Unit rationale, description and aim
Junior secondary Science plays a critical role in developing adolescents’ scientific literacy, conceptual understanding and inquiry capabilities across biological, chemical, physical and Earth and space sciences. Preservice teachers require a deep understanding of the Years 7–10 Science curriculum, including its structure, content and achievement standards and learning progressions.
This unit strengthens preservice teachers’ capacity to teach Science using evidence informed approaches, emphasising conceptual understanding, critical and creative thinking, and ethical reasoning, while supporting diverse learners, including students requiring targeted intervention or extension. Through inquiry, modelling and collaborative learning, preservice teachers critically engage with the Australian Curriculum: Science and relevant jurisdictional documentation. Workshops and online modules introduce evidence based science pedagogies, including explicit instruction, worked examples, multiple representations, practical and laboratory learning, scaffolded discussion and structured problem-solving. Preservice teachers analyse curriculum, identify common student misconceptions, apply diagnostic and formative assessment strategies, and design coherent lesson and unit sequences. They also evaluate tasks typical of the field, digital tools and resources that support conceptual development, reasoning and differentiation across the range of learners in Years 7–10.
The aim of this unit is to develop preservice teachers’ curriculum and pedagogical content knowledge for effective Science teaching in Years 7–10.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the structure, intent and key features of...
Learning Outcome 01
Examine how students learn in Science using approp...
Learning Outcome 02
Analyse pedagogical models and classroom resources...
Learning Outcome 03
Design coherent lesson and unit sequences in Scien...
Learning Outcome 04
Evaluate assessment strategies and feedback practi...
Learning Outcome 05
Content
Topics will include:
- Reflecting on prior experiences of teaching and learning in Years 7-10 Science
- Australian Curriculum for Years 7-10 Science, including Cross‑Curriculum Priorities, General Capabilities and local curriculum documentation
- Theories of learning and knowledge frameworks for Years 7-10 Science pedagogy including Pedagogical Content Knowledge (PCK), collaborative learning and explicit instruction
- Designing units of work and related summative assessments for Years 7-10 Science
- Teaching strategies and approaches for Years 7–10 Science, including explicit teaching, scientific reasoning, evidence‑based explanation and inquiry‑oriented strategies and project‑based approaches
- Strategies for monitoring and differentiating student learning in Years 7-10 Science, including formal and informal feedback, checklists, differentiated instruction model
- Classroom verbal and non-verbal communication for Years 7-10 Science, including the Initiation-Response-Feedback (IRF) model, questioning, scaffolding and scientific communication
- Resource development and curation to support Years 7-10 Science teaching and learning that is ethical and professional, including the use of generative AI for data analysis, modelling and simulation
- Roles and professional responsibilities of a contemporary teacher of Years 7-10 Science, including student safety and wellbeing in practical and online environments, including generative AI.
Assessment strategy and rationale
Assessment in this unit is designed to support preservice teachers’ development of curriculum knowledge, pedagogical content knowledge and assessment capability for teaching Science in Years 7–10. The two tasks reflect authentic school‑based responsibilities that preservice teachers will undertake during professional experience and early career teaching. Both tasks include explicit instruction on the ethical and appropriate use of generative AI for brainstorming, drafting and editing, with clear requirements regarding attribution, transparency and originality.
Task 1 requires preservice teachers to design a coherent Years 7–10 Science unit of work aligned with curriculum requirements and culminating in a summative assessment task. This task assesses their ability to interpret curriculum intent, integrate evidence-informed pedagogical approaches, embed explicit instruction, differentiation and inclusive practices, and justify curriculum, pedagogical and assessment decisions using scholarly and policy evidence. Task 2 requires preservice teachers to select teaching and assessment resources, followed by an appraisal of each resource. This includes examining how the resources support disciplinary knowledge and skills, address diverse learner needs, and reflect contemporary frameworks for quality teaching.
To pass this unit, preservice teachers need to complete all assessment tasks and receive a passing grade of 50% overall.
Overview of assessments
Assessment Task 1: Planning a Unit of Work Desig...
Assessment Task 1: Planning a Unit of Work
Design a coherent Year 7–10 Science unit of work that aligns with curriculum requirements and leads to a selected summative assessment task. Integrate evidence informed approaches to (1) develop content and skills;
(2) incorporate explicit instruction, differentiation and inclusive practices; and (3) critique the curriculum, pedagogical and assessment decisions using relevant scholarly and policy evidence.
50%
Assessment Task 2: Resource Folio Develop or pur...
Assessment Task 2: Resource Folio
Develop or purposefully select eight resources to support teaching and assessment in Years 7–10 Science. Critically analyse and justify how each resource supports disciplinary knowledge and skills, including for diverse learner needs. Appraise the resources and their pedagogical design using relevant pedagogical frameworks. The resources should demonstrate the thorough integration of systems thinking, future-focused pedagogy, inclusive practices, and curriculum alignment reflecting best practice in teaching, learning, and assessment in science.
50%
Learning and teaching strategy and rationale
The teaching approach in this unit is grounded in social constructivist and adult learning principles that promote active engagement, collaboration and reflective practice. Preservice teachers learn through a combination of modelling, critical reading, discussion and hands on activities that make pedagogical concepts visible. Tutorials introduce evidence-informed strategies relevant to Science, including explicit instruction, inquiry-based learning, problem-solving, and collaborative learning. Throughout the unit, preservice teachers gather and evaluate evidence of their developing pedagogical capabilities and reflect on their progress against the Graduate Teacher Standards and Core Content.
Tutorials and microteaching activities provide opportunities to trial strategies, analyse student needs, and practise professional communication in supportive environments. Online modules and self-regulated learning extend access to theoretical content and allow preservice teachers to consolidate understanding at their own pace. Given the complexity of curriculum documents and pedagogical models, scaffolding is used to support learners who may need explicit navigation of concepts, while optional supports, accessible materials and multiple means of engagement ensure equitable participation for preservice teachers with disability or diverse learning needs.
Representative texts and references
Recommended texts and documents
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant jurisdictional curriculum documents
ACT Education Directorate: https://www.education.act.gov.au/public-school-life/Our-Curriculum
New South Wales Education Standards Authority (NESA): https://www.educationstandards.nsw.edu.au/wps/portal/nesa/home
Queensland Curriculum and Assessment Authority (QCAA): https://www.qcaa.qld.edu.au/
Victorian Curriculum and Assessment Authority (VCAA): https://www.vcaa.vic.edu.au/Pages/HomePage.aspx
Recommended references
Australian Academy of Science. (n.d.). Science by Doing. https://sciencebydoing.edu.au
Dawson, V., & Donovan, J. (Eds.). (2019). The art of teaching science: A comprehensive guide to the teaching of secondary school science (3rd ed.). Routledge.
Lederman, N. G., Zeidler, D. L., & Lederman, J. S. (Eds.). (2023). Handbook of research on science education: Volume III. Routledge.
Luft, J. A., & Jones, M. G. (Eds.). (2022). Handbook of research on science teacher education. Routledge.
Moore, A. M., Fairhurst, P., Bennett, J. M., Harrison, C., Correia, C. F., & Durk, J. (2024). Assessment and practical science: Identifying generalisable characteristics of written assessments that reward effective practices in practical science lessons. International Journal of Science Education, 4(7), 643–669. https://doi.org/10.1080/09500693.2023.2253366
Murphy, S. (2020). Science education success in a rural Australian school: A whole-school approach to improving science teaching and learning. Research in Science Education. Advance online publication. https://doi.org/10.1007/s11165-020-09947-5
Sadler, T. D., Xu, Z., & Fortus, D. (2025). Restructuring the science curriculum around grand challenges. International Journal of Science Education, 47(15–16), 2093–2112. https://doi.org/10.1080/09500693.2025.2490777
Woolcott, G., & Whannell, R. (Eds.). (2017). Teaching secondary science: Theory and practice. Cambridge University Press.
Yan, Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review of factors influencing teachers’ implementation of formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228–260. https://doi.org/10.1080/0969594X.2021.1884042
Zhang, D., Yang, L., Yan, Z., Lee, J. C. K., & Chan, K. (2025). Formative assessment, science interest, and achievement: A mediation model. Educational Psychology, 45(3), 359–376. https://doi.org/10.1080/01443410.2025.2470829