Course Outline

EDU761 Teaching Senior Secondary Science 2

Course Coordinator:Erin Siostrom ( School:School of Education and Tertiary Access

2022Semester 2

USC Sunshine Coast

Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Please go to the USC website for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?


In this course you will develop specialised knowledge and skills for implementing the Queensland Senior Secondary Science Curriculum in your subject area. This course extends your knowledge of Science teaching using principles of problem-based learning, project-based learning, experiential learning and experimental investigation. You will learn how to design lessons, units and work programs for Years 11 and 12 Science. You will explore a range of pedagogy, assessment, and reporting strategies that maximise learning outcomes for your students.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – You are required to engage with a range of weekly materials delivered through Canvas including course recordings, reading materials and activities 2hrs Week 1 10 times
Tutorial/Workshop 1 – On campus engagement and application of learning materials 2hrs Week 1 10 times
Independent Study/Research – In addition to engaging with the learning materials and workshop sessions and completing the assessable tasks, you are required to engage in self-directed learning using the Canvas course modules and current research/reading via USC library databases and the required/recommended textbooks and resources. 6hrs Week 1 10 times

Course Topics

  • Queensland Senior Science curricula
  • Curriculum planning and alignment of content, pedagogy and assessment for senior science
  • Assessment and reporting practices in senior science
  • Facilitating engaging experimental investigations for your students
  • Student safety and risk assessment
  • Integrating resources including information and communication technologies (ICT) into science curriculum
  • Literacy

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Australian Institute for Teaching and School Leadership
1 Demonstrate your mastery of Science content and senior Science curriculum knowledge in developing Science inquiry sequences, teaching and learning activities and assessment. Creative and critical thinker
2.1, 2.2, 3.1, 3.2, 3.3
2 Apply deep knowledge of teaching and learning strategies that support the diversity of learners engaged in senior Science. Knowledgeable
2.2, 2.3, 2.6, 3.1, 3.4, 4.1, 4.2, 5.1
3 Apply deep knowledge of the principles of assessment and reporting that monitor senior students' levels of achievement and progress in senior Science. Knowledgeable
5.1, 5.2, 5.3, 5.4, 5.5
4 Apply deep knowledge of planning, resourcing, teaching and managing senior Science. Knowledgeable
2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.5, 5.1
5 Create oral and/or written communication concerning curriculum teaching, learning and assessment in senior secondary Science for classroom and professional contexts. Knowledgeable


* Competencies by Professional Body

Australian Institute for Teaching and School Leadership
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
4.1 Support student participation
4.2 Manage classroom activities
4.5 Use ICT safely, responsibly and ethically
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement

Am I eligible to enrol in this course?

Refer to the USC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.


Enrolled in Program ED706 and two from Biology, Agriculture, Chemistry, Physics, Marine Science, Psychology or Science Teaching areas




Not applicable

Specific assumed prior knowledge and skills (where applicable)

Not applicable

How am I going to be assessed?

Grading Scale

Standard Grading (GRD)

High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).

Details of early feedback on progress

In Week 2 you will lead a (formative) group conversation similar to Task 1 for practice and feedback.

Assessment tasks

Delivery mode Task No. Assessment Product Individual or Group Weighting % What is the duration / length? When should I submit? Where should I submit it?
All 1 Oral Individual 25%
10 min presentation
Week 4 In Class
All 2a Examination - not Centrally Scheduled Individual 20%
30 minutes
Week 9 In Class
All 2b Activity Participation Individual 10%
Tutorial participation (progressive)
Throughout teaching period (refer to Format) In Class
All 3 Portfolio Individual 45%
2200 words
Week 10 Online Assignment Submission with plagiarism check
All - Assessment Task 1:Leading a science demonstration and class discussion
The goal of this task is to demonstrate your capacity to engage students with Science through demonstrations and discussion. For students who do two Science teaching areas this task is for teaching area 2. For example, if you do a Biology major and a Chemistry minor, then this will be a chemistry task.
Product: Oral
Submit: Week 4 or 5 as arranged with your tutor. You are taking the role of a teacher of senior students who is presenting a demonstration stimulus (real, modelled or virtual) and associated discussion linked to a key idea or key concept of your senior syllabus.The demonstrations and class discussions must be based on 2019 QCAA senior syllabus subject matter. The purpose of this is to develop your ability to facilitate a class discussion using Socratic questioning, to engage every student in the discussion, and to guide the discussion towards desired outcomes linked to your curriculum.
No. Learning Outcome assessed
Application of knowledge of science content and senior Science curriculum elements to plan, resource and teach and manage an inquiry learning activity.
Application of deep knowledge of teaching and learning strategies that support the diversity of learners engaged in senior Science.
Oral and written communication skills
All - Assessment Task 2a:Exam
The goal of this task is to demonstrate your subject-specific curriculum and pedagogical content, knowledge and skills.
Product: Examination - not Centrally Scheduled
Part 2 – Teaching Science Specific short answer questions 
You will participate in a 30 minute short answer quiz to demonstrate your knowledge and understanding with course topics including: 
• Science pedagogical and content knowledge for senior secondary classroom practice 
• Science inquiry learning, curriculum, planning and teaching strategies that engage senior science students and their application in the senior Science syllabuses 
• Ethical and responsible selection and use of resources including ICT 
• Purpose of formative assessment and feedback to students (including feedback, moderation and reporting)

You will be required to undertake the exam during class time
No. Learning Outcome assessed
​Application of Science curriculum pedagogical and content knowledge to classroom scenarios.
Knowledge of assessment, planning and design for Senior Secondary students.
Deep knowledge of resources to support student learning of Senior Secondary students. ​
All - Assessment Task 2b:Senior Subject Activities
The goal of this task is to demonstrate your subject-specific curriculum and pedagogical content knowledge and skills
Product: Activity Participation
You will demonstrate your subject-specific knowledge and skills by your active participation in tutorial practical activities. This may include a laboratory skills test.
No. Learning Outcome assessed
Knowledge and understanding of senior secondary curriculum, pedagogy, and assessment.
All - Assessment Task 3:Inquiry Science Portfolio
The goal of this task is to demonstrate your understanding of science inquiry learning and how to integrate inquiry in student experiments using a 21st Century approach and skills.
Product: Portfolio
This task is for teaching area 2. For example, if you do a Biological Sciences major and a Chemical Sciences minor then this will be a chemistry task 

Prepare a portfolio that identifies, describes and justifies inquiry learning in school science that includes: 
• an overview of inquiry learning for Queensland science students 
• a range of inquiry approaches to suggested and mandatory practicals from your QCAA senior syllabus that include 21st Century Skills 
• a brief analysis of what knowledge and skills students require for the QCAA senior science Student experiment or Research investigation. This must be different from what you choose in Teaching Senior Secondary Science 1. 
• an original, engaging three lesson sequence that demonstrates appropriate application of an inquiry approach to a QCAA senior science student experiment or research investigation assessment 
• A justification of your choice of resources, teaching strategies, and how you will challenge all students 
• A description of diagnostic or formative as appropriate, including an explanation and justification of the feedback process you will use with students throughout the lesson sequence.
No. Learning Outcome assessed
Application of science curriculum knowledge and resources to develop science inquiry sequences that engage and include all students.
Application of teaching and learning strategies that support a diversity of learners to engage with senior science including the literacy, numeracy, ICT and 21st-century skills as appropriate.
2 4
Application of knowledge of principles of assessment (diagnostic/formative/summative) and feedback.
Use of credible evidence and sources.
Written communication and academic literacies including grammar, English expression, APA referencing conventions, and technical accuracy.

Directed study hours

A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Directed study hours may vary by location. Student workload is calculated at 12.5 learning hours per one unit.

What resources do I need to undertake this course?

Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.

Prescribed text(s) or course reader

Please note that you need to have regular access to the resource(s) listed below. Resources may be required or recommended.

Required? Author Year Title Edition Publisher
Required Vaille Dawson,Grady Venville,Jennifer Donovan 2020 The Art of Teaching Science n/a Routledge

Specific requirements

You will need to successfully complete a laboratory induction quiz in week 1 prior to attending tutorials

How are risks managed in this course?

Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

What administrative information is relevant to this course?

Assessment: Academic Integrity

Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.

Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.

In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.

Assessment: Additional Requirements

Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

Assessment: Submission penalties

Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.


USC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email

The SafeUSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma. To contact the service call 07 5430 1226 or email

Study help

For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.

If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or

Wellbeing Services

Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.

To book a confidential appointment go to Student Hub, email or call 07 5430 1226.

AccessAbility Services

Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.

To book a confidential appointment go to Student Hub, email or call 07 5430 2890.

Links to relevant University policy and procedures

For more information on Academic Learning & Teaching categories including:

  • Assessment: Courses and Coursework Programs
  • Review of Assessment and Final Grades
  • Supplementary Assessment
  • Administration of Central Examinations
  • Deferred Examinations
  • Student Academic Misconduct
  • Students with a Disability

Visit the USC website:

Student Charter

USC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful. The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.

General Enquiries

  • In person:
    • USC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
    • USC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
    • USC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
    • USC Gympie - Student Central, 71 Cartwright Road, Gympie
    • USC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
    • USC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
  • Tel:+61 7 5430 2890