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University
of Sydney Graduate Outcomes
As a result of
completing any degree course at the University of Sydney graduates
will be more employable, more able to cope with change and
more developed as people. In specific terms, graduates of
any faculty, board of studies or college of the University
should have the following attributes.
1. Research and
enquiry
Graduates of the
University will be able to create new knowledge and understanding
through the process of research and enquiry:
1.1.
be knowledgeable about and skilled in subject matter .that
is the concepts, tools of enquiry, structure of disciplines
engaged in, and the links between these
1.2. be able to demonstrate research-based knowledge of the
pedagogies of the subject(s)
1.3. be able to engage with and understand the nexus between
practice, theory and research
1.4. demonstrate sound, research-based knowledge through the
use of critical judgement and thinking
1.5. be able to generate new knowledge and critique the knowledge
claimed by others
2. Information
literacy
Graduates of the
University will be able to use information effectively in
a range of contexts:
2.1. recognise and determine information needs
2.2. access and analyse pertinent information effectively
and efficiently
2.3. evaluate information and the credibility of its sources,
and place it i n context
2.4. initiate and conduct research using relevant information
sources such as archives, library databases, internet and
other contemporary media sources
2.5. utilise retrieved information for the purposes of critical
and creative thinking, and for application within professional
fields
2.6. understand the need for ethical, social, legal and cultural
appropriateness of use of retrieved information
3. Personal and
intellectual autonomy
Graduates of the
University will be able to work independently and sustainably,
in a way that is informed by openness, curiosity and a desire
to meet new challenges:
3.1. demonstrate the capacity to develop, implement and evaluate
programs or interventions
3.2. be able to develop the capacity to critically analyse
and reflect on professional practice and policy developments
3.3. to demonstrate knowledge of the professional standards
and their impact on the professional life of a teacher
3.4. engage in personal and collegial professional development
to aid ongoing professional learning
3.5. to contribute to development of the knowledge base of
the professional community
4. Ethical, Social
and Professional Understanding
Graduates of the
University will hold personal values and beliefs consistent
with their role as responsible members of local, national,
international, and professional communities:
4.1. understanding of and respect for the diverse social,
cultural, ethnic and religious contexts of professional practice
4.2. demonstrate sound, research-based knowledge of physical
and intellectual growth and development
4.3. acknowledge responsibility for personal values and their
effect upon professional practice
4.4. demonstrate a commitment tot he role of teacher/social
worker as a responsible and ethical practitioner
4.5. recognise interrelatedness of professional policy and
practice
5. Communication
Graduates of the
University will recognise and value communication as a tool
for negotiating and creating new understanding, interacting
with others, and furthering their own learnings:
5.1. communicate with confidence using oral, written and visual
techniques for the purposes of future learning and professional
practice
5.2. utilise sound communication skills to ensure appropriate
interactions
5.3. negotiate and relate to others from a diverse range of
backgrounds and experiences
5.4. collaborate with others in professional practice, with
the capacity to be a team leader as well as an effective team
member
5.5. be an empathetic and reflective listener, especially
within the professional environment
MTeach
- BTeach Course Outcomes
Graduates from
the MTeach and BTeach programs are expected to be able to
achieve the following outcomes in their professional practice:
1. Demonstrate
a knowledge and understanding of the individual abilities,
needs, behaviours and potentials of pupils in their preparation
and planning for teaching and learning and in their professional
interactions with pupils and other educational stakeholders.
Graduates will
demonstrate this in their abilties to:
1.1.
use appropriate strategies to enable all learners to access
knowledge and to use it effectively;
1.2. cater for the wide variation in characteristics and needs
of learners, taking into account: gender, age, ability, learning
styles, impairment, behaviour, social circumstances and culture;
1.3. demonstrate a knowledge and understanding of human growth
and development for the learners within the age range they
will be teaching, and understand the implications of this
for curriculum development, program and lesson planning, teaching
strategies and student evaluation;
1.4. demonstrate an understanding of the diversity of learners
and learning environments and of the implications of these
for curriculum development, including an awareness of: rural
and isolated settings; cultural and linguistic diversity;
learning difficulties or impairments; the needs of the gifted
and talented and other special educational needs;
1.5. communicate effectively with learners and to use a variety
of teaching and learning modes including those appropriate
for whole class, small group and individual work in settings
including the classroom, the school or college and the community;
1.6. encourage and enable independent and co-operative learning,
and engage learners actively in developing their own knowledge
and understandings.
1.7. build positive relationships with learners, and encourage
positive student behaviour.
1.8. plan learning activities appropriate to students in specified
age ranges, ability levels and curriculum areas.
1.9. demonstrate a knowledge of, and ability to implement,
principles and practices of ethical classroom management,
including policy implementation, class routine and organisation,
behaviour management; occupational health and safety, and
the keeping of relevant documentation.
1.10. demonstrate an awareness of the differences, transitions
and continuities in approaches and curricula between early
childhood programs and primary schooling, between primary
and secondary schooling, and between secondary and post-secondary
education.
2. Integrate and
apply a knowledge and understanding of the goals and intended
outcomes of education, including those appropriate for individual
subject disciplines and syllabuses, school systems and curriculum
philosophies, and across-curriculum policies, in the planning
and implementation of teaching and learning strategies.
Graduates will
demonstrate this in their abilties to:
2.1. demonstrate an understanding of the subject areas they
will teach; their central contemporary concepts, their relevant
content knowledge, skills and values; their structure; and
their characteristic modes of enquiry;
2.2. demonstrate knowledge of relevant curriculum documents
and resources; an understanding of short and long term curriculum
planning; skills in the translation of syllabuses and work
programs into daily programs for classroom practice and appropriate
sequences of lessons;
2.3. demonstrate a critical awareness of the relationship
between curriculum as intention and its translation into classroom
practice;
2.4. demonstrate a critical understanding of the philosophies
and policies underlying curricular frameworks used by systems
and schools;
2.5. demonstrate awareness of across-curriculum issues and
policy formulations, and their implications for teaching and
learning within their own specialisation, in particular: literacy
and numeracy, information and communication technology literacies,
anti-discrimination, multi-cultural and NESB education, Aboriginal
education, anti-bullying and child protection;
2.6. display an awareness of the wide variation of ways in
which learners acquire literacy and numeracy, an understanding
of the literacy and numeracy demands of their curriculum areas
and literacy and numeracy policies of the school and system,
and of state and national governments.;
2.7. demonstrate skills in identifying and assisting learners
who experience difficulty in acquiring functional literacy
and numeracy knowledge and skills so that they can participate
in classroom programs;
2.8. demonstrate an understanding of their role in developing
studentsŐ knowledge, understanding and use of information
and communication technologies to access, evaluate and synthesise
information, and in the communication of knowledge and understanding
2.9. demonstrate a knowledge and understanding of the social
contexts of education, both implicit and explicit, including
the philosophy, sociology, history, politics and economics
of education.
2.10. demonstrate an ability to critique and implement principles
relating to social justice and equity (especially in the design
and delivery of curriculum and in personal communication styles).
3. Demonstrate
a knowledge and understanding of, and a commitment to the
professional roles and responsibilities of the teacher, including
engaging in co-operative and productive relationships with
other members of the educational community within schools,
systems, the wider community and the profession.
Graduates will
demonstrate this in their abilties to:
3.1. demonstrate: an understanding of a range of teacher roles
inside and outside the classroom; an awareness of relevant
Federal and State legislation; the legal role and responsibilities
of teachers, educational institutions and education authorities;
and values and ethics appropriate to the teaching profession.
3.2. co-operate effectively with professional colleagues,
to collaborate as a collegial member of the teaching profession,
and to work with specialist resource personnel and agencies
in the education of children;
3.3. demonstrate familiarity with the support networks available
to beginning teachers including those provided through support
centres and professional associations, as well as the support
available within a school, college or other relevant setting.
3.4. demonstrate an understanding of areas such as the organisation
and administration of relevant educational institutions and
settings, locally-based curriculum development and evaluation,
relationships between educational institutions and the community,
working with parents and the role of parents and the community
in education.
3.5. display attitudes and abilities conducive both to supporting
current education systems and to changing educational institutions
appropriately. System maintenance roles and critically reflective,
development roles should be balanced;
3.6. demonstrate an understanding of the role of education
in developing social awareness in relation to other social
institutions, and an appreciation of the importance of co-operation
with other social agencies;
3.7. demonstrate a developing understanding of the role of
teachers in practitioner and action research, able to make
explicit, critically reflect on and modify their theories
of teaching and their educational practices; 3.8. demonstrate
an understanding of and ability to use appropriate technologies,
particularly information technology, to facilitate learning;
3.9. demonstrate: an understanding of a range of teacher roles
inside and outside the classroom; an awareness of relevant
Federal and State legislation; the legal role and responsibilities
of teachers, educational institutions and education authorities;
and the values and ethics appropriate to the teaching profession.
4. Plan and use
appropriate evaluation and assessment strategies to provide
feedback on teaching practices, learning programs and pupils'
knowledge, understanding and development for themselves, pupils
and guardians, their school, their system and the wider community.
Graduates will
demonstrate this in their abilties to:
4.1. implement a variety of appropriate student assessment
and program evaluation strategies, including the ability to
construct and undertake reliable and valid assessments of
learners.;
4.2. demonstrate an understanding of the interaction between
assessment and curriculum and the values underpinning assessment
practices and accountability;
4.3. demonstrate skills in identifying and extending learners
who are advanced in their knowledge, skills and orientation
to learning;
4.4. design and use assessment strategies and instruments
that are valid, reliable, fair and equitable, and consistent
with state and system policies and syllabus prescriptions.
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