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February - Dual-Delivery
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This subject will develop and consolidate Teacher Candidates’ understanding of major science concepts through an examination of children’s everyday experiences. This development in science conceptual understandings will occur through the dynamic exploration of phenomena such as weather, motion and food, and understandings of students’ motivations to learn science, and their curiosity about the natural world.
Teacher Candidates will develop knowledge of the primary science curriculum (F-7) and be introduced to key resources for science teaching in the form of activities, artefacts and digital and design technologies that will help them:
- plan for teaching science and technology concepts effectively in the classroom and
- respond to the learning needs, curiosity and interests of primary students and
- design a sequence of learning experiences
Teacher Candidates will also be assisted to use curriculum, assessment and reporting knowledge to design and test, and then evaluate and refine a sequential, balanced teaching unit in a particular science topic area for primary students. Teacher Candidates will be assisted to become familiar with, and know how to utilise, the educational research that addresses science conceptual teaching challenges and appropriate pedagogical approaches that respond to the well - documented learning needs of primary aged students. Working with experts, and peers, the Teacher Candidates will collegiately design, ready for implementation, a large well-resourced unit.
Intended learning outcomes
At the conclusion of this subject teacher candidates should be able to:
- Demonstrate knowledge of the Science Learning area, and Technologies Design and Digital Learning Areas (Graduate Standards 2.1, 3.1, 3.2)
- Organise content selection demonstrating capacities for designing lesson sequences with multiple assessment points. (Graduate Standards 2,2, 2.3, 3.6, 4.2, 4.4, 5.1, 5.2, 5.5)
- Demonstrate they understand how students learn, differentiating for diversity, equity and inclusivity (Graduate Standards 1.1,1.2, 1.3, 1.5, 4.1)
- Implement teaching strategies for using ICT to expand curriculum-learning opportunities for students (Graduate Standards 2.6, 3.4, 4.5)
- Plan for and implement effective teaching and learning (Graduate Standards 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians (Graduate Standard 2.4) 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
- 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: 12 November 2022