Pre-requisites

(a) Sub-major study in one of Biology, Chemistry, Earth Science (Geology), Environmental Science, Physics together with a Part in another of these areas of study
(b) Sub-major in General Science as per VIT Specialist Area Guidelines

ED920.506 Developmental Learning and Pedagogy
ED921.506 Ecology and Management of Learning Environments

Co-requisites

ED923.506 Information Communications Technology and Design
ED924.506 Learners, Educators and Social Contexts

Learning Outcomes

On successful completion of this unit, the student will be able to:

• Apply expert understanding of how students learn Science, curriculum, assessment, reporting, a range of teaching strategies, including differentiated, to design learning sequences and lesson plans incorporating a range of effective teaching strategies that are responsive to the learning strengths and needs of students across the full range of abilities from diverse linguistic, cultural, religious and socioeconomic backgrounds.

• Apply advanced knowledge to critically analyse the various theoretical frameworks that drive and shape the teaching of Science, including from a Christian perspective.

• Use advanced knowledge of the discipline and understanding of research into how students learn to critically analyse state and national curriculum to select and organise content into an effective learning and teaching sequence, providing scope in the junior and middle years of secondary schooling to meet the specific learning needs of students across the full range of abilities, including literacy and numeracy, for the development of Science appreciation and skills.

• Create and evaluate a variety of assessment strategies to meet the full range of diverse student needs and development in Science, undertake assessment of example tasks and apply assessment moderation procedures.

• Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of Science Years 7-10, including the organisation of classroom activities and provision of clear directions.

• Demonstrate knowledge of a range of resources, including ICT, and apply creativity and initiative in incorporating them into the planning and teaching of Science Years 7-10 appropriate to the learning and teaching context to engage students in their learning.

• Critically apply reflexive practice to their own learning process and ongoing development as a teacher including their understanding of the Christian faith in the context of Christian worldview, Scriptures and broader vocation.

• Develop learning goals that provide achievable challenges for students of varying abilities and characteristics.

Unit Description

This unit covers the Science learning area of State and National Curriculum Yrs. 7-10. Students engage with current knowledge and understanding about the various strategies and features for developing effective teaching and assessments to engage a diverse range of students in Science. Students will incorporate appropriate use of ICT for scientific processes and to enhance learning in the discipline. Students will develop a critical understanding from a Christian perspective of the various frameworks that have driven the teaching of Science. Students will also engage in providing grading and feedback of various assessment tasks in line with proficient teaching and research so to maximise effectiveness and quality of learning in Science.

Topics

• The Curriculum, its Frameworks and a Christian Perspective
• Students Learning the Curriculum
• Integrating Resources including ICT with the Curriculum
• Techniques and Strategies
• Feedback and Assessment
• Data and Differentiation for Improvement
• Research on Teacher Effectiveness

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Unit offerings

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.