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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.
Growing Tall Poppies Science Partnership Program| 3
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.
Insert the specific content descriptions from the Australian Curriculum that will be covered in this unit.Include any unit-specific elaborations.
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
4 | Year 10 unit overview GTP Immersion Program: In Context of Australian Curriculum: Science
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
Growing Tall Poppies Science Partnership Program| 5
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.
6 | Year 10 unit overview GTP Immersion Program: In Context of Australian Curriculum: Science
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.
Growing Tall Poppies Science Partnership Program| 7
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.
8 | Year 10 unit overview GTP Immersion Program: In Context of Australian Curriculum: Science
Teaching and learning Supportive learning environment
Teaching strategies and learning experiences Adjustments for needs of learners Resources
interests and experiences of
students.
Growing Tall Poppies Science Partnership Program| 9
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.
10 | Year 10 unit overview GTP Immersion Program: In Context of Australian Curriculum: Science