|Coffs Harbour||Session 1||Session 1|
|Gold Coast||Session 1||Session 1|
|Lismore||Session 1||Session 1|
This unit builds on Foundations: Science and Technology. It does this by assisting pre-service teachers to build their competence and confidence in the teaching of science and technology in the early childhood and primary settings. It will assist the students to deepen their appreciation of the value of teaching and learning strategies and models, which emphasise sociocultural constructivist learning principles and play-based pedagogies. Students will design and experience teaching and learning strategies utilising relevant primary science syllabuses and early childhood curriculum guidelines and frameworks. The unit emphasises productive pedagogies, inclusivity, integration and sustainability. Students will learn to use assessment techniques to inform their planning.
Models of Pedagogy and Sustainability
As part of this unit pre-service teachers will develop teaching models, strategies and techniques of pedagogy for teaching and assessing primary Science and Technology, which encourage the skills for working scientifically and working technologically. They will experience finding out how children learn Science & Technology and the knowledge base underpinning the principles and practices of teaching and learning science and technology. They will do this by:
- focussing on the children’s own ideas (personal constructivism) and their physical and social learning environment (sociocultural constructivism) and play-based pedagogies
- they will plan using models which take children’s ideas and learning environment into consideration, e.g. 5Es, which use productive pedagogical principles
- they will engage responsibly with relevant local, national and global issues and shaping sustainable futures.
Pre-service teachers will become aware of curriculum and pedagogical issues relating to early childhood (Early Years Learning Framework [EYLF]) and primary (Australian Curriculum, and State Science and Technology syllabus documents) and the link between Stage 3 primary and Stage 4 secondary as it applies to science and technology. They will be encouraged to look at ways of differentiating curriculum to meet the diverse needs of learners in the classroom or early childhood setting.
Broader School Curriculum
Role and value of Science and Technology in the broader school curriculum and EYLF including cross-curriculum priorities and general capabilities with a focus on literacy and numeracy
Implementation in School/Preschool Setting
Implementing, evaluating and reflecting upon and techniques which use a knowledge base underpinning the principles and practices of teaching and learning science and technology will be part of the school-based /early childhood setting approach that is central to this unit.
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||demonstrate a sound knowledge of relevant Australian syllabuses and the early childhood curriculum requirements, and suggest ways to translate these curriculum documents into practice, emphasising sustainability and Aboriginal and Torres Strait Islander perspectives.||Creativity||Ethical practice|
|2||develop the skills of working scientifically and technologically across a range of early childhood and primary contexts to develop teaching–learning activities which provide opportunities for children to use these skills||Creativity||Ethical practice|
|3||design teaching and learning strategies or lessons that employs elements of LO 2 and ICT resources, to maximise student engagement including especially students with mixed ability and/or from diverse backgrounds||Creativity||Ethical practice|
|4||incorporate diagnostic, formative and summative student assessment as specified in the relevant science syllabus or frameworks||Creativity||Ethical practice|
|5||identify and implement the key features of play-based pedagogies and a constructivist view of learning, both personal and sociocultural, and illustrate its application, especially the use of constructivist teaching models, strategies and techniques for science and technology learning||Creativity||Ethical practice||Cultural competence|
|6||reflect critically upon a range of pedagogical and curriculum issues associated with implementing science and technology across early childhood and primary education||Creativity||Ethical practice||Cultural competence|
- Purchase this latest (hardcopy) version of the text unless you have an earlier copy (there is also a compiled Electronic version available - details below): Skamp, K & Preston, C (eds), 2018, Teaching Primary Science Constructively, 6th edn, Cengage Learning, South Melbourne, Victoria, Australia. ISBN: 9780170379717.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.