Teaching Secondary Technologies PG (11371.2)

Required texts

Australian Curriculum V9.

https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/design-and-technologies

New South Wales

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/syllabuses-a-z

ACT Frameworks

Design &Technologies Framework

Fashion & Textiles

Food & Resource Management

Industrial Technology Trades

Technologies

Additional readings and resources will be provided for each workshop and can be found on the Unit Canvas site.

Recommended Texts

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.

Special assessment requirements

A minimum aggregate mark of 50% is required to pass the unit as well as the satisfactory completion of Professional Experience. 

Academic integrity

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.

Learner engagement

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:

Workshops and online participation       60 hrs

Weekly lesson planning                         60 hrs

Reading and individual study                120 hrs

Assessment  Preparation                      60 hrs

Total hours                                             300 hrs

Participation 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.

Successful completion of the professional experience component is critical to success in the whole unit.  Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.

Successful completion of the professional experience component is critical to success in the whole unit.  Refer to assessment (5a) 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 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.

*Note: This unit commences with week 1 on campus (see timetable for rooms) and weeks 2 to 7 will be school-based to meet accreditation requirements of 3 days professional experience. Weeks 9-12 will also be on campus. 

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 all workshops.

Work placement, internships or practicums

This unit involves work integrated learning (WIL): School placements and clinics. 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 professional placement and therefore, additional student responsibilities are required in addition to those described in section 6. Workplace learning requires strict adherence to professional practice principles and ethics. School student and staff confidentiality must always be maintained (refer policies on ATES - Professional Experience Handbook, ACT ED Teachers' Code of Professional Practice (or equivalent) and Student Conduct Rules), including for assessment items such as reports or essays. This applies to staff and patrons of any outside agency where an internship or other WIL activity is taking place. The professional nature of this unit also requires 100% participation at all learning activities (lectures, workshops, tutorial, practicals etc. as 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.

Additional information

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 servicedesk@canberra.edu.au if they have any issues accessing their university email account.

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.

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