最新糖心Vlog

This course is aligned with the ACARA’s 最新糖心Vlogn Science Curriculum [http://www.acara.edu.au/verve/_resources/最新糖心Vlogn_Curriculum_-_Science.pdf] and SACSA Companion Document Series [http://www.sacsa.sa.edu.au/companion], developments in the NewSACE – Stage 1 Science Subjects [http://www.sace.sa.edu.au/subjects/stage-1]. It is an introduction to the classroom applications and a study of the relationship of teachers and schools to the methods of teaching junior science. The course seeks to develop the knowledge, skills, and professional standards required to effectively instruct science at junior- and middle-schools. Participants will be provided with insights about selecting and using a variety of instruction methods, resources, and assessment strategies for teaching science to all learners. Workshop modules cover hands-on, inquiry, process and project-based approaches to the teaching of science with a focus on conceptual teaching and learning. Knowledge of junior science content is emphasised throughout the course. The course content strongly reflects the curricula emphasis of DECD, ACARA, and the standards articulated by the 最新糖心Vlogn Science Teachers Association [http://asta.edu.au/membership/benefits/recognition/profstds]. Importantly, this course provides opportunities for students to critically reflect on their own understanding and experiences in science, examine the research around science and science education (NAP-Science Literacy, PISA, TIMSS, OECD and IEA Reports), and the pedagogy needed for effective and efficient praxis.

By the end of the course, students should:
1. Understand the contribution of science education to the society/community.
2. Understand and appreciate science, scientific thinking and science education.
3. Understand the theories, techniques, practices, and content pertaining to the teaching of science at the junior and middle schools level and apply this knowledge to the teaching of science.
4. Appreciate and understand the nature of science and how learners construct scientific knowledge and its application to the teaching of science.
5. Value the need for inclusive science instruction.
6. Value the need for active learning of science.
7. Critique curricula frameworks in science (local and national).
8. Appreciate, understand and value the need for collaboration and sharing of resources.By the end of the course, students should:

1. Understand the contribution of science education to the society/community.
2. Understand and appreciate science, scientific thinking and science education.
3. Understand the theories, techniques, practices, and content pertaining to the teaching of science at the and middle schools level and apply this knowledge to the teaching of science.
4. Appreciate and understand the nature of science and how learners construct scientific knowledge and its application to the teaching of science.
5. Value the need for inclusive science instruction and active learning of science.
6. Apply key elements of effective lesson delivery, pedagogy and assessment practices.
7. Critique curricula frameworks in science (local and national).
8. Appreciate, understand and value the need for collaboration and sharing of resources.

Junior Science Course Reader/Notes (available through MyUni)
ACARA (NAP-SL), SACE, SACSA Framework, Primary Connections Website, OECD (PISA Study) & IEA (rTIMSS) websites

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.

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

7 Mar	11 Apr	Friday	9:10AM - 11:00AM	Barr Smith South, 2060
2 May	9 May	Friday	9:10AM - 11:00AM	Barr Smith South, 2060
28 Jul	18 Aug	Monday	4.10PM – 6.00PM	Engineering Annex, 308
6 Oct	3 Nov	Monday	4.10PM – 6.00PM	Engineering Annex, 308

... contnined from Semester One

Week	Date	Seminar/Key Concepts	Workshop
9 T4	28 Jul	Planning and delivering lessons for science Principles & Learning Cycle [Include 5E Model] Objectives [SACSA Framework] Resources [SACSA, Primary Connections]	Managing diverse classroom activities Microteaching & Feedback [5 minute lesson]
10 T5	4 Aug	Assessment Types Practical Work & Field Trips Safety Classroom/Lab. Management [OHS]	Projects / Investigations Experiments and errors! (Hands-on)
11 T5	11 Aug	Revisit Learning Models & Curricula Frameworks [ACARA/SACE/SACSA] Visit to RiAus – Adelaide [Teacher PD models]	Summative Test Assessment Grid SACSA Familiarisation Including Key Competencies and Essential Learnings
12 T6	18 Aug	Resource Sharing and Networks NSDL/TLF CSIRO Science Education Centre Science Resource Centres (including Virtual Centres)	Science of Toys Cartoon Science Scientific Toys presentations Concept Cartoons presentations TLF group work & registration
		Practicum 2 / Semester Two break
13 T6	13 Oct	Working Scientifically and Classroom Designs AITSL & ASTA Standards Research – Praxis Nexus	Setting up the Science Network SMaRTE Portal Professional Development/Presentation
14 T6	20 Oct	AITSL & ASTA Standards Research – Praxis Nexus Professional Sharing (AITSL Standards)	SMaRTE Portal Professional Development/Presentation
15 T6	27 Oct	AITSL & ASTA Standards Research – Praxis Nexus Professional Sharing (AITSL Standards)	SMaRTE Portal Professional Development/Presentation
16 T6	3 Nov	AITSL & ASTA Standards Research – Praxis Nexus Professional Sharing (AITSL Standards)	SMaRTE Portal Professional Development/Presentation

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

Assignment #1 [Deadline: 9 May 2012, 4.00pm] 50%
Scientific conceptions and misconceptions (2500 words)
(graduate attributes 1, 2, 3, 4, 5, 6, 7, 8, 9)

Assignment #2 [Deadlines: Weeks 13 – 16, tutorial workshop] 30%
Small Group Discovery and Presentation (in pairs)
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 rubtics)
(graduate attributes 1, 2, 3, 4, 5, 6, 7, 8, 9)

Assignment #3 [Deadlines: Weeks 13 – 16, tutorial workshop] 10%
Peer Assessment of Small Group Discovery Presentation (Tutorial Group)
Unit/lesson Design, Programming and Resources (using selected AITSL & ASTA Standards)
(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 all three assignments by the stipulated deadlines, and obtain an overall pass to complete the course.

Assignment #2: Unit/lesson Design, Programming and Resources (Small Group Discovery – in pairs)
Science resources and networks are pertinent in enabling instructional design and delivery of instructions. Moreover, professionals network to share resources, critically evaluate their utility in the classroom and refine further pedagogical elements. With a colleague [Randomly assigned: Please refer to details of groups on MyUni], identify three science websites/applets/resources (beyond those available in 最新糖心Vlog), map them to the 最新糖心Vlogn Science Curriculum (Years 6-9), and present your findings during your tutorial session.

In the identification and collation of information and ideas, you are to utilise information and communications technology (ICT) and innovations in engaging your students in enhancing their learning. You may want to critically evaluate these ICTs (Wiki, Blogs, Bulletin Board, Widgets, Apps, Applets) and demonstrate their effectiveness in enhancing student’s learning.

A pertinent aspect of this presentation and assignment is to link the topic/contents and information to AITSL’s National Professional Standards for Teachers.

Lecturer(s)/tutor(s) will guide the process and direct teams (working in pairs) to information and resources.


Assignment #3: Peer Assessment of Small Group Discovery Presentation (Tutorial Group)

You are required to assess your peer’s presentation through the Rubrics made available on MyUni. Please be candid yet sensitive in your feedback; constructive feedback is desired.

PRESENTATION AND SUBMISSION OF ASSIGNMENTS
1. Students must retain a copy of all assignments submitted.
2. All individual assignments must be attached to an Assignment Cover Sheet which must be signed and dated by the student before submission. Lecturers will withhold student‘s results until such time as the student has signed the Assignment Cover Sheet.
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 最新糖心Vlog‘s policy on plagiarism (refer to policy on plagiarism below, Section 8).
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 through the Professions Hub (Ground Floor, 10 Pulteney Street).
· 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 be postmarked on or before the due date. Late submission will invariably result in a penalty (usually a 10% reduction for each day late) being applied. Failure to obtain a postmark will result in the received date of the document in the Professions Hub Office being recorded as the actual date of submission with the associated 10% per day marks penalty.  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.

Furthermore, as a note of caution - any student who obtains or attempts to obtain a postmark prior to the actual day of mailing off an assignment is guilty of misconduct and this is a very serious offence that will be dealt with accordingly and could lead to failure of the course and/or other further actions being taken.

· Please note that "Express Post" envelopes do not normally have postmarked dates on them – please request this at the Post Office to ensure the correct date is recorded.
· The Professions Hub Office will record the receipt of your assignment, date stamp & return the stamped, self addressed acknowledgment card (if enclosed), and ensure that the lecturer/marker receives your assignment within one working day. Acknowledgement Cards without a stamp will not be returned.
· The Professions Hub Office will not follow up assignments that are not received. It is the student’s responsibility to ensure that assignments arrive on time.
· The pages of an assignment should be stapled. Glider-clip the assignment cover sheet, and the acknowledgment card, to the assignment. Please do not staple. Only questions relating specifically to the assignment to which the cover sheet is attached should be written on the cover sheet. Supplies of cover sheets will be issued to students with your course material. Should you run out of these sheets please contact the Professions Hub Office.
· When two or more assignments are submitted at the same time, a separate cover sheet giving full particulars of the course etc must be used for each assignment.
· Assignments consisting of audio tapes should always be accompanied by a completed cover sheet for identification purposes.
· 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. In the event of loss in transit you could save yourself the task of rewriting. The onus of proving that lost assignments have been completed will be on you. Proof must be given that the assignment was posted by the due date, eg a certified mail receipt slip or equivalent.
· 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. 

RETURN OF ASSIGNMENTS AND FEEDBACK
Assignments will be returned to students within three/four weeks of the due date with written feedback. Assignments will generally be returned during tutorials/lectures.

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.