Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 |
Total Time Commitment:
Study Period Commencement:
|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 Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorMrs Merryn Dawborn-Gundlach
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 science education, digital technologies and creative approaches to support 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:
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 three assessment tasks:
NOTE: Teacher candidates doing one LA science subject will submit the inquiry project while those doing two LA science subjects will submit both assessment tasks listed in dot point
Hurdle tasks: Satisfactory participation in fortnightly online activities throughout semester.
This subject has a minimum hurdle requirement of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
• 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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