EPT329 Working Within The Community (8)
Abstract|
This subject will explore the benefits, challenges, and skills needed for fostering positive communication and educational partnerships with children, parents and families within communities. Using a strengths perspective, preservice teachers will observe and focus on the interaction between school, home and community contexts. Preservice teachers will undertake a 20-day placement day in a school setting. Drawing on their knowledge and experience they will design communication strategies that recognise the pivotal role of education to the wellbeing of children, families and communities. |
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+ Subject Availability Modes and Location
| Session 1 | | Internal | Dubbo Campus |
Continuing students should consult the SAL for current offering details: EPT329
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject information| Duration | Grading System | School: |
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| Session long | SY/US | School of Education |
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Enrolment restrictions|
Students enrolled in Bachelor of Education (K-12), Bachelor of Education (K-12 Science), Bachelor of Education (Health & PE), Bachelor of Education (TAS), Bachelor of Educational Studies or as approved by the Course Director. |
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| Prerequisite(s) |
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| IKC101 and EPT218 |
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Learning OutcomesUpon successful completion of this subject, students should:
- explore research literature regarding the issues and challenges surrounding education contexts that affect the well-being of children, families and communities;
- understand the development and implementation of strengths-based approaches to working as educators within communities;
- develop skills in order to identify, and cater for, the strengths and needs of children and differing family structures, including children from: rural and remote, low-SES and Indigenous communities; culturally and linguistically diverse backgrounds; and children with special and complex support needs;
- demonstrate skills in applying a strengths approach to the educational workplaces and to the community settings in which they are working;
- engage in critical enquiry and dialogue with subject coordinator, university liaison officer and associate teacher;
- demonstrate knowledge of the National Professional Standards for Teachers;
- complete 20 days in a secondary school environment.
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SyllabusThe subject will cover the following topics:
- strengths Approaches and Education, Family and Community Theories: History & Development;
- theory, Research and Practice: What do they tell us about educational issues and contexts affecting children, families and communities?;
- implementing verbal and non-verbal communication strategies for working with families;
- 20 days of placement in a school setting;
- participation in the teaching context, observing and critically reflecting on family and community communication;
- designing and implementing strategies to foster positive communication and partnerships with families and communities; and
- links to National Professional Standards for Teachers.
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Work Place Learning| This subject contains a Compulsory Workplace Learning component of 20 days duration.
This subject will involve a number of allocated days in a school setting.
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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.
