Required texts

Required Text:

Skamp, K., & Preston C. (2021) Teaching Primary Science Constructively (7th Edition). Cengage Learning.

(Discount code provided on Canvas Site-Cengage Learning)

Recommended Texts:

Fleer, M. (2015). Science for Children. Cambridge University Press.

Gregson, R. and Doidge, N. (Eds.) (2018). Connecting with Science Education 2nd Ed. Victoria, Australia: Oxford University Press. 9780190309343. 

Murdoch, K. (2015) The Power of Inquiry. Seastar Education. (From http://www.kathmurdoch.com.au/shop/).

Additional resources will be made available on the unit Canvas site or through the library.

Submission of assessment items

Extensions & Late submissions

Special assessment requirements

An aggregate mark of 50% is required to pass the unit. All assessment items MUST be submitted. In addition to this, the required Professional Experience must be passed to receive a pass in this unit.

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and ÎåÔÂÌìÊÓƵ (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

A proposed breakdown of the workload for this 3 credit point unit is as follows:

Reading and private study: 50 hours

Workshop and online participation: 50 hours

Assessment tasks: 50 hours

Participation requirements

Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g., medical certificate).

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.

Note: This unit commences with week 1 on campus (see the timetable for rooms), and weeks 2 to 8 will be school-based to meet accreditation requirements of 3.5 days (Primary)  professional experience.

Required IT skills

Use of Canvas and basic Word Processing software (eg. Microsoft Word) is required.

In-unit costs

Purchase of text/s is the principal cost associated with this Unit, as well as related resource costs for the teaching clinic sessions. A discount code has been provided by Cengage Learning for the prescribed text. This will be made available on the Canvas site for this unit. 

Work placement, internships or practicums

This unit involves work integrated learning: Placement. Students must adhere to University policy during WIL activities, including the Student Conduct Rules 2018, the WIL Policy and WIL Procedure, and the Assessment Policy and Assessment Procedure.

School student and staff confidentiality must always be maintained (refer to policies on ATES - Professional Experience Handbook, ACT ED Teachers' Code of Professional Practice (or equivalent), and Student Conduct Rules), including for assessment items such as reports or essays. This applies to staff and patrons of any outside agency where an internship or other WIL activity is taking place. The professional nature of this unit also requires 100% participation in all learning activities (lectures, workshops, tutorials, practicals, etc. as scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you contact the Academic Programs Team to discuss rescheduling this unit.

As this is a professional experience/WIL unit students are required to undergo a Working with Vulnerable People (WWVP) background check (Working With Children Check in NSW) to undertake a placement for the unit. Students are responsible for arranging their own checks through the ACT Office of Regulatory Services or Service NSW and should register as a volunteer. There is no cost for the application when doing so.

This unit has pre-placement requirements (e.g. Working with Vulnerable People registration, immunisation/s). You must complete Pre-Place: Preparation for Work Integrated Learning prior to commencement of your Placement or Internship. You can self-enrol in this module through the UC Learn site here.

You are also required to complete details in InPlace, refer to inplace.canberra.edu.au. If you have any queries related to InPlace please contact placement@canberra.edu.au.

Contact your unit convener if you have any concerns with meeting the requirements of this unit.

Additional information

This unit involves a Work Integrated Learning (WIL) placement to encourage students' practical development of key pedagogical and attitudinal skills essential for teaching within the 21st-century classroom. By working with young students and alongside practicing teachers within a school setting, this unit supports students to develop key pedagogical knowledge, content knowledge, and knowledge of students and how they learn. Furthermore, by engaging in collaborative teaching and planning each week, students will practice and develop important relationship skills to prepare them for future work within school-based teaching teams. Additionally, this unit will explore essential learning theories specific to the teaching of the Australian Curriculum: Science. These theories will underpin students' developing pedagogical approaches to instructing Science and Scientific literacy.

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