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There is a demand for learners to have a solid foundation in science to meet the needs of our modern lives and contribute to rational decision-making. Science is multi-faceted, including knowing, doing, thinking and communicating. Scientific curiosity begins early in life, and as parents and teachers nurture this curiosity across the years from birth to age 12, they help shape and develop children’s skills to enable them to inquire in more sophisticated ways into the world in which they live. Teachers need to be able to demonstrate that scientific ideas are connected across different fields and to everyday life at all ages.

This course is designed to develop science pedagogical content knowledge for future teachers in two parallel streams, from birth-8 years of age (Birth to Year 3), and Years F-6. However, as teachers may be required to work outside of their preferred area, access to both streams of material is available to all. The course has as its major focus the essential knowledge and skills necessary for beginning educators to: interpret contemporary early childhood and primary science curricula and initiatives in science education (particularly the Early Years Learning Framework and the Australian Curriculum: Science); apply knowledge of how learners develop conceptual understanding in science; recognise and be responsive to learner backgrounds, characteristics, experiences and prior understandings which might impact upon engagement and learning in science; and, design and implement well-organised and managed science learning environments.

On successful completion of this course preservice teachers should be able to:

1. demonstrate a complex understanding of the concepts, substance, and structure of the content enabling content selection, organisation, and use of a wide range of teaching assessment strategies appropriate to science to facilitate student learning at different ages (Australian Professional Standards for Teachers (APST) 2.1, 2.2, 3.3, 5.1);
2. demonstrate their ability to use their knowledge of student learning, content and strategies to plan lesson sequences, including setting appropriate challenging learning goals for diverse students, and selecting from a range of resources including ICT, and engaging strategies to facilitate student learning in science whilst also supporting students’ wellbeing and safety (APST 2.2, 3.1, 3.2, 3.3, 3.4, 4.4);
3. articulate their knowledge and understanding of appropriate teaching strategies that will effectively embed literacy and numeracy development and use ICT in science lesson sequences to expand science learning opportunities (APST 2.5, 2.6);
4. demonstrate a complex understanding of the relevant and appropriate sources of professional learning in science for teachers, including curriculum documents, relevant policies, and engagement with colleagues in and outside of schools to improve knowledge and practice (APST 6.2, 6.3, 7.2, 7.4);
5. demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing.