Technology Skills for Teaching 1 (A) (10103.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 2 - Undergraduate Intermediate Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
*specialised teaching area such as Engineering Production (Metals); Furniture making (Wood); Outdoor Recreation; or other specialisations as approved by the unit convener.
Learning outcomesOn successful completion of this unit, students will be able to:
1. Develop up-to-date technical skills in a particular technology or vocational area relevant to their teaching specialisation;
2. Apply technical skills to a limited range of projects in their teaching specialisation;
3. Develop communication and organisational skills specific to the vocational education sector in schools;
4. Evaluate teaching strategies used in school-based vocational education and training;
5. Understand the relevance of the vocational education and training sector to schools and society; and
6. Appreciate the range of issues involved in teaching vocational subjects in schools.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
PrerequisitesEnrolment in 327JA or 328JA; or approval from course convener
Incompatible units8793 Acquisition of Vocational Skills 1 (part A)
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr Michael Davies|
|2023||UC - Canberra, Bruce||Semester 1||06 February 2023||On-Campus||Ms Serena Chong|
A reading guide will be provided during the first week of classes.
Submission of assessment items
Extensions & Late submissions
Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. 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 task may be applied per day until the assignment is made accessible.
For specific requirements relating to the industry qualification, please refer to the RTO for clarification.
Evidence of the attained Vocational Qualification must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Ensure that the documentation is scanned in colour, double-sided and includes as many pages as required to show all the detail. As a general policy, assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a grade of Continuing (CNT) will be given until rectified.
Special assessment requirements
In order to pass this unit, students must provide evidence of satisfatory progress in the Cert III Outdoor Leadership AND pass the academic assessment item.
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.
In this unit, students can expect to participate in:
Practical workshops: 50 hours
Outdoor Education camps: 80 hours (equivalent to 8 days)
Assessment preparation: 20 hours
Activity in the face-to-face classes is required in order to demonstrate the achievement of the learning outcomes. Refer to relevant RTO guidelines for more details, including provisions in the event of alternate arrangements being required.
Refer to relevant RTO guidelines for more details.
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.
Required IT skills
Students may need to pay for their own transport for camps. Some additional costs may also be incurred for specialist training and/or assessment. This will be discussed further in Week 1.
Work placement, internships or practicums
This unit involves classroom mentoring in a school setting and therefore, additional student responsibilities are required in addition to those described in this section. Students are required to undergo a Working with Vulnerable People (WWVP) background check to undertake the observation tasks for this unit. Students are responsible for arranging their own checks through the ACT Office of Regulatory Services (pre-service teachers are volunteers in schools, and therefore their WWVP is free): https://www.accesscanberra.act.gov.au/app/answers/detail/a_id/1804
Being in a school for periods of mentoring also requires strict adherence to professional practice principles and ethics. School 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 (workshops, practicals etc. if scheduled) for the successful completion of this unit. If attendance requirements cannot be satisfied (e.g., timetable clash), it is recommended that you meet with your Program Director to schedule this unit for a future semester.
Foundation of Unit
The foundation of this unit is based in the required Industry knowledge, skills and practice for teaching a range of technology areas and outdoor recreation in a secondary school setting. The teaching staff at RTOs are required to be appropriately qualified in their respective industry areas. Academic staff are suitably qualified in both the theoretical and research-led activities on which the unit is based.