Science, Environments and Nature Pedagogy

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2026/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Science, Environments and Nature Pedagogy

Unit ID:

ECCOP3001

Credit Points:

30.00

Prerequisite(s):

Nil

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

070101

Other Change:

Brief description of the Unit

This unit equips pre-service teachers (PSTs) with a comprehensive understanding of science and environmental education through play, inquiry and nature-based pedagogies in early childhood education. PSTs will develop their understanding of science concepts and processes and explore pedagogies that foster children’s scientific inquiry and environmental stewardship. PSTs will critically examine the benefits and potential challenges of learning and teaching in outdoor environments. Emphasising the interconnectedness of play, nature pedagogy and Aboriginal and Torres Strait Islander perspectives, the unit strengthens PSTs skills in advocacy and collaborative approaches to enhance children’s learning, development and wellbeing through science and environmental education. This unit includes a 10-day placement.

Grade Scheme:

Graded (HD, D, C, P, MF, F, XF)

Work Experience Indicator:

Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee).

Placement Component:

Yes - 10 days

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:

Learning Outcomes:

Knowledge:

K1.	Demonstrate an understanding of science concepts and processes, and how they may be integrated into nature and play-based pedagogies.

K2.	Articulate the significance of nature pedagogy in supporting children’s learning, development, wellbeing and connection to place.

K3.	Examine theories, perspectives and pedagogical approaches including Aboriginal and Torres Strait Islander perspectives for their potential to support children’s learning in science and environmental education.

Skills:

S1.	Advocate for the inclusion of environmental education within early childhood education settings.

S2.	Develop a nature-based curriculum plan that integrates science concepts and processes.

S3.	Critically reflect to identify challenges, teaching approaches and attitudes that may impact on the effectiveness of inquiry and nature-based pedagogies.

Application of knowledge and skills:

A1.	In collaboration with children, plan, implement and assess inclusive, play-based science and environmental education experiences that cater to diverse abilities, interests, and cultural backgrounds.

A2.	Apply inquiry-based teaching strategies to engage children in authentic science and environmental learning experiences in natural settings.

Unit Content:

Topics to be covered include:

• Introduction to nature pedagogy and its theoretical underpinnings.

• Historical and contemporary perspectives on outdoor and environmental education.

• The role of nature in supporting holistic child development.

• Science concepts and processes, and why they are important to young children

• Planning, implementing and assessing science and environmental experiences in play-based early childhood education

• Planned and spontaneous science and environmental experiences in daily routines

• Teaching strategies to support diverse learners

• Inquiry based approaches for science and environmental education

• Incorporating Aboriginal and Torres Strait Islander perspectives in nature-based education.

• Place based pedagogies and connections to nature

• Promoting environmental sustainability through early childhood education.

• Building partnerships with families and communities to enrich learning experiences.

• Children's health, safety, and wellbeing in outdoor learning environments.

• Risk assessment and management strategies for nature-based activities.

• Supporting children's emotional and social development through nature pedagogy

• Critical reflection on personal attitudes and practices to identify their impact on teaching and learning

• Setting professional learning goals to enhance the teaching of science and environmental education.

• Advocacy, networks and research in promoting nature-based learning in early childhood education.

Graduate Attributes:

Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.

FED TASK and descriptor		Development and acquisition of FEDTASKS in the Unit
FED TASK and descriptor		Level
FEDTASK 1 Interpersonal	Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams.	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 2 Leadership	Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative	Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context
FEDTASK 3 Critical Thinking and Creativity	Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving.	Level 2 - Student demonstrates some independence within provided guidelines
FEDTASK 4 Digital Literacy	Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities.	Level 2 - Student demonstrates some independence within provided guidelines
FEDTASK 5 Sustainable and Ethical Mindset	Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life.	Level 2 - Student demonstrates some independence within provided guidelines

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K3, S2, S3, A1, A2	Science and environmental education inquiry project: • Document observations of children and analyse to identify current interests and knowledge • Select an area of inquiry and create a mind map of children’s ideas and questions • In collaboration, design science and environmental education experiences • Identify resources, environments and teaching strategies to support learning in play and nature- based pedagogies • Implement, modify, assess and evaluate.	Planning and reflection	40%-60%
2.	K2, S1, S3	Advocacy statement – write a position statement or advocacy piece that could be shared on your website or in a newsletter to families. Focus on the importance of nature play in early childhood highlighting the benefits for learning, wellbeing and sustainability.	Professional communication	40%-60%
3.	K1, K2, K3, S1, S2, S3, A1, A2	10 days professional experience in early childhood education setting with children aged 3 -5 years (external to workplace).	Placement. Not available for Supplementary Assessment.	Hurdle S/U

Adopted Reference Style:

APA ()

Professional Standards / Competencies:

Standard / Competency