TEACH211-21B (TGA)

NZ Curriculum in Action: Science

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Simon Taylor

Simon Taylor
3549
TCBD.4.03
See Moodle
simon.taylor@waikato.ac.nz

Lecturer(s)

Nigel Calder

Nigel Calder
3564
TCBD.4.03J
See Moodle
nigel.calder@waikato.ac.nz

Simon Taylor

Simon Taylor
3549
TCBD.4.03
See Moodle
simon.taylor@waikato.ac.nz

Sangata Kaufononga

Sangata Kaufononga
See Moodle
sangata.kaufononga@waikato.ac.nz

Administrator(s)

: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz
: yilan.chen@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper builds teacher knowledge and pedagogical practice to support primary students to explore their views of the world through science, to construct and communicate scientific understandings and to develop science capabilities that will help them contribute to the wellbeing of society and the environment.
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Paper Structure

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Te Kaupapataka. This paper involves one 1.5-2 hour lecture and one 2 hour workshop scheduled for each week of the 12 week semester (see the accompanying timetable). The lectures will explore fundamental ideas in science and science teaching and learning, and the workshops will support these with experiences to deepen learning.

Professional requirements
On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa that you are a person:
• of good character
• are fit to be a teacher
• have met the Standards for the teaching profession.

A student who has not met these criteria based on evidence collected as they engage in paper across the ITE programme cannot graduate. Indicators that you are of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Academic Coordinator or Programme Leader that you have displayed the attributes required of an effective teacher.

These expectations reflect the Teachers Council document entitled Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession.https://teachingcouncil.nz/professional-practice/our-code-our-standards/

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • -
    1. Enhance their personal knowledge base and capabilities in science alongside developing their understandings of aspects of the nature of science
    2. Describe the general aims of science education in the science learning area of the New Zealand Curriculum (NZC)(Ministry of Education, 2007).
    3. Acknowledge that students are diverse in their learning needs and the world-views they bring to science, and have pedagogical strategies to support them in developing their science ideas and capabilities
    4. Experience and design constructivist and socio-cultural teaching and learning strategies for establishing and developing children's science ideas in the classroom
    5. Use a range of assessment methods to promote and measure learning in science
    6. Identify and implement the key components of effective lesson and unit planning in science
    7. Plan, deliver and evaluate teaching and learning sequences in science inquiry lessons
    Linked to the following assessments:
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Assessment

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Taumahi Tuatahi/Assignment details

In order to be eligible for a pass in this course students are required to complete all three pieces of assessment. General assessment criteria are included below. However, assessment rubrics specific to each assessment task will be made available on the Moodle support site.

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Children's views of science
22 Aug 2021
11:30 PM
30
  • Online: Submit through Moodle
✔
2. Teaching and learning science
1 Oct 2021
11:30 PM
35
  • Online: Submit through Moodle
✔
3. Planning for science teaching
17 Oct 2021
11:30 PM
35
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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The required readings for the paper are available on Talis at

https://rl.talis.com/3/waikato/lists/2B4D281C-84F7-9E00-923F-86EED7410505.html?lang=en-US.

This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.

Please have your copy of the New Zealand Curriculum available when attending lectures and workshops.

Ministry of Education. (2007). The New Zealand Curriculum. Learning Media.

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Recommended Readings

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Dawson, V., & Venville, G. (2007). The art of teaching primary science. Allen & Unwin.
Ministry of Education. (1997). Safety and Science: A Guidance Manual for New Zealand Schools. Learning Media.
Building Science Concepts. Learning Media. (64 titles in this series)
Ministry of Education. (2001). Making Better Sense of the Living World. Learning Media.
Ministry of Education. (1998). Making Better Sense of the Material World. Learning Media.
Ministry of Education. (1999). Making Better Sense of the Physical World. Learning Media.
Ministry of Education. (1999). Making Better Sense of the Planet Earth and Beyond. Learning Media.
Skamp, K. (2012). Teaching Primary Science Constructively (4th Ed.). Cengage Learning Australia Pty Limited.
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Other Resources

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https://www.sciencelearn.org.nz/

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Online Support

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Online support, including course outline, links to readings, assessments and extra resources is provided through Moodle.

Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however you may need to also use the library website (and the actual physical library to borrow books), and a range of webpages to help you complete this paper.

Please note: Moodle is used for class notices (announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.

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Workload

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Teach 211 is 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 40-48 hours of face to face classes across the semester, and 8 hours online learning. The remaining hours, accumulated at different times across the whole semester, are to be used for completing readings, preparing for class/online tasks and assignments.

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Linkages to Other Papers

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Prerequisite(s)

Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme.

Corequisite(s)

Equivalent(s)

Restriction(s)

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