Outline

Overview

This is the third of four units in the Science and Technology K-6 curriculum area. Based around the stage 2 school curriculum, students experience, consider and develop learning experiences for year 3 and year 4 children. A blend of learning theory and hands-on practical experiences are used to develop methods for guiding children's understanding of ideas, scientific and design thinking and problem solving including digital solutions. Students will critically reflect on personal understanding of concepts and developing teacher practice. The unit continues to develop students' confidence, competence and commitment towards effective teaching of Science and Technology.

Unit details and rules

Academic unit	Education
Credit points	4
Prerequisites ?	EDUP1005 and EDUP2015
Corequisites ?	EDUP3004 and EDUP3006 and EDUP3007 and EDUP3034
Prohibitions ?	EDUP3009
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Christine Preston, christine.preston@sydney.edu.au
Lecturer(s)	Nathan Crevensten, nathan.crevensten@sydney.edu.au

Type	Description	Weight	Due	Length	Use of AI
Portfolio or journal	Photovoice reflection - Part 1 Photos and written reflection	20%	Week 05 Due date: 07 Sep 2025 at 23:59	600 words	AI allowed
Outcomes assessed:
Written work	Evaluation of a learning resource and recorded presentation Identifying appropriate resources for teaching science and technology	60%	Week 09 Due date: 12 Oct 2025 at 23:59	1800 words	AI allowed
Outcomes assessed:
Portfolio or journal	Photovoice reflection - Part 2 Photos and written reflection	20%	Week 10 Due date: 17 Oct 2025 at 23:59	600 words	AI allowed
Outcomes assessed:

Assessment summary

Evaluation of a learning resource and presentation.

Select a digital resource for use with stage 2 students. Part 1 – produce a single page pamphlet, poster or slide that describes the resource, suggests its potential as a teaching/learning aid, and specify science concept(s) and skills linked to Science and Technology K-6 syllabus. Part 2 – short recorded presentation demonstrating how the digital resource could be used by teachers or students in the classroom. Presentation should highlight key teaching points and learning strategies and include critical reflection on research-based literature to support/justify your evaluation.

Photovoice reflections - Part 1 and Part 2

You will be taking photos during lectures and workshops to collect materials for your future teaching. Choose THREE photos (for each submission) and reflect on how each image has impacted your development as a teacher of science and technology with support from relevant literature.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

Result name	Mark range	Description
High distinction	85-100	an exceptional standard
Distinction	75-84	a very high standard
Credit	65-74	good standard
Pass	50-64	acceptable standard
Fail	0-49	does not meet the outcomes

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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 02	Inquiry based learning. What is a fair test? Claims-Evidence-Reasoning framework (CER).	Lecture (1 hr)
Week 02	Strategies to develop students’ ethical habits of mind in science integrated Engineering – testing Oil spill clean-up methods.	Tutorial (2 hr)
Week 03	Physics 1. Characteristics and effects of light. Production and transfer of heat energy. Solar energy.	Lecture (1 hr)
Week 03	LIGHT Characteristics and effects of energy (heat and light), explore solar energy toys.	Tutorial (2 hr)
Week 04	Physics 2. Contact and non-contact forces, effect on motion – science background.	Lecture (1 hr)
Week 04	Explore how push and pull contact and noncontact forces affect an object’s motion by changing speed and/or direction.	Tutorial (2 hr)
Week 05	Chemistry 1. Change of state caused by adding or removing heat.	Lecture (1 hr)
Week 05	Heat transfer, changes of state. Design and produce anti-melt container.	Tutorial (2 hr)
Week 06	Chemistry 2. Natural and processed materials have a range of physical properties that can influence their use (functional and structural properties).	Lecture (1 hr)
Week 06	Natural and processed. Suitability of natural and processed materials for a range of purposes. Rubber band car. Reading ATSI natural paints ACARA. (2019). pp. 181-187.	Tutorial (2 hr)
Week 07	Biology 1. Classification of living things. Life cycles of living things.	Lecture (1 hr)
Week 07	Similarities and differences between the life cycles of living things. Reading ATSI classification ACARA (2019).	Tutorial (2 hr)
Week 08	Biology 2. Life cycles. Interdependency of environments and living things e.g., bees & flowers, animals & seed dispersal. Food and fibre products from animals and plants.	Lecture (1 hr)
Week 08	Food production technologies. Design - watering system.	Tutorial (2 hr)
Week 09	Introduction to STEM (Science, Technology, Engineering, Mathematics).	Lecture (1 hr)
Week 09	STEM level 2 task - Wind powered car.	Tutorial (2 hr)

Attendance and class requirements

90% attendance at all classes (lectures and workshops) is mandatory to meet NESA accreditation requirements to pass this unit.

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 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

Required text: Skamp & Preston (2025). Teaching Primary Science Constructively. 8th Ed. Cengage. Australia.

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 children's 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 that guide students' development of values and attitudes, skills, knowledge and understandings of scientific and technological concepts
LO3. identify implications for science and technology education of the various cross-curriculum initiatives being implemented in schools
LO4. critically evaluate published teaching resources designed to explain scientific and technological concepts and to guide the processes of working technologically
LO5. consider the policy and practices of student assessment to incorporate learning outcomes from the science and technology area with those from other Key Learning Areas in overall curriculum planning and assessment
LO6. develop classroom management strategies to create and maintain supportive and safe learning environments including the effective use of a range of tools and technologies in practical tasks
LO7. incorporate a range of information and communication technologies (ICT) in the development of learning experiences
LO8. explore a range of teaching resources and practical activities to effectively engage students whilst working technologically including provision for students with special needs and diverse backgrounds
LO9. demonstrate critical reflection of findings and issues raised in research-based texts and journals
LO10. engage with student colleagues to improve teaching practice by working collaboratively on design tasks, providing constructive feedback during peer assessment
LO11. demonstrate professional competence in written communication skills including academic writing relating to the content and teaching strategies of the teaching area of Science and Technology K-6.

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) - 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
	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. 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. 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. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 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.
	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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 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) - 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 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. 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) - 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.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
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.
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.

Responding to student feedback

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

The number of assessment tasks in this unit has been reduced from 3 to 2 in response to student feedback.

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

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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

EDUP3010: Primary Science and Technology 3

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

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