EUN303 Science Primary Specialisation 1
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN303 |
|---|---|
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Semester 1 2025, Online
| Unit code: | EUN303 |
|---|
Overview
This unit contains Modules 1-4 in the Science primary specialisation.
Learning Outcomes
On successful completion of this unit you will be able to:
- A deep understanding of science concepts and the processes used to develop scientific knowledge.(CLO 1)
- Understanding of and capacity to articulate the theoretical and research basis for science curriculum and effective pedagogies.(CLO 2)
- Capacity to critique science curriculum, programs, teaching resources, pedagogies and practices.(MTeach CLO 4; BEd CLO 5)
- Capacity to contribute to the design and provision of high quality primary science education. (CLO 1)
Content
- Module 1: Content Knowledge. Learn in-depth about a chosen science concept.
- Module 2: Review. Reflect upon their previous experiences learning science and how they have shaped their thinking about a Science Specialisation.
- Module 3: Identify. Review literature to identify a problem/challenge and opportunity in primary science education.
- Module 4: Plan. Plan a professional learning experience for in-service teachers that addresses their identified problem/challenge and opportunity.
Relates to learning outcomes
Master of Teaching course learning outcomes
1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Innovative: Lead and create innovative future-focused learning.
Bachelor of Education course learning outcomes
1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
5. Innovative: Lead and create innovative future-focused learning.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
EU30 - Master of Teaching (Early Childhood) and EU40 - Master of Teaching (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUN108 Science Curriculum and Pedagogy
ED39 - Bachelor of Education (Early Childhood)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB203 Science in Early Childhood
ED49 - Bachelor of Education (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB212 Science in Primary Education 2
Feedback on Learning and Assessment
There will be no formative feedback.
Assessment
Overview
Assessments not successfully completed in the allocated time will be awarded an AT (unfinalised) grade.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Infographic and audio-recorded scientific explanation
Conduct in-depth research about a topic located in the Australia Curriculum: Science and produce an infographic (i.e., a visual representation) and audio-recorded scientific explanation.
Content knowledge as prescribed by AITSL as part of the Science specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Science teaching philosophy statement
Reflect upon your experience learning science and write a science teaching philosophy statement that links to constructivist learning theories.
Content knowledge as prescribed by AITSL as part of the Science specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Annotated Bibliography
Review current educational literature to identify a problem/challenge and opportunity facing primary science education.
Content knowledge as prescribed by AITSL as part of the Science specialisation.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes
CLO - 4 (MTeach) / 5 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Presentation slides, notes, and resources
Design a 20-minute professional learning experience for in-service teachers that addresses your identified problem/challenge and opportunity.
Content knowledge and pedagogical content knowledge as prescribed by AITSL as part of the Science specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Infographic and audio-recorded scientific explanation, Presentation slides, notes, and resources - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Science teaching philosophy statement - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO3, Annotated Bibliography
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Infographic and audio-recorded scientific explanation, Presentation slides, notes, and resources - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Science teaching philosophy statement - Innovative: Create innovative future-focused learning.
Relates to: ULO3, Annotated Bibliography
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO3
Unit Outline: Semester 2 2025, Online
| Unit code: | EUN303 |
|---|
Overview
This unit contains Modules 1-4 in the Science primary specialisation.
Learning Outcomes
On successful completion of this unit you will be able to:
- A deep understanding of science concepts and the processes used to develop scientific knowledge.(CLO 1)
- Understanding of and capacity to articulate the theoretical and research basis for science curriculum and effective pedagogies.(CLO 2)
- Capacity to critique science curriculum, programs, teaching resources, pedagogies and practices.(MTeach CLO 4; BEd CLO 5)
- Capacity to contribute to the design and provision of high quality primary science education. (CLO 1)
Content
- Module 1: Content Knowledge. Learn in-depth about a chosen science concept.
- Module 2: Review. Reflect upon their previous experiences learning science and how they have shaped their thinking about a Science Specialisation.
- Module 3: Identify. Review literature to identify a problem/challenge and opportunity in primary science education.
- Module 4: Plan. Plan a professional learning experience for in-service teachers that addresses their identified problem/challenge and opportunity.
Relates to learning outcomes
Master of Teaching course learning outcomes
1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
4. Innovative: Lead and create innovative future-focused learning.
Bachelor of Education course learning outcomes
1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
5. Innovative: Lead and create innovative future-focused learning.
Learning Approaches
In this unit you will learn through engaging in the following:
- Online modules
EU30 - Master of Teaching (Early Childhood) and EU40 - Master of Teaching (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUN108 Science Curriculum and Pedagogy
ED39 - Bachelor of Education (Early Childhood)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB203 Science in Early Childhood
ED49 - Bachelor of Education (Primary)
It would be advantageous if you completed Modules 1-4 in conjunction with the following curriculum unit:
- EUB212 Science in Primary Education 2
Feedback on Learning and Assessment
There will be no formative feedback.
Assessment
Overview
Assessments not successfully completed in the allocated time will be awarded an AT (unfinalised) grade.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Infographic and audio-recorded scientific explanation
Conduct in-depth research about a topic located in the Australia Curriculum: Science and produce an infographic (i.e., a visual representation) and audio-recorded scientific explanation.
Content knowledge as prescribed by AITSL as part of the Science specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Science teaching philosophy statement
Reflect upon your experience learning science and write a science teaching philosophy statement that links to constructivist learning theories.
Content knowledge as prescribed by AITSL as part of the Science specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Annotated Bibliography
Review current educational literature to identify a problem/challenge and opportunity facing primary science education.
Content knowledge as prescribed by AITSL as part of the Science specialisation.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes
CLO - 4 (MTeach) / 5 (BEd)
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Assessment: Presentation slides, notes, and resources
Design a 20-minute professional learning experience for in-service teachers that addresses your identified problem/challenge and opportunity.
Content knowledge and pedagogical content knowledge as prescribed by AITSL as part of the Science specialisation.
This is an assignment for the purposes of an extension.
Threshold Assessment:
You must achieve a passing grade (satisfactory) on each individual assessment task to successfully pass this unit.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols in relation to computer use will apply.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Infographic and audio-recorded scientific explanation, Presentation slides, notes, and resources - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Science teaching philosophy statement - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO3, Annotated Bibliography
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Infographic and audio-recorded scientific explanation, Presentation slides, notes, and resources - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Science teaching philosophy statement - Innovative: Create innovative future-focused learning.
Relates to: ULO3, Annotated Bibliography
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO3