exercIses.

TEXTBOOK Telfer, R. and

Rees,l.

REFERENCES Cusick, P. A. Edgar, D. E. (ed.) Fisk, L. and

Lindgren, H. C. Harris, M. B. (ed.) Krumbolz:, 1. D. and H. B. Williams, P. (ed.)

Teacher Tactics. Sydney, F. 1. Symes, 1975.

Inside High School. New York, Holt, Rinehart and Winston, 1973. The Competent Teacher. Sydney, Angus and Robe~tson, 1974. A Survival Guide for Teachers. New York, John WIley and Sons, 1973.

Classroom Uses of Behaviour Modification. Ohio, Merrill, 1972. Changing Children's Behaviour. Englewood <;:liffs .. N.J., Prentice-Hall, 1972. Behaviour Problems in School. London, Umverslty of London Press, 1974.

7, Educational Administration (Available to External Studies students only)

This strand orients the student in the field of Educational Administration, taking him into readings in group dynamics, educatio~al leadership, social psychology, organisation~l the~ry and ~ractIce, innovation and change, Then by means of SImulatIOn exerCIses, the student suggests solutions to typical problem situations, The emphasis is on the use of theory as a guide to new knowledge, a~ a guide to research and as a guide to action, The ~ases deal.wIth problems involving relationships "Yith staff, pupIls, educatIOnal authority, parents and the commulllty.

TEXTBOOKS Bassett, G. W., Crane, A. R.

and Walker, W. G. Walker, W. G.

Headmasters/or Better Schools. Brisbane, University of Queensland Press,

!JhC:PrincipaCat Work. Brisbane, University of Queensland Press, 1965.

353

REFERENCES Campbell, R. F. and

Gregg, R. T. (eds.) Castles, F. G., Murray, D. J.

and Potter, D. C. Cusick, P.

Griffiths, D. E. (ed.)

Katz, B. and Kahn, R. L.

Owen, R. G.

Walker, W. G., Rich, F. and T eadale, R.


Administrative Behaviour in Education. New York, Harper, 1957.

Decisions, Organizations and Society. Ringwood, Penguin, 1971.

Inside High School-The Student's World. New York, Holt, Rinehart and Winston, 1973. Behavioural Science and Educational Administration. Chicago, 63rd Yearbook. The National Society for the Study of Education, 1964. The Social Psychology 0/ Organizations. New York, John Wiley and Sons, 1966.

Organizational Behaviour in Schools. Englewood Cliffs, N.J., Prentice-Hall, 1970. Schools of Mapleton In-Basket. No.1 Mapleton Elementary. No.2 Mapleton High. No.5 St. Catherine's. No.4 Mapleton Grammar. St. Lucia, University of Queensland Press, 1969.

8. Educational Research

This strand provides a basic grounding in research methodology. With this background and the knowledge obtained from_ other studies in his training programme there is development of a more critical approach to research studies and an ability to carry out simple research projects alone. The unit involves field as well as laboratory work and the activities are such that the student is given practical experience with the following: descriptive statistics, experimental design, inferential statistics, educational measurement and evaluation.


REFERENCES Ary, D. et al.

Johnson, H. H.

Gaundry. E. et al.

McAshan, H. H. Rummel, J. F.

Travers, R. M. W.

Introduction to Educational Research. New York, Holt, Rinehart and Winston, 1972. An Introduction /0 Experimental Design in Psychology: A Case Approach. New York, Harper, 1971. Educational Psychology: A Laboratory Manual. Sydney, John Wiley and Sons, 1972. Elements of Educational Research. New York, McGraw-Hill, 1963. An Introduction to Research Procedures in Education. New York, Harper, 1958. An Introduction to Educational Research. London, Collier-Macmillan, 1969.

9. Mathematics Education

This strand centres on the actual process of teaching. It aims at isolating, identifying and examining critical teaching skills such as variability, reinforcement, questioning, set induction and closure. Symbolic and practical models are utilised to illustrate skills and students are given ample opportunity to put these skills into practice. Practice sessions are carried out in a local high school where students assume responsibility for teaching strands of the mathematics curricula to small groups ofpupiIs and are aided by use of videotapes to assist in a subsequent critique of performance.

354



REFERENCES Allen, D. and

Ryan, K. Ober, R. L., Bentley, E. L.

and Miller, E. Stones, E. and

Morris, S.

Microteaching. London, Addison-Wesley. 1969.

Systematic Observation of Teaching; An Interaction Analysis-Instructional Strategy Approach. Englewood Cliffs, N.J., Prentice-Hall, 1971. Teaching Practice: Problems and Perspectives. London, Methuen, 1972.

PRINCIPLES AND PRACTICE OF TEACHING III

TEACHING EXPERIENCE III

This unit provides the opportunity to learn in the practical teaching situation and apply the theoretical propositions which derive from other aspects of the course. It aims to develop finesse in curricula and organisational matters as well as deal with problems generally. This unit is oriented differently for the various groups undertaking it depending on their specialisation and whether the new or old course programme is being undertaken. It may also be organised differently between various groups depending on a number offactors, so that for some students, components of the unit may be varied, in some instances to a substantial extent. Generally, however, this unit is a composite of the Block Practice teaching session held in mid-year and other short courses particularly in schools conducted throughout the year. If a student's performance is judged less than satisfactory, the question of continuation on course must be examined. It may be possible to afford such a student a further opportunity to satisfy requirements and such additional work will form an integral part of this unit.

ASSESSMENT The quality of a student's practical performance is assessed by school teachers and lecturers against defined criteria. It is emphasised that a satisfactory level of skill must be demonstrated at this level before a student can be recommended for appointment to a teaching position.

355

GENERAL STUDIES AND ELECTIVES

A number of General Studies are specified for students in various years of the

Diploma in Teaching (Primary Education) Diploma in Teaching (Secondary Education) Diploma in Art Education Diploma in Music Education

courses, while further electives are made available to many students at different times in their courses. The General Studies units specified for the different courses are:

English GS English/History GS Science GS Social Science GS

Students should consult the outline for their particular course to see if and when they are required to undertake any ofthose listed above or the electives. Students wishing to study electives should ensure that they have the necessary prerequisites for any subject they wish to nominate.

ENGLISH GS


This is a subject unit of general English Studies for secondary students not specialising in English. It confronts students with traditional and contemporary values and issues in Australian society as reflected in various literary forms, film and the media. The subject will cover a number of aspects of the Australian experience, with emphasis on the present, integrating historical and thematic approaches.

A. From New Land to New Nation Selections from:

(a) Prose: Keneally Tucker Clarke Warung Furphy Franklin Lawson

- Bring Larks and Heroes - Ralph Rashleigh - For the Term of His Natural Life - Convict Days - Such is Life - All That Swagger - Stories

356

GENERAL STUDIES AND

The Bulletin - Stories and Articles Rudd - On Our Selection Boldrewood - Robbery Under Arms Herbert - Capricornia ,'o,n,) A

(b)Poetry:,.,'I! . Selections of poets and poetry reflecting the convict and 'coronial experience and the growth of nationalism. L ( ;

(c) Drama: Ellis and Boddy - The Legend of King O'Malley Stewart - Ned Kelly

(d) Film: The Eureka Stockade Robbery Under Arms Ned Kelly

B. Diggers and Depression Selections from:

(a) Prose: Johnston Tennant Casey Cusack and

James Stow Hardy White Porter Lower

- My Brother Jack - The Battlers - Snowball - Come In Spinner

- The Merry-Go-Round in the Sea - Power Without Glory - Riders in the Chariot - The Watcher on the Cast-Iron Balcony - Here's Luck

(b) Poetry: Selections of poets and poetry reflecting these aspects of the Australian experience.

(c) Drama: Oakley The Feet of Daniel Mannix Kenna - A Hard God Seymour - The One Day of the Year

(d) Film and Television: From 40,000 Horsemen; Rats of Tobruk; My

Brother Jack; Marion; Redheap; The Rainbow and the Serpent; A Hard God.

357


C. The Contemporary Scene Selections from:

(a) Prose: Keneally White Johnston Oakley Anthologies

and Periodicals Hewett Marshall Herbert

(b) Poetry:

Three Cheers for the Paraclete The Burnt Ones Clean Straw for Nothing A Salute to the Great McCarthy Short Stories and Essays

Bobbin Up Stories Poor Fellow My Country

Poetry reflecting current issues and values, including the poetry of Wright, Hope, Fitzgerald, McAuley, Daw, Porter, Simpson, Harwood, Hall, Murray, Dransfield and Tipping.

(c) Drama: Williamson

Hibberd

Buzo

McNeil

The Removalists Don's Party Dimboola White with Wire Wheels Rooted Norm and Ahmed The Chocolate Frog The Old Familiar Juice

Cove Kookaburra Cd) Film, Television and the Media:

Selections from relevant films, television programmes and other media material reflecting current aspirations, values and issues in Australian society, including:

The Adventures of Barry McKenzie Wake in Fright Stork Three to Go Homesdale

Allowance will be made for students to choose special areas of intensive study.

ASSESSMENT Progressiv~ ev~luation based on essays and assignments, seminar papers, participation in discussion groups, and final exanunatIOn paper.

REFERENCES Dutton, Geoffrey Moore, T. Inglis

The Literature 0/ Australia. Harmondsworth, Penguin, 1964. r~~~~l Patterns in Australian Literature. Sydney, Angus and Robertson,

358


Rees, Leslie Serle, Geoffrey

JOURNALS

The Making of Australian Drama. Sydney. Angus and From Deserts the Prophets Come. Melbourne Heinem Roberts19 On, 1913~tf

, ann, 73. '"

The Australian Author. Sydney, published quarterly by the Australian Society of Authors Australian Literary Studies. Tasmani.a, published hal~-yea.rly by the University of Tasmau"ia. Meanjin Quarterly. Melbourne, pubbshed by the Umverslty of Melbourne. Overland. Melbourne. Poetry Australia. Sydney, published quarterly by South Head Press. Southerly. Sydney, published quarterly by Wentworth Press. Westerly. Perth, published quarterly by University of Western Australia.

ENGLISH/HISTORY GS (Integrated)

Man and Society in Australian History and Literature


A survey and selected depth studies of Australia's history from 1788 to 1945 provide the background for an appreciation of our literary heritage. Works are chosen and assessed on the basis of the extent to which they emanated from and reflected the social environment, and on their literary and historical roles in evoking the spirit and attitudes of the times. The accumulation of enduring imaginative responses is seen as primary source material manifesting an emerging Australian consciousness. Aspects of Australia's history which are considered fruitful as sources of Australian literature include difficulties in the primitive society, crime and punishment, an emerging free society, the nationalist sentiment, and Australia in the world. Literary study focuses on journals, letters and the press, as well as on poetry, prose and drama in their traditional forms. Priority is given to works written in the periods being examined, as sources of contemporary social comment, but due regard is paid also to the fact that the illumination given to history by literature need not necessarily be contemporaneous with the period under discussion.

ASSESSMENT Progressive evaluation based on participation, assignments and unit tests.

REFERENCES Historical Sources: A. BOOKS Blainey, G. Clark, C. M. H. Grattan, H. Greenwood, G.

Mackaness, G.

McQueen, H. Shaw, A. G. L. Ward, R. Fitzpatrick, B.

The Tyranny oj Distance. Melbourne, Sun, 1969. A Short History of Australia. New York, New American Library, 1963. Australia. Berkeley, University of California Press, 1947. Australia: A Social and Political History. Sydney, Angus and Robertson, 1965. Fourteen Journeys across the Blue Mountains. Sydney, Horwitz-Grahame, 1965. A New Britannia. Ringwood, Penguin, 1970. Convicts and the Colonies. London, Faber, 1966. The Australian Legend. Melbourne, Cheshire, 1957. The Australian People, 1788-1945. Melbourne, Melbourne University Press, 1951.

359


B. JOURNALS, PERIODICALS AND DOCUMENTS Hisrorical Records 0/ Australia, Series I. Journals oj the Royal Australian Historical Society. Australian Journal of Politics and History. Historical Studies: Australia and New Zealand.

C. NEWSPAPERS (The Library possesses an extensive range of 19th century publications, mostly on microfilm.) The Sydney Gazette and New South Wales Ad~'ertiser The Australian The Monitor The Sydney Herald The Sydne,v Morning Herald The Bulletin The Age Other papers as suggested.

BIBLIOGRAPHIC REFERENCES Pike. D. Australian Dictionary oj BIOgraph}'. Melbourne, Melbourne University

Press, 1967 (to date). Serle, P. Grolier Society

Literary Sources: Prose (I)

Savery, Henry Tucker, James Kingsley, Henry Clarke, Marcus Keneally, Thomas Richardson, Henry Handel Furphy, Joseph Brent of Bin Bin Rudd, Steele Keneally, Thomas Penton, Brian White, Patrick Lawson, Henry Semmler, Clement (ed.) Stone, Louis Manning, Frederic Tennant, Kylie Langley, Eve Hungerford, T. A. G. Lambert, Eric Cusack, Dymphna Stow, Randolph

Prose (II) Tench, Watkin Dunderdale, G. Twain, Mark Sherer, J. Meredith, Louisa Ann Sadleir, Michael Boxall, George Edes Gould, Nat Twopenny, R. E. N. Carnegie, D.

A Dictionary of Australian Biography. Sydney, Angus and Robertson, 1959. The Australian Encyclopaedia. Sydney, Angus and Robertson, 1925.

Quintus Servin ton The Adventures of Ralph Rashleigh The Recollections of Geoffrey Hamlyn For the Term of His Natural Life Bring Larks and Heroes Australia Felix (Book J Fortunes of Richard Mahony) Such Is Life Up the Country On Our Selection The Chant of Jimmie Blacksmith Landtakers The Tree of Man Collected Short Stories The Lawson Tradition Jonah Her Privates We The Battlers The Pea Pickers The Ridge and the River Twenty Thousand Thieves Come In Spinner The Merry~Go~Round in the Sea

Sydney's First Four Years The Book of the Bush Mark Twain in Australia and /\/ell' Zealand The Gold Finder of Australia Notes and Sketches of New South Wales Recollections of a Victorian Police Officer The Story of the Australian Bushrangers Town and Bush Town Life in Australia Spinifex and Sand

(Note: the last nine titles are Penguin Colonial Facsimiles) Gammage, Bill The Broken Years: Australian Soldiers in the Great War Burke, K. Gold and Silver

Poetry Ward (ed.) HeseItine, H. (ed.)

Drama Blair, Ron Keneally, Thomas Boddy, M. and Cooney Buzo, A. Lawler, R. Stewart, Douglas Diamond, Dick Boddy, M. and Ellis, R. Locke-Elliott, S.

Penguin Book of Australian Ballads The Penguin Book of Australian Verse From the Ballads to Brennan

Flash Jim Vaux Halloran '5 LillIe Boat Cash Macquarie The Man Who Shot the Albatross Ned Kelly Reedy River The Legend of King a 'Molle)' Rusty Bugles .

360


SCIENCE GS

Science and Society


This subject develops an understanding of the relatio hi bet ' science and society, an understanding of the ways in n\th .. ' Y" .. ecw." has shaped society and of the factors in society whl'ch h

W cd.$Clet~ed'~~.:i' d I d d d d ' ave Iree ~:

eve ope an retar e SCIence, ,.,: ,.' iJ:IO,\

Th~ nat~re of science, sC,ienc,e a~d teChnology, natural scienoe's;:atil? socIal sClen~es, A~ outlme IS gIven .of the history of sofent!e1and::i'<;,:; t~chn~logy m socIety and an eX,ammation is made of 'S()~·ilase'ii;':;.,,;o:i. hlstones, ~,g, metallurgy, and sO~lety, elect:ical science and society~!,::'", ./. nuclear sCIence an~ socIety, SCI~nce and ItS relationship to some;';" components, of socI,ety SUC? as ~nd~stry, religion, educd.~ldW;f.ii.rt;/r ~overnment I,S ~xammed, S,clence m d,lfferent societies, e.g. capit{llis ... } t~c, comm~ll1stJc, developmg countnes, Au~tralia~ socie,t¥(}~':99m' sldered, SCIence and the future, the revolt agamst sClence, sc~~~ ~4;' the doomsday prophecy are also analysed, , .. ',<' '. .

'::rrJ .1»:i~·~)2< " ASSESSMENT

:r:;::~:~:~uatioll including assignments, seminar material and final examination, ;';I:~!:i;<';J~~

Barzun Sc~ence, .rhe ,GloriOUS Entertainment. New York, Harper and1t!~,:i9M.·,! . Bernal, J. D. SCI.ence III HIstory. 4 vols. London, C .. A. Watts and Co.J. .. td., 196~.~ > Catovillano, R. L. and SCIence and the Future of Man. Cambndge, The M.'.T:~ Pi'Cs$f;t~9:;:7~/1 '

Skehaz, J. W. (ed.) Farrington, B. Kearney, H. Metraux, G. S. and

Greek Science. 2 vols. Middlesex, Penguin, 1949. .,' ')' 1(:1 Origins of the Scientific Revolution. London, Longmans 1~6.. . :' The Evolution of Science. New York, New American IXbr8rY"l96g~U<~,'

Grouzet (ed.) Rose, H. and Rose, S. Science and SOCiety. London, Allen Lane, Penguin, i967.

JOURNALS Impact of Science Upon SOCiety. Paris, U.N.E.S.CO. Quarterly. Courier. Paris, U.N.E.S.CO. Monthly. New Scientist. London, New Science Publications. Weekly.

:~:n(. ~Il,/"i

AUDIOTAPE Snow, C. P. Role of Personality in Science. New York, Jeffrey Norton Pub. Ilic. Sound

Seminar Series. .,

SOCIAL SCIENCE GS

Contemporary Australian Society


This subject treats the formative influences on Australian society, groups in Australian society, areas of group tensions and individual reactions to group pressures, The focus of study is on Australian society's institutions, as embodying group responses to collectively felt problems,

361


Formative Influences: The setting for Australian society; the continent compared with others. Human structures, patterns and numerical distributions throughout the continent---contrast with underdeveloped countries. Distinctive features of Australian images, ethos and culture; voting systems and arbitration; a centralised bureaucracy. Minority groups and other special groups.

Groupings In Contemporary Society: Students elect one field for study from these three areas offered.

Area One Family, Church and Local Groups Area Two Economic Groups covering consumers,

ruraljUrban economy, urbanisation with conservation

Area Three Political Groups, pressure groups and the role of law

Arena of Group Tensions: The creators of tensions---conflict of ideologies; clashes on ethnicity, social movements and economic struggle. Resolution of tension-the rule of law; the role of the legislature and executive. Australia in regional tensions-its foreign policy. The Debits and Credits of tensions.

Personal Responses to Group Tensions: Future shock; Alvin Toffler's thesis; Orson Welles and his audiovisual presentation of "Future Shock". Inter-personal relationships. Personal attitudes.

ASSESSMENT Progressive evaluation based on term tests, reports on field studies, exercises in research data, and three depth studies, including their manner of presentation.

TEXTBOOKS Davies, A. F. and

Eneel, S. Edgar, D. E. (ed.) Hunt, F. J. Rapoport, A.

Australian Society. 2nd edition. Melbourne, Cheshire, 1970.

Social Change in Australia: Readings in Sociology. Melbourne, 1974. Socialisation in Australia. Sydney, Angus and Robertson, 1972. Australia as Human Setting. Sydney, Angus and Robertson, 1972.

362


GENERAL STUDY ELECTIVES LEVEL I

Subject Art IAE Art IBE Art ICE* Chemistry IBE Craft IE** Education IAE-Atypical Children Education IBE-Psychology English IAE-Literature English IBE-Theatre and Stage Craft Economics IE-Economics for the Citizen French IE

Geography IE-Australia in Transition German IE

History IE-Basic Themes Mathematics IAE

Mathematics IBE*** Mathematics ICE-Mathematics in Action Music IE Personal Development IE**** Physical Education IE Science IE-Man and his Environment Science and Society IE

*lndustrial Arts students ONLY

**Not available to continuing students

"'**Not available to Industrial Arts students

****Not available to Home Science and Physical Education students

363

Prerequisite Nil H.S.C. Art Nil Nil Nil Nil Nil Nil Nil Nil S.C. or H.S.C.

French , Nil

S.C. or H.S.C. German

Nil 2S H.S.C.

Mathematics Nil Nil Nil Nil Nil Nil Nil


ART IAE

Practical Art: Introductory Course


An introductory unit to provide basic knowledge and techniques necessary for the development of creative potential and skills. Students are encouraged to experiment with new and exciting approaches, expressing individual ideas through creative drawing, observation techniques, three-dimensional expression and design. Subjects include Drawing, Painting, Sculpture, Three-dimensional Design, Applied Arts, Weaving and Jewellery, Ceramics, Photography, Graphic Art, Art Appreciation.

ASSESSMENT Progressive evaluation including practical work and three essays of two thousand (2,000) words.

TEXTBOOKS Barrio, R. Bestin, M. E. Burnett, Calvin Scott, R. G.

REFERENCES Arnheim, Rudolf

Barry, Gerald (ed.) Bertram, Anthony Birren, Faber

Fripp, Sir Alfred Ocvirk, Otto G. et al.

UNESCO

ART !BE

Experiments in Modern Art. New York, Sterling Publishing Co. Inc., 1968. Design Through Discovery. New York, Holt, Rinehart and Winston, 1963. Objective Drawing Techniques. New York, Reinhold Publishing Corp., 1966. Design Fundamentals. New York, McGraw-Hi1l, 1951.

Art and Visual Perception: A Psychology of the Creative Eye. Berkeley, University of California Press, 1969. Man the Artist: His Creative Imagination. London, Macdonald, 1964. One Thousand Years of Drawing. London, Studio Vista, 1966. Principles of Colour: A Review of Past Traditions and Modern Theories of Colour Harmony. New York, Van Nostrand, 1969. Human Anatomy for Art Students. London, Seeley (n.d.) Art Fundamentals, Theory and Practice. 2nd edition. Dubuque, Iowa, W. C. Brown, 1968. The Arts and Man: A World View of the Role and Functions of the Arts in Society. Paris, UNESCO, 1969.

Practical Art: Advanced Course


Prerequisite-Higher School Certificate Art

An advanced unit for students with previous experience and developed skills in the visual arts. Students are encouraged to extend their experiences and creativity in media and styles previously attempted and explore new and exciting means of expression according to individual ambitions. Subjects for individual study include Painting in Oils and Acrylics, Sculpture, Ceramics, Weaving, Jewellery, Photographic Art Forms, Graphic Art, Graphic Design, Interior Design, Industrial Design, Art History and Appreciation.

364


ASSESSMENT Progressive evaluation including practical work and three essays of two thousand (2,000) words.





UNESCO

ART ICE

Art in Society


Experiments in Modern Art. New York, Sterling Publishing Co. Inc., 1968. Design Through Discovery. New York, Holt, Rinehart and Winston, 1963. Objective Drawing Techniques. New York, Reinhold Publishing Corp., 1966. Design Fundamentals. New York, McGraw-Hill, 1951.

Art and Visual Perception: A Psychology of the Creative Eye. Berke1ey, University of California Press, 1969. Man the Artist: His Creative Imagination. London, Macdonald, 1964. One Thousand Years of Drawing. London, Studio Vista, 1966. Principles of Colour: A Review of Past Traditions and Modern Theories of Colour Harmony. New York, Van Nostrand, 1969. Human Anatomy for Art Students. London, Seeley (n.d.) Art Fundamentals, Theory and Practice. 2nd edition. Dubuque, Iowa, W. C. Brown, 1968. The Arts and Man: A World View of the Role and Functions of the Arts in Society. Paris, UNESCO, 1969.

A unit designed to meet the needs of Industrial Arts students only in discovering their own creative talents in art and promoting involvement in and understanding of the creative process. Experiences in art are programmed to develop imagination and creativity and develop skills in techniques appropriate to the creative exploitation of materials and concepts. The encouragement of a high level of satisfaction and achievement in artistic pursuits is encouraged through studies in Drawing, Design, Ceramics and Sculpture by workshop and studio practice, demonstrations and lectures, seminars, discussions, the use of visual aids and by individual research and experimentation.

ASSESSMENT Evaluation including practical work and three essays of two thousand (2,000) words.





UNESCO

Experiments in Modern Art. New York, Sterling Publishing Co. Inc., 1968. Design Through Discovery. New York, Holt, Rinehart and Winston, 1963. Objective DraWing Techniques. New York, Reinhold Publishing Corp., 1966. Design Fundamentals. New York, McGraw-Hill, 1951.

Art. and. Visual P~rcep.tion: A Psychology of the Creative Eye. Berkeley, Umverslty of CalIfornIa Press, 1969. Man the Artist: His Creative Imagination. London, Macdonald, 1964. One Thousand Years of Drawing. London, Studio Vista, 1966. Principles of Colour: A Review of Past Traditions and Modern Theories of Colour Harmony. New York, Van Nostrand, 1969. Human Anatomy for Art Students. London, Seeley (n.d.) Art Fundamenta[s, Theory and Practice. 2nd edition. Dubuque, Iowa, W. C. Brown, 1968. The Arts and Man: A World View of the Role and Functions of the Arts in Society. Paris, UNESCO, 1969.

365


CHEMISTRY !BE

Four hours per week

This ~ubject wi~ens. the stu~ent's unde~standing of and develops expenmental SkIlls III chemIstry, especIally in areas relevant to subsequent Materials Science studies. Topics inclu~e atomi.c st.r~cture, distribution of electrons in quantum levels; ~hemIcal penodIcIty, the relation of atomic structure and propertIes of the elements; atomic and molecular weights Avogadro's Hypothesis, the mole, stoichiometry; bonding, ionic and covalent bonds, properties of ionic and covalent compounds' shapes ~f ~olecules and ions, intermolecular forces; the nature of solids, hqUl~S and gases, changes of state and the energy involved; ionic solutI~ns, el~ctrode reactions, electrode potentials, electrolysis, corrOSIOn; aCI.ds and .bases, Lowry-Bronsted concept of acid base theor~; orgamc chemIstry, ~oncepts of homologous series, isomers, functIOnal g~oups and reactIOns, polymers, their nature, production and propertIes; metals, the metallic bond and metal properties.

ASSESSMENT Progressive evaluation including assignments, periodic tests, tutorials, practical work and final examination.

REFERENCES Kaufman, M. Sienko, M. 1. and

Plane, R. A. Turk, A. el al.

CRAFT IE


Giant Molecules. London, Aldus Books 1968. Chemislry. 4th edition. New York, McGraw·HiII, 1971.

Introduction to Chemistry_ 2nd edition. New York, Academic Press, 1974.

This subject provides t~e student ~ith the opportunity to develop the ~atent powe~s o~ creatIve expressIOn through craft activities, Topics mclude a bnef hIstory of each area and examines individual work in Leat?erwork, Copper Jewellery, Sheet Metal Work and Candle Makmg.

ASSESSMENT Progressive evaluation of practical work and assignments.

REFERENCES Brynner, I.

Cherry, R. Collings, A. Crawford. J. Davidson, I.

Mo.dern Jewellery: Design and Techniques. New York Van Nostrand Remhold, 1968. ' General Leatherwork. Illinois, McKnight, 1970. Candle Making. London, Search, 1971. Introducing Jewellery Making. London Batsford 1972 Ideas Jor Jewellery. London, Batsford, , 1973. ' .

366


ECONOMICS IE

Economics for the Citizen


The areas of study are systematically delineated but the treatment of many is incidental. Included are the framework of economics; an overview of macroeconomic activity--{;onsumption, savingl investment, equilibrium, money, the capital market and financial institutions, determinants of investment decisions, aggregate supply and aggregate demand, recession and inflation, government expenditure and taxation policy, objectives of the Australian Government, elementary theory of income and employment, methods of achieving variation by government manipulation, monetary and fiscal policies; growth in the economy-nature measurement, determinants, income, distribution, incomes policy, social security provisions; economics and the quality of life; decision making in alternative economic systems and the changing nature of capitalism.

ASSESSMENT Progressive evaluation including exercises, seminars and written assignments.

REFERENCES Boehm, E. A.

Cameron, B.

Chamberlain, N. W. (ed.) Downing, R. I. et al.

Hutchinson, H. D. Nevile, 1. W. Noble, C. E. and

NottIe, R. W. Perkins, 1. O. W.

Samuelson, P. A. and Hancock, K.

EDUCATION IAE

20th Century Economic Development in Australia. Melbourne, Longmans, 1971. The Elements 0/ Economic Policy. London, University of London Press, 1972. Contemporary Economic Issues. London, Irwin, 1972. The Australian Economy: A Manual 0/ Applied /:'wl/ofllics. London, Weidenfeld and Nicholson, 1973. Economics & Social Goals: An Introduction. Chicago, S.R.A., 1973. Fiscal Policy in Australia. Theory & Practice. Melbourne, Cheshire, 1970. Case Studies in the Australian Economy. Melbourne, Cheshire, 1972.

Billion Dollar Questions: Economic Issues in Australia. Melbourne, Sun Books, 1973. Economics: 2nd Australian Edition. Sydney, McGraw-Hill, 1975.

A typical Children


This unit discusses disorders of physical and motor development including visual and auditory defects with their social and educational implications with an examination of the resultant needs and provisions that must be made; as well as this the relevance and

367


handling of physical and motor disabilities are examined. Disorders of communication generally and the intellectually atypical child-both retarded and gifted-are discussed in relation to assessment, special needs and problems as well as physical dysfunctions. Referral agencies, social and emotional problems are also examined.


TEXTBOOK Telford, C. W. and

Sawrey, J. M.

REFERENCES Cruickshank, W. M. and

Johnson, G. O. Kirk, S. A.

EDUCATION IBE

The Exceptional Individual. Englewood Cliffs, N.J., Prentice-Hall, 1967.

Education of Exceptional Children and Youth. Englewood Cliffs, N.J., Prentice-Hall, 1967. Educating Exceptional Children. Boston, Houghton Mimin, 1962.

Psychology and Child Development


This subject introduces students to the study of psychology. Attention is given to the nature of psychological research and the evaluation of evidence in the subject. Major areas of psychology are treated and the area of child development is explored in depth. Topics of study are nature and scope of psychology including historical development of psychology, its scientific aspects and the practice of psychology; as well as the physiological bases of behaviour, motivation and emotion, perception, intelligence, learning, remembering and forgetting, personality, interpersonal interaction. Child development examines prenatal influences, neonatal enrichment and deprivation studies, comparative studies, and developmental issues in early adolescence.

ASSESSMENT Progressive evaluation including one essay, one practical report, presentation of a seminar paper and class exercises.

TEXTBOOKS Mussell, P.

Silvennan, R.

The Psychological Development oj the Child. 2nd edition. Englewood Cliffs, N.J., Prentice-Hall, 1973. Psychology. Englewood Cliffs, N.J., Prentice-Hall, 1972.

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ENGLISH IAE

Literature


By selection from various works this unit examines various themes such as twentieth century violence, censorship, the plight of the individual, women in fiction-the role of the female in fiction-an historical overview to provide a background to the modern emancipated heroine. Additional themes will be decided on by the lecturer and students after discussion and inquiry. The unit provides opportunities for the writing of stories and poems, as an optional element; abundant informal discussion with fellow students in small groups and panels. Contemporary poetry may be read in association with the above type of reading, but in general the unit provides a broad experience of fiction around the world.

ASSESSMENT Progressive evaluation which may include an examination.

REFERENCES Burgess Vonnegut Nabokov Lawrence, D. H. Solzhenitsyn Waterhouse, Keith Bellow Maugham, Somerset Lawrence, D. H. Fitzgerald, Scott

ENGLISH IBE

A Clockwork Orange Slaughterhouse 5 Lolita Lady Chatterley's Laver One Day in the Life of Ivan Denisovich Billy Liar Henderson the Rain King Rain Women in Love Tender is the Night

Theatre and Stagecraft


This unit is designed to develop a true interest in the theatre and performing arts. It allows students to gain understanding and experience of the theory and practice of theatre, as well as encourage them to extend and explore their own creativity. The many facets of play production and acting are not to be seen as an easy option. Hard and prolonged intellectual and physical work are involved, perhaps even extending beyond lecture times. Theatre work is for people prepared to contribute the required time and effort.


369


FRENCH IE

French Language and Literature


Prerequisite-School Certificate French

This study is divided into five strands and is designed to cater for students of diverse interests including linguistic, cultural and literary interests. Students are required to select at least three of the five strands offered; if they are seeking higher gradings they must select at least four strands.

Strand A Strand B Strand C

Strand D

Strand E

Aural comprehension, oral fluency and grammatical review Approaches to modern French society French literacy development through extensive reading (Recommended especially for candidates having studied French to the S.c.) Literary appreciation through intensive reading (Recommended especially for candidates having studied French to the H.S.C.) French film, art and popular song appreciation

ASSIGNMENTS Strand A Two short written or completion exercises per fortnight. One private half-hour laboratory

session on pattern practice exercises. Strand B One major assignment on one thousand five hundred (I ,500) words based on John Ardagh's The

New France. Two short comprehension exercises per term based on reading of Penguin French Reader and similar extracts.

Strand C One questionnaire exercise based on each short story or novel as completed. Strand D One (1) seven hundred and fifty (750) word literary essay per term. Strand E One short questionnaire assignment on each of the three films studied. One (I) five hundred (500) word assignment per term on aspects of the French popular song study.

ASSESSMENT No formal examinations are set. Assessment is based on performance in the above assignments and on participation in group discussion and in-class exercises.

TEXTBOOKS Strand A Carlut, C. and

Meiden, W.

Strand B Ardagh, J. Lees, S. and

Ricks, D. (ed.) Strand C Maupaussant, G. de Strauss, G. (ed.) Strand D Camus, A. Gide, A. Maupassant, G. de St. Exupery, A. de Strauss, G. (ed.)

Frenchfor Oral and Written Review. New York, Holt, Rinehart and Winston, 1968.

Practice Manual to Accompany French for Oral and Written Review. New York, Holt, Rinehart and Winston, 1968.

The New France. Harmondsworth, Penguin, 1970. Penguin French Reader. Harmondsworth, Penguin, 1969.

Contes Choisis. Paris, Albin Michel, 1958. Notre Sii:le. Melbourne, Cheshire, 1968.

L'Etranger. London, Methuen's Twentieth Century Texts, 1965. La Symphonie pastorale. London, Harrap, 1966. Contes Choisis. Paris, Albin Michel, 1958. Vol de nuit. Paris, Gallimard, 1974. Notre SiC/e. Melbourne, Cheshire, 1968.

370


GEOGRAPHY IE

Australia in Transition


A study of form and process changes in patterns of economic geography in Australia involving two themes: growing urban complexity-an examination of inter-urban and intra-urban activity systems in Australia covering historical development of spatial elements, spatial problems and changes, external relations, internal characteristics, urban man and natural systems; and, resource utilisation and the environment--dealing with the impact of current resource utilisation on existing settlement patterns, industrial integration, urban-rural population balance and transport systems. Attention is given to new concepts, new geographic skills, current methods of inquiry and recent literature-both governmental and private publications. .


REFERENCES Coghill, I. Davies. A. and Encel. S. Jones, F. L. Learmonth, N. and A.

Leeper, G. (ed.)

Martin,A. Rapoport, A. Robinson, K. W. Rugg, D. S. Sinden, J. A.

GERMAN IE

Australia's Mineral Wealth. Melbourne, Sorrett, 1971. Australian Society. Melbourne, Cheshire, 1972. Dimensions of Urban Social Structure. Canberra, A.N.U., 1969. Regional Landscapes of Australia, Form, Function and Change. Sydney, Angus and Robertson, 1971. The Australian Environment. Melbourne, C.S.I.R.O. and Melbourne University Press. Pollution and Conservation in Australia. Melbourne, Lansdowne, 1971. Australia as Human Selling. Sydney, Angus and Robertson, 1972. A Regional Geography of South-East Australia. London, Longmans, 1972. Spatial Foundations of Urbanism. Dubuque, W. C. Brown, 1972. The Natural Resources of Australia. Sydney, Angus and Robertson, 1972.

German Language and Literature


Prerequisite-School Certificate German

The aim of this study is to explore life in contemporary Germany and to improve students' oral command of the language to a point where communication with native speakers is assured. The subject has four strands, of which the first is optional: * 1. Contemporary Film

In this strand modern German films are shown and discussed.

371


2. Literary Work Short modern German novels, plays and short stories are read and discussed.

3. Oral Work Use is made of German magazines, tapes and other materials, with discussions on contemporary German life.

4. Language Extensive use is made of the Language Laboratory, where students may also work independently.

ASSIGNMENTS Strands I and 2 Strand 3

Strand 4 For Distinction

ASSESSMENT

One short Semil1~lr paper per term. . . Two essays, each of one-thousand (1,000) words, due at the end of first term and mid-thud

W:kly short exercise on tape. Tapes may be borrowed from the lecturer if necessary. One extra essay of one-thousand (1,000) words is required, due at the end of October.

Work is assessed on completion; there is no final examination.

TEXTBOOKS Brecht, B. Rehder, H. and

Twaddell, F. Stohel, K. (ed.) Zuber, Ortrun (ed.)

Der GUle Mensch von Sezuan. London, Methuen, 1968. German. New York, Holt, Rinehart and Winston, 1962.

ErziihlungenJStories. Munich, Max Hueb.er Verl<l;g, 1964. Geschichten zum Nachdenken. Sydney, HIcks SmIth and Sons Ltd., 1973.

ADDITIONAL FOR DISTINCTION Buchner, G. (ed. Benn) Leonee und Lena. London, Harrap, 1963. Hesse, H. Drei Erziihlungen. London, Methuen, 1963.

HISTORY IE

Basic Themes in History


This unit treats the four important and continuing themes of migration: reasons for migration, both inter-national and intranational including cultural adaptation of people affected by migration from ancient to modern times; power: seen as the exercise of authority in society and how it has shifted throughout history; use of physical resources: places emphasis on the development of technology and its impact on man in his environment; and, ideas: showing how throughout history religious, philosophical, economic and political ideas have helped fashion human society, including the ideas of some significant thinkers.

ASSESSMENT Progressive evaluation including essays, class exercises, tests and semester examinations.

REFERENCES Adcock, F. E. Doyle, P. Fisher, H. A. L. Hiro, D. Kennedy, J. F.

Roman Political Ideas and Practice. Ann Arbor, Paperbacks, 1966. History of Political Thought. London, Jonathan Cape, 1955. A History of Europe. 2 vols. London, .C?lltns, ~ontana, 1965. Black British White British. Great Bntam, Pelican, 1973. A Nation of immigrants. London, Hamish Hamilton, 1964.

372

-;'{' I

1


Machiavelli. N. Moss, H. SI. L. B. Strover, H. R. and

Munro, D. C. Trevelyan, G. M. Yarwood, A. T.

The Prince. trans. by G. Bull, Great Britain, Penguin, 1971. The Birth of the Middle Ages. 395--<J14. Oxford University Press, 1963. The Middle Ages 395-1500. New York, Appleton, 1942.

England under the Stuarts. London, Methuen, 1965. Attitudes to Non-European Immigration. Melbourne, Cassell, 1968.

MATHEMATICS IAE


This unit relates to, but is not necessarily confined to, the following topics-sets; mappings, relations and functions; functions of the real variable; continuity; techniques of differentiation and integration with their common applications; Taylor's Theorem and Fourier Series; vectors and vector calculus; complex numbers; matrices and determinants; mathematical structures with reference to complex numbers, vectors and determinants; programmable calculator; and, introductory computer studies.


TEXTBOOKS Ayres, F. McLoon, K. and

Tromba, A.

REFERENCES Ayres, F. Bardell, T. and

Spitz bart, A. Bers, L. Rolston, A.

Schartz, J. T. Stein, S. K. Whipkey, K. L. and

Whipkey, M. N.

Modern Algebra. New York, Schaum, 1965. Calculus IBC. New York, Harcourt Brace Jovanovich Inc., 1972.

Calculus. New York, Schaum, 1964. College Algebra. U.S.A., Addison·Wesley, 1966.

Calculus. New York, Holt, Rinehart and Winston, 1969. Introduction to Programming and Computer Science. Tokyo, McGraw-Hili, Kogakusha Ltd., 1971. . Introduction to Matrices and Vectors. New York, McGraw-Hill, 1962. Calculus and AnalytiC Geometry. New York, McGraw-Hill, 1973. The Power of Calculus. New York, John Wiley and Sons, 1972.

MATHEMATICS !BE


This unit covers a variety of topics including sets; mappings, relations and functions; function of a real variable; continuity; techniques of differentiation and integration; complex numbers; selected topics from Algebra, Geometry, Finite Mathematics, History of Mathematics; practical topics from elementary surveying, cartography, mathematical art, calculators and computers.


TEXTBOOK MeLDon, K. and

Tromba, A. Calculus lBe. New York, Harcourt Brace Jovanovich Inc., 1972.

373


REFERENCES Ayres, F. Bardell, T. and

Spitzbart, A. Bers, L. Rolston, A.

Schartz, J. T. Stein, S. K. Whipkey, K. L. and

Whipkey, M. N.

Calculus. New York, Schaum, 1964. College Algebra. U.S.A., Addison-Wesley, 1966.

Calculus. New York, Holt, Rinehart and Winston, 1969. Introduction to Programming and Computer Science. Tokyo, McGraw-Hili, Kogakusha Ltd., 1971. Introduction to Matrices and Vectors. New York, McGraw-Hill, 1962. Calculus and Analytic Geometry. New York, McGraw-Hi1l, 1973. The Power a/Calculus. New York, John Wiley and Sons, 1972.

MATHEMATICS ICE

Mathematics in Action


Strand A

This strand examines problem solving and application of flowcharting techniques to problem solving, the programmable calculator's use as both an ordinary and programmable machine, higher level language programming depending on the compilers available, as well as, applications of the above,

Strand B

This strand introduces the realms of statistics and probability, collection, classification and tabulation of data, measures of central tendency, measure of variability, elementary probability, mathematical distributions-Binomial, Poisson, Normal, statistical estimation and inference, hypothesis testing and programming applications,


REFERENCES Bohl, M. Canon Canola

I 67P-II Duffey and Foley Hoel, P. Katzan, H. Sanderson, P. Weinberg and Schumaker

MUSIC IE


Flowcharting Techniques. U.s.A., S.R.A., 1971. Instruction Manual

Canola in the Classroom. Sapphire, Kareela, 1975. Elementary Statistics. John Wiley and Sons. Introduction to Programming Languages. Auerbach, Philadelphia, 1973. Interactive Computing in Basic. London, Butterworth, 1973. Statistics: An Intuitive Approach. California, Wadsworth Publishing Co., 1974.

An introductory study is made of harmony and creative writing including melodic and harmonic invention in major and minor keys for voices and instruments, chime bar and piano accompaniments, composition for tuned percussion, recorder, piano; aural work dealing with rhythm and pitch dictation, sight singing, recognition of

374


cadences; practical work including guitar class and performance of student compositions; the development of music including an examination of sacred and secular works illustrating the main developments in form, orchestration and musical styles from about 1650 to the present day and the interaction of the more significant features of musical and social thought and activity,

ASSESSMENT Progressive evaluation of tests, exercises and assignments.

TEXTBOOKS Raynor, H. Smith, E. and

Renouf, D.

REFERENCES B.B.c. Orsey, L. Paynter, J. and

Aston, P. Shearer, A. Simpson, R. (ed.)

A Social History of Music. London, Barrie and Jenkins, 1972. Oxford Student's Harmony. Book 1, London, Oxford University Press, 1969.

Guides to Music. Various titles-details to be announced in lectures. A Concise History 0/ Opera. London, Thames and Hudson, 1972. Sound and Silence. London, Cambridge Press, 1970.

Classical Guitar Technique. Vol. 1. New York, Franco Colombo Inc., 1963. The Symphony. Vol. I and II. Middlesex, Penguin, 1967.

PERSONAL DEVELOPMENT IE


This subject is designed to help meet the health needs of an educated person in modern society and equip that person with the knowledge and understandings necessary to develop and maintain a vigorously healthy body and mind. Content includes a basic understanding of the structure and function of the human body, the nutritional requirements for a healthy person, a programme for developing and maintaining a desired level of fitness, human sexuality, the relation of drugs and health, avoidance of and care for accidental injury, This subject helps prepare people who are interested in participating in the Personal Development programme in schools,

ASSESSMENT Progressive evaluation including tests, exercises and assignments, semester and/or final examination may be required.

TEXTBOOK Miller, B. J. and

Burt, J. J.

REFERENCES Bogett, L. J.,

Briggs, G. M. and Gallaway, D. H.

Clements, F. W. and Rogers, J. F.

CRM Books

Eppright, E. et al.

Good Health: Personal and Community. 3rd edition. Philadelphia, W. B. Saunders, 1972.

Nutrition and Physical Fitness. 9th edition. Philadelphia, W. B. Saunders, 1973.

You and Your Food. Sydney, Reed, 1967.

Essentials 0/ Life and Health. Del Mar, California, Ziff-Davis Publishing Co., 1974. Teaching Nutrition. Ames, Iowa State University, 1971.

375


PHYSICAL EDUCATION IE

Gymnastics in the Primary School


This unit considers aspects of primary school gymnastics and gymnastic programmes, mostly in practical laboratory-style situations. Applied research investigations involve students in school situations.

ASSESSMENT Progressive evaluation including personal workbook study and compilation, assignments and term examination.

SCIENCE IE

Man and his Environment


Prerequisite-Higher School Certificate Science

Topics include basic concepts of population, community, ecosystem; physical factors of the environment and their effects on organisms; life support cycles; food webs and energy flow; adaptation; effects of change in environment on composition of communities; man's ability to modify his environment and his need for scientific literacy; pollution, environment· and degradation. Local studies are incorporated in this study and laboratory work and excursions form an important part of this subject.

ASSESSMENT Progressive evaluation including class exercises and examination.

TEXTBOOK Wagner, Richard H.

REFERENCES Turk, Turk and Wittes Turk, et al.

Environment and Man. 2nd edition. New York, Norton, 1974.

Ecology, Pollution, Environment. Philadelphia, Saunders, 1972. Environmental Science. Philadelphia, Saunders, 1974.

376


SCIENCE AND SOCIETY IE


This subject develops an understanding of the relationship between science and society, an understanding of the ways in which science has shaped society and of the factors in society which have directed, developed and retarded science. The nature of science, science and technology, natural sciences and social sciences. An outline is given of the history of science and technology in society and an examination is made of some case histories, e.g., metallurgy and society, electrical science and society, nuclear science and society. Science and its relationship to some components of society such as industry, religion, education, art, government is examined. Science in different societies, e.g., capitalistic, communistic, developing countries, Australian society is considered. Science and the future, the revolt against science, science and the doomsday prophecy are also analysed.

ASSESSMENT Progressive evaluation including assignments, seminar materials and final examination.

REFERENCES Asimov, L

Barzun, J. Bernal. J. D. Bronowski, J. de Rapp. R. S. Hempel, C. Whitehead, A.

JOURNALS

The NeH' Intelligent Man's Guide to Science. London, Thomas Nelson and Sons Ltd .• 1967. Science, The Glorious Entertainment. New York, Harper and Row, 1964. Science in History_ London, C. A. Watts and Co. Ltd., 1969. The Ascent of Man. London, British Broadcasting Corp., 1973. The New Promethean. New York, Delacorte Press, 1972. Philosophy oj Natural Science. Englewood Cliffs. N.J .• Prentice-Hall, 1966. Science and the Modern World. Cambridge, Cambridge University Press, 1953.

Courier. Paris. UNESCO. Monthly. Ecologist. Cornwall, Ecosystems. Monthly. Impacl of Science on Society. Paris, UNESCO. Quarterly. New Scientist. London, New Science Publications. Weekly_

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GENERAL STUDY ELECTIVES LEVEL II

Subject Art lIE Craft lIE Education lIAE-

Atypical Children Education lIBE

Psychology English lIAE

Literature English lIBE-Practical

Theatre and Film French lIE Geography lIE

Australia and Asia German lIE History lIE-

Asia in Modern Wodd Mathematics lIAE Music lIAE Music lIBE Physical Education lIAE Physical Education lIBE Science lIE-


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Prerequisite Art IE Craft IE Education IAE or

Education IBE Education IAE or

Education IBE Any first year

English subject

English IBE French IE

Geography IE German IE

History IE Mathematics IAE Music IE Music IE Physical Education IE Physical Education IE

Science IE


ART lIE

Practical Art


Prerequisite-Art IE

This unit advances experiences and skills acquired in the first year. Each student is encouraged to develop special interests and concentrate on a limited number of areas in depth. Students may work individually or on group projects and are expected to complete selected works to a high standard. Oppor:tunities are provided for carrying out ambitious work in Painting, Design, Sculpture, Ceramics, Jewellery, Graphic Arts, Silk Screen Printing, Photography, Film Making, Fibre Construction and in either traditional or contemporary styles.


CRAFT lIE


Prerequsitie-Craft IE

This subject provides the student with an opportunity for theoretical and practical exploration in traditional and current methods of graphic communication. A short history of traditional methods of fabric printing is integrated with individual work involving techniques peculiar to tie-dyeing, silk screening and batik.

ASSESSMENT Progressive evaluation including practical work and assignments.

REFERENCES Anderson, F. (ed.) Bystrom, E. Johnston, M. P. and

Kaufman, G. Maile, A.

EDUCATION IIAE

Atypical Children


Tie-dyeing and Batik. London, Octopus, 1974. Creating with Batik. New York, Van Nostrand Reinhold, 1974. Design on Fabrics. New York, Van Nostrand Reinhold, 1967.

Tie and Dye Made Easy. London, Mills and Boon, 1971.

Prerequisite-Education IAE or Education IBE

This subject discusses personality including theories of Freud, Rogers, Skinner and Maslow dealing with the biological psychogenic

379


and sociocultural aetiology. Broad categories of mental dysfunction are also examined as well as factors influencing behaviour modification. Treatment of selected reactions to conflict are also analysed.


REFERENCES Kanner, L. Nunokawa, W. D.

Sarason, I. G. Spielberger, C. D. (ed.) Ullman, L. P. and

Krasner, L. Ullman, L. P. and

Krasner, L. Verville, E. White, R. W.

" EDUCATION IIBE

v· Psychology


Child Psychiatry. Springfield, Illinois, Charles C. Thomas, 1966. Human Values and Abnormal Behaviour. Glenview, Illinois, Scott, Foresman, 1965. Personality-An Objective Approach. New York, John Wiley and Sons, 1966. Anxiety and Behaviour. New York, Academic Press, 1966. Research in Behaviour Modification. New York, Holt, Rinel).art and Winston, 1968. A Psychological Approach to Abnormal Behaviour. Englewood Cliffs, N.J., Prentice-Hall, 1969. Behaviour Problems of Children. Philadelphia, W. B. Saunders, 1968. The Abnormal Personality. New York, The Ronald Press Co., 1956.

Prerequisite-Education IAE or Education IBE

"Social Psychology is discussed in topics such as conformity, acquiescence, obedience, dogmatism. Locus of control and its measurement (Rotter). Current social issues, e.g. privacy, feminism and sex differences, equality of individuals, prisons. Schutz analysis of inter-personal relationships and the FIRO scales. Aspects of psychobiology are discussed such as consciousness and awareness, language and the brain, the EEG, motivational systems, the input to the brain and the output from it, effects of brain damage, laterality, phylogenetic and ontogenetic comparisons of the nervous system, and brain processes in learning.

" ASSESSMENT Progressive evaluation which may include a final examination.

-'- R.EFERENCES Aikins_()n~R. C.

Mann, L. -"" Teyler, T.

Psychology in Progress: Readings from Scientific American. San Francisco, Freeman, 1975. Social Psychology. Sydney, Wiley, 1969. A Primer of Psychobiology: Brain and Behaviour. San Francisco, Freeman, 1975.

380


ENGLISH IIAE

Literature


Prerequisite-Pass in any First Year English

This subject considers the various approaches by authors to some basic themes in modern American fiction. Students are allowed a wide choice of works within any three of the following areas: The American City; Rural and Regional Novels; The American as a Political Animal; Americans Abroad; The Great American War Novel; Anti-Hero Novels; Great American Dream Novels. The final choice of writers will depend on class discussions but it is expected that the works of Hemingway, Steinbeck, Fitzgerald, Henry James, J. D. Salinger, Saul Bellow, Mailer, Faulkner, Vonnegut, Heller, Updike and Barth will be among those for selection.

ASSESSMENT Progressive evaluation including assignments and class work.

ENGLISH IIBE

Theatre and Film


Prerequisite-English IBE

Students learn to produce films and videotapes, using Super 8mm, 16mm and CCTV equipment. Aspects to be emphasised include: Techniques----camera operation; VTR and video camera operation; scripting; direction and editing; soundtrack production; Film Language-visual composition and movement; shot and sequence arrangement; use of light and colour; and correlation of visuals and sound.

ASSESSMENT Progressive evaluation including practical film and television production, and a final examination.

TEXTBOOKS Bobker, L. R. Fist, S. Kuhns, W. and

Giardino, T. F. Stephenson, R. and

Debrix, J. R.

Elements of Film. New York, Harcourt, Brace and World, 1969. Film Making. Sydney, R. J. Cleary, 1972. Behind the Camera. Dayton, Pflaum, 1970.

The Cinema as Art. London, Penguin, 1969.

381

GENERAL STUDIES AND ELECT/VES

FRENCH lIE



Prerequisite-French IE

This study is designed to cater for students of diverse interests, including linguistic, cultural and literary leanings. One lecture per week is devoted to each of the following strands:

Strand A Strand B Strand C

Oral fluency and grammatical review Approaches to Modern French Society Modern French Literature and Film Ar' Appreciation

Additional for Distinction Distinction candidates are expected to study any version of one of the following additional plays:

Jean Anouilh Jean Giraudoux lean-Paul Sartre

ASSIGNMENTS

fA Valse des toreadors Intermezzo Les Mains sales

Strand A One half-hour session fortnightly of pattern practice undertaken privately or in the Language Laboratory. Two short written translation or completion exercises per fortnight.

Strand B One major assignment on Decouvrir 10 France (2,000 words plus supporting illustrative material) to be presented in seminar form to the group. One short assignment (600 words) per term on French popular song exponents. One short written exercise per term on articles from Et maintenant.

Strand C Preparation of continuous sections of each play set by reading intensively prior to each lecture. One essay on each play (1,000 words) and one comparative essay on the films (l,000 words).

ASSESSMENT No formal examinations are set. Assessment is based on perfonnance on the above assignments and on participation in group discussion and in-class exercises.

TEXTBOOKS Cariut, Charles and

Meiden, Walter Carlut. Charles and

Meiden, Walter French Standing

Committee of the Victorian Universities and Schools Examinations Board

Frenchfor Oral and Written Review. New York, Holt, Rinehart and Winston, 1968. Pattern Practice Manual to accompany Frenchjor Oral and Written Review. New York. Holt. Rinehart and Winston. 1968. Et maintenant. Vol. 4, Nos. 1-4. 1976.

Tonesco, E. La Cantatrice chauve. London, Heinemann Educational Books, 1966. Sartre, J-P Huis dos. London, Methuen's Twentieth Century Texts, 1967. (Plays listed for Distinction are available on a loan basis.)

GEOGRAPHY lIE

Australia and Asia


Prerequisite-Geography IE

Contrasts in development in the major Asian countries. Special attention is given to the Indian subcontinent, China and Japan. In addition, annual selection is made of material from other Asian

382


countries in order to emphasise the variety in resource development, cultural patterns, population pressures and relations with Australia that is typical of this area. Flexibility is maintained so that significant developments in Asia may be considered as they arise.


REFERENCES Andrews. R. L.

Andrews. R. L.

Breese, G.

Dempster, P. East. W. G., Spate. O. K. H.

and Fischer. C. A. Fryer. D. W. Gorrie, A. M. Kolb.A. McGee. T. Missen, G. J. Tregear. T. R. Wilson, D.

GERMAN lIE

f31f~: A Social and Economic Geography. Melbourne, Philip and O'Neil,

~,~~~trf~qr of Indonesia, Malaysia and Singapore. Melbourne, Philip and

fiitnisation in Newly Developing Countries. New Jersey, Prentice-Hall,

Japan Advances. London, Methuen, 1969. The Changing Map of Asia. 5th edition. London, Methuen. 1971.

Emerging South-East Asia. London. Philip. 1970. A Geography of Japan. Melbourne. Nelson. 1969. East Asia: China, Japan, Korea and Vietnam. London, Methuen, 1971. The Southeast Asian City. London, Bell. 1967. Viewpoint on Indonesia. Melbourne, Nelson, 1972. A Geography of China. London, London University Press, 1966. A Quarter of Mankind. London, Penguin, 1968.


Prerequisite-German IE

This subject is a continuation of German IE at a more advanced level. It consists of four strands, of which the first is optional. * I. Contemporary German Film

Modern German films are shown and discussed. 2. Literary Work

Short modern German plays, short stories and novels are read and discussed.

3. Oral Work Use is made of German magazines, tapes and other materials, with discussion of the contemporary German scene. Taped radio programmes from Germany may also be available.

4. Language Extensive use is made of the Language Laboratory, where students may also work independently.

ASSIGNMENTS Strands I and 2 One short seminar paper per term. Strand 3 Two essays, each of one-thousand (1,000) words, due at the end offirst term and mid-third term. Strand 4 Weekly short exercise on tape. Tapes may be borrowed from the lecturer if necessary. For Distinction One extra essay of one-thousand (l,000) words is required, due at the end of October.

383


ASSESSMENT Work is assessed on completion; there is no final examination.

TEXTBOOKS Brecht, B. Diirrenrnatt, F Eisner, O. Z. and

Cunliffe, W. G. McGlashan, L. and

Campbell, l. R. Musil, R. (ed. Sacker)

Kalendergeschichtefl. Berlin--Schoneberg, Gebriider Weiss Verlag. Das Vcrsprechcn. London, Harrap, 1967. Advanced Conversational German. Edinburgh, Oliver and Boyd, 1966.

Drei Horspie/e. London, Harrap, 1966.

Three Shorr Stories. London, O.U.P., 1970.

ADDITIONAL FOR DISTINCTION Diirrenmatt, F. Romulus der Grosse. London, Methuen Twentieth Century Texts. 1965. Frisch, M. Herr Biedermann und die Brandsti/ter. London, Methuen Twentieth Century

Texts, 1966.

HISTORY IIE

Asia in the Modern World


Prerequisite-History IE

In the post-World War II period, Asian nationalism has held Western imperialism responsible for Asia's immediate problems. This unit studies the problems of the present day through an investigation of Asian history and culture. It includes depth studies of migration, the struggle for power in Asian society, economic development, Asian culture. There is provision for individual student choice of study in depth into aspects of Asian history. Development of historical skills is further encouraged.

ASSESSMENT Progressive evaluation including tutorials, seminars, book reviews, research studies. Three written assignments, one of which is of at least three-thousand (3,000) words.

REFERENCES Cady, J. F. de Bary, W. T.

Hall, D. G. E, Schurmann, F. and

Schell. O. (eds.) Spear, P. Starry, R. Tate, D. J. M. Thapar, R.

Southeast Asia: Its Historical Development. New York, McGraw-Hill, 1964. Sources of Indian Tradition. Vol. I and II. New York, Columbia University Press, 1969. A History of South-East Asia. London, Macmillan, 1964. China Readings: Ilmpena! China, /I Republican China, III Communist China. Ringwood, Victoria, Penguin, 1967. A History of India. Vol. 2. London, Penguin, 1971. A HL<;tory of Ivfodern Japan. Ringwood, Victoria, Penguin, 1973. The Making of South-East Asia. London, Oxford University Press, 1971. A History of India. Vol. I. London, Penguin, 1969.

384


MA THEMA TICS IIAE


Prerequisite-Mathematics IAE

Co~pl~x numbers, stru~tu~e an~ properties, Argand diagrams, de MOlvre s theorem, applIcations, Isomorphic forms, Calculus: functions of two or more variables, partial derivatives and applications, higher order differentials, double integrals and applications. Vectors: vector algebra, scalar and vector products, physical and geometrical applications, Geometry: polar co-ordinates special curves conic sections isometrics of a plane, reflection and rotation in matrix form with applications to conics. Practical mathematics: desk calculator, keyboard calculations, calculations involving memories, programming, branching and looping.

ASSESSMENT Progressive evaluation including assignments, class test and final examination.

MUSIC IIAE


Prerequisite-Music IE

Harmony and Creative Writing-Modal melody and harmony. An introduction to chromatic harmony in major and minor keys. Chords of the seventh and their inversions. Modulation to related keys. Secondary dominants; Suspensions. Musical arrangements and simple orchestration in the styles of Baroque and Classical periods. Aural work-recognition of chords, cadences and modulations. Dictation of more complex melodic and rhythmic passages. Practical work-performance of student compositions; guitar class. Works for recorder and tuned percussion ensemble. The development of music-music in England, France, Germany and Italy in the Baroque and Classical periods. The influence which the more significant aspects of the social structure of each area exerted on composers. ASSESSMENT Progressive evaluation of exercises, tests and assignments.

TEXTBOOKS Hopper, C. R.

Smith, E. and Renouf, D.

REFERENCES Blume, F. Kennan, K. W. Kirby, F. E. Palisca, C. Shearer, A.

The Understanding of Music. 2nd edition. California, Wadsworth Publishing Co., 1971. Oxford Student's Harmony. Book II. London, O.U.P., 1965.

Classic and Romantic Music. London, Faber and Faber, 1972. The Technique of Orchestration. New Jersey, Prentice-Hall, 1970. An Introduction to Western Music. New York, Free Press, 1970. Baroque Music. New Jersey, Prentice-Hall, 1968. Classic Guitar Technique. Vol. I. New York. Franco Colombo, 1963.

385


MUSIC IIBE


Prerequisite-Music IE

Particular emphasis in this subject is placed on group composition and group performance. Creative work---experiments in graphic notation; writing for rhythmic percussion instruments; simple compositions for tuned percussion; harmony and melody in major keys. Chime bar accompaniments to folk songs. Practical work-guitar class; performance of student compositions. The development of music-music in England, France, Germany and Italy in the Baroque and Classical periods. Investigation of the amount and extent of influence which the more significant aspects of the social structure of each area exerted on composers.

ASSESSMENT Progressive evaluation of tests, exercises and assignments.

TEXTBOOKS Andrews, D. Hopper, C. R.

Smith, E. and Renouf, D.

REFERENCES Blume, F, Kirby, F. E, Palisca, C. Shearer, A.

Classical Guitar. I. A. Sydney, J. Albert and Son, 1972. The Understanding of Music. 2nd edition. California, Wadsworth Publishing Co., 1971. Oxford Student's Harmony. Book I. London, O.V.P., 1969.

Classic and Romantic Music. London, Faber and Faber, 1972. An Introduction to Western Music. New York, Free Press, 1970. Baroque Music. New Jersey, Prentice-Hall, 1968. Classic Guitar Technique. Vol. I. New York, Franco Colombo, 1963.

PHYSICAL EDUCATION IIAE

Scientific Foundations of Sports Movements


Prerequisite-Physical Education IE

Topics treated include anatomy and physiology, analysis of sports movements in scientific terms of mechanics, kinesiology and physiology of exercise, and ergonomics.

ASSESSMENT Progressive evaluation of reports and laboratory studies, class assignments and term paper.

386


PHYSICAL EDUCATION IIBE

Movement Orientation


Prerequisite-Physical Education IE

An investigation of the basic orientation of human movement in gymnastics and dance. Development is achieved through the workshops, use of film, some teaching experience in schools, and visits to schools which feature Adventure Playgrounds and which implement Educational Gymnastics.

ASSESSMENT Progressive evaluation including reports and term papers.

REFERENCES Flinchum, B. M. Stanly, S.

SCIENCE lIE

Motor Development in Early Childhood. St. Louis, C. V. Mosby, 1975. Physical Education: A Movement Orientation. Toronto, McGraw-Hilt, 1969.


Prerequisite-Science IE

This unit discusses contemporary problems. The selection of particular problems will take into account the expressed interests of students entering the course. However, three units must be selected for detailed treatment from among the following: Feeding the World's Population: dietary needs, food sources, dietary habits, distribution problems, economic factors; Water Pollution: its causes and effects on the aquatic community, significance to man, possible cumulative and long-term effects; The Future of our Barrier Reef an unusual pest problem, the Crown-of-Thorns starfish on coral reefs, natural history of the animal and the nature of the problem, current ideas of causes and attempts at control; Pests and Pesticides: natural fluctuations, chemical insecticides, and their effect on insects and the environment, biological control; Radiation Hazards: natural and man-made sources, use of radioactive materials, problems of radioactive wastes, The Aesthetic Quality of Environment: ecology of landscape, conflicting needs for land use, of "natural areas" in planned development.


REFERENCES Dansereau, Pierre (ed.) Wagner, Richard H.

Challenge/or Survival. New York, Columbia University, 1970. Environment and Man. New York, Norton, 1971.

387


GENERAL STUDY ELECTIVES LEVEL In

Subject Art IIIE Craft IIIE Education IIIAE-

~typical Children Education IIIBE

Psychology English IIIAE

Literature English IIIBE-

Theatre and Film Geography IIIE

Australia and the World History IIIE-

Australia in Modern World Mathematics IIIAE -Music IIIAE Music IIIBE Physical Education IIIE Religion and Society IIIE* Science IIIE-

Man and his Environment Social Science IIIE

Aboriginal Studies** Environmental Science IIIE*** Science Education IIIE***

* Final year students ONLY

Prerequisite Art lIE Craft lIE Education IIAE or

Education IIBE Education IIAE or

Education IIBE Any second year

English subject

English IIBE Geography lIE or

equivalent

History lIE Mathematics IIAE Music IIAE Music IIBE Physical Education lIE

Science lIE

** Final year General Primary, English/History, Social Science ONLY *** Available to final year Science students ONLY

388


ART IIIE

Practical Art


Prerequisite-Art lIE

Students are expected by intensive studio work to achieve a level of professional standing in areas that may include Painting, Sculpture, Design, Ceramics, Jewellery, Photography, Graphic Art, History of Art, Art Education and Architecture. To this end they are encouraged to concentrate on developing a personal form of expression in one or more selected areas of study. In addition, opportunities exist for students to study Applied Art as well as undertake theoretical studies. .

ASSESSMENT Progressive evaluation including assignments and exhibition of all work completed for assessment by a panel of lecturers.

TEXTBOOKS Baldwin, J. Moholy-Nagy, L

Pye, David W. Scuphor, Michael

REFERENCES Krantz, Karl Lindeman, Earl W.

CRAFT IIIE

Contemporary Sculpture Techniques. New York, Reinhold Publishing, 1967. The New Vision and Abstract of an Artist. New York, George Wittenborn, 1947. The Nature and Art of Workmanship. London, O.U.P., 1968. Abstract Paintings: 50 years of accomplishments from Kandinsky to the present. New York, Oeill, 1967.

Art, the Revealing Experience. London, Tiranti, 1965. Invitation to Vision Ideas and Imagination/or Art. Dubuque, Iowa, W. C. Brown, 1967.


Prerequisite-Craft lIE

This subject provides an opportunity for practical application of design in a three-dimensional field such as ceramics, plaster casting and polyester resin casting. Techniques peculiar to each area and individual experimental studies are undertaken.

ASSESSMENT Progressive evaluation including practical work and assignments.

REFERENCES Chandler, M. Kenny, J. Mosely, S., Johnson, P.

and Koenig, H. Nelson, G. Primmer, L. Zechlin, K.

Ceramics in the Modern World. London, Aldus, 1967. Ceramic Design. London, Pitman, 1971. Crafts Design. California, Wadsworth Publishing Co., 1968.

Ceramics. New York, Holt, Rinehart and Winston, 1971. Pol/ery Made Simple. London, Howard and Wyndham, 1974. Setting in Clear Plastic. London, Mills and Boon, 1971.

389


EDUCATION IIIAE

Atypical Children


Prerequisite-Education IIAE or Education IIBE

This unit initially deals with sociological problems associated with children and an outline of work designed to alleviate pressures on the disadvantaged child. Difficulties experienced by Aborigines, migrants and children from low socio-economic areas are discussed. Students must prepare a thesis on some accepted area of atypicality. This work must contain some original research into the skills and methods of teaching atypical children.


EDUCATION IIIBE

Psychology


Prerequisite-Education IIAE or Education IIBE

Studies focus on the development, assessment, and the influence of attitudes to significant groups of persons and individuals (including the self). A critical appraisal is made of the contributions of well known theories on classroom management. Emphasis will be placed on student involvement either directly (e.g. by experimental work or classroom observation) or vicariously (e.g. by the use of protocol materials).

ASSESSMENT . . Progressive evaluation which may include final exammatlOll.

ENGLISH IIIAE

Literature


Prerequisite-Pass in any Second Year English

The subject is concerned with the sorts of human issues and approaches to fiction that have interested novelists and short story writers in Britain and Australia in the Twentieth century. Associated

390


Australian and British contemporary poetry is also included. One novelist may be chosen for reading in some depth. Examples of authors who may be included are: British-D. H. Lawrence, Graham Greene, Joyce Cary, Evelyn Waugh, Somerset Maugham, L. P. Hartley, C. P. Snow, Muriel Spark, Alan Sillitoe, Keith Waterhouse, John Fowles, William Golding, Stan Barstow, John Braine, Kingsley Amis, George Orwell, Margaret Drabble, John Wain, H. E. Bates, Bill Naughton; Australian-Vance Palmer, Henry Handel Richardson, Patrick White, Randolph Stow, Xavier Herbert, Kylie Tennant, Thomas Keneally, Katherine Pritchard, George Johnston, Ronald McKie, Brian James, Alan Marshall.


ENGLISH IIIBE

Theatre and Film


Prerequisite-English IIBE

This subject gives students an opportunity to develop their own initiatives in a practical way in theatre and/or film. The emphasis is on individual creative abilities. Activities include writing for the stage, film or television, production, performance and/or screening of student-created material; editing or devising programs incorporating literary, historical, biographical, documentary, musical and/or other material; production and performance of other theatrical creations. This could be a rewarding unit for people who feel a strong urge to create some original and individual work in the performing arts.


ENVIRONMENTAL SCIENCE IIIE


Prerequisite-Any two Science subjects at Level II

This subject develops an integrated understanding of the application of the sciences to the investigation of environmental phenomena and problems.

391


Topics are examined with special reference to Australia and the Hunter Valley region and include ecology and natural systems, human adaptation to environmental change, the extinction of species, the growth of human populations, energy-resources, consumption and pollution, agricultural systems, control of pests and weeds, radioactive pollutants, air and water pollution, solid wastes, noise, social, legal and economic aspects of environmental degradation.

ASSESSMENT Progressive evaluation including assignments, tests and final examination.

TEXTBOOK Turk el al.

REFERENCES McCaull, J. and

Crossland, J. Pryde, L. T.

Rolan, R. G.

Romberg, F. and Smith, D. L.

Stoker, H. S. and Seager, S. L.

FRENCH IIIE

Environmental Science. Philadelphia, W. B. Saunders Co., 1974.

Water Pollution. New York, Harcourt Brace Jovanovich Inc., 1974.

Environmental Chemistry: An Introduction. California, Cummings Publishing Co., 1973. Laboratory and Field Investigations in General Ecology. New York, Macmillan, 1973. The Decline a/the Environment. Australia, Cassell, 1973.

Environmental Chemistry: Air and Water Pollution. Illinois, Scott, Foresman and Co., 1972.


Prerequisite-French lIE

The syllabus is the same as for French lIE, except that in Strand Call candidates choose an extra play from the Additional for Distinction list. Similarly, French IIIE candidates seeking Distinction are to choose two extra plays from that list. The reading prescription changes each year. One more short essay is set on each book to be read.

GEOGRAPHY IIIE

Australia and the World


Prerequisite-Geography lIE

Using specific examples, themes studied include: impact of man's increasin~ numbers and developing technology on natural systems-development and the environment; pluralism, nationalism and stability; underdevelopment; resource interdependence and economic alliance; independence, interdependence and changing political boundaries.

392

GENERAL STUDIES AND ELECTIVES ASSESSMENT Progressive evaluation and final examination.

REFERENCES Broek, J. and

Webb, J. Detwyler, T. R. Fryer, D. W. Thomas, R.

GERMAN IIIE

A Geography oj Mankind. New York, McGraw-Hili, 1968.

':f"an's Impact ~n Environment. New York, McGraw-Hill, 1971. M~~/~ 1f{~~o:ICC~eve~opment. New York, McGraw-Hill, 1965. Chicago Press, 1972~gmg the Face of the Earth. Chicago, University of


Prerequisite-German lIE

The syllabus is the same as for German lIE, with the addition of the study of the following texts: Boll, H. Diirrenmatt, F. Frisch, M.

Der Bahnhof Von Zimpren. Munich, Paul List Verlag, 1960. Der Verdacht. London, Harrap, 1965. ~~6. Biedermann und die Brandstifter. Methuen's Twentieth Century Texts,

Students seeking Distinction must complete additional work from the references. .

ASSESSMENT Work is assessed on completion; there is no final examination.

REFERENCES Brecht, B. Dickins, E. P. Kafka, F.

HISTORY IIIE

Der Kaukasische Kreidekreis. Berlin, Suhrkamp Verlag, 1973. German for Advanced Students. London, O.V.P., 1963. Short Stories. London, O.V.P., 1963.

Australia in the Modern World


Prerequisite-History lIE

By ~eans of a "themes" approach Australia's development from a con,vIct settlement to nationhood and the struggle to gain internatIOnal status are analysed within the framework of a small pOl?ulation, cultural self-consciousness and the difficulties of economIC development which have consistently worried Australians throughout the first 200 years, Depth studies are made and opportunity is given for research into ar~as ~f particular interest to individuals from among topics such as mIgratIOn, the st~uggle for power in Australian society, economic development, SOCIal problems, Australia in world affairs, Australian culture,

393


ASSESSMENT Progressive evaluation, including examination.

REFERENCES Bartlett, N. Barzun, J. and

Graff, H. Illainey, G. Clark, C. M. H.

Clark, C. M. H.

Davies, A. and Encel, S.

Greenwood, G.

La Nauze, J. A.

Madgwick, R. McQueen, H. Roe, M.

Shaw, A. G. L. Ward, R. Younger, R.

JOURNALS Current Affairs Bulletins.

The Gold Seekers. London, Jarrolds, 1955. The Modern Researcher. New York, Harcourt Brace Jovanovich Inc., 1970.

The Tyranny of Distance. Melbourne, Macmillan, 1968. A History of Australia. Vols. I and II. Melbourne, Melbourne University Press, 1968. Selecl Documents in Australian History. Sydney. Angus and Robertson, 1955. Australian Society. Melbourne, Cheshire, 1970.

Australia: A Social and Political History. Sydney, Angus and Robertson, 1965. The Presentation of Historical Theses. Melbourne, Melbourne University Press, 1966. Immigration into Eastern Australia. Sydney, Sydney University Press, 1969. A New Britannia. Ringwood, Penguin, 1970. The Quest for Authority in Eastern Australia. Melbourne, Melbourne University Press, 1963. The Story of Australia. London, Faber and Faber, 1962. The Australian Legend. Melbourne, Cheshire, 1957. Australia and the Australians. Adelaide, Rigby, 1970.

Journals of the Royal Australian Historical Society. Political Studies: Australia and New Zealand. Australian Journal of Politics and History.

MATHEMATICS IIIAE


Prerequisite~Mathematics lIE

Differential equations: equations of the first order and degree with applications to geometry and the physical world, Linear equations with constant coefficients, Vector analysis: vector differentiation applications to differential geometry and mechanics; del, grad, div and curl and application, vector integration, line and surface integrals, Group theory: group structure, abelian groups, order of groups and elements, cyclic groups, subgroups, isomorphisms, applications to groups of order 3, 4, 5, 6, 8, Rotation of selected solids, Comput~r studies: extension of studies with desk calculator to programmmg m Fortran, Some opportunity may be available for limited studies of Finite Mathematics and Numerical Analysis, including assistance available from a Canola 164P desk calculator,

ASSESSMENT . . Progressive evaluation induding assignments, class tests and final exammatlOn.

394


MUSIC IIIAE


Prerequisite~Music IIAE

Harmony and creative work~Romantic and Impressionistic styles of composition and orchestration, Free counterpoint for two and three voices. Serial, atonal, bitonal, poly tonal composition, graphic notation, chance music, experiments in electronic music. Aural work~Recognition of chords and modulations, writing the higher or lower part of two-part passages, melodic and rhythmic dictation. Practical work~A continuation of practical work including performance of student compositions, guitar classes, works for recorder and tuned percussion ensemble. Development of music~ The main developments in music in the nineteenth and twentieth centuries in association with related aspects of social and political history, Music in non-European countries.

ASSESSMENT Progressive evaluation including tests, exercises and assignments.

TEXTBOOKS Grout, D. J. Smith, E. and

Renouf, D.

REFERENCES Appleton, J. H. and

Penera, J. C. (ed.) Brindle, R. S. Fox, C. Howes, F. Longyear, R. Malm,W.

Myers, R. H. (ed.) Persichetti, V. Salzman, E. Schwartz, E. Shaw, A.

A History of Western Music. London, J. M. Dent and Sons, 1973. . Oxford Student's Harmony. Book II. London, Oxford University Press,

1973.

The Development and Practice of Electronic Music. New Jersey, PrenticeHall, 1975. Serial Composition. London, Oxford University Press, 1972. Jazz in Perspective. London, British Broadcasting Corporation, 1969. The English Musical Renaissance. London, Seeker and Warburg, 1966. Nineteenth Century Romanticism in Music. New Jersey, Prentice-Hall, 1973. Musical Cultures o/the Pacific, the Near East and Asia. New Jersey, PrenticeHall, 1967. Twentieth Century Music. London, Calder and Boyars, 1968. Twentieth Century Harmony. London, Faber and Faber, 1961. Twentieth Century Music-An Introduction. New Jersey, Prentice-Hall, 1974. Electronic Music. London, Seeker and Warburg, 1973. The Rock Revolution. London, Crowell-Collier Press, 1969.

395


MUSIC IIIBE


Prerequisite-Music IIBE

Harmony and creative work-Emphasis on practical performance and group composition, extension of harmonic and melodic work to include minor harmony and melody, modes, simple modulation to closely related keys and an introduction to chromatic harmony of the Romantic period. Serial, atonal, bitonal and poly tonal composition techniques are introduced in simple group creative exercises; experimental work in electronic and chance music and the use of graphic notation; aural exercises closely related to studies in harmony. Practical work-Performance of student compositions and practical work in guitar. Development of music-The main developments in the nineteenth and twentieth centuries in association with related aspects of social and political history. Music in non-European countries.

ASSESSMENT Progressive evaluation including exercises, tests and assignments.

TEXTBOOK Grout, D. J.

REFERENCES Austin, W. Fox, C. Howes, F. Longyear, R. Malm,W.

Palmer, C. Persichetti, V. Salzman, E. Shaw, A.

A History of Western Music. London, J. M. Dent and Sons, 1973.

Music in the Twentieth Century. London, J. M. Dent and Sons, 1966. Jazz in Perspective. London, British Broadcasting Corporation, 1969. The English Musical Renaissance. London, Seeker and Warburg, 1966. Nineteenth Century Romanticism in Music. New Jersey, Prentice-Hall, 1973. Musical Cultures of the Pacific, the Near East and Asia. New Jersey, PrenticeHall, 1967. Impressionism in Music. London, Hutchinson and Company, 1973. Twentieth Century Harmony. London, Faber and Faber, 1961. Twentieth Century Music-An Introduction. New Jersey, Prentice-Hall, 1974. The Rock Revolution. London, Crowell-Collier Press, 1969.

PHYSICAL EDUCATION IIIE

Motor Learning


Prerequisite-Physical Education lIE

Consideration is given to the role of learning and performance in acquisition of motor skills. Topics include transfer of learning, specificity of motor skill performance and individual differences in learning and performance.

ASSESSMENT Progressive evaluation including reports, laboratory workbooks and term paper.

396


RELIGION AND SOCIETY IIIE


Prerequisite-Eligibility to enter Third Year Diploma in Teaching

Historical, sociological and anthropological survey of the operation of religion in primitive and developing societies. A selection is made, after consultation with the lecturer, from topics which include the nature of the enquiry and a definition of terms; the role of religion in various eastern and western cultures, civilisation and societies primitive, ancient and modern; Christianity's emergence, crises, deVelopment including reformation, counter reformation, missionary activities and position in the modern world; today's religions including secularism, pluralism and social mobility, disintegration of social bonds in the pluralist society, communist and non-communist societies; religious world views including causation a.nd natural law as seen in polytheistic and monotheistic systems, the nse of modern science and religious opposition; problems about religions. What causes a religion to die? Why have so many religions arisen in U.S.A.? Are religions produced by social stress? What caused mediaeval conflict between Church and State? Causes of Irish strife today. "Rites of passage".

REFERENCES Berger, Pater L. Bettenson, H. (ed.) Bouquet, A. C. Butterfield, H. Cross, F. L. and

Livingstone, E. A. (ed.) Ling, T. Pritchard, James

Robertson, Roland Thomas, D. W.

Social Reality of Religion. Harmondsworth, Penguin, 1973. Documents of the Christian Church. London, Oxford University Press, 1967. Comparative Religion. Harmondsworth. Penguin, 1969. Christianity and History. Harmondsworth, Penguin, 1960. Oxford Dictionary of the Christian Church. London Oxford University Press, 1974. '. A History of Religion East & West. London, Macmillan, 1969. Th~ Anc.ient Near East: An Anthology afTexts and Pictures. London, Oxford Umverslty Press, 1960. SOCiology of Religion: Readings. Harmondsworth, Penguin, 1969. Documents of Old Testament Times. London, Nelson, 1959.

SCIENCE EDUCATION IIIE


This subject has both educational and scientific aspects. Course units from a school science programme are developed in terms of the objectives of science education, and instructional strategies to achieve the objectives. The units are programmed in detail and preparative, formative, and summative evaluation are used to estimate the effectiveness of the units. Critical analysis is assisted by the use of videotape in parallel classes on a cycle basis.

397



REFERENCE Gardiner, P. L. et al.

SCIENCE IIIE

The Structure of Science Education. Hawthorn, Victoria, Longman, 1975.



Prerequisite-Science lIE

This unit analyses contemporary problems. The selection of particular problems will reflect the expressed interests of persons undertaking the subject. Topics include-the agricultural environment-the effect of man's food production on the biosphere; energy and society-sources of energy-now and future, demand for energy versus pollution; human population explosion-trends in populations according to standards of living, zero population growth; genetics-fundamental genetics, modern knowledge a cure for many evils; planning man's physical needs-urban planning and planning for leisure.

ASSESSMENT Progressive evaluation including class exercises and examinations.

REFERENCES Dansereau, Pierre (ed.) Hazen, William E.

Challenge for Survival. New York, Columbia Press, 1970. Readings in Population and Community Ecology. Philadelphia, W. B. Saunders. 1970.

SOCIAL SCIENCE IIIE

Aboriginal Studies


This is an integrated study which surveys Aboriginal society, past and present, to develop an understanding of the Aboriginal people, a realisation of their cultural heritage and an appreciation of the problems facing Aborigines in present-day Australian society. Emphasis is on the contemporary situation from many different aspects.

398


Strand A-Society

This strand involves a study of pre-history of the Australian Aborigine, traditional Aboriginal society, black/white relations, contemporary Aboriginal society in both tribal and urban aspects.

Strand B-Language

This involves an analysis of traditional Aboriginal languages, mythology, Aboriginal literature and English.

ASSESSMENT Progressive evaluation including a major assignment, seminar participation and final examination.

REFERENCES Berndt, R. M. and C. H. Bleakley, 1. W. Dunn. S. S. and

Tatz, C. M. (eds.) Gale, F. Kearney, G. E.,

de Lacey, P. R. and Davidson, G. R. (eds.)

Lippmann, L. Meggitt, M. 1. Mulvaney, D. 1. Mulvaney, D. 1. and

Golson, 1. (eds.) Rowley, C. D. Rowley, C. D. Rowley, C. D. Sharp, I. G. and

Tatz, C. M. (eds.) Stanner, W. E. H.

Stevens, F. S. (ed.)

Taft, R.

Aboriginal Man in Australia. Sydney. Angus and Robertson, 1965. The Aborigines of Australia. Brisbane, Jacaranda Press, 1961. Aborigines and Education. Melbourne, Sun Books, 1969.

Urban Aborigines. Canberra, Australian National University Press, 1973. itf3~Sychology of Aboriginal Australians. Sydney, John Wiley and Sons,

Words or Blows. Ringwood, Victoria, Penguin, 1973. The Desert People. Sydney, Angus and Robertson, 1962. The Pre-History of Australia. London, Thames and Hudson, 1969. Aboriginal Man and Environment in Australia. Canberra, Australian National University Press, 1971. The Destruction of Aboriginal Society. Ringwood, Victoria, Penguin, 1972. Outcasts in White Society. Ringwood, Victoria, Penguin, 1972. The Remote Aborigines. Ringwood, Victoria, Penguin, 1972. Aborigines in the Economy. Brisbane, Jacaranda Press, 1966.

After the Dreaming. Sydney, Australian Broadcasting Commission, 1969. (Boyer Lectures, 1968) J<(/l!\11/ Jilt Australian Experience. 3 vols. Sydney, Australian and New Zealand Book Company, 1971-73. Aborigines in Australian Society. Canberra, Australian National University Press, 1970.

399

THE DEPARTMENT OF EXTERNAL STUDIES

1. Conversion Courses

The Department of External Studies offers a two years part-time conversion course leading to the award of the Diploma in Teaching (Primary Education) or certain fields of the Diploma in Teaching (Secondary Education) to teachers with two-year trained status.

Admission

Applicants should normally have completed a two year full-time programme at a recognised institution leading to two year trained status with the N.S.W. Department of Education. Consideration may be given to applicants who have qualifications deemed to be equivalent. APPLICATIONS SHOULD BE LODGED BY 1st DECEMBER IN THE YEAR PRIOR TO THAT IN WHICH ENTRY IS SOUGHT.

2. Completion of Diploma Requirements

Provision has been made for students who have completed the major portion of the Diploma in Teaching to undertake individual subjects in order to satisfy requirements for the award.

Admission

APPLICATIONS SHOULD BE LODGED BY 23rd FEBRUARY 1976. All students enrolled in external studies are exempted from payment of the Student Representative Council fee of $50.00 and the Library deposit charge of $10.00.

ENQUIRIES

All enquiries regarding external studies should be directed to:

The Director of External Studies, Newcastle College of Advanced Education, P.O. Box 84, WARATAH. N.S.W. 2298

400

Newcastle College of Advanced Education Calendar, 1976

Documents

Transcript of Newcastle College of Advanced Education Calendar, 1976