Unit Outline

This unit serves as an introduction to the theory, methods and practice of teaching science in the first four years of secondary schools (years 7-10) and the senior secondary school/college (years 11-12). Particular emphasis is given to the consideration of contemporary issues impacting on the teaching of science and to the different approaches used in science teaching that address these issues. The importance of developing scientific literacy in all secondary school students underpins this unit. Relevant curriculum documents are introduced and used to prepare students for planning and assessment requirements of secondary teaching. Formative assessment of school students (or children) is modelled and will be evaluated. Students will learn to appreciate the safety considerations and the role of good organisation in handling practical work in the laboratory and on field trips. As well, the development of information, communications and technological skills that enhance the learning of science will be identified and practiced. Students are expected to understand and perform inclusive teaching techniques that foster a student-centred, inquiry-based approach to science learning.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	select science content knowledge and skills appropriate for the secondary classroom.
2	design authentic learning experiences in science, considering the literature about 'best practice’ science pedagogy and peer teaching in workshops/online
3	demonstrate skills and confidence in the teaching of science through experiences of small group instruction and peer teaching in workshops/online.
4	incorporate appropriate inquiry and thinking/questioning skills into science lesson plans and enactments.
5	reflect critically on science pedagogy described in the literature, observed in science classrooms and in own practice.
6	use information technology and appropriate safety procedures to support the learning of science in the classroom

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	EMT502

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Lesson Plan and Notes	Week 3	30 %	LO1, LO2, LO3, LO4, LO5, LO6
Assessment Task 2:	Presentation of a Video Demonstration	Week 10	30 %	LO3, LO4, LO5
Assessment Task 3:	Quiz on Science Talks and Lab Safety	Week 13	10 %	LO1, LO6
Assessment Task 4:	Evaluation Report on Practice	Week 14	30 %	LO1, LO2, LO3, LO4, LO5, LO6

Assessment details

Assessment Task 1: Lesson Plan and Notes

Task Description:

You are required to prepare a detailed plan for an online science demonstration lesson. The plan is to consist of two parts:
1. The identification of a demonstration that can be used in a classroom for a group of secondary students of a science concept. You are required to supply background science/content notes (with a literature citation) that contain current and accurate shared scientific understanding and skills, and you must provide a description of the intended demonstration procedure, a list of required equipment and any safety concerns about the demonstration delivery.
2. A lesson plan which covers the whole of the lesson, in which the intended demonstration is embedded, including a lesson introduction, and the follow up questions/discussion and formative assessment, as well as the demonstration itself.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2,3.1, 3.4, 4.1, 4.2, 4.4

Task Length:

1200 words equivalence

Due Date:

Week 3

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Quality and completeness of science content/background notes in science	LO1
2	Quality and completeness of the online lesson plan, including a formative assessment strategy to check for the students’ understanding	LO1, LO2, LO3, LO4
3	Learning sequence consistent with the literature about "best practice" science pedagogy	LO4, LO5, LO6
4	Appropriate academic writing style with evidence of wider reading	LO5

Assessment Task 2: Presentation of a Video Demonstration

Task Description:

You are to present a science lesson of approximately 10 minutes and no greater than 15 minutes in length introducing a science concept through a science demonstration to an group of students/peers. A plan for this lesson/demonstration will be identified in AT1. Guidelines to this task will be published online. As a student in EMT530, you will be required to provide comments and suggestions to peers after viewing their video presentation. You will be provided with guidance on how to critique such presentations.

You must participate in the presentation of your online lesson to pass this unit. If you cannot attend one of the scheduled face to face or online synchronous sessions, you are to video your presentation and post it (or provide a YouTube url) in the named discussion thread to enable others in the cohort to view your presentation.

There is an expectation that you will provide comments/suggestions to all of your peers’ presentations. This feedback will help you to evaluate the effectiveness of your online lesson (AT4) by providing evidence of performance criteria.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2, 3.4, 4.1, 4.2, 4.4

Task Length:

1200 words equivalence

Due Date:

Week 10

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrates skills and confidence in the teaching of science	LO3, LO4
2	Demonstrates teacher presence	LO3
3	Provide insightful, thoughtful advice to peers	LO3, LO5

Assessment Task 3: Quiz on Science Talks and Lab Safety

Task Description:

You are required to complete an online quiz consisting of short answer questions on content presented in the Science Talks lecture series and in the lab safety workshop.

*It is recommended that this is completed in week 6 or 7.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.3, 1.5, 2.1, 3.5, 4.1, 4.2, 4.3, 4.4

Task Length:

200 words equivalence

Due Date:

Week 13

Weight:

10 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Knowledge of science and safety procedures in the science classroom	LO1, LO6

Assessment Task 4: Evaluation Report on Practice

Task Description:

You are to submit a report that demonstrates that you have considered whether your peers/students have understood the science concept that you taught them (see AT3 above); this requires you to consider the feedback received from your peers as well as your own perceptions.

You also need to evaluate the original lesson plan (see AT1 above) and consider whether your repeat performance should remain the same or how it could be improved. Literature that supports your decisions must be cited.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 6.1, 6.3

Task Length:

1200 words equivalence

Due Date:

Week 14

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Ability to identify and measure significant outcomes to the teaching episode	LO1
2	A demonstration of your ability to reflect on the effectiveness of student learning occurring in this teaching episode	LO1, LO2, LO3, LO4
3	Appropriate academic writing style with evidence of wider reading	LO4, LO5, LO6

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

You will need the following text: Gregson, R. & Doidge, N. (2018) Connecting with Science Education 2nd ed. South Melbourne, Vic: Oxford University Press.