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Learning Area Chemistry 1 (EDUC90433)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Overview
Availability | Semester 1 |
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Fees | Look up fees |
This subject will focus on developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners to set meaningful scientific literacy goals. Teacher Candidates will be introduced to critical research and scholarship in the field, and will use this in designing lesson plans and sequences. Further, Teacher Candidates will be introduced to different approaches to assessment in Chemistry, and explores ways in which formative and summative assessment and feedback can inform learning and teaching in this subject area.
Chemistry 1 will support Teacher Candidates to interpret, design and implement relevant curriculum and pedagogy, integrating practices that promote participation and inclusion to meet the needs of diverse learners. These areas will be explored with two simultaneous imperatives in mind: the need to teach VCE Chemistry and Victorian Curriculum: Chemical Sciences integrating safe practical activities for diverse learners.
Teacher Candidates will analyse and articulate the literacy and numeracy demands made by the Chemistry subjects as well as identify and apply literacy and numeracy strategies to empower student learning within this discipline.
A component of this subject (and for the other science methods) is Combined Science. This component focuses on the design and management of the general science curriculum and teaching in years 7-10. Teacher Candidates will explore pedagogical strategies to engage science learners in the middle years of secondary school. This is taught through practice with students in small groups in school classrooms, and through workshops and excursions delivered by Science education experts.
Intended learning outcomes
On completion of this subject teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Begin to critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, in Chemistry including the creation of effective learning environments (Graduate Standards 1.2, 2.1, 4.4)
- Understand how to design lesson plans and learning sequences in Chemistry using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.2, 2.3, 3.2)
- Understand how to set learning goals (relevant to Chemistry) that provide achievable challenges for students of varying abilities and characteristics (Graduate Standard 3.1)
- Show an understanding of how to select appropriate strategies to differentiate teaching in Chemistry to meet specific needs of students drawing on digital technologies and literacy and numeracy understandings in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3, 3.4, 4.4)
- Show an understanding of how to evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standard 3.6)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in Chemistry (Graduate Standards 5.1, 5.4).
Generic skills
On completion of the course, teacher candidates will have the knowledge, skills and understanding to enable them to:
- Understand Secondary education as part of a spectrum of learning and development, linked to primary schooling and to post-schooling outcomes of further study and/or employment.
- Develop in-depth knowledge of the complexity and diversity of primary students’ learning and development.
- Be expert in the disciplines they teach and committed to continual updating of their discipline knowledge.
- Be able to intelligently and creatively plan, implement and critique mandated curriculum.
- Be able to use data to identify and address the learning needs and capacities of individual students.
- Be able to intentionally draw on a range of teaching practices to extend individual student’s learning and development.
- Shape and deliver responsive and inclusive curricula.
- Be a self-reflective teacher who can work constructively and innovatively through relationships with parents, colleagues and the community across a range of contexts.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
- Present a plan for teaching an interesting chemical issue relevant to Levels 9 and 10 of the Victorian Curriculum (equivalent 1650 words) due mid semester 33%
- Presentation of a teaching and learning sequence for a challenging chemical concept from VCE Chemistry Units 1 to 4 including a class demonstration and a self reflection piece. Equivalent 1650 words due end of semester (33%)
Combined Science component assessment:
-
Practice-based reflective task (for Teacher Candidates enrolled in one science Learning Area subject) (1,700 words) due mid semester (34%)
OR
-
Practice-based reflective task AND Project exploring pedagogical strategies (1,700 words) (for Teacher Candidates enrolled in two science Learning Area subjects. TCs complete one task for each subject) due mid semester and end of semester (34%)
Hurdle requirements:
- All assessments tasks must be satisfactorily completed to a minimum 50% mark on each task.
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- Semester 1
Principal coordinator Lisa Chiavaroli Mode of delivery On Campus (Parkville) Contact hours 36 Total time commitment 170 hours Teaching period 13 February 2017 to 28 May 2017 Last self-enrol date 24 February 2017 Census date 31 March 2017 Last date to withdraw without fail 5 May 2017 Assessment period ends 23 June 2017
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
VCAA, VCE Chemistry Study Design, VCAA, 2005 (extended to 2015)
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) Course Master of Teaching (Secondary)
Last updated: 10 February 2024