Outline

Overview

This is the second of four units in the B. Ed. (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 world (Living Things, materials, force, energy, and Earth and space), the built environment (engineering principles and systems, food and fibre production and material technologies) and digital technologies (digital systems and how digital technologies represent data). A constructivist approach is used to understand the way children (and adults) develop science understanding including alternative conceptions. This will involve students reflecting on and enhancing their personal scientific understanding. Educational research into children's development of science understanding and dispositions towards Science and Technology practices will continue to be explored. Progressing to stage 1 of school, this unit examines pedagogy and learning experiences appropriate for year 1 and year 2 children's learning of Science and Technology. Students will participate in hands-on practical tasks and discuss the development of conceptual understanding and skills including scientific inquiry (processes of working scientifically), design and production processes (development of solutions) and design and productions (of digital solutions). Catering to the learning of all students will be addressed through consideration of adjustments to teaching and assessment strategies in the area of science and technology.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDUP1005 or EDUP1004
Corequisites ?	EDUP2005 or EDUP2009 or EDUP2010
Prohibitions ?	EDUP2008
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Christine Preston, christine.preston@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Online task	Quiz MCQ and short answer	25%	Multiple weeks	1000wd equivalent
Outcomes assessed:
Small continuous assessment	Reading summaries Written task	30%	Multiple weeks	1300 words total
Outcomes assessed:
Small test	Quiz (EFT) MCQ and short answer #earlyfeedbacktask	10%	Week 03 Due date: 16 Mar 2025 at 23:59	30mins / 700wd equivalent
Outcomes assessed:
Assignment	Questioning sequence Written task	35%	Week 04 Due date: 23 Mar 2025 at 14:57	1500 words
Outcomes assessed:
= group assignment ? = early feedback task ?

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

Reading summaries: Submit 6 reading summaries to make connections between concepts and issues introduced in lectures and tutorials with relevant pedagogical considerations. Students will be selected at random to lead a discussion on the readings each week.

Quizzes: Three online quizzes will assess your science knowledge and understanding of effective strategies for guiding children’s skills in scientific inquiry problem solving, digital technologies. THr first quiz is an Early Feedback Task.

Questioning sequence: In pairs develop a question sequence to assess and guide students to construct an explanation of a scientific demonstration. Use research on how students’ learn science and effective teaching strategies to inform the sequence.

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.

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

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

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.

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
Mid-semester break	What does a STEM approach look like in Stage 1?	Independent study (1 hr)
Mid-semester break	Learning through STEM and PBL.	Independent study (2 hr)
Week 01	Introduction and assessment. How can you stimulate student inquiry?	Lecture (1 hr)
Week 01	Gaining student interest using DE and POE. Asking questions and explaining concepts.	Science laboratory (2 hr)
Week 02	Earth/space 1: How can children recognise observable changes occurring in the sky and on the land?	Lecture (1 hr)
Week 02	Explore changes in sun position (day), appearance of moon and stars (night) and moon shape	Science laboratory (2 hr)
Week 03	Earth/space 2: What earth’s resources do we use and need to conserve?	Lecture (1 hr)
Week 03	Identify and use of water, soil and other resources. Use and care of Earth’s resources ATSIC.	Science laboratory (2 hr)
Week 04	Physics 1: What are different energy forms? How can we detect and use them?	Lecture (1 hr)
Week 04	Identify common energy forms. Exploring characteristics of sound energy.	Science laboratory (2 hr)
Week 05	Physics 2: How are forces used for a purpose? Toys and science as a human endeavour	Lecture (1 hr)
Week 05	Design - can you complete the challenge?	Science laboratory (2 hr)
Week 06	What types of inquiry are used at primary level?	Lecture (1 hr)
Week 06	Inquiry based learning. What is a fair test? Claims-Evidence-Reasoning framework (CER).	Science laboratory (2 hr)
Week 07	Biology 1: What are the external features of living things? Why do things live where they do?	Lecture (1 hr)
Week 07	What do you know about animals? Exploring insects. What lives in leaf litter and pond water habitats?	Science laboratory (2 hr)
Week 08	Biology 2: How do living things change as they grow? How do humans use plants and animals?	Lecture (1 hr)
Week 08	What do you know about plants? Growth and change in living things. Humans use of plants and animals for food and fibre.	Science laboratory (2 hr)
Week 09	Chemistry 1: What changes occur when materials are bent, twisted, stretched? How can materials be combined? How do material properties affect their uses?	Lecture (1 hr)
Week 09	Explore: ways materials can be physically changed; Mixing materials. Exploring the properties of materials. Select and use materials based on their properties.	Science laboratory (2 hr)
Week 10	Exploring the properties of materials. Select and use materials based on their properties.	Science laboratory (2 hr)
Week 10	Chemistry 2: How do materials properties affect their uses?	Lecture (1 hr)
Week 11	How do you teach digital technologies in stage 1?	Lecture (1 hr)
Week 11	Digital solutions: digital systems, instructions to control devices	Computer laboratory (2 hr)

Attendance and class requirements

Students are expected to attend a minimum of 90 per cent of all timetabled activities for this unit of study, this includes lectures and tutorials.

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 texts.

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. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/science/science-and-technology-k-6-new-syllabus

All other readings for this unit can be accessed through the Library eReserve, 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. demonstrate awareness of the contribution of scientific and technological developments to people's daily lives and to the overall personal and social development of young children
LO2. devise appropriate learning experiences for stage 1 primary children 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. evaluate teaching resources including ICT to effectively engage and support stage 1 students' learning in science and technology
LO4. read and interpret syllabus and curriculum documents to identify required learning outcomes for stage 1 students
LO5. consider strategies to cater to the learning of all students through adjustments to teaching and assessment strategies in the area of science and technology
LO6. reflect critically on research findings and identify implications for teaching and learning practice in both science and technologies
LO7. recall and explain relevant knowledge and understanding in science and technologies
LO8. communicate effectively by demonstrating 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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	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.
	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. 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. 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) - 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.
	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) - 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. 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.
	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) - 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) - 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. 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
1.2.1		(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.
2.4.1		(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.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
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.

Responding to student feedback

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

Overall previous students were very satisfied with this unit. A discussion of weekly readings has been added to workshops.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Early feedback task

Assessment summary

Assessment criteria

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

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

Disclaimer

On this page

Useful links

EDUP2015: Primary Science and Technology 2

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

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

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

Disclaimer

On this page

Useful links