Unit Guide
  

EDF5030
Science education in the primary years

Summer semester A, 2019  

Table of contents
EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
1
 Table of contents
University information 4
Indigenous acknowledgement 4
Student Charter 4
Fieldwork risk assessment statement 4
Technological requirements 4
Your feedback to us 5
Extensions, penalties, resubmission and special consideration 5
Reference requirements 5
Learning resources 5
Required resources 5
Prescribed resources 5
Other Information 6
Academic Language, Literacy and Numeracy Development - Faculty of Education advice
and support 6
English Connect 6
Policies 6
Student academic integrity policy 6
Special Consideration  6
eSolutions service desk (ICT services and help) 6
Graduate attributes policy 6
Indigenous Tutorial Assistance Scheme (ITAS) 7
Information for Singapore based students 7
Monash University Library 7
Student services 7
Disability support services 8
Unit information 9
Mode of delivery 9
Unit relationships 9
Prerequisites 9
Prohibitions 9
Corequisites 9
Synopsis 9
Learning outcomes 9
Workload requirements 9
Assessment requirements 10

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Prescribed text(s) 10
Recommended resource(s) 10
Teaching team 11
Chief Examiner 11
Unit Coordinator(s) 11
Lecturer(s) 11
Teaching approaches 12
Unit in a nutshell 12
Teaching approaches for this unit 12
Technological requirements 12
Student evaluations of this unit 12
Unit schedule 14
Assessment summary table 15
Assignment submission 15
Returning assignments 15
Assessment feedback to you 15
Assessment tasks 16
Unit guide prepared by 29
Last updated 29

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 University information
Indigenous acknowledgement
We acknowledge and pay respects to the Traditional Owners and Elders - past, present and
emerging - of the lands and waters on which Monash University operates.
http://www.monash.edu.au/about/indigenous/
 

Student Charter
The Monash Student Charter sets out the key expectations of all students as they foster and
contribute to Monash's learning community.
https://www.monash.edu/students/academic/policies/student-charter
 

Fieldwork risk assessment statement

Staff members in charge of field activities and supervisors of students are responsible for ensuring
that the risk assessment procedure has been completed before the commencement of the field
activity.

Students are responsible for following procedures and instructions given by staff whilst undertaking
fieldwork and for reporting any risks and incidents that they encounter as part of their fieldwork to
their fieldwork supervisor immediately.

For more information on fieldwork in the Faculty of Education, see the following link:
http://www.monash.edu.au/pubs/handbooks/postgrad/edu-04.html

Technological requirements
It is assumed that students undertaking this unit will have the ability to word process, search and
retrieve information from the internet and download readings and other learning documents. For
further information, please see the handbook http://www.monash.edu.au/pubs/handbooks
/undergrad/edu-02.html

Students may also be required to access a range of information and communications technology
(ICT) equipment and applications as part of their participation in the unit.
Useful links:

● IT/e-Solutions Services:
http://intranet.monash.edu.au/esolutions/students/student-it-brochure.pdf
 
● Library Services:
​http://www.monash.edu/library/services/users/students

Your feedback to us 4
EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Your feedback to us
One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.
 

Extensions, penalties, resubmission and special

consideration
Please read Faculty Assessment procedures for information about extensions,
penalties, resubmission of assignments and special consideration: 
http://monash.edu/education/current-students/academic-and-study-support/academic-progress/
 

Reference requirements
American Psychological Association (APA) 6th edition is the standard referencing style used within
the Faculty of Education. Please see the following Monash University Library Guide on APA 6th
edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa

Learning resources
Required resources
Students generally must be able to complete the requirements of their course without the
imposition of fees that are additional to the student contribution amount or tuition fees. However,
students may be charged certain incidental fees or be expected to make certain purchases to
support their study. For more information about this, refer to the Higher Education Administrative
Information for Providers, Chapter 18, Incidental Fees at http://education.gov.au/help-resources-
providers.

Prescribed resources
Monash Library Unit Reading List (if applicable to the unit): http://monash.rl.talis.com/index.html
Research and Learning Online: www.monash.edu/rlo

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Other Information
Academic Language, Literacy and Numeracy Development - Faculty of
Education advice and support
https://www.monash.edu/education/current-students/academic-language-literacy-numeracy-support

English Connect
Join English Connect to enhance your English language skills and cross-cultural communication.
Programs are a fun, free way to meet and talk with other students, ask questions and share your
time at Monash.
https://www.monash.edu/English-connect

Policies
Monash has educational policies, procedures and guidelines, which are designed to ensure that
staff and students are aware of the University's academic standards, and to provide advice on how
they might uphold them. You can find Monash's Education Policies at: http://www.monash.edu
/policy-bank/academic/education

Student academic integrity policy

www.monash.edu/__data/assets/pdf_file/0004/801841/Student-Academic-Integrity-Policy.pdf

Special Consideration 
For information on applying for special consideration, please visit: www.monash.edu/exams
/changes/special-consideration

eSolutions service desk (ICT services and help)

http://www.monash.edu/esolutions/students

Graduate attributes policy

Monash courses are underpinned by Graduate Attributes that reflect the philosophy of Sir John
Monash to "...equip yourself for life, not solely for your own benefit but for the benefit of the whole
community." [1923].

All Monash courses are designed to prepare Monash graduates to be:

1. responsible and effective global citizens who:

● engage in an internationalised world
● exhibit cross-cultural competence
● demonstrate ethical values
2. critical and creative scholars who:
● produce innovative solutions to problems

● apply research skills to a range of challenges

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 2.

● apply research skills to a range of challenges

● communicate perceptively and effectively

http://www.monash.edu/__data/assets/pdf_file/0009/786969/Course-Design-Policy.pdf

Indigenous Tutorial Assistance Scheme (ITAS)

http://www.monash.edu/about/indigenous/students/scheme

Information for Singapore based students

Attendance rolls are taken to meet Ministry of Education requirements in Singapore and are not
used by Monash University in marking students.

Monash University Library

http://www.monash.edu/library

Student services
Faculty of Education - The Learning Spaces (TLS): http://monash.edu/education/current-students
/academic-and-study-support/teaching-technology-learning-centre/

Student information:
     University: http://www.monash.edu/students
     Faculty of Education: http://www.monash.edu/education/current-students

Disability support services 7

EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Disability support services
Students who have a disability, ongoing medical or mental health condition are welcome to contact
Disability Support Services. Disability Support Services also support students who are carers of a
person who is aged and frail or has a disability, medical condition or mental health
condition. Disability Advisers visit all Victorian campuses on a regular basis.

● Website: www.monash.edu/disability
● Telephone: 03 9905 5704 to book an appointment with an Adviser
● Email: disabilitysupportservices@monash.edu

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Unit information
Mode of delivery
Clayton (On-campus block of classes)

Unit relationships
 
Prerequisites
None

Prohibitions
None

Corequisites
None

Synopsis
This unit explores science within four broad frames: science as a way of thinking and acting,
learning about learning science, teaching as the transformation of knowing science, and the
engagement of learners and communicating science. The unit focuses on how science knowledge
shifts and changes over time and through technological and social change. The unit adopts a
constructivist perspective by exploring strategies that include the use of prior knowledge,
questioning and inquiry learning. An emphasis is placed upon hands-on approaches, scientific
investigations and student-owned/student-centred investigations. The relationship between
science, technology and society, different science curriculum and the nature of science as a
discipline is also considered. Students build understanding of science learning and teaching
through collaborative participation in a range of contexts and critically reflect on these.

Learning outcomes
Upon successful completion of this unit students should be able to:

1. appreciate science as a way of thinking and acting that generates knowledge and which
represents cultures and societies
2. demonstrate an understanding for the ways in which science responds to changing
technological and social change
3. critically reflect on their experiences as science learners and identify implications for their
professional identities
4. develop strategies to establish, monitor and develop student understanding of science
and the importance of evidence, reasoning and critical thinking skills in this knowledge
development
5. communicate science understanding in multiple ways and to multiple audiences.

Workload requirements 9
EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Workload requirements
Minimum total expected workload equals 144 hours per semester comprising:

(a.) Contact hours for on-campus students:

● equivalent to 24 hours engagement in online, face-to-face or blended platforms
(b.) Contact hours for off-campus students:
● equivalent to 24 hours engagement in online or blended platforms
(c.) Additional requirements (all students)
● independent study to make up the minimum required hours per semester

Assessment requirements
Reflective critique (2000 words, 50%)
Science learning investigation (2000 words, 50%)

Prescribed text(s)
Science Education for Australian Students- Teaching Science from Foundation to Year 12. 
A. Fitzgerald & D. Corrigan (Eds)
Allen & Unwin (2018)

Recommended resource(s)
Fitzgerald, A. (Ed.). (2013). Learning and teaching primary science. Melbourne, Vic: Cambridge
University Press. ISBN: 978-11-0760-945-7

Teaching team 10
EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Teaching team
Chief Examiner
Name: Dr Kathy Smith
Campus: Clayton
Email: Kathy.smith@monash.edu
Phone: +61 3 990 56845

Unit Coordinator(s)

Name: Mr Roland Gesthuizen
Campus: Clayton
Email: Roland.Gesthuizen@monash.edu
Phone: +61 3 990 50701

Lecturer(s)
Name: Ms Belinda Clohesy
Campus:
Email: Bel.clohesy@monash.edu

Teaching approaches 11
EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Teaching approaches
Unit in a nutshell
EDF5030 will challenge you to embrace primary science learning and teaching by thinking more
broadly and critically about your role as a generalist teacher. Workshops will explore science
education from various perspectives and you will be supported to develop a toolkit of strategies
that you can implement in your own classroom. The two assessment tasks have been specifically
developed to support your learning and growth as a generalist teacher of science in
relevant, authentic and practical ways.

Teaching approaches for this unit

FACE-TO-FACE WEEKLY WORKSHOP
An intensive  workshop format which involves a range of teaching approaches will be used for this
unit for two reasons:

1. To enable deeper engagement with the weekly topics in a supportive and

stimulating environment; and
2. To position students as active learners making decisions about  practical strategies and
approaches to support the the learning and teaching of science in primary schools.

Further online experiences to be completed will also be provided and initiated via Moodle to
support personal engagement and exploration of science education in the primary years.

Technological requirements
Students are encouraged to bring laptops to face-to-face sessions.

Student evaluations of this unit

One of the formal ways students have to provide feedback on teaching and their learning
experience is through the Student Evaluation of Teaching and Units (SETU) survey. The feedback
is anonymous and provides the Faculty with evidence of aspects that students are satisfied with
and areas for improvement.

Previous student evaluations of this unit

In response to previous SETU results of this unit, the following changes have been made:

SETU feedback in 2018/19 summer semester indicated that students felt the learning outcomes for
this unit were clear, the instructions for the assessment tasks generally clear  and that the
assessment in this unit enabled students to demonstrate the learning outcomes. Feedback also
indicated that students believed the unit was academically rigorous and encouraged the
development of critical thinking.

SETU has reshaped Assessment task 2  also providing more clarity and scaffolding to support
effective planning to produce a  resource  that is practical in terms of classroom teaching.

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 If you wish to view how previous students rated this unit, please go to:
https://www.monash.edu/ups/setu/about/setu-results/unit-evaluation-reports

Unit schedule 13
EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Unit schedule
For units with on-campus classes, teaching activities are normally scheduled to start on the hour
(teaching will commence on the hour and conclude 10 minutes prior to the scheduled end time).

Session Topic Activity/ Assessment

1:             31st October What is science?  Reading: Required Text

What is science teaching? Read Chapter 1 & Chapter 5 
Exploring identities of
primary teachers of science.

2:            4th November Exploring the primary science Reading: Required Text

curriculum: Chapter 2 & Chapter 4 

●
Science as content,
process and human
endeavour.

3:             7th November Planning for relevant Reading: Required Text

and authentic science Chapter 6 & Chapter 11
learning and teaching See further online activities
experiences. STEM &
planning.

4:           10th December Meaningful and authentic Reading: Required Text

assessment to support Chapter 7 
science learning and teaching. Assessment Task 1: Due 11:
Scientific literacy: Purpose 55pm Friday 13th December,
and practice 2019.

5:             12th December Exploring contexts to develop Reading: Required Text

Cross Curriculum Capabilities Chapter 3 
& science education:
Citizen science – Beyond the
classroom walls 
The importance of building
partnerships

6:  Drop In session Assessment Task 2: Due 11:

No formal workshop - tutors 55pm Friday the 24th
available for consultations and January, 2020.
discussions as needed.

Assessment summary table 14

EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Assessment summary table
Assessment task Value Due date

Assessment Task 1: Reflective critique 50% 11:55pm Friday 13th December,

2019.

Assessment Task 2: Science learning 50% 11:55pm Friday the 24th January,
investigation 2020.

Assignment submission
✔ Moodle - You will need to submit your assessment task via the Moodle assignment box.

Late Assignment Submission

The Faculty of Education assessment procedures outline how late assessment submissions will be 
managed by Chief Examiners for Faculty of Education units.  For more information visit: 
https://www.monash.edu/education/current-students/policies-and-procedures/assessment-
procedures​
 
Returning assignments
✔ Your assessment tasks will be returned via the Moodle assignment dropbox.

Assessment feedback to you

For information regarding when you can expect to receive feedback from your assignments, see:
Faculty Assessment Procedures

Types of feedback you can expect to receive in this unit are:

✔ Informal feedback on progress in labs/tutes

✔ Graded assignments with comments

Assessment tasks 15
EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Assessment tasks

Assessment Task 1: Reflective critique

Due date: 11:55pm Friday 13th December, 2019.

Estimated return date: 15th January, 2020

Assessment task link to unit learning outcomes: 

1. Appreciate science as a way of thinking that generates knowledge and which represents cultures and societies
3. Critically reflect on their experiences as science learners and identify implications for their professional identities 
5. Communicate science understanding in multiple ways and to multiple audiences.

Australian Professional Standards for Teachers​: 1.1, 1.2, 3.3, 3.6

For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst

Details of task: As a generalist teacher, you will be faced with planning and facilitating learning and teaching experiences across a range
of topics and learning areas in the primary years that you may feel more or less confident and comfortable engaging with. Science is one
of those areas. 

We are all a product of our past experiences. They shape what we like and don’t like, how we act and respond, what we value and what
we attend to. This has a significant influence not only on our daily lives, but how we shape ourselves as a teacher, the opportunities for
learning we create for our students and how we interact within our school community. 

An important aspect of being a teacher is being able to reflect on these experiences and acknowledge the impact they have, so that you
can understand why you do what you do in the classroom as well as take steps to grow and improve to enhance your students learning.

As you embark on your journey of learning to be a generalist teacher, this task has been designed to provide you with an opportunity to
consider your own feelings towards and experiences of science and, importantly, reflect on how this positions you to teach science in
the primary years.

To support you with this task, you will use the 4R framework to review a case written by a primary teacher as she reflects on her science
teaching experience. Then you will work to reflect on your experiences as a learner in science and determine how both this case and
your personal reflections will inform your sense of the science teacher you want to be, i.e., develop a reflective critique. As a guide, your
response to each 'R' should be around 500 words in length (total of 2000 words). 
The Case (the exact reading will be posted on Moodle):
Howard, M. (2006). Smooth as silk. In J. Loughran & A. Berry (Eds.), Looking Into Practice: Cases of Science Teaching and Learning
(pp26-28). Melbourne, Australia: Monash Print Services. 
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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 (pp26-28). Melbourne, Australia: Monash Print Services. 

Reporting
This 'R' involves a descriptive account of a situation/issue –what happened? In the case listed above Mary Howard, an experienced
primary teacher, reflects on her teaching experiences related to exploring silk worms with her Grade 3 class. The case 'reports' the
experience from Mary's perspective, she not only provides an account of the events that took place but her writing also allows you to
enter into her thinking as she shares the emotions experienced as she works beside her students.

Read the case and then in your own words explain what you believe the role of the teacher was in this story and also the role of the
student. Also explain the conditions that Mary created to support her students and what this required of her as she worked through this
unit. It is important not to retell the story but instead identify and elaborate the key points.

Responding
This 'R' involves outlining your emotional/personal response to the situation or event. Describe how reading this experience has made
you feel about teaching science. Consider what this case has helped you to notice about any of the following: the role of the teacher
/facilitator/leader in science education; the role of the student; teaching and learning relationships; the importance of developing
meaningful understanding; science knowledge; the nature of science; conditions which impact learning? Consider how this case relates
to your personal experiences of science education- draw from any significant learning experience that has stayed with you and share
this to highlight the similarities or the differences to your own experiences as a learner in science. Remember to highlight your personal
response.

Relating
This 'R' integrates theoretical understandings relevant to this situation–from a professional perspective what connections can you make
between the situation/event described in Mary's case and your theoretical knowledge of learning and teaching in science?

Critically examine ONE current perspective of science learning and teaching and make connections between this perspective and the
events outlined in Mary's case.You are required to demonstrate that you have undertaken professional reading from a wide range of
literature and can recognise and unpack the implications of the chosen theoretical perspective in the context of this case. The Case may
provide evidence of the theoretical perspective in action or provide evidence that this theoretical perspective was not valued. The
theoretical perspective should be clear in your discussion along with the importance of this thinking and your reasoning about how this
perspective relates to your situation. Include citations from research based literature.

Reconstructing
This 'R' draws conclusions and develops a future action plan –what understandings can you now take from this case and your personal
experiences to reconstruct your thinking about future professional practice in science education?

Explain how this Case and taking time to reflect on personal experience can inform your future identity as a primary science teacher.
How will the ideas you have discussed in previous sections of this task inform your aspirations and understandings about quality science

learning and teaching in the primary years and the conditions you will create to enhance the learning of your students. Your writing
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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 learning and teaching in the primary years and the conditions you will create to enhance the learning of your students. Your writing
should provide a personal insight about your principles and values in science education and how these will inform and be played out in
your professional practice as a primary science teacher. 

Word count/equivalent: 2000 words

Weighting/Value: 50%

Presentation requirements: 

● The reflective critique should be presented as a structured essay with sub-headings. 

● The reflective critique must be written in a scholarly, but reflective manner, which means writing from the first person (where
relevant) is appropriate for this task.
● Ensure that a reference list is included at the end of your research paper using APA (6th ed.) style of referencing.
● See library link for information regarding academic literacy: http://www.monash.edu.au/lls/llonline/writing/general/academic/1.xml

Individual assessment in group tasks: This is an individual assessment.

Additional information: This assessment task invites you to become a reflective practitioner by drawing on both a published Case and
individual personal experience as a starting point to explore a number of key ideas about the conditions a teacher must create to
enhance science learning for all students. As you consider the Case, also reflect on an event or experience that had a significant impact
on you as a learner in science. This is important because in this task you are required to think deeply about the conditions that enhance
learning and explore the teaching of science from a number of different educational perspectives. Therefore, the Case and your
personal experience as a learner provide a springboard to better understand science learning and teaching. It is essential to draw from
further reading to generalise from this Case and your personal experiences and consider how the ideas you raise in your responses will
inform the type of science teacher that you want to be. Therefore, this task requires you to examine data and draw from personal
experience to report, reflect, relate and respond using research to broaden your thinking and articulate your future teaching intentions. 

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Criteria for marking: 

Criterion Weighting HD D C P N

1. Level of reflective (40%) Excellent ability  to Effectively ‘steps back’ Demonstrates a Reflection is a Writing provides a
critique 'step back' from the experience developing capacity description of limited description of
and convey and conveys a to ‘step back’ from events. The events.
an exceptional strong understanding the experience reflection based Limited discussion.
understanding of of the relationship and explore the generally on one
relationship between between events and relationship perspective.
events and actions. actions. Different between events and
Analysis of different perspectives are used actions. Writing
perspectives to explain the events of provides some
explains and this experience.   evidence of different
hypothesises perspectives.
events.  

2. Bringing together (40%) Sophisticated Clearly and Competently relates Some evidence Limited connections
theory and experience integration of theory logically synthesises theory to personal that theory is made between
to enhance identity and and experience to experience with theory experience. linked successfully theoretical thinking
practice as a teacher of provide evidence of in ways that highlight a Identifies some to the context of and future practice.
primary science insight and originality number of key implications for the personal
in relation to a implications and future practice. experience.
number of key considerations for Limited
implications future practice.  connections to
and considerations future practice.
for future practice.

3. Quality of academic (20%) Sophisticated Proficient academic Competent Adequate Unsatisfactory level
literacy,  communication academic writing writing using  academic writing. academic writing. of academic writing.
& APA style referencing using clear  reasoning with Developing ability to Limited ability to Inadequate  ability to
reasoning with evidence to support use  use  use 
strong evidence to position.  reasoning with reasoning with  reasoning with
support position. Correct APA-style evidence to support evidence to evidence to support
Consistently applied referencing generally position. support position. position.
correct APA-style applied. Evidence of  APA- APA-style Limited evidence
referencing. style referencing referencing limited. of  APA-style
. referencing
.

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 20
EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Assessment Task 2: Science learning investigation

Due date: 11:55pm Friday the 24th January, 2020.

Estimated return date: Monday the 24th February 2020

Assessment task link to unit learning outcomes: 

2. Demonstrate an understanding for the ways in which science responds to changing technological and social change
4. Develop strategies to establish, monitor and develop student understanding of science and the importance of reasoning and critical
thinking skills in this knowledge development
5. Communicate science understanding in multiple ways and to multiple audiences.

Australian Professional Standards for Teachers​: 

1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 5.1
For further APST information, please refer to:
https://sites.google.com/monash.edu/student-resource-bank/apst

Details of task: Details of task:

To work in pairs  to apply the knowledge and experiences you have gained over this unit about learning and teaching science in primary
schools (including responding to the feedback that you received on Assessment Task 1) to develop a: 

            ● Resource – a learning sequence related to a specific topic that would actively and appropriately support student learning in
science; and 


            ● Rationale – a written component that critically examines, in light of relevant literature and experiences, the learning sequence
you created. 


The purpose of this task is to provide an opportunity to work together to pool expertise to develop a useable resource to support your
teaching of science at a primary school level. 

As teachers do when planning, you will work together and draw from a range of curriculum documents and resources to create relevant
and authentic science learning experiences within the bounds of a particular topic for a specific year level. 


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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 The use of topics to guide learning and teaching, is quite specific to the work of primary school teachers. A topic is selected because it
provides a rich context for student learning, and has the potential to meet both curriculum requirements and student learning needs. 

Key understandings and skills are identified and these provide clear learning intentions for students and a focus for all teaching. 

Learning experiences are selected based on relevance to these learning intentions. Such experiences are age appropriate and may
draw from and connect a range of curriculum areas. The teacher then designs and implements these experiences in a sequence that will
support conceptual development and facilitate student learning. 

TOPIC LIST

The topics are listed below and each topic is aligned with a particular grade level. 

 These are the topics (as shared by a local primary school teacher) you are able to choose from for this task: 

Foundation-  My story 

My everyday world 

Moving Around 

Same and different 

Year 1/2 -  Identity & Diversity 

The past in the present 

Exploring Change 

Sharing our planet 

Year 3/4-
 Habitats

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Patterns of change 

Systems

Finding a balance 

Year 5/6-
    Survival

Observable change 

Ecosystems

Sustainability

This task will be completed in pairs. The total word count requirement is equivalent to 4000 words (2000 words for each person)

The assessment involves both group and individual assessment

1. Resource – a group assessment

(2000 words equivalent – this means the effort and thinking that goes into the development of your resource is valued as much as the
actual number of words you generate). 

For this component, you need to create a learning sequence that will support and enhance student learning of science at a particular
level of the primary school. The level is determined by the topic as outlined in the table above. 

This is essentially a planning task with the objective to create a useable resource that provides a general overview of what to pay
attention to when implementing a series of related science experiences. In creating this learning sequence, you really need to think
about the science within your chosen topic and how this information connects to the curriculum requirements as outlined for your focal
year levels. Please use the Victorian Curriculum to support your planning. 

The following questions will be useful as you begin your planning: 

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 ● What type of science topics will be relevant to students at this age level? (Check curriculum)
● What types of learning experiences provide authentic and relevant learning opportunities? (Check a range of teaching resources)
● How will learning be assessed to inform teaching and identify students' progressive development? 
(Check curriculum and related
teaching and learning documents)
● What possibilities are there for this topic to be meaningfully and strongly linked not only with science but also 2 other curriculum
areas? 
(Check curriculum)
● What 2 cross curriculum capabilities will also be developed in this unit? (i.e., cross curriculum capabilities include: critical and 

creative thinking/ethical / intercultural/ personal and social. Refer to curriculum documents for more information) 


Developing and documenting the resource

The information below can be recorded as a table, formal lesson plan templates are not required.          

Section 1: Overview information

The following information needs to be included as an overview for your planning.

● Learning intentions: Identify the science understanding/s and science inquiry skills that will be the focus of the work in this unit.
● List possible alternative conceptions associated with this science learning and state clearly the associated challenges this thinking
presents for learning. Use citations to validate these claims.
● List 2 further curriculum areas which could be meaningfully explored and enhanced through this topic.
● List 2 general capabilities which will be developed in this unit 

PART 2: Outline of learning sequence (please include all the following information)

● Describe at least 4 learning experiences you would implement to develop the learning intentions you outlined in the overview. 
● For each learning experience, include the relevant learning intentions/ links to further curriculum areas and links to general
capabilities (this information will have been  previously listed in the overview ).
●  Order the experiences to indicate a potential learning sequence.  
● For each learning experience provide an example of  how learning will be assessed, e.g., a specific strategy.
● Provide for each experience a list of the required learning and teaching resources. Also list any sources of information that were
accessed to support your planning.

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 accessed to support your planning.

Word count/equivalent: 2000 words equivalent (1000 per group member) Weighting/Value: 50% 

2. Rationale (2000 words)
 Individual assessment

For this component, you and your partner will assign each section of the rationale to be completed as an individual task. 

The team member will develop a written statement that attends to the requirements of the section and which draws on the learning that
emerged while developing the resource.

While the rationale consists of 2 individual sections you must work together to ensure that the overall rationale is cohesive and reflects
the thinking and approaches outlined in the resource design. 

Justification (1000 words)


In this section of the rationale justify why you included the details outlined in your learning sequence. 

● The chosen approach: Explain the particular approach used in this sequence. Explain why this particular approach was taken, i.e.,
how it will enhance learning and what this approach requires of the teacher and the students. 

● Supporting deep and meaningful learning: Explain how the learning sequence enables students to develop deep learning in relation to
the chosen science concept e.g. discuss the considerations that informed: your choice of science concept, selection and sequencing of
learning experiences and how this resource is designed to support relevant and authentic science learning and teaching at a primary
school level. 

● Include a separate reference list for the Justification section.

      Assessment and potential issues(1000 words)

This section of your rationale requires you to imagine the issues you might face when implementing this learning sequence.


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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 This section of your rationale requires you to imagine the issues you might face when implementing this learning sequence.


● What role will assessment play in helping a teacher ensure they use this resource in ways that really meet the learning needs of
their class? 

● What issues may arise for learners and teachers in using this resource and how might such issues be avoided? 
● Include a separate reference list for the Assessment and Potential Issues section

Word count/equivalent: 1000 words equivalent (per group member) Weighting/Value: 50% 

Word count/equivalent: 2000 words equivalent (per group member)

Weighting/Value:  50%

Presentation requirements: 

Presentation requirements:


The written rationale component should be in report format (e.g. subheadings) with use of APA 6th conventions for formatting citations
and references.

Individual assessment in group tasks: Individual assessment in group tasks: This assessment task has both individually assessed
components and a component that is assessed as a group task. The breakdown of the assessment is outlined in the criteria for marking. 

Additional information: 

Additional information: A key outcome of this assessment task is the requirement to demonstrate a capacity to develop a holistic
approach to science planning and teaching. As generalist teachers, primary teachers are often very effective at embedding science in
rich learning contexts which are meaningful and relevant to students. Primary teachers use overarching topics and draw from a range of
curriculum areas to enhance science learning. By doing so they acknowledge that while they are teaching science they are also
intentionally developing learning in other areas of the curriculum, e.g. literacy, maths, ICT, history, geography, etc. 

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Criteria for marking: 

Criteria HD D C P N

Resource - learning sequence   50% (group assessment)

Spectrum of Comprehensive Strong learning Competent learning Satisfactory learning Unsatisfactory

required learning sequence. sequence. sequence. Curriculum sequence.  Some level of detail and
information & Curriculum areas Relevant areas and learning relevant curriculum information
quality  and learning curriculum areas experiences identified. areas and learning contained in
of learning experiences clearly and learning Some links with experiences learning sequence.
sequence identified and experiences learning intentions. identified. Limited Areas of planning
meaningfully linked clearly identified Demonstrates an understanding of appear to be
by learning linked by learning understanding of conceptual disconnected and
intentions. Reflects intentions. A very some aspects of development.  Needs lack cohesion. 
an excellent good conceptual further development
understanding of understanding of development. Has as a future teaching
conceptual conceptual potential as a future resource.
development. A development.  A resource.
highly useable useable future
future resource. resource.

Rationale: INDIVIDUAL CONTRIBUTION   40% (individual assessment)

Justification Information is Information is Information is Information is Discussion   raises

accurate & accurate & a appropriate & satisfactory. Limited limited range of
effectively variety of generally supported use of evidence to ideas. This thinking
supported by literature is used by further support thinking. is not reflected in
legitimate & varied to support ideas. reading. Demonstrates Limited evidence of a approaches
sources of Pedagogical pedagogical reasoning relationship between outlined in learning
evidence. reasoning is that is beginning to professional sequence.
Pedagogical logical and well link professional knowledge and .
reasoning is considered and knowledge with planning.
comprehensive and generally in line teaching actions. 
consistently reflects with the actions
the actions outlined outlined in
learning sequence.  learning
sequence. 

Information is Information is Information is Information is

accurate & accurate & a appropriate & satisfactory. Limited

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Assessment & effectively variety of generally supported use of evidence to Discussion   raises
potential supported by literature is used by further support thinking. limited range of
issues legitimate & varied to support ideas. reading. Raises a Limited ideas raised ideas. Thinking 
sources of Logical and well number   of regarding assessment conveys very
evidence. Insightful considered considerations about and potential issues. limited recognition
and original thinking thinking about the assessment  and of assessment or
about the role of role of potential issues potential issues
assessment assessment associated with this associated with
potential potential issues  learning sequence. this learning
issues associated associated with sequence.
with this learning this learning
sequence. sequence.

Quality of final submission 10% (Individual assessment)

Academic Evidenced a Evidenced an Competent level of Satisfactory level of Contained

literacy sophisticated appropriate level academic writing.  academic writing.  numerous editorial
academic style of for academic APA-style referencing APA-style referencing errors that
writing and included writing and mostly used, though some used, though a detracted from the
correct APA-style included correct minor corrections number of corrections points being made.
referencing that APA-style were needed. were needed.
was consistent referencing
throughout throughout
individual section. individual section.

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019
 Unit guide prepared by

Name: Dr Kathy Smith
Campus: Clayton
Email: kathy.smith@monash.edu

Last updated
18 Oct 2019

  

Copyright @ Monash University 2019. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.

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EDF5030 Science education in the primary years - Summer semester A (SSA-02) - 2019