Availabilities:
| Location | Domestic | International |
|---|---|---|
| Coffs Harbour | Term3 | Term3 |
| Gold Coast | ||
| Lismore | Term3 | Term3 |
| Online | N/A |
Unit description
Enables pre-service teachers to build their competence and confidence in the design and facilitation of science and technology lessons as reflective practitioners in authentic community settings. Facilitates the application of teaching and learning strategies and models, underpinning pedagogical theories. The unit emphasises sustainability, Aboriginal & Torres Strait Islander histories and cultures, literacy and numeracy, inquiry, creative and critical thinking, inclusivity, ICTs and integration.
Unit content
Module 1: Exploring Curricula and Lesson Planning
Module 2: Authentic Assessment and Pedagogical Content Knowledge
Module 3: Interrogating Pedagogical Theories
Module 4: The 5Es in Focus: Engage, Explore and Critically Reflective Practice
Module 5: The 5Es in Focus: Explain and Elaborate
Module 6: The 5Es in Focus: Evaluate
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.
| 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 and knowledge |
| 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 |
| 3 | design teaching and learning strategies or lessons and incorporate diagnostic, formative and summative student assessment to maximise student engagement especially students with mixed ability and/or from diverse backgrounds. |
| 4 | reflect critically upon a range of pedagogical and curriculum issues associated with implementing science and technology across early childhood and primary education |
On completion of this unit, students should be able to:
- 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 and knowledge
- 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
- design teaching and learning strategies or lessons and incorporate diagnostic, formative and summative student assessment to maximise student engagement especially students with mixed ability and/or from diverse backgrounds.
- reflect critically upon a range of pedagogical and curriculum issues associated with implementing science and technology across early childhood and primary education
Prescribed Learning Resources
- No prescribed texts.
- No prescribed resources/equipment.
- Prescribed text information is not currently available.
- Prescribed resources/equipment information is not currently available.
Teaching and assessment
Fee information
Domestic
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
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.