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Semester 1 (Early-Start)
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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 refer 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.
Last updated: 29 April 2020