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)
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|
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).
Special assessment requirements
Professional Experience Report: In order to pass this unit, students must provide evidence of passing Professional Experience.
A minimum 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 33 hrs
Weekly Lesson Planning 22 hrs
Weekly Readings and Activities 100 hrs
Assessment Preparation 145 hrs
Total hours 300 hrs
General Attendance 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.
For units with a school-based clinic:
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.
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, slideshows, e-books, websites and apps. Students need to bring an electronic device (laptop or Smart tablet) to weekly workshops.
Work placement, internships or practicums
Professional experience is a required activity to receive a grade in this unit. A successful professional placement is requisite for a Pass in this unit.
This unit involves work integrated learning (WIL): Placement or Internship/Simulation/WIL Fieldwork/WIL Project. Students must adhere to University policy during WIL activities, including the Student Conduct Rules 2018, the WIL policy and WIL procedure, and the Assessment policy, and Assessment procedure. For teaching degrees, students need to ensure they have their WWVP or for NSW, their Working with Children, COVID vaccination status and evidence of PSTR uploaded to InPlace.
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.
Learning in this unit will be integrally linked to experiences in professional contexts.
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.
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.