FACULTY OF EDUCATION

School of Education

Canberra

SEMESTER ONE, 2012

EDFX207: Community Engagement Program (B.Ed Primary)

UNIT OUTLINE

CREDIT POINTS:0

PREREQUISITES / CORE REQUISITES / INCOMPATIBLES:

LECTURER-IN-CHARGE:Lecturer Name: Associate Professor Carolyn Broadbent

Office Location: S219 (Signadou Building).

Email:

Telephone: 02 62091134

DESCRIPTION:

The Community Engagement Program (CEP) aims to assist preservice teachers to understand and value diversity in its many forms enabling them to cater for diversity more effectively. The placement in a community agency, where the preservice teachers contribute to the functions of that agency, enhances the development of their understanding of the contextual factors that impact on the way in which people live their lives. The CEP is premised on an understanding that learning is enhanced through exposure to a variety of other individuals and contexts, particularly those that present different forms of knowledge, experiences and attitudes. To enhance critical examination, promote reflective practices and challenge established beliefs, preservice teachers are offered unfamiliar, problematic experiences which break the continuity of experiences of cumulative socialisation that often date back to their school years. Participation encourages preservice teachers to extend their understanding of the pluralistic and accessible array of non-formal educational settings such as hospitals, prisons and community centres that offer legitimate and authentic experiences for learning and should therefore be recognised and valued. Further, it enables preservice teachers to listen to the voices of marginalised people and, through reflection, allow such experiences to impact on their personal and professional lives as engaged citizens.

TEACHING TEAM:

Community Engagement Coordinator / Associate Professor Carolyn Broadbent
Ph: (02) 6209 1134 Fax: (02) 6209 1185
Email:
Officer / Gina Pene
Ph: (02) 62091123 Fax: (02) 62091213
Email:
Monday to Thursday (10.00am–4.00pm)
Address / Room 227, Signadou Building, Australian Catholic University, Canberra Campus. 223 Antill Street, Watson, ACT, 2602.
PO BOX 256, Dickson, ACT, 2602.

If the phone is unattended please leave a message or call reception on (02) 62091100. If your call is urgent please phone the Community Engagement Coordinator or alternatively send an email or fax.

MODE AND DURATION:

Preservice teachers are required to complete ten (10) days or 70 hours in a community educational setting;other than a primary classroom. Pre-service teachers are encouraged to commence their CEP early in 2012 or once they have enrolled in the unit EDFX207. The holiday season in January provides many opportunities for participation in specialised programs.As the CEP is an integral part of the overall Professional Experience Program, pre-service teachers should not receive payment for work completed during the CEP. Preservice teachers are encouraged to seek out new and stimulating environments other than their usual workplace or voluntary work environment in order to expand their knowledge and repertoire of skills.

Duration:

12 week-semester or equivalent in intensive block mode.

Unit Outline Resources:

The University provides a range of information and support for your studies. The Unit Outline Resources web page ( links to all relevant Policies, Resources and Support. See the end of this document for more information.

Further information to support this program will be made available on the LEO site for this unit, including: a digital copy of this document, assignment style guides, helpful websites, and contact details of the teaching team.

LEARNING OUTCOMES:

This component of the Professional Experience Program seeks to:

  1. expose preservice teachers to diverse contexts that will challenge their values and beliefs (GA1, GA2, GA6),
  2. encourage the development of open and flexible thinking and responsiveness to change (GA4, GA5, GA8),
  3. promote an awareness of the concept of life-long learning through participation in experiences that cater for a range of individual developmental stages from early childhood through to aged care (GA4),
  4. facilitate the development of cognitive strengths, including specific intelligences, preferred learning styles, and higher-order thinking skills (GA4, GA6), and
  5. provide opportunities for preservice teachers to contribute to the life of the community through the sharing of personal expertise and time (GA1, GA2, GA3, GA7).

Each unit in your course contributes in some way to the development of the ACU Graduate Attributes, which you should demonstrate by the time you complete your course.

You can view the ACU Graduate Attributes for all courses by following the link to Graduate Attributes ( All Australian universities have their expected Graduate Attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will develop some attributes.

Your course, the Bachelor of Education (Primary) is a professional program that requires development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes.

On successful completion of this unit, students will have developed their ability to:

GA1demonstrate respect for the dignity of each individual and for human diversity

GA2recognise their responsibility to the common good, the environment and society

GA3apply ethical perspectives in informed decision making

GA4think critically and reflectively

GA5demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession

GA6solve problems in a variety of settings taking local and international perspectives into account

GA7work both autonomously and collaboratively

GA8locate, organise, analyse, synthesise and evaluate information

TEACHING AND LEARNING STRATEGIES:

A variety of teaching and learning strategies will be used, including:

  • Preservice teachers in this Professional Experience will work with the University and agencies within the community to undertake at least 10 days or equivalent 70 hours of community engagement. This component of the Community Engagement Programis supported through the Education Studies sequence.
  • A CEP Orientation meeting was held on 7 November 2011 – Rm S3
  • A CEP Workshop will be held in Semester 1 and/or 2, 2012 (dates to be determined) to provide an opportunity for preservice teachers topresent their CE projects. The workshop is intended to provide opportunities for preservice teachers to reflect on and share their experiences. Preservice teachers should consider including the CE report in their Professional Portfolios.

Use of the LEO site will provide opportunities for preservice teachers to engage in online discussion and to build a community of learners who remain connected to each other, and with the CEP Officers while participating in their CEP experiences. Preservice teachers are expected to check the EDFX207 LEO site on a regular basis.

CEP PROGRAM PROCEDURES:

Preservice teachers are responsible for organising their own CEP placements. Suggestions for appropriate settings are provided in this booklet. In order to determine suitability of placement, preservice teachers MUST obtain official approval from the Professional Experience Office before commencing the CEP. Preservice teachers will be notified by email once approval has been granted. Upon completion of the CEP, preservice teachers undertaking their placement in Semester 1 and 2 should submit their final report to the Professional Experience Office no later than September 28, 2012.

Suitable CEP placements could include:

  • participating in specific ACU targeted community projects or in an educational role in a non-school organisation; e.g. Questacon, the CSIRO, Galleries and Museums ;
  • supervising after school homework centres;
  • working as a school learning assistant; e.g. with students with special needs;
  • developing skills to prepare for positive teacher-parent relationships; and
  • camp or excursion supervision.

SCHEDULE:

Stage 1: Preparation

Pre-service teachers may commence the program after they have enrolled in the unit EDFX207. Each participant is able to access the CEP booklet through MyACU and through LEO once the 2012 academic year commences. The booklet provides details regarding all relevant documentation, including a letter of introduction with Notification of Placement, the requirements for assessment and suggestions for placements. Preservice teachers should be challenged to assume a high level of responsibility for the quality of their work while completing this independent learning program.

Stage 2: Placements and Timing

Preservice teachers are responsible for the organisation of their placements and are required to initiate contact with their chosen institution or organisation. After contact, preservice teachers should further negotiate the timing of the experience with the appropriate personnel. Preservice teachers are also responsible for ensuring that the selection of their placement reflects the aims of the program and is formally approved by the Professional Experience Office before commencement. Pre-service teachers MUST NOT commence the program until they have received formal approval from the Professional Experience Office. The flexibility in the timing of the CEP provides participants with the freedom to organise their placements in conjunction with university and work commitments, or in keeping with the personal needs of preservice teachers or those offering the placement. For this reason the program may be completed as ten separate or consecutive days, or as 70 hours experience completed in various ways. Given the service orientation of the program, credit for prior experience is not offered for the CEP. Please note that pre-service teachers should not receive payment for service while completing their CEP.

ASSESSMENT PROCEDURES:

To pass EDFX207, pre-service teachers are required to complete the CEP placement and submit a Final Report to the ACU Professional Experience Office by the following due date: September 28, 2012.

OVERVIEW OF ASSESSMENT:

Brief Description of
Assessment Tasks / Due Date / Weighting (%) / Learning Outcome/s Assessed / Graduate Attributes Assessed
Professional Learning Portfolio / 28 September, 2012. / 100% / 1,2,3,4 & 5 / 1,2,3,4,5,6,7 & 8

ASSESSMENT: Final Report. DUE: 5:00pm Friday 28 September 2012.

SUBMIT TO: Gina Pene

Room: Signadou Building S227

Ph: (02) 62091123 Fax: (02) 6209 1213

Email:

In order to pass this unit, you are required to reflect on the outcomes of the program and Assessment is through the maintenance of a Professional Learning Portfolio that has been developed according to the format in this booklet. Pre-service teachers are encouraged to consider creative approaches to the presentation of the Professional Learning Portfolio including photographs (with permission) and use of the Information Communication Technologies. The CEP Professional Learning Portfolio should be written in a professional style and include the Certification of Participation signed by the supervisor, or other appropriate person, from the agency. While no formal supervision is conducted during the program, encouragement is given to participants to seek assistance from the Professional Experience Office when necessary.

The Final Report should include the following:

  1. Name of pre-service teacher
  2. Name of institution
  3. Definition of the role of institution
  4. Reason for selection of institution
  5. Description of activities undertaken during the CEP
  6. Reflection on learning: You are asked to reflect on your learning experiences during this placement under the following headings:
  • the challenges encountered when participating in this community placement;
  • your contribution to the organisation, program or community resource;
  • the way in which this experience has assisted you develop new knowledge, skills and attitudes relevant to your professional learning
  1. Visit the following websites and critically examine the National Safe Schools Framework and the Disability Discrimination Act – Education Standards (2005).
  2. National Safe Schools Framework:

The National Safe Schools Framework was developed by the Ministerial Council on Education, Employment, Training and Youth Affairs. It incorporates existing good practice and provides an agreed national approach to help schools and their communities address issues of bullying, harassment, violence, and child abuse and neglect. It is a collaborative effort by the Australian Government and State and Territory government and non-government school authorities and other key stakeholders.

  1. Disability Discrimination Act – Education Standards (2005):

Disability discrimination is where a person is treated unfairly or harassed because of their disability. The Disability Discrimination Act (DDA) makes discrimination on the ground of a person's disability against the law in some cases. The DDA applies everywhere in Australia and is looked after by the Human Rights and Equal Opportunity Commission (HREOC).

Discuss the way in which your community agency enacts these policies in the learning or work environment to ensure a safe and supportive environment for all.

The responses you develop for this question will also be useful when completing the unit EDFD221 Creating Inclusive Safe and Supportive Schools.

  1. Inclusive language
  2. APA Referencing
  3. Appendices:
  • Ethics Forms if appropriate.
  • Written permission for use of photographs.
  • Community Engagement Form.

OTHER UNIT INFORMATION:

It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator.

You should also become very familiar with the Student Tutorials in the Learning Management System, since almost all ACU units now utilise eLearning (

STUDENT FEEDBACK AND CHANGES TO UNIT:

Due challenges experienced by students in 2011, an option is being provided to students to participate in a trial of rostered placements in a variety of different settings will take place across semester 1. Students will be asked to sign up for the particular program of their choice. To promote the opportunity to build productive partnerships with community agencies.

ALLOCATING FINAL RESULT GRADES:

Final Result Grade / Grading Code / Range Guide (%) / Numerical Equivalent / Descriptor
High Distinction / HD / 85-100 / 7 / Clear attainment of all learning outcomes, with complete and comprehensive understanding of the unit content, development of relevant skills and intellectual initiative to an extremely high level.
Distinction / DI / 75-84 / 6 / Substantial attainment of most learning outcomes, with a high level of understanding of the unit content and development of relevant analytical and interpretative skills to a high level.
Credit / CR / 65-74 / 5 / Sound attainment of some major learning outcomes, with good understanding of unit content and development of relevant skills.
Pass / PA / 50-64 / 4 / Satisfactory attainment of a range of learning outcomes, with basic understanding of unit content and development of relevant skills.
Pass Concededa / PC / 3 / Some attainment of learning outcomes with basic understanding of some unit content and some skill development. Only the HOS can allocate this grade.
Interim Failb / NF / 40-49 / Some attainment of learning outcomes with basic understanding of some unit content and some skill development. Student may be eligible to apply for supplementary assessment, subject to meeting other eligibility criteria set out in the Academic Regulations.
Fail / NN / 0-49 / 1 / Little or no attainment of learning outcomes, with limited understanding of course content or skill development.

Grading Descriptor extract from the ACU Assessment Policy(). An expanded version of grades can be accessed from the 2011 ACU Handbook

  1. This grade is awarded by Heads of School only in exceptional circumstances. See Academic Regulations.
  2. All Interim Fail (NF) grades which have not been converted to a Pass Supplementary (PP) or Fail Supplementary (NX) grade by the census date of the next standard study period will be converted to a Fail (NN) grade.

Adapted from Sadler, D. R. (2005). Interpretations of criteria based assessment and grading in higher education. Assessment and Evaluation in Higher Education, 30:2, 175-194. The percentage range should be used in conjunction with the descriptors.

TEXTS AND REFERENCES:

Required text(s)

Arthur, M., Gordon, C., & Butterfield, N. (2003).Classroom Management: Creating positive learning environments. Melbourne:Thomson Learning.

Kame’enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D., (2002). Effective teaching strategies that accommodate diverse learners.New Jersey: Merrill Prentice Hall.

Recommended Websites

National Safe Schools Framework:

Disability Discrimination Act – Education Standards (2005):

Human Rights and Equal Opportunity Commission (HREOC).

The Disability Discrimination Act (DDA) makes discrimination on the ground of a person's disability against the law in some cases.

POLICIES, RESOURCES AND SUPPORT:

Unit Outline Resources (

It is the responsibility of all students to access, read and familiarise themselves with the following ACU Policies and Regulations. These are to be found in the ACU Handbook, which is readily available in the Library or on the Internet. The Academic Honesty Policy is very important and you must understand that plagiarism, collusion and recycling of assignments are not acceptable. You must read the Assessment Policy and Procedures. If you have any queries please see your Lecturer in Charge.

Policies

This area includes the Academic Honesty Policy (including information on plagiarism); Academic Regulations and Policies - see especially Assessment (attendance, extension for an assignment, factors affecting performance completion of assessment tasks, group work and collaborative assessment, personal circumstances affecting assessment, submission, collection and retention of assessment tasks, resubmission of assessment tasks); Examinations (including deferred exams); Review and appeals; Acceptable use of IT facilities; Conduct and responsibilities; Graduate Attributes.

Resources

This area includes the ACU Handbook, the eLearning Login (Learning Management System); eLearning Assistance and eLearning Tutorials and guidance.

Support

If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify yourLecturer-In-Charge, Course Coordinator and/or one of the services listed below as soon as possible. The support areas include:

Academic Skills which offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations.

Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects. The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews. The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists. Equity and Disability can assist youif you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible. Indigenous Units on each campus provide information and support for students. For all aspects of support please contact the Office of Student Success.