Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Robyn Moloney
Contact via robyn.moloney@mq.edu.au
C3A810
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
TEP431(P) and (TEP401(S) or TEP414(S))
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Corequisites |
Corequisites
TEP402 or (TEP404 and TEP420)
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit provides an extension of the work undertaken in TEP431 Languages in the Secondary School I. Topics include assessment; meeting the needs of individual students; languages and the community; and curriculum renewal. Intending primary students focus upon the integration of languages across the Key Learning Areas. Those intending to teach at secondary level focus upon ways of developing all language skills through study of the prescribed senior options.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Assessment 1 | 30% | Week 5 |
Assessment 2 | 10% | Week 10 |
Assessment 3 | 25% | Week 8 |
Assessment 4 | 35% | Week 13 |
Due: Week 5
Weighting: 30%
Professional Experience Critical Reflection - what is good language teaching?
Length: 1500-2000 words
Task: Write a 1500-2000 words critical reflection on your professional experience in one or more schools. This will cover both your own development and your observation of your Master teacher’s or other teachers’ teaching. You are expected to incorporate a minimum of four readings into your critique, explaining and supporting your critique.
Due: Week 10
Weighting: 10%
Portfolio
Knowledge of Subject Content is a most important aspect of the Professional Standards. Our own AFMLTA Professional Standards for Accomplished Teaching of languages and cultures state that accomplished teachers are actively involved in maintaining and developing their knowledge of the language and culture they teach and seek out opportunities to use their knowledge and to keep up to date with how the language and culture are used in TL communities. You need evidence of this element, to present to DET and for job interviews, and as a life career skill.
You will create a systematic Portfolio of evidence of efforts you have made to maintain and extend your knowledge and use of TL. Your rationale for your choice may be the result of self-assessment in a particular language skill area.
Due: Week 8
Weighting: 25%
Advocacy for languages
Words: variable - ICT based
Hand in Reference list attached to Assessment cover 3
Professional Teaching Standards: Element 7: Teachers are actively engaged members of their professional and the wider community. Aspects: Communicating with Parents; Engaging parents and caregivers in the educative process
Aim: To demonstrate your ability to communicate, interpret and promote language learning to parents and the wider school community.
You will create an original ICT-based Languages Promotion Resource (using either website, wiki or glogster) for your students’ parents about the language learning the students have achieved this term.
Due: Week 13
Weighting: 35%
A Stage 6 unit of work, including Assessment of Student Achievement
To demonstrate your knowledge and understanding of Stage 6 syllabuses, you will create an annotated unit for 3 weeks teaching, in either the Beginners or Continuers syllabus for either Year 11 or 12 class.
This task is an opportunity for you to demonstrate your skills in 4 things:
(a) planning a sequence of language and culture acquisition
(b) developing and researching a variety of Stage 6 resources
(c) assessing student achievement in that sequence, in a Stage 6 course and (d) presenting one segment in our workshops.
ABOUT THIS UNIT
Description
TEP432 Languages in Schools ll extends students’ knowledge understanding and skills relating to becoming language educators in the secondary school context. This unit will further investigate current approaches to Languages teaching theory and practice and their application to syllabus requirements in New South Wales secondary schools. TEP 432 links closely to the school experience component of the teacher education course.
Macquarie University highly values the Master Teachers who are the mentors of our students. The key to a successful student-teacher experience is in building strong partnerships between the student, the Master Teacher and the course lecturer. Students should use this valuable opportunity as a ground for learning how to develop professional relationships with colleagues and mentors at their future schools.
Aims
The aims of this unit are to:
- Extend knowledge understanding and skills of language pedagogy, use of technology and school context
- Develop students understanding of their role in program planning and design, assessment across all language syllabuses and levels
- Extend student skills in advocacy and communication with wider school community
Outcomes
The units TEP 431 and 432 together form the final phase of the professional program for future language teachers. Successful students will acquire the knowledge and put into practice the skills and values required to begin their careers as professional language teachers and valued members of the wider school community. At the conclusion of TEP 432 you should be able to demonstrate the Unit Outcomes.
Structure
The unit comprises a weekly three-hour seminar. The unit is taught in workshops. Each week the lecturer may set work for you to prepare for the following week: report on incidents at your school, readings, questions, lessons plans, reflections etc. Students may be asked to participate in small group discussions, trial language games, read in advance, follow current developments through the study of new syllabus, etc. There will be a number of visitors from relevant supporting areas of language education, some dates may need to be shifted to accommodate their schedules. In addition students will need to
- Complete all requirements of each of four (4) assignments
- Contribute to the course in such a way as the lecturer deems necessary.
There is a course READER- please purchase from COOP BOOKSHOP BY WEEK 2.
The timetable for classes can be found on the University web site at:http://www.timetables.mq.edu.au/ TEP 432 is taught on campus on Tuesday evenings between 4 and 7 p.m.
Academic content
Credit Points
TEP432 is a 3 credit point unit. This means that, as well as 3 hours of face to face contact, or equivalent, in lectures and tutorials, students are expected to engage in 6 additional hours of study (reading, revision, assignment preparation, etc.) per week.
Prerequisite
TEP431 must be satisfactorily completed before attempting this unit.
Corequisite
TEP402 school experience.
ASSESSMENT IN THIS UNIT
The TEP 432 assessment tasks are designed to be practical and allow the opportunity for you to demonstrate your achievement of the relevant course outcomes and targeted skills essential for the teaching profession.
Attendance
TEP432 is a seminar-based unit of study. Students are, therefore, required to satisfy the tutorial attendance requirements specified by the Department of Education. The relevant rule states that students must attend at least 80 per cent of the scheduled class time. Where the student fails to meet this requirement they may be asked to show cause as to why they should not be excluded from, or fail, the unit. Where a student thinks their attendance may fall below the 80 per cent requirement they should be prepared to substantiate their reasons by supplying the relevant documentation (for example, doctors’ certificates). Students should also consider lodging a ‘special consideration’ application through the University’s ‘Student Office’.
Delivery and Teaching Strategy
TEP432 will be delivered as an internal day time unit. It will be supported by an online resource through iLearn. It is held Tuesday 4pm-7pm in C5A TEL222.
For current updates, lecture time and classroom please consult the MQ Timetables website: http://www.timetables.mq.edu.au.
Unit Website
It is necessary to access the Internet in order to complete this Unit. During the semester you must visit the TEP432 iLearn website regularly. It will contain useful information about the Unit, including copies of lecture slides for the purposes of revision. There are a number of computers on campus (in the library and the Student Union and the TEL Centre at C5A) for this purpose. Most local libraries are also now linked to the Internet.
Required Reading: Unit READER - please buy week 1 CO-OP
The following documents for the language(s) you will be teaching can be accessed on the Board of Studies website, www.boardofstudies.nsw.edu.au
Board of Studies NSW (2006). Stage 6 [Language] Beginners Syllabus.
Board of Studies NSW (1999). Stage 6 [Language] Continuers Syllabus
Board of Studies NSW (1999). Stage 6 [Chinese/Japanese] Continuers Character List.
Board of Studies NSW (1999). Examination, Assessment and Reporting Supplement [Language] Continuers Level Higher School Certificate.
Board of Studies NSW (2000). Stage 6 [Language] Extension Syllabus.
Board of Studies NSW (1999). Stage 6 [Language] Background Speakers Syllabus.
Stage 6 Heritage Speakers Course(Asian languages only)
It is essential that you download the above documents for the language(s) you will be teaching and bring them to class.
Suggested Reading
Scarino, A., Liddicoat, A.J. (2009). Teaching and Learning Languages: a Guide. Aust Govt Dept DEEWR. Supported by materials on the website www.tllg.unisa.edu.au
ILTLP www.iltlp.unisa.edu.au
Professional Standards Project for Languages www.pspl.unisa.edu.au
- In the library, the Curriculum PC section holds a variety of textbooks, each spelling out its particular methodology and rationale. Seek out ones that offer a variety of interactive language-learning opportunities. Some may include a CD Rom. ESL texts are also valuable.
Areas P 51 and 53 hold texts about language acquisition and the classroom. Look for: Ur’s book about teaching language at P51.U7; Dulay, Burt and Krashen at P53.D76; Designing Tasks at P53.N86; The Card Book P53.2.T65; You can find these or similar books in local resource centres and libraries specialising in teaching and learning. Rivers’, Communicating Naturally in a Second Language and Barroso’s At the Chalkface – Practical Techniques in Language Teaching are invaluable. Idea Bank by Stephen Sadow (Newbury House, 1982) contains creative strategies and games. In the city behind the QVB is Abbeys Bookstore. Upstairs, the Language Bookshop has a comprehensive range of new texts.
- You should have begun to save useful material in an online digital portfolio. This material may include reports from Master Teachers, successful lesson plans, units of work, assignment, information on exchanges to the target country, letters, emails, articles from your professional teachers’ associations, e.g. MLTA, and details of web sites in the foreign language or in English that would be useful in lesson planning.
Feedback and Unit Evaluation
In this unit you will receive a range of verbal and written feedback on your assessment tasks and work in class or online.To monitor how successful we are in providing quality teaching and learning, the Faculty of Human Sciences also seeks feedback from students. One of the key formal ways students have to provide feedback is through unit and teacher evaluation surveys. The feedback is anonymous and provides the Faculty with evidence of aspects that students are satisfied with and areas for improvement. The Faculty also holds two student feedback meetings per year.
WHAT HAS CHANGED ?
This unit has had changes made to its structure, content, and its assessment tasks, since last offering, due to evaluation, student input and consulation.
General IT Support and Troubleshooting
Please do NOT contact the Unit Convener regarding ILearn technical support. CONTACT Macquarie University Library Student IT Help Desk. Phone: 9850 4357, Email: support@library.mq.edu.au
It is assumed that students enrolled in TEP units have access to a computer and the Internet. There are a number of university computers in C5C (Rooms 211, 213 and 217) as well as in the dedicated teaching spaces for students studying Education (the TEL Labs C5A201, 204 and 210). Computers in Room C5A210 can be accessed at specified times.
In order to successfully complete various TEP units students need to ensure they have a reasonable level of competence in ICTs and Information Literacy skills. If you feel uncertain about your competency it is your responsibility to undertake training to acquire or improve these skills as soon as possible as they will be assumed in the workshops.
IT Help
If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.
When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.
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LECTURES |
TUTORIALS |
ASSESSMENTS / EXTERNALS / NOTES |
WEEK 1 |
Introduction, Course outline, assessment and non-assessment tasks Debriefing from practicum Review of key teaching concepts from TEP 431; great ideas from assignment 3, TEP431 Assessment 1 discussion- what is good language teaching/learning? Assessment 2 discussion- portfolio. Info and Consent for Week 3 activity. Professional Learning Program: languages |
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WEEK 2 |
Stage 6 syllabus: HSC Beginners Syllabuses. Planning units of work. |
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WEEK 3 |
Prac debrief spot Stage 6 Syllabus: HSC Beginners Syllabus Exploring the syllabus, resources, Planning units of work Individual focus presentation (IFP) |
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WEEK 4 |
The IRE turn : classroom communication. Visitor A/P Lesley Harbon Think-aloud Focus on understanding adolescents protocol activity. |
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WEEK 5 |
Assessment 1 due in. The HSC Continuers syllabuses. Preparing for Speaking exam; Interpretation in reading and lisetning (towards assessment 4) |
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WEEK 6 |
Advocacy for languages, communicating with community (towards assessment 3) Writing items for Stage 6 listening, reading (expert visitor) |
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WEEK 7 |
Focus on teahicng in the Target language. Portfolio progress (assessment 2) Spring festival, end of first half. |
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MID SEMESTER BREAK |
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WEEK 8 |
Focus on the nature of assessment, diverse methods of assessment Structuring an assessment task integral to outcomes of a sequenced unit; marking criteria(towards assessment 4) |
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WEEK 9 |
Increasing students metacognitive abilities: Thinking skills, Habits of mind in languages. Application of “strive for accuracy “in Year 10 Japanese unit, IGS . Focus on teaching grammar |
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WEEK 10 |
Assessment 2 due in. Extension Syllabus: purpose, outcomes, developing advanced critical argument language skills. |
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WEEK 11 |
Focus on visual literacy skills in languages, training. Analysis of film (Extension course) Focus on explicit intercultural learning in cultural exchange. Surviving your first year out, and developing resilience: Visitor B Gibb. |
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WEEK 12 |
Our short and long term responsibilities in planning. How will you manage behaviour? Assignment 4 teaching presentations |
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WEEK 13 |
Assignment 4 teaching presentations. Evaluation. Celebration |
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Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html
Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html
Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. You may find of particular interest those which can be found in the Learning and Teaching category.
Academic honesty
Academic Honesty is key to the core values and principles that underpin the University’s Ethics Statement (see the policy at http://www.mq.edu.au/policy/docs/academic_honesty/policy.htm). The procedures for Academic Honesty as well as the Assessment – Code of Practice outlines the responsibility of students (and staff) in academic endeavours. Please consult these documents (available through Policy central: http://www.mq.edu.au/policy/all.html )
One breach of academic honesty is plagiarism, defined in the Academic Honesty glossary as follows: "Plagiarism involves using the work or ideas of another person and presenting it as one's own without clear acknowledgement of the source of the work or ideas". Plagiarism is a serious breach of the University's rules and carries significant penalties. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee.
Grading
Assignments will be awarded grades ranging from HD to F. Each assignment uses a standards-based approach to assessment where performance is assessed against specified criteria. These are described in the feedback sheets that will be distributed in hard copy. You will NOT be notified of a numerical mark for awarded for specific assessment tasks.
Your final unit grade (HD to F) will be accompanied by an SNG (Standardised Numerical Grade) The SNG reflects the extent to which you have met the overall grade descriptors eg an SNG of 73 (ie closer to D than Cr) means your work shows evidence of meeting the Credit descriptors and has some characteristics of the Distinction descriptors.
Appeals against Grades
University regulations allow for students to appeal a final grade if they feel they have been disadvantaged.
Grading appeals can be lodged on the following grounds:
· The unit coordinator did not provide the outline as required;
· Assessment requirements as specified in the unit outline were varied in an unreasonable way;
· A clerical error has occurred in the computation of the grade;
· Due regard has not been paid to the evidence of illness or misadventure that was submitted by the specified date;
· I have been disadvantaged in some way due to the conduct of the final examination; and
· The examiner’s judgement was not objectively applied because of prejudice against the individual.
Information relating to grading appeals can be found at: [http://www.deanofstudents.mq.edu.au/grades.htm]
Appeals must be lodged on the appropriate university form. This can be accessed at:
[http://www.registrar.mq.edu.au/academic-index.htm]
Special Consideration
The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability.
The Special Consideration provision to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level.
The University recognises that at times an event or set of circumstances may occur that:
· could not have reasonably been anticipated, avoided or guarded against by the student;
· was beyond the student’s control;
· caused substantial disruption to the student’s capacity for effective study and/or completion of required work;
· substantially interfered with the otherwise satisfactory fulfilment of unit or program requirements and
· was of at least three (3) consecutive days duration within a study period and/or prevented completion of a formal examination.
For information about Special Consideration go to: [http://mq.edu.au/policy/docs/special_consideration/policy.html]
The relevant application form can be found at the same site.
Student Support
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://www.mq.edu.au/currentstudents/.
Student Enquiry Service
Details of these services can be accessed at http://www.student.mq.edu.au/ses/.
Equity Support
Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies.
Annual registration with the Disability Support Unit is required for all disability/health conditions.
Contact persons:
Karen Gregory, Academic Disability Liaison Officer, Department of Education,
Ph: 9850 8619
Nicole Saunders, Administration Co-ordinator, Student Well-Being
Tel: 02 9850 6494 fax: 02 9850 6063 TTY: 02 9850 6493 email: disability@mq.edu.au
In person: Level 2, Lincoln Building (C8A), Macquarie University
IT Help
If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.
When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students.mq.edu.au/support/.
Student Wellbeing
Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at http://www.student.mq.edu.au.
Special Consideration Policy
The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. This policy supports students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level.
http://mq.edu.au/policy/docs/special_consideration/policy.html for further advice.
Advice for International Students
Macquarie International is the first point of contact for international students.
http://www.international.mq.edu.au/ See also http://www.international.mq.edu.au/studentservices/index.aspx
International students can make individual or small group appointments to see the Study Skills Adviser, or drop-in for quick questions to E3A, Level 1. Don’t forget to bring your unit outlines with you to your appointment.
Study Skills Support Unit
Assistance is provided through a range of programs for students.
See: http://www.mq.edu.au/studyskillssupport/
http://www.ling.mq.edu.au/support/writing_skills/index.htm
Writing Skills:
Unit staff are not expected to help you with basic writing advice. Further, in fairness to other students, unit staff will not provide you with information and advice concerning assessments, which is not readily available to all students in the unit.
Macquarie University offers a number of courses and services to help students with writing problems, whether they be first or second language speakers of English. If you find writing difficult, you are advised to:
- Visit the Macquarie Gateway site (http://online.mq.edu.au/pub/EDUCGATEWAY) where you will find detailed help and advice related to writing skills
- Contact Sue Spinks, Writing Skills Coordinator, Department of Linguistics, W6A531. Telephone: 9850 8770
- Contact the Writing Skills Adviser, Centre for Open Education, X5B. Tel: 9850 7470.
- See also: Peters, P. (1985). Strategies for student writers. Brisbane: John Wiley.
Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies.
Advice for students with disabilities/ health conditions
The Disability Support Unit provides support and assistance to students with a disability/ health condition to enable them to achieve their academic potential. Service provision is tailored to individual need following an interview and the provision of supporting documentation.
Students who are enrolled at Macquarie University can register with the Disability Support Unit by downloading and returning an Advice of Disability/Health Condition form from
www.registrar.mq.edu/academic-index.htm and making an appointment to see a Disability Advisor.
Annual registration with the Disability Support Unit is required for all disability/health conditions.
Karen Gregory, Academic Disability Liaison Officer, Department of Education,
Ph: 9850 8619 karen.gregory@mq.edu.au
Nicole Saunders, Administrative Assistant, Disability Support Unit ph 9850 6494 email: disability@mq.edu.au
Sondra Wibberley, Disability Services Co-ordinator, Counselling & Health Services students with Disabilities. Student Services Building, Ph: 9850 7490
In person: Level 2, Lincoln Building (C8A). www.sss.mq.edu.au/equity
Details of these services can be accessed at http://www.student.mq.edu.au/ses/.
If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.
When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.
If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.
When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done.
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by: