| Effective Term: | 2022/17 |
| Institute / School : | Global Professional School |
| Unit Title: | Introduction to Education |
| Unit ID: | GPFSP1302 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 120199 |
| Other Change: | |
| Brief description of the Unit |
Introduction to Education aims to introduce students to some of the key facets of education, both as a field of study and as a profession. Education entails a complicated set of relationships between educators and students, between educational settings and a changing global context, and between educational practice and societal expectations of the profession. These issues will help provide a framework within which to introduce the theory and practice of education, in a manner which will prepare students for further educational studies at a tertiary level.
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| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Placement Component: No |
| Supplementary Assessment: |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory |  | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| After successfully completing this course students will be able to: |
| Knowledge: |
| K1. | Understand a range of learning theories and identify how they enhance student learning. |
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| K2. | Appreciate a broad body of knowledge in relation to the changing nature of education in a rapidly-evolving global context. |
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| Skills: |
| S1. | Analyse roles, responsibilities and expectations of teachers in the 21st Century. |
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| S2. | Analyse and evaluate the different independent learning styles, experiences, attributes and skills of students in the 21st Century. |
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| Application of knowledge and skills: |
| A1. | Articulate and review the concepts of inclusion, equity and access for socially just education. |
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| A2. | Investigate the changing nature of society to prepare for the development of education policies and processes relevant to studens' needs. |
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| Unit Content: |
Topics may include:
- Learning Literacy
- Learning Numeracy
- Child and Adolescent Development
- Diverse Learning Communities
- 21st Century Digital Learners
- Academic and Professional Learning
- Health, Physical Activity and Wellbeing Education
- Individual learning styles, experiences, skills and expectations.
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| Values: |
| V1. | Respect their own opinions and those of others. |
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| V2. | Accept and learn from constructive criticism and other feedback. |
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| V3. | Identify, explain, and demonstrate the attitudes, values, and behaviours of an independent learner. |
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| V4. | Identify, explain, and demonstrate the attitudes, values, and behaviours of an effective academic writer. |
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| Graduate Attributes: |
| The Federation University graduate attributes (GA) are entrenched in the Higher Education Graduate Attributes Policy (LT1228).Federation University Australia graduates develop these graduate attributes through their engagement in explicit learning and teaching and assessment tasks that are embedded in all Federation Courses. Graduate attribute attainment typically follows an incremental development process mapped through Course progression. One or more graduate attributes must be evident in the specified learning outcomes and assessment for each Federation University Australia Unit, and all attributes must be directly assessed in each Course. |
| Graduate attribute and descriptor | Development and acquisition of GAs in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | GA 1
Thinkers | Our graduates are curious, reflective and critical. Able to analyse the world in a way that generates valued insights, they are change makers seeking and creating new solutions. | K1, K2, S1, S2, A1, A2 | AT1-AT4 | GA 2
Innovators | Our graduates have ideas and are able to realise their dreams. They think and act creatively to achieve and inspire positive change. | K1, K2, S1, S2, A1, A2 | AT1, AT2 | GA 3
Citizens | Our graduates engage in socially and culturally appropriate ways to advance individual, community and global well-being. They are socially and environmentally aware, acting ethically, equitably and compassionately. | S2, A1, A2 | AT1, AT2 | GA 4
Communicators | Our graduates create, exchange, impart and convey information, ideas, and concepts effectively. They are respectful, inclusive and empathetic towards their audience, and express thoughts, feelings and information in ways that help others to understand. | A1 | AT2 | GA 5
Leaders | Our graduates display and promote positive behaviours, and aspire to make a difference. They act with integrity, are receptive to alternatives and foster sustainable and resilient practices. | A1, A2 | AT1-AT4 |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, S1, S2, A1, A2. | Focus on Acadmic writing for Education | Project | 30 - 40% | | 2. | K2, A1, A2. | Focus on presenting elements of project | Presentation | 20 - 30% | | 3. | K1, S1, S2, A1, A2. | Focused on course content topics | Quizzes | 20 - 30% | | 4. | K1, S1, S2, A1, A2. | Focused on course content topics | Final Test | 20 - 30% |
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