Outline

Overview

This unit of study aims to prepare graduates for the teaching of Biology in high schools as their teaching specialisation. Students will investigate the nature and purpose of teaching Biology for Years 11-12. Students will examine teaching and learning strategies to meet the needs of diverse learners in Stage 6 and how to plan units of work and assess students' achievements.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	A minimum of 120 credit points including (EDSE3068 and 12 credit points of any 2000 level BIOL units of study)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Debra Talbot, debra.talbot@sydney.edu.au
Lecturer(s)	Patricia Stockbridge, patricia.stockbridge@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Teaching a concept with a model Presentation and written support materials	40%	Week 04 Due date: 17 Mar 2024 at 23:59 Closing date: 31 Mar 2024	Equivalent to 1,500 words
Outcomes assessed:
Assignment	Sequence of lessons written submission	60%	Week 09 Due date: 28 Apr 2024 at 23:59 Closing date: 12 May 2024	equivalent to 3000 words
Outcomes assessed:

Assessment summary

Teaching a concept using a model: Inclass presentation including appropriate support materials

Presentation and support materials for teaching a concept:

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Stage 6 science and its place in the K-12 continuum	Lecture (1 hr)
	Introduction to stage 6 biology	Seminar (2 hr)
	Unpacking module 1: Cells as the basis of life	Seminar (2 hr)
Week 02	What about investigating and extension science- the new kids on the block?	Lecture (1 hr)
	1. The use and importance of modelling in Biology; 2. Unpacking module 2: organisation of living things; 3. Heinemann secondary source task	Seminar (2 hr)
	1. Misconceptions and challenging concepts and how to address them; 2. Unpacking module 3: biological diversity; 3. Constructing and using a dichotomous key; 4. Changes in a species	Seminar (2 hr)
Week 03	Assessment in Stage 6 and RoSA	Lecture (1 hr)
	1. Unpacking module 4: ecosystem dynamics; 2. Research from geodiversity	Seminar (2 hr)
	1. Critical thinking in biology; 2. Unpacking module 5: heredity; 3. Getting creative, roleplay; 4. Genetics problems	Seminar (2 hr)
Week 04	Congratulations you have been accepted for the 2022 HSC examination committee	Lecture (1 hr)
	1. Unpacking module 6: genetic change; 2. Genetic technologies including cloning	Seminar (2 hr)
	1. Secondary sources and research techniques; 2. Unpacking module 7: infectious disease; 3. Modelling Pasteur's experiment	Seminar (2 hr)
Week 05	Doing the RAP	Lecture (1 hr)
	1. Ethics in biology; 2. Unpacking module 8: non-infectious disease and disorders	Seminar (2 hr)
	Preparing your students for the HSC Examination	Seminar (2 hr)
Week 06	Presentation of Biological Model	Presentation (2 hr)
	Group unit presentation 1	Presentation (2 hr)
	Group Presentation 2	Presentation (2 hr)
Week 07	Group Presentation 3	Presentation (2 hr)
Week 08	Group Presentation 4	Presentation (2 hr)
Week 08	Group Presentation 5	Presentation (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

Copy of the NESA Biology Syllabus https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/biology-2017

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. discuss the role and value of stage 6 biology in the education of high school students including transitions from stage 5 science and to higher education and the world of work and citizenship
LO2. understand the pedagogy underpinning the teaching, learning, and assessment of stage 6 biology and reflect on your own pedagogical philosophy
LO3. understand the requirements of the NSW stage 6 biology syllabus, including aims, objectives, outcomes, content, skills and NSW Educational Standards Authority assessment and HSC examination requirements
LO4. work cooperatively to develop a teaching sequence of work for a senior biology topic based on the requirements of Stage 6 syllabus that contains a range of teaching strategies to meet the diverse learning needs of the students
LO5. plan, implement and evaluate differentiated student learning activities for the specific learning needs of the students
LO6. identify a range of secondary sources, research and problem solving to support high school students achievement of the outcomes for stage 6 biology syllabus
LO7. competently and safely carry out demonstrations and organise and conduct other laboratory based activities in the teaching of biology in the senior school
LO8. develop a range of literacy activities to enhance high school students' understanding of the “language of biology” and the discourses in the disciplines of science and to support the development of high school students' literacy and numeracy across the curriculum
LO9. discuss how the use of ICT in the teaching of biology can enhance students' learning and incorporate appropriate ICT-supported strategies into your planning
LO10. demonstrate professional competence in your communication skills.

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. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
	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. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 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. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 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. 3.2.1. (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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student 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. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
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.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
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.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student 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

Support for students

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

EDSE4047: Teaching Science Elective: Biology

Semester 1, 2024 [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

Support for students

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