Unit Outline

This unit extends the theory and practical approaches introduced in EPR150. It continues to explore the nature and relevance of science as it relates to everyday life, and contemporary socio-scientiﬁc issues, including sustainability. You will also develop strategies to explore complex global issues in age-appropriate, inclusive, and culturally responsive ways. This unit continues to build your scientiﬁc literacy, alongside your pedagogical content knowledge (PCK) as well as an understanding of the big ideas across the four strands of the primary science curriculum. The unit reinforces and further elaborates on the theoretical and practical basis for science teaching and learning as it is implemented in schools and in the community. In addition, this unit highlights future directions and issues related to science education. You will continue to advance your skills to create conceptually focused learning experiences that are linked with the Australian curriculum. You will apply these skills to develop and reﬂect upon evidence-informed activities and the development of lesson sequences for learners. In addition, you will also learn integrated STEM approaches. As part of your professional identity as a science teacher and potential leader in science and STEM education, you will also engage in ongoing reﬂective practice and demonstrate your commitment to continued learning to improve practice, as outlined with the Teacher Professional Standards.

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	Demonstrate a critical understanding contemporary theories of teaching and learning science for primary school settings.
2	Relate the Big Ideas and key scientiﬁc concepts to the science curriculum to support the development of scientiﬁc literacy.
3	Design an integrated STEM unit and deliver a learning sequence appropriate for primary school students.
4	Reﬂect on your ongoing development of pedagogical content knowledge in science as it relates to your professional practice.
5	Communicate in a scholarly manner.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	EPR150

Alterations as a result of student feedback

The 2026 delivery of this unit features a new assessment structure with two assessment tasks, each worth 50%. This replaces the three assessment tasks previously required. Assessment content will be strongly supported with engagement activities embedded throughout the content and tutorials.

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:	Digital teaching resource	Week 6	50 %	LO1, LO2, LO4, LO5
Assessment Task 2:	Integrated STEM learning sequence	Week 12	50 %	LO1, LO2, LO3, LO4, LO5

Assessment details

Assessment Task 1: Digital teaching resource

Task Description:

Assessment Task 1 has three parts where you will plan [Part A] and create a digital teaching resource in the form of a 4-minute animated video to explain one scientific concept, inclusive of a self- evaluation [Part B] and critical reflection [Part C].
Your completion of this task will be scaffolded, the details of which will be available through MyLO.

Part A: Activity Planning Preamble
In this activity, you will start to map out your video design for AT1. Your tutors will be able to provide formative feedback regarding your planning before you start creating your video in Part B. You will:
• You will provide a brief explanation of your design and the multimodal features you plan to use.
• Present links to relevant ACARA science learning outcomes (e.g., science strands, general capabilities, cross-curricular priorities);
Part B: Digital Teaching Resource
• Provide a rationale for your video design (.e.g., learning goal, concept, possible alternative conception(s), justiﬁcation of selected media supported by the literature;
• Present links to relevant ACARA science learning outcomes (e.g., science strands, general capabilities, cross-curricular priorities);
• Present a high-quality video (e.g., clear narration, smooth transitions, scientiﬁcally accurate, relevant multimodal representations, contextual, within the time limit);
• Complete a self-evaluation of your video using a provided self-assessment template; and
• Correctly use scholarly conventions (e.g., age appropriate, APA style, appropriate references and sources).
Your marker will provide you with feedback in regards the video you have created and assess your self-assessment, both of which will inform Part C.
Part C: Critical Reflection
• Provide a personal reflection incorporating scholarly literature, which indicates next-steps teaching and inclusion in Assessment Task 2.
• Correctly use scholarly conventions (e.g., age appropriate, APA style, appropriate references and sources).
See ‘Resources for digital teaching resources’ in the AT2 module for a more detailed explanation of this task, which features www.slowmation.com and www.digiexplanations.com for examples and resources.
Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 2.1-2.4, 3.1, 3.4, 3.5, 6.3

Task Length:

4-minute digital resource and scaffolded rationale (1500-word equivalent)

Due Date:

Week 6

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Provide a rationale for the explanation and design of your video which shows curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject.	LO1, LO2
2	Produce a clear and accurate digital teaching resource which demonstrates effective instruction of a task through using a clear explanation of what students are expected to learn, chunked into small, manageable tasks with well-defined goal	LO1, LO2
3	Provide evidence-based critical evaluation of your digital teaching resource and reflection which demonstrates understanding of cognitive overload, including explicit instruction, scaffolding, and clearly structured. content	LO1, LO2, LO4
4	Communicate through use of scholarly conventions	LO5

Assessment Task 2: Integrated STEM learning sequence

Task Description:

Task Description:
Assessment Task 2 is comprised of two parts. Using a provided template, you will create an Integrated STEM learning sequence with science and one other learning area (Digital Technologies, Design Technologies or Mathematics). Your sequence will feature three (3) lessons and incorporate your digital teaching resource from Assessment Task 1. Finally, you reﬂect on your own learning and engagement in the unit EPR350 as a primary science educator and relate to the AITSL Teacher Standards.
Your completion of this task will be scaffolded, the details of which will be available through MyLO.

Part A: Learning sequence
Create an Integrated STEM learning sequence that leads with science and one other learning area (Digital Technologies, Design Technologies or Mathematics). You will provide a rationale for your pedagogical decision making, provide clear connections to the Australian science curriculum and clearly identify the intended learning goals of the sequence. In designing your lesson sequence, you will draw on your classroom experience (e.g., Professional Experience placements, Limited Authority to Teach (LAT) employment ; or the like).
Create three (3) lessons using a provided lesson planning template:
Preamble: Situate the three lessons, outlining your rationale for undertaking the three lessons in the way that you do.

Lesson 1: Explore
Design a lesson featuring a hands-on activity appropriate to the Explore phase. Your activity will include a formative assessment task which will enable you to make decisions about student understanding. The assessment task or activity must be carefully structured and scaffolded for students and feedback practices aligned with the identified learning goals for the learning sequence.

Lesson 2: Explain
Informed by the formative assessment responses from lesson 1, design an Explain phase lesson. This lesson will respond to the possible formative assessment responses achieved in Lesson 1 which will inform your next-steps teaching. Teaching strategies within the lesson must include explicit instruction and will feature the video you developed in Assessment Task 1.

Lesson 3: Elaborate
The final lesson incorporates learning from the activity in Explore and content in Explain and extends their learning by applying their new understandings incorporating the second STEM learning area (Digital Technologies, Design Technologies or Mathematics).

Part B: Reflection
Undertake a ﬁnal reﬂection based on your own learning and engagement in the unit EPR350 as a primary science educator and relate to the AITSL Teacher Standards.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.1-1.6, 2.1-2.4, 3.1-3.5, 4.1, 4.4, 5.1, 5.2, 5.4, 6.1
A scaffolded PebblePad workbook will be provided for this Assessment Task. Instructions for sharing this workbook will be made available through MYLO.

Task Length:

1500 words

Due Date:

Week 12

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.

Academic progress review

The results for this unit may be included in a review of your academic progress. For information about progress reviews and what they mean for all students, see Academic Progress Review in the Student Portal.

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.