| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Science Curriculum 2 |
| Unit ID: | EDDDE3102 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDBED3029 or EDDDE3002) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| 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 develop 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: No |
| 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: |
| 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. | Examine and apply contemporary curriculum policies and guidelines relevant to teaching and assessing Science in the middle years. |
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| K2. | 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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| K3. | Examine a range of theoretical and pedagogical approaches and teaching dispositions, including constructivism, relevant to learning and teaching in Science and how they can be applied to practice. |
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| K4. | Know about a range of effective learning, thinking and teaching strategies related to Science. |
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| K5. | Apply critical, creative and practical understandings of the effective use of information technology in Science curriculum. |
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| K6. | Explore a range of resources to engage Science students in learning. |
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| K7. | Apply ethical practices and safe conduct in relation to Science practices and understand complex issues in the teaching of science and STEM including the use of ICT in schools. |
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| K8. | Research and identify how literacy and numeracy skills can be developed among students in Science |
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| Skills: |
| S1. | Construct a variety of assessment tasks relevant to the teaching of science and a diversity of student learning needs. |
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| S2. | Use various strategies and resources including technology ethically in teaching practice. |
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| S3. | Articulate and justify teaching practices by making thoughtful connections to theory. |
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| S4. | Apply and evaluate literacy and numeracy teaching strategies in the Science teaching area. |
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| S5. | Integrate the teaching of science as part of a broader STEM unit. |
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| Application of knowledge and skills: |
| A1. | Create authentic strategies for assessing science students. |
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| A2. | Create a STEM project. |
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| A3. | Connect theories about science teaching to curriculum and assessments. |
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| Unit Content: |
- 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.
- Understanding the contemporary role of science and STEM in schools.
- Exploring, creating and organising resources and connecting to professional and discipline-based networks and community.
- Evaluation, assessment and feedback approaches
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| 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.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | 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 1 - Students require directions and boundaries from mentor | 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 1 - Students require directions and boundaries from mentor | 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 1 - Students require directions and boundaries from mentor | 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 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K5, K6, K8, S1, S2, S3, S4, A1, A3 | Develop a series of assessment tasks for a unit of science work, including a diagnostic, formative and summative task, a developmental rubric, example student responses and a learning outcome statement based on the curriculum | Development of Assessment Resources | 40-60% | | 2. | K1, K2, K4, K5, K7, S1, S2, S3, S4, S5, A2, A3 | Develop a STEM project for students, that includes student resources, assessment criteria and an example student response and feedback to the student. | Curriculum Planning | 40-60% |
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