| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Senior Science Curriculum 1 |
| Unit ID: | EDMAS6018 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to introduce pre-service teachers to the philosophy and structure of the Victorian Certificate of Education and the requirements of teaching classes in Units 1, 2, 3, and 4 of the VCE. Pre-service teachers will relate their work to Physics, Chemistry, Biology or Environmental Science. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | |  | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Articulate a sound knowledge of the VCE Study Designs in Biology, Chemistry, Physics or Environmental Science particularly in Units I and 3. |
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| K2. | Display a solid knowledge of the appropriate biological, chemical, physical or earth & space sciences, the relationship to educational contexts, and how they interact in effective teaching. |
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| K3. | Understand the rationale, methodology and teaching strategies relevant to VCE Biology, Chemistry, Physics or Environmental Science and how these subjects relate to the teaching of Science. |
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| K4. | Examine resources relevant to the teaching of Biology, Chemistry, Physics or Environmental Science at VCE level. |
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| K5. | Identify the links between effective planning, teaching, and assessment areas. |
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| Skills: |
| S1. | Devise valid methods for assessment in VCE Units 1 and 3 in line with VCE guidelines for Biology, Chemistry, Physics or Environmental Science. |
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| S2. | Trial and evaluate teaching approaches for Biology, Chemistry, Physics or Environmental Science, using theoretical frameworks and practical ability to produce effective learning for a wide range of students. |
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| S3. | Select and use a variety of technologies in the classroom in order to assist learning. |
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| S4. | Communicate effectively and articulate and justify decisions related to practice. |
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| Application of knowledge and skills: |
| A1. | Create and deliver a series of VCE Unit 1 lessons in senior science. |
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| A2. | Create a curriculum plan related to VCE Unit 3 in senior science. |
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| Unit Content: |
• The Victorian Certificate of Education: the structure, role of VCAA and assessment approaches where formative assessment is used to inform the summative assessment.
• The specific structure and content in VCE Units 1, 2, 3 and 4 in Biology, Chemistry, Physics or Environmental Science with a focus on Units 1 and 3, and the organisation of this into an effective learning and teaching sequence.
• Discussion of methodology and teaching strategies to engage students in VCE Biology, Chemistry, Physics or Environmental Science with particular focus on clear directions for laboratory work, incorporation of ICT, demonstrations, safety in all areas, activity based learning and classroom management.
• Evaluation and assessment issues at VCE level, issues at the school level for Unit 1 and school assessed coursework introduction at Unit 3.
• Preparing students with a range of abilities for examinations (VCAA) in Biology, Chemistry, Physics, and Environmental Science. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, S1, S2, S3, S4, A1; ATSL: 2.1, 2.2, 2.3, 2.5, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2, 5.1 | Plan, teach and provide a rationale for a series of lessons, incorporating a range of teaching strategies, and related to key knowledge from an Area of Study in VCE Unit 1 in Biology, Chemistry, Physics or Environmental Science. | Teaching performance and planning | 40% - 60% | | 2. | K1, K2, K3, K4, K5, S1, S2, S3, S4, A2; ATSL: 2.1, 2.2, 2.3, 2.5, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2, 5.1 | Design and justify a curriculum plan including a formative and summative assessment map for an Area of Study in VCE Unit 3 in Biology, Chemistry, Physics or Environmental Science. | Curriculum and Assessment Design | 40-60 % |
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