Science Curriculum 2

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

Effective Term:

2025/05

Institute / School :

Institute of Education, Arts & Community

Unit Title:

Science Curriculum 2

Unit ID:

EDMAS6117

Credit Points:

15.00

Prerequisite(s):

(EDMAS6017)

Co-requisite(s):

Nil

Exclusion(s):

Nil

ASCED:

070105

Other Change:

Brief description of the Unit

This course 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:

Placement Component: No

Supplementary Assessment:

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.	Examine and apply contemporary curriculum policies and guidelines relevant to teaching and assessing Science in the middle years.

K2.	Explore diﬀerent approaches to assessment and their underlying philosophies, be able to apply these in practical situations, and examine their eﬀectiveness.

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.

K4.	Know about a range of eﬀective learning, thinking and teaching strategies related to Science.

K5.	Apply critical, creative and practical understandings of the eﬀective use of information technology in Science curriculum.

K6.	Explore a range of resources to engage Science students in learning.

K7.	Apply ethical practices and safe conduct in relation to Science practices and understand complex issues the teaching of science and STEM including the use of ICT in schools.

K8.	Research and identify how literacy and numeracy skills can be developed among students in Science

Skills:

S1.	Construct a variety of assessment tasks relevant to the teaching of science and a diversity of student learning needs.

S2.	Use various strategies and resources including technology ethically in teaching practice.

S3.	Articulate and justify teaching practices by making thoughtful connections to theory.

S4.	Apply and evaluate literacy and numeracy teaching strategies in the Science teaching area.

S5.	Integrate the teaching of science as part of a broader STEM unit.

Application of knowledge and skills:

A1.	Create authentic strategies for assessing science students.

A2.	Create a STEM project.

A3.	Connect theories about science teaching to curriculum and assessments.

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

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 at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams.	1 - Yes
FEDTASK 2 Leadership	Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations.	1 - Yes
FEDTASK 3 Critical Thinking and Creativity	Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning.	1 - Yes
FEDTASK 4 Digital Literacy	Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities.	1 - Yes
FEDTASK 5 sustainable and Ethical Mindset	Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life	1 - Yes

	Learning Outcomes Assessed	Assessment Tasks	Assessment Type	Weighting
1.	K1, K2, K5, K8, S1, S2, S3, S4, A1, A3 APST 2.1, 2.2, 2.3, 3.2, 3,3, 3.4, 3.5, 4.2, 5.1	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, K3, K4, K5, K7, S1, S2, S3, S4, S5, A2, A3 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	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%

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Knowledge
	2. Know the content and how to teach it
		2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.	Yes	Advanced
		2.2 Content selection and organisation Organise content into an effective learning and teaching sequence.	Yes	Advanced
		2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.	Yes	Advanced
		2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas.	Yes	Advanced
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics.	Yes	Advanced
		3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.	Yes	Advanced
		3.3 Use teaching strategies Include a range of teaching strategies.	Yes	Advanced
		3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.	Yes	Advanced
		3.5 Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.	Yes	Advanced
	4. Create and maintain supportive and safe learning environments
		4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.	Yes	Advanced
		4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions.	Yes	Advanced
		4.4 Maintain student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.	Yes	Advanced
	5. Assess, provide feedback and report on student learning
		5.1 Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.	Yes	Advanced