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Unit of study_

EDUP1012: Science and Technology K-6 A

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

Students will explore Science and Technology teaching, learning and curriculum commencing with kindergarten. Students will reflect on and extend their science knowledge about living things; properties of material objects; movement, forces and energy; daily and seasonal changes on Earth, care of the environment and Earth's resources. Application of the technology design process and digital technologies will help students learn how to support children's developing understanding of systems, instructions, algorithms and data representation. In practical workshops age-appropriate teaching and learning strategies and inclusive pedagogies are modelled, experienced and evaluated by students.

Unit details and rules

Unit code EDUP1012
Academic unit Education
Credit points 6
Prohibitions
? 
EDUP1005
Prerequisites
? 
None
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Heather McMaster, heather.mcmaster@sydney.edu.au
Tutor(s) Patricia Stockbridge, patricia.stockbridge@sydney.edu.au
Type Description Weight Due Length
Small continuous assessment Tutorial quiz, small test or online task
Open book, online quiz, science knowledge and pedagogies.
30% Multiple weeks 3x30 mins
Outcomes assessed: LO3 LO8 LO7 LO6 LO5
Presentation Lesson Introduction
Micro teaching, practice introducing a topic.
20% Multiple weeks 5 mins
Outcomes assessed: LO1 LO8 LO6 LO5 LO3 LO2
Online task Early Feedback Task Quiz
#earlyfeedbacktask
10% Week 03
Due date: 08 Mar 2024 at 23:59
30 mins
Outcomes assessed: LO3 LO8 LO7 LO6 LO5
Assignment Mini research project
Conduct an interview, analysis and ideas for teaching.
40% Week 08
Due date: 21 Apr 2024 at 23:59
2000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO6 LO8

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

You will present a short (5min) introduction for a kindergarten, year 1 or year 2 Science lesson to your peers in class. You will be the teacher, your classmates will be the class. You will show us how you could start a lesson with kindy children. Your presentation will demonstrate knowledge of developmentally appropriate teaching and learning strategies (informed by academic and research literature). You will select an appropriate strategy to: gain interest, elicit prior knowledge, link to children’s experiences, motivate your class towards a lesson.

Assessment criteria

Result name

Mark range

Description

High distinction

85 - 100

Work of an exceptional standard.

Distinction

75 - 84

Work of a very high standard.

Credit

65 - 74

Work of a high standard.

Pass

50 - 64

Work of an acceptable standard.

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.

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.

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 2023 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 2023. 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

WK Topic Learning activity Learning outcomes
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) LO1 LO2 LO8
Scientific inquiry in action. Plan an investigation. So you think you can plan an experiment? Using evidence to answer a question. Science laboratory (2 hr) LO1 LO2 LO8
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) LO1 LO4
Inquiry learning in early years science. How children observe, question, collect data and communicate ideas. Modelling concepts, substance and structure of teaching through inquiry. Science laboratory (2 hr) LO3 LO4 LO5 LO7
Week 03 Learning and teaching technology - Design & production processes. Teaching strategies that cater for students from diverse backgrounds. Lecture (1 hr) LO3 LO4 LO5 LO7
Design and produce modelling STEM torch lesson. Scaffolding children to develop solutions to meet needs. Ideas for engaging parents / carers in school learning. Science laboratory (2 hr) LO3 LO4 LO5 LO7
Week 04 Physics 1. Forces and motion. Relationship between energy and force. Lecture (1 hr) LO3 LO4 LO5 LO7
How objects move, effects of push and pull forces, explore toy cars and parachutes. Modelling of teaching, learning and communication strategies, resources, organisation and management. Science laboratory (2 hr) LO3 LO4 LO5 LO7
Week 05 Physics 2. Energy, types (sound, light, heat, electricity and movement), sources of sound, light and heat energy. Purposeful use of energy and forces. Lecture (1 hr) LO3 LO4 LO5 LO7
Chemistry 1. The structure of matter. Understanding the properties of materials. Lecture (1 hr) LO3 LO4 LO5 LO7
Week 06 Identifying forms of energy. Characteristics of sound energy. Toys, Science as a human endeavor. Modelling of teaching, learning and communication strategies, resources, organisation and management. Science laboratory (2 hr) LO3 LO4 LO5 LO7
Observing using senses. Describe properties of materials objects are made of. Umbrella testing. Modelling of teaching, learning and communication strategies, resources, organisation and management. Science laboratory (2 hr) LO3 LO4 LO5 LO7
Week 07 Chemistry 2. Materials can be physically changed and or combined. Understanding properties of materials. Is dissolving – mixing or melting? Effects of properties on uses. Lecture (1 hr) LO3 LO4 LO5 LO7
Explore suitability of materials for specific purposes. Product design and evaluation. Modelling of teaching, learning and communication strategies, resources, organisation and management. Science laboratory (2 hr) LO3 LO4 LO5 LO7
Week 08 Digital Technologies. Components of digital systems, instructions to control devices. Explore data representation. Strategies to meet needs and abilities ICT to expand learning opportunities. Lecture (1 hr) LO3 LO4 LO5 LO6 LO7
Digital technologies appropriate for young children. Using Scratch junior. Inclusive teaching strategies for supporting students with disability. Safe, responsible and ethical use of ICT. Science laboratory (2 hr) LO3 LO6
Week 09 Biology 1. Needs of plants and animals. Literacy emphasis through focus on scientific vocabulary. Lecture (1 hr) LO3 LO5 LO6 LO7
Observing and drawing like a scientist like a biologist. Exploring animals and plants, habitats. Science laboratory (2 hr) LO3 LO5 LO6 LO7
Week 10 Biology 2. External features living things. Food and fibre products from plants and animals. Lecture (1 hr) LO3 LO4 LO5 LO7
Insects, exploring body parts. Leaf litter and pond water habitats. Exploring dried food, compare and measure sprouts grown in dark or light. Science laboratory (2 hr) LO3 LO5 LO6 LO7
Week 11 Earth / Space. Daily and seasonal environmental changes. How seasons affect us and other living things.Observable changes occurring in the sky and on the land. Lecture (1 hr) LO3 LO4 LO5 LO6 LO7
Investigating weather, rain and clouds, wind detectors, seasonal wardrobe. Science laboratory (2 hr) LO3 LO4 LO5 LO7
Week 12 Links between curriculum, assessment and reporting. Age appropriate diagnostic, formative and summative assessment in science and technology. Lecture (1 hr) LO3 LO4 LO5 LO6 LO7
Explore changes: sun position (day); appearance of moon and stars (night); Moon shape. Use water, soil & other resources include care by Aboriginal and Torres Strait Islander peoples. Science laboratory (2 hr) LO3 LO4 LO5 LO7

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

Required text  Skamp. K. & Preston, C. (2020). Teaching Primary Science Constructively. (7th Ed). Cengage: South Melbourne. (See canvas for details on obtaining a copy of the text).

Additional readings will be provided from the University Library through 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. Discuss the contribution of scientific and technological developments to people's daily lives and to the overall personal and social development of all children.
  • LO2. Determine a child’s understanding of a science concept by analysing verbal responses and drawing data and comparing results with previous research.
  • LO3. Interpret syllabus documents to identify required learning outcomes and devise developmentally appropriate learning experiences for early years (Kindergarten - stage 1) students.
  • LO4. Critically discuss research into science pedagogy and inclusive pedagogies, particularly how science concepts are understood and misunderstood by young children.
  • LO5. Evaluate and design learning experiences to engage and support children’s developing scientific and technological skills.
  • LO6. Reflect on the appropriate use of ICT and digital technologies to enhance a child’s scientific and design thinking.
  • LO7. Recall and explain key science concepts in the biology, chemistry, physics, and earth and space domains.
  • LO8. Use effective written and oral 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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
LO2
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
LO3
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
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.
LO4
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
3.4.1. (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.
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.
LO5
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
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.
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.
LO6
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
3.3.1. (Graduate) Include a range of teaching strategies.
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.
6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
LO7
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
LO8
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -
Competency code Taught, Practiced or Assessed Competency standard
1.1.1 T P A (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2.1 T P A (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3.1 T P A (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.
1.6.1 T P A (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2.1.1 T P A (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1 T P A (Graduate) Organise content into an effective learning and teaching sequence.
3.1.1 T P A (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1 T P A (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.4.1 T P A (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1 T P A (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
4.1.1 T P A (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1 T P A (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.4.1 T P A (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5.1 T P A (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 T P A (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
6.2.1 T P A (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.4.1 T P A (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

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

This is unit was offered the first time in 2022 and students provided positive feedback.

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.