Faculty of Education
Faculty of Education
Professional
Development
Programs
Summer/Autumn 2016
AUSTRALIA
CHINA
INDIA
ITALY
MALAYSIA
SOUTH AFRICA
monash.edu/education/shortcourses
Courses offered
Professional Development Programs
1. Education Support and Teachers
Certificate of Education Support – Integration Aide/Teacher Aide
4
Studying and Writing for Certificate of Education Support Courses
6
Teachers Working Effectively with Education Support
Staff/Teacher Assistants
7
Working with Primary School Aged Students with Autism
8
Educational Planning for Students with Special Needs
9
Brain-based Teaching Strategies – Reinvigorating your Classes
10
Mindfulness, Voice and Presentation Techniques for Teachers
11
2. Literacy and English as an Additional Language (EAL)
Addressing the Needs of EAL Students
in Primary Classrooms
12
Addressing the Needs of EAL Students in the
Secondary Mainstream
13
Supporting Literacy Strategies in Primary Schools
14
Over our 50 year history, we have created new approaches
to teacher and professional education – and developed our
offerings to inspire future growth. We also continually adapt
our curricula in response to the changing education landscape.
The Faculty of Education is highly experienced in designing and
delivering professional development programs for early childhood
and school educators, schools leaders and school support staff.
Our courses also provide the opportunity to learn new skills for
individuals looking for a change of career.
Our professional development programs are designed and
delivered by experienced education specialists including faculty
staff and consultants.
Monash’s Faculty of Education also delivers professional
development programs to government bodies and educational
organisations across Australia and internationally. Our expertise
spans all areas of education from leadership, governance and
policy, through to curriculum development, pedagogy and
teaching and assessment skills. We can also tailor our courses
for group delivery.
For more information monash.edu/education/shortcourses
3. Counselling and Welfare
Understanding and Managing Challenging Behaviour
15
Adolescent Counselling
16
Advanced Adolescent Counselling
17
Implementing Positive Behaviour Support
18
4. School Leadership
Coaching Skills for Educational Leaders
20
5. Early Childhood
Engaging with the Early Years Learning Frameworks
22
Engaging Babies and Toddlers in Playful Everyday Activities
23
Enhancing Childhood Growth and Development
24
Learning through Play Pedagogies
25
Supporting Children with Additional Needs in Early Childhood
26
“The Certificate of Education
Support was a thoroughly
enjoyable experience.
It has helped me to develop
professionally and given me
a greater understanding of
how to promote learning
to individuals with specific
educational needs. The
presenter was extremely
helpful and supportive.”
Bastiaan Riet
2 Professional Development Programs
Professional Development Programs 3
Certificate of Education Support
Integration Aide/Teacher Aide
Supporting students with additional learning needs
in primary, secondary and specialist settings.
This course will give you the skills and knowledge to support
students who have additional learning needs, to access the
curriculum.
Topics covered include:
■■
■■
■■
■■
■■
■■
■■
■■
■■
Historical and current perspectives on educating students
with additional learning needs
The roles, responsibilities and work conditions of Education
Support Staff – integration aides/teacher aides
Understanding the process of seeking and applying for
employment in schools
Understanding individual learning styles
Working as part of a team with students, families and staff
members
Understanding and supporting the learning needs of students
with intellectual disabilities, learning disabilities, autism
spectrum disorder, physical disabilities, communication
difficulties, sensory impairment, challenging behaviors
Teaching and learning – literacy and numeracy
Engaging students in learning; stages of learning
Curriculum and the development of individual learning plans.
Course length
Day classes run over 8 days (9am – 3.30pm), while evening
classes run over 16 evenings (5.30 – 8.30pm).
Recognition
This course is recognised by the Faculty of Education as
equivalent to one unit (6 credit points) of undergraduate study.
Students who satisfactorily complete all assessment tasks will
gain a Certificate of Completion, and may be eligible for credit
towards further study at undergraduate level.
For more information: monash.edu/education/shortcourses/credit
Assessment
Journal, class participation, two written assignments and
minimum class attendance required (14 of the 16 sessions).
Prerequisites
There are no formal prerequisites for this course, however, it is
essential that you possess:
a satisfactory level of spoken and written English so you are
able to complete the assessment tasks
■■ basic computer skills to support your learning.
■■
4 EDUCATION SUPPORT AND TEACHERS
Doncaster
Day, 8 Thursdays
February 18, 25
March 3, 10, 17, 24
April 14, 21
Dates and venues
Berwick
Day, 4 Fridays and
4 Saturdays
February 19, 20, 26, 27
March 11, 12, 18, 19
Frankston
Day, 4 Mondays and
4 Wednesdays
February 8, 10, 15, 17, 22, 24, 29
March 2
Berwick
Evening, 8 Tuesdays
and 8 Thursdays
May 3, 5, 10, 12, 17, 19,
24, 26, 31
June 2, 7, 9, 14, 16, 21, 23
Frankston
Day, 3 Mondays and
5 Wednesdays
May 25, 30
June 1, 6, 8, 15, 20, 22
Broadmeadows
Day, 8 Saturdays
February 6, 13, 20, 27
March 12, 19
April 16, 23
Geelong
Day, 8 Saturdays
October 15, 22, 29
November 5, 12, 19, 26
December 3
Caroline Springs
Day, 8 Tuesdays
February 16, 23
March 1, 8, 15, 22
April 12, 19
Mill Park
Day, 4 Thursdays and
4 Fridays
May 26, 27
June 2, 3, 9, 10, 16, 17
Caulfield
Day, 8 Saturdays
February 13, 20, 27
March 5, 12, 19
April 16, 23
Northcote
Day, 8 consecutive days
March 29, 30, 31
April 1, 5, 6, 7, 8
Caulfield
Day, 8 Saturdays
May 7, 14, 21, 28
June 4, 11, 18, 25
Clayton
Day, 8 consecutive days
January 12, 13, 14, 15, 18, 19,
20, 21
Clayton
Day, 4 Tuesdays
& 4 Thursdays
March 15, 17, 22, 24
April 12, 14, 19, 21
Clayton
Day, 8 consecutive days
June 28, 29, 30
July 1, 4, 5, 6, 7
Ringwood
Day, 8 Saturdays
February 27
March 5, 12, 19
April 9, 16, 23, 30
Sale
Day, 8 Saturdays
March 12, 19, 26
April 16, 23, 30
May 7, 14
Werribee
Day, 8 Wednesdays
February 10, 17, 24
March 2, 9, 23
April 13, 20
EDUCATION SUPPORT AND TEACHERS 5
Studying and Writing for Certificate
of Education Support Courses
Teachers Working Effectively with
Education Support Staff/Teacher Assistants
This course is for participants who are about to embark on study
in the Certificate of Education Support course, but are unfamiliar
with studying at tertiary level.
This one day course aims to equip teachers with the skills and
knowledge to work positively and effectively with support staff
(aides), to assist students with additional needs in their class.
This course is relevant to all teachers working in primary and
secondary school settings.
This course will boost your confidence and skills – it will focus
on strategies for developing study skills, use of resources and
academic reading and writing.
Topics covered include:
Understanding what teachers want and what learners need
to do at university
Course outcomes:
Develop positive working relationships, define the roles of
teacher/teacher aide, empower teachers’ and aides to better
fulfil the needs of the student in accessing the curriculum.
■■
Time management and study strategies
Topics covered include:
■■
Accessing and using technology and libraries
■■
■■
Understanding assignment tasks
■■
Strategies for effective reading
Understanding the Victorian Program for Students with a
Disability which includes Student Support Groups (SSGs)
and Individual Learning Plans (ILPs)
■■
Writing assignments (processes involved in doing
assignments; features of academic and professional writing;
referencing; grammatical issues).
Legal obligations under the Discrimination Act 2005
■■
■■
The role of the Education Support Staff
■■
Working collaboratively
■■
Fulfilling the needs of the student using the education
support staff.
Prerequisites
Recognition
This course has no formal
prerequisites; however, you
are expected to have basic
computer skills to support
your learning.
You will gain a Certificate
of Completion.
Assessment
A variety of tasks analysing
and practising academic
writing will be completed
during the day.
Course length
Day class of six hours.
Dates and venues
Course 1: Caulfield
1 Saturday
9am – 4pm
February 6
Course 2: Caulfield
1 Saturday
9am – 4pm
July 16
6 EDUCATION SUPPORT AND TEACHERS
Prerequisites
Recognition
This course is relevant to
teachers who are currently
working, or have worked in
a Victorian school. It would
be advantageous if you have
worked with a student with
special needs.
You will gain a Certificate
of Completion.
Assessment
Clayton
1 Friday
9am – 4pm
April 15
A variety of practical tasks will
be identified during the course.
Course length
Day class of six and
a half hours.
Date and venue
EDUCATION SUPPORT AND TEACHERS 7
Working with Primary School Aged
Students with Autism
Educational Planning for
Students with Special Needs
This short course is designed for teacher aides working with
primary school aged students with autism in a school setting.
This course provides you with the skills and knowledge to enable
you to write and implement an individual educational plan for
students with special needs.
The course aims to develop your skills and strategies to fulfil this
role based on a sound knowledge of the features of autism that
impact on student learning.
Topics covered include:
Topics covered include:
■■
Eligibility criteria for the Victorian Program for Students with
Disabilities Guidelines
■■
Aims, responsibilities and membership of the student support
group
■■
Definitions and characteristics of autism
■■
Impact on families
■■
The child with autism in the classroom
The impact of specific disabilities and impairments on learning
■■
■■
Communication
Understanding the student
■■
■■
Social skills
Describing entry skill levels and assessment for learning
■■
■■
Understanding and addressing behavioural difficulties
Writing long and short term goals
■■
■■
Working to develop positive strategies
Prioritising what needs to be taught, including AUSVELS
■■
■■
Behavioural intervention framework.
Assessment and evaluation of student progress
■■
■■
Evaluation of an individual learning plan
Implementation of an individual learning plan
Prerequisites
Course length
■■
No prerequisites.
Evening classes of three hours
per week over three weeks.
■■
Teaching and learning strategies
■■
Identifying learning styles
Dates and venue
■■
Behaviour management
Clayton
3 Wednesdays
5.30 – 8.30pm
May 11, 18, 25
■■
Developing behaviour management plans
■■
Connecting students to school.
Assessment
A variety of practical tasks will
be identified during the course.
Recognition
You will gain a Certificate
of Completion.
Prerequisites
There are no prerequisites
for this course, however the
course is most relevant for
people working with students
with special needs.
Assessment
Assessment is optional and
includes: Individual learning
plan, Literature review.
Recognition
You can choose to gain a
Certificate of Attendance or a
Certificate of Completion (based
on successful completion of
assessment tasks). This course
is recognised by the Faculty of
Education as equivalent to one
unit (12 credit points) of
8 EDUCATION SUPPORT AND TEACHERS
postgraduate study. Students
who satisfactorily complete
all assessment tasks will gain
a Certificate of Completion,
and may be eligible for credit
towards further study at
postgraduate level.
For more information: monash.
edu/education/shortcourses/
credit
Course length
Seven hours per day over
three days.
Dates and venue
Clayton
1 Thursday, 1 Friday and
1 Saturday
8.45am – 4.30pm
May 19, 20, 28
EDUCATION SUPPORT AND TEACHERS 9
Brain-based Teaching Strategies
Mindfulness, Voice and Presentation
Techniques for Teachers
This course is designed for both primary and secondary teachers
who are interested in brain-based teaching and learning.
This course is designed for primary and secondary teachers who
wish to learn mindfulness techniques which can assist you in
building resiliency, reducing stress and anxiety and how these
techniques can be applied in your classroom.
You will engage with research-based and classroom proven
strategies to see how, irrespective of disciplines, brain-based
teaching and learning can be used to motivate, engage and
deepen learning, to boost classroom success.
The course is practical and will offer you a repertoire of classroom
based strategies to use immediately with content, activities or
syllabi that you are currently working with.
In addition, you will develop a range of practical skills and
techniques in the effective use of the voice and the development
of presentation skills for improved classroom delivery.
Topics covered include:
■■
Introduction to mindfulness, the research behind it and its role
in education
Topics covered include:
■■
What is brain–based learning? How are brain-based strategies
used in classrooms?
■■
How mindfulness can assist teachers in building resiliency
and reducing stress
■■
What is Whole Brain Teaching (WBT)?
■■
■■
Role-modelling so you can see, hear and feel how the
strategies are used in your classrooms
How mindfulness can be used to facilitate student learning
and wellbeing and ways that mindfulness can be used in
a school environment
■■
Learning and engaging with the 12 brain-based principles
■■
Learn techniques for effective voice projection and articulation
■■
Using actor training techniques, learn how to develop your
confident teacher presence.
■■
Gaining practical tools of engagement for more active
classrooms
■■
Discovering (and remembering) the secrets to accurate
memory and recall
Prerequisites
Course length
No prerequisites.
Day class of six hours.
Getting the inside secrets of how to influence your student’s
brain chemistry
Assessment
Date and venue
Brain-friendly tools and strategies for literacy instruction
across all disciplines.
A variety of practical tasks will
be identified during the course.
Clayton
1 Thursday
9am – 3.30pm
May 5
■■
■■
Prerequisites
Course length
No prerequisites.
One day class of six hours.
Assessment
Date and venue
A variety of practical tasks will
be identified during the course.
Clayton
1 Friday
9am – 3.30pm
February 26
Recognition
Recognition
You will gain a Certificate
of Completion.
You will gain a Certificate
of Completion
10 EDUCATION SUPPORT AND TEACHERS
EDUCATION SUPPORT AND TEACHERS 11
Addressing the Needs of English as
an Additional Language (EAL) Students
in Primary Classrooms
Addressing the Needs of English as
an Additional Language (EAL) Students
in the Secondary Mainstream
One in four learners in Australian schools come from a home where
the main language is not English. This course is designed to
provide mainstream primary school teachers with useful skills that
will help meet the language-related needs of these learners.
Maximise the engagement and learning of EAL students
in content areas of the secondary mainstream.
Upon successful completion of this course, you will have an increased
awareness of the needs of EAL students and how to use the students’
home language(s) as a resource. You will also have an increased
repertoire of strategies which take into account the EAL students’
diverse linguistic and cultural backgrounds and experiences.
This course is designed for secondary teachers and subject
area leaders looking for practical understanding and strategies
to support their EAL learners.
Topics covered include:
■■
Challenges faced by EAL students in the mainstream
■■
Principles of integrating language and content
■■
The language demands of mainstream texts (text analysis)
Diversity, literacies and the primary classroom
■■
Metalanguage for talking about texts
Using EAL learners’ home language(s) and experiences
as a resource for learning
■■
An integrated model of pedagogy for scaffolding learning
■■
Locating and modifying (as needed) accessible texts
■■
Speaking, listening and group work
■■
Creating activities which engage and extend EAL learners
■■
Issues and strategies in reading and writing.
■■
Developing units of work that support learners.
Topics covered include:
■■
■■
Recognition
Assessment
Prerequisites
Course length
You will gain a Certificate of
Completion.
Practical tasks will be identified
during the course.
Two day classes of six hours.
Prerequisites
Course length
This course is designed for all
mainstream primary teachers
who have EAL students in their
classes.
Two day classes of six hours.
This program is designed for
all mainstream secondary
teachers who have EAL
students in their classes.
Dates and venue
Clayton
2 Fridays
9am – 3.30pm
May 13, 20
12 LITERACY AND ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
Assessment
A variety of practical tasks will
be identified during the course.
Dates and venue
Clayton
2 Wednesdays
9am – 3.30pm
March 9, 16
Recognition
You will gain a Certificate
of Completion.
LITERACY AND ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) 13
Supporting Literacy Strategies
in Primary Schools
Understanding and Managing
Challenging Behaviour
This course aims to provide Education Support Staff, parents
and classroom helpers with practical strategies that support
learning for primary school students who are struggling with
literacy. It is designed to give you an understanding of the literacy
methodologies used in classrooms.
This course is designed to help you understand some
of the underlying issues that may lead to students exhibiting
challenging behaviours.
Topics covered include:
It aims to provide a model for managing students’ challenging
behaviour, along with specific, related strategies designed
to support participants in dealing with these behaviours in
mainstream schools. While aspects of this course are applicable
across all year levels, there is a focus on primary aged students.
■■
Effective evidence-based methodologies
■■
How children learn language and the importance of ‘Talk’
■■
Why children fail to learn to read
Topics covered include:
■■
Ways to help children with spelling difficulties
■■
How to learn to read effectively
■■
Specific strategies to support the development of comprehension
■■
Specific strategies to support the development of writing
Resilience and risk factors in children; Understanding behavioural
problems including developmental disorders such as: Autism,
Asperger’s, ADHD, Conduct Disorder; The impact of learning
problems; Mental health issues such as anxiety; Peer and
social issues.
■■
Multi-sensory approaches to literacy education
■■
Hands on, interactive and fun learning experiences to support
spelling, reading, writing and comprehension development
■■
Useful resources for literacy development.
Behaviour Management Models; Proactive versus reactive;
Differentiating between behaviours; Specific strategies; Links
with Restorative Justice; The Behaviour Management Plan;
Whole school approach.
Recognition
Course length
Course length
Assessment
You will gain a Certificate of
Completion.
Two day classes of six hours
and one evening class of three
hours.
Evening classes of two and
a half hours per week over
six weeks.
A variety of practical tasks will
be identified during the course.
Dates and venue
Recognition
Prerequisites
There are no formal
prerequisites for this course,
however, it is essential that you
possess a satisfactory level of
spoken and written English.
Clayton
1 Friday and 2 Wednesdays
April 22, 27 (9am – 3.30pm)
May 4 (5.30 – 8.30pm)
Assessment
You will gain a Certificate
of Completion.
Prerequisites
No prerequisites.
Dates and venue
Clayton
6 Wednesdays
5.30 – 8pm
March 16, 23
April 13, 20, 27
May 4
Practical tasks will be identified
during the course.
14 LITERACY AND ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
COUNSELLING AND WELFARE 15
Adolescent Counselling
Advanced Adolescent Counselling
This course aims to meet the needs of the community in the area
of adolescent counselling by providing you with the appropriate
knowledge, skills and attitudes required to support and guide
young people.
The Advanced Adolescent Counselling course is both theoretical and
practical. It aims to build upon your knowledge of working with young
people to further develop your counselling skills and confidence to
effectively assist young people to manage complex issues.
Helpers who are engaged as counsellors, confidantes and
mentors are not always prepared for the often highly sensitive
nature of information they are confronted with when working with
adolescents. This course has been designed to introduce basic
theory and practical counselling skills that assist helpers to meet
the special needs of young people.
The course aims to build on your counselling skills through
role-plays and feedback and also give you the tools to effectively
manage crisis situations that young people often present with.
Topics covered include:
■■
Recent research in brain neuroplasticity and the impact
counselling has on the development of new neural pathways
resulting in behaviour change
■■
Impact of early childhood trauma on attachment and
development
■■
The influence of environmental factors such as diet, exercise
and stress on young people
■■
The use of innovative therapies – Mindfulness and Creative
Therapies
■■
Supporting young people – group programs, school
curriculum and community programs.
Topics covered include:
■■
■■
■■
■■
■■
■■
■■
■■
■■
■■
Key factors in Adolescent Counselling
Differences with counselling adults
Adolescent development – biological, psychological and cognitive
Challenges of adolescence – sleep, peer groups, alcohol
and drugs and the internet
Risk factors and protective factors for adolescence
Mental health issues including anxiety, depression and suicide
Microskills of counselling – what to say
Counselling theories
Ethical issues in counselling adolescents
Self care and burnout prevention for counsellors.
Prerequisites
Assessment
You will have completed the
Monash University Adolescent
Counselling course, or have
relevant counselling
experience.
A variety of practical tasks will
be identified during the course.
Assessment
Recognition
Journal
Assignment
Exam
You will gain a Certificate
of Completion.
Dates and venue
Prerequisites
Course length
There are no formal
prerequisites for this course;
however, it is most relevant for
people working in areas such as
social work, nursing, teaching,
community work or who have
associated work experience.
Evening classes of three hours
per week over ten weeks.
Recognition
This course is recognised by
the Faculty of Education as
equivalent to one unit (12 credit
points) of postgraduate study.
Students who satisfactorily
complete all assessment tasks
will gain a Certificate of
Completion, and may be eligible
for credit towards further study
at postgraduate level.
For more information:
monash.edu/education/
shortcourses/credit
16 COUNSELLING AND WELFARE
Dates and venues
Clayton
10 Tuesdays
5.30 – 8.30pm
March 8, 15, 22
April 12, 19, 26
May 3, 10, 17, 24
Course length
Evening classes of three hours
per week over eight weeks.
Clayton
8 Thursdays
5.30 – 8.30pm
April 14, 21, 28
May 5, 12, 19, 26
June 2
Ivanhoe
10 Thursdays
5.30 – 8.30pm
March 10, 17, 24
April 14, 21, 28
May 5, 12, 19, 26
COUNSELLING AND WELFARE 17
Implementing Positive Behaviour Support
Practical training
An introduction to functional assessment and analysis, this course
is for those who work or live with individuals who exhibit
behaviours of concern in community settings such as residential
care facilities, schools, or special education settings.
This course will provide you with an introduction to positive
behaviour support; an evidence based approach to addressing
behaviours of concern. You will learn how to conduct functional
assessment and analysis, and use the information derived from
this to prepare a positive behaviour support plan incorporating
function-based interventions.
“This course has given
me a new way to help
adolescents deal with the
complex and challenging
changes during this time
of their life. It has helped
me deal with them on a
day-to-day basis, not just
in a counselling setting”
This course is relevant to social workers, teachers, psychologists,
integration aides, school leaders, parents of children with
disabilities, and staff in residential care facilities.
Topics
■■
Foundations of positive behaviour support
■■
A functional approach to understanding behaviours
■■
Preparing positive behaviour support plans
■■
Evaluating effectiveness of interventions
■■
Ethical issues and future directions.
Prerequisites
Course length
There are no formal prerequisites for this course,
however it is more relevant for
people working in areas such
as teaching or psychology or
who have relevant work
experience.
Two day classes of six hours
and twenty hours of self-paced
study. Self-paced study will
include online learning, field
work and data analysis.
In order to complete the
practical exercises, you should
currently be involved in a
setting or a situation, where
you encounter behaviours of
concern.
Assessment
Assessments will take the form
of a case study and a series of
quizzes.
Recognition
You will gain a Certificate
of Completion.
18 COUNSELLING AND WELFARE
Peter Zagarn
Creates opportunities
Dates and venue
Clayton
1 Friday and 1 Saturday
9am – 3.30pm
April 22
May 21
“The course has
catapulted me to my
chosen avenue as an
aide and working with
children. The presenter
was wonderful and
provided me with
the resources and
opportunities to be
employed in the area
I desired.”
Eleni Iakovakis
COUNSELLING AND WELFARE 19
Coaching Skills for Educational Leaders
An educational coach supports, challenges and empowers
others to develop their capacities as teachers. Coaching is a
force for change and improvement in schools. Research identifies
it as the best form of professional development available:
individualised, responsive and intensive.
This course will give you the opportunity to explore and practise
a repertoire of skills and techniques applicable to the educational
leadership of classroom teachers. Through a series of engaging
and interactive workshop sessions, you will be able to apply what
you learn immediately in your professional role, particularly where
you are engaged in the professional development of others.
“The Coaching Skills course
was one of the most worthwhile
professional development
programs that I have attended.
It was hands on, relevant and
I left with a full toolkit to tackle
my coaching and leadership
career.”
Aaron Bickery
Topics covered include:
■■
The value and function of coaching skills in the development
of teaching practice
■■
Motivating factors in the coaching relationship and the beliefs
that underpin it
■■
Coaching conversation skills – questioning and paraphrasing
according to purpose, active listening, pausing, languages
other than verbal and achieving rapport
■■
The substantive conversation – planning, reflecting and
problem-solving conversations with teachers
■■
Leading data conversations
■■
Skills for purposeful observation of teaching sessions, the
collection of evidence and the presentation of feedback
■■
Effective leadership and facilitation of Professional Learning Teams.
Prerequisites
Assessment
You should be an experienced
teacher who supports the
development of student teachers,
graduate teachers, or other
colleagues. PLT leaders, coaches
and aspirant coaches would
also gain much from this course.
A variety of practical tasks will
be identified during the course.
“The provision of examples
and opportunity to practise
new skills was a great take
home for me. The presenter
was knowledgeable, inclusive
and encouraging with all
participants.”
Dates and venues
Rachael Cornell
Course length
Two days of six and a half hours.
Recognition
You will gain a Certificate
of Completion.
Course 1: Clayton
1 Friday and 1 Monday
9am – 4pm
March 11, 21
Course 2: Berwick
2 Fridays
9am – 4pm
June 3, 10
“The course is very relevant to the challenges
of coaching in schools. Examples and materials
provided had a sound context for educators to
relate to.”
Gary Hughes
20 SCHOOL LEADERSHIP
SCHOOL LEADERSHIP 21
Engaging with the Early Years Learning
Frameworks
Engaging Babies and Toddlers in Playful
Everyday Activities
For Early Childhood Educators of children from birth to eight
years old, this one day program will provide an opportunity for
you to participate in a number of learning sessions to assist you
in your planning and documentation whilst engaging with the
Victorian Early Years Learning and Development Framework
(VEYLDF), Early Years Learning Framework (EYLF) and
Framework for School Aged Care (FSAC).
This course will assist you to gain expertise in infant and toddlers’
learning and development. It will explore contemporary theories
of early childhood, with emphasis on young children’s emotional
and cognitive development, to support you to engage young
children in playful daily activities.
This one day program supports educators of young children and
their families. In particular how you can work together to achieve
common outcomes for all children. The program is designed for
all educators working with young children as well as students and
others considering working in the field of early childhood
education.
Topics covered include:
This course will develop your skills to identify many small
significant events that usually occur unnoticed in the daily life
experiences of infants. It will also demonstrate how you can
effectively and sensitively communicate with babies, and create
teachable moments to develop intentional teaching.
Topics covered include:
■■
Daily transitions in infancy
■■
Communication and engaging with babies’ experience
■■
An overview of the learning frameworks
■■
Babies’ play and wellbeing in a diverse culture
■■
Collaborating with children, families and other professionals
■■
Feedback for families.
■■
Assessment for learning, development and wellbeing
■■
Creating intentional learning environments
■■
The reflective practitioner.
Course length
No prerequisites.
Day class of six hours.
Assessment
Dates and venue
Recognition
You will gain a Certificate
of Completion.
Assessment
Two day classes of six hours.
A variety of practical tasks will
be identified during the course.
Recognition
Prerequisites
A variety of practical tasks will
be identified during the course.
Course length
Course 1: Clayton
1 Thursday
9am – 3.30pm
February 25
Course 2: Clayton
1 Friday
9am – 3.30pm
July 15
You will gain a Certificate
of Completion.
Prerequisites
No prerequisites.
Dates and venues
Course 1: Wantirna
2 Fridays
9.30am – 4pm
April 29, May 6
Course 2: Clayton
2 Fridays
9.30am – 4pm
June 3, 17
“This is my first time at Monash
University. The course has
increased my knowledge about
inclusion in early childhood
programs, planning for children
with additional needs and working
in partnership with parents”
Daljit Kaur
22 EARLY CHILDHOOD
EARLY CHILDHOOD 23
Enhancing Childhood Growth
and Development
Learning through Play Pedagogies
This course explores a varying range of approaches to educator
partnerships with family and community. You will examine and
reflect on contemporary issues of family qualities and vulnerabilities
to enable meaningful support to support bringing forth children’s
learning and development potential.
Linking in with the Victorian Early Years Learning and
Development Framework, this course will enable you to create
educational play models and demonstrate practical application
within play-based curricula.
You will also explore connections for advocating, supporting and
collaborating to enhance your own participation and contribution
to children’s sense of being, belonging and becoming.
Topics covered include:
■■
■■
■■
■■
■■
■■
■■
■■
■■
■■
Establishing educator self in perspectives of children, families
and community
Current research perspectives of child development and
educator approaches for family connection
Code of ethics and governed curriculum considerations
(NQF and EYLF)
Documentation and sharing of children’s learning and
Contemporary issues in family
Indigenous families
Exploring children’s interests, abilities, challenges, and needs
in connection with family and community
Child abuse
Connecting with early childhood stakeholders
Advocacy for children and families in the community
Developing and transforming educator philosophy in early
childhood practice.
Prerequisites
Recognition
No formal prerequisites. This
program is designed for all
staff working in the field of
early childhood education,
long day care and anyone
interested in the education of
young children (babies and
toddlers).
You will gain a Certificate
of Completion.
Assessment
Class participation. The
presenter will identify a variety
of practical tasks during the
course.
24 EARLY CHILDHOOD
You will develop an understanding of new tools and methods
for assessing children’s learning in play, as well as the intentional
use of children’s ideas for extending their learning. Examples of
educational play from birth to eight will be shared to illustrate the
importance of creative, affective and imaginative framing for
learning and development.
Topics covered include:
■■
Examining play from child’s perspective
■■
Sustained shared thinking in pedagogical play
■■
Dimensions of play activity
■■
Imagination in play.
Prerequisites
Course length
No prerequisites.
Two day classes of six hours.
Assessment
Dates and venues
A variety of practical tasks will
be identified during the course.
Course 1: Clayton
2 Fridays
9.30am – 4pm
June 10, 24
Recognition
You will gain a Certificate
of Completion.
Course 2: Wantirna
2 Fridays
9.30am – 4pm
August 12, 19
Course length
Two day classes of six hours.
Dates and venue
Clayton
2 Wednesdays
9am – 4pm
May 4, 11
EARLY CHILDHOOD 25
Supporting Children with Additional Needs
in Early Childhood Programs
Recognition and Further Education
This course focuses on the inclusion of children with a diverse
range of needs in early childhood programs. It is designed for
qualified and unqualified staff and students as well as others
associated with early childhood education and care.
The Faculty’s Professional Development Programs provide
practical skills and knowledge which are immediately applicable
to the workplace. Course sessions are often spread out over
a number of weeks so that you can go back to your workplace
to implement your learning and then return to further develop
your skills.
An increasing number of children with developmental delay,
disabilities and other special needs are participating in community
based early childhood programs.
Topics covered include:
A number of the Faculty’s Professional Development Programs
have credit recognition as a single unit and in some cases may
be used towards further studies at either undergraduate or
postgraduate level. Any credit granted will be in accordance
with University regulations.
■■
What is inclusion
■■
Working in a team
■■
Strategies for including children with additional needs
■■
Communicating with and supporting parents
For more information see:
monash.edu/education/shortcourses/credit
■■
Supporting children’s communication competence.
Why further your qualifications in Education?
Prerequisites
Course length
No prerequisites.
Day class of seven hours.
Assessment
Date and venue
A variety of practical tasks will
be identified during the course.
Clayton
1 Thursday
8.45am – 4.30pm
May 5
Recognition
You will gain a Certificate
of Completion.
■■
Advance your professional practice
■■
Extend your skills and gain specialist knowledge
■■
Focus your studies to fit in a specialised industry
■■
Build a new future
■■
Understand current changes in education and training
■■
Potential credit towards undergraduate or postgraduate study
■■
Enhance your career options.
Professional Development Programs
with Credit Point Recognition
Course
Credit Point Recognition
Undergraduate
Adolescent Counselling
Certificate of Education Support
Educational Planning for
Students with Special Needs
26 EARLY CHILDHOOD
Postgraduate
12
6
12
EARLY CHILDHOOD 27
Fees
Fees vary according to the length of the course.
Please refer to the short courses website for details.
Applying and further information
For further information on each of the short courses
offered or to obtain an application form, please
contact:
Engagement Office
Faculty of Education
29 Ancora Imparo Way
Monash University VIC 3800
Phone: 03 9905 2700
03 9905 2911
Fax: 03 9905 2621
Email:edu-shortcourses@monash.edu
monash.edu/education/shortcourses
Information is correct at the time of printing, but Monash University reserves
the right to alter procedures, fees and regulations should the need arise.
Students should carefully read all official correspondence, and other sources
of information for students (such as the website) to be aware of changes to
information in this document – October 2015
15P-0996
CRICOS provider: Monash University 00008C