Outline

Overview

This is the final of four units in the Science and Technology K-6 curriculum area. Based around the stage 3 school curriculum, preservice teachers experience, consider and develop learning experiences for year 5 and year 6 students. A blend of learning theory and hands-on practical experiences are used to develop methods for guiding students' understanding of ideas, scientific and design thinking and problem solving including digital solutions. Preservice teachers 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

Unit code	EDUP4019
Academic unit	Education
Credit points	4
Prohibitions ?	EDUP4018
Prerequisites ?	EDUP1005 and EDUP2015 and EDUP3010
Corequisites ?	EDUP4074 and EDUP4076 and EDUP4077
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

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

Type	Description	Weight	Due	Length
Assignment	Critical research review Critical review of research - Representation Construction Approach (RCA).	40%	Week 04 Due date: 26 Mar 2021 at 23:00 Closing date: 09 Apr 2021	1200wd
Outcomes assessed:
Assignment	Science learning sequence Develop an exemplar learning sequence for stage 3 students.	60%	Week 08 Due date: 30 Apr 2021 at 23:00 Closing date: 14 May 2021	1800wd
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assignment 1 – Critically review research on the Representation Construction Approach, synthesise findings and review studies.
Assignment 2 – Plan an exemplar learning sequence addressing a common misconception or a difficult to teach stage 2/3 concept.

Detailed information for each assessment can be found on Canvas.

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.

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:

Written work submitted electronically after 11.59 pm on the due date will be considered to have been submitted late. For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction and assessment requirements. Contemporary approaches to teaching science - Representation construction approach (RCA).	Lecture (1 hr)
Week 01	Teaching about energy transfer and transformation using the RCA. Scaffolding guided inquiry, toys to aid conceptual development.	Science laboratory (1.5 hr)
Week 02	Physics 1. Energy transfer and transformations from one form to another.	Lecture (1 hr)
Week 02	Developing understanding of electric circuits using RCA. Research based teaching strategy to meet various student learning needs.	Science laboratory (1.5 hr)
Week 03	Physics 2. Electric circuit function and energy transformation in solar panel	Lecture (1 hr)
Week 03	Developing understanding of electric circuits using RCA. Research based teaching strategy to meet various student learning needs.	Science laboratory (1.5 hr)
Week 04	Chemistry 1. Changes to materials can be reversible or irreversible.	Lecture (1 hr)
Week 04	Effect of heat on properties and behavior of materials. Physical and chemical changes. Physical separation of mixtures.	Science laboratory (1.5 hr)
Week 05	Chemistry 2. Solids, liquids and gases have different observable properties and behave in different ways.	Lecture (1 hr)
Week 05	Comparing properties and behaviour of solids, liquids and gases. Use ICT to safely and responsibly record observations to expand curriculum learning.	Science laboratory (1.5 hr)
Week 06	Biology 1. Physical environment conditions’ affect the growth and survival and of living things.	Lecture (1 hr)
Week 06	Explaining challenging concepts, adaptations. Investigate how variations in features can affect survival, e.g. short vs long beaked echidnas. Habitat classrooms – Taronga zoo.	Science laboratory (1.5 hr)
Week 07	Biology 2. Understanding adaptations, how to teach at primary level.	Lecture (1 hr)
Week 07	Sustainable management of fish farms. How digital systems interact and transmit data: composition of and transmission within digital networks.	Science laboratory (1.5 hr)
Week 08	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 08	Solar system, use of light in observing Sun, Moon and planets.	Science laboratory (1.5 hr)
Week 09	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 09	Investigate house design to reduce the impact of earthquakes.	Science laboratory (1.5 hr)
Week 10	STEM task – design a sustainable product OR PBL - the perfect toy.	Science laboratory (1.5 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 4 credit point unit, this equates to roughly 80-100 hours of student effort in total.

Required readings

Week	Journal articles
1	Representation construction approach (RCA) – Energy transfer & transformation. Jurkiewicz, M. A., Kirn, A., & Crowther, D. (2019). A Water Wheel Challenge!. Science and Children, 56(6), 46-51.
2	Physics – Energy transformations and electricity Preston, Hubber, Bundurant-Scott, Gunesekere (2020). A Representation Construction Approach to learning about electrical energy in Year 6. Teaching Science, 68(2), 5-19.
3	Physics – Energy transformations. Increasing / decreasing force Smith, W., & Smith, B. C. (2016). Bringing the Maker Movement to school. Science and Children, 54(1), 30. Chambers, J. M., Carbonaro, M., & Murray, H. (2008). Developing conceptual understanding of mechanical advantage through the use of Lego robotic technology. Australasian Journal of Educational Technology, 24(4).
4	Chemistry - solids, liquids, gases & change of state, New substance or mixture Smith, W., & Meyer, J. (2017). Chemical Reaction Vehicles. Science and Children, 55(3), 71-78.
5	Chemistry - Separating mixtures. The properties of materials à uses Smith, (2017). Clean it up. Science and Children, 29-33. Haas, A., Hollimon, S., & Lee, O. (2015). Deep Assessment. Science and Children, 53(3), 73. Sullivan, P. T., Conner, L. C., Guthrie, M., Pompea, S., Tsurusaki, B. K., & Tzou, C. (2017). Colorful Chemistry. Science and Children, 54(8), 34.
6	Biology – Sustainable production of food and fibre Gillan, A., & Raja, S. (2016). What a Way to Grow! Fifth Graders Design Systems for Fish and Plants While Exploring Human Impacts on the Environment. Science and Children, 53(7), 48.
7	Biology - environment affect the growth, survival and adaptation of living things. Rowlands, O., Hokayem, H., & Biediger, D. (2017). The Case Of Polar Bears. Science and Children, 55(3), 60-65.
8	Solar system, use of light in observing Sun, Moon and planets. Thornburgh, B., Tretter, T., & Duckwall, M. (2015). Seeing the Solar System Through Two Perspectives. Science and Children, 53(4), 42. Tretter, T. R., Thornburgh, W. R., & Duckwall, M. (2016). Seeing The Solar System Through Two Perspectives. Science and Children, 53(5), 60.
9	Earth and space – geological changes and extreme weather events affect the Earth’s surface. Brown, P. & Concannon, J. (2016). Students use of the PSOE model to understand weather and climate, Science Activities, 53:3, 87-91. English, L. D., King, D., & Smeed, J. (2017). Advancing integrated STEM learning through engineering design: Sixth-grade students’ design and construction of earthquake resistant buildings. The Journal of Educational Research, 110(3), 255-271.

'The journal readings for this unit can be accessed through the Library Reading List, available on Canvas'.

Additional readings

Required Textbook: Skamp, K. & Preston, C. (2018). Teaching Primary Science Constructively. 6th Ed. South Melbourne. Cengage

Required Syllabus: NESA. (2017). NSW Syllabus for the Australian Curriculum. Science and Technology K–6 Syllabus. NSW Education Standards Authority. URL

Recommended texts:

Loxley, P., Dawes, L., Nicholls, L., & Dore, B. (2014). Teaching primary science: Promoting enjoyment and developing understanding. 2nd Ed. London: Routledge.

Fleer, M. (2016). Technologies for children. Port Melbourne. Cambridge.

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. Identify effective strategies to incorporate problem-based STEM learning tasks in K-6.
LO2. Identify and develop strategies and learning experiences to guide understanding of concepts in Science and Technologies K-6.
LO3. Identify and create learning experiences to develop children’s skills in science inquiry, design and digital processes in K-6.
LO4. Evaluate teaching programs designed to support learning in Science and Technology K-6.
LO5. Collaborate effectively in a small team, to develop a research-based science learning sequence.
LO6. Critically review research literature on a contemporary science teaching and learning strategy.
LO7. Interpret syllabus and curriculum documents and use them to develop a learning sequence for Science and Technology.
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
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. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 2.1.1. (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) - 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. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 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) - 1.4.1. (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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 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) - 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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 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. 5.5.1. (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) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 7.4.1. (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) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 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.
	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. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 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.
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.
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.

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

Weekly schedule

Weekly schedule

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

Media

Student links

About us

Connect

Current students

EDUP4019: Primary Science and Technology 4

Semester 1, 2021 [Normal day] - Remote

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

Weekly schedule

Weekly schedule

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

Media

Student links

About us

Connect