Course coordinator
Mr Geoff Fletcher
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 4
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course prepares pre-service teachers to teach Chemistry in the senior phase of schooling and science in the junior secondary school. Pre-service teachers will be provided with opportunity to develop knowledge and understanding of relevant curriculum documents. The course will engage pre-service teachers in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Chemistry in the senior phase of schooling and science in the junior secondary school. They will be provided with opportunities to develop knowledge and teaching strategies to effectively deal with literacy and numeracy demands and learning opportunities that exist in Chemistry and junior secondary school science. Pre-service teachers will demonstrate the ability to (i) design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identify and design discipline specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
Note: For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. In Semester 2 2025, this course commences 1 week before standard Semester 2 classes.
This Curriculum Studies course introduces contemporary educational theory and effective practice in Chemistry education from Years 7 to 12.ﾠThe course is built around three course organisers: learning and teaching inﾠchemistry; building pedagogical content knowledge, and professionalism and accountability. In the first organiser, students will be introduced to the underpinning theoretical frameworks, syllabuses and approaches to teaching relevant to Chemistry in the senior phase of schooling. The particular focus of the course will be the development of student’s knowledge about how to teach the discipline of Chemistry (pedagogical content knowledge). Throughout the course, students will developﾠtheir knowledge of assessment and moderation processes in the senior phase of schoolingﾠand their identities as professionals through considering their prospective pathways through teaching careers.ﾠ It is recognised throughout that beginning teachers will be expected to develop their own programs for teaching and learning, and to translate them into action in the classroom.ﾠTherefore, emphasis is placed on developing practical skills relating to lesson planning and presentation, curriculum design and on designing and implementing assessment tasks.ﾠStudents will also be encouraged to understand and develop their own skills as speakers, readers, writers and viewers in a range of social contexts. Where possible the teaching and learning approaches used in workshops and tutorials are intended to model strategies that can be used in secondary classrooms.ﾠCollegial, collaborative and reflective practices are encouraged, modelled and practiced in these sessions as they are fundamental professional attributes.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6735, EDUC6780
Restrictions
Restricted to students who are eligible to undertake Bachelor of Education (Secondary) dual program Professional Year
Jointly taught details
This course is jointly-taught with:
The lectures are shared with:
EDUC4646/7646: Physic Curriculum Studies
EDUC4633/7633: Chemistry Curriculum Studies, and
EDUC 4631/7631: Biology Curriculum Studies
Laboratory sessions: Students will be studying alongside the postgraduate Chemistry curriculum students (EDUC7633).
Course contact
Course staff
Lecturer
Professor David Geelan
Tutor
Mr Geoff Fletcher
Laboratory technician
Ms Ann Tew
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course will develop studentﾒs knowledge and skills about teaching chemistry in the Queensland high school setting. Students will engage with current and emerging approaches to teaching, focussing on practical issues in the classroom as well as developing ideas about learning and its facilitation. The course will take a contextual approach in which students develop the skills to draw out high school chemistry in emerging fields of science.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of relevant content and analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Chemistry.
APST 2.1
LO2.
Demonstrate the ability to apply knowledge of how students learn and knowledge of relevant curriculum documents to the development of appropriate discipline based learning goals and teaching strategies for students of varying abilities.
APST 1.2, 1.5, 2.1, 3.1
LO3.
Demonstrate the ability to design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on relevant curriculum documents, a range of effective teaching resources, a range of assessment and reporting strategies, and ICT knowledge that enables teaching strategies that expands learning.
APST 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 5.1
LO4.
Demonstrate knowledge and understanding of literacy and numeracy teaching strategies and their application in Chemistry.
APST 2.5
LO5.
Demonstrate the ability to respond to feedback, and identify and design discipline specific opportunities for professional learning engagement and communication within the school context, teaching networks and the broader community and understand the rationale for this professional practice in relation to improved student learning.
APST 6.3, 6.4, 7.4
LO6.
Demonstrate clear, fluent and coherent communication skills in English consistent with personal, professional and academic conventions.
APST 2.1
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz |
Laboratory Safety Induction - Student Safety Declaration
|
24/02/2025 - 28/02/2025
This task must be completed before attending your lab session in the second week. |
|
| Paper/ Report/ Annotation, Practical/ Demonstration, Reflection |
Microteaching Hard to Teach Concepts
|
30% Oral & 3200 words |
17/03/2025 - 28/03/2025
Written component due one week after presentation date. |
| Paper/ Report/ Annotation |
Planning a Learning Sequence and Assessment
|
40% 4200 words |
25/07/2025 2:00 pm |
| Paper/ Report/ Annotation, Presentation, Reflection |
Professional Engagement and Communication
|
30% Oral & 3200 words |
14/10/2025 - 21/10/2025
Written component due one week after presentation date. |
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
Laboratory Safety Induction - Student Safety Declaration
- Hurdle
- Mode
- Written
- Category
- Quiz
- Due date
24/02/2025 - 28/02/2025
This task must be completed before attending your lab session in the second week.
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 practical scientific activity is taking place. Students must be aware that this also translates to secondary classrooms where safety is paramount and risk assessment is critical.
Hurdle requirements
Assessment Task 1 is a Hurdle Task, meaning it must be completed to complete the course successfully. Assessment Task 1 includes the successful completion of three components: - the Undergraduate Online Safety Course - Student Safety Declaration - Laboratory Induction (during Tutorial 1).Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Microteaching Hard to Teach Concepts
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Written
- Category
- Paper/ Report/ Annotation, Practical/ Demonstration, Reflection
- Weight
- 30% Oral & 3200 words
- Due date
17/03/2025 - 28/03/2025
Written component due one week after presentation date.
Task description
In a small group, you will be expected to lead a 50-minute mandatory or suggested practical activity from the Senior Chemistry Syllabus. ALL group members will have an opportunity to teach and interact with students/peers you are teaching. Following the group presentation, you will submit a reflective report. The objectives of this assignment are to:
- Provide an opportunity to consider content knowledge and effective teaching strategies associated with well-researched hard-to-teach concepts for Senior Chemistry;
- Consider how best to represent complex Chemistry ideas and processes to make learning more accessible to students;
- To enhance understanding of the development and classroom management of mathematical reasoning activities in Chemistry;
- Promote understanding of the development and classroom management of practical activities in Chemistry;
- Provide exposure to the teaching of a variety of laboratory activities and topics in Chemistry;
- Plan and work/teach collegially within a team;
- Develop pedagogical skills around investigative inquiry;
- Gain ideas around mandatory/suggested practical activities that permit first-hand data collection (aligns with syllabus requirements for Student Experiments and Data Test question).
- Consult the assessment task 1 sheet on the Blackboard site for the course for further details.
APST 2.1, 3.3, 4.2, 5.1, 6.4
Submission guidelines
The presentation component will be conducted in the lab session. The written component should be uploaded through TurnItIn 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 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.
Planning a Learning Sequence and Assessment
- Team or group-based
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 40% 4200 words
- Due date
25/07/2025 2:00 pm
- Other conditions
- Student specific.
Task description
The main objective of this assignment is to support the development of skills for planning a unit of work. The focus is on choosing a variety of learning experiences for a series of lessons in a unit of work and supports the goal for inquiry-based design. More specifically, the objectives are to:
- Develop a practical understanding of the relationships between curriculum, assessment, learning sequence and resource design;
- Gain an understanding of how to align the planning of a unit of work for years 7-10 with the Australian P-10 Australian Curriculum: Science in the content sub-strands of Chemical Science;
- Design an inquiry unit using the 5Es curriculum instructional design model;
- Develop skills in curriculum planning;
- Design formative and summative assessment tasks.
This task requires you to develop a teaching, learning and assessment plan (TLAP) for a 6-week unit for Year 7, 8, 9 or 10 class. The unit will align with the Australian Curriculum for 7 to 10 Science.
You will:
- Choose the unit from a selection of year level overviews provided follow the TLAP QCAA template provided
- Use the 5Es curriculum inquiry instructional design framework to sequence the teaching, learning and assessment.
- Consult the AT2 task sheet on the Blackboard site for the the course for further details and resources.
APST 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1
Submission guidelines
The presentation component will be conducted in the lab session. The written component should be uploaded through TurnItIn 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 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.
Professional Engagement and Communication
- In-person
- Mode
- Oral, Written
- Category
- Paper/ Report/ Annotation, Presentation, Reflection
- Weight
- 30% Oral & 3200 words
- Due date
14/10/2025 - 21/10/2025
Written component due one week after presentation date.
- Other conditions
- Student specific, Longitudinal.
Task description
This assignment is intended to strengthen skills in translating ideas from engagement with professional networks, associations, professional development activities and the research literature into classroom practice. This has become an international focus – to foster teachers as researchers with the view to getting teachers to focus on their impact on learning in the classroom through varied evidence-informed strategies.
The assignment also achieves other objectives including:
- To gain knowledge of contemporary approaches related to science education and an ability to incorporate them into pedagogy, curriculum and assessment design;
- To broaden the disciplinary knowledge base and develop qualities as a reflective practitioner,
- To gain ideas on pedagogy, curriculum design and delivery
- To develop the capacity to translate professional learning/research into practice
- To build your capacity for professional engagement and communication
- You will select a personal professional goal related to science education based on your own reflection of areas of interest or need in your professional practice. You will need a unique professional goal for each curriculum studies area/course in Science in which you are enrolled.
The task is in two parts, a 10-minute presentation to your peers during a lab session and a commentary on four literature sources. See the assignment task sheet on the BlackBoard site for the course for further details.
APST 1.2, 6.3, 6.4, 7.4
Submission guidelines
The presentation component will be conducted in the lab session. The written component should be uploaded through TurnItIn 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 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: A grade of 1 corresponds to failure to attempt an assessment task. It means either nothing has been submitted or that what is submitted does not constitute any serious attempt at meeting the assigned task. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: A grade of 2 corrosponds to failure to present even a minimal level of competence in completing assessment tasks, particularly in relation to the conventions of communication in teh discipline and key concepts of the course. Assignment work would receive a grade in thsi range only for very severe deficiencies in both these areas or for major incompleteness. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: A grade of 3 corresponds to work that shows some evidence of effort on the part of the student but is nonetheless not of an acceptable standard. It indicates that the work presented did not meet the minimum criteria for acceptable performance. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A grade of 4 corrosponds to work that meets but does not exceed a standard of adequacy. The assessment criteria have met at a minimal, but the work is only standard quality. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A grade of 5 corresponds to work that is in some way above average and indicates a strong understanding of the key concepts of the field and of relevant disciplinary conventions of communication. Flexibility, creativity and application are specific qualities that will lift work from a grade of 4 to 5.< |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A grade of 6 corrosponds to work of distinction - work that demonstrates superior knowledge of and understanding of the discipline and course content. Insight, creativity and application are important criteria for work of distinction, and work at this level also shows evidence of reading beyond the assigned course materials and other evidence of student taking responsibility for their own learning. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Works that receives a 7 fulfils all the criteria for a grade of 6, but excels in several areas simultaneously. Excellence in all facets of each assignment, evidence of broad reading and deep understanding, and a very high level of reflectivity and discussion would all be characteristic of a 'high distinction' level of achievement. |
Additional course grading information
Determining final grade:
The final grades are determined by consideration of the weighting of individual assessment items, through the use of a weighting formula and the profile of individual grades across accumulated assessment tasks.ﾠﾠ
An exemplar to show the calculation of the final grade:
All four assessments in this course will be provided a grade out of 7. The final grade will be calculated using the weighted average of the individual assessment grades as follows.
Example:
A student receives the following three grades: Assessment Task 1 (AT1) - grade 5/7 at 30% weighting, Assessment Task 2 (AT2) - grade 6/7 at 35% weighting, Assessment Task 3 (AT3) - grade 4/7 at 20% weighting and Assessment Task (AT4) - grade 6/7 at 15%.
The final grade for this student, taking into account the weighting of each assignment, would be:
(AT1) + (AT2) + (AT3) + (AT4) = 5 x 0.3 + 6 x 0.35 + 4 x 0.2 + 6 x 0.15 = 1.5 + 2.1 + 0.8 + 0.9 = 5.3
The final grade would be rounded down to the nearest whole number; in this case, the grade would be 5.
In the case where the final grade is a half grade, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case wherethe final grade ends in 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.4 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
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
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
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
Blackboard site
A Blackboard site for this course is available to you for access to course resources, learning materials and assignment task and criteria sheets as well as for submission of assignments. You can log on using your UQ ID and password at http://blackboard.elearning.uq.edu.au. Readings and handouts will be available to download from the site. Check the site regularly for valuable
resources to support teaching and learning in Biology.
Room 502 Resources:
The Science Teaching Laboratory in room 24-502 has several textbooks and other resources that will be made available during the weekly laboratory session.
Science Teachers Association of Queensland (STAQ)
The Science Teachers Association of Queensland (STAQ) sponsors a number of conferences and events to support teachers of science. Being a member of STAQ will help you become more aware of these various events and provide significant discounts to attend them as well as access to their journal and newsletter. To apply for membership download the application form from www.staq.qld.edu.au.
University Library
The University’s Social Sciences and Humanities (SS&H) Library houses an extensive collection of references on the teaching, learning and assessment of science. In addition, the SS&H Curriculum Reserve collection contains a wide range of resources to support teaching science in schools.
Science teaching journals, found in the periodical collection in the Library or online, are also an excellent source of practical ideas and activities for the classroom (see the list of selected journals below). The library’s multimedia section has several collections of videos on science topics taught in the junior and senior school, together with CD-ROMs on teaching and assessment strategies.
Selected Journals
These teaching science journals may be useful for Assignment 3. Note this is not an exhaustive list.
- Teaching Science (ASTA)
- Queensland Science Teacher (STAQ)
- Australian Science Teachers' Journal (NCTM)
- Scientriffic (CSIRO)
- Helix (CSIRO)
- The South Australian Science Teachers Journal (SASTA)
- School Science and Mathematics (US)
- The Science Teacher (ASTA)
- Science and Children (NSTA)
These science education research journals may be useful for Assignment 3. Note this is not an exhaustive list.
- Research in Science Education
- Journal of Research in Science Teaching
- International Journal of Science Education
- International Journal of Science and Mathematics Education
- Americal Biology Teacher
- Science Education
- Journal of Chemical Education
- Science & Education
- Chemistry Education Research and Practice
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) |
Workshop |
How do we navigate the senior syllabus? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm): Overview of activities and assessment for all curriculum studies areas in science. Everything you've always wanted to know about the senior syllabus and more. TUESDAY PRACTICAL SESSION (4 - 6pm): Introduction to weekly practical session activities. Managing a laboratory-based activity. Start Assessment Task 1. |
Week 2 (03 Mar - 09 Mar) |
Workshop |
How do we create data test questions? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm): The preparation for micro-teaching in Assessment Task 1 (AT1)- overview and resources. As part of AT1 - we discuss the role of practicals in senior science and how you can create your own endorsable questions for a data test. TUESDAY PRACTICAL SESSION (4 - 6pm): Get ready for AT1. Perform and manage a classroom laboratory activity, and review data analysis techniques. Get into groups and choose a mandatory or suggested practical for AT1. |
Week 3 (10 Mar - 16 Mar) |
Workshop |
How do we mark student experiments? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm): How to modify practicals to develop student experiments and use ISMGs to mark them. TUESDAY PRACTICAL SESSION (4 - 6pm): Sample of practicals. |
Week 4 (17 Mar - 23 Mar) |
Workshop |
The Australian Curriculum for Science: How do we teach in Years 7 to 10? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm): Queensland's approch to the Australian Curriciculum for Years 7 - 10. TUESDAY PRACTICAL SESSION (4 - 6pm): AT1 presentations. |
Week 5 (24 Mar - 30 Mar) |
Workshop |
How do we plan a learning sequence for Years 7 - 10? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm): Designing developmentally appropriate assessment for Years 7-10 and incorporating STEM into the Science curriculum. TUESDAY PRACTICAL SESSION (4 - 6pm): Map concepts for teaching, learning and assessment plans (TLAPs). Brainstorm assessment ideas. |
Week 6 (31 Mar - 06 Apr) |
Workshop |
How do we plan for inquiry? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm): How do we plan for inquiry? TUESDAY PRACTICAL SESSION (4 - 6pm): Group sharing of concept maps and assessment ideas. Sequence TLAP using the 5E's. |
Week 7 (07 Apr - 13 Apr) |
Workshop |
How do we integrate First Nations perspective? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm): Considering how to incorporate the common curriculum priorities (CCPs), including Aboriginal and Torres Strait Islander Histories and Cultures, in planning. TUESDAY PRACTICAL SESSION (4 - 6pm): Group sharing of learning sequences and integrating teaching, learning and assessment. |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid-Semester Break For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. |
Multiple weeks From Mid-sem break (first semester) To Week 13 |
No student involvement (Breaks, information) |
Break for Professional Experience No classes scheduled while undertaking professional experience (placement) in an accompanying course |
O-Week (second semester) (21 Jul - 27 Jul) |
Workshop |
How do we carry out Research Investigation task? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm): Introduction to the research investigation, including how to develop a research question from a claim. TUESDAY PRACTICAL SESSION (4 - 6pm): Group sharing of assessment plans and begin planning for inquiry. |
Week 14 (28 Jul - 03 Aug) |
Workshop |
How do we prepare for External Assessment? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm): Strategies and resources for preparing students for external assessments in Year 12. TUESDAY PRACTICAL SESSION (4 - 6pm): AT3 presentations. |
Multiple weeks From Week 16 To Week 21 |
No student involvement (Breaks, information) |
Break for Professional Experience No classes scheduled while undertaking professional experience (placement) in an accompanying course |
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 24 (13 Oct - 19 Oct) |
Workshop |
How do we promote academic integrity? External assessment resources. MONDAY WHOLE GROUP WORKSHOP (12 - 2pm) Understanding how QCAA policies and procedures affect a teacher's day-to-day work. TUESDAY PRACTICAL SESSION (4 - 6pm): Provide peer feedback on AT3 summaries. |
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.
You'll also need to be aware of the following policies and procedures while completing this course: