Learning Area Chemistry 2 (EDUC91126)

This subject builds upon the theory and practice of teaching established in Learning Area Chemistry 1 by further developing Teacher Candidates’ repertoire of subject specific practices and teaching resources and deepen their understanding of curriculum, pedagogy and assessment of VCE Chemistry, and the Clinical Teaching Model.

Teacher Candidates will build on their knowledge of planning, structuring and sequencing learning programs, and are supported to identify and use teaching and classroom communication strategies designed to improve learning outcomes. Teacher Candidates will be supported to reflect on, evaluate and improve their teaching programs. This includes developing an understanding of differentiation as a tool to cater for diverse learners and to promote student engagement and participation. Teacher Candidates will also build their capacity to assess and provide feedback on student learning using a variety of tools.

The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of the roles of assessment in teaching and learning, along with the integration of curriculum, assessment and reporting knowledge into the development of teaching and learning sequences.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

• Design achievable Chemistry lesson and unit plans, integrating knowledge of student learning, curriculum, assessment, and reporting.
• Demonstrate strong Chemistry subject and pedagogical content knowledge including differentiation of teaching and content selection and organisation, to meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students.
• Select and integrate Chemistry strategies and resources, including literacy and numeracy understandings, and the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.
• Identify and evaluate assessment and diagnostic strategies in Chemistry, including moderation, to assess, support and provide evidence of learning for students across the full range of abilities.

Generic skills