Outline

Overview

This unit of study is the initial Science Curriculum (method) core course unit for all prospective secondary Science teachers who are in the third year of the combined BEd/BSc degree program. The unit is designed to introduce students to contemporary ideas on the nature and practice of science education in the context of schooling, the aims of secondary science education and their implementation, the nature of the school science curriculum with particular emphasis on NSW Board of Studies syllabus 7-10. All students must participate as mentors in the i-science project.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	72 credit points, including 12 Intermediate credit points from one of (Biology, Chemistry, Geosciences, Physics)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Louise Sutherland, louise.sutherland@sydney.edu.au
Lecturer(s)	Patricia Stockbridge, patricia.stockbridge@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	What do I need to teach n/a	30%	Week 06	Equivalent to1000 words
Outcomes assessed:
Assignment	Presentation of a sequence of lessons in a unit of work n/a	25%	Week 10	Equivalent to 750 words
Outcomes assessed:
Assignment	Selection of resources Justify your selection of resources to teach a concept.	25%	Week 12	Equivalent to 2250
Outcomes assessed:
Assignment	Planning a lesson Lesson plan for a 50 min lesson	20%	Week 13	1500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Reflection 1: The purpose of this assignment is to support you to reflect on the issues covered in Theme 1 in the unit. You should refer to comments you or your colleagues have made on the online discussion, the discussion in the classes as well as any further reading.
What do I need to teach: Working in pairs, students should identify and accurately explain the relevant science concepts or ideas to the content area allocated, and write a brief description of a relevant context for the student. They should also construct a diagram illustrating the inter-relationships among these terms or ideas, explaining their relationship, as well as how these ideas can be extended in the students’ study of science.
Planning a lesson: Using the template provided on Canvas write a lesson plan for a 50-minute lesson. By the end of the lesson the students should have a greater knowledge and understanding of a scientific concept (ie. the lesson should include the Explore and Explain components of the 5E's). In this lesson, the students should spend the majority of their time actively engaged in doing science.
Presentation of a sequence of lessons in a unit of work: Using the 5E's framework, prepare a program outlining the development of the science concepts for a sequence of 8 sequential lessons for the topic allocated to you and your partner for Assignment 2.You will have 20 minutes for your presentation. During the presentation, you and your partner should provide an overview of how the unit. You should explain how the sequence of lessons has been organised around one or more big ideas. You should identify the main scientific concepts, ideas, and principles to be developed within the 8 lessons.
Reflection 2: Review your and others contributions to the online discussion, the discussions in the class and your wider reading. Identify and discuss four (4) principles which you will use to guide your preparation of science lessons to support your students' to achieve the syllabus outcomes. You need to discuss how you will plan and conduct learning experiences to support your students' development.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Curriculum, syllabus, and school programs & lessons	Lecture (1 hr)
Week 01	Expectations and challenges for teaching science in the secondary school	Workshop (2 hr)
Week 02	From the syllabus to your work as a teacher	Workshop (2 hr)
Week 03	Inquiry-based science: engaging students in doing science	Lecture (1 hr)
Week 03	Inquiry in science: Earth and Space	Workshop (2 hr)
Week 04	Working with students prior knowledge and understanding	Workshop (2 hr)
Week 05	Planning Science Instruction: 5E's framework	Lecture (1 hr)
Week 05	Working with students’ prior knowledge & understanding; misconceptions	Workshop (2 hr)
Week 06	Supporting the development of students' knowledge and understanding: the role of language	Workshop (2 hr)
Week 07	Scaffolding the development of skills in working scientifically	Workshop (2 hr)
Week 08	Representations and models in supporting students' learning in science	Workshop (2 hr)
Week 09	Identifying and sequencing concepts in a unit of work	Workshop (2 hr)
Week 10	Review and consultation before the final assignments	Workshop (2 hr)
Week 11	Presentation	Workshop (2 hr)
Week 12	Presentation	Workshop (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

Board of Studies NSW (2012, rev 2013). NSW Syllabus for the Australian Curriculum Science K-10. Sydney: Author.
Venville, G. & Dawson, V. (2012). The art of teaching science for middle and secondary school (2nd ed.). Sydney: Allen & Unwin.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate a research-based knowledge of appropriate strategies for learning science including the key role of scientific inquiry in the development of students' understanding of concepts
LO2. demonstrate a research-based knowledge of appropriate pedagogies for catering for the diverse needs of students learning science, including literacy and numeracy
LO3. analyse the suitability of a range of resources and materials to support students' learning
LO4. evaluate the impact of selected curriculum resources and teaching strategies of high school students engagement and learning
LO5. work collaboratively to plan and evaluate learning experiences that cater to the diverse needs of students and integrate these into lesson plans that incorporate the elements of Quality Teaching
LO6. demonstrate strategies to incorporate literacy, numeracy within a science inquiry project
LO7. demonstrate professional competence in your written communication skills including academic writing and the development of materials for Stage 4- 5 high school students.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDSE3051: Teaching Science 1A

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links