Secondary Design and Technology PCK 1 (10094.2)
Available teaching periods | Delivery mode | Location |
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View teaching periods | ||
EFTSL | Credit points | Faculty |
0.125 | 3 | Faculty Of Education |
Discipline | Study level | HECS Bands |
Academic Program Area - Education | Level 3 - Undergraduate Advanced Unit | Band 1 2021 (Commenced After 1 Jan 2021) Band 1 2021 (Commenced Before 1 Jan 2021) |
This unit is the first of two units dealing with Secondary Design and Technology PCK which includes a professional experience placement. In this unit students will engage in a placement for 15 days in a Secondary School providing the opportunity for pre-service teachers to demonstrate the ability to plan and teach for a sustained period of time consolidating their teaching skills.
Learning outcomes
On successful completion of this unit, student will be able to demonstrate that they have:1. Acquired an understanding of key theoretical and pedagogical perspectives in the teaching of Design and Technology from Years 7-12;
2. Planned and designed Design and Technology lessons and units of work that may be suitable for the diverse social and cultural backgrounds and experiences of students;
3. Gained a familiarity with various Design and Technology curriculum documents and support materials from the ACT and NSW in relation to syllabus/frameworks/lesson design/monitoring of learning outcomes;
4. Gained understandings and skills in developing student literacy and numeracy through Design and Technology; and
5. Used and creatively integrated information and communication technologies (ICTs) to enhance student engagement and conceptual understanding of Design and Technology.
Graduate attributes
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
Prerequisites
Must have passed 36 credit points including 9919 The Educational Workplace AND 10425 Curriculum - Planning, Assessing & Reporting.Corequisites
None.Incompatible units
None.Equivalent units
None.Assumed knowledge
None.Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
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Required texts
Recommended Reading:
Nicholl, B., Flutter, J., Hosking, I., & Clarkson, P. J. (2013). Joining up the DOTs: authentic teaching and learning in Design and Technology education. Cambridge Journal of Education, 43(4), 435-450. DOI: 10.1080/0305764X.2013.811219
Owen-Jackson, G. (2015). Learning to Teach Design and Technology in the Secondary School. (3rd ed.) Milton Park: Routledge.
Williams, J. P., & Barlex. D (Eds.). (2017). Critique in Design and Technology Education. Springer.
Australian Curriculum: https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/design-and-technologies/
NSW 7-10 Syllabus: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies
ACT BSSS 11-12 Frameworks: http://www.bsss.act.edu.au/curriculum/Frameworks
NSW HSC Syllabuses: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/syllabuses-a-z
Supplementary Reading:
Books:
Churchill, R., Ferguson, P., Godinho, S., Johnson, N. Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel, M., Nicholson, P. & Vick, M. (2013). Teaching: making a difference (2nd ed.). Milton, QLD: John Wiley & Sons Australia.
Hattie, J. & Yates, G. (2014). Visible Learning and the Design and Technology of How We Learn. Oxon New York, NY Routledge
Killen, R. (2013) Effective Teaching Strategies from Research and Practice (6th Ed.). South Melbourne, Vic. : Cengage Learning Australia
Marsh, C., Clarke, M, Pittaway, S (2014). Marsh's Becoming a teacher (6th ed.) Pearson
New South Wales Department of Education. (2006). Quality teaching in NSW public schools: assessment practice guide. Sydney, Australia: NSW Department of Education.
New South Wales Department of Education. (2003). Quality teaching in NSW public schools: discussion paper. Sydney, Australia: NSW Department of Education.
Tomlinson, C. (2005). The differentiated classroom: responding to the needs of all learners. Virginia, USA: Association for Supervision and Curriculum Development.
Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting contents and kids. Alexandria, USA: Association for Supervision and Curriculum Development.
Wiggins, G. P. & McTighe, J. (2011) The Understanding by Design Guide to Creating High-Quality Units. Alexandria, Va. : ASCD
Additional readings may be provided for each workshop and can be found on the unit Canvas site
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation at the discretion of the unit convener.
All assessment tasks must be submitted on UCLearn (Canvas) via the appropriate dropbox. It is the student's responsibility to upload the correct corresponding draft or assessment item, to the right submission section.Assignments must be submitted by the student in a format accessible to the assessor(s) - as stated on the relevant Canvas site. Please do not submit zip files or documents created in 'Pages': Microsoft Word or PDF documents are best. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the tasks may be applied until the student makes their submission accessible.
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Special assessment requirements
A minimum aggregate mark of 50% is required to pass the unit.
Teaching Performance Assessment (TPA)
All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.
It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017).
If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps.
Provision of valid documentation
Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE), as a prescribed authority for investigation.
There are two different assessment structures for Secondary PCK 1 units. Whether you are required to complete Assessment Structure A or Assessment Structure B will depend on whether this unit is your final PCK unit, attached to a final-level placement. It is the student's responsibility to ensure they complete the correct assessment structure.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Learner engagement
An approximate breakdown of the workload is:
Weekly Workshops 20 hrs
Weekly Lesson Planning 20 hrs
Weekly Readings and Activities 50 hrs
Assessment Preparation 60 hrs
Total hours 150 hrs
Participation requirements
General Attendance Requirements:
Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).
Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).
It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory.
For units with a school-based clinic:
Participation in school based tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the school based tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.
Professional Placement:
Successful completion of the professional experience placement is critical to success in the unit. Students must familiarise themselves with the processes and policies related to professional experience.
Required IT skills
It is expected that students undertaking this unit will have a sound level of information technology competence that includes electronic manipulation of documents, PowerPoints, photographs, videos slide-shows, e-books, websites and apps. Students need to bring an electronic device (laptop of Smart tablet) to weekly workshops.
Work placement, internships or practicums
Professional experience is a required activity to receive a grade in this unit. A successful professional placement is requisite for a Pass in this unit.
This unit involves placement and In s chool clinics and therefore, additional student responsibilities are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. Client /patient confidentiality must always be maintained, including for assessment items such as reports or essays. The professional nature of this unit also requires 100% participation at all learning activities (lectures, practicals etc if scheduled – see section 3) for the successful completion of this unit (also see section 6c). If attendance requirements cannot be satisfied (e.g. timetable clash), it is recommended that you contact the Academic Programs Team to discuss re-scheduling this unit.
You are required to have a current Working with Vulnerable People card in order to participate in this unit. Note that the WWVP on applies to the ACT. For students undertaking placements in other states or territories, it may be that an alternate background check is needed. Please refer to the professional experience section on the Teacher Education Canvas site for full information on the Professional Experience requirements. Students in placement/school-based units are also required to complete an Acceptable use of ICT resources form in order to access ICT resources in their placement school. Directions for this process are provided on Canvas. Students are also required to complete and submit a 'UC Student Placement/Internship Agreement Form' before commencing Professional Experience. A link to this form is available on your CANVAS site.
Please follow the following instructions to ensure your unit convenor remains informed of progress on your negotiated placement:
1. Fill in the professional experience placement planner in collaboration with your school mentor (on Professional Experience site) indicating on the planner when your interim and final reports will be completed
2. Upload the planner as a draft to the unit site using the dropbox
3. If your proposed schedule for the completion of reports changes please upload a new planner with the revised dates
Additional information
In all cases of absence, sickness or personal problems it is the student's responsibility to ensure that the unit Convener is informed. The minimum participation requirement must be met in order to pass the unit (regardless of supporting documentation).
Where this unit is a student's final Placement unit, you must successfully complete all aspects of the TPA to pass the unit in addition to a successful placement report.
Provision of information to the group
Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class. It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only). Students should ensure they check their student email regularly. The Canvas discussion forums will be checked by staff regularly.
Use of student email account
The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes". Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.
Theoretical foundations: This unit covers the theoretical principles of Pedagogical Content Knowledge and the implications for teaching practice. This unit is based on current and emerging professional practices for beginning teachers, as they begin their professional career.
Research Led Education: There are active researchers teaching this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out. A focus of the unit is to assist preservice teachers to be classroom ready. Through inquiry-based teaching and project based learning, the learning and assessment modes develop research skills in the preservice teachers.