Availabilities:

2021 unit offering information will be available in September 2020

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.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1demonstrate 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.CreativityEthical practice
2develop 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 skillsCreativityEthical practice
3design 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 backgroundsCreativityEthical practice
4incorporate diagnostic, formative and summative student assessment as specified in the relevant science syllabus or frameworks CreativityEthical practice
5identify 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 learningCreativityEthical practiceCultural competence
6reflect critically upon a range of pedagogical and curriculum issues associated with implementing science and technology across early childhood and primary education CreativityEthical practiceCultural competence

On completion of this unit, students should be able to:

  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.
    • GA2: Creativity
    • GA3: 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
    • GA2: Creativity
    • GA3: 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
    • GA2: Creativity
    • GA3: Ethical practice
  4. incorporate diagnostic, formative and summative student assessment as specified in the relevant science syllabus or frameworks
    • GA2: Creativity
    • GA3: 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
    • GA2: Creativity
    • GA3: Ethical practice
    • GA7: 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
    • GA2: Creativity
    • GA3: Ethical practice
    • GA7: Cultural competence

Teaching and assessment

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 2021 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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