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Science, Tech (Digital & Design) (EC&P) (EDUC91001)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
Summer Term
Overview
Availability | Summer Term |
---|---|
Fees | Look up fees |
This subject will develop and consolidate Early Childhood and Primary 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.
This development in science conceptual understandings will occur through the dynamic exploration of phenomena such as weather, plants, motion and food, and align with, and contribute to, with students’ interests and motivation to learn science. Candidates will develop pedagogical skills that support students to be curious about the natural world and create.
Teacher Candidates will be introduced to key resources for science teaching in the form of activities, artefacts and digital technologies that will help them to plan for teaching science and technology concepts effectively in the classroom. They need to demonstrate that they can respond to the learning needs, curiosity and interests of primary students and design a sequence of learning experiences.
Candidates will also be assisted to design, teach and evaluate a sequential unit of science that they have implemented. Candidates will 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.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
(Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers)
- 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)
Generic 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: 10 February 2024
Eligibility and requirements
Prerequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90892 | Clinical Teaching Practice (EC) 1 | Not available in 2024 |
12.5 |
Corequisites
None
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90376 | Science, Technology (Digital and Design) | Summer Term (On Campus - Parkville) |
12.5 |
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Inquiry project
| First half of the teaching period | 40% |
Analytic report
| Second half of the teaching period | 60% |
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops. | Throughout the semester | N/A |
Last updated: 10 February 2024
Dates & times
- Summer Term
Principal coordinator John Hughes Mode of delivery On Campus (Parkville) Contact hours 36 hours (15 hours of on-campus classes and 21 hours of asynchronous online activities) Total time commitment 170 hours Teaching period 22 January 2024 to 23 February 2024 Last self-enrol date 29 January 2024 Census date 2 February 2024 Last date to withdraw without fail 16 February 2024 Assessment period ends 8 March 2024 Summer Term contact information
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood and Primary)
Last updated: 10 February 2024