University of Technology Sydney

028411 Science and Technology Study 1: The Human Body

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:


Result type: Grade, no marks


This subject takes a multidisciplinary approach to the learning of science and technology content. As the workings of the human body are studied, a number of physical and chemical principles are encountered. Where possible, examples of these same principles in the 'physical' world are investigated. The bulk of the subject is addressed using a cooperative learning approach in which students achieve their own individual goals by working in combination with others. An interactive approach to learning allows each group to investigate their own questions in a way chosen by them.

Subject learning objectives (SLOs)

a. Identify and reflect on personal theories of learning and teaching science and technology (G.T.S 1.2)
b. Discuss different views on the nature of science, the nature of technology and their inter-relationship (G.T.S 2.1)
c. Interpret research about children's science understandings and about construction of attitudes to science and technology (G.T.S 1.1, 1.2)
d. Examine the implications of research into learning and teaching science and technology for developing classroom practice, in particular through student voice (G.T.S 2.1, 5.1)
e. Apply teaching and learning strategies including questioning, discussion, group work as well as hands on scientific investigations (G.T.S 2.1, 3.3, 4.1, 5.2)
f. Recognise significant key ideas on which areas of the Science K-10 Syllabus (NSW NESA) and the Australian Curriculum are based (G.T.S 2.1, 2.2, 2.3)
g. Explain concepts and theories in selected areas of scientific and technological content (G.T.S 2.1, 2.2)
h. Apply scientific and technological process skills (investigating – Working scientifically – and designing and producing – Working technologically), and skills in using learning technologies (G.T.S 2.1, 2.2)
i. Integrate information and communication technologies into classroom teaching of science and technology (G.T.S 2.6, 3.3,3.4)

Teaching and learning strategies

The teaching and learning strategies employed in this subject will include lecturer input, workshops, group work, discussions (face-to-face and UTSOnline), and individual engagement. Workshops and groupwork provide opportunities for students to receive ongoing feedback from their tutor and peers.

Students will learn through three major studies:

  1. The whole class will firstly investigate a set of body processes related to the digestive system;
  2. Students will choose research questions that arise from an investigation of a range of physical phenomena that occur in the body.
  3. Together the class will share their learning and together uncover the intricacies of the connections between all the systems which integrate to form a living human body and learn how to apply their learning into the primary classroom.

Content (topics)

Students will learn about different perspectives on science, technology and their inter-relationships. They will focus on human anatomy, and the range of physical phenomena that occur in the body. Students will also learn teaching and learning strategies for developing primary students’ knowledge of the human anatomy and approaches to scientific inquiry.


Assessment task 1: Creation of a representation with label


a, b, c, d, e, f, g and h

Weight: 30%

A group presentation of your representation of no more than 7 minutes and a 500 words limit label to accompany your representation

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Accuracy of representation in communicating key features of the digestive system effectively 25 e, g, h 6.1
Clarity of pedagogical rationale for the representation 25 b, d, e, f, h 1.2
Clarity of pedagogical rationale for the representation 25 a, c, f 6.2
Evidence of collaborative and teamwork skills 25 e 1.4
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Plan for teaching or learning


a, b, d, e, f, g, h and i

Weight: 50%

Video plan - 300 words limit (or equivalent);
Video - 3 minutes; and
‘How to use this video’ caption 300 words limit

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Brief and coherent video plan that outlines key aspects of the video 20 d 6.2
Evidence of the aims of the video apparent in the design and function of the video 20 e, h 1.5
Clarity of expression of relevant aspects of the topic present in the video 20 b, g 6.1
Concise and clear description of key learning outcomes presented in the video 20 a, b, e, f, h 1.2
Skilful use of digital tools 20 d, e, h, i 1.5
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Reflective evaluation


a, b, c, d, e, f, h and i

Weight: 20%

800 words limit. Note that the portion of assessements in excess of 10% over this word limit (880 words) will not be marked. The word count includes all words in your submission except the cover sheet and reference list.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Clear and succinct explanation of the aims, design and function of the video 25 b, d, f 6.2
Clear analysis and evaluation of the video creating activity 25 d, e, h, i 6.1
Clear description of your key learning experiences gained from creating and showing the video 25 a, d, i 1.3
Incorporates relevant scholarly research in a cohesive and accurately written academic report 25 c 2.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attendance in the class-based component of this subject is compulsory because it based on a collaborative approach which involves essential workshopping and interchange of ideas with other students and the tutor. Unless an absence is approved, students who fail to attend at least 8 out of the 9 classes will be refused permission to have their final assessment item assessed (see Rule 3.8). An attendance roll will be taken at each class. It is your responsibility to ensure your name is recorded on the roll.

Required texts

There are set readings for the subjects that students are required to read. Students will access these via UTSOnline.


Aubusson, P., Schuck, S., Ng, W., Burke, P., Pressick-Kilborn, K. & Palmer, T.A. (2015). Quality learning and teaching in primary science and technology literature review (2nd ed). Sydney: Association of Independent Schools New South Wales. Available at:

Dawson, V., & Venville, G. (2007). The art of teaching primary science. Crows Nest: Allen & Unwin.

Devereux, J. (2007). Science for primary and early years: Developing subject knowledge (2nd ed.). London: Sage.

Faire, J., & Cosgrove, M. (1988). Teaching Primary Science. Hamilton: Waikato Education Centre.

Fleer, M. (2015). Science for Children. Melbourne: Cambridge University Press.

Harlen, W. & Qualter, A. (2014). The teaching of science in primary schools. Milton Park, UK: Routledge.

Skamp, K. & Preston, C. (Eds.) (2015). Teaching Primary Science Constructively (5th ed.). Melbourne: Cengage.