Outline

Overview

The final unit of three in Science and Technology focuses on Stage 3 (Yr 5 and 6) NESA curriculum. Learning theory and hands-on practical experiences are examined and critically evaluated for developing primary students' understanding of concepts and skills in scientific thinking, design thinking, systems thinking and computational thinking. Preservice teachers will critically reflect on personal understanding of concepts and developing teacher practice. Emphasis is put on using resources and research based teaching strategies to cater for diverse student needs and providing appropriate learning challenges. The unit promotes confidence, competence and commitment towards effective teaching.

Unit details and rules

Unit code	EDUP3042
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	36 credit points of 2000-level EDUP-coded units
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Heather McMaster, heather.mcmaster@sydney.edu.au
Lecturer(s)	Patricia Stockbridge, patricia.stockbridge@sydney.edu.au
Tutor(s)	Nathan Crevensten, nathan.crevensten@sydney.edu.au

Type	Description	Weight	Due	Length
Small continuous assessment	Photovoice reflection Use photos taken during class to reflect on your development as a teacher.	30%	Multiple weeks	1350 words equivalent (2 x 675 words)
Outcomes assessed:
Assignment	Developing a learning resource Create a digital resource to teach a Stage three Science concept.	30%	Week 08 Due date: 21 Apr 2024 at 23:59	2400 wd equivalent
Outcomes assessed:
Presentation	Design task and presentation Team solves a design problem, creates & present an artefact in class.	40%	Week 12	1800 wd equivalent
Outcomes assessed:
= group assignment ?

Assessment summary

Assesment 1 - Design task and presentation. Students work in a group to solve a design problem that involves making an artefact that meets design criteria, is constructed from provided materials, and supports their developing understanding of concepts from the NSW K-6 Primary Science and Technology syllabus that they will teach to primary students. (Outcomes 1, 2, 3, 4, 5, 7, 8).

Assessment 2 - Photovoice reflection. During the workshops for this unit of study students individually take photos of teaching and learning activities they believe are important and influential to their learning as a teacher of primary science. They select 2-3 personally significant photos, insert these into a word document and write a reflective statement for each selected image (675 words per sumbission) and support their reflection with reference to relevant academic or research literature. Critical reflection is crucial for the development oof quality teaching practices. (Outcomes 2, 6, 7, 8).

Assessment 3 - Digital learning resource. Students develop a learning resource for use with stage 3 students to support understanding of a science concept. They develop an e-book that guides students through practical tasks, incorporate appropriate representations and assesses student understanding. The resource must differentiate to meet needs learning of students with diverse abilities and support inclusive participation including students with disability. . (Outcomes 1, 2, 3, 4, 7, 8).

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 good 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.

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 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

Weekly schedule

WK	Topic	Learning activity
Week 01	Contemporary approaches to teaching science - Problem based learning (PBL) and Science, Technology, Engineering and Mathematics (STEM).	Lecture (1 hr)
Week 01	Problem based learning (PBL) example: The perfect toy.	Practical (2 hr)
Week 02	Contemporary approaches to teaching science - Representation construction approach (RCA).	Lecture (1 hr)
Week 02	Teaching about energy transfer and transformation using the RCA. Scaffolding guided inquiry, toys to aid conceptual development.	Practical (2 hr)
Week 03	Physics 1. Energy transfer and transformations from one form to another.	Lecture (1 hr)
Week 03	Developing understanding of electric circuits using RCA. Research based teaching strategy to meet various student learning needs.	Practical (2 hr)
Week 04	Physics 2. Electric circuit function and energy transformation in solar panels	Lecture (1 hr)
Week 04	Explore the effects of increasing / decreasing forces – LEGO milkshake maker. Safety including food allergies emphasize.	Practical (2 hr)
Week 05	Chemistry 1. Changes to materials can be reversible or irreversible.	Lecture (1 hr)
Week 05	Effect of heat on properties and behavior of materials. Physical and chemical changes. Physical separation of mixtures.	Practical (2 hr)
Week 06	Chemistry 2. Solids, liquids and gases have different observable properties and behave in different ways.	Lecture (1 hr)
Week 06	Comparing properties and behaviour of solids, liquids and gases. Use ICT to safely and responsibly record observations to expand curriculum learning.	Practical (2 hr)
Week 07	Biology 1. Physical environment conditions’ affect the growth and survival and of living things.	Lecture (1 hr)
Week 07	Explaining challenging concepts, adaptations. Investigate how variations in features can affect survival, e.g. short vs long beaked echidnas. Habitat classrooms – Taronga zoo.	Practical (2 hr)
Week 08	Biology 2. Understanding adaptations, how to teach at primary level.	Lecture (1 hr)
Week 08	Sustainable management of fish farms. How digital systems interact and transmit data: composition of and transmission within digital networks.	Practical (2 hr)
Week 09	Earth and space 1. Composition, relative distances and sizes, regular events in our solar system. Role of light energy in observing Sun, Moon, planets, stars.	Lecture (1 hr)
Week 09	Solar system, use of light in observing Sun, Moon and planets.	Practical (2 hr)
Week 10	Earth and space 2. Geological changes and extreme weather events, affect on Earth’s surface. Planning for and managing natural disasters	Lecture (1 hr)
Week 10	Investigate house design to reduce the impact of earthquakes.	Practical (2 hr)
Week 11	Assessment and reporting strategies including moderation.	Lecture (1 hr)
Week 11	STEM – design task part 1.	Practical (2 hr)
Week 12	Continuing professional learning in Science and Technology. Role of professional associations and publications to broaden professional knowledge and practice.	Lecture (1 hr)
Week 12	STEM – design task part 2.	Practical (2 hr)

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.

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. Apply knowledge of current educational theory (including the representation construction approach and STEM), research and curriculum documents as they relate to the teaching and learning of Science and Technology.
LO2. Design effective learning experiences to guide Stage 3 students’ understanding of concepts in Sciences and Technologies and develop children’s skills in science inquiry, design and digital processes.
LO3. Explore and evaluate range of teaching resources and practical activities to effectively engage students in science inquiry and design including provision for students from diverse backgrounds.
LO4. Exhibit 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.
LO5. Collaborate and function as an effective team member and respond creatively to develop a solution to a technology problem that demonstrates understanding of Science concepts.
LO6. Critically reflect on own/other’s actions, values and beliefs towards teaching primary Science and TechnologyK-6 and consider future teaching practice.
LO7. Construct and present a clear and coherent exposition of knowledge and ideas to a variety of audiences using reflective and flexible modes of communication.
LO8. Exhibit enhanced self-efficacy and positive attitudes towards teaching science and technology.

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. Professional Knowledge: Standard 1 - Know students and how they learn 1.1. Physical, social and intellectual development and characteristics of students. 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. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 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. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.4. Interpret student data 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5. Report on student achievement 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 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. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.2. Content selection and organisation 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.3. Curriculum, assessment and reporting 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.5. Use effective classroom communication 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6. Evaluate and improve teaching programs 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 5. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1. Assess student learning 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community 7.2. Comply with legislative, administrative and organisational requirements 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. Professional Knowledge: Standard 1 - Know students and how they learn 1.4. Strategies for teaching Aboriginal and Torres Strait Islander students. 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. 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.1. Establish challenging learning goals 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.4. Select and use resources 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.6. Evaluate and improve teaching programs 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.1. Support student participation 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.4. Maintain student safety 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 4.5. Use ICT safely, responsibly and ethically 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. Professional Practice: Standard 5 - Assess, provide feedback and report on student learning 5.1. Assess student learning 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) - 3. Professional Practice: Standard 3 - Plan for and implement effective teaching and learning 3.5. Use effective classroom communication 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.4. Maintain student safety 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 4.5. Use ICT safely, responsibly and ethically 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. Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments 4.4. Maintain student safety 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 4.5. Use ICT safely, responsibly and ethically 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) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.2. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 7. Professional Engagement: Standard 7 - Engage professionally with colleagues, parents/carers and the community 7.4. Engage with professional teaching networks and broader communities 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 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. Strategies for teaching Aboriginal and Torres Strait Islander students. 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. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 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. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5. Literacy and numeracy strategies 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1. Professional Knowledge: Standard 1 - Know students and how they learn 1.2. Understand how students learn. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 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. 2. Professional Knowledge: Standard 2 - Know the content and how to teach it 2.1. Content and teaching strategies of the teaching area 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

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.
1.5.1		(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.
2.6.1		(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.
3.4.1		(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.
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.
5.2.1		(Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.4.1		(Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
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.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Responding to student feedback

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

This is the first time this unit has been offered.

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

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

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

Media

Student links

About us

Connect

Current students

EDUP3042: Science and Technology K-6 C

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

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

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

Media

Student links

About us

Connect