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Unit of study_

EDUP1005: Primary Science and Technology 1

This is the first of four units in the BED (Primary) program that prepare students to teach the Science and Technology K-6 curriculum area. This unit of study provides students with a background in science and children's understanding of science in the areas of The Natural Environment (Living Things, Ways things move, and environmental changes) and the Made Environment (properties of material objects, purpose of products, places and spaces). A neuroconstructivist approach is adopted to understand the way children (and adults) develop science conceptions including alternative conceptions. This will involve students reflecting on and enhancing their own scientific understanding. Educational research into children's development of science understanding and dispositions towards Science and Technology practices is introduced. Commencing with the earliest year of school this unit examines pedagogy and learning experiences appropriate for young children's learning of Science and Technology. While the unit focuses on learning through experiential tasks with familiar objects, it also emphasises development of conceptual understanding and skills in working scientifically and technologically.


Academic unit Education
Unit code EDUP1005
Unit name Primary Science and Technology 1
Session, year
Semester 1, 2020
Attendance mode Normal day
Location Camperdown/Darlington, Sydney
Credit points 6

Enrolment rules

Available to study abroad and exchange students


Teaching staff and contact details

Coordinator Christine Preston,
Lecturer(s) Manjula Sharma ,
Matthew George Pye,
Thomas C T Hubble,
Meredith Jordan,
Tutor(s) Patricia Stockbridge ,
Type Description Weight Due Length
Online task Open book quizes
4 x Open book, online quizzes
40% Multiple weeks 30 minutes (60 minutes allowed)
Outcomes assessed: LO1 LO2 LO3 LO4 LO6 LO7
Presentation Presentation - lesson introduction
Early years lesson introduction
20% Multiple weeks 5 minutes (500 words equivalent)
Outcomes assessed: LO1 LO2 LO3 LO4 LO7
Assignment Mini research project
Child interview and analysis
40% Week 09
Due date: 01 May 2020 at 23:00
2000 words
Outcomes assessed: LO2 LO4 LO5 LO7
  • Presentation - lesson introduction: Students will present a short introduction for a kindergarten science lesson to their peers in class.
  • Mini research project: Part A - following the research guidelines provided on Canvas, students will conduct a technology based interview a kindergarten age child (4-6 years old) to determine their ideas about plants. Part B - during the workshops for this unit, students will be asked to take photos of any activity(s) they believe is important and influential to their development as a teacher of primary science.
  • Open book exam: Open book exam that will include multiple choice questions on the science content presented in lectures. Short answer questions will examine your understanding of children’s development of science and technology concepts and skills of working scientifically and technologically.
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


High distinction

85 - 100



75 - 84



65 - 74



50 - 64



0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.


For more information see

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.

Special consideration

If you experience short-term circumstances beyond your control, such as illness, injury or misadventure or if you have essential commitments which impact your preparation or performance in an assessment, you may be eligible for special consideration or special arrangements.

Academic integrity

The Current Student website provides information on academic honesty, academic dishonesty, 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 dishonesty or plagiarism seriously.

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

WK Topic Learning activity Learning outcomes
Week 01 Learning and teaching science Lecture (1 hr)  
Scientific inquiry - plan an investigation Workshop (2 hr)  
Week 02 Teaching primary science constructively Lecture (1 hr)  
Inquiry learning in early years science - toy race, bubbles Workshop (2 hr)  
Week 03 Learning and teaching technology Lecture (1 hr)  
Torch design Workshop (2 hr)  
Week 04 Physics 1 Lecture (1 hr)  
Lego cars Workshop (2 hr)  
Week 05 Physics 2 Lecture (1 hr)  
Parachute drop Workshop (2 hr)  
Week 06 Chemistry 1 Lecture (1 hr)  
Observing using senses, material properties Workshop (2 hr)  
Week 07 Chemistry 2 Lecture (1 hr)  
Umbrella testing Workshop (2 hr)  
Week 08 Digital technologies Lecture (1 hr)  
Digital tools Workshop (2 hr)  
Week 09 Biology 1 Lecture (1 hr)  
Living or not? Animals Workshop (2 hr)  
Week 10 Biology 2 Lecture (1 hr)  
Plants – drawing like a scientist Workshop (2 hr)  
Week 11 Earth/space Lecture (1 hr)  
1. Rain and clouds; 2. Wind detectors; 3. Seasonal wardrobe Workshop (2 hr)  
Week 12 Formative assessment Lecture (1 hr)  
Wind powered scooters 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:

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

Two texts are required for this unit:

  • Skamp, K. & Preston, C. (2018). Teaching Primary Science Constructively. 6th Ed. South Melbourne. Cengage.
  • NESA. (2017). NSW Syllabus for the Australian Curriculum. Science and Technology K–6 Syllabus. NSW Education Standards Authority. URL.

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

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. promote awareness of the contribution of scientific and technological developments to people's daily lives and to the overall personal and social development of children
  • LO2. devise appropriate learning experiences for children at different developmental levels to guide their development of skills in: science - scientific inquiry (process of working scientifically), and technologies: - design and production processes (development of solutions) and design and production (of digital solutions)
  • LO3. explore and evaluate teaching resources including ICT to effectively engage and support young children’s learning in science and technology
  • LO4. read and interpret syllabus and curriculum documents to identify required learning outcomes for early stage 1 students
  • LO5. critically reflect on research findings and identify implications for teaching and learning practice
  • LO6. recall and explain relevant science and technology concepts
  • LO7. communicate effectively by using written communication skills to a professional standard.

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
Feedback from students led to removing the formal exam, and replacing it with online quizzes.

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.

Work, health and safety

Practical workshops are held in the Primary Science Laboratory 433.

Ssafety regulations require students to wear covered footwear during classes in the laboratory.


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.