| 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: |
| 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. | 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 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 ?eld 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: |
| | 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% |
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