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.

Content

Topics will include:

·        Theories about science, including western and Indigenous knowledges and systems

·        Theories about learning in science, including constructivist, inquiry-based and Indigenous approaches

·        The scientific method, inquiry as process and product

·        Analysing early years and primary curriculum for science teaching and learning in the Australian context

·        Conducting investigations to interrogate science concepts relevant to the biological, chemical, physical and earth and space sciences

·        Health and safety for hands-on science experiences

·        Safe, ethical and responsible use of ICTs in science, including generative artificial Intelligence

·        Inquiry based pedagogies, including fair tests, the 5Es and other models

·        Design based pedagogies

·        Teaching strategies and pedagogies for working scientifically, including exploring, observing, representing, classifying

·        Teaching strategies and pedagogies for developing skills for doing science, including scientific, literacy, numeracy and digital skills

·        Teaching strategies and pedagogies for communicating scientific content and processes, including explicit explanations and instructions, questioning and using scaffolds and worked examples

·        Aligning teaching and learning with the needs of diverse learners

Learning and teaching strategy and rationale

In line with social constructivist principles, this unit is premised on the belief that learning in science should build on prior knowledge, connect with learner needs and interests, and encourage active participation. The learning materials for this unit will cover key concepts across the four science disciplinary areas (biological, earth and space sciences, physical and chemical sciences), and pedagogical content knowledge for teaching science. Learning will be active, collaborative and experiential, with a focus on the application of science understandings and inquiry skills that are aligned to the curriculum for early and primary learning.

Through active participation, pre-service teachers will develop a deep understanding of and ability to use a range of scientific inquiry methods and pedagogies, including questioning, planning and conducting experiments and investigations, collecting and analysing data, evaluating results and drawing critical, evidence-based conclusions. First-hand experience with an inquiry-based approach to science teaching and learning will ensure that pre-service teachers are able to transfer their knowledge and skills effectively to early childhood and primary contexts. The learning and teaching strategy is achieved through a range of learning activities including hands-on engagement, reading and viewing a range of resources, reflection and discussion.

ACECQA Curriculum Specifications

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 Children's Education and Care Quality Authority (ACECQA) standards:

• ACECQA -1.4

  Relating to

  Child health, wellbeing and safety

  Relevant Learning OutcomeLO5

• ACECQA -1.7

  Relating to

  Learners with special/additional needs

  Relevant Learning OutcomeLO1, LO4

• ACECQA -2.1

  Relating to

  Alternative pedagogies and curriculum approaches

  Relevant Learning OutcomeLO4, LO5

• ACECQA -2.4

  Relating to

  Teaching methods and strategies

  Relevant Learning OutcomeLO2, LO4

• ACECQA -2.5

  Relating to

  Children with diverse needs and backgrounds

  Relevant Learning OutcomeLO1, LO5

• ACECQA -6.2

  Relating to

  The Australian curriculum

  Relevant Learning OutcomeLO3

• ACECQA -6.3

  Relating to

  Numeracy, science and technology

  Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

• ACECQA -6.6

  Relating to

  Social and environmental education

  Relevant Learning OutcomeLO1, LO3

• ACECQA -6.9

  Relating to

  Curriculum planning, programming and evaluation

  Relevant Learning OutcomeLO4, LO5

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:

• APST(GA)1.2

  Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

  Relevant Learning OutcomeLO4, LO5

• APST(GA)1.5

  Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

  Relevant Learning OutcomeLO1, LO4, LO5

• APST(GA)2.1

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

  Relevant Learning OutcomeLO1, LO3, LO4

• APST(GA)2.2

  Relating toOrganise content into an effective learning and teaching sequence.

  Relevant Learning OutcomeLO3, LO4, LO5

• APST(GA)2.3

  Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

  Relevant Learning OutcomeLO3, LO4, LO5

• APST(GA)2.4

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

  Relevant Learning OutcomeLO1

• APST(GA)2.5

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

  Relevant Learning OutcomeLO2, LO4

• APST(GA)2.6

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

  Relevant Learning OutcomeLO2, LO4, LO5

• APST(GA)3.1

  Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

  Relevant Learning OutcomeLO3

• APST(GA)3.2

  Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

  Relevant Learning OutcomeLO1, LO4

• APST(GA)3.3

  Relating toInclude a range of teaching strategies.

  Relevant Learning OutcomeLO1, LO4, LO5

• APST(GA)3.4

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

  Relevant Learning OutcomeLO2, LO4

• APST(GA)4.2

  Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.

  Relevant Learning OutcomeLO1, LO5

• APST(GA)4.4

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

  Relevant Learning OutcomeLO1, LO5

• APST(GA)5.1

  Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

  Relevant Learning OutcomeLO4, LO5

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:

• AITSL - 1.2.3

  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 learningLO4, LO5

• AITSL - 2.1.1

  Relating toThe key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress. 

  Relevant learningLO1, LO4, LO5

• AITSL - 2.1.2

  Relating toHow to plan a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory. 

  Relevant learningLO4, LO5

• AITSL - 2.4.3

  Relating toHow to explicitly deliver reading and writing instruction through discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.

  Relevant learningLO2, LO4, LO5

• AITSL - 2.5.3

  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 learningLO2, LO4, LO5

• AITSL - 4.1.1

  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, LO3