Learning Area Environmental Science 3 (EDUC91162)

In this third learning area subject, Teacher Candidates will consolidate their understandings of the theory and practice of teaching, and the Clinical Teaching Model, with particular attention given to the critique of contemporary issues and debates on Environmental Science within Australia and beyond. Through this subject, Teacher Candidates are supported to become reflective teachers of Environmental Science with an understanding of relevant and appropriate sources of professional learning for teachers. Teacher Candidates are also supported to become critical, informed members of the school community who are able to reflect on school and education curriculum and policies, as well as the resources and infrastructure available for Environmental Science education.

The assessment tasks in this subject will support Teacher Candidates in strengthening their skills in identifying and adapting appropriate pedagogical practices to differentiate teaching and meet the specific needs of students of diverse backgrounds and abilities, including Aboriginal and Torres Strait Islander students, as well as critiquing and responding to key educational issues that impact on teaching and learning.

Intended learning outcomes

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

• Demonstrate strong Environmental Science 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 Environmental Science teaching strategies and resources, including ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.
• Critically reflect on key educational issues and theories that impact on teaching and learning in Environmental Science.
• Identify appropriate sources of professional learning support and plan professional learning needs.

Generic skills