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EPS3200 Teaching Chemistry and Earth Science

Semester 1, 2021 Online
Short Description: Teach Chemistry &Earth Science
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : Band 1
ASCED code : 070199 - Teacher Education not elsewher
Grading basis : Graded
Version produced : 13 April 2021


Examiner: Karen Spence


Pre-requisite: BEDU (Primary) or BPED Only - EDP2111

Other requisites

Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.


Science is a dynamic, collaborative and creative human endeavour exploring the unknown, investigating universal mysteries, making predictions and solving problems. Children are natural scientists who ask many questions about the chemical and geological world. Becoming a science teaching specialist requires a deep understanding of the nature and philosophy of these disciplines and the capacity to teach using an inquiry approach. To achieve this, a suite of three elective courses supporting the specialist teaching and learning of primary science collectively adopt the Gradual Release of Responsibility Model. This second course is the “We do” aspect of the model in which pre-service educators and the teaching team will combine to develop an authentic science inquiry, all the while making connections to ways in which to teach this to learners. Consequently, both science understandings and pedagogical content knowledge will be gained. The course explores how to integrate science ideas from two disciplines at levels based on current science education research, and will afford opportunities for achievement of several national standards aligned with science education.


In this course, pre-service teachers will actively adopt a classic science inquiry approach, the 5Es, to answer a question that integrates aspects of Chemical and Earth Sciences. Alongside their participation in this inquiry will be the requirement to consider carefully how they would plan for and teach such an inquiry themselves, particularly with regard to the safe handling of chemicals. Pre-service teachers will also deepen their existing understanding of the nature of science and the organisation and structure of the Australian Curriculum: Science. Pre-service teachers will apply this understanding in the analysis of a teaching scenario and production of an improved plan, and will extend their skills in science communication by the production of an authentic science report. To enhance their understanding of assessment procedures in science, they will develop criteria by which their learning may be assessed. This course allows pre-service teachers to experience collaborative learning and to consider the integration of ICT, literacy, numeracy and design technology with science.


The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

  1. plan and effectively use the 5Es model of science inquiry including resource selection and analysis of data (APST 1.2, 2.1, 2.2, 2.3, 3.4);
  2. develop deeper understanding of the science concepts and related pedagogical content knowledge relevant to Chemical Science and Earth and Space Science strands (APST 2.1, 4.2);
  3. apply ethical and safety standards in managing practical science experiences (APST 2.1, 2.2, 2.3, 4.2, 4.4);
  4. apply their understanding of safety in science and their analytical skills to recognise problems in a given teaching scenario and to develop an alternate plan (APST 2.1, 2.2, 2.3, 4.2, 4.4);
  5. integrate ICT, numeracy and literacy strategies in science teaching (APST 2.5, 2.6);
  6. develop new science communication skills and apply their understanding of assessment to develop a rubric for evaluation of their science communication (APST 5.1).


Description Weighting(%)
1. Scientific inquiry 20.00
2. Safety in science 20.00
3. Rocks - types, chemistry and rock cycle 25.00
4. Chemistry – physical and chemical changes 25.00
5. Science communication skills 10.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

Campbell, C, Jobling, W & Howitt, C (eds) 2015, Science in early childhood, 2nd edn, Cambridge University Press, Port Melbourne, Victoria.
(This is a pedagogical text from core science course and should have been retained and will be a useful source of ideas. From Science 1.)
Fitzgerald, A (ed.) 2013, Learning and teaching primary science, Cambridge University Press, Port Melbourne, Victoria.
(This is a pedagogical text from core science course and should have been retained and will be a useful source of ideas. From Science 2.)
Wenham, M & Ovens, P 2010, Understanding primary science, 3rd edn, Sage, London.
(This text should have been retained from core science course.)
Students will be required to purchase a simple science kit for the experimental investigations associated with the learning activities and assessment. Information about the components of the kit will be provided at the commencement of the semester.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Student workload expectations

Activity Hours
Directed Study 80.00
Private Study 85.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
ASSIGNMENT 1 40 40 24 Mar 2021
ASSIGNMENT 2 60 60 02 Jun 2021

Important assessment information

  1. Attendance requirements:
    It is the students' responsibility to attend and participate appropriately in all activities scheduled for them, and to study all material provided to them or required to be accessed by them, to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at

Evaluation and benchmarking

In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:

  1. internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
  2. Queensland College of Teachers
  3. Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).

Other requirements

  1. Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.

Date printed 13 April 2021