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Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
Science curriculum and syllabus
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Science curriculum and syllabus

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  • 1. Curriculum andSyllabus { Science Education in Queensland
  • 2.  Queensland Curriculum F-10  ‘Essential Learnings’  National Curriculum (ACARA) – which we will focus on almost exclusivelyRelevant ScienceSyllabuses – Queensland
  • 3.  You need to really know your way around the syllabuses for the grades you intend to teach  (There would also be considerable value for you in having a sense of the syllabuses in the other grades)This course
  • 4.  The document included on the course web site is a very restricted subset of the overall National Curriculum, Science, losing a lot of the ‘preamble’ with more explanatory material I urge you to spend time on the full ACARA site for the current version of the Australian Curriculum
  • 5.  Science Understanding (SU)  Scientific Inquiry Skills (SIS)  Science as a Human Endeavour (SHE)Strands in the NationalCurriculum, Science
  • 6. The Science Inquiry Skills and Science as a HumanEndeavour strands are described across a twoyearband. In their planning, schools and teachers refer tothe expectations outlined in the AchievementStandard and also to the content of the ScienceUnderstanding strand for the relevant year level toensure that these two strands are addressed over thetwoyear period.The three strands of the curriculum are interrelatedand their content is taught in an integrated way.The order and detail in which the contentdescriptions are organised into teaching/learningprograms are decisions to be made by the teacher. - Australian Curriculum, Science
  • 7.  This strand is the ‘science content knowledge’ or ‘conceptual understanding’ strand  It is divided into biological, chemical, physical and earth and space sciencesScience Understanding
  • 8.  This is the ‘nature of science’ and ‘social contexts of science’ strand of the syllabus  It is divided into ‘Nature and development of science’ and ‘Use and influence of science’  Links to the STSE approach, socioscientific issues and the ‘curricular emphases’ modelScience as a HumanEndeavor
  • 9.  This is the ‘process skills’ strand of the syllabus  It is divided into ‘Questioning and predicting’, ‘Planning and conducting’, ‘Processing and analysing data and information’, ‘Evaluating’ and ‘Communicating’  The links to Bloom’s Taxonomy are clearScience Inquiry Skills
  • 10.  One possible approach to integrating socioscientific issues (SSIs – the new language) or Science, Technology and Society (STS – the old language) or Science, Technology, Society and Environment (STSE – the middle language) issues in science classrooms without taking much more timeCurricular emphases
  • 11.  Developed by Doug Roberts and refined by Frank Jenkins Involves planning teaching units with a particular ‘curricular emphasis’ chosen (to match the content) from among:  Nature of Science  Technology  Science and Society
  • 12.  Units with a ‘nature of science’ emphasis include the history and philosophy of science and some of the epistemological ‘rules of the game’ as a way of complementing and contextualising the scientific content Units with a ‘technology’ emphasis explore the complex and dynamic relationships between science and technology Units with a ‘science and society’ emphasis look at the social impacts, benefits and consequences of the associated science, and also address the ‘environment’ element
  • 13.  Serves the purpose of allowing teachers to honour the goals and aspirations of the students they teach and of the students’ parents. Any approach to teaching science for all that fails to also deliver high quality science education for future scientists and excellent outcomes on high stakes tests is doomed Curricular emphases offer teachers a way to achieve ‘both-and’ outcomes, rather than to be placed on the horns of an ‘either-or’ dilemma
  • 14.  Using a variety of different curricular emphases across the year leads to balance in all the goals of science educationCurricular emphases forplanning

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