curriculum leadership workshop for science head teachers science unit curriculum directorate...

Curriculum Leadership Workshop for Science Head TeachersCurriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum DirectorateScience Unit Curriculum Directorate

Curriculum LeadershipCurriculum Leadership

ForFor

Head TeachersHead Teachers

AndAnd

Aspiring Head TeachersAspiring Head Teachers

The Science Unit – Curriculum DirectorateThe Science Unit – Curriculum Directorate

Glen SawleGlen SawleManager Science UnitManager Science Unit

Ric MoranteRic MoranteSenior Curriculum Adviser 7-12Senior Curriculum Adviser 7-12

Harry VassilaHarry VassilaSenior Curriculum Adviser K-6Senior Curriculum Adviser K-6

There is a difference between learning for There is a difference between learning for memorisation and learning for memorisation and learning for understandingunderstanding

Students come into our classrooms with a Students come into our classrooms with a range of existing ideas or conceptions of range of existing ideas or conceptions of the physical world. They are not ‘empty the physical world. They are not ‘empty vessels’ waiting to be filledvessels’ waiting to be filled

What preconceived ideas do students bring to What preconceived ideas do students bring to the learning situation?the learning situation?

Where have they gathered the information from Where have they gathered the information from to lead to these preconceived ideas and to lead to these preconceived ideas and conceptionsconceptions

Why did they build the Great Wall of China?Why did they build the Great Wall of China?

Many of these conceptions differ in Many of these conceptions differ in important ways from the view of the world important ways from the view of the world scientists have constructed.scientists have constructed.

(Many of these alternative or naïve (Many of these alternative or naïve conceptions are similar to views scientists conceptions are similar to views scientists held in previous eras)held in previous eras)

When presented with an idea that differs When presented with an idea that differs from their current conception They may:from their current conception They may:

Accept the new idea and reject the oldAccept the new idea and reject the old Accept the new idea but retain the old Accept the new idea but retain the old

for use in some circumstancesfor use in some circumstances Form a hybrid conceptionForm a hybrid conception Reject the new ideaReject the new idea

The knowledge of the learner can assist or The knowledge of the learner can assist or it can interfere with learningit can interfere with learning

Learning involves the construction of Learning involves the construction of meaningmeaning

Meanings constructed by students may be Meanings constructed by students may be different to those intended in the learning different to those intended in the learning opportunityopportunity

What is primary role of the teacher?What is primary role of the teacher?

In the constructivists view of learning the In the constructivists view of learning the role of the teachers is:role of the teachers is:Stimulator of curiosityStimulator of curiosityChallenger of ideasChallenger of ideasResource personResource personSenior co-investigatorSenior co-investigatordiscussantdiscussant

Content vs ConceptContent vs Concept

It is all too easy to fall into the trap of It is all too easy to fall into the trap of teaching content disguised as conceptteaching content disguised as concept

This leads to students being able to This leads to students being able to approximate understanding without having approximate understanding without having any real understandingany real understanding

Learning for understandingLearning for understanding

Learning for memorisationLearning for memorisation

Science Years 7 – 10 SyllabusScience Years 7 – 10 Syllabus

The Objectives define in broad terms the The Objectives define in broad terms the associated associated

Prescribed Focus Areas (PFAs) knowledge Prescribed Focus Areas (PFAs) knowledge and understandingand understanding

Domain: Knowledge and UnderstandingDomain: Knowledge and Understanding

Domain: Skills Domain: Skills in working scientifically in working scientifically

Domain: Values and AttitudesDomain: Values and Attitudes

Syllabus outcomes define the intended results of Syllabus outcomes define the intended results of teachingteaching

They are defined in terms of the intended results of student They are defined in terms of the intended results of student learning learning

at the end of Stage 4at the end of Stage 4

and and at the end of Stage 5at the end of Stage 5

P12-13P12-13

Indicative HoursIndicative Hours

Essential content – 400 hr (DET Schools 500 hr)Essential content – 400 hr (DET Schools 500 hr)

Additional content Additional content

not mandatorynot mandatory

suggested onlysuggested only

not pre-requisite for following stagesnot pre-requisite for following stages

Syllabus Requirements Syllabus Requirements

Address all essential content (p 23)Address all essential content (p 23)

Contexts (p 16)Contexts (p 16)

Practical experiences (p 21)Practical experiences (p 21)

Student Research Project (p 22)Student Research Project (p 22)

PFA ContentPFA Content

all PFAs must be addressed each yearall PFAs must be addressed each year

each unit must address at least one PFAeach unit must address at least one PFA

Teachers select appropriate essential content to Teachers select appropriate essential content to achieve the relevant Stage 4 or Stage 5 achieve the relevant Stage 4 or Stage 5 OutcomeOutcome

PFA OutcomesPFA OutcomesStage 4Stage 44.24.2 A student uses examples to illustrate how A student uses examples to illustrate how

models, theories and laws contribute to an models, theories and laws contribute to an understanding of phenomena understanding of phenomena

Stage 5Stage 55.25.2 A student describes the processes that are A student describes the processes that are

applied to test and validate models, theories and applied to test and validate models, theories and laws laws

PFA ContentPFA Content

4/5.2 4/5.2

Students learn Students learn about the about the nature and nature and practice of practice of science science

Students learn to: Students learn to:

d) describe how an idea can gain d) describe how an idea can gain acceptance in the scientific acceptance in the scientific community as either theory or lawcommunity as either theory or law

e) use examples which show that e) use examples which show that scientists isolate a set of scientists isolate a set of observations, identify trends and observations, identify trends and patterns and construct hypotheses patterns and construct hypotheses or models to explain these or models to explain these

f) give examples that demonstrate the f) give examples that demonstrate the benefits and limitations of using benefits and limitations of using models models

Skills ContentSkills Content

The essential content reflects the skills that The essential content reflects the skills that students should be able to demonstrate by students should be able to demonstrate by the end of stage 5the end of stage 5

Teachers select appropriate essential Teachers select appropriate essential content to achieve the relevant Stage 4 or content to achieve the relevant Stage 4 or Stage 5Stage 5

4.174.17 A student evaluates the relevance of data and A student evaluates the relevance of data and informationinformation

4/5.17 4/5.17

Students learn Students learn about processing about processing

informationinformation

Students learn to:Students learn to:

a) collate information from a number of a) collate information from a number of sources sources

b) distinguish between relevant and b) distinguish between relevant and irrelevant information irrelevant information

c) check the reliability of gathered data c) check the reliability of gathered data and information by comparing them with and information by comparing them with observations or information from other observations or information from other sources sources

Knowledge and Understanding ContentKnowledge and Understanding Content

addressed within the appropriate stageaddressed within the appropriate stage Grouped as –Grouped as –

Models, Theories and Laws; Structures Models, Theories and Laws; Structures and Systemsand Systems

InteractionsInteractions

Additional Content:Additional Content: can be addressed in either stagecan be addressed in either stage not mandatorynot mandatory

Cross-curriculum content areasCross-curriculum content areas Information and Communication Technologies Work, Employment and Enterprise Aboriginal and Indigenous Civics and Citizenship EnvironmentEnvironment GenderGender Key CompetenciesKey Competencies LiteracyLiteracy NumeracyNumeracy

Example ICT of cross-curriculum contentExample ICT of cross-curriculum content

4/5.18 presenting 4/5.18 presenting informationinformation

e) use drawings, e) use drawings, diagrams, graphs, diagrams, graphs, tables, tables, databases, databases, spreadsheetsspreadsheets and flow and flow charts to show charts to show relationships and relationships and present information….present information….

Science Stage 6Science Stage 6

curriculum leadership workshop for science head teachers science unit curriculum directorate...

curriculum leadership

aspiring head teachers

learning learning

learning opportunity

new idea slide

real understanding slide

syllabus slide

memorisation slide

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