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Semester 1 (Early-Start)
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This subject explores the rationale, resources, methodology and specific pedagogical approaches appropriate to teaching and assessing Year 7-10 Science. Teacher candidates will use, develop and critically evaluate resources for teaching secondary science within the contexts of the physical, chemical, biological, earth and space sciences. In particular, they will draw upon and elaborate science curricula including mandated science curriculum guides such as the Victorian Curriculum (2016). Teacher Candidates will analyse their own and other’s use of classroom demonstrations. Teaching skills in science investigation and inquiry and communication of science-related understandings will be developed. The literature of science education will be used to inform teaching practices and engage teacher candidates in debates about the nature and purpose of science and science education.
The Teacher Candidate is supported in their development of skills and pedagogies to enhance the learning experiences of Years 7-10 Science students through their participation in Science Learning Area workshops and completion of the required assignments. Assignment 1 involves the writing of a reflective essay relating to the way Years 7-10 students build up their understanding of Science. The assignment reflects the focus of the Science Learning Area workshops, which investigate teaching practices in Science to enhance student learning, and makes connections to the suggested readings. In Assignment 2, Teacher Candidates interpret the Victorian Curriculum by designing a unit of Year 7-10 Science.
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:
- Begin 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)
- Understand how to design lesson plans and learning sequences in Science, using knowledge of student learning, curriculum, assessment, reporting as well as effective teaching (Graduate Standards 2.2, 2.3, 3.2)
- Understand how to set learning goals (relevant to Science) 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 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, 3.4 and 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 Science (Graduate Standards 5.1 and 5.4).
Graduate Standards refer to the Graduate-level Australian Professional Standards for Teachers.
This 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
Last updated: 29 April 2020