ECE380 - Inquiry Into Science Curriculum
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | 2024: Trimester 2: Burwood (Melbourne), Online, Community Based Delivery (CBD)* Trimester 3: Burwood (Melbourne), Online, Community Based Delivery (CBD)* From 2025: Trimester 2: Burwood (Melbourne), Online, Community Based Delivery (CBD)* |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Cohort rule: | This unit is only available to students enrolled in E330, E333, E334 |
| Prerequisite: | Students enrolled in E333 and E334 must have completed ECE220. |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Study commitment | Students will on average spend 150-hours over the trimester undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
| Scheduled learning activities - campus | 1 x 3-hour seminar per non-placement teaching weeks |
| Scheduled learning activities - online | 1 x 1.5-hour online seminar per non-placement teaching weeks |
| Note: | *Community Based Delivery (CBD) is for National Indigenous Knowledges, Education, Research and Innovation NIKERI Institute students only. |
Content
Students will deeply explore the relationship between curriculum, policy and professional teacher standards in early childhood and primary school contexts. In their exploration of the science curriculum, students will examine the historical, political and regulatory influences on science content and teaching approaches.
An inquiry will be undertaken as part of this unit into science curriculum and teaching pedagogies to develop a sequence of lesson plans that could be delivered in a kindergarten or primary school classroom. Students will plan for their inquiry based on their own professional learning into science curriculum and teaching practices. They will evaluate the effectiveness of the structuring of learning experiences, teaching strategies, using ICT, resources and communication to fulfil and expand children’s learning outcomes in science, also reflecting on their own professional learning goals.
Students will practice the planning and implementation of the science experiences in an available setting. They will assess and critique the implementation of the inquiry cycle to set learning goals for a range of children with varying abilities and characteristics. Students will respond to learnings through revised planning and evaluation of learning experiences. Throughout these tasks, students will critically analyse and reflect on their professional practice and teaching identity.
Unit Fee Information
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