Outline

Overview

This is the third of four units in the Science and Technology K-6 curriculum area. Based around the stage 2 school curriculum, students experience, consider and develop learning experiences for year 3 and year 4 children. A blend of learning theory and hands-on practical experiences are used to develop methods for guiding children's understanding of ideas, scientific and design thinking and problem solving including digital solutions. Students 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

Academic unit	Education
Credit points	4
Prerequisites ?	EDUP1005 and EDUP2015
Corequisites ?	EDUP3004 and EDUP3006 and EDUP3007 and EDUP3034
Prohibitions ?	EDUP3009
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jon Callow, jon.callow@sydney.edu.au
Tutor(s)	John Johnstone, john.johnstone@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Photovoice reflection Photos and written reflection	30%	Multiple weeks	2x450 words
Outcomes assessed:
Assignment	Critical review of a teaching/learning resource Critical review of a teaching/learning resource	30%	Week 03 Due date: 28 Aug 2021 at 05:00	900 words
Outcomes assessed:
Presentation	Design task and presentation Presentation of a design brief	40%	Week 07	1200 word
Outcomes assessed:
= group assignment ?

Assessment summary

Critical review of a teaching/learning resource – You will select ONE physical or digital resource and critically evaluate its use in science or technology and application as a teaching and learning tool within the classroom.
Presentation – development of a design brief: You will be testing and evaluating example design tasks and gaining experience in working with design briefs. Select a task (from Canvas) as the stimulus to develop a design brief for a learning experience that will
aid primary students to develop. Share your lesson idea with peers by presenting the design brief and sample product justifying
the elements of the task that will enhance students’ development of skills and knowledge and understanding of science and
technology concepts. Provide a handout using the template provided for use by teacher colleagues.
Photovoice reflections – You will be encouraged to take photos or screenshots during lectures and workshops to collect materials for your future teaching. Choose TWO photos (for each submission) and reflect on how the image positively influenced your development as a teacher of science and technology.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

Result name	Mark range	Description
High distinction	85-100	an exceptional standard
Distinction	75-84	a very high standard
Credit	65-74	good standard
Pass	50-64	acceptable standard
Fail	0-49	does not meet the outcomes

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 unit and assessment. Design-based learning. Engineering science connections. Skills and understanding concepts.	Lecture (1 hr)
Week 01	Engineering for all - design challenge activities.	Workshop (1.5 hr)
Week 02	Physics 1. Characteristics and effects of light and heat energy. Technology Design process.	Lecture (1 hr)
Week 02	Design and produce anti-melt container.	Workshop (1.5 hr)
Week 03	Physics 2. Contact and non-contact forces, effect on motion. Assessment of design-based learning.	Lecture (1 hr)
Week 03	Explore light and solar energy toys. Investigate how push and pull contact and non-contact forces affect an object’s motion by changing speed and/or direction. Self-propelled car car.	Workshop (1.5 hr)
Week 04	Biology 1. Classification of living things. Life cycles of living things.	Lecture (1 hr)
Week 04	Strategies to develop students’ ethical habits of mind in science-integrated. Engineering – testing Oil spill clean-up methods.	Workshop (1.5 hr)
Week 05	Biology 2. Survival of living things. Producing food and fibre from living things.	Lecture (1 hr)
Week 05	Food production technologies. Design automated watering system for water conservation. Digital technology use.	Workshop (1.5 hr)
Week 06	Chemistry 1. Change of state - adding or removing heat. Heat transfer.	Lecture (1 hr)
Week 06	How do materials change when heated and cooled? How do you decide upon which material to use for a particular purpose? Snowman’s coat.	Workshop (1.5 hr)
Week 07	Chemistry 2 - suitability of natural and processed materials for a range of purposes.	Lecture (1 hr)
Week 07	Student presentations - design brief.	Workshop (1.5 hr)
Week 08	Earth and space 1. Investigates regular changes caused by interactions between the Earth and Sun.	Lecture (1 hr)
Week 08	Earth's relationship with the Sun. Day and night.	Workshop (1.5 hr)
Week 09	Earth and space 2. How the Earth's surface changed over time.	Lecture (1 hr)
Week 09	Changes to Earth's surface. Investigate how erosion is caused by human actions and how it can be reduced.	Workshop (1.5 hr)
Week 10	Digital solutions – Coding LEGO robots. Uses a visual programming language to code an autonomous vehicle.	Workshop (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.

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. promote children's awareness of the contribution of scientific and technological developments to people's daily lives and to the overall personal and social development of children
LO2. devise appropriate learning experiences for children at different developmental levels that guide students' development of values and attitudes, skills, knowledge and understandings of scientific and technological concepts
LO3. identify implications for science and technology education of the various cross-curriculum initiatives being implemented in schools
LO4. critically evaluate published teaching resources designed to explain scientific and technological concepts and to guide the processes of working technologically
LO5. consider the policy and practices of student assessment to incorporate learning outcomes from the science and technology area with those from other Key Learning Areas in overall curriculum planning and assessment
LO6. develop classroom management strategies to create and maintain supportive and safe learning environments including the effective use of a range of tools and technologies in practical tasks
LO7. incorporate a range of information and communication technologies (ICT) in the development of learning experiences
LO8. explore a range of teaching resources and practical activities to effectively engage students whilst working technologically including provision for students with special needs and diverse backgrounds
LO9. demonstrate critical reflection of findings and issues raised in research-based texts and journals
LO10. engage with student colleagues to improve teaching practice by working collaboratively on design tasks, providing constructive feedback during peer assessment
LO11. demonstrate professional competence in written communication skills including academic writing relating to the content and teaching strategies of the teaching area of 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) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
	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. 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. 3.1.1. (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. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 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) - 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) - 1.1.1. (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. 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. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 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) - 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) - 2.6.1. (Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 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) - 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve 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.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 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.
	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
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
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.
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.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
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

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

EDUP3010: Primary Science and Technology 3

Semester 2, 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

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