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.
You must have successfully completed the following subject prior to enrolling in this subject
Study Period Commencement:
Not offered in 2013
|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
In addition to consolidating teacher candidates’ training for teaching junior science at secondary school, this subject prepares them to teach and assess students undertaking studies in (VCE) Environmental Science. Pedagogical methods and learning approaches appropriate to environmental science are covered. These include classroom instruction, practical laboratory work, field work, and Information and Communication Technology. While the subject focuses on pedagogy and content relevant to the VCE Environmental Science Study Design Units 1-4, the subject will also examine the place of environmental science in the year 7-10 general science component of AusVELS, the framework for implementing the Australian Curriculum in Victoria.
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 recognised and used as an essential component of contemporary science practice; as such it is used where appropriate to support conceptual understanding and to enhance student learning.
On completion of this subject, teacher candidates will be able to:
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.
NOTE: Teacher candidates doing one LA science subject will submit the inquiry project 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.
There is one hurdle requirement (a 5 minute in-class presentation). As scheduled throughout semester
|Prescribed Texts:|| |
• VCAA (2008) Victorian Essential Learning Standards (also available online)
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
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