Outline

Overview

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.

Details

Academic unit	Education
Unit code	EDUP1005
Unit name	Primary Science and Technology 1
Session, year ?	Semester 1, 2021
Attendance mode	Normal day
Location	Camperdown/Darlington, Sydney
Credit points	6

Enrolment rules

Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Available to study abroad and exchange students	Yes

Teaching staff and contact details

Coordinator	Christine Preston, christine.preston@sydney.edu.au
Lecturer(s)	Christine Preston , christine.preston@sydney.edu.au
Tutor(s)	Patricia Stockbridge , patricia.stockbridge@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Open book quizes 4 x Open book, online quizzes	40%	Multiple weeks	30 minutes (120 minutes allowed)
Outcomes assessed:
Presentation	Presentation - lesson introduction Early years lesson introduction	20%	Multiple weeks	5 minutes (500 words equivalent)
Outcomes assessed:
Assignment	Mini research project Child interview and analysis	40%	Week 09 Due date: 05 May 2021 at 23:00	2000 words
Outcomes assessed:

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	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 sydney.edu.au/students/guide-to-grades.

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.

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 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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to science. Unit overview and assessment. Learning and teaching science. Impact of physical, social and emotional development on young children’s science learning.	Lecture (1 hr)
Week 01	Scientific inquiry in action. Plan an investigation. So you think you can plan an experiment? Using evidence to answer a question.	Workshop (2 hr)
Week 02	Teaching primary science constructively, modelling the approach using a key biology concept. Interactive discussion with students. Research into students’ science learning.	Lecture (1 hr)
Week 02	Inquiry learning in early years science. How children observe, question, collect data and communicate ideas. Modelling concepts, substance and structure of teaching through inquiry.	Workshop (2 hr)
Week 03	Learning and teaching technology - Design & production processes. Teaching strategies that cater for students from diverse backgrounds.	Lecture (1 hr)
Week 03	Design and produce modelling STEM torch lesson. Scaffolding children to develop solutions to meet needs. Ideas for engaging parents / carers in school learning.	Workshop (2 hr)
Week 04	Physics 1 - Forces and motion. Objects move in different ways.	Lecture (1 hr)
Week 04	Investigating how things move, big push, little push. Modelling of teaching, learning and communication strategies, resources, organisation and management.	Workshop (2 hr)
Week 05	Physics 2 - Observable effects of push and pull forces on objects.	Lecture (1 hr)
Week 05	Investigating how things fall. Modelling of teaching, learning and communication strategies, resources, organisation and management.	Workshop (2 hr)
Week 06	Chemistry 1 - understanding the properties of materials.	Lecture (1 hr)
Week 06	Observing using senses. Guiding children to make observations. Observe and describe some properties of a range of materials.	Workshop (2 hr)
Week 07	Chemistry 2 - Material uses – fit for purpose.	Lecture (1 hr)
Week 07	Umbrella testing. Investigate the usefulness of a material for a specific purpose and relate to the properties of the material.	Workshop (2 hr)
Week 08	Digital technologies - ICT appropriate for young children. Strategies to meet needs and abilities to expand learning opportunities.	Lecture (1 hr)
Week 08	Digital tools. Digital solutions - Digital systems, instructions to control devices.	Workshop (2 hr)
Week 09	Biology 1 - Needs of plants and animals.	Lecture (1 hr)
Week 09	Living or not? Animals. Observing like a biologist	Workshop (2 hr)
Week 10	Biology 2 - Life processes.	Lecture (1 hr)
Week 10	Plants – drawing like a scientist. I know about animals, not sure about plants.	Workshop (2 hr)
Week 11	Earth/space - Daily and seasonal environmental changes.	Lecture (1 hr)
Week 11	Investigating weather, rain and clouds, wind detectors, seasonal wardrobe.	Workshop (2 hr)
Week 12	Formative assessment - Ways to assess young children’s science and technology learning.	Lecture (1 hr)
Week 12	Design and produce, how children develop solutions to meet needs. Scooter design.	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

Two texts are required for this unit:

Skamp, K. & Preston, C. (2020). Teaching Primary Science Constructively. 7th 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

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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1. Physical, social and intellectual development and characteristics of students. 3.7. Engage parents / carers in the educative process 4.3. Manage challenging behaviour
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1. Content and teaching strategies of the teaching area 2.2. Content selection and organisation 4.1. Support student participation 4.2. Manage classroom activities
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.1. Establish challenging learning goals 3.7. Engage parents / carers in the educative process 4.4. Maintain student safety 4.5. Use ICT safely, responsibly and ethically
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1. Content and teaching strategies of the teaching area 2.2. Content selection and organisation 4.1. Support student participation 4.2. Manage classroom activities
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2. Understand how students learn. 3.2. Plan, structure and sequence learning programs 5.1. Assess student learning
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1. Content and teaching strategies of the teaching area 2.2. Content selection and organisation 2.3. Curriculum, assessment and reporting
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.5. Use effective classroom communication

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

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
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.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
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.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
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.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

Closing the loop

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

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.

Work, health and safety

Practical workshops are held in A35 Room 525/6

Safety regulations recommend that students wear covered footwear during practical classes. Protective eye equipment will be provided where needed.

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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

Details

Enrolment rules

Teaching staff and contact details

Assessment

Assessment criteria

Late submission

Special consideration

Academic integrity

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Closing the loop

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDUP1005: Primary Science and Technology 1

Overview

Details

Enrolment rules

Teaching staff and contact details

Assessment

Assessment criteria

Late submission

Special consideration

Academic integrity

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Closing the loop

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect