Education Course Information Book

Education

- flexible online learning -

5 Mary Street (PO Box 534)

Drummoyne NSW 1470

Sydney, Australia

Tel: 61 2 9819 8888

Fax: 61 2 9719 1714

Email: [email protected]

Web: www.wi.edu.au

CRICOS Code 02664K

ABN 50 360 319 774

mailto:[email protected]

http://www.wi.edu.au/

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Wesley Institute is a registered Higher Education Provider under the NSW Higher

Education Act and the Commonwealth Higher Education Support Act, and approved

to provide courses to international students. The Institute offers Masters in

Counselling, Education, Leadership and Ethics, Music, and Theology; Graduate

Diplomas in Counselling, Education, and Theology; Bachelors in Dance, Drama,

Graphic Design, Music, Theology; Associate Degrees in Dance, Graphic Design, Music

and Theology; and a Diploma in Drama. Courses are accredited with the NSW

Department of Education and Training, and approved for FEE-HELP, Youth Allowance,

Austudy and Abstudy for eligible students.+ Wesley Institute is an International

Affiliate of the Council for Christian Colleges and Universities, and offers Studies

Abroad for the 110 member universities and colleges in the USA.

All information in this publication is correct at 31 May 2012 but is subject to change

without notice. Wesley Institute reserves the right to change the content of any unit

of study, or to withdraw any unit or course of study it offers, or to impose limitations

on enrolment in any unit or course of study.

+Austudy and Youth Allowance are not available for the Master of Music and the Master of

Theology.

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Contents

Introduction ............................................................................................ 4

Master of Teaching (Primary)* ................................................................. 6

Graduate Diploma of Education (Secondary)* ......................................... 8

Admission - Primary ............................................................................... 10

Admission - Secondary ........................................................................... 10

Credit ..................................................................................................... 11

Assessment ..............................................................................................12

Unit Descriptions - Primary .....................................................................12

Unit Descriptions - Secondary .................................................................14

Academic Staff ....................................................................................... 20

Fees ....................................................................................................... 22

Tuition Assurance .................................................................................. 22

*This course is delivered through online learning, and is therefore only open to domestic students

(Australian citizens and permanent residents).

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Introduction

Wesley Institute promotes and fosters quality in teaching and learning through the

implementation of our vision, mission and institutional values, and their integration in

all aspects of institutional life and culture.

Our Vision:

Transforming lives through excellence in Christian higher education.

Our Mission:

Wesley Institute benefits our community as we equip people to live godly lives in

influential vocations. We seek to fulfil this mission by integrating excellent higher

education, rigorous scholarship, and professional and spiritual development.

Our Values:

All our activities are informed and underpinned by five core values:

- Christian faith in action

- Education informed by scholarship and creativity

- Lifelong learning

- Responsible stewardship

- Integration.

In actively pursuing our mission, Wesley Institute commits to the following:

• courses and learning resources of high quality and standing, as determined by

regulatory authorities, expert advisors, staff and students.

• curriculum and modes of delivery structured so as to maximise student access to

learning opportunities and support without compromising quality or equity.

• a nurturing and safe teaching and learning environment for staff and students

grounded in Christian faith and academic integrity.

• a focus on the achievement of graduate attributes, student satisfaction, course

completions and career relevance.

The Graduate Diploma of Education (Secondary) and a Master of Teaching (Primary)

respond to the need of Christian schools for teaching qualifications that value a

Biblical worldview and consider the implications of this worldview for a Christian

philosophy and practice of education. There is a high demand for qualified and

competent teachers with a distinctive Christian education perspective, and Wesley

Institute graduates have been successful in obtaining teaching positions in both

independent and government schools.

The courses provide professional pre-service training for graduates intending to be

primary or secondary school teachers, imparting the knowledge and skills required for

effective teaching in all schools and, in particular, Christian schools. They aim to

produce teachers who are reflective practitioners, able to bring current developments

in teaching and learning into their practice, and committed to lifelong learning.

http://www.wi.edu.au/about-us/our-aspirations

5

Delivered online, the courses offer candidates the flexibility to undertake coursework

at times they find convenient, and with less travel. Studies commence with a

compulsory on-campus orientation which includes workshops, tutorials, introductions

to first semester units and to the Online Learning System (Moodle), and a Child

Protection Workshop. Access to the Internet is necessary for completion of the course.

Professional experience is a critically important part of teacher education courses. As

such, Wesley Institute is active in developing ongoing relationships with schools willing

to host our pre-service teachers, particularly Christian schools. The courses provide

strong links between the theory units and the practicum through assessment tasks

which encourage pre-service teachers to apply what they learn in the theoretical units

to teaching practice. At the end of each teaching practicum students are required to

engage in reflection on how educational theory informed their practice. Experienced,

well-qualified supervising teachers are selected to supervise and mentor pre-service

teachers during their practicum. Wesley Institute field coordinators support the

supervising teachers in their role. Placements in rural and remote communities are

actively encouraged, and Wesley Institute utilises the services of Beyond the Line run

by the NSW Department of Education and Training in providing the funding for those

who choose to undertake placements in rural and remote communities.

The Graduate Diploma of Education (Secondary) and the Master of Teaching

(Primary) are accredited with the NSW Department of Education and Training under

the Higher Education Act 2001, and approved by the NSW Institute of Teachers as

approved Initial Teacher Education Programs under the NSW Institute of Teachers Act

2004 (http://www.nswteachers.nsw.edu.au/Approved-Programs.html). Graduates are

eligible for employment with the NSW Department of Education and Training

(https://www.det.nsw.edu.au/employment/teachnsw/unicontacts.htm) as well as with

independent schools. Graduates are eligible for provisional accreditation on

employment as teachers in NSW Schools.

Australian States and Territories mutually recognise accreditation and approval

processes, and teachers accredited in one State are normally approved to teach in their

specialisation(s) in the other States.

Please note, however, that these courses are delivered through online learning, and

therefore are available only to Australian citizens and residents.

If you have been thinking about becoming a teacher, perhaps now is a good time to

consider the tremendous fulfilment and satisfaction that is a part of teaching, and the

many opportunities teachers have to make a positive difference in the lives of children

and young adults. The Head of Education, Julie Mathews, would be happy to talk

with you [email: [email protected] or phone: (02) 9819 8840].

6

Master of Teaching (Primary)

• Course Code: WED51

• Credit Points: 96

• Number of Units: 16

• Duration: 2 years full-time; 4 years part-time

• Student Workload: 40 hours per week (full-time)

• Delivery Mode: Online coursework; School-based professional experience

The Master of Teaching (Primary) comprises 16 compulsory units grouped into three

strands:

1. Foundational Studies

Introduction to Teaching

Psychology for Teachers

Teaching Students with Diverse Abilities

Teaching Biblical Studies

Cultural Perspectives in Teaching

2. Curriculum Studies

Literacy

English

Numeracy

Mathematics

Science and Technology

Human Society and its Environment

Personal Development, Health and Physical Education

Creative Arts

3. Professional Experience

Professional Experience I

Professional Experience II

Professional Experience III

A sample sequence of study for a full-time candidate commencing in January 2012

follows. The course commences with a compulsory Orientation during which students

will commence working on their first semester units.

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SAMPLE FULL-TIME STUDY SEQUENCE - PRIMARY

Semester Unit Code Unit Name Delivery Mode

1 EDPF401 Introduction to Teaching On campus/Online

EDPC403 Creative Arts On campus/Online

EDPC401 Literacy Online

EDPC402 Numeracy Online

2 EDPF404

or

EDPF403


or


Online

Online

EDPC404 English Online

EDPC405 Mathematics Online

EDPE401 Professional Experience I (20 days) School based

3 EDPF405

or

EDPF402


or


Online

Online

EDPF404

or

EDPF403


or


Online

Online

EDPC406 Human Society and its Environment Online

EDPE402 Professional Experience II (20 days) School based

4 EDPF405

or

EDPF402


or


Online

Online

EDPC407 Science and Technology On campus/Online

EDPC408 Personal Development, Health and PE On campus/Online

EDPE403 Professional Experience III (20 days) School based

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Graduate Diploma of Education (Secondary)

• Course Code: WED46

• Credit Points: 54

• Number of Units: 9*

• Duration: 1 year full-time; 2 years part-time

• Student Workload: 40 hours per week (full-time)

• Delivery Mode: Online coursework; School-based professional experience

The course has been designed around three strands. Units in strands 1 and 3 are

compulsory. The curriculum studies strand lists the various areas in which teaching

method studies are available. Candidates can only be admitted to a teaching method

in which they have academic qualifications at degree level, since secondary teachers

are subject area specialists. The secondary teaching qualification requires a minimum

of one teaching method (major teaching method), i.e. Curriculum Studies I & II.

Completion of a second (minor) teaching method* may increase employment

opportunities. Candidates should be guided in this matter by their State employment

authorities.

1. Foundational Studies (compulsory)

Foundations of Teaching and Learning





2. Curriculum Studies (one method sequence is compulsory)

English Method I & II

Mathematics Method I & II

Science Method I & Biology/Physics/Chemistry/Earth & Environmental Science

History Method I & Ancient History/Modern History Method

Geography Method I & II

Business Studies Method I & II

Studies of Religion Method I & II

Music Method I & II

Dance Method I & II

Drama Method I & II

Technology Studies Method I & Design and Technology Method

3. Professional Experience (compulsory)

Professional Experience I

Professional Experience II

The chart below indicates a sample study sequence for a full-time candidate

commencing in January or July 2012. The course commences with a compulsory

Orientation during which students commence work on their first semester units.

*Candidates wishing to complete a second teaching method would need to add a second Curriculum

Method I & II sequence to their course load, completing 11 units for a course total of 66 credit points.

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SAMPLE FULL-TIME STUDY SEQUENCE - SECONDARY

Semester Unit Code Unit Name Delivery Mode

1 EDSF401 Foundations of Teaching and Learning On campus/Online

EDSF403

or

EDSF405


or


Online

Online

EDSF404 Teaching Students with Diverse Abilities Online

EDSC--- Curriculum Method I (major, mandatory) Online

EDSC--- Curriculum Method I (minor, if chosen) Online

EDSE401 Professional Experience I (20 days) School based

2 EDSF402 Cultural Perspectives in Teaching Online

EDSF403

or

EDSF405


or


Online

Online

EDSF404 Teaching Students with Diverse Abilities Online

EDSC--- Curriculum Method II (major, mandatory) Online

EDSC--- Curriculum Method II (minor, if chosen) Online

EDSE402 Professional Experience II (25 days) School based

Admission

There are two intakes each year, in January and July. Application closing dates for

2012 are published on the website (www.wi.edu.au/how-to-apply). Applicants are

encouraged to apply early as professional experience places in schools are limited.

Wesley Institute is committed to ethical and responsible student recruitment. The

application process requires the submission of documents verifying that the student has

met the entry requirements for the course.

Before applying for admission, applicants should approach the teacher registration

authorities in their own State or Territory to establish the suitability of their

undergraduate studies for primary or secondary teaching. Each State employing

authority has particular criteria for recruitment of teaching staff.

New South Wales applicants should check that they have covered an acceptable

program in their undergraduate degree for accreditation as a NSW primary or

secondary school teacher. Please go to the NSW Institute of Teachers website for

details (www.nswteachers.nsw.edu.au/Teaching-in-NSW.html). Responsibility for

clarifying the suitability of undergraduate qualifications for employment with an

employing authority rests with the applicant.

http://www.nswteachers.nsw.edu.au/Teaching-in-NSW.html

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Primary

Applicants may be admitted to the Master of Teaching (Primary) upon successful

completion of an accredited Bachelor degree containing at least one year of full-time

equivalent studies (eight semester-long units of study) relevant to one or more key

learning areas of the primary school curriculum. The key learning areas are:

• English

• Mathematics

• Science and technology

• Human society and its environment

• Creative and practical arts

• Personal development, health and physical education.

An applicant who has not satisfied the above entry requirement of subject content in

the undergraduate degree may be admitted to the Master of Teaching on condition

that required Bachelor units are completed concurrently with studies in the Masters

degree. In practice this is only allowed for a maximum of two units. The applicant

signs an agreement to indicate understanding that proof of satisfactory completion of

the specified concurrent studies is required before the award of the Master of Teaching

(Primary) can be made.

Applicants whose qualifying undergraduate studies were taken in a language other

than English will be required to demonstrate proficiency in spoken and written English

equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of

8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing

modules. Test score equivalencies for alternative tests are provided below.

IELTS SCORE Band 6.0 6.5 7.0 7.5 8.0

Test of English as a Foreign Language internet

based Test (TOEFL iBT) 60 79 94 102 110

PTE Academic 50 58 65 73 79

Cambridge English: Advanced (CAE) from

Cambridge ESOL test scores 52 58 67 74 80

Secondary

Applicants may be admitted to the Graduate Diploma of Education (Secondary) upon

successful completion of an accredited Bachelor degree with a major study in a

designated area related to a school subject. Undergraduate (and appropriate

postgraduate) studies must include study in a designated area related to a school

subject (first teaching area) as follows:

• a minimum of 6 sequential semester-long units of discipline knowledge in a

designated area (equivalent to a minimum of three academic years of study in the

designated area), and

• at least 4 of these units at level 2 (year 2) or above.

A second designated area, if studied, requires 4 sequential undergraduate units, with 2

units at level 2 or above.

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The first designated area determines the first teaching method to be undertaken in the

Graduate Diploma of Education.

Applicants whose qualifying undergraduate studies were taken in a language other

than English will be required to demonstrate proficiency in spoken and written English

equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of

8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing

modules. See previous page for test score equivalencies in alternative tests

Where an applicant does not meet the entry requirement of minimum study in the

undergraduate degree (i.e. a six-semester major in the chosen teaching area), Wesley

Institute may offer the applicant a place in the course on condition that the missing

study is completed concurrently with studies in the Graduate Diploma of Education.

In practice this is only allowed for a maximum of two units. The applicant signs an

agreement to indicate understanding that proof of satisfactory completion of the

specified concurrent studies is required before the award of the Graduate Diploma of

Education can be made.

Credit

The Institute is committed to the dual principles of maintaining high academic

standards that are at least equivalent to those current in Australian universities, and

providing the shortest possible pathways to the desired award by the recognition of

prior learning wherever this is consistent with these standards. In general terms,

students who have been admitted to one of the Institute’s awards may be granted

credit for prior learning, where that learning is demonstrated to be equivalent to

learning acquired through completing accredited units at Wesley Institute, whether

that learning has been acquired through previous academic studies (credit) or in less

formal contexts (RPL). The maximum level of credit and RPL that may be awarded is

normally one-third of the requirements of the Wesley Institute course.

Candidates who have successfully completed teacher education subjects in other higher

education courses may apply for credit transfer. Credit will not normally be granted

into the GradDipEd(Secondary) or the MTeach(Primary) for units or qualifications

completed more than ten years prior to application unless there is evidence of

substantial relevant experience during the intervening period.

Candidates with one year of full-time classroom teaching experience in a registered

school within the last five years will be eligible to be granted RPL for Professional

Experience I. No further credit can be granted for professional experience.

Applications for credit should be submitted as soon as possible following successful

admission to the course, and must be accompanied by relevant documentation.

Please see the Credit and RPL Policy and Procedures for further details.

http://repository.wi.edu.au/lor/file/b941857c-0316-66c5-556f-e142c682f17f/1/PO-STU-02%20Credit%20and%20RPL%20Policy%20and%20Procedures.pdf

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Assessment

A range of different assessment tasks is employed to gauge how well students are

achieving the learning outcomes of the various units. The assessment tasks integrate

the theoretical framework with the practical aspects of teaching. Generally the aim of

assessment is to give students the opportunity to apply knowledge into professional

practice, as well as to guide their progress in the development of their knowledge,

skills and confidence.

Unit Descriptions


FOUNDATIONAL STUDIES

Introduction to Teaching EDPF401 Prerequisite: Orientation (Course Introduction)

This unit enables prospective teachers to appreciate the diverse roles and

responsibilities of the classroom teacher. It explores Christian distinctives and best

practice within the classroom learning community. Candidates examine the role of

ICT and other teaching and learning strategies. Legal issues and Child Protection are

also covered. In addition, the unit includes five days of Professional Experiences

where candidates observe and take part in classroom activities.

Cultural Perspectives in Teaching EDPF402 Prerequisites: None

This unit introduces significant themes and issues in contemporary education, and the

contextual factors - cultural, social, political, historical, and worldview - that have

impacted education and schooling in Australia today.

Psychology for Teachers EDPF403 Prerequisites: None

A biblical perspective on the mind and learning provides the setting for this study.

Candidates evaluate theories of learning as they consider the physical, social,

emotional, moral and cognitive development of children. They also explore faith

development in children.

Teaching Students with Diverse Abilities EDPF404 Prerequisites: None

This unit provides a basic understanding of the current philosophies and principles of

normalisation and integration of children with special needs in diverse contexts, and

considers Christian principles of humanity and acceptance. It enables prospective

teachers to develop skills to encourage effective learning for all children, including

those with special needs. It also explores the place of support services within the class,

school and community.

Teaching Biblical Studies EDPF405 Prerequisites: None

Biblical Studies provides an overview of the unfolding, redemptive story of the Bible

to enable prospective primary teachers to develop skills in understanding the message

of the Bible and interpreting its meaning for a contemporary generation. The unit

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examines curriculum planning and strategies that facilitate the teaching and learning of

Biblical Studies for primary students.

CURRICULUM STUDIES

Literacy EDPC401 Prerequisites: None

Literacy skills are crucial to a student’s success at school, and the delay in acquisition of

literacy skills can impede a student’s intellectual growth. This unit provides the theory

and practice underpinning the acquisition of reading, writing, speaking and listening

skills. There is also a section on how to support students who are experiencing

learning difficulties in this area.

Numeracy EDPC402 Prerequisites: None

“Numeracy is the ability to effectively use the mathematics required to meet the

general demands of life” (NSW BOS K-6 Mathematics Syllabus, p 11). This unit

explores how children learn mathematics and the growth of mathematical concepts

and processes to enable teachers to facilitate childrens’ learning and understanding of

mathematics. The concepts of quality, measurement, spatial representation,

generalisation and mathematical reasoning are particularly emphasised in this unit.

Creative Arts EDPC403 Prerequisites: Orientation (Course Introduction)

This unit focuses on relevant curriculum documents and resources in primary Creative

Arts, as well as giving candidates practical experiences in the processes and techniques

of each of the arts through on-campus workshops. Candidates are equipped to

facilitate effective teaching and learning in the Creative Arts, and also have the

opportunity to explore the relationship between the arts and a Christian worldview.

English EDPC404 Prerequisite: Literacy

Building on the Literacy unit, the English unit prepares candidates to teach language

and literacy skills. It familiarises them with the relevant curriculum documentation,

and facilitates analysis of worldviews in the media and in literature for children.

Mathematics EDPC405 Prerequisite: Numeracy

This unit assists prospective primary teachers to acquire knowledge and skills which

facilitate the active learning of Mathematics. It provides an understanding of how

current theories relate to Mathematics teaching and learning, and familiarises

candidates with relevant curriculum documentation.

Human Society and its Environment EDPC406 Prerequisites: None

This method unit provides candidates with the understanding and skills for facilitating

effective teaching and learning in Human Society and its Environment. It explores

relevant curriculum documents and resources, as well as a Christian framework for

HSIE.

Science and Technology EDPC407 Prerequisites: Orientation (Course Introduction)

This unit gives prospective teachers the understanding and skills for facilitating

effective teaching and learning in Science and Technology. It familiarises candidates

with relevant curriculum documentation and teaching resources for the primary school.

Participation in an on-campus workshop focusing on the learning processes in Science

and Technology is a requirement of this unit.

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Personal Development, Health & Physical Education EDPC408

Prerequisites: Orientation (Course Introduction)

This unit equips candidates with the knowledge, understanding and skills for

facilitating effective teaching and learning in Personal Development, Health and

Physical Education (PDHPE). It examines relevant curriculum documents and

resources for the primary school, and considers Biblical principles that relate to this

area. Participation in an on-campus workshop focusing on Games and Sport,

Gymnastics and Dance is a requirement of this unit.

PROFESSIONAL EXPERIENCE

Professional Experience I EDPE401 Prerequisite: Introduction to Teaching

This unit commences the development of the competencies required for a beginning

teacher through enabling candidates to participate in a range of practical experiences

in the classroom. Under supervision, candidates will plan, prepare and implement

lessons for the primary classroom. They will then evaluate and reflect on their

teaching with the assistance of their supervising teacher.

Professional Experience II EDPE402 Prerequisite: Professional Experience I

Building on the classroom experience of Professional Experience 1, this unit provides

ongoing practical teaching and learning experiences designed to refine teaching

competencies. The range and variety of lessons taught increases in this four-week

school experience.

Professional Experience III EDPE403 Prerequisite: Professional Experience II

This unit enables candidates to further develop and refine the range of competencies

required for a beginning teacher. Students will participate in a four-week supervised

professional experience in the primary school in which they will increase their lesson

delivery to the equivalent of a full-time teaching load.

Professional Experience Extension EDPE404 Prerequisite: Professional Experience III

Building on the classroom experience of Professional Experience III, this unit provides


competencies. An additional two-week block of supervised classroom experience in

the primary school this unit enables candidates to further develop and consolidate

their teaching skills. They will teach the equivalent of a full-time load.


FOUNDATIONAL STUDIES

Foundations of Teaching and Learning EDSF401 Prerequisite: Orientation (Course

Introduction)

This unit enables prospective teachers to appreciate the responsibilities of the

secondary school teacher. It explores Christian distinctives and best practice within the

classroom learning community. This unit introduces teaching and learning strategies

and explores the role of ICT in the classroom. Legal issues and Child Protection are

also covered.

15

Cultural Perspectives in Teaching EDSF402 Prerequisites: None

This unit introduces significant themes and issues in contemporary education, and the

contextual factors - cultural, social, political, historical, and worldview - that have

impacted education and schooling in Australia today.

Psychology for Teachers EDSF403 Prerequisites: None

A biblical perspective on the mind and learning provides the setting for this study.

Candidates evaluate theories of learning as they consider the physical, social,

emotional, moral and cognitive development of children and adolescents. Faith

development in adolescents is also explored.

Teaching Students with Diverse Abilities EDSF404 Prerequisites: None

This unit provides a basic understanding of the current philosophies and principles of

normalisation and integration of children with special needs in diverse contexts, and

considers Christian principles of humanity and acceptance. It enables prospective

teachers to develop skills to encourage effective learning for all students, including

those with special needs. It also explores the place of support services within the class,

school and community.

Teaching Biblical Studies EDSF405 Prerequisites: None

This unit provides an overview of the unfolding redemptive story of the Bible. It also

assists prospective teachers to effectively plan and program a Biblical studies course for

their class, as well as developing units and lessons that make the Bible relevant for

young people today. The unit considers suitable teaching and learning strategies and

evaluates the resources available.

CURRICULUM STUDIES

Business Studies Method I EDSC401 Prerequisites: None

This unit assists candidates in acquiring skills that facilitate the teaching and learning of

Commerce in the junior secondary school. It focuses on curriculum development in

Commerce and introduces relevant syllabus documents and resources. It also explores

issues of relevance to junior secondary Commerce.

Business Studies Method II EDSC411 Prerequisite: Business Studies Method I

This second method unit covers planning and programming for Business Studies in the

senior secondary school with a focus on syllabus documents and resources for Years

11-12. Consideration will be given to student assessment strategies, the evaluation of

the curriculum, teacher self-evaluation, and an understanding of how research can

enhance teaching.

Dance Method I EDSC402 Prerequisites: None

This unit assists candidates in acquiring skills which facilitate the teaching and learning

of Dance in the junior secondary school. It focuses on curriculum development, and

introduces relevant syllabus documents and resources. It also explores the

contemporary relevance of dance in the Christian community.

16

Dance Method II EDSC412 Prerequisite: Dance Method I

This second Dance method unit covers planning, programming, student assessment

and program evaluation for senior classes in Dance. Candidates will examine the

Dance curriculum and resource documents for the senior secondary school, and

become more familiar with Safe Dance Practice.

Drama Method I EDSC403 Prerequisites: None

This unit focuses on the process of curriculum design and development in Drama and

introduces relevant syllabus documents and teaching resources for the junior

secondary school. It will assist prospective teachers in acquiring skills which facilitate

the teaching and learning of drama, and encourage them to explore drama as a means

of expressing issues of relevance to contemporary Christians.

Drama Method II EDSC413 Prerequisite: Drama Method I

The Drama curriculum in the senior secondary school is the major focus of this unit.

Candidates will learn how to plan and program effectively, and will develop

knowledge and understanding of student assessment and teacher self-evaluation.

English Method I EDSC404 Prerequisites: None

This method unit assists candidates in acquiring skills which facilitate the teaching and

learning of English in the junior secondary school. It focuses on curriculum

development in English, and introduces relevant syllabus documents and resources. It

also explores issues of relevance to junior secondary English, such as values in teenage

fiction.

English Method II EDSC414 Prerequisite: English Method I

This second English method unit covers planning, programming, student assessment

and program evaluation, with a focus on the English curriculum in the senior

secondary school.

Geography Method I EDSC405 Prerequisites: None

This unit assists candidates in acquiring skills which facilitate the teaching and learning

of Geography in the junior secondary school. It focuses on curriculum development in

Geography and introduces relevant syllabus documents and resources. It also explores

issues of relevance to junior secondary Geography.

Geography Method II EDSC415 Prerequisite: Geography Method I

This second method unit covers planning and programming for Geography in the

senior secondary school, with the focus on syllabus documents and resources for Years

11-12. Candidates explore student assessment strategies, the evaluation of the

curriculum, teacher self-evaluation, and an understanding of how research can

enhance teaching.

History Method I EDSC406 Prerequisites: None

This unit examines the process of curriculum development in History, introducing

relevant syllabus documents and resources, and assisting prospective teachers in

acquiring skills to facilitate the active learning of history in the junior secondary school.

It also examines the influence of worldviews on the interpretation of history.

17

Ancient History Method EDSC425 Prerequisite: History Method I

The Ancient History curriculum in the senior secondary school is the major focus in

this unit. Candidates will learn how to plan and program effectively, and will

examine relevant syllabus documents and resources. They will also develop

knowledge and understanding of student assessment and evaluation strategies, and

will consider how research can make a difference to teaching.

Modern History Method EDSC426 Prerequisite: History Method I

The Modern History curriculum in the senior secondary school is the major focus in

this unit. Candidates will learn how to plan and program effectively, and will

examine relevant syllabus documents and resources. They will also develop

knowledge and understanding of student assessment and evaluation strategies, and

will consider how research can enhance teaching.

Mathematics Method I EDSC407 Prerequisites: None

This unit focuses on the process of curriculum development in Mathematics, and


secondary school. It also explores how students learn mathematical concepts, and

evaluates the teaching and learning strategies used in Years 7-10 Mathematics.

Mathematics Method II EDSC417 Prerequisite: Mathematics Method I

This second English method unit covers planning, programming, student assessment

and program evaluation, with a focus on the Mathematics curriculum in the senior

secondary school.

Music Method I EDSC408 Prerequisites: None

This unit focuses on the process of curriculum design and development in Music, and


secondary school. Candidates will evaluate the teaching and learning strategies used

in Years 7-10 Music, and will also consider the importance of music in the Christian

community.

Music Method II EDSC418 Prerequisite: Music Method I

The major context for this second method unit is the Music curriculum for Years 11-12.

Candidates will examine and evaluate the relevant syllabus documents, resources, and

teaching and learning strategies. They will also increase their knowledge and

understanding of student assessment in Senior Music.

Studies of Religion Method I EDSC409 Prerequisites: None

This unit focuses on the process of curriculum design and development in this area in

the junior secondary school. It introduces relevant curriculum documents and assists

prospective teachers in acquiring skills which facilitate the teaching and learning of

Studies of Religion.

Studies of Religion Method II EDSC419 Prerequisite: Studies of Religion Method I

This unit focuses on the process of curriculum design and development in Stage 6

Studies of Religion. It introduces relevant curriculum documents and assists prospective

teachers in acquiring skills which facilitate the teaching and learning of Studies of

Religion to Years 11 and 12.

18

Science Method I EDSC410 Prerequisites: None

This unit examines the process of curriculum design and development in Science,

introducing relevant syllabus documents and resources. Prospective teachers will

acquire skills to facilitate the active learning of science in the junior secondary school,

including those needed to run safe and successful practical classes in the laboratory.

They will analyse and evaluate accepted teaching and learning strategies for Years 7-10.

Biology Method EDSC421 Prerequisite: Science Method I

This second Science method unit covers planning and programming for Biology in the


11-12. Consideration is given to student assessment strategies, the evaluation of the

curriculum, teacher self-evaluation, and an understanding of how research can

enhance teaching.

Chemistry Method EDSC422 Prerequisite: Science Method I

This second Science method unit covers planning and programming for Chemistry in

the senior secondary school, with the focus on syllabus documents and resources for

Years 11-12. Candidates consider student assessment strategies, the evaluation of the

curriculum, teacher self-evaluation, and how research can enhance teaching.

Physics Method EDSC423 Prerequisite: Science Method I

This second Science method unit covers planning and programming for Physics in the


11-12. Consideration is given to student assessment strategies, the evaluation of the

curriculum, teacher self-evaluation, and an understanding of how research makes a

difference to teaching.

Earth and Environmental Science Method EDSC424 Prerequisite: Science Method I

The Earth and Environmental Science Method unit is the second method unit for

senior Science. It covers planning and programming in the senior secondary school,

with the focus on syllabus documents and resources for Years 11-12. Consideration will

be given to student assessment strategies, the evaluation of the curriculum, teacher

self-evaluation, and an understanding of research enhances teaching.

Technology Studies Method I EDSC427 Prerequisites: None

This unit focuses on the process of curriculum design, development and skill

acquisition in Technology (Mandatory), and introduces relevant syllabus documents

and teaching resources for the junior secondary school. Candidates will evaluate the

teaching and learning strategies used in Years 7-9 Technology, and will also consider a

biblical perspective on technology in society. Students are able to choose study

options from across the wide range of technologies.

Design and Technology Method EDSC428 Prerequisite: Technology Studies Method I

This is the second Technology method unit focusing on Design and Technology. It

covers resources, skill acquisition, planning and programming beginning with Year 10

level as a foundation for lesson planning, unit writing and programming from the

Design and Technology syllabus in the senior secondary school. Consideration will be

given to student assessment strategies, the evaluation of the curriculum and teacher

self-evaluation.

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PROFESSIONAL EXPERIENCE

Professional Experience I EDSE401 Prerequisites: None

This unit develops and refines the range of competencies required for a beginning

teacher through enabling participation in a range of practical experiences in the

classroom. Under supervision, candidates will plan, prepare and implement lessons in

the relevant curriculum methods in the junior secondary classroom. They will then

evaluate and reflect on their teaching with the assistance of their supervising teacher.

Professional Experience II EDSE402 Prerequisite: Professional Experience I

Building on the classroom experience of Professional Experience I, this unit provides


competencies. This five-week block of supervised classroom experience in the

secondary school enables candidates to further develop and consolidate their teaching

skills. They will normally teach the equivalent of a full-time load during the last two

weeks of the practicum.

Professional Experience Extension EDSE404 Prerequisite: Professional Experience III

Building on the classroom experience of Professional Experience III, this unit provides


competencies. An additional two-week block of supervised classroom experience in

the secondary school this unit enables candidates to further develop and consolidate

their teaching skills. They will teach the equivalent of a full-time load.

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Academic Staff

Head of Education

Ms Julie Mathews BA, DipEd, MA, DipBS, EdD current, MACE

Assistant Head of Education

Mr Will Gardner BA, DipEd, GradDipGeoscience, MAEdLead

Teacher Education Manager

Ms Marion Poynton BCA(Dance), GradDipEd, MEd current, MACE

Tutors

Ms Trish Anderson BA, DipEd

Mr Peter Bosker BEd, MEd

Ms Jennifer Boyd BA, DipEd

Mr Stephen Brinton BA, DipTeach, AssocDipTh, MEdSt

Ms Hazel Burns CertTeach, CertGiftedEd, MEdStud

Dr Jean Carter DipTeach, BEd, MA(Curric), EdD, DipAcc

Mr Ross Carlyon BA, DipEd, DipSchAdmin, BEd, MEdSt

Ms Katrina Carter BCA, GradDipEd, BDes(Hons)

Mr Stuart Drennan BAppSc, DipEd

Dr Garry Gannell DipPDHPE, BEd, GradDipEdStud, CertTheol, MEdStud, EdD, MACE

Mr Michael Green BSc(Hons,) GradDipEd

Ms Catherine Hammann BA(Hons), STC, TC(NSW), PTC, TC(Qld)

Mr Matthew Hammann BSc, DipEd, PTC, MEd

Mr Richard Harvey BCom, DipEd, DipMS, DipTh, BTh, MATheol, MMgtEnterprise

Ms Lynette Hester DipTeach, BEd, GradDipChrisEd, MEd, GradCertEdDrama

Ms Ruby Holland BA, TCert, MEdSt

Ms Jenny Hooper BA, DipEd

Mr Remy Low BEc, DipEd, MEc, MEd current, PhD current

Ms Jillian McKay BA, DipEd, MEdLead current

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Ms Hailey McQueen BCA(Drama), MTheatreHist

Ms Philippa Medcalf BA, GradDipEd

Mr Peter Muddle BSc(Hons), DipEd, MEd

Ms Deborah Nash BTeach, BEd, MEd current

Ms Bronwynne Pocknall BA, DipEd, MEd current

Ms Kelly Roche BEd

Dr Thomas Smith DipTh, BA, MEd, PhD

Ms Jennifer Spies DipTeach, GradDipEd, MEd

Dr Peter Stiles BA, MA, MEd, PhD, MACE

Mr Don Taylor BSc, DipEd, MEd(Leadership), MEdStudies

Mr Graeme Taylor BSc, GradDipEd, DipCurricSt

Ms Deborah Walls DipTeach, BA, GradDipChrisEd, MEdLead current

Ms Naomi Walls BA, GradDipEd

Ms Anne Wright BEd, DipTh, BTh, MTh, PhD current

Supervising Teachers

In addition, a large number of qualified and experienced teachers agree to supervise

the students during their pre-service teaching practice blocks.

22

2012 Fees

Tuition Fees

COURSE FEES


Course Fee $25,350.00

Unit Fee $1,530.00


Course Fee $15,300.00

Unit Fee $1,650.00

Administration Fees

$120 Graduation Fee

$100 Late Enrolment Fine

$50 Late Variation to Enrolment Fine

$20 Student ID Card Replacement

$25 Request for Transcript (plus postage costs)

$100 Request for replacement Testamur

$0 - $200

Administration Fee for entering into a Deferred

Payment Contract Fee

$50 Late fee for missing an agreed payment

$50 Re-Issue of Financial Records Fee (current year)

$150 Re-Issue of Financial Records Fee (previous years)

$100++

Course Withdrawal Fee (up to start of classes)

$200++

Course Withdrawal Fee (after classes commence)

Tuition Assurance

To protect students in the event that Wesley Institute ceases to provide a course of

study, the Institute has tuition assurance through its membership of the TAFE Directors

Australia Tuition Assurance Scheme for Australian Students, and the Council of Private

Higher Education Tuition Assurance Scheme for Overseas Students. For details please

see Tuition Assurance on our website.

++New students only

http://www.wi.edu.au/about-us/tuition-assurance/?searchterm=tuition%20assurance

23

Wesley Institute offers the following courses:

Master of Arts (Leadership and Applied Ethics)

Master of Arts (Religious Education)

Master of Counselling

Master of Music


Master of Theology

Master of Theology (Korean medium)

Master of Theological Studies

Graduate Diploma of Arts (Applied Ethics)

Graduate Diploma of Arts (Leadership)

Graduate Diploma of Arts (Religious Education)

Graduate Diploma of Counselling


Graduate Diploma of Theological Studies

Graduate Certificate in Arts (Leadership and Applied Ethics)

Graduate Certificate in Arts (Religious Education)

Bachelor of Theology (Honours)

Bachelor of Dance

Bachelor of Dramatic Art

Bachelor of Graphic Design

Bachelor of Music

Bachelor of Theology

Bachelor of Theology (Korean medium)

Associate Degree of Dance

Associate Degree of Graphic Design

Associate Degree of Music

Associate Degree of Theology

Associate Degree of Theology (Korean medium)

Diploma of Dramatic Art

May 2012

Wesley Institute

Education Course Information Book

Documents