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Learning Area Physics 1 (EDUC90469)
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
February
Overview
Availability | February |
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This subject prepares Teacher Candidates for the teaching of secondary school physics. Pedagogical methods and approaches appropriate to physics are covered. These include classroom instruction and student discussion, practical laboratory work and the use of Information and Communication Technology. The subject prepares Teacher Candidates to teach and assess VCE students’ understanding as outlined in the Victorian Certificate of Education (VCE) Physics Study Design, particularly Units 1 and 3. In addition, students will be introduced to physics as outlined in the year 7-10 general science component of the Victorian Curriculum and specific areas of the VCE course.
The first assignment involves preparing a student led practical investigation (as required in Unit 4 of VCE Physics). This involves identifying learning goals and selecting suitable tasks for the diverse learning needs of students, modes of assessment and ensuring safety issues are met.
The second assessment task in Physics involves preparing and delivering either a practical class or a demonstration, and an evaluation and reflection of how the activity addresses diverse learning needs.
ICT is treated as an integral part of contemporary science teaching practice. It is used to support and enhance conceptual understanding and teaching practice, including use of interactive simulations and data logging which are essential to physics teaching.
Literacy (writing up of practical reports) and numeracy (numerical problems solving and calculations in practical work) are integral to the course.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, including the creation of effective learning environments in Physics (Graduate Standards 1.2, 2.1, 4.4)
- Understand how to design lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective and specific resources to support teaching and learning of Physics and Science (Graduate Standards 2.2, 2.3, 3.2)
- Understand how to set learning goals that provide achievable challenges for students of varying abilities and characteristics (Graduate Standards 3.1)
- Select appropriate strategies and identify pedagogies to differentiate teaching 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 and 4.4)
- Evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standards 3.6)
- Identify and plan for assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning of physics and Science. (Graduate Standards 5.1, 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
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
- Topic plan for an extended practical investigation (2500 words) due mid-semester (50%)
- Written reflection of Physics practical or demonstration (2500 words) due end of semester (50%)
Hurdle Requirement
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Merryn Dawborn-Gundlach Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 5 February 2018 to 30 May 2018 Last self-enrol date 28 February 2018 Census date 9 March 2018 Last date to withdraw without fail 4 May 2018 Assessment period ends 15 June 2018 February contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- 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