Course coordinator
Dr James Woodforde
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Human Movement & Nutrition Sci
This course is designed to prepare Human Movement Studies students to be effective teachers of Junior Science (Years 7-10). This course will draw on the new Australian Curriculum: Science and place it in a Queensland context. EDUC3250 will emphasise the curriculum reform, content knowledge and curriculum construction aspects of Junior Science courses. EDUC3250 will also address the foundational policy and pedagogical practices underpinning the safe delivery of learning experiences within a typical school science laboratory and make links to the Senior Science curriculums explicit.
Junior Science is designed to prepare BHSPE(Hons) students to be effective teachers of Junior Science (Years 7-10). This course will explore, explain, and apply the knowledges and concepts of the Australian Science Curriculum. Students will demonstrate the ability to (i) design and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum and assessment, and Indigenous perspectives; and (ii) identify and design discipline specific opportunities for student engagement in scientific inquiry in classroom and laboratory settings.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
[BIOL1040 or BIOM1050] + PHYL1007
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC3003, EDUC4292, EDUC3292
Restrictions
BScApp(HMS-Ed); BHMS (Educ); BHSPE; BHSPE(Hon); or with permission by HMNS Head of School
Course contact
Course staff
Lecturer
Dr James Woodforde
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course is designed to prepare HMNSﾠstudents to be effective teachers of Junior Science (Years 7-10). This course will draw on the new AustralianﾠCurriculum in Science and place it in a Queensland context.ﾠ
The course revolves around the following issues in science education:
- Theories of student learning in a Science classroom
- Risk and safety issues for laboratory work in school settings
- Scientific styles of reasoning and practices in problem solving
- Contextualising Science
- Aligning curriculum, pedagogy and assessment practices in planning
- Societal and cultural perspectives on Science education
- The principles underlying Constructivism in the Science classroom
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Standard 1: Know students and how they learn - Focus Area 1.2. Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
LO2.
Standard 1: Know students and how they learn - Focus Area 1.3. Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
LO3.
Standard 1: Know students and how they learn - Focus Area 1.4. Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
LO4.
Standard 1: Know students and how they learn - Focus Area 1.5. Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
LO5.
Standard 2: Know the content and how to teach it - Focus Area 2.1. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
LO6.
Standard 2: Know the content and how to teach it - Focus Area 2.2. Organise content into an effective learning and teaching sequence.
LO7.
Standard 2: Know the content and how to teach it - Focus Area 2.3. Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
LO8.
Standard 2: Know the content and how to teach it - Focus Area 2.4. Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
LO9.
Standard 2: Know the content and how to teach it - Focus Area 2.5. Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
LO10.
Standard 2: Know the content and how to teach it - Focus Area 2.6. Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
LO11.
Standard 3: Plan for and implement effective T&L - Focus Area 3.1. Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
LO12.
Standard 3: Plan for and implement effective T&L - Focus Area 3.2. Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
LO13.
Standard 3: Plan for and implement effective T&L - Focus Area 3.3. Include a range of teaching strategies.
LO14.
Standard 3: Plan for and implement effective T&L - Focus Area 3.4. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
LO15.
Standard 4: Supportive & safe learning environment - Focus Area 4.1. Identify strategies to support inclusive student participation and engagement in classroom activities.
LO16.
Standard 4: Supportive & safe learning environment - Focus Area 4.2. Demonstrate the capacity to organise classroom activities and provide clear directions.
LO17.
Standard 4: Supportive & safe learning environment - Focus Area 4.4. Describe strategies that support students wellbeing and safety working within school and/or system, curriculum and legislative requirements.
LO18.
Standard 5: Assess, provide feedback and report - Focus Area 5.1. Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
LO19.
Standard 5: Assess, provide feedback and report - Focus Area 5.3. Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
LO20.
Standard 7: Engage professionally with others - Focus Area 7.2. Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
LO21.
Demonstrate the ability to effectively collaborate with others to complete group tasks.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration, Quiz |
Quizzes – Biology, Earth and Space, Chemistry, Physics, & Practical Skills
|
25% 5% each |
Quiz 1 24/03/2025 Quiz 2 and 3 12/05/2025 Quiz 4 and 5 26/05/2025
Completed during timetabled lecture. |
| Paper/ Report/ Annotation |
Unit Plan
|
35% |
14/04/2025 5:00 pm |
| Paper/ Report/ Annotation, Presentation, Reflection | Aboriginal and Torres Strait Islander Learning Sequence | 40% |
Hook delivery 19/05/2025 9:00 am Lesson plans 9/06/2025 5:00 pm
Lesson 'hook' to be delivered in class. |
Assessment details
Quizzes – Biology, Earth and Space, Chemistry, Physics, & Practical Skills
- In-person
- Mode
- Written
- Category
- Practical/ Demonstration, Quiz
- Weight
- 25% 5% each
- Due date
Quiz 1 24/03/2025
Quiz 2 and 3 12/05/2025
Quiz 4 and 5 26/05/2025
Completed during timetabled lecture.
- Other conditions
- Time limited.
Task description
It is essential for Science teachers to have in-depth content knowledge of the Australian Curriculum: Science. Teachers must also be able to model explanations for their students about science concepts. In this task you will demonstrate your understanding of science content and your practical skills in safely operating within a laboratory environment. Quizzes will be held in Weeks 5 (Biology), 11 (Earth and Space; Chemistry), and 13 (Physics; Practical Skills). Quizzes 1-4 include multiple choice and short answer questions (30 minutes each) and Quiz 5 includes short answer questions and practical demonstrations (1.5 hours).
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
To be completed in-person.
Deferral or extension
You may be able to defer this exam.
Your deferred quiz date and time will be determined by the course coordinator and communicated to you via your UQ student email account.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
Unit Plan
- Team or group-based
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 35%
- Due date
14/04/2025 5:00 pm
Task description
As a group of 4, you will design a 7-week Science unit (3 lessons per week) in Biology, Chemistry, Earth and Space, or Physics for Year 7, 8, 9 or 10, aligning with the Australian Curriculum: Science. Each group is required to submit a unit plan that comprises:
- A plan for assessing learning, and
- An outline of the focus, key learning experiences and select learning resources for each of the 21 lessons (in short point form). This is to be supplemented with identified strategies that support students’ wellbeing and safety, including risk assessments that meet the DET Curriculum Activity Risk Assessment requirements.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
To be submitted via the relevant Turnitin submission portal on the course Blackboard site by one member of your group.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Extensions for group work assessment may be available and will require a single request submitted with agreement from at least 50% of the members of the group, and recognition of potential impacts on the other group members. Download and complete the form below, and attach this form to your extension request: Extension of Group Assessment - Group Member Acknowledgement (PDF, 144.9 KB)
Student Access Plans for an individual student do not guarantee an extension for the assessment item. Extension Verification Letters cannot be used for group-based assessments and activities.
Dysfunctional group dynamics, poor performance by individual group members, or illness or other issues of a group member are generally not considered sufficient grounds for an extension on submission of a group assessment item. These issues should be actively managed by the group and the Course Coordinator as appropriate, during semester.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Aboriginal and Torres Strait Islander Learning Sequence
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Presentation, Reflection
- Weight
- 40%
- Due date
Hook delivery 19/05/2025 9:00 am
Lesson plans 9/06/2025 5:00 pm
Lesson 'hook' to be delivered in class.
Task description
You will design a learning sequence (3 lessons) for the Australian Curriculum: Science (Years 7-10) that values Aboriginal and Torres Strait Islander histories, cultures and languages, and provide a written justification for your planning decisions. Your learning sequence is to include a practical experience for students, supported with a risk assessment that meets the DET Curriculum Activity Risk Assessment requirements.
Additionally, you will deliver a 5-minute ‘hook’ presentation to your peers, showcasing an engaging activity from your sequence, and provide a written evaluation reflecting on this delivery.
Use of generative Artificial Intelligence (AI) or Machine Translation (MT)
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Submission guidelines
Learning sequence, justification and evaluation to be submitted via the relevant Turnitin submission portal on the course Blackboard site.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 0 - 24%. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 25 - 44%. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A cumulative percentage from all assessment of 45 - 49%. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 50 - 64%. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 65 - 74%. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 75 - 84%. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: A cumulative percentage from all assessment of 85 - 100%. |
Additional course grading information
A final percentage mark will be rounded to the nearest whole number (e.g., 64.50 and above will be rounded to 65 and 64.49 and below will be rounded down to 64.)
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
What is Turnitin
Turnitin is an electronic assignment submission tool. The tool provides your Course Coordinator with:
· a record of the exact submission time of an assignment
· an originality report indicating the percentage of your work that is an exact match of existing materials within the Turnitin database.
Instructions on how to submit an assignment using Turnitin are located on the UQ Library website
Submit your Turnitin assignment - Library Guide
Note:
When submitting, to check that you have chosen the correct file on the Preview Submission page and click on the Submit to Turnitin button. ﾠ
Remember to download your digital receipt in your Assignment inbox to confirm successful submission.
If a submission cannot be successfully completed, email a copy of the assessment task to the Course Administrator. For contact details refer to Course Contact section of the Course Profile.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Introduction to Junior Science Course overview Concepts, substance, and structure of the AC: Science for Years 7-10. |
Practical |
Laboratory Safety & Risk Assessments Identifying hazards, assessing risk, proposing harm minimisation strategies, and responding with corrective actions |
|
Week 2 (03 Mar - 09 Mar) |
Lecture |
Assessment Techniques Modes of assessment specific to Science, including the attributes of quality assessment. |
Practical |
Biology Skills Practice Microscopy |
|
Week 3 (10 Mar - 16 Mar) |
Lecture |
Organising Content & Teaching Strategies in Biology Classification Cells Organ systems and multi-cellular organisms Interacting communities in ecosystems 5 Es (Engage, Explore, Explain, Elaborate, Evaluate) & Gradual Release of Responsibility |
Practical |
Biology in Action UQ Lakes excursion & Elodea simulation Modelling the reporting of scientific findings Teaching strategies for using ICT to expand curriculum learning opportunities |
|
Week 4 (17 Mar - 23 Mar) |
Lecture |
Organising Content & Teaching Strategies in Biology DNA & chromosomes DNA replication and mitosis Protein synthesis Predicting genotype and phenotype |
Practical |
Biology in Action Blood typing, DNA extraction & gel electrophoresis Engaging students through problem-based learning |
|
Week 5 (24 Mar - 30 Mar) |
Lecture |
Science Pedagogies & Unit Planning Sequencing Literacy and numeracy strategies Peer-supported learning Differentiation Restorative practice Student evaluation of performance |
Practical |
Chemistry Skills Practice Quiz 1 Separation techniques |
|
Week 6 (31 Mar - 06 Apr) |
Lecture |
Content & Teaching Strategies in Earth & Space Predictable phenomena on earth: Days, seasons, moon phases, tides, and eclipses Aboriginal and Torres Strait Islander linguistics through Indigenous seasons and knowledge of ecosystems |
Practical |
Earth and Space Skills Practice & Unit Planning Seasons inquiry Designing learning sequences |
|
Week 7 (07 Apr - 13 Apr) |
Lecture |
Content & Teaching Strategies in Earth & Space Rocks Plate tectonics Big Bang |
Practical |
Earth and Space in Action & Lesson Planning Mining inquiry Planning lessons |
|
Week 8 (14 Apr - 20 Apr) |
Lecture |
Content & Teaching Strategies in Chemistry Mixtures and solutions Particle model Elements and compounds Physical and chemical changes Compound nomenclature Bonding Radioactive isotopes and decay |
Practical |
Unit Planning Unit planning time |
|
Week 9 (28 Apr - 04 May) |
Lecture |
Content & Teaching Strategies in Chemistry Atoms, protons and neutrons Chemical reactions Balancing reactions Types of reactions Carbon cycle |
Practical |
Chemistry in Action Chemical reactions |
|
Week 10 (05 May - 11 May) |
Lecture |
Content & Teaching Strategies in Physics Online self-paced content due to public holiday: Forces and motion Energy and energy transfer Waves and mirrors Uing ICT (MS Whiteboard model the drawing of Ray Diagrams) to expand curriculum learning opportunities. |
Practical |
Lesson Planning & Physics Practice Online due to public holiday |
|
Week 11 (12 May - 18 May) |
Lecture |
Engaging in Indigenous Histories, Cultures & Languages The impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds Respect for Aboriginal and Torres Strait Islander histories, cultures, languages and pedagogies through the AC: Science Embedding Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority with Science Aboriginal and Torres Strait Islander pedagogies Learning outcomes: L02, L03, L05, L06, L07, L08 |
Practical |
Hook Planning and Risk Assessment Quiz 2 and 3 Hook planning time |
|
Week 12 (19 May - 25 May) |
Lecture |
Content & Teaching Strategies in Physics Electricity and circuits |
Practical |
Application of Science Pedagogies Hook peer teaching |
|
Week 13 (26 May - 01 Jun) |
Lecture |
Course Summary |
Practical |
Quiz 4 & 5 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: