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Unit of Study EDUC3013 - Science and Technology Education: Curriculum and Pedagogy (2022)

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Unit Snapshot

  • Enrolment information

    Students MUST have completed at least one (1) Professional Experience unit before enrolling in this unit. Note: This unit involves 6 - 12 hours of community engaged learning. Students MUST have a Working with Children Check approved for their state or territory PRIOR to Week 1. Bachelor of Education students must complete all first year units (96 CP) prior to enrolling in this unit to meet NESA Accreditation requirements.

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

Availabilities

Location Domestic International
Coffs Harbour
Term3
Term3
Gold Coast
Term3,5
Term3,5
Lismore
Term3
Term3
Online
Term3,5
N/A

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:

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

Prescribed Texts
  • No prescribed texts.

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.