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Unit of Study EDU30006 - Science and Technology Education: Curriculum and Pedagogy (2018)

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Unit Snapshot

  • Unit typeo

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Advanced

  • Former School/College


Learning outcomes and graduate attributes

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:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
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.
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 that employs elements of LO 2 and ICT resources, to maximise student engagement including especially students with mixed ability and/or from diverse backgrounds
4 incorporate diagnostic, formative and summative student assessment as specified in the relevant science syllabus or frameworks
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
6 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:

  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:
    • GA3:
  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:
    • GA3:
  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:
    • GA3:
  4. incorporate diagnostic, formative and summative student assessment as specified in the relevant science syllabus or frameworks
    • GA2:
    • GA3:
  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:
    • GA3:
    • GA7:
  6. reflect critically upon a range of pedagogical and curriculum issues associated with implementing science and technology across early childhood and primary education
    • GA2:
    • GA3:
    • GA7:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.