EDUC 4510B - Biology Curriculum and Methodology B (UG)

North Terrace Campus - Semester 2 - 2016

The course aims to present information on a range of methodologies and develop a variety of pedagogical skills that will prepare students for the start of their teaching career in senior school biology

  • General Course Information
    Course Details
    Course Code EDUC 4510B
    Course Biology Curriculum and Methodology B (UG)
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 2 hours per week, in addition to a 2 hour common lecture focussing on Assessment and Reporting
    Available for Study Abroad and Exchange N
    Prerequisites Pass in 6 courses of Biological Science
    Restrictions Available to B Teaching students only
    Course Description The course aims to present information on a range of methodologies and develop a variety of pedagogical skills that will prepare students for the start of their teaching career in senior school biology
    Course Staff

    Course Coordinator: Mr Maurice Wetherall

    Maurie Wetherall LECTURER
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On Successful completion of this course student will be able:

    Course Learning Outcomes


    GA Arts
    GA Uni
    Both Semesters
    Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning. 2.6 & 3.4 1, 2 1, 2
    Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 3.2 & 3.3 2 2
    Demonstrate a commitment to work ethically and collaboratively so as to meet the professional expectations required of teachers. 6.2, 6.3, 7.1, 7.2, 7.3 & 7.4 6 6
    Demonstrate communication skills to present a clear and coherent exposition of knowledge and ideas to a diverse range of students. 3.5, 4.2 & 5.5 3, 5 3, 5
    Develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT. 2.1, 2.6, 3.2 & 3.3 2, 3 2, 3
    Semester One
    Demonstrate thorough knowledge and understanding of the complexity of the discipline and the teaching strategies of the learning area. 2.1, 3.2 & 3.3 1, 2 1, 2
    Design and sequence unit and lesson plans based on essential content of the subject area, curriculum and assessment principles. 2.2, 2.3 & 3.2 1, 2 1, 2
    Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations. 6.2, 6.3 & 7.4 4, 6 4, 6
    Semester 2
    Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.6 & 5.4 3, 4, 6 3, 4, 6
    Identify and interpret student learning needs and design learning strategies so as to respond to student diversity. 5.1 & 5.2 2, 3, 5 2, 3, 5
    Formulate a range of feedback and assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning in the subject area and for various curricula eg SACSA, SACE, ACARA, IB. 5.1, 5.2, 5.5 & 7.2 2, 3, 5 2, 3, 5
    Demonstrate understanding of assessment, moderation and its application to support consistent and comparable judgements of student learning. 5.3, 5.4 & 5.5 2, 3, 5 2, 3, 5

    Australian Professional Standards for Teachers (APST): 

    Graduate Attributes: Faculty of Arts Graduate Attributes:

    Graduate Attributes: University of Adelaide Graduate Attributes:
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 6, 7
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1, 2, 5, 6, 7, 10, 11, 12
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    4, 5, 9, 10, 11, 12
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    8, 9
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    4, 10, 11, 12
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 8, 9
  • Learning Resources
    Required Resources
    SACE Stage 1 and 2 Biology Course outlines from SACE website.
    Recommended Resources
    (Not required to buy these but may be referred to during the course. Some of these can be purchased from me for a very low cost.)
    • Ruthven, Simon. Biology SACE 1 Key Ideas
    • Crierie A and Greig D. Biology Key Ideas (4rd edition)
    • Crierie A and Greig D. Biology SACE 2 Essentials Workbook (3nd edition)
    • Crierie A and Greig D. Stage 2 Practical Manual (2013 version)
    • Chambers W and Wetherall M. Revision Guide (2014 edition)
    • Dierks T and LeCornu B. Levels of Life Text book
    • Dierks T and LeCornu B. Workbook
    • Knox, Ladiges, Evans, Saint. Biology An Australian Focus (3rd edition) McGraw Hill
    • SASTA (South Australian Science Teachers Association) Revision Guide and Workbook.
    • Biozone workbooks for year 11 and 12
    Online Learning
    Some of the material will be available on Myuni
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Workshop style lectures with extensive opportunities to view and discuss teaching methodology as it relates to SACE Biology. Students will be exposed to multiple resources for their teaching programs so that they may individualise future teaching according to the needs and context of their students. Students will mark current year 11 and 12 examples of different levels of assignments and tests according to SACE performance standards.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Students are required to utilise an equal amount of time in independent study as time spent in lectures. This may involve reading, research or resource gathering. More time may be required to produce summative tasks
    Learning Activities Summary
    • Perceptions of Biology
    • Biological language
    • A look at junior secondary Biology in the Science program
    • An overview of SACE Stages 1 and 2 Biology
    • An analysis of the SACE course outlines and the Learning and Assessment Plans for Stage 1 and 2
    • Looking at areas of the curriculum that many students find difficult and investigating varying approaches to these challenges
    • Planning Units of work and topics for Stage 1 Biology and some resources for Stage 1
    • Planning lessons, how to use time effectively
    • Successful classroom teaching of Biology
    • How to organise and assess practical work.
    • Some ideas about setting and assessing the Investigations Issues essay part of the course
    • Meaningful assessment, including setting of topic tests and assignments, and marking in accordance with SACE Performance Standards.
    • Stage 2 Biology-Key concepts, depth of knowledge required
    • Choosing texts and workbooks for Stage 1 and 2 Biology
    • Setting up resources for teaching in the future
    • Using appropriate handouts for students
    • Using the internet for Biology
    • Using virtual practicals eg. Enzyme lab and dissections
    • Marking standards for classroom and SACE including some practise marking current student work, using appropriate SACE performance standards.
    • Professional Development and teaching support groups
    • Using ‘Moodle’ to create electronic assessment items.
    Tutorial Proposed Topics & APST Standards
     1 Scientific method at stage 1 and 2
    Marking stage 2 pracs using performance standards

    1.2, 2.1, 5.1, 5.2, 5.3,5.4, 5.5.
     2 Look at revision guide, and how to help students with one on one tutoring.

    1.1, 1.2, 1.3, 2.1,3.2, 3.3.
     3 Setting up and marking stage 2 investigations issues essay.
    In class marking exercise. Assessment task 1

    2.3, 2.5, 5.1, 5.3, 5.4, 7.4,

    Misconceptions in seniorBiology students.
    Looking for suitable short videos and Biology songs for any topics

    Assessment task 2.
    Submit at least 3 electronically to me for sharing
    among group. (must include a brief analysis and description of video clip, and also give reasons to include this in teaching a topic)

    1.1, 1.2, 2.6, 3.4, 3.3, 3.66.3

     5 Compare must know lists with course outlines and quick quizzes for stage 2 topics.

    1.2, 6.2, 6.3, 7.4

    Guest speaker from SACE board-Lois Ey. Lois is an ex Biology teacher and is our senior SACE curriculum officer.
    Looking at a whole stage 1 and 2 program, and then preparation of Stage 2 student work for moderation.
    How moderation works.
    National Curriculum updates.

    2.3, 3.2, 3.3

    7 Assessment task, Unit plan assignment is due at 5pm. 3A really close analysis of the 2013 stage 2 Biology examination, past exam analysis, and chief moderator report on 2012 exam.

    1.2, 1.3, 2.1, 2.2
    8 Using available resources, and support mechanisms during first few years of teaching. SASTA information

    7.2, 7.4
    Specific Course Requirements
    • the use of specialised facilities (Basic Laboratory and Workshop Safety Guidelines (unrevised)) or equipment (Plant/Equipment Safety Management (includes Electrical Equipment) (unrevised));
    • external placements and work experience including insurance information and frequently asked questions;
    • fieldtrips Field Work policy and guidelines (unrevised) and insurance information;
    • the input of other organisations such as SAPOL (eg police checks) Police Record Checks procedure policy(unrevised);
    • the use facilities out of hours (eg Computing laboratories, Music studios);
    • ancillary fees and charges Fees for Award Programs and Courses policy (revised);
    • the requirement for students with Colour Vision Impairment ('colour blindness') to obtain advice on how to participate in Electrical Engineering workshops.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Item Weighting Due Date Outcomes
    • Attendance, contribution and active participation in workshops and class exercises, Collaboration with colleagues.
    • Marking of Investigations report assignment
    • Review of 3 Biology songs from different topics



    Week 12

    Week 3
    Week 4

    • Topic plan for a 4 week block of classes
    70% 1,5,9-12
    Assessment Related Requirements
    Student must attend 80% of all Workshops. It is the student’s responsibility to make sure that they have signed off in workshops.

    Addressing University Graduate Attributes; 2, 3, 4, 5 and 8, and
    APST Standards: 1.3, 1.4, 1.5, 1.6, 2.4, 2.6, 3.2, 3.3, 3.4, 3.5, 3.6, 4.2, 5.3, 6.1, 6.2, 6.3, 7.1, 7.2, 7.4.
    Assessment Detail

    Assessment item 3 :Topic Plan         70%

    Production of a unit of work that could be delivered by another teacher, to a SACE Stage 1 or 2 Biology class.
    Select a topic, which will be studied over approximately 12 hours of contact time and homework.

    The package needs to be a well-defined program outline incorporating essential learning outcomes, suggested activities and appropriate support material that will allow another teacher to deliver the topic with little additional preparation. (Assume that you will be on long service leave and that your replacement teacher is a Biology teacher.) This should be designed so that the relief teacher does not have to hunt for obscure resources or to set up sophisticated demonstrations or complex practical activities. 

    You should include classroom activities,assignments (plus answers), at least one practical exercise (or other assessment task) and one test with criteria for successful achievement and a marking scheme. 

    The whole package should be in hard copy, and presented in an easily read, appealing and user-friendly format.

    The assessment tasks should include criteria for judging successful performance, and needs to reflect the balance of marks to each strand used by SACE in the final examination at SACE Stage 2:

    Acquiring knowledge of Biology           10%
    Understanding and problem solving     60%
    Using knowledge of Biology                 10%
    Communicating knowledge of Biology  20%
    Due Date:  5.00pm on Monday, Week 12


    Structure of Unit of Work (use only as a guide)

    • Introduction-to provide an overview and identify the recipient group for whom the unit has
    • been written.
    • The aims and essential learning outcomes.
    • Program outline including a suggested teaching sequence.
    • List of resources- include review of you tube clips, software packages and
    • relevant Internet sites.
    • At least one PowerPoint presentation of approximately 20 minutes duration
    • Practical activities and demonstrations.
    • Assessment items (include criteria to assess whether objectives have been met). For example a test, and marking scheme. One test is a required assessment item.
    Computer problems, resource availability and/or lost materials do notconstitute grounds for an extension.

    If you are experiencing any difficulties understanding an assigned task or meeting a deadline you are encouraged to make an appointment with your lecturer to discuss the matter as soon as the problem is apparent.  We understand that illness and family responsibilities usually affect everyone at some point.  If you discuss the difficulty with us promptly, we may be able to negotiate a solution.

    Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.

    Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.

    Penalties for late submissions should only apply on business days.  This is so that a student submitting an assignment on Saturday is NOT penalised for Sunday as well.
    The unit of work should be compiled on a word processor and a printed copy presented in a folder.Electronic copies of your assignments MUST be submitted on a CD or flash drive as well, and these could be collated onto a DVD and provided to all members of the group. These units of work will be extremely useful resources for your future teaching.

    Hand in your assessment to m, after or before the class on Week 12.

    Requests for extensions will be considered if they are made three days before the due date for which the extension is being sought. In extreme circumstances, contact your course convener as a matter of urgency.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.