Learning Area Chemistry 2

This subject is not offered in 2013.

125 hours. Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

You must have successfully completed the following subject/s prior to enrolling in this subject

None

None

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For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

This subject explores the rationale, methodology and teaching techniques relevant to the teaching of VCE Chemistry, with a special emphasis on Units 2 and 4 of the VCE study. Some of the general teaching techniques of Chemistry are also emphasized in junior science, including laboratory work, demonstrations and safety in the use of chemicals and equipment, In this subject, we focus on quantitative Chemistry, the various types of chemical calculations, definitional problems, chemical equation-writing and actual measured quantities in practical activities. Another detailed focus will be on assessment in Chemistry, both as prescribed by VCAA, and informal and alternate assessment opportunities.

In combined science, shared with the other science methods, teacher candidates will explore pedagogical strategies to engage science learners in the middle years of secondary school.

ICT is treated as an integral part of contemporary science teaching practice, where appropriate it is used to support and enhance conceptual understanding and teaching practice.

On completion of this subject, teacher candidates will be able to:

• Show theoretical frameworks and practical ability to produce effective learning for a wide range of school students, including in junior science;
• Display a solid knowledge of Chemistry, and educational contexts and how they interact in effective pedagogy;
• Understand the links between effective planning teaching and evaluation in Chemistry;
• Use a variety of technologies in the classroom to assist learning in Chemistry classes;
• Apply chemical understandings to familiar and new contexts;
• Analyse issues and implications relating to scientific and technological developments and analyse and evaluate the reliability of information and opinions presented in the public domain;
• Demonstrate the knowledge, skills and abilities to use ICT to support student learning and professional practice.

The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:

2.1 Content and teaching strategies of the teaching area

3.3 Use teaching strategies

3.4 Select and use resources

3.5 Use effective classroom communication

4.1 Support student participation

4.4 Maintain student safety

5.1 Assess student learning

There are 3 assessment tasks for this subject.

• Chemistry demonstration (1350 words), due mid semester, 33 per cent
• Chemistry teaching program (1350 words, due late semester, 34 per cent
• EITHER Focus on Enquiry, equivalent of 1300 words (due mid semester) OR Focus on Assessment in the science classroom (due end of semester) equivalent of 1300 words, due mid semester / due end of semester, 33 per cent

NOTE: Teacher candidates who are not enrolled in any other Learning Area science subjects will complete the Focus on Enquiry assignment. Candidates who are enrolled in more than one Learning Area science subjects will submit both assessment tasks listed in dot point 3, completing one in each of their Learning Area science subjects

• VCAA, VCE Chemistry Study Design, VCAA, 2005 (extended till 2015)

This subject is not available as a breadth subject.

On completion of the course, teacher candidates will have the knowledge, skills and understanding to enable them to:

• Understand Secondary education as part of a spectrum of learning and development, linked to primary schooling and to post-schooling outcomes of further study and/or employment.
• Develop in-depth knowledge of the complexity and diversity of primary students’ learning and development.
• Be expert in the disciplines they teach and committed to continual updating of their discipline knowledge.
• Be able to intelligently and creatively plan, implement and critique mandated curriculum.
• Be able to use data to identify and address the learning needs and capacities of individual students.
• Be able to intentionally draw on a range of teaching practices to extend individual student’s learning and development.
• Shape and deliver responsive and inclusive curricula.
• Be a self-reflective teacher who can work constructively and innovatively through relationships with parents, colleagues and the community across a range of contexts.