Details for Foundations in Christian Learning and Teaching
This subject is the foundational subject for the whole course and is designed to be the first subject of the program. Pre-service teachers will begin to develop their own personal, dynamic philosophy concerning Christian education and their journey into the teaching profession.
- Currently offered by Alphacrucis: Yes
- Course code: EDU101
- Credit points: 10
- Subject coordinator: Jim Twelves
Awards offering Foundations in Christian Learning and Teaching
This unit is offered as a part of the following awards:
- Bachelor of Arts (Education Studies)
- Bachelor of Education (Primary)
- Undergraduate Certificate in Teacher Preparation
- Associate Degree in Education Studies
- Diploma of Arts
- Diploma of Education Studies
This subject is the foundational subject for the whole course and is designed to be the first subject of the program. It introduces the philosophical framework for the Bachelor of Education (Primary) Program. The historical development of Christian schooling, and faith based education internationally and nationally will be explored as well as the impact of Australian government policies and funding. This subject has foundational content on teaching and learning, and provides formative constructs of key researchers in pedagogy and constructs of the child. Pre-service teachers begin to develop their own personal, dynamic philosophy concerning Christian education and their journey into the teaching profession.
- Describe and discuss the philosophies and perspectives of a range of educational professionals from Christian and alternate school contexts
- Understand the impact of change on ethics, professionals’ roles, legislative and organisational processes and parents/carers in effective education of young people by analysis and synthesis of current educational research literature into how students learn from Christian and alternate schooling contexts.
- Demonstrate knowledge and understanding of concepts substance and structure of ACARA curriculum reform and NESA syllabus documents related to one KLA.
- Create a personal teaching philosophy that demonstrates the requisite professional criteria or a specific context.
- Review teaching strategies, literacy and numeracy strategies and behaviour management strategies
- Evaluation of learning goals, involving parents/carers, assessment strategies, feedback, record keeping, reporting and the interpretation of assessment data
- History and development of various models of Christian schooling; the role of the teacher in Christian and non-Christian schooling; distance education, developing a Christian philosophy of teaching, the Reflective Practitioner;
- Historical development of models of learning and teaching: Gagne, Bruner’s Discovery, Ausubel’s reception learning; Behaviourism; Conditioning; Constructivism; Social Constructivism; Scientific Inquiry; Direct Instruction; Multiple Intelligences; Multimedia Learning Theory (Sweller’s cognitive load, literacy and numeracy demands, ethics and values)and Transformative Learning Theory;
- Teaching strategies: Different learning styles and Multiple Intelligences; Kolb, Blooms Taxonomy; Guided discovery/inquiry, creating; Developing critical thinking, explanation, questioning; strategies to support inclusive student participation and engagement in classroom activities by supporting students’ well-being and safety;
- Curriculum: origins, trends, social engineering, hidden curriculum, ideologies and beliefs about education, negotiating the curriculum, outcomes based education, incorporation of Christian worldview.
- Programming and planning: Literature-based, integrated, thematic, group, lesson, unit and programming templates; the use of curriculum, assessment and reporting knowledge to design learning sequences and lesson plans;
- Language, Power and Pedagogy: Sociocultural factors in learning; Aboriginal and Torres Strait Islander Education contexts, historical, missionaries, literacy, multi-literacies, identity and voice, government intervention; Non-English Speaking communities and schooling; advantage and disadvantage, government policies;
- Theories and Practices of the National Priority Areas – Aboriginal and Torres Strait Islander Education; Classroom Management (Person-centred, Interactive, Interventionist, Permissive approaches; Developing rapport with students; verbal and non-verbal communication strategies); Information and Communication Technologies; Literacy and Numeracy; Students with Special Educational Needs and Teaching Students from Non-English Speaking Backgrounds (NESB);
- Working within extreme situations: withdrawn children, managing challenging student behaviours, working with chronically disengaged and disruptive students; interagency support and legal requirements; managing crises; engaging care givers in problem solving and behavioural contracts.
- Assessment, diagnosis and reporting: clarity of instruction criteria, classroom rules and regulations (consistency, fairness), teacher motives, managing information, assessment moderation and its application to support consistent and comparable judgements of student learning and student records, databases.
- Work based skills and awareness: specific workplace skills, legal and statutory responsibilities, personal well-being and safety, safe workplace practices and work literacy; Professional liability, Christian ethics, supervision and management; internet safety; child protection government requirements (including the delivery of mandatory pre-service training provided by the Association of Independent Schools), interagency roles, responsibilities and expectations; understanding the National Framework for Values Education in Australian Schools.
This course may be offered in the following formats
- Distance/ Global Online
- Forum Posts (20%)
- Minor Essay (30%)
- Major Project (50%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references