year x unit overview — australian curriculum: science€¦ · web viewif the definitions of...

Year 10 GTP Immersion Unit overview — Australian Curriculum: ScienceSource: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: Science for Foundation–10, <www.australiancurriculum.edu.au/Science/Curriculum/F-10>.

School name Unit title Duration of unit

Growing Tall Poppies in Science Opening Opportunities for Girls in Physics 2-5 days immersion; conference

Curriculum and pedagogy Growing Tall Poppies Program is a PedagogyIf the definitions of curriculum and pedagogy are clear, the separation of the two in classrooms is not. While the curriculum is the content that education departments mandate must be taught, classroom teachers have significant responsibility for, and control over, how the curriculum is presented and delivered. Unit outline

Describe the focus and context for learning in this unit.

Explain why this unit is important, in general terms.

Students need to identify with physics as a human endeavour, advancing society, empowering individuals in their everyday lives, empowering scientific discovery,

and importance of communication in physics.

Students will experience authentic environment of physics in university research, industry and at large

which will increase self-efficacy, subject specific identity and relate to subject matter in a social constructivist way to enhance the authenticity of the learning

Students will have stereotypes of physicists dispelled, gender accessibility will be identified and new Physics – Identity can be explored

Students interacting in authentic environments with physicists will recognise that having a sense of ‘not being good at maths’ should not exclude physics and that

high-school physics can open up opportunities that may or may not need it as a prerequisite.

Students will be exposed to career structures that physics can lead to.

Students should recognise the vibrant career environment and social context of the professions that physics leads to – this enables girls to identify and commit to

the exploration of career prospects.

Growing Tall Poppies Science Partnership Program| 1

Unit outline

Explain how this unit contributes to achieving school or sector priorities (e.g. literacy, numeracy, values education, equity).

This immersion experience will include

Science as a Human Endeavour:

1. Nature and development of science – the construction and contestability of science knowledge in a science community

2. Take into account different sources of evidence and data to gain an interdisciplinary and more thorough understanding of the science question and the

impact on developing methods to improve society

3. Work with and appreciate a broad range of excellent Australian scientists and appreciate the world class level they work

Advances in scientific Understanding rely on developments in ‘interdisciplinary sciences’ and use of technology and importantly the technological advances are linked to scientific discoveries

1. Recognise role of computers in scientific advancement

2. Importance of modelling in science and the use of computer modelling because of the large size of data sets

3. Being involved with scientists and researching their international scientific projects c.f. Large Hadron Collider, International Space Station, Synchrotron

Science – using the Australian Synchrotron

4. Relating that information technology used primarily in physics is then applied and is making important advances in bioinformatics and Square Kilometre

Array

Use and Influence of Science (Science Literacy and Awareness)

1. People use scientific knowledge to inform (through evaluation) their understanding of the world and whether claims made are correct or erroneous

(science literacy); these include:

In media, advertising

About important issues such as climate change and mass immunization, evolution, environmental footprint

Advances in science and emerging sciences & technologies affect individuals, communities and societies

1. Generating career opportunities

2 | Year 10 unit overview GTP Immersion Program: In Context of Australian Curriculum: Science

Unit outline

2. Recognising that to make advances in the biological and medical sciences, genetic advances, to change social infrastructure e.g. traffic, queuing, hospital

and other infrastructure that physics principles and modelling are required

3. Recognising that scientific developments in areas such as sustainable transport and low-emission electricity generation require people working in a range

of fields of sciences, engineering and technology and that physics is enabling and transformative in their contribution

Values and needs of society influence the focus of scientific research

Any number can be highlighted here

Communicating

1. Communicate scientific ideas in physics and associated interdisciplinary science for a particular purpose

2. Use of appropriate scientific language, conventions and representations

3. Use the internet, through the GTP website to facilitate collaboration in projects and discussions with scientist, students and teachers

4. Engaging in construction of evidence based arguments and debating scientific ideas

5. Presenting using posters, powerpoint and conference presentations of the work and understanding acquired

CONFERENCE presentation during the year of participation and alumni network with scientists and alumnists.

Identify the “big ideas” of the unit, including the key concepts, content and context.

Identify the inquiry questions that will shape inquiry in this unit.

This will depend on the science group that students are working with.

Content is not the focus; this is experiential with elements incorporated into it so as to address the learning requirements.


Identify curriculum

Content descriptions to be taught General capabilities and cross-curriculum prioritiesScience Understanding Science as a Human Endeavour Science Inquiry Skills

Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.Include any unit-specific elaborations.



Identify and describe the general capabilities and cross-curriculum priorities that will be targeted in the unit.Delete those that don’t apply.

Literacy

Numeracy

ICT capability

Critical and creative thinking

Ethical behaviour

Personal and social capability

Intercultural understanding

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

Achievement standard


Identify curriculum

Insert the achievement standard for the learning area and year level from the Australian Curriculum.

Students will complete year 10 achievement standard in the areas of the curriculum as outlined above.This will be evidenced in the presentation and discussion by students, their reflections required to their changed perception of physics and its impact on society, and the careers it leads to.Behaviour changes:Increased appreciation of physicsDiminished stereotyping of physicsUnderstand that physics does not require only elite maths ability at schoolUnderstand that physics leads to range of careersCan identify with physics and physicistsChoose to do physics in year 11 and 12Communicate physics from the point of view of importance, relevance, impact and transformative capacity


Relevant prior curriculum Curriculum working towards

Outline relevant previous curriculum content and standards (knowledge, skills

and processes) that students need to succeed in this unit.

Specify where this content occurs by identifying the curriculum document, year

level and learning area.

Outline curriculum content (knowledge, skills and processes) that students are

working towards.

Specify where this content occurs by identifying the year level and learning

area.

Bridging content

Identify bridging content (knowledge, skills and processes) needed to address gaps in student understandings.

Links to other learning areas

Explain how this unit links to other learning areas.


Assessment Make judgments

Describe the assessment Assessment date Identify content descriptions that are the

focus of student learning within assessment

in this unit.

List task-specific descriptors of quality.

These include statements of desirable

features in student work.

For further advice and guidelines on

constructing guides to making judgments

refer to the Learning area standard

descriptors: www.qsa.qld.edu.au

Identify the evidence of learning that will be gathered during this unit (both formative

and summative).

Identify what type of assessment will be used, e.g. teacher observations, projects,

performances, written, oral or multimodal tasks, exhibitions, self and peer

assessment.

Explain how the assessment is designed to cater for the varied needs and abilities

of all students.

Specify where feedback strategies occur to allow students to evaluate their own

work and identify ways to improve it.

Identify risk assessment strategies.

Concisely describe the purposes of the assessment.

State the conditions of the assessment, including the:

format

length

scope

resources required.

Specify when assessment

will occur.


http://www.qsa.qld.edu.au/

Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners Resources

Outline key learning experiences and teaching strategies that will:

ensure the identified curriculum is explicitly taught

prepare students for the assessment.

Section 6 of the Disability Standards

for Education (The Standards for

Curriculum Development,

Accreditation and Delivery) state that

education providers, including class

teachers, must take reasonable

steps to ensure a course/program is

designed to allow any student to

participate and experience success

in learning.

The Disability Standards for

Education 2005 (Cwlth) is available

from: <www.ag.gov.au> select

Human rights and anti-discrimination

> Disability standards for education.

Explain the specific considerations

that will be given to support

individual learning and assessment.

Explain adjustments that will be

made to the learning experiences to

cater for the varied needs, abilities,

List the key people, resources

and relationships needed to

ensure the successful delivery of

all key learning experiences and

assessment.

Identify risk assessment

strategies.


Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Adjustments for needs of learners Resources

interests and experiences of

students.


Use feedback

Ways to monitor learning and assessment

Teachers meet to collaboratively plan the teaching, learning and assessment to meet the needs of all learners in each unit.

Teachers create opportunities for discussion about levels of achievement to develop shared understandings; co-mark or cross

mark at key points to ensure consistency of judgments; and participate in moderating samples of student work at school or cluster

level to reach consensus and consistency.

Feedback to students Teachers strategically plan opportunities and ways to provide ongoing feedback (both written and informal) and encouragement to

children/students on their strengths and areas for improvement.

Children/Students reflect on and discuss with their teachers or peers what they can do well and what they need to improve.

Teachers reflect on and review learning opportunities to incorporate specific learning experiences and provide multiple

opportunities for children to experience, practise and improve.

Reflection on the unit plan Identify what worked well during and at the end of the unit, including:

activities that worked well and why

activities that could be improved and how

assessment that worked well and why

assessment that could be improved and how

common student misconceptions that need, or needed, to be clarified.


year x unit overview — australian curriculum: science€¦ · web viewif the definitions of...

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