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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: [email protected]

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.

Page 1 of 15 Semester 1, 2012This version produced 5 May 2023 Version: UnitOutline2011

TEACHING TEAM:Community Engagement Coordinator Associate Professor Carolyn Broadbent

Ph: (02) 6209 1134 Fax: (02) 6209 1185Email: [email protected]

Officer Gina PenePh: (02) 62091123 Fax: (02) 62091213Email: [email protected] 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 (http://www.acu.edu.au/241467) 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),


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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 (http://www.acu.edu.au/204356). 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:

GA1 demonstrate respect for the dignity of each individual and for human diversity

GA2 recognise their responsibility to the common good, the environment and society

GA3 apply ethical perspectives in informed decision making

GA4 think critically and reflectively

GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession

GA6 solve problems in a variety of settings taking local and international perspectives into account

GA7 work both autonomously and collaboratively

GA8 locate, organise, analyse, synthesise and evaluate information


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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 Program is 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 to present 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 ofAssessment 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 PeneRoom: Signadou Building S227Ph: (02) 6209 1123 Fax: (02) 6209 1213Email: [email protected]

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

7. Visit the following websites and critically examine the National Safe Schools Framework and the Disability Discrimination Act – Education Standards (2005). a. National Safe Schools Framework:

http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/national_safe_schools_framework.htm

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.

b. Disability Discrimination Act – Education Standards (2005): http://www.ddaedustandards.info/introduction.php

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.

8. Inclusive language

9. APA Referencing

10. Appendices:

Ethics Forms if appropriate. Written permission for use of photographs. Community Engagement Form.


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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 (http://www.acu.edu.au/150935)

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 (http://www.acu.edu.au/250330). An expanded version of grades can be accessed from the 2011 ACU Handbook

a. This grade is awarded by Heads of School only in exceptional circumstances. See Academic Regulations.b. 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.


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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: http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/national_safe_schools_framework.htm

Disability Discrimination Act – Education Standards (2005): http://www.ddaedustandards.info/introduction.php

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 (http://www.acu.edu.au/241467)

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 your




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Lecturer-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 you if 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.


APPENDIX 1, SUGGESTIONS FOR PLACEMENTSTo encourage sustained professional engagement, the Professional Experience Office has arranged for several placements to be undertaken on a weekly basis. These placements are not available to students who opt to undertake their CEP during the December 2011 – February 2012. They are available on a roster basis throughout Semester 1 in 2012.

Community Organisation. Number of students:

Brief description of program:

BELCONNEN NORTHSIDE COMMUNITY SERVICES (Family-based with children aged 0-5)

Indigenous Outreach Playgroup: LOCATION: NarrabundahDAY – MONDAYTIME – 12 – 2PM

2 per 10 week block

PROPOSED CONTENT:1 Orientation Program10 weeks at 3 hours per week + 2 hours preparationROSTERED: SEMESTER 1

MARYMEAD (Family-based with children aged 0-5)

Indigenous Outreach Playgroup: LOCATION: NarrabundahDAY – To Be ConfirmedTIME – To Be Confirmed

2 per 10 week block


HEART FOUNDATION – KIDS AT PLAY PROGRAM (Childcare And Out-Of-School-Hours Care-based with children aged 0-5 and 6-12)

Health Outreach Program: LOCATION: VariousDAY – To Be ConfirmedTIME – To Be Confirmed

2 per 10 week block


NORTH AINSLIE PRIMARY SCHOOL HOMEWORK CLUB

(Out-Of-School-Hours Care-based with children aged 6-12)

Education Outreach Program: LOCATION: North AinslieDAY – To Be ConfirmedTIME – 3:00pm – 5:30pm

2 per 10 week block / per day of operation


NGUNNAWAL CHILDREN’S SERVICES (Out-Of-School-Hours with children)

Education Community Program: LOCATION: Ngunnawal Primary SchoolDAY – To Be ConfirmedTIME – 3:00pm – 5:30pm

2 per 10 week block / per day of operation



Other options to explore …

Organisation Telephone Organisation TelephoneAnglicare Youth Education Program

6232 2405 MS Australia 6285 2999

Australian Academy of Science

6201 9418 Marymead Child and Family Centre

6162 5800

Australian Red Cross 6206 6000 Migrant Resource Centre of Canberra and Queanbeyan

6248 8577

Australian Institute of Sport 6214 1111 Morsehead Home 6263 9500

Australian War Memorial 6243 4217 Multiple Sclerosis Limited 6285 2999Barnardos, ACT 6241 5466 Muscular Dystrophy Association

ACT6296 5699

Birrigai Outdoor School 6205 6748 National Zoo & Aquarium 6287 8400Black Mountain School 6205 6377 National Dinosaur Museum 6230 2655Camp Quality 6287 3545 National Gallery of Australia 6240 6411

Canberra Hospital School 6244 2222 National Museum of Australia 6208 5000

Canteen Australia 6262 8133 Ngunnawal Children’s Services 6241 0203

Centacare 6295 4300 Noah’s Ark Resource Centre 6287 1117

Charnwood-Dunlop Homework Club

6207 0120 National Museum of Australia 6208 5000

Conservation Volunteers Australia

6247 7770 Ngunnawal Children’s Services 6241 0203

Cranleigh School 6205 8000 Noah’s Ark Resource Centre 6287 1117

CSIRO Green Machine Science Education Centre

6246 4619 Pegasus Riding School for the Disabled 6254 9190

Diabetes Australia – ACT 6288 9830 Questacon 6270 2813Down Syndrome Association 6290 0656 Sailability ACT 6281 0987

Epilepsy ACT 6287 4555 Screen Sound Australia 6248 2006Getting a Life 6254 1718 Spastic CentreGuides Australia NSW 9698 3322 St Vincent de Paul Society 6258 3200Jacksonwest.org Therapy ACT 6121 2955Lu Rees Archives 6201 5075 6205 1277Malkara School 6205 5911


APPENDIX 2, INSURANCE INFORMATION

31 October 2011

To Whom It May Concern:

‘Employers who provide industry experience for students of Australian Catholic University’

The purpose of this letter is to advise organisations who provide unpaid industry experience to students of Australian Catholic University in relation to course requirements, that the following insurance covers have been arranged by the University with Catholic Church Insurances Limited at Level 1, 45 Clarence Street, Sydney NSW 2000, Australia:

1. Public Liability Insurance (worldwide)Policy Number: 02.PLG. 0102913 Period of Cover 31/10/11 to 31/10/2012

2. Students Work Experience Personal Accident InsurancePolicy Number: 02.PAE. 110727 Period of Cover 31/10/11 to 31/10/2012

3. Professional Indemnity InsurancePolicy Number: 02.PRS. 0126023Period of Cover 31/10/11 to 31/10/2012

I can be contacted on (02) 9739 2945, if you require further information

Rajan WijeyInsurance Manager


APPENDIX 3, LETTER OF INTRODUCTIONTO WHOM IT MAY CONCERN:

This letter introduces who is completing a Bachelor of Education (Primary) or Bachelor of Education (Early Childhood and Primary) course at the Australian Catholic University, Canberra campus.

As part of the Professional Experience Unit, EDFX207, pre-service teachers are required to complete a Community Engagement Program (CEP) comprising 10 days or 70 hours. These experiences should increase the pre-service teacher’s knowledge and skills and further develop his/her understanding of the potential for learning within the broader educational community. Further information regarding the program is attached.

An aim of the CEP is to develop the pre-service teacher’s initiative and independence through the self-selection and timing of community placements. In this regard, the University is appreciative of any assistance you might be able to provide for this pre-service teacher.

If you can accommodate the above pre-service teacher in the Community Engagement Program, would you please complete and return the Notification of Placement form to the Professional Experience Office before commencement of the placement. Fax and postal details are provided below. Please note that pre-service teachers are not permitted to commence the program without prior approval from the University.

Associate Professor Carolyn BroadbentHead, School of Education (ACT)

NOTIFICATION OF PLACEMENT 2012This form MUST be submitted to the CEP Office BEFORE commencement of the CEP placement. Pre-service teachers will be notified by email when approval has been granted.

NAME OF PRE-SERVICE TEACHER:

EMAIL ADDRESS:

PHONE NUMBER FAX:

NAME OF ORGANISATION/AGENCY:

ADDRESS OF ORGANISATION:

BRIEF DESCRIPTION OF PROPOSED ACTIVITIES:

PROPOSED DATES: DATE:

EMAIL ADDRESS:

PHONE NUMBER FAX:

NAME OF SUPERVISOR SIGNATURE:

POSITION:

ACU CEP OFFICE USE ONLY: APPROVED: Y N DATE:

PRESERVICE TEACHER ADVISED: DATE: PROFESSIONAL LEARNING PORTFOLIO RECEIVED: DATE:

Australian Catholic University Limited, ABN 15 050 192 660Canberra Campus, 223 Antill St, Watson, ACT 2602 Australia, O Box 256 Dickson, ACT 2602 AustraliaCRICOS registered provider: 00004G, 00112C, 00873F, 00885B

APPENDIX 4, COMMUNITY ENGAGEMENT FORM

This Form and the Professional Learning Portfolio must be submitted to the Community Engagement Officer no later than Friday 28 September 2011.

PRE-SERVICE TEACHER NAME:

ORGANISATION/AGENCY:

DATES

Day 1 Day 2 Day 3 Day 4



Day Day Day Day

If the program has been undertaken in a different format from that outlined above, please provide details below:

CERTIFICATION OF PARTICIPATION BY AGENCY/ORGANISATION

This is to certify that:

has participated in the Community Engagement Program at the above named organisation/agency and has completed the required days/hours.

Supervisor’s comment:

Name: Signature

Position: Date:

CERTIFICATION OF PARTICIPATION BY PRE-SERVICE TEACHER:

This is to certify that I have participated in the Community Engagement Program at the above named organisation/agency and have completed the required days/hours

Name:

Signature

Date:



Documents

FACULTY OF EDUCATION - User Login - ACU · Web [email protected] In order to pass this unit, you are required to reflect on the outcomes of the program and Assessment is through