The curriculum generally evolves as the program progresses. This allows much of it to centre on student interests and needs.

Current issues in the media and exhibitions and displays within the Central Business District are other rich sources of curriculum material.

Develop learning strategies

General Education at the Council of Adult Education uses the Certificates in General Education for Adults as its accredited curriculum.

In the Science and Technology elective a thematic approach, encompassing the four streams of the CGEA at level 1, is used for the delivery of the course.

Learning strategies include:

• practical skills including using measuring equipment, observing and manipulating materials

• research skills, library, the internet and newspapers

• class discussions, group work and pair work

•  reading and writing, recording skills and completing tables

Gather material/texts

Materials used in this program come from many sources. I have an interest in many issues related to science. I think most students learn about environmental science and health science but know very little about more ‘abstract’ sciences. These include chemistry (we investigate acidity in toothpaste), biology and microscopes (Freeman J. Dyson predicts that the 21st century will be the age of astronomy and molecular biology, thus an introduction to these areas is essential) and other technology including computers.

The CAE is situated in the Central Business District of Melbourne. This gives us access to a great range of venues that enhance our programs. The Botanic Gardens, National Gallery, and Exhibition Centres organise many events that are relevant to a class considering scientific issues and these venues are often free.

Other useful resources include:

• Newspapers. The Herald Sun sponsored the solo navigation of the world by Jesse Martin and produced excellent material for use in schools. It is very suitable for adults.

• CSIRO magazines. Double Helix and Scientriffic are published for children but their wonderful ideas and interesting tit bits are very useful in adult classes.

• Government sponsored programs. Australian Science Week and Medical Research Week have exhibitions that include interactive displays and internet sites.

• Curriculum and Standards Frameworks. Science, Board of Studies, Victoria.

• Melbourne Planetarium at Scienceworks Museum publishes Skynotes. These give a description of the heavens for the month including sunrise and sunset data; they also include information about planetarium shows and information such as daylight saving. They are faxed freely to interested people on an ongoing monthly basis.

• Books such as ‘Something for NOTHING!’ published by Five Mile Press direct the reader to organisations or places for free information, for example Minerals Education Centre Victoria.

• The Bureau of Meteorology. This organisation provides a free educational service. It is in Russell Street, Melbourne and has an interesting display of careers in meteorology, meteorological equipment and simulated weather, for example a tornado machine.

• Gould League has many items that can be used to enhance a science program.

• Victorian Government Departments including Natural Resources and Environment.

Adopt an appropriate assessment process

The CGEA prescribes the assessment processes for General Education at the CAE. I use a range of assessment methods and these are continuous throughout the course.

Assessment methods include:

• Performing practical tasks. This is the major area of assessment in my program. I usually model the activity and provide written and oral descriptions.

• Student journal. My students write a short piece describing what they have learnt in the class for the day. I usually give them prompt questions on the material covered although the students’ comments are usually much more wide ranging.

• Teacher observation and notations

• Oral presentations. Students may research an issue and present their findings to the class.

• Report writing. After each experiment we document the process . The students try to sequence the activity and then write it down. We usually do this with me as scribe at the board. I may use a pre-prepared set of steps that the students can sort into order and then copy down.

• Discussion.

• Personal dictionary. The students keep a record of new vocabulary with meanings or pictures or diagrams.

• Peer teaching. When a student has mastered a skill, I encourage that student to support and teach someone else.

• Portfolio of written or typed material selected by the student.

The program is designed to allow for the development of the learning outcomes. The design is flexible and is constantly being revamped to allow many opportunities to demonstrate competence. I don’t explicitly inform my students that they are being assessed as part of the course. When a student has satisfied the learning outcomes for the course, they are given the opportunity to move on to other courses or programs. Some students are not going to progress beyond the level of this class and it is important to maintain these students’ literacy and numeracy skills.

Assessment may take place in group activities, pair work or individual work.

Identify the stages in the sequence of learning for reaching the expected performance levels

Basically, the curriculum is sequenced for each of the themes or topics.  The course overall looks something like this:

The Certificates of General Education for Adults (Foundation) – National Reporting Scheme Translation

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