Course Title: Becoming a Teacher of Science

Part A: Course Overview

Course Title: Becoming a Teacher of Science

Credit Points: 12.00


Course Code




Learning Mode

Teaching Period(s)


Bundoora Campus


360H Education


Sem 2 2017,
Sem 2 2018,
Sem 2 2019,
Sem 2 2021,
Sem 2 2022,
Sem 2 2023,
Sem 1 2024


Brunswick Campus


360H Education


Sem 2 2017,
Sem 2 2018,
Sem 2 2019

Course Coordinator: Melanie Nash

Course Coordinator Phone: +61 3 9925 6656

Course Coordinator Email:

Course Coordinator Location: 220.04.08

Pre-requisite Courses and Assumed Knowledge and Capabilities


Course Description

This course is designed to develop your knowledge, skills and confidence as a future teacher of science. You will be introduced to some of the ‘big ideas’ in science and learn how these provide the conceptual framework that anchor a meaningful and coherent curriculum. This conceptual knowledge also provides a context from which to improve your science inquiry skills and understandings of science as a human endeavour, including valuing Indigenous knowledges and the importance of relationships, through a range of hands-on learning experiences.   

Your learning in this course is both collaborative and participatory and you will engage in inquiry-based, learner-centred, and design-thinking pedagogies as you develop your expertise in the field. As both a learner and a teacher you will gain the skills to teach how science can be taught in ways that engage and motivate children across the early years and primary school contexts. 


Objectives/Learning Outcomes/Capability Development

In this course, you will develop the following BP320P24 program learning outcomes:  

PLO2: Enhance student learning and wellbeing by adopting practices that support sustainable futures and principles of inclusion. 

PLO3: Support students to develop the skills needed to become collaborative, problem-solving, creative learners with agency, and innovative and engaged members of society. 

PLO6: Apply initiative, judgement, creativity, critical thinking and problem-solving skills, which may include the use of new technologies and teaching tools, to enhance your practice and to provide growth opportunities for children and young people. 

Course Learning Outcomes 

Upon successful completion of this course, you will be able to:  

    Graduate APST/ 
1.  Demonstrate knowledge of the Australian/Victorian science curricula and the General Capabilities and Cross Curricula Priorities as they apply to the Learning Area of Science.  1.4, 2.1, 2.3, 2.4 
2.  Select and evaluate science and technology resources for use in the primary and early years of schooling.  2.2, 2.5, 3.4,  
3.  Employ theoretical rationale and pedagogical approaches to support inquiry-based, learner centred and design thinking pedagogies in science.   1.2, 1.5, 3.3 
4.  Examine use of Indigenous knowledges and approaches to science education.  1.4, 2.4 
5.  Individually and collaboratively develop resources including activities and investigations for teaching using a variety of pedagogical strategies focusing on inquiry learning.  1.5, 2.2, 2.5, 3.1, 3.3 
6.   Critically reflect on your engagement with preparing for and teaching science in the primary and early years of schooling.  6.4 

Overview of Learning Activities

You will be actively engaged in a range of learning activities such as workshops, tutorials, seminars, project work, class discussion, individual and group activities. Teaching and learning may be face to face, online, or a combination of both. 

Overview of Learning Resources

RMIT will provide you with resources and tools for learning in this course through our online systems. 

There are services available to support your learning through the University Library. The library provides guides on academic referencing and subject specialist help as well as a range of study support services. For further information, please visit the library page on the RMIT University website and the myRMIT student portal. 

Overview of Assessment

You will be assessed on how well you meet the course’s learning outcomes (CLO) and on your development against the program learning outcomes. The assessment is also mapped against the Australian Professional Standards for Teachers (APST).  

Assessment Tasks 

  Title  Weighting  CLOs  APSTs 
AT 1  Critical evaluation of a science learning resource (Individual)    20%  1, 2, 4     1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 3.4 


AT 2  Development of learning resource (Individual)  30%  1, 3, 4, 5  1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3 
AT 3  Design an investigative sequence and individual reflection (IB, PB or DT pedagogy) (Group)  50%  1, 3, 4, 5, 6  1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.1, 3.3, 6.4 



Feedback will be given on all assessment tasks. 

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or Equitable Learning Services if you would like to find out more. 

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions.