School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

Your unit may be subject to government or third party COVID-19 vaccination requirements. Please consider this before enrolling in this unit, and speak with the unit coordinator if this raises any concerns.

  • Unit Title

    The M in STEM
  • Unit Code

    MAE4130
  • Year

    2022
  • Enrolment Period

    1
  • Version

    1
  • Credit Points

    15
  • Full Year Unit

    N
  • Mode of Delivery

    Online
  • Unit Coordinator

    Dr David Allen MARTIN

Description

The focus of this unit is on positive pedagogy and the M in STEM, within the Primary context. The aim is to develop discerning pre-service teachers, equipped with scholarly knowledge and understanding of the mathematical and developmental needs of K-6 primary children, with emphasis on Junior Primary. Relevant national and state policies and legislation in STEM will be examined in relation to the learning context. Pre-service teachers will be encouraged to reflect on the teaching cycle and learning practices, to develop strategies to engage children with primary mathematics in inclusive environments.

Prerequisite Rule

Must have passed MAE3270

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the use of the teaching cycle (plan, teach, assess, reflect) to support the development of foundation knowledge and skills in Early Primary Mathematics.
  2. Evaluate the effectiveness of positive teaching and learning pedagogies to develop children’s mathematical conceptual knowledge and understanding of the K-6 Mathematics Curriculum.
  3. Explain the role STEM plays in supporting problem-based learning, creative inquiry and promoting 21st century skills.
  4. Investigate and share opportunities for purposeful cross-curricular integration of science, technology, engineering and mathematics in the primary context.
  5. Effectively communicate a teaching and learning philosophy, grounded in academic research, that supports the integration of STEM into primary education.

Unit Content

  1. Plan and evaluate STEM learning activities that consider student diversity in the primary classroom.
  2. Strategies for the effective integration of STEM lessons in the primary mathematics classroom.
  3. Positive pedagogy for the teaching and learning of STEM mathematics in Pre-primary to Year 6.
  4. A review of current STEM research and practice in the primary classroom.
  5. Generate a STEM-matric that overlays Early Primary mathematic concepts with cross-curricular STEM knowledge and understanding.
  6. Analyse social, ethical and political factors that affect policy decisions in STEM education.

Learning Experience

Students will engage in learning experiences via ECU’s LMS as well as additional ECU learning technologies

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

ON CAMPUS
TypeDescriptionValue
EssayResearch STEM in primary context50%
AssignmentSTEM resource analysis50%
ONLINE
TypeDescriptionValue
EssayResearch STEM in primary context50%
AssignmentSTEM resource analysis50%

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

Plagiarism

Copying the words, ideas or creative works of other people, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).

Unauthorised collaboration (collusion)

Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).

Contract cheating

Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.

Cheating in an exam

Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

MAE4130|1|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

Your unit may be subject to government or third party COVID-19 vaccination requirements. Please consider this before enrolling in this unit, and speak with the unit coordinator if this raises any concerns.

  • Unit Title

    The M in STEM
  • Unit Code

    MAE4130
  • Year

    2022
  • Enrolment Period

    2
  • Version

    1
  • Credit Points

    15
  • Full Year Unit

    N
  • Mode of Delivery

    Online
  • Unit Coordinator

    Dr David Allen MARTIN

Description

The focus of this unit is on positive pedagogy and the M in STEM, within the Primary context. The aim is to develop discerning pre-service teachers, equipped with scholarly knowledge and understanding of the mathematical and developmental needs of K-6 primary children, with emphasis on Junior Primary. Relevant national and state policies and legislation in STEM will be examined in relation to the learning context. Pre-service teachers will be encouraged to reflect on the teaching cycle and learning practices, to develop strategies to engage children with primary mathematics in inclusive environments.

Prerequisite Rule

Must have passed MAE3270

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse the use of the teaching cycle (plan, teach, assess, reflect) to support the development of foundation knowledge and skills in Early Primary Mathematics.
  2. Evaluate the effectiveness of positive teaching and learning pedagogies to develop children’s mathematical conceptual knowledge and understanding of the K-6 Mathematics Curriculum.
  3. Explain the role STEM plays in supporting problem-based learning, creative inquiry and promoting 21st century skills.
  4. Investigate and share opportunities for purposeful cross-curricular integration of science, technology, engineering and mathematics in the primary context.
  5. Effectively communicate a teaching and learning philosophy, grounded in academic research, that supports the integration of STEM into primary education.

Unit Content

  1. Plan and evaluate STEM learning activities that consider student diversity in the primary classroom.
  2. Strategies for the effective integration of STEM lessons in the primary mathematics classroom.
  3. Positive pedagogy for the teaching and learning of STEM mathematics in Pre-primary to Year 6.
  4. A review of current STEM research and practice in the primary classroom.
  5. Generate a STEM-matric that overlays Early Primary mathematic concepts with cross-curricular STEM knowledge and understanding.
  6. Analyse social, ethical and political factors that affect policy decisions in STEM education.

Learning Experience

Students will engage in learning experiences via ECU’s LMS as well as additional ECU learning technologies

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant School Progression Panel.

ON CAMPUS
TypeDescriptionValue
EssayResearch STEM in primary context50%
AssignmentSTEM resource analysis50%
ONLINE
TypeDescriptionValue
EssayResearch STEM in primary context50%
AssignmentSTEM resource analysis50%

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Integrity

Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.

Breaches of academic integrity can include:

Plagiarism

Copying the words, ideas or creative works of other people, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).

Unauthorised collaboration (collusion)

Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).

Contract cheating

Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.

Cheating in an exam

Using or having access to unauthorised materials in an exam or test.

Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.

ECU's policies and more information about academic integrity can be found on the student academic integrity website.

All commencing ECU students are required to complete the Academic Integrity Module.

Assessment Extension

In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.

Special Consideration

Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.

MAE4130|1|2