Unit Outline

This unit extends the theory and methods covered in EPR150 Introduction to Primary Science Education. Whereas in the introductory unit you planned a science lesson, in EPR350 we shift to planning for strategies for the development of students’ scientific literacy. Current theories of teaching, learning, planning and assessment in science are studied in light of the new Australian curriculum, and in alignment with the Early Years Learning Framework. Extensive use is made of current literature and resources to link theory and practice and to build your pedagogical content knowledge and confidence in adopting assessment practises for various purposes and in planning to maximise learning opportunities towards the development of scientific literacy.

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.	articulate your understanding of scientific concepts and pedagogies appropriate for primary and early childhood teaching.
2.	plan, implement and reflect critically upon science teaching activities, aligned with the Australian Curriculum: Science and/or Early Years Learning Framework (EYLF), that incorporate effective diagnostic, formative and summative assessment.
3.	construct and justify lesson and/or, unit and/or year plans that enable the optimisation of links between science content, general capabilities, cross-curricula perspectives, teaching resources and learners’ own lives.
4.	communicate in a scholarly and appropriate manner.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	ESH250 or EPR150 or ESH150

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:	Exploring Unit Planning in Science	Week 6	50 %	LO1, LO2, LO3, LO4
Assessment Task 2:	Implementing a Science Unit of Work	Week 13	50 %	LO1, LO2, LO3, LO4

Assessment details

Assessment Task 1: Exploring Unit Planning in Science

Task Description:

You are to decide on a science understanding area (from topics related to Chemical Sciences or Earth and Space Sciences) of the Science Understanding (SU) strand of the Australian Curriculum and target a year level of your choice according to your specialisation [Foundation – Year 6]. Early Childhood students MUST choose an age group within the Early Years age range (up to age 8)].
You are to locate an existing Unit of Work (UoW) designed for this year level and SU focus. Choose carefully, as you will be required to teach this UoW for AT2.

What follows is a summary of the task. Please go to the Assessment Task 1 module in MyLO for further details.
1. Choosing the UoW
• It must include learning outcomes from each of the science understanding (SU), inquiry (SIS) and human endeavour (SHE) strands (or at least two outcomes from the EYLF), as well as cross curricula priorities and general capabilities.
• It must encompass a sequence of up to 7 lessons across the 5Es framework.
2. Your understanding of the science and the usefulness of SGRs (Crit 1)
• Present YOUR personal understanding of the Big Ideas and Science Concepts by using at least 2 forms of representation (e.g., text; concept map).
3. Critiquing the lessons and learning experiences UoW (drawing upon appropriate literature); identify and discuss (Crit 2):
• The year level, learning goals for each lesson and discuss how it enables sequenced instruction, guided by the Australian Curriculum, version 9 and EYLF, using the 5Es for achieving learning outcomes.
• The key science concepts and Big Ideas it aims to address, and the common alternative conceptions you might expect.
• To what extent the assessment activities (diagnostic, formative, summative) enable SGRs and representational challenges,
• The key features of the unit design that reflect good educational practice (e.g., How is inquiry incorporated throughout the unit?; How is the nature of science made explicit?; How is differentiation addressed?).
4. Critique the inclusion of SGRs and representational challenge(s) (Crit 3)
• Critique the inclusion (or not) of SGRs and representational challenges and discuss what is good about them and/or suggest any enhancement which would benefit student learning.
Choose ONE class activity from the Engage, Explore or Explain Phase of the 5 Es, and create an imagined SGR for this activity, then complete it and annotate with reference to the achievement standards.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.4, 3.6, 4.4, 5.1

Task Length:

2000 words

Due Date:

Week 6 (08/Apr/2024)

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrate understanding of scientific concepts and their development (30%)	LO1
2	Explain the sequencing of lessons/learning experiences for student engagement, effective learning and reliable assessment (35%)	LO2
3	Critique the inclusion (or not) of SGRs and representational challenges in the UoW (30%)	LO3
4	Communicate using appropriate writing conventions including APA referencing, punctuation, grammar, spelling, sentence structure and word choice (5%)	LO4

Assessment Task 2: Implementing a Science Unit of Work

Task Description:

In AT1, you have implemented the UoW (at least 3-4 lessons addressing Engage, Explore, Explain is required) with a learner or group of learners.
What follows is a summary of the task. Please go to the Assessment Task 2 module in MyLO for further details.

With reference to the literature throughout:
1. Understanding of scientific concepts and how they are developed
Discuss:
• the conceptual learning and Big Ideas you were aiming for in your UoW (see your AT1 submission).
• any alternative conceptions you encountered.
• the features of the unit design that you think represent good educational practice in assisting students’ learning.
2. Ability to implement effective science pedagogies
Discuss:
• how well you were able to implement inquiry learning, include the nature of science and use the resources suggested in the UoW.
• how you differentiated/would differentiate your teaching and learning strategies to be inclusive of learner diversity.
• the features of the unit design that you had to modify or believe would benefit from improvement next time.
• Any unexpected challenges you experienced in implementing the UoW.
3. Assessment and representational reasoning
• Referring to evidence (e.g., include text of discussions had with the learners; images of their SGRs; etc.) gained from delivering your UoW, critically reflect upon:
o How you used SGRs for diagnostic, formative and [might plan for] summative assessment purposes;
o How you engaged the learner(s) with SGRs – their construction and refinement;
o What you learned about the learners’ ideas (their scientific reasoning); and
o How the SGRs would assist you to report on the learners’ learning and achievement standards
4. Documenting your own learning
With direct reference to the PCK literature (week 1), explain how your ideas and attitudes towards teaching and learning in science have changed because of working with your learner(s).

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.2, 2.1, 2.2, 3.1, 3.2, 3.4, 3.6

Task Length:

2500 words

Due Date:

Week 13 (03/Jun/2024)

Weight:

50 %

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.

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

Australian Government Department of Education, Employment and Workplace Relations (2009). The early years learning framework for Australia. https://www.education.gov.au/child-care-package/resources/belonging-being-becoming-early-years-learning-framework-australia
Campbell, W. Jobling, & C. Howitt (Eds.). (2018). Science in early childhood (3rd ed.)(pp. 163-175). New York: Cambridge University Press. [extra text recommended for Early Childhood students].
Skamp, K. & Preston, C. (Eds.). (2021). Teaching primary science constructively (7th edition). South Melbourne, VIC: Cengage. [both the 5th and 6th editions will suffice if you have a copy from the previous unit].

Reading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for this unit from the link in MyLO, or by going to the Reading Lists page on the University Library website.