Learning Areas
Teaching Standards
General Description
Literacy once meant reading and writing words on paper. Today’s science students need to do more than accept information at face value, they need to be able to understand, use and critically analyse texts validity and underpinning points of view. In many ways the NSW HSC challenges students' understanding of the use of models in science and the contestability of science knowledge. Communicating Scientifically skills will empower students provide appropriate responses to HSC questions. Ultimately critical literacy will inform their daily lives.
Audience
NSW Science teachers 7-12
Available Delivery Formats
Format Description
COVID-19 Event Information
All TTA venues continue to work with advice provided by the NSW Health Department in managing the risks associated with the current COVID-19 situation. While the current risk is low, TTA venues will be taking steps to help provide a safe environment for our courses. There will be increased cleaning and disinfecting of all areas, and venues will be providing ample hand sanitiser pumps. While venues will be taking all the care that they can, we also stress the need for course participants to take responsibility for their own wellbeing and the wellbeing of those around them. If you are not feeling well or showing symptoms of COVID-19, please don’t attend this event. Wash your hands regularly. Avoid shaking hands where possible. Practice cough etiquette, coughing into a tissue or your elbow and washing your hands afterwards. Thank you for your understanding.
The course is conducted through a moodle where resources are located and linked. Participants post products of their learning on forums to share with other participants.
Teaching Standards
2.5.2 Proficient Level – Literacy and numeracy strategies
2.6.2 Proficient Level – Information and Communication Technology (ICT)
6.2.2 Proficient Level – Engage in professional learning and improve practice
Are you in NSW? If so, this is relevant for you 
Completing this course will contribute 5 hours of NSW Education Standards Authority (NESA) Registered PD addressing 2.5.2, 2.6.2 & 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
This course contributes to 5.0 professional development hours.
Occurrences
There are no occurrences of 1. Face to Face in Australia (NSW - Accredited) at this time.
Sessions
Language and knowledge in Science
1 hour and 30 minutes
1. Initial reflection of participant understanding of subject specific literacy (moodle forum)
2. Presentation – What is Critical Literacy in Science?
3. Exercise – Critical literacy analysis of a web article about climate change (moodle forum)
Genres of Secondary Science
2 hours
Presentation – Describing and explaining
Quiz – The use of conjunctions in scientific explanations (moodle)
Presentation – Instructing, arguing and narrating in science
Structure of a response – exercise - animoto response to HSC questions in Biology
Exercise – nominalisation
Exercise – modality of probability or certainty
Analysis of the HSC
1 hour and 30 minutes
What are the literacy demands of the NSW HSC?
Exercise – key verbs and their meaning (moodle)
Exercise – Literacy analysis of a HSC Science paper (moodle discussion forum)
What To Bring
laptop
User Rating
4.4Latest Reviews
Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.
Communicating Scientifically
by michelle winata on
26/04/2019
The content was very applicable to how we need to teach content and made me evaluate how I get students to develop skills.
Communicating Scientifically
by Cindy Tang on
26/04/2019
Enjoyed the use of the online websites for communication and accessibility. Would prefer more samples of Q1/responses and scaffolded resources. Enjoyed the discussions.
Communicating Scientifically
by Sarah Simpson on
26/04/2019
Very useful analysis of key syllabus terminology. Good to discuss with fellow teachers.
Communicating Scientifically
26/04/2019
Relevant and useful.
Communicating Scientifically
23/03/2016
Didn’t stick to timetable, so a lot of context was omitted due to time constraints. Context covered was very good. Having a small group of participants was very good.
Communicating Scientifically
23/03/2016
Good resources for future use and strategies to use in the classroom including animoto and ideas with edge and use of conjunctions.
Communicating Scientifically
by Maher Khalil on
23/03/2016
Good strategies for *the effective usage of verbs and trying to avoid the pitfalls in these verbs. *Use of questions to stimulate discussions of science concepts or phenomenon. *Making proper distinctions between verbs such as describe, explore, etc. *Use of persuasive texts in Science.
About the team
Jim Sturgiss
Creator
Improving outcomes through aligned teaching practice synergies.
Jim is an educational researcher and independent educational consultant. A recipient of the NSW PTC Distinguished Service Award for leadership in delivering targeted professional learning to teachers, he works with schools to align assessment, reporting and learning practice. He has been a DoE Senior Assessment Advisor where he developed many statewide assessments, (ESSA, SNAP, ELLA, BST) and as Coordinator: Analytics where he developed reports to schools for statewide assessments and NAPLAN.
Selected NSW Department of Education and Communities appointments
2015 Analytics, Systems and Development Coordinator
2012 – 2013 School Assessment Design and Development Acting Coordinator (ESSA)
2007 – 2010 Head Teacher Science, Newtown High School of Performing Arts
2004 – 2005 Senior Assessment Officer, Computer Skills Assessment (CSA6)
2004 Test Development Officer, Secondary Numeracy Assessment Program (SNAP)
2000 – 2004 Head Teacher Science, Concord High School
1998 – 2000 Senior Assessment Officer, English Language and Literacy Assessment (ELLA)
Teaching Qualifications
1993 – 1997 M.Ed. (Hons) University of New England (Thesis: Literacy & learning in Science)
1979 Dip. Ed. University of Wollongong
1976 – 1978 B.Sc. University of Wollongong (Majors in Chemistry and Bioenergetics)