ED5973 - Science and Sustainability Education for Primary Teachers
| Credit points: | 03 |
| Year: | 2017 |
| Student Contribution Band: | Band 1 |
| Administered by: | College of Arts, Society & Education |
Limited to students enrolled in the Master of Teaching and Learning (Primary).
The primary goal of this subject is to foster pre-service teacher development towards the Graduate Teacher Australian Professional Standard requirements in the context of science and sustainability education. Upon completion of this subject, through the professional knowledge acquired and professional practice experiences provided, graduate student teachers will be able to approach the teaching of science and sustainability positively and with an accurate and thorough understanding of learning experiences that critically respond to community-based priorities and satisfy The Australian Curriculum: Science requirements at the primary level. The mastery of professional knowledge and demonstration of competent practices for the teaching of science through units of work will be the focus of the subject. This means graduate student teachers will be developing and demonstrating thorough understanding of the content and processes of science and sustainability (Content) and how to teach (Pedagogical Content Knowledge) these effectively, especially by demonstrating how to use evidence gathered from assessment and the scholarly literature to inform pedagogical decision making, especially through differentiated instruction. Collegial, collaborative and reflective practices to foster professional learning are encouraged, modelled and practiced in this subject, especially in the school-based experiences provided in this subject.
Learning Outcomes
- advanced and integrated understanding and application of the scholarship of science and sustainability education especially as applicable to the planning for and teaching of diverse learners;
- expert, specialised cognitive and technical skills which will enable teacher graduates to independently analyse critically, reflect on and synthesise data, concepts and theories and apply such to professional practice in the planning, teaching and evaluating of linked lessons and units for science and sustainability;
- demonstrate professional numeracy and literacy content mastery, the ability to apply strategies for teaching numeracy and literacy in a variety of curricular contexts, and evaluate the success of such application;
- advanced knowledge and skills which demonstrate autonomy, expert judgement, adaptability and responsibility as a practitioner in teacher professional practice and professional engagement in science and sustainability education;
- dispositions necessary to constructively engage in professional practice in science and sustainability curriculum, teaching and learning design as a problem solving exercise based on professional knowledge of students and the communities they represent for the achievement of outcomes deemed important and necessary for both;
- reflect on current skills, knowledge and attitudes to manage their professional learning needs and performance, autonomously and in collaboration with others.
Availabilities | |
| Townsville, Internal, Study Period 9 | |
| Census Date 05-Oct-2017 | |
| Non-standard start/end 18-Sep-2017 to 24-Nov-2017 | |
| Coordinator: | Dr Tanya Doyle |
| Contact hours: |
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| Assessment: | content, curricular and pedagogical knowledge (30%); pre teaching planning - a sequence of place-based lessons (35%); refection on teaching as a foundation for professional learning (35%). |
| External, Study Period 9 | |
| Census Date 05-Oct-2017 | |
| Non-standard start/end 18-Sep-2017 to 24-Nov-2017 | |
| Coordinator: | Dr Tanya Doyle |
| Contact hours: |
|
| Method of Delivery: | WWW - LearnJCU |
| Assessment: | end of semester exam (30%); quizzes or tests (20%); pre teaching planning - planning a sequence of place-based lessons (25%); reflection on teaching as a foundation for professional learning (25%). |
| Cairns, Internal, Study Period 9 | |
| Census Date 05-Oct-2017 | |
| Non-standard start/end 18-Sep-2017 to 24-Nov-2017 | |
| Coordinator: | Dr Tanya Doyle |
| Contact hours: |
|
| Assessment: | end of semester exam (30%); quizzes or tests (20%); pre teaching planning - planning a sequence of place-based lessons (25%); reflection on teaching as a foundation for professional learning (25%). |
Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.