Teaching Secondary Technologies PG (11371.2)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.25||6||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Post Graduate Level|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Important Note: Students should only enrol in this unit if it matches their designated discipline area at point of admission to the course. If in doubt, contact the Program Director or the Academic Programs Team at the Faculty of Education before enrolling.
Students should be aware that completing a disciplinary 'method' unit for which they do not meet NESA's Subject Content Knowledge Requirements may lead to problems when seeking to register as a teacher.
Learning outcomesOn successful completion of this unit students will be able to:
1. Demonstrate an understanding of student development, how this affects student learning and implications for inclusive curriculum and teaching;
2. Display knowledge and understanding of the Australian Curriculum's cross-curriculum priorities and general capabilities;
3. Demonstrate a broad knowledge and understanding of the structure of the Australian Curriculum for Technologies at secondary and senior secondary levels and its significance to teaching and learning in the Technologies classroom;
4. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in the secondary Technology classroom;
5. Adopt a reflective approach to teaching and the related ability to plan for and implement to teaching, learning and assessment strategies that inform and have a positive impact on Technology learners in the contemporary secondary classroom;
6. Display knowledge and understanding of literacy, numeracy and ICT teaching strategies and resources, and how these can be used to expand curriculum learning opportunities for all students;
7. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
8. Demonstrate an understanding and ability to implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
9. Demonstrate the capacity to organise and manage classroom activities and behaviour, to provide clear directions, and to maintain a supportive and safe learning environment; and
10. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.
Graduate attributes1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
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 - work collaboratively as part of a team, negotiate, and resolve conflict
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
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
Prerequisites11354 Using Data to Improve Learning AND 11351 Curriculum and Assessment in Secondary Education
CorequisitesThis unit is only available to students in the Master of Secondary Teaching.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Mrs Michaela Vergano|
|2022||UC - Canberra, Bruce||Semester 2||01 August 2022||On-Campus||Mrs Michaela Vergano|
|2023||UC - Canberra, Bruce||Semester 1||06 February 2023||On-Campus||Mrs Michaela Vergano|
|2023||UC - Canberra, Bruce||Semester 2||31 July 2023||On-Campus||Mrs Michaela Vergano|
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
Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment 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.
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.
Special assessment requirements
Normally an aggregate mark of 50% is required to pass the unit
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.
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 36 hrs
Weekly Lesson Planning 34 hrs
Weekly Readings and Activities 150 hrs
Assessment Preparation 60 hrs
Placement Preparation 20 hrs
Total hours 300 hrs
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.
Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.
Participation in ‘school based' tutorial classes and observation days are 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.
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, PowerPoint, photographs, videos, slideshows, e-books, websites and apps.
Work placement, internships or practicums
This unit involves a professional practicum 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. Student and 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 (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.
Students are required to undergo a Working with Vulnerable People (WWVP) background check to undertake a placement for the unit. Students are responsible for arranging their own registration through the ACT Office of Regulatory Services via Access Canberra. No fee is charged if students select 'volunteer' when applying for a check. Note that the Working with Vulnerable People (Background Checking) Act only applies to the ACT but is usually also accepted in NSW schools. 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) Moodle site for full information on the Professional Experience requirements.
Students who are in placement units or in school based units are 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 each semester
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 firstname.lastname@example.org if they have any issues accessing their university email account.
Theoretical foundations: This course covers the theoretical foundations of Pedagogical Content Knowledge and emerging practices for beginning teachers.
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.