Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need a knowledge and understanding of the junior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas.
Pre-service teachers will study the junior secondary Science curriculum, including general capabilities, cross-curriculum priorities and other allied materials. They will critique their prior knowledge and experience in the field and how these connect with the scope of the curriculum, identifying opportunities, challenges and responsibilities of Science teaching. Pre-service teachers will explore theoretical frameworks associated with teaching and learning in Science education. They will learn evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn approaches for engaging learners and to meet the learning needs of diverse students. An introduction to assessment, in particular diagnostic and formative, is undertaken. They will learn to compose good questions, tasks and develop skills to shape the dialogic talk of the classroom. They will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Focusing on the detailed planning of a short series of lessons, pre-service teachers will learn to structure lesson sequences within units of work in order to demonstrate a knowledge of curriculum and learning theory. They will engage in micro-teaching to practice engaging students and guiding the classroom discourse.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Science at a junior secondary level.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Plan and devise a structured learning program in j...
Learning Outcome 01
Critically analyse and develop a range of approach...
Learning Outcome 02
Describe, design and evaluate a variety of pedagog...
Learning Outcome 03
Identify and explain the use of linguistic resourc...
Learning Outcome 04
Synthesise and critically reflect upon the profess...
Learning Outcome 05
Content
Topics will include:
- The pre-service teachers’ prior experience of, and engagement with Science education
- The Australian junior secondary Science curriculum, including general capabilities and cross-curriculum priorities, focusing on appropriate state/jurisdictional expectations, syllabi and guidelines
- Theoretical frameworks associated with Science teaching and learning
- Pedagogical approaches emblematic of Science teaching and learning
- Planning and curriculum alignment
- Planning for effective teaching and learning in junior secondary Science education
- Differentiated teaching in Science Education
- Needs of learners from diverse cognitive, physical, social and cultural backgrounds
- Needs of learners from Aboriginal and Torres Strait Islander backgrounds
- Incorporating literacy and numeracy in Science teaching
- Digital technologies for teaching/learning in Science education
- Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Science education
- Teacher-presented explanations
- An introduction to assessment in junior secondary Science education with particular emphasis on formative and diagnostic
- Learning beyond the classroom
- Student welfare and safety in Science education classrooms and typical Science teaching/learning environments
- Professional responsibilities and relationships
- Professional associations and continued professional learning
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The assessment tasks are sequenced to allow feedback and progressive development. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.
Overview of assessments
Assessment Task 1: Lesson Planning Develop three...
Assessment Task 1: Lesson Planning
Develop three sequential lesson plans that are research-informed, and demonstrate the integration of curriculum, pedagogical, and assessment principles and strategies relevant to the teaching of the unit discipline area for a selected Year level between years 7-10. Justify choices made with supporting evidence.
50%
Assessment Task 2 For Assessment Task 2, choose...
Assessment Task 2
For Assessment Task 2, choose one of the following tasks. It is recommended that you cover Option in your principal teaching area, and Option 2 in your second teaching area.
Option 1 Microteaching portfolio
A video compilation with a mock group of students illustrating approaches to presenting clear explanations, precise instructions, and purposeful questions. A variety of contexts and resources should be considered. Reflect on the process and outcomes.
Option 2 Skills audit and professional learning plan
Conduct an audit of your knowledge and skills in relevant secondary 7-10 curriculum documents and devise a related professional development plan. Reflect on the process and outcomes.
50%
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. It is designed to build the pre-service teacher’s understanding of teaching strategies designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. Teaching skills of planning and assessing, and ability to locate and synthesise information, will be developed through designing Humanities and Social Sciences lessons. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
The teaching and learning strategy described above will use an appropriate selection of approaches, including, for example:
- Weekly lectures (synchronous and asynchronous)
- Hands-on discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote the connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Recommended references
Dawson, V.M., Venville, G. J., & Donovan, J. (2019). The art of teaching science: A comprehensive guide to the teaching of secondary school science (3rd ed.). Allen & Unwin. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013046199902352
Isabelle, A, D. (2017). Steps to STEM: A science curriculum supplement for upper elementary and middle school grades – Teacher’s edition. SensePublishers. https://doi.org/10.1007/978-94-6300-791-7
Suh, J.K., & Park, S. (2017). Exploring the relationship between pedagogical content knowledge (PCK) and sustainability of an innovative science teaching approach. Teaching and Teacher Education, 64, 246–259. https://doi.org/10.1016/j.tate.2017.01.021
Sund, P., & Gericke, N. (2020). Teaching contributions from secondary school subject areas to education for sustainable development - a comparative study of science, social science and language teachers. Environmental Education Research, 26(6), 772–794. https://doi.org/10.1080/13504622.2020.1754341
Tsivitanidou, O., Gray, P., Rybska, E., Louca, L., & Constantinou, C. P. (Eds). (2018). Professional development for inquiry-based science teaching and learning. Springer International Publishing. https://doi.org/10.1007/978-3-319-91406-0
Wellington, J.J., & Ireson, G. (2018). Science learning, science teaching (4th ed.). Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013121297902352