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Learning Area Biology 1 (EDUC90429)
Graduate courseworkPoints: 12.5On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1 (Early-Start)
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
Availability | Semester 1 (Early-Start) |
---|---|
Fees | Look up fees |
This subject explores the rationale, resources, methodology and specific techniques (Pedagogy) appropriate to teaching, learning and assessing Biology, drawing from the current VCAA Biology Study Design (particularly Units 1 and 3) and the Australian Curriculum and Assessment Authority (ACARA). Teaching skills in biological investigation and inquiry, application of biological understandings and communication of biological information and understandings will be developed. Supporting students in the wider skills of experimentation and inquiry processes will also be embedded. This will be addressed with particular emphasis on the use of digital technologies to demonstrate and understand structures.
As a novice in this space, the Teacher candidate is supported to develop lesson plans and unit plans appropriate to scaffold activity based learning experiences from year 7-10 through the Combined Science Lecture Program and VCE Biology workshops (Biology Learning Area). Assignment 1 for Biology involves building upon the planning started in workshops to navigate and interpret the VCAA study design and assessment guides to plan for teaching, learning and assessment in a differentiated VCE classroom. In Assignment 2 Teacher candidates use first hand data collected on placement to reflect on biology teaching practices in VCE classrooms today and make connections to the readings and workshops over the semester.
Many elements of digital literacy and numeracy are evident in Biology, 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:
Graduate Standards refer to the Graduate- level Australian Professional Standards for Teachers.
- Critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice of biology, including the creation of effective learning environments and specific resources to support learning and teaching (Graduate Standards 1.2, 2.1 & 4.4)
- Commence understanding of how to design lesson plans and learning sequences, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources for teaching and learning in Biology and Science Graduate Standards 2.2, 2.3, 3.2).
- Understand how to select and 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 in science classroom settings, including digital technologies, literacy, numeracy and 21st Century skills in order to engage and empower students in their learning (Graduate Standards 1.5, 2.5, 2.6, 3.3, 3.4, 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 biology and science (Graduate Standards 5.1, 5.2, 5.4).
Generic skills
This subject 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
Full time teacher candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90908 | Clinical Teaching Practice (Sec) 1 |
February (On Campus - Parkville)
Semester 2 (Extended) (On Campus - Parkville)
|
12.5 |
Extended plan teacher candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91010 | Clinical Teaching Practice (Sec) 1 Ext | Year Long (On Campus - Parkville) |
12.5 |
OR
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91011 | Clinical Teaching Practice (Sec) 2 Ext | Not available in 2024 |
12.5 |
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
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
---|---|---|
Teaching resource for Biology
| Mid semester | 50% |
Written report on planning and teaching of Biology
| End of semester | 50% |
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Semester 1 (Early-Start)
Principal coordinator Emma Stevenson Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 3 February 2020 to 7 June 2020 Last self-enrol date 14 February 2020 Census date 30 April 2020 Last date to withdraw without fail 5 June 2020 Assessment period ends 3 July 2020 Semester 1 (Early-Start) contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
VCAA (2016) VCE Biology Study Design (also available online) Australian Curriculum, Assessment and Reporting Authority (ACARA) website. http://www.vcaa.vic.edu.au/Pages/vce/studies/biology/biologyindex.aspx
And a collection of research readings relevant to teaching and learning in Biology and Science
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) - Links to additional information
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024