Technology Skills for Teaching 2 (A) (10105.2)
|Available teaching periods
|View teaching periods
| Bruce, Canberra
|Faculty Of Education
|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)
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 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 units8795 Acquisition of Vocational Skills 2 (part A)
|Teaching start date
|05 February 2024
|Dr Michael Davies
There is no required textbook for unit 10105. All reading material is provided by the Outdoor Leadership and Mentoring Program administered through Birrigai Outdoor School.
Submission of assessment items
Extensions & Late submissions
Whenever possible all assessment items will be submitted online via the unit Canvas site. Standard statement to apply. Where this is not possible, exceptions may be sought from the Faculty Associate Dean Education (ADE).
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, the UP assessment item will be considered unstatisfactory.
Late submission of assignments submitted over 7 days late will not be accepted. Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.
For specific requirements relating to competencies or industry qualification, please refer to the industry provider for clarification.
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. .
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.
Please contact the course provider for the OLMP to receive a detailed outline of time commitments.
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
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 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.
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.
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