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Learning Area Science 2 (EDUC90474)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

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July
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In addition to consolidating Teacher Candidates’ training for teaching Year 7–10 Science, this subject prepares them to teach and assess students undertaking studies in VCE Environmental Science. Pedagogical methods and learning approaches appropriate to environmental science are covered including; classroom instruction, practical work and field work.

While the subject focuses on pedagogy and content relevant to the VCE Environmental Science Study Design (Units 1-4), the subject will also examine the place of environmental science in science education, digital technologies and creative approaches to implement the Year 7-10 Science component of the Victorian Curriculum.

Teacher candidates will demonstrate their understanding and implementation of the VCE Environmental Science Study Design through the planning, development and presentation of a unit of Environmental Science, suitable to support learning for a mixed ability VCE classroom (Assignment 1). In Assignment 2, Teacher Candidates will explore the use of multi-modal activity-based experiences and higher order thinking activities and reflect on their suitability in a Year 7-10 Science classroom. These tasks support the development of 21 st century skills to support future learners. In addition, Assignment 3, which stems from the Combined Science component, will challenge the Teacher Candidate to adapt and explore a range of pedagogies appropriate to the Years 7-10 Science curriculum.

ICT is recognised and used as an essential component of contemporary science practice and will be embedded in the Science Learning Area subject to support conceptual understanding and enhance student learning.

Many elements of ICT literacy and numeracy are evident in the Year 7-10 Science curriculum, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.

The component of this subject (and for the other science methods) is Combined Science. This component supports Teacher Candidates to further explore pedagogical strategies to engage science learners in Levels 7-10 through workshops and excursions.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

  • Show a developed capacity to critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice in Science, including the creation of effective learning environments (Graduate Standards 1.2, 2.1 and 4.4)
  • Show a developed capacity to design units of work that sequence teaching and learning using knowledge of curriculum, assessment and reporting and effective pedagogies and resources (Graduate Standards 2.2, 2.3, 3.2 and 5.1).
  • Consistently set learning goals (relevant to Science) that provide achievable challenges for students of varying abilities and characteristics (Graduate Standard 3.1).
  • Consistently select appropriate strategies to differentiate teaching in Science 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 and 3.4).
  • Evaluate teaching programs relevant to Science in order to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.3, 3.4, 3.6 and 5.1).
  • Use assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in Science (Graduate Standards 5.1 and 5.4).

Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.

Generic skills

MTeach graduates will develop the following set of key transferable skills:

  • Clinical reasoning and thinking;
  • Problem solving;
  • Evidence based decision making;
  • Creating and innovating;
  • Working in teams communicating and collaborating with other professionals;
  • Learning to learn and metacognition;
  • Being responsive to a changing knowledge base;
  • Reflecting and continually making improvements;
  • Linking theory and practice;
  • Inquiring and researching;

Becoming a citizen and taking personal and social responsibility.

Last updated: 10 February 2024