James Cook University Subject Handbook - 2003

Specific Information on Enrolment for Education Students

The School of Education is located on the Townsville and Cairns campuses.

It is responsible for the teaching of all education subjects. The Professional Experience Unit, within the School of Education, is responsible for allocating students to a school to complete their practice teaching requirements.

While all four years of the Primary and Early Childhood Education programs are offered on both campuses, only the first two years of the Secondary program are available in Cairns. The entire program is offered in Townsville.

WHO DO I CONTACT FOR HELP?

Students may find that they need advice on some aspects of studies. The School has a number of academic advisers who offer advice to students.

On the Townsville Campus, contact one of the following:

Academic Adviser

Contact the Student Faculty Officer for an appointment.

Student Faculty Officer

Professional Experience Unit

On the Cairns Campus, contact one of the following:

Administrative Officer

Academic Adviser

Make appointment through Secretary –

Students with disabilities may contact the Workplace Equity Unit in Education Queensland for advice and support prior to School Experience sessions. See the Professional Experience Unit for details.

TEACHER REGISTRATION

The Bachelor of Education and the joint degrees including Education have been accepted by the Queensland Board of Teacher Registration. Graduates of these courses can therefore apply for registration as a teacher. Applicants will be subject to a national criminal history check. The Board may choose to reject an application as a result. Any students with concerns about this should contact the Office of the Board for further information (07) 3377 4777.

OVERVIEW OF EDUCATION COURSE STRUCTURES

Bachelor of Education

The Bachelor of Education course can be taken in any of three programs which prepare teachers for early childhood, primary and secondary levels. The course is designed as a qualification for teachers who are knowledgeable life-long learners, committed to all learners and their communities, competent in curriculum, pedagogy and assessment, and committed to professional and ethical responsibility and action. Particular attention is given to ensuring that graduates are well prepared to contribute to education in north Queensland, including a focus on the needs of Indigenous students and students in rural and isolated communities.

The course enhances the discipline knowledge base of teachers, integrates theory and practice, and promotes a reflective approach to teaching. There is significant collaboration between the University and schools in ensuring that both the on-campus and professional experience components of the course ensure a successful transition to the profession.

The first year is a year of orientation to teachers’ work and the development of professional understanding and competence. Students are introduced to the context of education and come to understand how people grow and develop in the socio-cultural practices of their world. They begin to consider how teaching and learning might respond and contribute to individual development and social change in a globalised society. Students focus on basic literacies in language, mathematics and technology, both as goals for education and as competencies for their own professional growth.

In second and third years, students focus more closely on teaching and learning in the context of student and school cultures. They study the process of teaching and learning in the various curriculum contexts, including critical inquiry into “commonsense” understandings of “best practice”. Students develop the following competencies in their curriculum areas:

• understanding contemporary issues in the field and their origins;
• knowledge of relevant theories informing practice within the area;
• skills of planning and implementing successful teaching practices;
• critical analysis and assessment of the uses of relevant technologies;
• development and evaluation of teaching programs and resources and appropriate assessment of learning outcomes.

A key focus of this part of the course is the process of critical investigation and reflective inquiry, both as goals of schooling, but also as the means for the development of professional expertise.

During the first three years, students complete the discipline requirements for their relevant major (i.e. secondary, primary, early childhood).

In the final year of the program students integrate intellectual and practical knowledges in ways that will prepare them to contribute to the development of a tolerant, vigorous and caring society for all their students. Studies in curriculum and beginning teaching join with extended teaching experience in schools to allow students to develop and communicate personal theories and philosophies of teaching and learning. Students become more independent in their development of the role of teacher/ researcher and prepare to contribute in authentic ways to their profession.

Graduate Bachelor of Education

Students undertaking the Graduate Bachelor of Education complete a two year program of education studies condensed to 18 months. They also complete the same professional experience requirements as the Bachelor of Education.

ENROLMENT FOR CONTINUING STUDENTS

1.  If necessary, change the course code to indicate your progress through the program in which you are enrolled.
2.  Turn to the appropriate program following the degree requirements (pp.168–176 in Undergraduate Courses and Majors). Tick the subjects you have already completed successfully. Choose subjects up to 24 units (no more than 32 units if you are overloading) for the next stage of your program by:

(a)  consulting the Master Schedule of Subjects in this Handbook for non-education subjects;
(b)  consulting the list of focus studies subjects in the Subject Information Booklet.



3.  Enter your subject selection on your re-enrolment form and return it.

BRING YOUR SUBJECT INFORMATION BOOKLET TO THE ENROLMENT VERIFICATION SESSION.

ENROLMENT VERIFICATION

Do not be afraid that, when you find out more about the subjects, you might want to change your enrolment. During Orientation Week, commencing students meet individually with a member of staff to discuss your enrolment at which time you will have an opportunity to change subjects, if necessary. Information on enrolment verification sessions will be provided in your re-enrolment package.

CREDIT

If you are seeking credit for previous studies at this or another institution, you should enrol in a normal level 1 program as discussed above. When a decision on your credit application is made, then you should contact the office of the Executive Dean for advice on an appropriate choice of subjects.

TEACHING DISCIPLINE SUBJECTS

Listed on the following pages are the secondary teaching discipline subjects available to level 1 Bachelor of Education secondary students in 2003.

Students intending to study a language other than English should note the following:

The languages for which teachers are prepared are French and Japanese. It is unlikely that students who have not completed a language to year 12 level will be able to reach a level of proficiency with the language that would enable them to obtain employment as a teacher of that language. If you have completed year 12 in the language, you should enrol in the basic level of the subject, not the foundation level.

If you want to prepare as an early childhood or primary teacher, you can enrol in the foundation level subjects (whether you have completed the language to year 12 level or not). With this level of study, it is likely that you will have to complete further studies in the language after completing your degree to reach sufficient proficiency to be a LOTE specialist. In the meantime, you would be able to be employed as a generalist teacher.

Focus studies subjects available for ECE, Primary and Secondary BEd students can be selected from the list provided in the 2003 School of Education Subject Information Booklet.

LEVEL 1 SECONDARY TEACHING DISCIPLINE SUBJECTS FOR THE BACHELOR OF EDUCATION

(descriptions of these subjects can be obtained from the Student Handbooks, see JCU website)

Where subjects are not listed beyond first or second year, refer to the Master Schedule of the Arts, Education and Social Sciences Handbook on the JCU website to make selections. Primary BEd students are advised to choose 6 units or more of these subjects in the first year if considering transferring to a Secondary BEd after first year. Subjects marked # normally require a Senior prerequisite. Subjects that are asterisked (*) are required subjects.

ABORIGINAL AND TORRES STRAIT ISLANDER STUDIES

BIOLOGICAL SCIENCE

BUSINESS EDUCATION

CHEMISTRY

DRAMA

EARTH SCIENCE

ECONOMICS

ENGLISH

FRENCH

GEOGRAPHY

HEALTH AND PHYSICAL EDUCATION

COMPUTER STUDIES/IPT/ITS

JAPANESE

LEGAL STUDIES

MARINE STUDIES

MATHEMATICS

MODERN HISTORY

MULTISTRAND SCIENCE

MUSIC (Classroom)

PHYSICS (needs to be taken with Mathematics)

POLITICS

STUDY OF SOCIETY

VISUAL ART