Students
TEP 434 – Science in the Secondary School II
2014 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convener
Reg Barr
Katherine Stewart
|
|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
TEP433(P) and (TEP401(S) or TEP414(S))
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| Corequisites |
Corequisites
TEP402
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit builds on TEP433. Curricula, resources and instructional strategies appropriate for the teaching of biology, chemistry, physics, and earth and environmental sciences for senior science years 11 and 12 are examined. It is linked to the school experience gained in TEP402.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Having successfully completed TEP434 students will be able to demonstrate: UO1 a knowledge of the changing policy context of secondary schooling in NSW (Board of Studies, NSWDET) and Australia (ACARA) with specific reference to science; UO2 the ability to plan and present lesson sequences based on research data collected during the professional experience (TEP 402); UO3 a developing knowledge of both formal and informal assessment procedures in current use in the NSW Stage 6 science syllabus documents; UO4 the ability to critique (or reflect on) one’s own professional practice with due regard to the input provided by experienced science teacher(s) (TEP402); UO5 a working knowledge of the relevant syllabus science documents from both the Board of Studies (NSW) and National Curriculum (ACARA) with specific reference to the final years of secondary schooling; UO6 the ability to interpret research findings both in science and science education and relate these where appropriate to current syllabus documents and to the lives of adolescent students; UO7 to think critically about the potential of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage adolescent students with science; UO8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging adolescent students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Animations/simulations for Sta | 10% | 4 September |
| Current issues/science researc | 50% | 9 October |
| Teaching HSC Options | 40% | 6 November |
Animations/simulations for Sta
Due: 4 September
Weighting: 10%
See Unit Guide for details
On successful completion you will be able to:
- Having successfully completed TEP434 students will be able to demonstrate: UO1 a knowledge of the changing policy context of secondary schooling in NSW (Board of Studies, NSWDET) and Australia (ACARA) with specific reference to science; UO2 the ability to plan and present lesson sequences based on research data collected during the professional experience (TEP 402); UO3 a developing knowledge of both formal and informal assessment procedures in current use in the NSW Stage 6 science syllabus documents; UO4 the ability to critique (or reflect on) one’s own professional practice with due regard to the input provided by experienced science teacher(s) (TEP402); UO5 a working knowledge of the relevant syllabus science documents from both the Board of Studies (NSW) and National Curriculum (ACARA) with specific reference to the final years of secondary schooling; UO6 the ability to interpret research findings both in science and science education and relate these where appropriate to current syllabus documents and to the lives of adolescent students; UO7 to think critically about the potential of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage adolescent students with science; UO8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging adolescent students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Current issues/science researc
Due: 9 October
Weighting: 50%
See Unit Guide for Details
On successful completion you will be able to:
- Having successfully completed TEP434 students will be able to demonstrate: UO1 a knowledge of the changing policy context of secondary schooling in NSW (Board of Studies, NSWDET) and Australia (ACARA) with specific reference to science; UO2 the ability to plan and present lesson sequences based on research data collected during the professional experience (TEP 402); UO3 a developing knowledge of both formal and informal assessment procedures in current use in the NSW Stage 6 science syllabus documents; UO4 the ability to critique (or reflect on) one’s own professional practice with due regard to the input provided by experienced science teacher(s) (TEP402); UO5 a working knowledge of the relevant syllabus science documents from both the Board of Studies (NSW) and National Curriculum (ACARA) with specific reference to the final years of secondary schooling; UO6 the ability to interpret research findings both in science and science education and relate these where appropriate to current syllabus documents and to the lives of adolescent students; UO7 to think critically about the potential of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage adolescent students with science; UO8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging adolescent students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Teaching HSC Options
Due: 6 November
Weighting: 40%
See Unit Guide for further details
On successful completion you will be able to:
- Having successfully completed TEP434 students will be able to demonstrate: UO1 a knowledge of the changing policy context of secondary schooling in NSW (Board of Studies, NSWDET) and Australia (ACARA) with specific reference to science; UO2 the ability to plan and present lesson sequences based on research data collected during the professional experience (TEP 402); UO3 a developing knowledge of both formal and informal assessment procedures in current use in the NSW Stage 6 science syllabus documents; UO4 the ability to critique (or reflect on) one’s own professional practice with due regard to the input provided by experienced science teacher(s) (TEP402); UO5 a working knowledge of the relevant syllabus science documents from both the Board of Studies (NSW) and National Curriculum (ACARA) with specific reference to the final years of secondary schooling; UO6 the ability to interpret research findings both in science and science education and relate these where appropriate to current syllabus documents and to the lives of adolescent students; UO7 to think critically about the potential of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage adolescent students with science; UO8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging adolescent students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Delivery and Resources
Students attend two tutorials according to their specialisations for senior science (e.g. Biology and Chemistry). Each tutorial runs for 2 hours and is held in 317, E7B.
Unit Schedule
See Unit Guide
Learning and Teaching Activities
Tutorial format
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcome
- Having successfully completed TEP434 students will be able to demonstrate: UO1 a knowledge of the changing policy context of secondary schooling in NSW (Board of Studies, NSWDET) and Australia (ACARA) with specific reference to science; UO2 the ability to plan and present lesson sequences based on research data collected during the professional experience (TEP 402); UO3 a developing knowledge of both formal and informal assessment procedures in current use in the NSW Stage 6 science syllabus documents; UO4 the ability to critique (or reflect on) one’s own professional practice with due regard to the input provided by experienced science teacher(s) (TEP402); UO5 a working knowledge of the relevant syllabus science documents from both the Board of Studies (NSW) and National Curriculum (ACARA) with specific reference to the final years of secondary schooling; UO6 the ability to interpret research findings both in science and science education and relate these where appropriate to current syllabus documents and to the lives of adolescent students; UO7 to think critically about the potential of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage adolescent students with science; UO8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging adolescent students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment tasks
- Animations/simulations for Sta
- Current issues/science researc
- Teaching HSC Options
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Assessment task
- Current issues/science researc
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcome
- Having successfully completed TEP434 students will be able to demonstrate: UO1 a knowledge of the changing policy context of secondary schooling in NSW (Board of Studies, NSWDET) and Australia (ACARA) with specific reference to science; UO2 the ability to plan and present lesson sequences based on research data collected during the professional experience (TEP 402); UO3 a developing knowledge of both formal and informal assessment procedures in current use in the NSW Stage 6 science syllabus documents; UO4 the ability to critique (or reflect on) one’s own professional practice with due regard to the input provided by experienced science teacher(s) (TEP402); UO5 a working knowledge of the relevant syllabus science documents from both the Board of Studies (NSW) and National Curriculum (ACARA) with specific reference to the final years of secondary schooling; UO6 the ability to interpret research findings both in science and science education and relate these where appropriate to current syllabus documents and to the lives of adolescent students; UO7 to think critically about the potential of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage adolescent students with science; UO8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging adolescent students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment tasks
- Animations/simulations for Sta
- Current issues/science researc
- Teaching HSC Options
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcome
- Having successfully completed TEP434 students will be able to demonstrate: UO1 a knowledge of the changing policy context of secondary schooling in NSW (Board of Studies, NSWDET) and Australia (ACARA) with specific reference to science; UO2 the ability to plan and present lesson sequences based on research data collected during the professional experience (TEP 402); UO3 a developing knowledge of both formal and informal assessment procedures in current use in the NSW Stage 6 science syllabus documents; UO4 the ability to critique (or reflect on) one’s own professional practice with due regard to the input provided by experienced science teacher(s) (TEP402); UO5 a working knowledge of the relevant syllabus science documents from both the Board of Studies (NSW) and National Curriculum (ACARA) with specific reference to the final years of secondary schooling; UO6 the ability to interpret research findings both in science and science education and relate these where appropriate to current syllabus documents and to the lives of adolescent students; UO7 to think critically about the potential of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage adolescent students with science; UO8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging adolescent students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment tasks
- Animations/simulations for Sta
- Current issues/science researc
- Teaching HSC Options
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcome
- Having successfully completed TEP434 students will be able to demonstrate: UO1 a knowledge of the changing policy context of secondary schooling in NSW (Board of Studies, NSWDET) and Australia (ACARA) with specific reference to science; UO2 the ability to plan and present lesson sequences based on research data collected during the professional experience (TEP 402); UO3 a developing knowledge of both formal and informal assessment procedures in current use in the NSW Stage 6 science syllabus documents; UO4 the ability to critique (or reflect on) one’s own professional practice with due regard to the input provided by experienced science teacher(s) (TEP402); UO5 a working knowledge of the relevant syllabus science documents from both the Board of Studies (NSW) and National Curriculum (ACARA) with specific reference to the final years of secondary schooling; UO6 the ability to interpret research findings both in science and science education and relate these where appropriate to current syllabus documents and to the lives of adolescent students; UO7 to think critically about the potential of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage adolescent students with science; UO8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging adolescent students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment task
- Teaching HSC Options
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcome
- Having successfully completed TEP434 students will be able to demonstrate: UO1 a knowledge of the changing policy context of secondary schooling in NSW (Board of Studies, NSWDET) and Australia (ACARA) with specific reference to science; UO2 the ability to plan and present lesson sequences based on research data collected during the professional experience (TEP 402); UO3 a developing knowledge of both formal and informal assessment procedures in current use in the NSW Stage 6 science syllabus documents; UO4 the ability to critique (or reflect on) one’s own professional practice with due regard to the input provided by experienced science teacher(s) (TEP402); UO5 a working knowledge of the relevant syllabus science documents from both the Board of Studies (NSW) and National Curriculum (ACARA) with specific reference to the final years of secondary schooling; UO6 the ability to interpret research findings both in science and science education and relate these where appropriate to current syllabus documents and to the lives of adolescent students; UO7 to think critically about the potential of information and communication technologies (ICT) to enhance the quality of learning and teaching to engage adolescent students with science; UO8 a developing understanding of key elements of pedagogy including: the strategies needed to cater for the diversity of learners (including specific equity groups), actively engaging adolescent students in learning, classroom management, beginning and ending lessons, integrating a focus on literacy, developing and selecting resources, questioning, and assessment and evaluation.
Assessment tasks
- Current issues/science researc
- Teaching HSC Options