TEACH211-21X (NET)

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)

Lecturer(s)

Administrator(s)

: janene.harris@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

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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This paper is taught through Moodle. Coursework is in the form of readings, discussions, and associated activities will be provided weekly in your Moodle paper.

There are on-campus sessions that introduce the paper. All students are expected to attend.

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 the graduand:

  • is of good character;
  • is fit to be a teacher; and
  • has met the Standards for the teaching profession.

A student who has not met these criteria based on evidence collected during their programme cannot graduate from their teacher education programme.Indicators that a person is 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 Programme Leader or Academic Coordinator that individuals have displayed the attributes required of an effective teacher. These expectations are outlined in Teaching Council webpages:

The Graduating Teacher Standards, and
Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession.

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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
    Linked to the following assessments:
  • 2. Describe the general aims of science education in the science learning area of the New Zealand Curriculum
    Linked to the following assessments:
  • 3. Acknowledge that students are diverse in their learning needs and the worldviews they bring to science, and have pedagogical strategies to support them in developing their science ideas and capabilities
    Linked to the following assessments:
  • 4. Experience and design constructivist and sociocultural teaching and learning strategies for establising and developing children's science ideas in the classroom
    Linked to the following assessments:
  • 5. Use a range of assessment methods to promote and measure learning in science
    Linked to the following assessments:
  • 6. Identify and implement the key components of effective lesson and unit planning in science
    Linked to the following assessments:
  • 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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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 available on Moodle.
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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. Teaching and Learning Science
13 Aug 2021
11:30 PM
30
  • Online: Submit through Moodle
2. Children's views of science
10 Sep 2021
11:30 PM
30
  • Online: Submit through Moodle
3. Planning for science teaching
17 Oct 2021
11:30 PM
40
  • 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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Ministry of Education. (2007). The New Zealand Curriculum. Learning Media.

Harlen, W (2018) The Teaching of Primary Science (7th edition). David Fulton. (e-copy available from our library)

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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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Online Support

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This course is taught online. Apart from the initial on-campus sessions, Moodle is our classroom and will be the medium through which any additional support is made available.
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Workload

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TEACH211 is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. About one-third of this should be spent on Panopto and Moodle interacting with your classmates through discussions and other required tasks. It is expected that you will spend the rest of the time preparing for class/workshops, reading and responding to science education literature, planning and teaching, and completing 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 including TEACH102.

Corequisite(s)

Equivalent(s)

Restriction(s)

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