Plan for First Year Academic Orientation and Transition Faculty of Education
Version 18/6/2002
The four Objectives set out in the Plan below are based on the First Year Experience Principles endorsed by the Academic Board at the University of Sydney. This template is a modified version of a framework first devised by the Academic Development Unit at La Trobe University.
OBJECTIVE 1: To Familiarise Students With The University’s Physical Environment, Academic Culture And Support ServicesStrategy / Initiative / Responsibility / Outcome
1.1 Introduce students to physical environment. / Dean’s welcome with interactive activities.
Walking tours of the faculty & campus
Annotated maps of the Camperdown campus in the Education I Handbook and on the Education I Noticeboard.
Location of Noticeboard explained and use of the Curriculum library encouraged / Dean – Faculty welcome
FYE coordinators, mentors
Education Society Staff & Year3/4 student mentors
Education I Coordinators
Education I staff / Students quickly know their way to key locations, such as tutorial and lecture locations, relevant libraries, contact details for program directors and the Education I noticeboard.
Students get to know staff peers and student mentors
1.2 Explain academic culture. / Orientation meetings for Primary, Double Degree and HMHE groups to discuss programs, subject choices etc.
Workshops on academic essay writing and study skills for university in semester 1.
Diagnostic task in academic writing.
Information about issues such as Academic Honesty in the Ed.I Handbook & website.
Student mentors talk to students about their experience in the degree / Program Coordinators
Education I staff and student mentors
Education I staff
Education I Coordinator
Year 2/3/4 student mentors / Students become familiar with academic expectations in terms of essay writing and taking responsibility for their study, and know who to go to for support if they have any questions.
1.3 Promote the wider student support services of the University including Learning Centre, library, health service and counselling, equity & access, financial services, computer access. / Library tour organised in week 1.
Information about university services provided in the first seminar and lecture, and on website and in handbook.
Individual plans worked out for transfer students.
Students identified as ‘at risk’ referred to support services.
List of students with language needs tracked.
Brochures about Student Services and Learning Centre workshops displayed on noticeboard .
Workshops reinforce information provided in lecture 1 about university services.
Walking tour of the campus by student mentors includes university services
Computer access especially promoted in semester 2, through the computer skills workshop integrated into Education 1 / Education I Coordinator
Program Coordinators
Education I staff
Education I Coordinator
Education I Coordinator
Year 2/3/4 student mentors / Student become aware of the wide range of support services offered within the University, and know how to access them.
OBJECTIVE 2: To Develop Students’ Sense Of Purpose And Direction By Promoting Their Understanding Of What Their Courses Involve; Where Their Courses Will Lead Them; And What Their Learning In Those Courses Will Involve.
Strategy / Initiative / Responsibility / Outcome
2.1 Promote a clear understanding of why they are doing their units of study and courses, and where the units of study and courses are directed. / Introduce students to the degree program in first lecture and seminar. Themes of Education I clearly outlined and actively discussed and promoted.
Meet program coordinators and year 2/ 3/4 students to discuss aspects of uni life.
Pathways through the B.Ed degrees clearly set out on leaflets for the students.
Education I Lecturers demonstrate the relevance of their lecture topics to the practice of teaching and model best practice.
School visits in both semesters.
Primary degree reorganised to include two professional units of study (Creative Arts 1 and Introduction to Teaching and Learning: Literacy) in first semester, and professional experience in second semester of first year. / Education I staff
Program Coordinators + student mentors
Program Coordinators/Faculty Undergraduate Office
Education I staff
Education I Coordinator and FYE Coordinator
BEd Primary staff / Students understand the relevance of Education 1 and its themes to their preparation for becoming teachers.
Students understand the pathway to becoming a qualified teacher through their 4 or 5 year degree program.
Students appreciate the complexity and breadth of issues involved in teaching.
Students’ motivation for their choice to become teachers is increased.
Primary program: students are exposed to specific content and teaching/learning strategies early in program.
2.2 Promote a clear understanding of the aims and objectives; learning outcomes; learning processes; assessment methods; and teaching and learning methods of units of study and courses. / Active discussion of aims, outcomes, assessment strategies.
Assessment requirements and marking criteria, skills & understanding obtained in Education I, attributes of B.Ed graduates and University graduates all explicitly listed in the Education 1 Handbook & Website / Education I staff
Education I Coordinator and FYE Coordinator / Students know what to expect in terms of assessments, attendance and participation.
Student feedback on the appropriateness of aspects of the Education subjects is used to adapt the program.
OBJECTIVE 3: To Promote And Support Students’ Engagement With The University, Including With Their Peers.
Strategy / Initiative / Responsibility / Outcome
3.1 Promote students’ involvement in university life including engagement with their peers in and out of class. / Small group presentations built in to encourage development of peer networks
Active Education Society holds BBQs, harbour cruises etc., students encouraged to have a balanced life.
Student mentors system provides peer-support Getting to know each other activity in the first tutorial in Education I.
Tutorial groups of a maximum of 20 students, with most tutorials involving some small group work. Union clubs and Societies and in particular the Australian Discussion Groups promoted. / Education I staff
Education Society and FYE Coordinator
Year 3/4 student mentors
Education I staff. / Students get to know peers both within the B.Ed degree and in the broader university community.
Connection with peers across the University.
3.2 Support students to stay on in their units of study and courses, by identifying ‘at risk’ students early and providing support where appropriate. / Weekly seminars in small groups facilitates early identification of ‘at risk’ students.
Regular meetings with Program Co-ordinators to provide support if needed.
Students complete a written diagnostic task early in semester and Faculty workshop support.
All students get academic writing support in seminars, monitor workshops and extensive feedback on early assignments
Students needing more support in language are tracked
Students who fail to attend an Education I tutorial group in the first two weeks are contacted to ensure they start attending a group.
Students who miss 2 tutorials in a row are contacted by their Education I tutor and offered support where necessary and possible. / Education I staff.
Program Coordinators
Education I Staff & LC
Education I staff.
Education I Coordinator and FYE Coordinator
Education I Coordinators and FYE Coordinator
Education I staff / Students at risk of not meeting assessment requirements are identified early and actively provided with support by their tutor, faculty writing workshops, the Education I coordinator, the Learning Centre or another appropriate University service.
OBJECTIVE 4: To Enhance Students’ Learning By Developing Their Knowledge And Skills, Including Generic Skills, And By Taking Into Account Students’ Diverse Backgrounds And Abilities.
Strategy / Initiative / Responsibility / Outcome
4.1 Develop basic skills and knowledge in the field of study. / Introductory lectures and handbook detail attributes, skills and knowledge
Content covers basic topics relevant to education, updated yearly.
Weekly small group presentations in Education I tutorials begin the process of developing lesson plans and teaching on a topic in a non-threatening environment.
Lectures by successful practising teachers in each semester help to put unit themes in context, encourage reflection on schools from the perspective of a teacher-to-be, and enhance motivation.
Specific attention is paid in lectures and tutorials to the Child Protection Policy in NSW and the role of teachers in its implementation.
BEd (Primary) students will engage in two professional units of study prior to first professional experience in first year. / Education I staff.
FYE Coordinator
Ed 1 Coordinator
Education I staff and FYE coordinator
BEd (Primary) staff / Students develop basic knowledge about education from lecturers, readings and tutorial discussions, and develop basic skills by acting as ‘teachers’ for tutorial presentations. Students reflect on what it means to become a teacher. Students understand their responsibility as teachers for the safety and care of children in relation to Child Protection legislation. BEd (Primary) students gain skills & confidence in specific curriculum areas prior to classroom experience.
4.2 / Develop generic skills such as / Library tour in week 1. / Library staff. / Students understand their strengths and
group work, oral and written communication skills, research and referencing, and / Academic writing support provided in seminars and faculty workshops through feedback on assignments.
At risk students have LC support provided. / Learning Centre / weaknesses in relation to generic skills and continue to develop these skills. Students know where to get further
information literacy. / Tutorials involve group work and oral / Education 1 staff
Student mentors / support if they need it.
communication skills. Essay assignments involve written communications skills,
referencing and research skills, and
information literacy.
Tutors provide feedback to students on these generic skills in the evaluation of student presentations,
comments on the draft essay and monitor workshops.
In semester 1 workshops on basic skills such as
information literacy, database searching, study skills, communication skills and academic writing
Education 1 in semester 2 includes a
compulsory 10-week computing skills workshop.
4.3 / Take account of variation in skills and experience of students and, where necessary, raise their skills and knowledge to a basic level by providing additional support and by enhancing skills already present. / Support from Faculty workshops available for ‘at risk’ students.
Computer skills taught in semester 2.
Expectations discussed and also listed with details in the handbook. / Education I staff
Education staff
Education 1 staff
FYE Coordinator / Students who are at risk of not meeting assessment criteria are identified early and provided with support from their tutor, the faculty workshops and other support services where appropriate. Very low failure rates in Education 1.
4.4 / Where appropriate, provide students with opportunities for flexible learning and / Students have opportunity to choose other units of study outside Faculty in year one. Part time study is possible. / Program Coordinators / Students feel they can follow their interests through choice of elective units.
choice to accommodate and value their diverse backgrounds. / Students with responsibilities outside university (family or work) can arrange to change their tutorial time. / Education 1 Coordinator / Students feel supported in their need to attend part-time or on particular days only.