Unit rationale, description and aim

Having appropriate knowledge of science understandings, processes and skills is essential for teaching science in primary settings. It ensures pre-service teachers can foster curiosity and critical thinking, while equipping children to make informed decisions on local, national and global issues. This unit develops knowledge and skills aligned to the foundational scientific concepts — patterns, order and organisation; form and function; stability and change; systems; scale and measurement; and matter and energy — framing science as a way of observing and understanding the world.

The unit explores science concepts in the context of real-world applications, recognising science as a human endeavour. It challenges pre-service teachers to critically and creatively engage with scientific content, based on the relevant curriculum, to build a comprehensive understanding of multiple views on science. Through scientific investigations and collaborative engagement, preservice teachers develop the capacity to demonstrate a deep understanding of foundational concepts and practices in science and technology.

This unit aims to prepare pre-service teachers to develop scientific knowledge and processes to become confident, future-focused educators who can engage children in meaningful science learning that supports active scientifically literate citizenship. This knowledge prepares students for the next unit focused on integrating content knowledge with effective teaching practices.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Prerequisites

Nil

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.

Identify aspects of science and technology that co...

Learning Outcome 01

Identify aspects of science and technology that contribute to the common good, the environment and society.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Demonstrate understanding of scientific knowledge ...

Learning Outcome 02

Demonstrate understanding of scientific knowledge and skills for teaching primary science.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC7, GC8, GC9, GC10, GC11, GC12

Apply understanding of scientific processes throug...

Learning Outcome 03

Apply understanding of scientific processes through planning of a scientific investigation.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC11

Communicate scientific literacy and scientific kno...

Learning Outcome 04

Communicate scientific literacy and scientific knowledge with clarity and fluency in a range of forms and for a variety of purposes.
Relevant Graduate Capabilities: GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12

Content

Topics will include:

·        Science and Technology in the real world

·        Curriculum frameworks for Science teachers; including General Capabilities

·        Science as Process; Undertaking scientific investigations

·        Chemical Sciences

o  Exploring matter and its properties

o  Transforming matter: Physical and chemical changes around us

·        Biological Sciences

o  Living, growing, changing: Understanding life around us

o  Survival in nature: Adaptations, connections, and conditions

·        Space Science - Patterns in the sky: Exploring weather, seasons, and the solar system

·        Earth Sciences - Earth’s story: Systems, changes, and connections

·        Physical Sciences

o  Energy: Heat, light, and sound in action

o  The science of electricity

o  Forces at play: How things move and stop

·        Uncovering connections: From matter to motion

Assessment strategy and rationale

In line with the principles of constructive alignment (Biggs & Tang, 2011), the two assessment tasks in this unit allow students to demonstrate that they have achieved the Learning Outcomes (LO) and develop graduate capabilities and professional standards consistent with university assessment requirements. These assessment tasks have been designed to align with the LO so that, in achieving the minimal standard of these tasks, preservice teachers will have met the learning outcomes. 

Task 1 provides preservice teachers with the opportunity to design, conduct and communicate a fair-test investigation that would be aligned with a foundational science concept. Undertaking a scientific investigation allows students to put real scientific processes into practice. 

Task 2 enables preservice teachers to demonstrate their understanding of scientific concepts explored in this unit through an examination.  

To pass this unit, you are required to meet a passing grade for both assessment tasks.  

As this unit contains practical skill-based content, engagement with 80% of the practical tutorials is recommended as per Section 5.9h of the ACU Assessment Procedure. For students in the online mode, there will be a nominated schedule of tutorial exercises equivalent to the practical tutorials. 

Overview of assessments

Assessment Task 1: Practical/Poster Design, cond...

Assessment Task 1: Practical/Poster

Design, conduct and report on a fair-test investigation demonstrating scientific reasoning that examines a topic of interest aligned with one of the foundational science concepts explored in this unit.

Prepare an interactive poster presentation with video evidence of the investigation, that: (1) communicates the implementation and findings of your investigation; (2) discusses the real-world applications, supported by the literature; and (3) highlights the implications of this task as a primary science teaching resource.

Weighting

60%

Learning Outcomes LO1, LO3, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards APST(GA)1.3, APST(GA)2.1, APST(GA)2.4, APST(GA)3.4, APST(GA)4.5, 4.1.1

Assessment task 2: Examination Complete a writte...

Assessment task 2: Examination

Complete a written examination to demonstrate your knowledge, understanding, and application of the foundational science concepts explored in this unit. 

Weighting

40%

Learning Outcomes LO1, LO2, LO4
Graduate Capabilities GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12
Standards APST(GA)1.3, APST(GA)2.1, APST(GA)2.5, APST(GA)3.4, APST(GA)4.5, 4.1.1

Learning and teaching strategy and rationale

This unit is grounded in social constructivist principles, recognising that effective teaching and learning build on prior knowledge, respond to learners’ needs and interests, and promote active participation. A core focus is contextually relevant learning, acknowledging that pre-service teachers construct meaning more effectively when new concepts are introduced through authentic, meaningful contexts.

Learning activities are designed to build on pre-service teachers' existing conceptions of science. Many of these ideas may differ from current scientific understanding. The unit supports knowledge reconstruction by creating learning environments where pre-service teachers critically reflect and adjust their thinking to align with contemporary scientific views.

Tutorials and laboratory workshops emphasise hands-on learning, encouraging active student participation to deepen conceptual understanding. Where possible, further enrichment opportunities—such as engaging with specialist science teachers and experts—will be prioritised to enhance pre-service teachers' understanding of scientific concepts in real-world contexts.

These first-hand experiences are intended to strengthen pre-service teachers' science content knowledge and confidence, forming a strong foundation for future science education units focused on effective classroom pedagogy

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

  • Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

    Relevant Learning OutcomeLO1, LO2, LO3, LO4

  • Relating toOrganise content into an effective learning and teaching sequence.

    Relevant Learning OutcomeLO2, LO3

  • Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

    Relevant Learning OutcomeLO1, LO2

  • Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

    Relevant Learning OutcomeLO3, LO4

  • Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

    Relevant Learning OutcomeLO2, LO3

Australian Institute for Teaching and School Leadership (AITSL) Core Content

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:

  • Relating toThe most effective teaching practices to reduce cognitive overload, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning. 

    Relevant learningLO2, LO4

  • Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.

    Relevant learningLO3

  • Relating toHow to deliver explicit numeracy instruction followed by a progressive removal of scaffolding as students become more proficient through a combination of underpinning mathematical concepts and skills (numerical, spatial, graphical, statistical, and algebraic); mathematical thinking and strategies; and general thinking skills as appropriate to discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.  

    Relevant learningLO3, LO4

  • Relating toThe content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.  

    Relevant learningLO1, LO2

Representative texts and references

Recommended Texts and References

Skamp, K., & Preston, C. (2025). Teaching primary science constructively: STEM inclusive! (8th ed.). Cengage Learning Australia.

Curriculum Documents

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (n.d.). F-10 curriculum: Science (Version 9.0). Australian Curriculum. https://tinyurl.com/4urjb3b6

NSW Education Standards Authority [NESA]. (2024). NSW syllabus. Science and Technology. https://curriculum.nsw.edu.au/learning-areas/science

Victorian Curriculum and Assessment Authority [VCAA]. (n.d.). Science (Version 2.0). Victorian Curriculum. https://f10.vcaa.vic.edu.au/learning-areas/science/curriculum

Recommended References

Peacock, G., Sharp, J., Johnsey, R., Wright, D., & Sewell, K. (2020). Primary science: Knowledge and understanding (7th ed.). SAGE Publications

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