Week 1Workshop 1: How do we navigate the senior syllabus? Overview of activities and assessment for all curriculum studies areas in science. Everything you've always wanted to know about the senior syllabus and more. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Workshop 1: How do we navigate the senior syllabus? Overview of activities and assessment for all curriculum studies areas in science. Everything you've always wanted to know about the senior syllabus and more. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Workshop1Howdowenavigatetheseniorsyllabus?Overview
💡 学习提示
• 总结 Workshop 1: How do we navigate the senior syllabus? Overview of activities and assessment for all curriculum studies areas in science. Everything you've always wanted to know about the senior syllabus and more. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第1周生成 5 道练习题并给出解题步骤
Week 2Workshop 2: How do we create data test questions? Preparation for microteaching - overview and resources. As part of this task, we discuss the role of practicals in senior science and how you can create your own endorsable questions for a data test. Learning outcomes: L01, L02, L03, L06
📖 核心知识点：Workshop 2: How do we create data test questions? Preparation for microteaching - overview and resources. As part of this task, we discuss the role of practicals in senior science and how you can create your own endorsable questions for a data test. Learning outcomes: L01, L02, L03, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Workshop2Howdowecreatedatatestquestions?Preparation
💡 学习提示
• 总结 Workshop 2: How do we create data test questions? Preparation for microteaching - overview and resources. As part of this task, we discuss the role of practicals in senior science and how you can create your own endorsable questions for a data test. Learning outcomes: L01, L02, L03, L06 的核心概念与适用场景
• 为第2周生成 5 道练习题并给出解题步骤
Week 3Workshop 3: How do we mark student experiments? How to modify practicals to develop student experiments and use ISMGs to mark them. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Workshop 3: How do we mark student experiments? How to modify practicals to develop student experiments and use ISMGs to mark them. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Workshop3Howdowemarkstudentexperiments?Howto
💡 学习提示
• 总结 Workshop 3: How do we mark student experiments? How to modify practicals to develop student experiments and use ISMGs to mark them. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第3周生成 5 道练习题并给出解题步骤
Week 4Workshop 4: The Australian Curriculum for Science: How do we teach in Years 7 to 10? Queensland's approach to the Australian Curriculum for Years 7-10. Learning outcomes: L01, L03, L06
📖 核心知识点：Workshop 4: The Australian Curriculum for Science: How do we teach in Years 7 to 10? Queensland's approach to the Australian Curriculum for Years 7-10. Learning outcomes: L01, L03, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Workshop4TheAustralianCurriculumforScienceHowdowe
💡 学习提示
• 总结 Workshop 4: The Australian Curriculum for Science: How do we teach in Years 7 to 10? Queensland's approach to the Australian Curriculum for Years 7-10. Learning outcomes: L01, L03, L06 的核心概念与适用场景
• 为第4周生成 5 道练习题并给出解题步骤
Week 5Workshop 5: How do we plan a learning sequence for Years 7-10? Designing developmentally appropriate assessment for Years 7-10 and incorporating STEM into the Science curriculum. Learning outcomes: L01, L02, L03, L06
📖 核心知识点：Workshop 5: How do we plan a learning sequence for Years 7-10? Designing developmentally appropriate assessment for Years 7-10 and incorporating STEM into the Science curriculum. Learning outcomes: L01, L02, L03, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Workshop5Howdoweplanalearningsequencefor
💡 学习提示
• 总结 Workshop 5: How do we plan a learning sequence for Years 7-10? Designing developmentally appropriate assessment for Years 7-10 and incorporating STEM into the Science curriculum. Learning outcomes: L01, L02, L03, L06 的核心概念与适用场景
• 为第5周生成 5 道练习题并给出解题步骤
Week 6Workshop 6: How do we plan for inquiry? Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Workshop 6: How do we plan for inquiry? Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Workshop6Howdoweplanforinquiry?Learningoutcomes
💡 学习提示
• 总结 Workshop 6: How do we plan for inquiry? Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第6周生成 5 道练习题并给出解题步骤
Week 7Workshop 7: How do we integrate First Nations perspective? Considering how to incorporate cross-curriculum priorities (CCPs), including Aboriginal and Torres Strait Islander Histories and Cultures, in planning. Learning outcomes: L01, L02, L03, L04, L06
📖 核心知识点：Workshop 7: How do we integrate First Nations perspective? Considering how to incorporate cross-curriculum priorities (CCPs), including Aboriginal and Torres Strait Islander Histories and Cultures, in planning. Learning outcomes: L01, L02, L03, L04, L06。本周围绕课程官方学习活动中的 Workshop 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐⭐ | 预计投入 10h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 4h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Workshop）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Workshop7HowdoweintegrateFirstNationsperspective?Considering
💡 学习提示
• 总结 Workshop 7: How do we integrate First Nations perspective? Considering how to incorporate cross-curriculum priorities (CCPs), including Aboriginal and Torres Strait Islander Histories and Cultures, in planning. Learning outcomes: L01, L02, L03, L04, L06 的核心概念与适用场景
• 为第7周生成 5 道练习题并给出解题步骤
Week 13Workshop 8: Unit planning, lesson sequencing, and explicit teaching and scaffolding Five mini-lectures, with each followed by tutor-led activities. Mini-lectures during Workshop 8 In mini-lecture 1, preservice teachers learn about beginning instruction effectively, the importance of scaffolding, and how independent problem solving imposes high cognitive load for learners new to content or skills. (CC 2.2.2, 2.2.6 – taught). Mini-lecture 2 teaches about brain structure, function, and development, and how memory is processed, stored, and retrieved (CC 2.2.5 – taught). Mini-lecture 3 teaches key principles of Cognitive Load Theory, Retrieval Practice, and Spaced Practice (CC 2.1.2 – taught). Mini-lecture 4 teaches the value and development of worked examples (CC 1.3.3, 2.2.4 – taught), and the need for explicit teaching of subject-specific knowledge and skills that become increasingly complex and independent (CC 2.1.1 – taught). Mini-lecture 5 teaches key features of coherent and deliberate planning (2.1.1 – taught), and how to sequence tasks in lessons (CC 2.1.3 – taught). Learning outcomes: L02, L03
📖 核心知识点：Workshop 8: Unit planning, lesson sequencing, and explicit teaching and scaffolding Five mini-lectures, with each followed by tutor-led activities. Mini-lectures during Workshop 8 In mini-lecture 1, preservice teachers learn about beginning instruction effectively, the importance of scaffolding, and how independent problem solving imposes high cognitive load for learners new to content or skills. (CC 2.2.2, 2.2.6 – taught). Mini-lecture 2 teaches about brain structure, function, and development, and how memory is processed, stored, and retrieved (CC 2.2.5 – taught). Mini-lecture 3 teaches key principles of Cognitive Load Theory, Retrieval Practice, and Spaced Practice (CC 2.1.2 – taught). Mini-lecture 4 teaches the value and development of worked examples (CC 1.3.3, 2.2.4 – taught), and the need for explicit teaching of subject-specific knowledge and skills that become increasingly complex and independent (CC 2.1.1 – taught). Mini-lecture 5 teaches key features of coherent and deliberate planning (2.1.1 – taught), and how to sequence tasks in lessons (CC 2.1.3 – taught). Learning outcomes: L02, L03。本周围绕课程官方学习活动中的 Lecture 展开，重点掌握该主题的关键概念、应用场景与课堂讨论脉络，并将其与前后周内容形成连续知识链。 ⏰ 本周节奏：难度 ⭐⭐⭐ | 预计投入 8h（课堂/同步学习 3h + 阅读与笔记 3h + 练习与复盘 2h） 🎯 考试关联：与课程评估直接相关（Tutorial / Quiz 20% / Assignment / Report 35% / Presentation / Project 15%），建议同步整理“概念-证据-案例”三列表，便于 quiz/报告题作答。 🧪 Tutorial/Lab：根据本周活动类型（Lecture）完成课堂案例拆解，并输出 1 页结构化总结。 📌 作业关联：将本周主题纳入作业框架，补齐引用证据与方法说明，避免只给结论。 ⚠️ 易错点：只记结论不追溯理论依据，或把不同语境下的案例简单类比，导致分析失真。（数据来源：2026 UQ Course Profile）
Workshop8Unitplanninglessonsequencingandexplicitteachingand
💡 学习提示
• 总结 Workshop 8: Unit planning, lesson sequencing, and explicit teaching and scaffolding Five mini-lectures, with each followed by tutor-led activities. Mini-lectures during Workshop 8 In mini-lecture 1, preservice teachers learn about beginning instruction effectively, the importance of scaffolding, and how independent problem solving imposes high cognitive load for learners new to content or skills. (CC 2.2.2, 2.2.6 – taught). Mini-lecture 2 teaches about brain structure, function, and development, and how memory is processed, stored, and retrieved (CC 2.2.5 – taught). Mini-lecture 3 teaches key principles of Cognitive Load Theory, Retrieval Practice, and Spaced Practice (CC 2.1.2 – taught). Mini-lecture 4 teaches the value and development of worked examples (CC 1.3.3, 2.2.4 – taught), and the need for explicit teaching of subject-specific knowledge and skills that become increasingly complex and independent (CC 2.1.1 – taught). Mini-lecture 5 teaches key features of coherent and deliberate planning (2.1.1 – taught), and how to sequence tasks in lessons (CC 2.1.3 – taught). Learning outcomes: L02, L03 的核心概念与适用场景
• 为第13周生成 5 道练习题并给出解题步骤
