|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject will further consolidate teacher candidates’ training for teaching Year 7–10 Science. Pedagogical methods and learning approaches appropriate to science are covered including; classroom instruction, practical work and field work. Teacher Candidates will also examine 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 Victorian Curriculum through the planning, development and presentation of a unit of science, suitable to support learning for a mixed ability classroom (Assignment 1). In Assignment 2, Teacher Candidates will explore the use of multi-modal activity-based experiences and activities and reflect on their suitability in a Year 7-10 Science classroom.
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.
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.
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.