Unit description

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.

Unit content

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.

Curriculum issues

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.

Learning outcomes

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

Prescribed texts

Session 1

  • 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), 2014, Teaching Primary Science Constructively, 5th edn, Cengage Learning, South Melbourne, Victoria, Australia. ISBN: 9780170261203.
  • This is the compiled electronic version of the text with just the chapters for this unit (you can get this or the hard copy version): Skamp, K & Preston, C (eds), 2016, Readings for Science and Technology Education: Curriculum and Pedagogy , 1st edn, Cengage Learning, South Melbourne, Victoria, Australia.
Prescribed texts may change in future study periods.

Teaching and assessment

Coffs Harbour

Teaching method
Tutorial on-site 3 hours (9 weeks)
Structured online learning 30 minutes (8 weeks)
Assessment
Lesson Plan (Group) and Justification (Individual)50%
Teaching Reflection and Science and Technology for All50%

Gold Coast

Teaching method
Tutorial on-site 3 hours (9 weeks)
Structured online learning 30 minutes (8 weeks)
Assessment
Lesson Plan (Group) and Justification (Individual)50%
Teaching Reflection and Science and Technology for All50%

Lismore

Teaching method
Tutorial on-site 3 hours (9 weeks)
Structured online learning 30 minutes (8 weeks)
Assessment
Lesson Plan (Group) and Justification (Individual)50%
Teaching Reflection and Science and Technology for All50%

Online

Teaching method
Structured online learning 1.5 hours (8 weeks)
Tutorial online 1 hour (8 weeks)
Community/Professional placement 1 hour (6 weeks)
Assessment
Lesson Plan (Group) and Justification (Individual)50%
Teaching Reflection and Science and Technology for All50%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2018 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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