Students
EDTE434 – Science in the Secondary School II
2017 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Hye Eun Chu
Contact via 8002
X5b, room 237
Lab Technician
Mayes Kanoun
E7b 317
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|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
TEP401(S) and (TEP433 or EDTE433)
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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:
- 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; your understanding of content covered in lectures and tutorials
- 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.
General Assessment Information
Submission of assignments
Assignments should be submitted through iLearn (Turnitin). All assignments MUST be word-processed.
Referencing
The Department of Educational Studies subscribes to the American Psychological Association (APA) referencing guidelines. You are expected to adopt this referencing approach in your assignments. Use APA for referencing. E.g. the author and year of publication are cited in the body of the text with the complete reference listed in your Reference section. Do not use footnotes for citing references. Students who are unsure of correct referencing procedures should consult the Macquarie University Library Guides. These guides are an essential resource for learning about formatting and referencing. http://libguides.mq.edu.au/c.php?g=674302&p=4748833
Assignment extensions and late penalties
Applications for extensions must be made via AskMQ at https://ask.mq.edu.au as a "Disruption to Studies" request before the submission date. Students who experience a disruption to their studies through ill-health or misadventure are able to apply for this request. Extensions can only be granted if they meet the Disruption to Studies policy and are submitted via ask.mq.edu.au. This will ensure consistency in the consideration of such requests is maintained.
In general, there should be no need for extensions except through illness or misadventure that would be categorised as unavoidable disruption according to the University definition of same, and currently available at:
http://students.mq.edu.au/student_admin/exams/disruption_to_studies/
Late submissions without extension will receive a penalty of 5% reduction of the total possible mark for each day late (including weekends and public holidays). You are reminded that submitting even just 1 day late could be the difference between passing and failing a unit. Late penalties are applied by unit convenors or their delegates after tasks are assessed.
No assessable work will be accepted after the return/release of marked work on the same topic. If a student is still permitted to submit on the basis of unavoidable disruption, an alternative topic may be set.
Students should keep an electronic file of all assessments. Claims regarding "lost" assessments cannot be made if the file cannot be produced. It is also advisable to keep an electronic file of all drafts and the final submission on a USB untouched/unopened after submission. This can be used to demonstrate easily that the assessment has not been amended after the submission date.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Animations/simulations | 10% | No | 1 Sep 2017 |
| Issues/News in the Media | 50% | No | 11 Oct 2017 |
| Teaching the HSC Options | 40% | No | 10 Nov 2017 |
Animations/simulations
Due: 1 Sep 2017
Weighting: 10%
To develop science concepts in stage 6 using computer animation/simulation
On successful completion you will be able to:
- 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;
- 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;
- 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;
Issues/News in the Media
Due: 11 Oct 2017
Weighting: 50%
The purpose of this assignment is for you to consider media reports of recent science breakthroughs and their place within the Stage 6 syllabus. This assignment is an opportunity to develop the skill of interpreting research findings in science to relate them to the lives of adolescents.
On successful completion you will be able to:
- 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;
- 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; your understanding of content covered in lectures and tutorials
- 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 the HSC Options
Due: 10 Nov 2017
Weighting: 40%
This part of the assignment has two components – written (30%) and science practical activity (10%). You must complete both components.
The purpose of this assignment is for you to become familiar with one of the HSC options.
On successful completion you will be able to:
- 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;
- 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;
- 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
Physics
http://www.boardofstudies.nsw.edu.au/hsc/
http://www.boardofstudies.nsw.edu.au/hsc-results/understanding.html
https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/physics-assessment-reporting.pdf
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/physics-assessment-schedule.html
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/exam-changes/pdf_doc/physics.pdf
Chemistry
https://hscstudylab.com.au/teachers
(Stage 6 Biology, Chemistry and Physics – log in details will be provided)
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/chemistry_stg6_syl.doc
Stage 6 Support Document (2007)
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/science_revised_support.pdf
Web Elements
Chemistry Experiment Simulations, Tutorials and Conceptual Computer Animations
http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/animationsindex.htm
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_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
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/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
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://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
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 outcomes
- 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; your understanding of content covered in lectures and tutorials
- 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;
Assessment tasks
- Animations/simulations
- Issues/News in the Media
- Teaching the HSC Options
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 outcomes
- 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;
- 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; your understanding of content covered in lectures and tutorials
- 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
- Issues/News in the Media
- Teaching the 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 outcomes
- 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);
- 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; your understanding of content covered in lectures and tutorials
- 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
- Issues/News in the Media
- Teaching the HSC Options
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- 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;
- 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;
Assessment tasks
- Animations/simulations
- Issues/News in the Media
- Teaching the 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 outcomes
- 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; your understanding of content covered in lectures and tutorials
- 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
- Issues/News in the Media
- Teaching the HSC Options
Changes since First Published
| Date | Description |
|---|---|
| 27/07/2017 | Assignment Submission dates has been changed. |