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:
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.
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|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
This subject explores the rationale, resources, methodology and specific techniques appropriate to teaching, learning and assessing Biology, drawing from the current VCAA Biology Study Design (particularly Units 1 and 3) and the Australian Curriculum and Assessment Authority (ACARA). Teaching skills in biological investigation and inquiry, application of biological understandings and communication of biological information and understandings will be developed. In Unit 1 the emphasis is on cell microstructures and functions and systems in functioning organisms and taxonomical research. In Unit 3 the emphasis is on molecular and biochemical processes and medical technologies: investigating DNA structure and proteomics and its application in medicine, cell communication, immunology and bioinformatics. This will be addressed with particular emphasis on the use of ICT to demonstrate and understand structures.
Many elements of numeracy are evident in Biology, particularly with regard to Inquiry Skills. These include practical measurement and the collection, representation and interpretation of data from investigations.
A commitment to numeracy development is an essential component of Biology. This will be addressed by developing strategies which enable teachers to:
A combined science component, shared with the other science methods, has a focus on the design and management of the general science curriculum and teaching in years 7-10. Teacher candidates will explore pedagogical strategies to engage science learners in the middle years of secondary school. This is taught through practice with pupils in small groups in school classrooms, and through workshops and excursions delivered by Science education experts. Teacher candidates will be introduced to the use of research on student’s naïve conceptions in various science topics, principles of constructivist teaching, socially situated and peer-based learning, lesson planning, laboratory and classroom management and laboratory safety.
Contemporary ICT practice will be incorporated where appropriate in the development of knowledge, skills and abilities to use ICT to support students learning and professional practice.
On completion of this subject, teacher candidates will be able to:
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
There are 3 assessment tasks for this subject.
NOTE: Teacher candidates doing one LA science subject will submit the practice-based reflective task while those doing 2 LA science subjects will submit both assessment tasks listed in dot point 3, completing one for each of their LA science subjects.
• VCAA( 2006) VCE Biology Study Design (also available online)
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of the course, teacher candidates will have the knowledge, skills and understanding to enable them to:
|Links to further information:||www.education.unimelb.edu.au|
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
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