Course coordinator
Dr Reshma Musofer
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- 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 Earth and Environmental Science 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 Earth and Environmental Science 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 Earth and Environmental Science 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.
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. In Semester 2, this course commences 1 week before standard Semester 2 classes.
This course introduces current educational issues and approaches to teaching in the specialist teaching area of Physics across Years 7 to 12 and aligned with the Australian Curriculum for 7 to 10 Science and the Physics Senior Syllabus. The course focuses on developing an understanding of how to use available resources to design lesson plans, curriculum and integrate assessment,ﾠ suitable programs of inquiry and experimental investigations into the curriculum. The course will also focus on building pedagogical content knowledge, experimentation with and evaluation of teaching strategies and analysis of assessment. Emphasis will be placed on developing practical skills relating to collaborative lesson planning and presentation, reflection on practice, designing and evaluating investigations and experiments. The course also places emphasis on Science, Technology, Engineering and Mathematics or STEM in terms of developing learning experiences and assessment tasks that integrate these subject areas into Physics.ﾠ
ﾠ
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6735; EDUC6860
Restrictions
Entry to the Master of Teaching (Secondary) program
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
The workshops are shared with
EDUC4631/7631: Biology Curriculum Studies and
EDUC4647: Earth and Environmental Science Curriculum Studies
Course contact
Course staff
Lecturer
Professor David Geelan
Tutor
Dr Reshma Musofer
Laboratory manager
Ms Ann Tew
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course will develop student’s knowledge and skills about teaching science in the current Queensland senior high school setting. Students will engage with current and emerging approaches to teaching, focusing 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 science 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 EES. 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 EES. 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 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. |
|
| Practical/ Demonstration, Reflection |
Microteaching Hard to Teach Concepts
|
30% Oral & 3200 words |
Lesson plan 5/03/2025 - 19/03/2025 Micro teacher weeks 12/03/2025 - 26/03/2025 Critical Reflection report 19/03/2025 - 2/04/2025
There are three components to this assessment: 1- Lesson plan submission via email - a week before micro-teaching 2- Micro teaching - during class 3- Critical Reflection report to be submitted to Turnitin a week after the micro-teaching |
| Paper/ Report/ Annotation, Reflection |
Planning a Learning Sequence and Assessment
|
40% 4200 words |
21/07/2025 2:00 pm |
| Presentation, Reflection | Professional Engagement and Communication | 30% Oral & 3200 words |
Presentation 8/10/2025 - 15/10/2025 Critical Commentary 15/10/2025 - 22/10/2025
There are two components to this task: 1- A 10 mins presentation by individual students in a week before the second component 2- A commentary on four literature sources a week after the presentations |
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.
- Learning outcomes
- L03
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, Oral, Written
- Category
- Practical/ Demonstration, Reflection
- Weight
- 30% Oral & 3200 words
- Due date
Lesson plan 5/03/2025 - 19/03/2025
Micro teacher weeks 12/03/2025 - 26/03/2025
Critical Reflection report 19/03/2025 - 2/04/2025
There are three components to this assessment:
1- Lesson plan submission via email - a week before micro-teaching
2- Micro teaching - during class
3- Critical Reflection report to be submitted to Turnitin a week after the micro-teaching
- Learning outcomes
- L01, L02, L03, L06
Task description
Your group will be expected to lead a 50-minute mandatory or suggested practical activity from the list provided. 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 aims of the assignment are to:
- Provide an opportunity to consider content knowledge and effective teaching strategies associated with well-researched hard-to-teach concepts for your science curriculum studies area(s);
- Consider how best to represent complex ideas and processes in your science curriculum studies area(s) to make learning more accessible to students;
- To enhance understanding of the development and classroom management of mathematical reasoning activities in your science curriculum studies area(s);
- To enhance understanding of the development and classroom management of practical activities in your science curriculum studies area(s);
- To gain exposure to the teaching of a variety of laboratory activities and topics in your science curriculum studies area(s);
- To plan and work/teach collegially within a team;
- To develop pedagogical skills around investigative inquiry;
- To 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
1- Lesson plan to be emailed to course coordinator
2- Microteaching presentation by groups in class
3- Submission of reflective report along with a copy of lesson plan and presentation to Turinitin.
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, Reflection
- Weight
- 40% 4200 words
- Due date
21/07/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
The main objective of this assignment is to support the development of skills for planning a teaching and learning assessment plan or TLAP. The focus is on choosing a variety of strategies and learning experiences for a series of lessons in a sequence of learning 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 learning sequence and assessment for years 7-10 with the Australian P-10 Australian Curriculum: Science in the content sub-strands of Biological, Chemical, Physical or Earth & Environmental Science (i.e. within your science curriculum studies area(s));
- Design an inquiry-oriented learning sequence using the 5Es curriculum instructional design model;
- Develop skills in curriculum planning;
- Design assessment.
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 inquiry instructional design framework to sequence the teaching, learning and assessment.
Consult the assessment task 2 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
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
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
- Mode
- Oral, Written
- Category
- Presentation, Reflection
- Weight
- 30% Oral & 3200 words
- Due date
Presentation 8/10/2025 - 15/10/2025
Critical Commentary 15/10/2025 - 22/10/2025
There are two components to this task:
1- A 10 mins presentation by individual students in a week before the second component
2- A commentary on four literature sources a week after the presentations
- Learning outcomes
- L01, L02, L03, L05, L06
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 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
1- A 10 mins verbal/presentation by individual students in class
2- A commentary on four literature sources to be submitted via turnitin.
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 | Cut off % | Description |
|---|---|---|
| 1 (Low Fail) | <p>0</p> - |
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) | <p>0</p> - |
Minimal evidence of achievement of course learning outcomes. Course grade description: A grade of 2 corresponds to failure to present even a minimal level of competence in completing assessment tasks, particularly in relation to the conventions of communication in the discipline and key concepts of the course. Assignment work would receive a grade in this range only for very severe deficiencies in both these areas or for major incompleteness. |
| 3 (Marginal Fail) | <p>0</p> - |
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) | <p>0</p> - |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: A grade of 4 corresponds 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) | <p>0</p> - |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: A grade of 5 corresponds to work that is 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) | <p>0</p> - |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: A grade of 6 corresponds 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) | <p>0</p> - |
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 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.
An exemplar to show calculation of the final grade:
All four assessment tasks in this course will be provided a grade out of 7.ﾠ
A student receives the following four grades:
Assessment task 1 (A1): grade of 6.5 at 30% weighting
Assessment taskﾠ2 (A2): grade of 5.5 at 40% weighting
Assessment task 3 (A3): grade of 6.5 at 30% weighting
The final grade for this student taking into account the weighting of each assessment task would be:
ﾠﾠ (A1)ﾠﾠﾠﾠ ﾠ +ﾠﾠﾠﾠﾠﾠ(A2)ﾠﾠﾠﾠﾠ +ﾠﾠﾠﾠﾠﾠ (A3)ﾠ ﾠ ﾠﾠ
(0.3 x 7)ﾠ +ﾠ ( 0.4 x 5)ﾠﾠ +ﾠﾠ (0.3 x 6)ﾠ = 2.1 + 2.00 + 1.8 = 5.9
The final grade would be rounded up to the nearest whole number; in this case the grade would beﾠ6.
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).”ﾠ
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. Lab Session: (Wednesday 3-5pm) Managing practicals in the school laboratory Safety precautions in using the science lab Developing lab management skills Forming groups for Assessment task 1- Mircro teaching Learning outcomes: L01, L02, L03, L04, L06 |
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. Lab Session (Wednesday 3-5pm) Demonstration of micro-teaching Data collection, analysis and evaluation for AT1-Micro-teaching/student experiment Lesson Plan submission by group 1&2 Learning outcomes: L01, L02, L03, L06 |
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. Lab Session (Wednesday 3-5pm) Sample of Unit 1&2 practical AT1-Micro teaching/ presentations by Unit 1 & 2 group Lesson Plan submission by groups 3&4 Learning outcomes: L01, L02, L03, L04, L06 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
What do we teach in Years 7 to 10? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm) Queensland's approach to the Australian Curriculum for Years 7 - 10. Lab Session (Wednesday 3-5pm) Sample of Unit 3&4 practicals Micro-teaching of student experiment by groups 3&4 Critical Reflection submission by groups 1&2 Lesson plan submission by groups 5&6 Learning outcomes: L01, L03, L06 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
How do we assess in Years 7-10? MONDAY WHOLE GROUP WORKSHOP (12 - 2pm) Designing developmentally appropriate assessment for Years 7-10 and incorporating STEM into the Science curriculum. Lab Session (Wednesday 3-5pm) Micro-teaching of student experiment by 5&6 group Critical Reflection submission by groups 3&4 Introduction to Junior Science Curriculum Teaching Learning and Assessment Plan (TLAP) Concept mapping and assessment plan for TLAP Learning outcomes: L01, L02, L03, L06 |
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? Lab Session (Wednesday 3-5pm) Reflection submission by 5&6 group Developing Teaching and Learning Sequence (TLAP) Present concept map and draft assessment plan for TLAP TLAP planning using 5Es model and STEM activity Learning outcomes: L01, L02, L03, L04, L06 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
How do we include First Nations persepectives? 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. Lab Session (Wednesday 3-5pm) Present draft 5E learning sequence and STEM activity for TLAP planning Integrating teaching, learning and assessment activities along with 5E and a STEM activity Draft of TLAP Learning outcomes: L01, L02, L03, L04, L06 |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid Semester 1 break |
Multiple weeks From Mid-sem break (first semester) To Week 13 |
Placement |
Professional Experience Block - Sems 1 No classes scheduled while undertaking professional experience (placement) in an accompanying course Learning outcomes: L01, L02, L03, L04, L05, L06 |
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. Lab Session (Wednesday 3-5pm) Submission of AT2-TLAP Introducing AT3-Professional learning Developing professional Learning Goals for AT3 Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 14 (28 Jul - 03 Aug) |
Workshop |
How do we prepared for external assessment? MONDAY WHOLEGROUP (12 - 2pm) Strategies and resources for preparing students for external assessments in Year 12. Lab Session (Wednesday 3-5pm) AT3-Professional Learning Goals - preparing for presentation Learning outcomes: L01, L03, L05, L06 |
Multiple weeks From Week 16 To Week 21 |
Placement |
Professional Experience Block 2 No classes scheduled while undertaking professional experience (placement) in an accompanying course Learning outcomes: L01, L02, L03, L04, L05, L06 |
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid Semester 2 Break |
Week 23 (06 Oct - 12 Oct) |
Workshop |
AT3 Presentations Lab Session (Wednesday 3-5pm) AT3 presentations Learning outcomes: 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 - 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: