Note: This is an archived Handbook entry from 2013.
|Dates & Locations:|| |
This subject is not offered in 2013.
|Time Commitment:||Contact Hours: 36 hours. |
Total Time Commitment:
125 hours total commitment. 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.
|Recommended Background Knowledge:|| |
|Non Allowed Subjects:|| |
|Core Participation Requirements:||
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
Education Student Centre
234 Queensberry Street
Phone: +61 3 8344 8285
The focus of this subject is how to develop children’s awareness of science and mathematics concepts in the world around them. Topics are centred on children’s everyday lives and the natural world, and draw on research on children’s learning. This subject refines student’s content knowledge in science and mathematics, and introduces pedagogical knowledge for these two domains.
Topics in the science domain include living things and their diversity and properties of water, air, magnetism, light and sound. There will be a strong focus on sustainability and the environment and this strand will be integrated throughout the program. Toys and objects familiar to young children will be used to introduce appropriate aspects of technology. Topics for the mathematics domain will focus on the mathematics encountered by young children prior to school. In particular, they will focus on: the development of number concepts including counting; the early ideas of measurement attributes, space and location; and the development of mathematical language appropriate for young children.
Teacher candidates will design, implement, review and refine sequences of experiences for mathematics and science.
On completion of this subject teacher candidates will be able to:
There will be 3 assessment tasks:
• A written assessment of science learning experiences (25%)
Clements, D. & Sarama, J (2009). Learning and teaching early math: The math trajectories approach. New York: Routledge
Collection of readings.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Early Childhood) |
Master of Teaching (Early Years)
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