| Effective Term: | 2024/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Science Curriculum 2 |
| Unit ID: | EDBED3129 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED3029) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (EDBED3020 and EDDDE3102) |
| ASCED: | 070301 |
| Other Change: | |
| Brief description of the Unit |
This unit follows on from Science Curriculum 1 providing Pre-Service Teachers (PSTs) with further opportunities to development their confidence and competence in teaching Science at a secondary level. Within the theme of making Science relevant and interesting for all students it links Science and language; aims for a critical understanding of curriculum issues and curriculum planning skills including excursions and exploration of Science resources; the effective use of ICT for learning in Science; and knowledge of assessment issues and strategies. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Consider the nature of Science as a constantly developing field of knowledge and the processes of scientific thinking which support this development. |
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| K2. | Examine and apply contemporary curriculum policies and guidelines relevant to teaching and assessing Science in the middle years. |
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| K3. | Explore different approaches to assessment and their underlying philosophies, be able to apply these in practical situations, and examine their effectiveness. |
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| K4. | Examine a range of theoretical and pedagogical approaches, including constructivism, relevant to learning and teaching in Science and how they can be applied to practice. |
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| K5. | Know about a range of effective learning, thinking and teaching strategies related to Science. |
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| K6. | Apply critical, creative and practical understandings of the effective use of information technology in Science curriculum. |
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| K7. | Explore a range of resources to engage Science students in learning. |
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| K8. | Apply ethical practices and safe conduct in relation to Science practices. |
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| K9. | Identify how literacy and numeracy skills can be developed among students in Science. |
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| Skills: |
| S1. | Plan and construct teaching sequences which address current scientific understandings; the links between Science and society; students diverse backgrounds, abilities and needs; and curriculum policy requirements. |
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| S2. | Use a variety of effective teaching and learning strategies and resources including technology in teaching practice |
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| S3. | Articulate and justify teaching practices by making thoughtful connections to theory. |
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| S4. | Communicate effectively with learners and colleagues. |
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| S5. | Apply literacy and numeracy teaching strategies in the Science teaching area. |
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| Application of knowledge and skills: |
| A1. | Develop a teaching journal that provides evidence of the planning of learning sequences and reflection on practice including specific key teaching skills. |
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| A2. | Design a curriculum unit based on constructivist theory, contemporary curriculum guidelines, inclusion strategies and relevant instructional models. |
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| A3. | Research assessment strategies and construct an assessment plan related to a curriculum unit. |
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| Unit Content: |
Topics to be covered
• Examining Science as a field of human knowledge and endeavour, the links between Science and other areas of knowledge and between the traditional Science disciplines.
• Linking learning theories to curriculum planning, practice and assessment approaches.
• Further development and critical evaluation of teaching strategies in relation to constructivist theory and the achievement of authentic learning by individual students.
• Exploring, creating and organising resources and connecting to professional and discipline-based networks and community.
• Evaluation, assessment and feedback approaches. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, K6, K7, K8
S1, S2, S3, S4, S5
A1 APST 2.1, 2.2, 2.3, 2.5
3.1, 3.2, 3.3, 3.4, 3.5
4.1, 4.2, 4.4
5.1 | Classroom observations, lesson plans, reflections on lessons, science department culture, and individual research and development of key teaching skills. | Preparation of a teaching journal | 30-40% | | 2. | K1, K2, K3, K4, K5, K6, K7, K8, K9
S1, S2, S3, S5
A2 APST 2.1, 2.2, 2.3, 2.5
3.1, 3.2, 3.3, 3.4
4.1, 4.2, 4.4 | Preparation of a unit of work based on constructivist theory, contemporary curriculum frameworks, inclusion strategies and relevant Instructional Models. | Unit of Work | 40-50% | | 3. | K2, K3, K6, K10
S3
A3 APST 2.1, 2.3, 5.1 | Research, preparation, analysis and commentary on assessment approaches used for the unit of work prepared in Assessment Task 2. | Assessment plan | 20-30% |
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