Bachelor of Science/Master of Teaching (Secondary)

Apply a broad and coherent knowledge of the scientific disciplines of mathematics, physics, chemistry, biology and the environment within the chosen major area(s) of study to demonstrate a deep understanding of scientific facts, scientific practices and the edifice of science.

Apply technical knowledge and skills and use them in a range of activities, in a professional and/or academic setting within the major area(s) of study; this application of technical knowledge and skills being characterised by demonstrable in-depth knowledge of scientific methods and tools, and demonstrable proficiency in the utilisation of chosen major area(s) knowledge.

Use hypotheses, laws, facts and theories to investigate, test, analyse, and evaluate scientific data and demonstrate autonomy, well-developed judgement and responsibility to argue about characteristics and aspects of scientific theory in the advancement of science.

Contribute to critical, professional debates about education theory; local, national and global trends; curriculum; Indigenous and intercultural perspectives; and legal, professional and ethical codes and standards, and critique and apply these understandings to inform their own practice.

Communication

Demonstrate listening skills and the ability to use a range of communication skills to accommodate, encourage and answer audience questions. Articulate the boundaries or limits of scientific information, experimental or field data, discuss error, probability, uncertainty, conclusions and arguments.

Judge how well to present essential details of scientific procedures, key observations, results and conclusions in a professional manner using appropriate style, language and references including local, national, and international contributions or contexts.

Apply critical thinking, pedagogical knowledge and effective interpersonal, oral, written and multimodal communication skills to demonstrate empathy, foster learner agency, establish positive and inclusive learning-friendly environments, and build effective professional partnerships and trust with families/caregivers, teaching colleagues and other stakeholders.

Digital literacy

Use well-developed technical skills, judgement and responsibility to independently locate, analyse, evaluate the merits of, synthesise and disseminate scientific literature, information, data and results.

Act in accordance with the ethical and legal frameworks and policy that inform responsible and ethical practice in digital environments, and critically discuss, evaluate and employ a range of appropriate digital literacies, resources and technologies for professional/community/learner engagement and agency.

Critical thinking

Locate and evaluate scientific information from multiple sources and use scientific methods and frameworks to structure and plan observations, experimentation or fieldwork investigations.

Use critical and analytical thinking and judgement to analyse, synthesise and generate an integrated knowledge, formulate hypotheses and test them against evidence-based scientific concepts and principles.

Contribute to critical and professional debates about education trends, theory, policy and research and use these understandings to critically reflect on and evaluate own teaching practices and diverse learning data sets to make informed evidence-based judgements for enhancements and innovations to improve learner agency and outcomes.

Problem solving

Use initiative and creativity in planning, identifying and using multiple approaches to recognise, clarify, construct and solve problems taking into account relevant contextual factors.

Advocate scientific methodologies, hypotheses, laws, facts and principles to create solutions to authentic real world problems.

Collaboratively and independently use evidence and research to identify, prioritise and creatively respond to problems that arise in professional learning and practice.

Self-management

Take personal, professional and social responsibility within changing professional science contexts to develop autonomy as learners and evaluate own performance.

Work autonomously, responsibly and safely to solve unstructured problems and actively apply knowledge of regulatory frameworks and scientific methodologies to make informed choices.

Engage autonomously and responsibly with critical self-reflection, self-assessment and feedback from others, to inform their own learning, plan for professional development and to balance academic demands with self-care /self-management.

Teamwork

Work independently and collaboratively as a team to contribute towards achieving team goals and thereby demonstrate interpersonal skills including the ability to brainstorm, negotiate, resolve conflicts, managing difficult and awkward conversations, provide constructive feedback and work in diverse professional, social and cultural contexts.

Actively and collaboratively participate in, and/or lead learning communities, involving learners, families, community members, colleagues and the broader profession to deepen understandings of education and to optimise learning and learner well-being.

Global citizenship

Apply scientific knowledge and skills with a high level of autonomy, judgement, responsibility and accountability in collaboration with others to articulate the place and importance of science in the local and global community.

Engage in research, and with the legal and ethical obligations of the teaching profession, to develop informed positions on and approaches to educational transformation as applied to learner agency and citizenship; Indigenous and intercultural issues; global education trends and issues; and, social justice and sustainability.