Outline

Overview

Students will explore Science and Technology teaching, learning and curriculum commencing with kindergarten. Students will reflect on and extend their science knowledge about living things; properties of material objects; movement, forces and energy; daily and seasonal changes on Earth, care of the environment and Earth's resources. Application of the technology design process and digital technologies will help students learn how to support children's developing understanding of systems, instructions, algorithms and data representation. In practical workshops age-appropriate teaching and learning strategies and inclusive pedagogies are modelled, experienced and evaluated by students.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	EDUP1005
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Christine Preston, christine.preston@sydney.edu.au
Tutor(s)	Patricia Stockbridge, patricia.stockbridge@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Lesson Introduction Micro teaching, practice introducing a topic.	20%	Multiple weeks	5 mins
Outcomes assessed:
Assignment	Tutorial quiz, small test or online task Open book, online quiz, science knowledge and pedagogies.	40%	Multiple weeks	4x30 mins
Outcomes assessed:
Assignment	Mini research project Conduct an interview, analysis and ideas for teaching.	40%	Week 09 Due date: 26 Apr 2022 at 23:59	2000 words
Outcomes assessed:

Assessment summary

You will present a short (5min) introduction for a kindergarten, year 1 or year 2 Science lesson to your peers in class. You will be the teacher, your classmates will be the class. You will show us how you could start a lesson with kindy children. Your presentation will demonstrate knowledge of developmentally appropriate teaching and learning strategies (informed by academic and research literature). You will select an appropriate strategy to: gain interest, elicit prior knowledge, link to children’s experiences, motivate your class towards a lesson.

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 high standard.
Pass	50 - 64	Work of an acceptable standard.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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 to science. Unit overview and assessment. Learning and teaching science. Impact of physical, social and emotional development on young children’s science learning.	Lecture (1 hr)
Week 01	Scientific inquiry in action. Plan an investigation. So you think you can plan an experiment? Using evidence to answer a question.	Science laboratory (2 hr)
Week 02	Teaching primary science constructively, modelling the approach using a key biology concept. Interactive discussion with students. Research into students’ science learning.	Lecture (1 hr)
Week 02	Inquiry learning in early years science. How children observe, question, collect data and communicate ideas. Modelling concepts, substance and structure of teaching through inquiry.	Science laboratory (2 hr)
Week 03	Learning and teaching technology - Design & production processes. Teaching strategies that cater for students from diverse backgrounds.	Lecture (1 hr)
Week 03	Design and produce modelling STEM torch lesson. Scaffolding children to develop solutions to meet needs. Ideas for engaging parents / carers in school learning.	Science laboratory (2 hr)
Week 04	Physics 1. Forces and motion. Relationship between energy and force.	Lecture (1 hr)
Week 04	How objects move, effects of push and pull forces, explore toy cars and parachutes. Modelling of teaching, learning and communication strategies, resources, organisation and management.	Science laboratory (2 hr)
Week 05	Physics 2. Energy, types (sound, light, heat, electricity and movement), sources of sound, light and heat energy. Purposeful use of energy and forces.	Lecture (1 hr)
Week 05	Chemistry 1. The structure of matter. Understanding the properties of materials.	Lecture (1 hr)
Week 06	Identifying forms of energy. Characteristics of sound energy. Toys, Science as a human endeavor. Modelling of teaching, learning and communication strategies, resources, organisation and management.	Science laboratory (2 hr)
Week 06	Observing using senses. Describe properties of materials objects are made of. Umbrella testing. Modelling of teaching, learning and communication strategies, resources, organisation and management.	Science laboratory (2 hr)
Week 07	Chemistry 2. Materials can be physically changed and or combined. Understanding properties of materials. Is dissolving – mixing or melting? Effects of properties on uses.	Lecture (1 hr)
Week 07	Explore suitability of materials for specific purposes. Product design and evaluation. Modelling of teaching, learning and communication strategies, resources, organisation and management.	Science laboratory (2 hr)
Week 08	Digital Technologies. Components of digital systems, instructions to control devices. Explore data representation. Strategies to meet needs and abilities ICT to expand learning opportunities.	Lecture (1 hr)
Week 08	Digital technologies appropriate for young children. Using Scratch junior. Inclusive teaching strategies for supporting students with disability. Safe, responsible and ethical use of ICT.	Science laboratory (2 hr)
Week 09	Biology 1. Needs of plants and animals. Literacy emphasis through focus on scientific vocabulary.	Lecture (1 hr)
Week 09	Observing and drawing like a scientist like a biologist. Exploring animals and plants, habitats.	Science laboratory (2 hr)
Week 10	Biology 2. External features living things. Food and fibre products from plants and animals.	Lecture (1 hr)
Week 10	Insects, exploring body parts. Leaf litter and pond water habitats. Exploring dried food, compare and measure sprouts grown in dark or light.	Science laboratory (2 hr)
Week 11	Earth / Space. Daily and seasonal environmental changes. How seasons affect us and other living things.Observable changes occurring in the sky and on the land.	Lecture (1 hr)
Week 11	Investigating weather, rain and clouds, wind detectors, seasonal wardrobe.	Science laboratory (2 hr)
Week 12	Links between curriculum, assessment and reporting. Age appropriate diagnostic, formative and summative assessment in science and technology.	Lecture (1 hr)
Week 12	Explore changes: sun position (day); appearance of moon and stars (night); Moon shape. Use water, soil & other resources include care by Aboriginal and Torres Strait Islander peoples.	Science laboratory (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

Required text Skamp. K. & Preston, C. (2021). Teaching Primary Science Constructively. (7th Ed). Cengage: South Melbourne. (See canvas for details on obtaining a copy of the text).

Additional readings will be provided from the University Library through Canvas.

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. Discuss the contribution of scientific and technological developments to people's daily lives and to the overall personal and social development of all children.
LO2. Determine a child’s understanding of a science concept by analysing verbal responses and drawing data and comparing results with previous research.
LO3. Interpret syllabus documents to identify required learning outcomes and devise developmentally appropriate learning experiences for early years (Kindergarten - stage 1) students.
LO4. Critically discuss research into science pedagogy and inclusive pedagogies, particularly how science concepts are understood and misunderstood by young children.
LO5. Evaluate and design learning experiences to engage and support children’s developing scientific and technological skills.
LO6. Reflect on the appropriate use of ICT and digital technologies to enhance a child’s scientific and design thinking.
LO7. Recall and explain key science concepts in the biology, chemistry, physics, and earth and space domains.
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. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
	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. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 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) - 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. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.4.1. (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. 4.2.1. (Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 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. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.3.1. (Graduate) Include a range of teaching strategies. 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. 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.5.1. (Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(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.
2.5.1		(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.
3.7.1		(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.
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

EDUP1012: Science and Technology K-6 A

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

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