EDUC5475 Science Curriculum II

6 points
(see Timetable)
Non-standard teaching periodUWA (Perth)Face to face
This unit is designed to inspire pre-service science teachers to make science exciting, interesting and relevant for high school students. It provides them with opportunities to develop theoretical knowledge needed to interpret the curriculum and make appropriate judgements and decisions related to the teaching of science. The focus of the unit is on specific learning outcomes, implementation and assessment strategies associated with ATAR and General science subjects in Years 11 and 12 in Western Australia including physics, chemistry, biological sciences, human biological science, earth and environmental science, integrated science and psychology. Students develop a repertoire of teaching skills and strategies for engaging adolescents in meaningful learning that leads to a powerful understanding of science concepts.
Students are able to (1) demonstrate an awareness of the developmental needs and interests of mid to late adolescent learners in science; (2) demonstrate a repertoire of teaching and learning strategies relevant to the senior secondary science curriculum; (3) explain students' learning of science in terms of theory including constructivism and conceptual change; (4) demonstrate a detailed understanding of the current science curriculum for years 11 to 12; (5) demonstrate sound specialist content knowledge; (6) plan, sequence and evaluate student centred instruction for effective and engaging science learning; (7) plan for the development of scientific literacy as well as literacy and numeracy learning; (8) demonstrate the skills to evaluate and develop instructional resources for senior secondary science, including a range of educational technologies; (9) apply a range of assessment and evaluation processes and strategies as appropriate for years 11 to 12; (10) demonstrate an awareness of diverse student learning needs through the planning of differentiated learning and the selection of differentiated resources; (11) communicate effectively and professionally (in writing, orally and non-verbally) with peers, university staff and other professionals; (12) prepare forms and templates for communication with parents; (13) demonstrate high standards of professional conduct, including appropriate self management, when engaging with peers, school and university staff and other professionals; (14) reflect on personal and professional development and plan for future learning as a member of the science teacher community; (15) work collaboratively with colleagues; (16) use research findings to improve practice; and (17) demonstrate research and information and communication technology (ICT) skills.
Typically this unit is assessed in the following ways: (1) a reflective analysis of a video of the pre-service teacher's own teaching practice; (2) an action research task related to high school students' conceptions of science and learning in science; and (3) professional conduct. Further information is available in the unit outline.

To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite requirements(s) or a mark of 50 per cent or greater, whichever is higher and specified in the unit outline, for the a reflective analysis of a video of the pre-service teacher's own teaching practice, an action research task related to high school students' conceptions of science and learning in science, and professional conduct components.

Supplementary assessment is not available in this unit.
Unit Coordinator(s)
Professor Vaille Dawson
Unit rules
EDUC5465 Science Curriculum I; EDUC5481 Professional Practice I ; and enrolment in one of the following: Graduate Diploma in Education
Master of Teaching (Secondary)
EDUC5482 Professional Practice II
EDUC5500 Professional Practice B
Advisable prior study:
six units in physics, chemistry, biology
human biology, with at least two units at Level 3
Contact hours
total workload: 150 hours; contact hours: 30 hours. Further information available in the unit outline.

Venville, G. and Dawson, V., eds The Art of Teaching Science, 2nd edn: Allen and Unwin 2012

  • The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
  • All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
  • Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available at the University Co-operative Bookshop (from early January) and appropriate administrative offices for students to consult. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.