Course coordinator
Dr Emily Ross
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course provides pedagogical content knowledge and curriculum knowledge for prospective primary school teachers in relation to the Australian Curriculum: Science. A variety of contexts are used to explore a range of appropriate teaching models and authentic assessment techniques in line with current approaches to teaching in the primary school. There is emphasis on the integration of technologies including ICT into teaching practice as well as integration of topics across the three interrelated strands.
The course builds on the content knowledge previously developed. It focuses on developing your pedagogical content knowledge, understanding key classroom strategies and allowing time for you to practice your craft. Science Inquiry and Science as a Human Endeavour form the foundation of the course in recognition of the contribution of both people and other disciplines in developing understandings.
Course requirements
Assumed background
Students are assumed to have completed a Senior Science consistent with QCAA syllabus guidelines.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
EDUC1706
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC3705
Restrictions
Restricted to students enrolled in the BEd(Primary)
Course contact
Course staff
Lecturer
Ms Betty Yanardasis
Tutor
Mrs Jaime Davison
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The course will develop students' knowledge and skills and their application to teaching science in the Queensland primary school setting. Students will engage with current and emerging research-based approaches to teaching science, focusing on practical issues in the classroom and developing ideas about learning and its facilitation. The course will take a contextual approach in which beginning teachers develop the skills to draw out science in various classroom settings.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Analyse science topics, identifying appropriate levels of conceptual development and contexts for teaching the topics in the primary years of schooling.
LO2.
Use science education literature to inform your teaching practice.
LO3.
Collaboratively develop resources including activities, laboratory experiments and units of work for teaching using a variety of pedagogical approaches focusing on inquiry learning.
LO4.
Develop students scientific literacy and ability to participate in scientific thinking in social and technological contexts.
LO5.
Create pieces of assessment for diagnostic, formative and summative assessment in the science classroom that align with the Australian Curriculum.
LO6.
Discuss current issues related to assessment of student work in science.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Student Safety Declaration
|
Hurdle Task |
8/08/2025 2:00 pm |
| Essay/ Critique | Review an Inquiry Unit of Work | 30% 2000 words |
14/08/2025 2:00 pm |
| Product/ Design |
Investigate a Science Phenomenon
|
40% 3000 words |
7/10/2025 2:00 pm |
| Presentation |
Teaching a Science Concept: Part 1
|
Hurdle Task: 30 minute presentation |
29/10/2025 |
| Reflection | Teaching a Science Concept: Part 2 | 30% 1500 words |
10/11/2025 2:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Student Safety Declaration
- Hurdle
- Mode
- Written
- Category
- Quiz
- Weight
- Hurdle Task
- Due date
8/08/2025 2:00 pm
- Learning outcomes
- L01
Task description
All students are expected to complete a safety declaration in order to work in the laboratory. The university requires this declaration to be current within 5 years. Records are kept on the OHS database. Laboratory conditions for education are considered to be any space where scientific activity is taking place. Students must be aware that this also translates to primary classrooms where safety is paramount and risk assessment is critical.
As this assessment pertains to OHS, please contact the Course Coordinator directly regarding potential extensions for this assessment.
Hurdle requirements
Assessment Task 1 is a Hurdle Task, meaning it must be completed to complete the course successfully. Assessment Task 1 includes successful completion of three components: - the Undergraduate Online Safety Course - Student Safety Declaration - Laboratory Induction (during Tutorial 1).Submission guidelines
To submit this assessment task:
- complete the quiz at the end of the Undergraduate Online Safety Course
- complete the Student Safety Declaration quiz in Blackboard
- attend the Laboratory Induction during Tutorial 1.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Review an Inquiry Unit of Work
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30% 2000 words
- Due date
14/08/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
A unit plan is necessary to organise content into an effective learning and teaching sequence over a period of time, e.g., a term. Successful units address a big or essential question where all teaching and learning is directed at students being able to answer that question at the end of the unit (assessment). In this assessment task, you will critique a unit of work that has been developed to address a Content Description from the Australian Curriculum: Science for a primary inquiry-based unit of work. The task is made up of two parts.
Part 1
- Complete a CoRe Matrix for five (5) lessons across the unit.
- Select a unit of work from Primary Connections;
- Provide an Essential Question for the unit;
- Provide a Driving Question for each lesson;
- Outline necessary teacher background information for the unit;
- Provide original ideas for teaching strategies and assessment
- Matrix completion (approx. 1500 words)
Part 2
- Reflect on the unit through the lens of Constructive Alignment (approx. 500 words).
- Times New Roman or Arial, 11 font, 1.5 line spacing
APST: 2.1, 2.2, 2.6
Submission guidelines
Please use the Turnitin Submission link on Blackboard to upload your task as one combined Word document (CoRe Matrix table and reflection). Ideally, 11pt font with 1.5 line spacing.
The template will not count towards the total word count of your assignment.
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 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Investigate a Science Phenomenon
- Team or group-based
- Mode
- Written
- Category
- Product/ Design
- Weight
- 40% 3000 words
- Due date
7/10/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
A phenomenon is simply an observable event that can be explained scientifically. In the science classroom, a carefully chosen phenomenon can drive student inquiry. Phenomena add relevance to the science classroom, showing students science in their own world. A good phenomenon is observable, interesting, complex, and aligned with the appropriate curriculum standard.
- In groups of 3, identify, describe and explain a phenomenon and its role in the science classroom. [Images may be used]
- Consider how you could challenge students to use their experience with the phenomenon (engage) to identify, design and investigate several different but related questions that would support the science that underpins the phenomenon.
- Using the identified phenomenon as a starting point, write a series of 3 inquiry-based lessons (2 explore and 1 explain) to support inclusive participation and engagement in the inquiry process. Risk assessment/s and specifics about the classroom environment to be included.
Submit: Times Roman or Arial, 11-point font.
APST: 2.1, 2.2, 2.5, 2.6, 3.4, 4.4, 5.2
Important information about group work
You will receive a single group mark for this task, as all group members should contribute equally to the design and delivery of the assessment task. However, exceptions can be made in the event of one or more group members engaging in ‘social loafing’ (also known as ‘free-riding’):
Free riding is a form of social loafing seen in a group when one or more members slack off and ‘ride’ on the extra efforts of their co-workers (Walker & Angelo, 1998).
If your small group is experiencing dysfunction, including ‘social loafing’ by one or more members, it is your responsibility to bring this promptly to the attention of your tutor / course coordinator, who will then support the group to resolve the problems in a respectful way. If no resolution can be found, the tutor / course coordinator can take steps, including the removal of the non-contributing student/s from the group and requiring the student/s to complete the task either individually or in another small group with other ‘social loafers’.
Submission guidelines
Please use the Turnitin Submission link on Blackboard to upload your task as a Word document. Ideally, 11pt font with 1.5 line spacing.
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 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Teaching a Science Concept: Part 1
- Hurdle
- Identity Verified
- Team or group-based
- In-person
- Mode
- Activity/ Performance
- Category
- Presentation
- Weight
- Hurdle Task: 30 minute presentation
- Due date
29/10/2025
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Part 1
Collaboratively work with peers to present a science concept based on an identified phenomenon. Develop an EEE sequence (Engage, Explore, Explain) in a mini-lesson of approximately 30 minutes. Answer questions from the tutor and peers. Provide clear connections to the curriculum. (Group)
The mini-lesson will be delivered in class (lecture or tutorial times) during Week 13 and will be video-recorded for your reflection.
Hurdle requirements
A grade of pass/fail will be awarded for this task. The implications of this pass/fail task should be taken extremely seriously: should your group fail this piece of assessment, you will fail the course, regardless of the grades you are awarded for your other assessment tasks.Submission guidelines
Presentation will occur during class time in Week 13.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
This hurdle task must be undertaken prior to the completion of assessment Task 4 - Part 2
Late submission
Late submission of assessment without approved extension request via myUQ system will result in a failing grade.
Teaching a Science Concept: Part 2
- Mode
- Written
- Category
- Reflection
- Weight
- 30% 1500 words
- Due date
10/11/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Part 2
Critical Reflection (Individual and supported by the literature)
- Includes a personal review of the mini-lesson;
- Acknowledges the contribution of your peers to your own learning; this includes classroom discussion;
- Argues the strengths and tensions of inquiry-based learning;
- Anticipates the contribution of professional learning in the journey to becoming a highly proficient science teacher
Format: Times New Roman or Arial; 11 point font; 1.5 line spacing; APA style
Submit: Turnitin in a single file format.
APST: 1.2, 1.5, 3.4, 4.1
Submission guidelines
Please use the Turnitin Submission link on Blackboard to upload your task as a Word document. Ideally, 11pt font with 1.5 line spacing.
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 1 grade for each 24 hour period from time submission is due will apply 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 | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Fails to satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Fails to satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explaining the significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
This course includes one pass/fail task. The implications of this task should be taken extremely seriously: as a hurdle task, you must pass this task to complete the course.ﾠ
Determining final grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
Three assessment pieces in the course will be provided a grade out of 7 and one assessment piece will be pass/fail. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:ﾠA student receives the following three grades for the graded tasks, and a pass on the pass/fail task:
Assignment 1: Pass
Assignment 2: grade of 6 at 30% weighting
Assignment 3: grade of 5 at 30% weighting
Assignment 4a: Pass
Assignment 4b: grade of 6 at 40% weighting
The final grade for this student, taking into account the weighting of each assignment, would be:
ﾠ ﾠ ﾠ ﾠ(A2) +ﾠ ﾠ ﾠ ﾠ(A3) +ﾠ ﾠ ﾠ (A4b)
(0.3 x 6) + (0.3 x 5) + (0.4 x 6) = 1.8 + 1.5 + 2.4 = 5.7
The final grade would be rounded up to the nearest whole number; in this case, the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:ﾠﾠ
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
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.
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.
Additional learning resources information
Links to other required reading will be provided as the course progresses.
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 |
|---|---|---|
Multiple weeks From Week 1 To Week 3 |
Lecture |
Teaching Science The introductory module will provide an overview of the importance and challenges of teaching science to primary-age students in an increasingly STEM-oriented world. Models of curriculum, pedagogy and assessment will be explored in advance of first-hand experience in schools. Tutorials will focus on practical activities designed to engage and motivate young students across the sub-strands of Science Understanding. Learning outcomes: L01, L02 |
Multiple weeks From Week 4 To Week 7 |
No student involvement (Breaks, information) |
Break due to professional experience placement No classes scheduled while undertaking professional experience (placement) in an accompanying course. |
Multiple weeks From Week 8 To Week 10 |
Lecture |
Planning for Teaching Science After seeing science teaching in the classroom, students will examine critical aspects of planning using science content knowledge and pedagogical content knowledge in order to develop their identity as science teachers. Tutorials will explore the sub-strands of the Science Understanding strand to incorporate content and strategies that promote meaningful and valued learning. Learning outcomes: L01, L02, L03, L04, L05, L06 |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-semester break |
Multiple weeks From Week 11 To Week 13 |
Lecture |
Preparing to Teach Science Lectures will continue to focus on developing the pedagogical content knowledge required in teaching science to students in the primary years. Tutorials will allow students to develop their pedagogical skills by practising teaching and evaluating a short lesson around a particular concept. Learning outcomes: L01, L02, L03, L04, L05, L06 |
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 for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course: