School of Education
TEAC7121 STEM foundations (Online)
Autumn 2024
Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also
acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching
and learning that has occurred on these lands for tens of thousands of years.
Subject Details
Subject Code:
TEAC7121
Subject Name:
STEM foundations
Credit Points:
10
Subject Level:
7
Assumed Knowledge:
An understanding of at least one STEM (science, technology, engineering or mathematics) school syllabus.
Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.
Subject Coordinator
Name: Danielle Pearson
Email: d.pearson2@westernsydney.edu.au
Consultation Arrangement:
Consultations are available through email or Zoom. To schedule an appointment, kindly reach out via email.
Director of Academic Program
Name: Dr Nathan Berger
Email: n.berger@westernsydney.edu.au
Consultation Arrangement:
Consultations are available through email or Zoom. To schedule an appointment, kindly reach out via email.
Academic Program Advisor
Name: Dr Annette Sartor
Email: a.sartor@westernsydney.edu.au
Consultation Arrangement:
Consultations are available through email or Zoom. To schedule an appointment, kindly reach out via email.
Edition: Autumn 2024
Copyright ©2024 University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced
herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
Name: Dr William Nketsia
Email: n.nketsia@westernsydney.edu.au
Consultation Arrangement:
Consultations are available through email or Zoom. To schedule an appointment, kindly reach out via email.
Contents
1 About STEM foundations
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . .
2
2
2
3
2 Learning and Teaching Activities
4
3 Assessment Information
9
3.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2.1 Critical Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.2.2 Professional Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4 Readings and Resources
4.1 Essential Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.2 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4.3 Other Teaching and Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16
16
17
17
5 Key Teaching and Learning Policies
18
Note: The relevant Subject Outline Companion supplements this document
1
1
About STEM foundations
1.1
An Introduction to this Subject
This subject will enable students to engage with knowledge of research-based integrated approaches to the teaching
of science, technology, engineering and mathematics in schools. Students will learn about interdisciplinary methods
for STEM learning, including project based learning and design thinking. The subject will allow students to undertake
a critical examination of innovative, interdisciplinary approaches to curriculum development and relevant pedagogical
strategies to maximise student learning and engagement with STEM disciplines.
1.2
What is Expected of You
Study Load
A student is expected to study an hour per credit point a week. For example a 10 credit point Subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.
Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer will be around 30 hours.
Attendance
It is strongly recommended that students attend all scheduled learning activities to support their learning.
Approach to Learning
This subject is online and self-paced. Some synchronous zoom sessions will occur throughout the term. Please check
the vUWS site for details.
Online Learning Requirements
Subject materials will be made available on the Subject’s vUWS (E-Learning) site (https://vuws.westernsydney.
edu.au/). You are expected to consult vUWS at least twice a week, as all Subject announcements will be made via
vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.
Special Requirements
Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable
2
1.3
Changes to Subject as a Result of Past Student Feedback
The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and Subjects of study. The survey results inform Subject content and
design, Subject Outlines, teaching methods, assessment processes and teaching materials.
You are welcome to provide feedback that is related to the teaching of this Subject. At the end of the semester
you will be given the opportunity to complete a Student Feedback on Subject questionnaire to assess the Subject.
If requested by your Subject coordinator, you may also have the opportunity to complete a Student Feedback on
Teaching (SFT) questionnaire to provide feedback for individual teaching staff.
3
2
Learning and Teaching Activities
Teaching
Weeks
Week 1
04-03-2024
Topic
Other
Preparation
Week 1: Introduction to STEM
Curriculum Integration
Key terms: curriculum integration,
STEM integration.
1. Johnson, C.C., Peters-Burton, E.E. &
Moore, T. (2015). STEM road map: A
framework for integrated stem
education. Retrieved from
ebookcentral.proquest.com.
Concepts:
- History of STEM education
- Purpose of STEM curriculum
integration
4
Week 2
11-03-2024
Week 3
18-03-2024
Week 2: The Australian Design and
Technologies Curriculum
Key terms: syllabus, curriculum,
content, general capabilities.
Week 3: Project-based learning:
Principles
Concepts:
- Aims and rationale of the Australian
Design and Technologies curriculum
- Structure and content of the new
NSW 7-10 Technologies curriculum
Key terms: project-based learning;
authentic real-world learning activities.
2. English, L.D. (2016). STEM
education K-12: Perspectives on
integration. International Journal of
STEM Education, 3(3),18.doi:10.1186/s40594-016-0036-1.
3. Additional reading: Dare, E.,
Ring-Whalen, E. & Roehrig, G. (2019).
Creating a continuum of STEM models:
Exploring how K-12 science teachers
conceptualize STEM education.
International Journal of STEM
Education, 41 (12), 1701-1720.
1. ACARA (2017). The Design and
Technologies Curriculum F-10.
2. NESA (2017). STEM Sample Units
of Work.
1. Holmes, K., Mackenzie, E., Berger,
N., & Walker, M. (2021). Linking K-12
STEM pedagogy to local contexts: A
Concepts:
scoping review of benefits and
- History of project-based learning
limitations. Frontiers in Education, 6.
- Key elements of project-based learning https:
- Designing project-based learning tasks //doi.org/10.3389/feduc.2021.693808
Assessment Due
Teaching
Weeks
Week 4
25-03-2024
Topic
Other
Preparation
Week 4: Project and problem-based
learning in STEM
Key terms: Interdisciplinary,
inquiry-based learning, problem-based
learning
1. Capraro, M., Whitfield, J. G. editor,
Etchells, M. J. editor, Capraro, R. M.
(Eds.). (2016). A Companion to
Interdisciplinary STEM Project-Based
Learning For Educators by Educators
(2nd Edition). Retrieved from
ebookcentral.proquest.com2.
Concepts:
- Principles for designing project-based
learning activities
2. Capraro, R.M., Capraro, M.M. &
Morgan, J.R. (2013). STEM
project-based learning: An integrated
science, technology, engineering and
mathematics (STEM) Approach.
Retrieved from site.ebrary.com
5
3. El Sayary, A. M. A., Forawi, S. A., &
Mansour, N. (2015).STEM education
and problem-based learning. In R.
Wegerif,L. Li & J. C. Kaufman, (Eds),
The Routledge international handbook
of research on teaching thinking,(pp.
357- 368).Retrieved from
http://ebookcentral.proquest.com
Assessment Due
6
Teaching
Weeks
Week 5
01-04-2024
Topic
Other
Week 5: Inquiry-based learning
Key terms: Inquiry-based learning,
1. Attard, C., Berger, N., & Mackenzie, - Critical Review
evidence-based practices, critical inquiry E. (2021). The positive influence of
inquiry-based learning teacher
Concepts:
professional learning and industry
-Research and practice debates
partnerships on student engagement
surrounding inquiry-based learning
with STEM. Frontiers in Education, 6.
-Principles for designing inquiry-based
doi.org
learning activities
2. Cairns, D. (2019). Investigating the
relationship between instructional
practices and science achievement in an
inquiry-based learning environment.
International Journal
of Science Education, 41(15), 2113-2135.
https://doi.org/10.1080/09500693.2019.1660927
Week 6
08-04-2024
Week 6: Design Thinking:
Introduction
Key terms: Design Thinking
Concepts:
- Design Thinking in Education
Preparation
1. Melles, G., Anderson,N., Barrett, T.,
& Thompson-Whiteside, S. (2015).
ProblemFinding through Design
Thinking in Education. In Inquiry-Based
Learning forMultidisciplinary Programs:
A Conceptual and Practical Resource for
Educators(pp. 191-209). Emerald Group
Publishing Limited.
2. Goldman, S., & Kabayadondo, Z.
(Eds.). (2016). Taking Design Thinking
to School: How the Technologyof
Design Can Transform Teachers,
Learners,and Classrooms. Taylor
&Francis.
Assessment Due
Teaching
Weeks
Week 7
15-04-2024
Topic
Other
Preparation
Week 7: Design and STEM Thinking
disciplines
Concepts:
1. Guzey, S. S., Moore, T. J., &
- Design-based curriculum integration in Harwell, M. (2016). Building up STEM:
STEM
an analysis of teacher-developed
engineering design-based STEM
integration curricular materials. Journal
of Pre-College Engineering Education
Research (J- PEER), 6(1), 2.
Assessment Due
2. Krajcik, J., & Delen, I. (2017). How
to support learners in developing usable
and lasting knowledge of STEM.
International Journal of Education in
Mathematics, Science and Technology,
5(1), 21-28.
7
Week 8
22-04-2024
Non-teaching week
Please use this time to work on your
assessments.
Week 9
29-04-2024
Week 8: Action Research
methodologies 1 & 2
Key terms: Action research,
participatory research
Concepts:
- Action research in education
- Critical participatory action research
Week 10
06-05-2024
Week 9: Evaluating Action Research
Key Terms: Reflection
Week 11
13-05-2024
Non-teaching week
Please use this time to work on your
assessments.
Week 12
20-05-2024
Non-teaching week
Please use this time to work on your
assessments.
Week 13
27-05-2024
1. Kemmis, S., McTaggart, R., &
Nixon, R. (2013). The action research
planner: Doing critical participatory
action research. Springer Science &
Business Media.
1. Kemmis, S., McTaggart, R., &
Nixon, R. (2013). The action research
planner: Doing critical participatory
action research. Springer Science &
Business Media.
- Professional Task
Teaching
Weeks
Week 14
03-06-2024
Week 15
10-06-2024
Week 16
17-06-2024
Week 17
24-06-2024
Topic
Other
Preparation
Assessment Due
The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subject’s vUWS site.
8
3
Assessment Information
3.1
Subject Learning Outcomes
Outcome
1
Demonstrate a critical understanding of theoretical constructs underlying STEM curriculum development
as it relates to classroom teaching practice and student learning
2
Create and evaluate interdisciplinary STEM units
3
Demonstrate a critical understanding of project based learning as a pedagogical strategy for STEM learning
4
Incorporate design thinking into STEM curriculum integration and development
5
Critically reflect upon the use of action research to evaluate STEM teaching practices
3.2
Assessment Summary
The assessment items in this Subject are designed to enable you to demonstrate that you have achieved the Subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.
To pass this Subject you must:
- Achieve a combined overall mark of at least 50%
Item
Weight
Due Date
SLOs Assessed
Mandatory
Threshold
Critical Review
40%
04/04/2024 by 11:59pm
1
Yes
No
Professional Task
60%
23/05/2024 by 11:59pm
2, 3, 4, 5
Yes
No
Feedback on Assessment
Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.
Academic Integrity and Student Misconduct Rule
Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:
– be familiar with the policies listed above;
– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.
9
Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed.
The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney University programs taught by other education providers. You must not engage in academic, research or general misconduct
as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified documentation
in support of requests to redo, resit or extend submissions, including sitting of deferred examinations, as instances of
general misconduct.
More information is available in the quick guide to academic integrity. It is your responsibility to apply these principles
to all work you submit to the University.
Disruption to Studies and Requests for Extensions
Western recognises that there may be times when things outside of your control impact your ability to complete your
studies.
You can complete the ”Request an extension or apply for a Disruption to Studies Provision” to request that you are:
– granted an extension,
– excused from a compulsory teaching activity,
– provided an alternate assessment such as a supplementary, or
– awarded another Disruption to Studies Provision.
Before you fill in the form, you should:
– Compile any documentary evidence that you have which demonstrates that you have been impacted by an
event outside of your control.
– The Supporting Documentation website outlines the type of documents that you can submit to substantiate
any impact.
Please note that if you don’t have documents, you should still submit the form but you may be asked for documentation
at a later stage.
Need help?
If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:
– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.
– Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.
Please also remember that there is a range of wellbeing support available - from counselling and disability services to
welfare.
10
3.2.1
Critical Review
40%
Weight:
Type
tion:
of
Collabora-
Individual
Due:
04/04/2024 by 11:59pm
Submission:
via Turnitin
Format:
Length:
1,500 words
Use of Artificial Intelligence:
GENERATIVE AI
Use of generative artificial intelligence (AI) is not permitted in this assessment task without
appropriate acknowledgement. See advice on acknowledging the use of generative AI on
the Library web page.
Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining answers from a third party including generative AI to
questions in an examination or other form of assessment may lead to sanctions under the
Student Misconduct Rule. Use of generative AI tools may be detected. More information
is available on the Library web page.
Instructions:
This assignment requires you to write a critical review of the STEM education literature in relation to a particular
area of interest. For example, you could examine studies related to engineering education in K-12 settings, or studies
examining the role of integrated STEM curricula in promoting STEM education for girls. You need to clearly define
the scope of your critical review in the opening paragraph. Implications for STEM teachers should be discussed in
the closing paragraphs.
LENGTH: 1500 WORDS EXCLUDING REFERENCE LIST
WHAT DO I NEED TO SUBMIT?
– Critical Review in the form of a Word document to Turn It In with supporting references provided.
SUBMISSION DETAILS
– Submit a draft of your assignment (not a PDF) to Turnitin so you have time to review your Originality Report
and edit your work prior to the final submission date (optional)
– Submit an electronic copy of your final assignment to Turnitin by 11:59pm on the due date (include your
reference list).
– Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per
day for late submission.
– You must keep a copy of your assignment.
ASSIGNMENT 1 DETAILS
In order to complete this assignment you need to:
– Choose a topic of interest in the STEM education area (you may wish to consult with the academic staff
teaching this subject to determine the suitability of the topic).
11
– Use academic databases (including google scholar) to search for and find literature related to your chosen topic,
focusing on current literature from the last 5 years.
– Produce a written critical review of the literature, synthesising the key ideas/messages, providing implications
for STEM educators.
– Ensure that your review is supported by the literature and is correctly referenced in APA format.
12
Marking Criteria:
Criteria
FAIL
PASS
CREDIT
DISTINCTION
HIGH DISTINCTION
0-19.5 / 40
20 - 25.5 / 40
26 - 29.5 / 40
30-33.5 / 40
34-40 / 40
STEM topic and
scope for review (10
marks)
The topic chosen is
not relevant to STEM
teaching in schools.
The scope for the
review is not clearly
defined in the review.
The topic chosen for
the review is relevant
to STEM teaching in
schools. The scope
for the review is
outlined in the review.
The topic chosen for
the review is relevant
to contemporary
STEM teaching in
schools. The scope
for the review is
outlined in the review.
The topic chosen for
the review is relevant
to contemporary
STEM teaching in
schools. The scope
for the review is
clearly defined and
outlined in the review.
The topic chosen for
the review is highly
relevant to
contemporary STEM
teaching in schools.
The scope for the
review is clearly
defined and outlined
in the review.
Academic
sources (5 marks)
The review is based
on six or fewer
academic sources,
some of which are not
relevant to the topic.
The review is based
on six academic
sources which are
mostly relevant to the
topic.
The review is based
on six or more
academic sources
which are mostly
relevant to the topic.
The review is based
on six or more
academic sources
which are relevant to
the topic.
The review is based
on six or more
academic sources
which are highly
relevant to the topic.
Critical review of
STEM education
topic (15 marks)
The review provides a
weak analysis of the
literature and few
implications for
teachers.
The review provides
an analysis and
synthesis of the
literature and some
implications for
teachers.
The review provides a
thorough analysis and
synthesis of the
literature and
implications for
teachers.
The review provides a
critical analysis and
synthesis of the
literature and
thoughtful
implications for
teachers.
The review provides a
thorough critical
analysis and synthesis
of the literature and
insightful implications
for teachers.
Presents work
professionally, with
clear academic
writing and within the
word limit (5 marks)
Work lacks structure;
little evidence paper
has been edited;
terminology
inappropriate;
frequent spelling/
typographic errors.
Poor paraphrasing or
overreliance on
quotes. Submitted to
Turnitin; originality
report detects some
insignificant matches.
Significantly below or
above the word limit.
Generally clear;
paper/presentation
has introduction,
body and conclusion;
developed with
student’s voice;
sentences coherent
and grammatically
correct; within word
limit; some
typographic and /or
spelling errors.
Some appropriate use
of evidence but needs
to be better
integrated; submitted
to Turnitin; originality
report detects some
insignificant matches.
Well-structured and
coherent text;
effective grammatical
expression; adheres to
word limit; uses
appropriate
terminology; minor
typographic and /or
spelling errors.
Analysis well
developed with
student’s voice and
supported by
literature and
research.
Clear and concise
structure;
strengthened by
relevant research;
grammar and syntax
mostly correct;
cohesive text within
word/time limit;
discriminating use of
appropriate
vocabulary; few
typographic or
spelling errors.
Well-structured paper
within the word limit;
explicitly identifies the
key issues; cohesive,
grammatically correct
structure; very few
typographic or
spelling errors. With
competent integration
of evidence,
submitted to Turnitin;
original work with
insignificant matches.
Uses the APA
referencing style
correctly for both intext citations and
reference list (5
marks)
A reference list was
not included or
demonstrated
multiple errors.
In-text citations were
omitted or were used
incorrectly
The 4 elements of the
APA referencing style
are present in all
reference list
citations, (creator,
copyright date, title
of work and source of
work).
The list is
alphabetically
ordered, double
spaced with hanging
indents. In-text
citations include page
numbers etc. if
directly quoting a
source and are
matched in the
reference list.
See the Library APA
guide.
As for pass,
additionally all
references and
citations consistently
demonstrate correct
formatting. Italics,
capitalisation, regular
text and spacing
follow APA
conventions for
particular reference
types.
See the Library APA
guide
As for credit,
additionally all
references and
citations consistently
demonstrate correct
punctuation. Full
stops, commas,
colons, parenthesis
follow APA
conventions for
particular reference
types.
See the Library APA
guide.
As for distinction,
additionally complex
citations or unusual
source materials are
cited and referenced
correctly, following
APA conventions. See
the Library APA
Guide. See also APA
style guide to
electronic references.
13
3.2.2
Professional Task
60%
Weight:
Type
tion:
of
Collabora-
Individual
Due:
23/05/2024 by 11:59pm
Submission:
via Turnitin
Format:
Length:
2,500 words
Use of Artificial Intelligence:
GENERATIVE AI
Use of generative artificial intelligence (AI) is not permitted in this assessment task without
appropriate acknowledgement. See advice on acknowledging the use of generative AI on
the Library web page.
Working with another person or technology in order to gain an unfair advantage in assessment or improperly obtaining answers from a third party including generative AI to
questions in an examination or other form of assessment may lead to sanctions under the
Student Misconduct Rule. Use of generative AI tools may be detected. More information
is available on the Library web page.
Instructions:
This assignment requires you to develop and evaluate an integrated STEM unit of work using project- based learning
and/or design thinking including a research informed action research framework.
LENGTH: 2500 WORDS EXCLUDING REFERENCE LIST
WHAT DO I NEED TO SUBMIT?
– Assignment - You need to submit a Word document to Turnitin.
SUBMISSION DETAILS
– Submit a draft of your assignment (not a PDF) to Turnitin so you have time to review your Originality Report
and edit your work prior to the final submission date (optional).
– Submit an electronic copy of your final assignment to Turnitin by 11:59pm on the due date (include your
reference list).
– Assignments submitted after the due date and time, without an approved extension, will be penalised 10% per
day for late submission.
– You must keep a copy of your assignment.
ASSIGNMENT 2 DETAILS
In order to complete this assignment, you need to:
– Produce an integrated STEM unit of work incorporating project-based learning and/or design thinking. The
unit of work is linked to appropriate syllabus outcomes (either Australian curriculum or state-based curriculum
documents) and can be planned for any Stage of schooling (K-10).
– Provide an action research framework suitable for evaluating the unit of work.
14
Marking Criteria:
Criteria
FAIL
PASS
CREDIT
DISTINCTION
HIGH DISTINCTION
0-29.5 / 60
30 - 38.5 / 60
39 - 44.5 / 60
45 - 50.5 / 60
51 - 60 / 60
Presents a unit of
work that is
comprehensive, linked
to appropriate
syllabus content and
outcomes, clearly
structured and
incorporates projectbased learning and/or
design thinking. (30
marks)
The STEM unit of
work is not clearly
presented, and
partially includes
project-based learning
and/or design
thinking. The unit is
not linked to
appropriate syllabus
content and outcomes
and is generally
unsuitable for the age
of the intended
students.
The STEM unit of
work is mostly clearly
presented, including
project-based learning
and/or design
thinking. The unit is
linked to syllabus
content and outcomes
and is generally
suitable for the age of
the intended students.
The STEM unit of
work is clearly
presented, including
project-based learning
and/or design
thinking. The unit is
linked to appropriate
syllabus content and
outcomes and is
mostly suitable for
the age of the
intended students.
The STEM unit of
work is innovative and
is clearly presented,
including projectbased learning and/or
design thinking. The
unit is linked to
appropriate syllabus
content and outcomes
and is suitable for the
age of the intended
students.
The STEM unit of
work is highly
innovative and is
clearly and
comprehensively
presented, including
project-based learning
and/or design
thinking. The unit is
carefully linked to
appropriate syllabus
content and outcomes
and is suitable for the
age of the intended
students.
Provides an action
research framework
suitable for evaluating
the unit of work. (15
marks)
The action research
framework would not
allow for an
evaluation of the unit
of work. The
framework would not
be suitable for
application in a K-12
school context
The action research
framework would
allow for a partial
evaluation of the unit
of work. The
framework would be
partly suitable for
application in a K-12
school context
The action research
framework would
allow for an
evaluation of the unit
of work. The
framework would be
suitable for
application in a K-12
school context
The action research
framework is detailed
and would allow for
an informative
evaluation of the unit
of work. The
framework would be
suitable for
application in a K-12
school context
The action research
framework is
comprehensive and
would allow for a
thorough and
informative evaluation
of the unit of work.
The framework would
be highly suitable for
application in a K- 12
school context
Presents work
professionally, with
clear academic
writing and within the
word limit (10 marks)
Work lacks structure;
little evidence paper
has been edited;
terminology
inappropriate;
frequent
spelling/typographic
errors.
Poor paraphrasing or
overreliance on
quotes. Submitted to
Turnitin; originality
report detects some
insignificant matches.
Significantly below or
above the word limit.
Generally clear; paper
has introduction,
body and conclusion;
developed with
student’s voice;
sentences coherent
and grammatically
correct; within word
limit; some
typographic and /or
spelling errors.
Some appropriate use
of evidence but needs
to be better
integrated; submitted
to Turnitin; originality
report detects some
insignificant matches.
Well-structured and
coherent text;
effective grammatical
expression; adheres to
word limit; uses
appropriate
terminology; minor
typographic and /or
spelling errors.
Analysis well
developed with
student’s voice and
supported by
literature and
research.
Clear and concise
structure;
strengthened by
relevant research;
grammar and syntax
mostly correct;
cohesive text within
word/time limit;
discriminating use of
appropriate
vocabulary; few
typographic or
spelling errors.
Well-structured unit
within the word limit;
explicitly identifies the
key issues; cohesive,
grammatically correct
structure; very few
typographic or
spelling errors. With
competent integration
of evidence,
submitted to Turnitin;
original work with
insignificant matches.
Uses the APA
referencing style
correctly for both intext citations and
reference list (5
marks)
A reference list was
not included or
demonstrated
multiple errors.
In-text citations were
omitted or were used
incorrectly
The 4 elements of the
APA referencing style
are present in all
reference list
citations, (creator,
copyright date, title
of work and source of
work).
The list is
alphabetically
ordered, double
spaced with hanging
indents. In-text
citations include page
numbers etc. if
directly quoting a
source and are
matched in the
reference list.
See the Library APA
guide.
As for pass,
additionally all
references and
citations consistently
demonstrate correct
formatting. Italics,
capitalisation, regular
text and spacing
follow APA
conventions for
particular reference
types.
See the Library APA
guide
As for credit,
additionally all
references and
citations consistently
demonstrate correct
punctuation. Full
stops, commas,
colons, parenthesis
follow APA
conventions for
particular reference
types. See the Library
APA guide.
As for distinction,
additionally complex
citations or unusual
source materials are
cited and referenced
correctly, following
APA conventions. See
the Library APA
Guide. See also
APA style guide to
electronic references.
15
4
Readings and Resources
4.1
Essential Readings
Prescribed Textbook
There are no prescribed texts
Essential Reading
ACARA (2017). The Design and Technologies Curriculum F-10. Available at: https://www.australiancurriculum.edu.au/
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th
ed.). https://doi.org/10.1037/0000165-000
A guide is available from the Library website https://library.westernsydney.edu.au/main/sites/default/files/pdf/cite_APA.pdf
Capraro, M., Whitfield, J. G. editor, Etchells, M. J. editor, Capraro, R. M. (Eds.). (2016). A Companion
to Interdisciplinary STEM Project-Based Learning For Educators by Educators (2nd Edition). Retrieved from
https://ebookcentral.proquest.com
Capraro, R.M., Capraro, M.M. & Morgan, J.R. (2013). STEM project-based learning: An integrated science,
technology, engineering and mathematics (STEM) Approach. Retrieved from http://site.ebrary.com
El Sayary, A. M. A., Forawi, S. A., & Mansour, N. (2015).STEM education and problem-based learning. In R.
Wegerif,L. Li & J. C. Kaufman, (Eds), The Routledge international handbook of research on teaching thinking,(pp.
357-368).Retrieved from http://ebookcentral.proquest.com
English, L.D. (2016). STEM education K-12: Perspectives on integration.
Education, 3(3),1-8.doi:10.1186/s40594-016-0036-1
International Journal of STEM
Goldman, S., & Kabayadondo, Z. (Eds.). (2016). Taking Design Thinking to School: How the Technology of
Design Can Transform Teachers, Learners, and Classrooms. Taylor & Francis.
Guzey, S. S., Moore, T. J., & Harwell, M. (2016). Building up STEM: an analysis of teacher-developed engineering
design-based STEM integration curricular materials. Journal of Pre-College Engineering Education Research
(J-PEER), 6(1), 2.
Johnson, C.C., Peters-Burton, E.E. & Moore, T. (2015). STEM road map: A framework for integrated stem
education. Retrieved from http://ebookcentral.proquest.com
Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner: Doing critical participatory action
research. Springer Science & Business Media.
Krajcik, J., & Delen, I. (2017). How to support learners in developing usable and lasting knowledge of STEM.
International Journal of Education in Mathematics, Science and Technology, 5(1), 21-28.
Larmer,J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning: A proven approach
to rigorous classroom instruction. Retrieved from http://ebookcentral.proquest.com
Melles, G., Anderson, N., Barrett, T., & Thompson-Whiteside, S. (2015). Problem Finding through Design Thinking
in Education. In Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for
Educators (pp. 191-209). Emerald Group Publishing Limited.
16
NESA (2017). STEM Sample Units of Work. Retrieved from https://syllabus.nesa.nsw.edu.au/stemsupport/stemsample-activities/
SRI International (2012). 21CLD Learning Activity Rubrics. Microsoft Partners in Learning. Retrieved from
http://fcl.eun.org/documents/10180/14691/5.3x+- +21cld+learning+activity+rubrics+2012.pdf/e240da11-07c24633-a86e06c12f00d8ad?version=1.01.
4.2
Recommended Readings
Additional Reading
Dare, E., Ring-Whalen, E. & Roehrig, G. (2019). Creating a continuum of STEM models: Exploring how K-12
science teachers conceptualize STEM education. International Journal of STEM Education, 41 (12), 1701-1720.
4.3
Other Teaching and Learning Resources
17
5
Key Teaching and Learning Policies
The University has several policies that relate to teaching and learning. Links to important policies affecting students
are below. It is your responsibility to ensure you familiarise yourself with these policies so that you are aware of your
rights and responsibilities.
– Assessment Policy
– Assessment Policy - Review of Grade Procedures
– Bullying Prevention Policy
– Disruption to Studies Policy
– Enrolment Policy
– Examinations Policy
– Learning and Teaching Policy
– Progression Policy
– Student Code of Conduct
– Student Misconduct Rule
18