NZ Curriculum in Action: Science
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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.
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/
Students who successfully complete the paper should be able to:
Linked to the following assessments:
- Enhance their personal knowledge base and capabilities in science alongside developing their understandings of aspects of the nature of science
- Describe the general aims of science education in the science learning area of the New Zealand Curriculum (NZC)(Ministry of Education, 2007).
- 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
- Experience and design constructivist and socio-cultural teaching and learning strategies for establishing and developing children's science ideas in the classroom
- Use a range of assessment methods to promote and measure learning in science
- Identify and implement the key components of effective lesson and unit planning in science
- Plan, deliver and evaluate teaching and learning sequences in science inquiry lessons
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.
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.
Error: Assessment components must add up to 100%
At least one Assessment Component needs to be entered
|Component Description||Due Date||Time||Percentage of overall mark||Submission Method||Compulsory|
|1. Teaching and Learning Science||
11 Aug 2022
|2. Children's views of Science||
8 Sep 2022
|3. Planning for science teaching||
25 Oct 2022
Required and Recommended Readings*
The required readings for the paper are available on Talis at
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.
Harlen, W (2018) The Teaching of Primary Science (7th edition). David Fulton. (e-copy available from our library)
Fleer, Jane, B., & Hardy, T. (2007). Science for children : developing a personal approach to teaching (3rd ed.). Pearson Education Australia/Pearson Hall.
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.
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.
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.
Linkages to Other Papers*
Prerequisite papers: 60 points at 100 level in the Bachelor of Teaching programme.