Technology Skills for Teaching 1 (A) (10103.2)

Please note these are the 2024 details for this unit
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Technology Skills for Teaching 1 (A)
Available teaching periods Delivery mode Location
View teaching periods On-campus
 Bruce, Canberra
EFTSL Credit points Faculty
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)
This is the first of two units in which students develop the required skills and contextual understanding for teaching specific technology specialisation within the Design and Technology or Vocational teaching area*. A key feature of this unit is the development of specific strategies to ensure safe and authentic learning experiences for classroom practice. Students will be required to complete a combination of practical and theoretical elements in their technology specialisation. As a part of this unit, students will consider how the vocational education and training environment is experienced in secondary schools (for some technology areas this may also require a brief industry placement).
*specialised teaching area such as Engineering Production (Metals); Furniture making (Wood); Outdoor Recreation; or other specialisations as approved by the unit convener.

Learning outcomes

On 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 attributes

1. 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


Prerequisites

Enrolment in 327JA or 328JA; or approval from course convener

Corequisites

None.

Incompatible units

8793 Acquisition of Vocational Skills 1 (part A)

Equivalent units

None.

Assumed knowledge

None.
Availability for enrolment in 2026 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2025 Bruce, Canberra Semester 1 03 February 2025 On-campus Dr Michael Davies
2026 Bruce, Canberra Semester 1 16 February 2026 On-campus Dr Michael Davies
Not available

Required texts

There is no required textbook for unit 10103. All reading material is provided by the Outdoor Leadership and Mentoring Program administered through Birrigai Outdoor School.

Submission of assessment items

Extensions & Late submissions

For specific requirements relating to competencies or industry qualification, please refer to the industry provider for clarification.

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, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

Artificial Intelligence

Students are not allowed to use generative artificial intelligence (GenAI) in assessments for this unit.

Special assessment requirements

In order to pass this unit, pre-service teachers must provide evidence of satisfatory progress in the Certificate III Outdoor Leadership or Certificate IV in Outdoor Leadership. .

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.

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

Please contact the course provider for the OLMP to receive a detailed outline of time commitments.

Participation requirements

Activity in the face-to-face sessions and excursions is required in order to demonstrate the achievement of the learning outcomes. Refer to the industry provider's guidelines for more details, including provisions in the event of alternate arrangements to be considered to achieve certification. 

All absences need to be supported by appropriate documentation (e.g. medical certificate) to the industry provider. 

Successful engagement with all industry learning activities is necessary in this accredited Initial Teacher Education unit to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011). 

Required IT skills

None.

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless in this unit of study. 

In-unit costs

In addition to the associated competency coursework costs, there are associated expenses for field- or school-based excursions, such as transport, food, and equipment that are to be covered at a personal expense. Pre-service teachers are responsible to ensure they can meet these requirements and should discuss options with the course provider and Unit Convener as needed.

Work placement, internships or practicums

Learning is integrally linked to experiences in professional contexts and school settings. Therefore, pre-service teachers are required to undergo a Working with Vulnerable People (WWVP) background check. Pre-service teachers 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  

Further, often competency sessions are conducted in school environements for mentoring purposes, which also requires strict adherence to professional practice principles and ethics. School confidentiality must always be maintained, including when completing assessment items such as workbooks, reports, etc. 

Additional information

Foundation of Unit

Theoretical foundation: The theoretical foundation of this unit is based on experiential learning principles and practices, as well as effective teaching in the discipline. Pre-service teachers develop their critical analytical skills through the learning and assessment items and are able to apply these skills to practical scenarios in educational contexts.

Practice and research-led education: Teaching staff are specialists in the discipline area who will engage students in deep and active learning and transmit to students their passion for the discipline area. The learning and assessment items develop best practice and provide opportunities for students to apply these skills to teaching scenarios in educational contexts.