#	On Successful completion of this course student will be able:	APST Standard	AQF7/8	GA
Semester One
1	Demonstrate deep knowledge and understanding of the complexity of the discipline and theteaching strategies of the learning area.	2.1	Knowledge	1,2,3,5,6,7
2	Design and sequence unit and lesson plans based on essential content of the subjectarea, curriculum, including effective assessment principles.	2.2 & 2.3 & 3.2	Application	1,2,3
3	Assemble a range of subject-appropriate resources, including online, that engage a diversity of students in their learning.	2.6 & 3.4	Application	2, 4, 5, 8
4	Integrate relevant research and theory to develop a broad repertoire of subject-appropriate teaching and learning strategies, including use of ICT.	3.3 7 3.2	Skills	2,3,5
5	Assemble relevant and appropriate sources of professional learning for teachers including subject professional associations.	6.2, 6.3 & 7.4	Knowledge & Skills	4, 5, 6, 7, 8
6	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	Knowledge, Skills & Application	3,4,8
7	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	Knowledge, Skills & Application	2,4
Note: Australian Professional Standards for Teachers (APST): http://www.decd.sa.gov.au/hrdevelopment/pages/workforcedevelopment/Standards/?reFlag=1  Australian Qualifications Framework (AQF): http://www.aqf.edu.au/aqf/in-detail/aqf-levels/  Graduate Attributes: University of Adelaide Graduate Attributes: http://www.adelaide.edu.au/learning/strategy/gradattributes/

Junior Science Course Reader/Notes (available through MyUni)
ACARA (NAP-SL), SACE, Primary Connections Website, OECD (PISA Study) & IEA (rTIMSS) websites. (Replaced resources such as SACSA Framework will be made available during the course as required)

Web-resources and science-teacher’s resource sites will be provided during the course

MyUni – Science Curriculum and Methodology [EDUC 4529A/B & EDUC6529A/B]

The course runs for sixteen weeks across two semesters, and each week comprises of a two-hour lecture on core-topics and a two-hour tutorial workshop. Attendance at all seminars and tutorials are important to gain broader insights and achieving the objectives outlined for this course. Attendance will be recorded during each tutorial group.
The course adopts the Inquiry-Reflective-Praxis model of learning, which describes a continuous commitment to inquiry, scientific thinking, evidence-based research and knowledge extension. The course challenges students to critique and reframe personal and organisational conceptions of precepts to evaluate, extend and create new knowledge and experience.

I will be available for consultation during the tutorial sessions and by appointment. I will be accessible via email and encourage the use of this format.

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

The course requires four hours of contact time for sixteen weeks, and a further three-five hours per week for self-study, reflection and completion of individual and group assignments.
 
Lectures (Core Course): Please refer to BTch/GDE Handbook for dates/times/venues

Tutorials / Seminars

3 Mar	7 Apr	Tuesday	12:10PM - 02:00PM	Nexus 10, 812
28 Apr	5 May	Tuesday	12:10PM - 02:00PM	Nexus 10, 812
28 Jul	18 Aug	Tuesday	10.10AM – 12.00PM	Nexus 10, 812
6 Oct	3 Nov	Tuesday	10.10AM – 12.00PM	Nexus 10, 812

Themes:
1. Introduction, Prior Knowledge, What is science?
2. Scientists, Teachers (Prof Standards), Teaching and Pedagogy
3. Learners and learning, Managing the Learning Environment
4. Curriculum framework (AC), Syllabus, Lesson Planning, Unit Planning and Instructional Design
5. Practicals, Safety, Assessment and Reporting
6. Resources & Support (SASTA/CSIRO/Primary Connections/RiAus)

Attendance and Participation in tutorials and lectures 10%
Percentage deducted for each tutorial workshop absent

Assignment #1 [Deadline: 17 April 2015 (End Week 6), 5.00pm] 30%
Lesson Plan
Lesson plan for a Science Practical, equipment request, safety considerations, student instructions, resources, reflection.
(graduate attributes 1, 2, 3, 4, 5, 6, 7, 8, 9)

Assignment #2 [Deadlines: 15 June 2015 (End Week 13), 5.00pm] 60%
Unit Plan
Unit/lesson Design, Programming and Resources presented in Digital Portfolio format (to include notes, resources and links, presentation slides, lesson/unit plans, worksheets and assessment rubrics. As well as a reflection on the task.
(graduate attributes 1, 2, 3, 4, 5, 6, 7, 8, 9)

Students are required to satisfy the attendance at tutorials and lectures requirement and complete the two assignments by the stipulated deadlines, and obtain an overall pass to complete the course.

Assignment #1: Lesson Plan (30%)
Lesson plans are an essential part of teaching. They require the teacher to reflect on the curriculum, their studnt cohort, different learning styles and abilities, safety, structure, organisation, timing, integration into the curiculum, learning activities, resources, pre and post lesson activities, desired outcomes, assessments and more. This task consists of three sections: Preamble, Lesson Plan and Analysis/Reflection. It involves developing a complete detailed plan and accompanying resources for a Middle School Practical Class from a chosen area of the Australian Curriculum. All materials are to be submitted for assessment.


Assignment #2 Unit Plan, Programming and Resourcs (60%)
This task involves the development of a Middle School Science Unit based on the Australian Curriculum. It is set in a specific context to give a realistic view of the impact of the school setting on a learning program (timetable of lessons, laboratory and classroom allocations, student cohort, additional teacher demands, access to a laboratory manager and the technology available). The assignment is to include a minimum of 20 lessons, with at least one practical a week, resource requests, safety considerations, student sheets, varied learning activities (copies of PowerPoints, worksheets, notes and student handouts), explicit curriculum links, forms of feedback, as well as two assessment tasks (one practical report and a topic test).

Please note: Guidance for all assignments will be given during Tutorial Workshops

PRESENTATION AND SUBMISSION OF ASSIGNMENTS
1. Students must retain a copy of all assignments submitted.
2. Assignments must be submitted via Turnitin.
2. All individual assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission. 
3. All group assignments must be attached to a Group Assignment Cover Sheet which must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
4. Markers can refuse to accept assignments which do not have a signed acknowledgement of the University‘s policy on plagiarism. 
5. (Policy on late submission of work – including penalties)
6. Guidelines for referencing are specific to each School/Program. Reports/essays for this course generally follow the APA format. 
 
Assignment Submission and to Late Submission of Work

The procedure for preparing and submitting assignments is as follows:
· Assignments are to be accompanied by a completed Assignment Cover Sheet.
· Under no circumstances should assignments be sent direct to the Course Coordinator/Lecturer. All assignments are to be submitted electronically through Turnitin.
· Email or faxed assignments will not be accepted (unless by prior arrangement with the Professions Hub Officer).
· Unless an extension of time has been granted, assignments must recorded electronically on or before the due date. Late submission will invariably result in a penalty (usually a 10% reduction for each day late) being applied.  Any assignment handed in 10 days or more late will automatically record a mark of zero and be directly returned to the student not marked.

· If you are unable to finish the assignment by the due date you should submit whatever work you have completed.
· Late submission will result in a penalty being applied. A 10% reduction of the maximum mark achieved for each day (includes weekend) late will apply. For example:
          If an assignment is 1 day late
          Mark achieved 58% - 10% (for 1 day late).
          Final mark = 48%

Assignments that are 10 days late or more will not be marked and will be returned to student without feedback.

· Always keep a duplicate copy of your assignments. The onus of proving that lost assignments have been completed will be on you. Proof must be given that the assignment was submitted electronically.
· Extensions will not be granted under any circumstances on the basis of work related commitments.
· Extensions will only be granted on exceptional circumstances, such as medical or associated grounds (please see UoA’s policy at http://www.adelaide.edu.au/policies/64). Note Clause #5: Student’s responsibilities - Contact relevant academics to negotiate assessment accommodations.
· If requesting an extension on the above grounds the Course Lecturer must be notified by email before the due date. Appropriate documentation, ie medical certificate etc, MUST then accompany the assignment. If such documentation is not received with the assignment it will be regarded as a late submission, as stated above.
· It should be pointed out that if you are granted an extension of time to submit your assignment, the delay in finalising your results may prevent you from completing your program in time for graduation (in some circumstances). 

RETURN OF ASSIGNMENTS AND FEEDBACK
Assignments will be returned to students as soon as practicable (every effort will be made to do so within three/four weeks of the due date) with written feedback. Assignments will generally be returned during tutorials/lectures or returned via email.

Students must not submit work for an assignment that has previously been submitted for this course or any other course without prior approval from the lecturer-in-charge.