Secondary Design and Technology PCK 1 (10094.3)

Required texts

Recommended Texts

Connell, A., Edwards, A., Hramiak, A., Rhoades, G., & Stanley, N. (2015). A practical guide to teaching computing and ICT in the Secondary School. Routledge

Goldman, S., & Zielezinski, M. B. (2021). Design Thinking for every classroom. Routledge

Hardy, A. (2020). Learning to Teach Design and Technology in the Secondary School. Routledge

Lau W. (2017). Teaching Computing in Secondary Schools. Routledge

Yadav, A., & Berthelsen, U. D. (2022). Computational Thinking in education: A pedagogical perspective. Routledge

Contemporary Issues in Technology Education Series: Springer

  - Costello, G. J. (2020). The teaching of Design and Innovation.

  - Hallstrom, J., & Williams, P. J. (2022). Teaching and learning about technological systems.

  - Rutland, M., & Turner, A. (2020).  Food education and Food Technology in school curricula.

  -  Williams, P. J., & Barlex, D. (2020). Pedagogy for Technology education in secondary schools.

  - Williams, P. J., & Stables, K. (2017). Critique in Design and Technology education.

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). 

When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.

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.

Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. Participation in 'school based' tutorials classes is a compulsorary condition of this unit, and attendance will be recorded. You must participate in 100% of the 'school based' tutorial classes to pass this unit. Successful completion of the professional experience component is critical to success in the whole unit.

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

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.

Learner engagement

You will be working in small groups to plan and deliver lessons during the school based workshops.  This means that you will need to prioritise shared planning time together outside of the workshops (face to face or onlilne) so that you have shared and equitable contribution to this work.

This means that you will attend and participate in a three hour workshop each week and additional hours will be composed of shared planning with your peers, undertaking reading and planning individually and researching for your assignment tasks. In addtion 15 days of placement is required.

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

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.

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.

Successful completion of the professional experience placement is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details.Students must familiarise themselves with the processes and policies related to professional experience.

Note: This unit commences with Week 1 on campus (see timetable for rooms) and weeks 2-7 will be school based to meet accreditation requirements of 3 days 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

This unit involves placement and In school 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.

This unit involves work integrated learning (WIL). Students must adhere to University policy during WIL activities, including the Student Conduct Rules 2018, the WIL policy and WIL procedures. Students need to ensure they have their WWVP card in ACT or for NSW, their Working with Children Check. For students undertaking placements in other states or territories, it may be that an alternate Police Check or a Working with Children Check is required. Please refer to the professional experience section on the All Teacher Education Students (ATES) site for full information on the Professional Experience requirements.

Students who are in placement units or in 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. A hardcopy of the form will be distributed and collected by your tutor early in your first Placement unit

Students are required to complete and submit a 'UC Student Placement/ Internship Agreement Form' before undertaking their first Professional Experience. A link to this form is available on your canvas site.

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). 

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.

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