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Pleaserefer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Semester 1 (Early-Start)
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This subject will focus on developing Teacher Candidates’ subject and pedagogical content knowledge to create productive learning environments that empower learners to set meaningful scientific literacy goals. Teacher Candidates will be introduced to critical research and scholarship in the field, and will use this in designing lesson plans and sequences. Further, Teacher Candidates will be introduced to different approaches to assessment in Chemistry, and explores ways in which formative and summative assessment and feedback can inform learning and teaching in this subject area.
Chemistry 1 will support Teacher Candidates to interpret, design and implement relevant curriculum and pedagogy, integrating practices that promote participation and inclusion to meet the needs of diverse learners. These areas will be explored with two simultaneous imperatives in mind: the need to teach VCE Chemistry and Victorian Curriculum: Chemical Sciences integrating safe practical activities for diverse learners.
Teacher Candidates will analyse and articulate the literacy and numeracy demands made by the Chemistry subjects as well as identify and apply literacy and numeracy strategies to empower student learning within this discipline.
Intended learning outcomes
On completion of this subject, teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Begin to critically reflect on research into how students learn and understand the concepts, substance, structure and implications for effective teaching practice, in Chemistry including the creation of effective learning environments (Graduate Standards 1.2, 2.1, 4.4)
- Understand how to design lesson plans and learning sequences in Chemistry using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching resources (Graduate Standards 2.2, 2.3, 3.2)
- Understand how to set learning goals (relevant to Chemistry) that provide achievable challenges for students of varying abilities and characteristics (Graduate Standard 3.1)
- Show an understanding of how to select appropriate strategies to differentiate teaching in Chemistry 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, 4.4)
- Show an understanding of how to evaluate teaching programs to improve learning and to determine the effectiveness of strategies and resources (Graduate Standard 3.6)
- Identify assessment strategies including formal and informal diagnostic, formative and summative approaches to assess and to support students’ learning in Chemistry (Graduate Standards 5.1, 5.4).
On completion of the course, teacher candidates will have the knowledge, skills and understanding to enable them to:
- Understand Secondary education as part of a spectrum of learning and development, linked to primary schooling and to post-schooling outcomes of further study and/or employment.
- Develop in-depth knowledge of the complexity and diversity of primary students’ learning and development.
- Be expert in the disciplines they teach and committed to continual updating of their discipline knowledge.
- Be able to intelligently and creatively plan, implement and critique mandated curriculum.
- Be able to use data to identify and address the learning needs and capacities of individual students.
- Be able to intentionally draw on a range of teaching practices to extend individual student’s learning and development.
- Shape and deliver responsive and inclusive curricula.
- Be a self-reflective teacher who can work constructively and innovatively through relationships with parents, colleagues and the community across a range of contexts.
Last updated: 9 October 2020