units

EDF4122

Faculty of Education

Postgraduate - Unit

This unit entry is for students who completed this unit in 2015 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

print version

6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.

LevelPostgraduate
FacultyFaculty of Education
OfferedBerwick Second semester 2015 (Day)
Clayton Second semester 2015 (Day)
Clayton Second semester 2015 (Online)
Peninsula Second semester 2015 (Day)
Peninsula Second semester 2015 (Online)
Coordinator(s)Ms Wendy Goff (Berwick); Dr Angela Fitzgerald (Clayton); Dr Liang Li (Clayton, online); Dr Denise Chapman (Peninsula)

Synopsis

This unit examines teaching partnerships across the many ages and stages of learning. The work of teachers must recognise the way in which communities within and beyond the school operate as sites of learning. Teachers focus on the crucial work of building and maintaining relationships with families and care givers and in creating partnerships with them and others in the broader education community. The unit enables students to identify the key education stakeholders in their school and its community and then develop the skills and knowledge to build relationships and create partnerships across networks. Students have the opportunity to consider the ethics and protocols of engaging with diverse families and communities as well as establishing sustainable partnerships with diverse stakeholders. Students both investigate partnerships and actively contribute to building sustainable partnerships.

Outcomes

Upon successful completion of this unit students should be able to:

  1. identify a broad range of education partners in an education setting
  2. understand and engage with education policy, theories, legislation and research that position teachers' work as responsible for building and maintaining relationships and partnerships
  3. apply the protocols and adhere to the ethics of establishing diverse family, community and education partnerships, especially in relation to Aboriginal and Torres Strait Islander students
  4. participate in a range of partnership building exercises and apply these to developing strategies for effective education partnership work
  5. engage with local and professional communities to inform responses to education priorities and enhance learning.

Assessment

Critical review of teachers' work in engagement and partnerships (2000 words, 50%)
Case study: engaging with a partnership (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

  • equivalent to 24 hours engagement in online, face-to-face or blended platforms

(b.) Contact hours for off-campus students:

  • equivalent to 24 hours engagement in online or blended platforms

(c.) Additional requirements (all students)

  • independent study to make up the minimum required hours per semester

See also Unit timetable information

Chief examiner(s)

This unit applies to the following area(s) of study