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 develop a holistic view of Science and Technology as an essential component of the primary school curriculum. The unit also focuses on ways to support teacher colleagues and promote excellence in Science and Technology K-6 education. Connections between theory, research, and practice will be exemplified through close links with the 4th-year professional experience / internship and involvement in professional learning activities.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDUP4103
Corequisites ?	None
Prohibitions ?	EDUP4084
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

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

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written work	Professional learning article Collaborate with peers to prepare a submission for a professional journal on an exemplar learning sequence for teaching a challenging science and technology concept for stage 2/3 students.	40%	Week 05 Due date: 07 Sep 2025 at 23:59	1800wd	AI allowed
Outcomes assessed:
Presentation	Leading professional learning Prepare and deliver or record a professional learning presentation for teachers.	40%	Week 07 Due date: 17 Sep 2025 at 23:59	1800wd equivalent	AI allowed
Outcomes assessed:
Written work	Reflection Written reflection on Professional Learning presentation.	20%	Week 08 Due date: 28 Sep 2025 at 23:59	900 words	AI allowed
Outcomes assessed:
= group assignment ?

Assessment summary

1) Work as a community of practitioners to develop, peer-review and finalise an article for a professional journal on an exemplar learning sequence for teaching a challenging science and technology concept for stage 2/3 students. The paper should include: title, equipment list, description of learning experiences and teaching procedures for teacher colleagues to follow and implement in their classrooms, safety procedures, questions to guide children's observations and stimulate their thinking, pedagogy justifying the learning experiences supported by relevant educational theory and syllabus links. Document and reflect on use of the learning experience on professional experience, supported with photographs or work samples (obtained with permission).

2) Develop and implement an interactive professional learning activity for a Science Teachers Association of New South Wales (STANSW) conference or event based on the exemplar learning sequence developed in the previous unit (Semester 1). Write a workshop proposal, prepare handouts / presentation resources to be used in delivering the workshop. Prepare a list of materials / equipment required and associated risk assessment. Design a participant survey to evaluate the workshop and obtain feedback on its effectiveness. Attend an STANSW conference / event and participate in delivering the professional learning (Optional / Present to peers).

3) Reflect on the process of planning and your involvement in implementation of professional learning strategies. As part of your plan’s enactment you designed a survey for participants to evaluate the strengths and weaknesses of the professional learning approach. Comment on the feedback received and how it may impact on your future leading of professional learning.

Assessment criteria

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	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)

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 01	Difficult to teach and learn concepts in chemistry and Earth and space. Effective practices for conceptual change. Guest workshop Questacon.	Lecture and tutorial (3 hr)
Week 01	Learning progressions in Chemistry and Earth Science. Refer to the Australian Curriculum: Science. Review and enhancement of teaching / learning resources.	Tutorial (2 hr)
Week 02	Critical interpretation and imaginative implementation of the K-6 syllabus. Embodied learning in science K-6.	Tutorial (2 hr)
Week 02	The role of Professional Associations in professional learning (PL) - journal articles for teaching science K-6. Deconstruction and scaffolding writing a journal article and communicating successful / interesting science teaching practices to teacher colleagues.	Lecture and tutorial (3 hr)
Week 03	Preparation of presentation.	Independent study (1 hr)
	Your role in transforming teaching / learning of primary science. Design PL workshop for a STANSW event. Techniques for engaging teacher colleagues Assignment 2 brief.	Tutorial (2 hr)
	Supoporting teachers to teach, exploring the creation of resources for a range of learning scenarios including online /distance learning. Science at home. Using everyday items for science learning. Use of ICT, e.g. Book creator, Explain everything, See saw, Zoom, Canvas.	Independent study (1 hr)
	Online Professional Learning. Practical work in primary science.	Individual study (2 hr)
Week 05	Assessment and monitoring of student learning in science and technology. Analysis of worksamples, providing feedback to students. Technologies to support evidence capture. Portfolios, exemplars.	Lecture and tutorial (3 hr)
Week 05	Role of the science and technology coordinator. Official documentation of school programs. Reporting to parents. Responsibilities and aspirations. Guest speaker. Sample procedures, reporting approaches and adminstration, technologies used to aid reporting. Parent – teacher communication.	Tutorial (2 hr)
Week 06	Science journals – the alternative to worksheets. Research - use and effectiveness. Empower students make own records, guiding metarepresentational competence. Analysis of journal entries. What do they tell you about science teaching and learning?	Lecture and tutorial (3 hr)
Week 06	Being a primary science leader. Leading PL and curriculum reform. Conferences, webinars, peer-mentoring, team-teaching. Resource sharing, team planning, Department of Education or external provider initiatives.	Tutorial (2 hr)
Week 07	Presentation of workshop – STANSW conference / webinar	Tutorial (2 hr)
Week 07	Whole school curriculum planning and improvement. Writing / enhancing scope and sequence. Critical interpretation and imaginative implementation of the K-6 syllabus. Analysis of sample science teaching programs. Guiding teacher colleagues in curriculum renewal processes. Syllabus mapping.	Lecture and tutorial (3 hr)
Week 08	Bridging in-school and out-of-school learning. Connecting with family and community, local and global contexts. Science fairs, events, competitions, projects, open days. Excursions and field experiences, incursions. Outdoor learning, Community projects,Visiting Scientist / Technologist programs Science clubs, newsletters, Seesaw.	Lecture and tutorial (3 hr)
Week 08	Reflective practice in science and technology education. Relate to involvement in professional learning. Setting personal professional goals for future development. EXSTE network, guest speakers – graduate Science specialisation students working in schools: experiences / expectations / advice.	Tutorial (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.

Required readings

Reading List

Learning progressions

Thornburgh, W., McFadden, J., & Robinson, B. (2020). The Sixth E: Incorporating Engineering into a 5E Learning Cycle on Matter. Science and Children, 57(6), 51.

Tretter, T. R., Thornburgh, W. R., & Duckwall, M. (2016). Seeing the Solar System through Two Perspectives. Part 2 of a Series Focusing on Learning Progressions. Science and Children, 53(5), 60-70.

Professional teacher journals

Preston, C., Davidson, T., Killick, S. Stephens, L., Meikle, S., A. (2019). Teaching and learning STEM in context at Belrose Public School. Science Educational News, 68 (4).

Assessment

Keeley, P. (2019). Formative Assessment in the Science Classroom: What It Is and What It Is Not. Science and Children, 56(9), 8-9.

Martin, A. J., Durksen, T. L., Williamson, D., Kiss, J., & Ginns, P. (2014). Personal Best (PB) Goal Setting and Students’ Motivation in Science: A Study of Science Valuing and Aspirations. The Australian Educational and Developmental Psychologist, 31(02), 85-96.

Documentation and reporting

Garthwait, A., & Verrill, J. (2003). E-portfolios: Documenting student progress. Science and Children, 40(8), 22.

Whole school planning, curriculum evaluation

Houseal, A. (2015). A visual representation of three-dimensional learning: A tool for evaluating curriculum. Science Scope, 39(1), 58-62.

Primary science leader

Hanuscin, D. L., van Garderen, D., Menon, D., Davis, J., Lee, E., & Smith, R. (2011). Teacher? Learner? Both!. Science and Children, 48(6), 55.

ASE (2017). The Primary Science Leaders’ Survival Guide. Vol 1. Association for Science Education. United Kingdom.

Science at home / online learning

Tubbs, J. (2007). Take the Science Fair Online!. Science and Children, 45(4), 45.

Schwan, S., Grajal, A., & Lewalter, D. (2014). Understanding and engagement in places of science experience: Science museums, science centers, zoos, and aquariums. Educational Psychologist, 49 (2), 70-85.

Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of science education and technology, 16 (2), 171-190.

Science clubs / community.

Atwood-Blaine, D. L. (2020). After-School Steam Club Connects Botany, Art, and Gaming. Science Scope, 43(7), 26.

Bledsoe, K. (2012). STEM day in the park. Science and Children, 49(6), 65.

Reflective practice

Loughran, J. J. (2002). Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53 (1), 33-43.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. Demonstrate advanced understanding of science content and pedagogical content knowledge for challenging and developing deep understanding of key ideas in Material World and Earth and Space.
LO2. Engage with teacher colleagues to enhance Science and Technology practice by working collaboratively in planning for teaching and assessment and evaluating the effectiveness of school teaching plans.
LO3. Promote initiatives that support increased engagement in Science and Technology including cross curriculum integration (e.g. STEM, PBL); ex/incursions; community involvement and use of digital technologies.
LO4. Locate, evaluate and source equipment and physical resources to support practical teaching and learning and digital technologies in science and technology K-6.
LO5. Demonstrate confidence in interpersonal and written communication, identifying professional learning needs and discipline-specific curriculum leadership.
LO6. Promote positive dispositions towards Science and Technology and advocate for excellence in Science and Technology education in primary schools.

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. 2.3.1. (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. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 4.5.1. (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) - 1.2.1. (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. 2.2.1. (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. 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. 4.2.1. (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. 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. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 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) - 1.2.1. (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. 2.2.1. (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. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 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) - 1.2.1. (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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 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) - 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. 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 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) - 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 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.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
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.
3.7.1		(Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
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.
4.4.1		(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.
5.3.1		(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.
6.3.1		(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.
7.1.1		(Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
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)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

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

EDUP4104: Advanced Science and Technology K-6 B

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

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