| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Science Curriculum 1 |
| Unit ID: | EDMAS6017 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is the ?rst in a sequence of two that focuses on curriculum and pedagogy in the Science specialist teaching area for postgraduate Pre-Service Teachers (PSTs). It provides PSTs with an understanding of the nature of science, the role of science in our community, and the changing role of science education. PSTs explore a range of approaches to teaching Science within a constructivist paradigm and examine ways to develop scientifically literate students. |
| 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. | Develop understandings about 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. | Know about recent developments in Science and how Science impacts on the everyday world. |
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| K3. | Gain understanding of contemporary curriculum policies and guidelines relevant to teaching and assessing Science in the middle years. |
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| K4. | Be aware of a range of theoretical and pedagogical approaches, including constructivism, relevant to learning and teaching in Science. |
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| K5. | Demonstrate specific teaching strategies related to Science. |
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| K6. | Examine different ways of collecting data about student learning. |
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| K7. | Develop an understanding of scientific literacy and the teaching of global issues including sustainability and ethics. |
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| Skills: |
| S1. | Reflect critically on practice, make positive use of feedback and learn in ongoing ways about teaching Science. |
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| S2. | Use appropriate theoretical frameworks and a range of effective and inclusive teaching strategies to produce effective and engaging learning experiences which cater for a range of learners. |
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| S3. | Articulate and justify planning, teaching and assessment practices. |
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| S4. | Use a variety of resources in the classroom to enhance learning. |
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| S5. | Communicate effectively with learners and colleagues. |
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| S6. | Develop skills in the collection of formative assessment data. |
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| S7. | Structure scientific teaching in response to global issues such as sustainability and ethics. |
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| Application of knowledge and skills: |
| A1. | Create a lesson series on a science concept for middle years students. |
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| A2. | Build a six-week unit of curriculum related to global issues. |
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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.
• A critical evaluation of teaching approaches and dispositions, strategies and resources and their application in Science, including constructivism and scaffolding, inquiry and discovery learning, strategies for building subject-specific literacy, numeracy and practical work.
• Science teaching - using curriculum policies and guidelines for lesson planning, implementation, teaching, evaluation, reflection and assessment purposes
• Critical examination of educational, social and cultural issues that impact on Science education and how these might be addressed. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K5, K6, S1, S2, S3, S4, S5, S6, A1; APST: 2.1, 2.2, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1 | Construct a series of lesson plans that teach a scientific concept and literacies to middle years students. Present a practical lesson to peers. Collect data based on feedback from peers. | Lesson plan and peer teaching | 30 - 50% | | 2. | K1, K2, K3, K4, K6, K7, S2, S3, S4, S6, S7, A2; APST: 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 5.1 | Develop a curriculum planner that responds to global issues (sustainability, ethics, etc.) for a 6-week unit of work for middle years Science that includes details of lessons and a map of formative and summative assessment tasks. | Development of a curriculum resource | 50-70% |
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