|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject will develop and consolidate teacher candidates’ understanding of major science concepts through an examination of children’s everyday experiences. This development in science conceptual understandings will occur through the dynamic exploration of phenomena such as weather, motion and food, and understandings of students’ motivations to learn science, and their curiosity about the natural world.
This development in science conceptual understandings will occur through the dynamic exploration of phenomena such as weather, plants, motion and food, and align with, and contribute to, with students’ interests and motivation to learn science. Candidates will develop pedagogical skills that support students to be curious about the natural world and create.
Teacher Candidates will be introduced to key resources for science teaching in the form of activities, artefacts and digital technologies that will help them to plan for teaching science and technology concepts effectively in the classroom. They need to demonstrate that they can respond to the learning needs, curiosity and interests of primary students and design a sequence of learning experiences.
Candidates will also be assisted to design, teach and evaluate a sequential unit of science that they have implemented. Candidates will become familiar with, and know how to utilise, the educational research that addresses science conceptual teaching challenges and appropriate pedagogical approaches that respond to the well - documented learning needs of primary aged students.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Demonstrate knowledge of the Science Learning area, and Technologies Design and Digital Learning Areas (Graduate Standards 2.1, 3.1, 3.2).
- Organise content selection demonstrating capacities for designing lesson sequences with multiple assessment points (Graduate Standards 2,2, 2.3, 3.6, 4.2, 4.4, 5.1, 5.2, 5.5).
- Demonstrate they understand how students learn, differentiating for diversity, equity and inclusivity (Graduate Standards 1.1, 1.2, 1.3, 1.5, 4.1).
- Implement teaching strategies for using ICT to expand curriculum-learning opportunities for students (Graduate Standards 2.6, 3.4, 4.5).
- Plan for and implement effective teaching and learning (Graduate Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians (Graduate Standard 2.4)
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers
The subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.