Outline

Overview

This unit provides a more extensive preparation in primary Science and Technology and enables students to gain a NESA accredited teaching specialisation in this discipline. It is designed to strengthen teaching of Science and Technology across K-6 and focuses on concepts that are problematic for primary students to understand. The unit also develops competency in research-based teaching approaches and the development of exemplary teaching resources. Connections between theory, research, and practice will be exemplified through rehearsing science and technology teaching, lesson study, invited workshops and/or school visits. Special extension tasks are incorporated based on opportunity.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	36 credit points of 3000-level EDUP-coded units
Corequisites ?	None
Prohibitions ?	EDUP4083
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Christine Preston, christine.preston@sydney.edu.au
Lecturer(s)	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
Presentation	Assessment Task 3: Exemplar learning sequence – Presentation Presentation and submitted work	20%	Multiple weeks	900 words equivalent
Outcomes assessed:
Assignment	Assessment task 1: STEM: Teacher perceptions Reflective essay	40%	Week 04 Due date: 23 Mar 2025 at 23:59	1800 words
Outcomes assessed:
Assignment	Assessment Task 2: Exemplar learning sequence – development and report Lesson sequence	40%	Week 07 Due date: 13 Apr 2025 at 23:59	1800 words
Outcomes assessed:

Assessment summary

Assessment 1 focuses on the relationship between STEM and the Australian curriculum. You will examine your personal perceptions of STEM and its relationship to the Science and Technology K-6 syllabus and consequently recognise how perceptions will influence your decision-making about what and how to implement STEM in your classroom. In assessment 2 your group will develop an exemplar learning sequence that addresses a common misconception or a difficult to teach concept for stage 2/3 students from a biology or physics topic in the NSW Science and Technology K-6 Syllabus. You will submit a report that identifies and justifies the topic chosen with reference to research literature and curriculum documents and a teaching plan for teaching the learning experience. Assessment 3 is a group workshop presentation of assessment 2. During the workshop your group will ‘teach’ your peers during a 30-minute time slot followed by 10-minute de-brief.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	The learning outcomes of the unit of study have not been met 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
Week 01	Unit overview & assessment, personal goals and professional experience needs. Organisation of curriculum content towards the Big ideas of and for Science. Beliefs about teaching science and technology.	Lecture (1 hr)
Week 01	Science demonstrations: make them go wow! Motivation and engagement. The role of questioning in supporting students to construct explanations.	Tutorial (2 hr)
Week 02	Current research and practice in STEM education. Building on understanding and experiences. The role of teacher perceptions and beliefs.	Lecture (1 hr)
Week 02	Level 1, 2 and 3 STEM activities. Issues - curriculum integration and subject integrity, teaching approaches, ideas and models. (Relates to Assignment 1).	Tutorial (2 hr)
Week 03	Research - Difficult to teach and learn concepts in biology and physics. Effective practices for teaching cognitively demanding concepts.	Lecture (1 hr)
Week 03	Multimodal and student-generated representations to support deep understandingn and reasoning. Critical thinking about diagrams, metaconceptual competence.	Tutorial (2 hr)
Week 04	Tackling tricky topics – teaching about adaptations at the primary level. The problem, the science, evidence of inaccurate teaching approaches.	Lecture (1 hr)
Week 04	Modelling revised teaching approaches and critical review of resources.	Tutorial (2 hr)
Week 05	Pedagogies for supporting understanding for learners at different levels. Inclusive practices, embodied learning. Learning impact of physical and digital resources.	Lecture (1 hr)
Week 05	Scaffolding learning for range of abilities and learning needs. Differentiating learning tasks in science and technology.	Tutorial (2 hr)
Week 06	Guided inquiry approach. Working scientifically, scaffolding explanation building. Developing questioning skills.	Lecture (1 hr)
Week 06	Approaches to inquiry teaching. Toys as tools to promote scientific thinking.	Tutorial (2 hr)
Week 07	Models of dialogic teaching and impact of student talk on learning.	Lecture (1 hr)
Week 07	Teaching and learning strategies associated with teaching excellence & superior learning outcomes	Tutorial (2 hr)
Week 08	Technological problem solving in science– physical and digital solutions. Contextualised learning through problem solving approaches – how and what students learn. Methods of teaching.	Lecture (1 hr)
Week 08	Use of Digital technology to support creative and critical thinking, developing solutions to real-world problems.	Tutorial (2 hr)
Week 09	Making the most of Digital technologies. Meaningful integration digital technologies, learning science concepts through application of computational thinking.	Lecture (1 hr)
Week 09	Using Scratch for a specific purpose (automating movement of 3D models). Modelling an approach to professional development with teacher colleagues.	Tutorial (2 hr)
Week 10	Assignment 3 Group presentation with debrief.	Presentation (3 hr)
Week 11	Assignment 3 Group presentation with debrief.	Presentation (3 hr)
Week 12	Science and technology teaching and learning resources. Selecting, evaluating, organizing and managing resources.	Lecture (1 hr)
Week 12	‘Making do’ in resource poor schools, organizing and maintaining materials and resources. Toys as resources for teaching and learning.	Tutorial (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 text Skamp. K. & Preston, C. (2024). Teaching Primary Science Constructively. (8th Ed). Cengage: South Melbourne. (See canvas for details on obtaining a copy of the text).

Week 1 Engagement

Education council, (2015). The National Science, Technology, Engineering and Mathematics (STEM) School Education Strategy 2016-2026. Education council.

http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20Education%20Strategy.pdf

Killick, F. (2018). The sparkle of science: spread it through all your science lessons. Primary Science, 155, 30-33.

Week 2 STEM

Bess, C. (2019). Unpacking the STEM Disciplines. Science and Children, 56(6), 52-57.

Lyons, T. (2018). Helping students make sense of STEM. Teaching Science, 64(3). Pp 37-43.

Vasquez, J. (2015). STEM beyond the acronym, Educational Leadership, December, 10–5.

Week 3 RCA & multimodal representations

Preston,C., Hubber, P., Bondurant-Scott, M., Gunesekere, I. (2020) A Representation Construction Approach to learning about electrical energy in Year 6. Teaching Science 66(2) 5-19.

Week 4 Adaptations

Rowlands, O., Hokayem, H., & Biediger, D. (2017). THE CASE OF POLAR BEARS. Science and Children, 55(3), 60-65.

Preston, C., Johnstone, J, (2022). Adaptations in primary science: Issues and solutions. Teaching Science, 68(3), 34-47.

Week 5 Inclusive practice

Pacheco-Guffrey, H. (2019). UDL Strategies With Technology. Science and Children, 57(2), 36-40.

Week 6 Inquiry teaching

Ireland, J., Watters, J. J., Brownlee J. L & Lupton, M. (2014). Approaches to Inquiry Teaching: Elementary teacher's perspectives. International Journal of Science Education, 36 (10), 1733-1750,

Kuhn, M., & McDermott, M. (2017). Using argument-based inquiry strategies for STEM infused science teaching. Science and Children, 54(5), 80.

Week 7 Dialogic teaching

Givry, D., & Roth, W. M. (2006). Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting. Journal of Research in Science Teaching, 43(10), 1086-1109.

Tytler, R., & Aranda, G. (2015). Expert teachers’ discursive moves in science classroom interactive talk. International Journal of Science and Mathematics Education, 13(2), 425-446.

Week 8 Computational thinking and problem solving

Cassidy, M., Tucker-Raymond, E., & Puttick, G. (2020). Distributing experiese to integrate computational thinking practices. Sciencescope, 43(7), 18-21.

Tyler, T. (2017). In the thick of it: Using tablets for recording and assessment, Primary Science, 147, 29–32.

Week 9 Digital technologies

Thomas, D. K., Milenkovic, L., & Marousky, A. (2019). Simulating a Non-Native Invasion. Science and Children, 56(6), 37-45.

Wilson, R., & Bradbury, L. (2019). Methods and Strategies: Multiple Modes in Science Instruction. Science and Children, 57(1), 77-81.

Week 10 Engagement

Logan, M., & Skamp, K. (2008). Engaging students in science across the primary secondary interface: Listening to the students’ voices. Research in Science Education, 38(4), 501-27.

Week 11 Engagement

Preston, C. (2020). Engineering Science Teacher Creativity!. Science and Children, 57(5), 69-75.

Week 12

Carroll, K., & Scott, C. (2017). Creating STEM kits for the classroom. Science and Children, 55(1), 36.

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. Explain science concepts and select effective strategies for challenging and developing deep understanding of key ideas in Biology and Physics.
LO2. Synthesise current research, curriculum and policy documents to inform effective and inclusive practices for motivating and engaging all students in investigating and problem solving.
LO3. Confidently design learning tasks using multimodal representations and effective teaching approaches, to engage students in working scientifically and design and production.
LO4. Demonstrate advanced knowledge and skills in planning for the teaching and assessment of key concepts in Biology and Physics in year/stage and school levels including the integration of digital technologies.
LO5. Critically reflect on contemporary issues in science and technology education, and consider them from multiple perspectives.
LO6. Locate, evaluate and source equipment and physical resources to support the hands-on teaching and learning in 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) - 1.2.1. (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. 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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
	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. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.3.1. (Graduate) Include a range of teaching strategies. 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.
	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. 1.5.1. (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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
	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. 1.5.1. (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. 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. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 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) - 1.1.1. (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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 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. 3.3.1. (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. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 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) -

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.
1.4.1		(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.
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		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.
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		Use teaching strategies
3.3.1		(Graduate) Include a range of teaching strategies.
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.
3.5		Use effective classroom communication
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
4		Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments
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.
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
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.
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student 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.
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
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.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

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

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

EDUP4103: Advanced Science and Technology K-6 A

Semester 1, 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) 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