Secondary Technologies PCK 2 (9967.2)

Required texts

Australian Curriculum

https://www.australiancurriculum.edu.au/f-10-curriculum/technologies/introduction/

New South Wales

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

ACT Frameworks

Information Technology

Technologies

Please refer to Canvas for additional resources.

Submission of assessment items

Extensions & Late submissions

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.

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.

Special assessment requirements

An aggregate mark of 50% is required to pass this unit.

Teaching Performance Assessment

All preservice teachers are required to pass all four elements of the AfGT to demonstrate that the Australian Professional Standards for Graduate Teachers are met. Meeting the Graduate Teacher Standards enables the preservice teacher to graduate from the respective accredited programs of learning. The preservice teacher cannot graduate unless they have satisfactorily completed the AfGT and all other course assessment tasks.

It may be necessary for academics to make ‘on balance' judgements about whether each Element has been passed – that is, judgements about whether the preservice teacher has achieved below, at or above the Standard. To make on-balance judgements, assessors draw on assessment data to make defensible judgements about the preservice teacher's learning (Queensland Curriculum & Assessment Authority, 2019; Australian Curriculum Assessment & Reporting Authority, 2019; AITSL, 2017)

If, on balance, preservice teachers do not meet the Graduate Standard for any or all Elements of the TPA, following moderation, they will be given one chance to resubmit requested elements to demonstrate their achievement of the Standards required. After this, if the Graduate Standards have not been satisfactorily met on balance, preservice teachers will receive a ‘fail' grade for the TPA and be referred to the Program Director and/or the ADE for guidance as to next steps

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.

Workshops x 7 = 21 hours

Reading, Planning, Collaborating and Assessments = approx 120 hours

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).

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.

Professional Placement: 

Successful completion of the professional experience placement is critical to success in the unit.  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, PowerPoint, photographs, videos, slideshows, e-books, websites and apps.

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.  

With a professional experience practicum this unit therefore involves additional student responsibilities that are required in addition to those described in section 6. Work-place learning requires strict adherence to professional practice principles and ethics. This includes always maintaining school, staff, teacher, student, and/or research participant confidentiality for assessment items like reflection portfolios, reports, essays and short or extended responses in tests.

You are required to have a current Working with Vulnerable People card in order to participate in this unit. Note that the WWVP on applies to the ACT.  For students undertaking placements in other states or territories, it may be that an alternate background check is needed.   Please refer to the professional experience section on the Teacher Education Canvas site for full information on the Professional Experience requirements. 

Students in placement/school-based units are also 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.

Students are also required to complete and submit a 'UC Student Placement/Internship Agreement Form' before commencing Professional Experience.  A link to this form is available on your CANVAS site.

Please follow the following instructions to ensure your unit convenor remains informed of progress on your negotiated placement:

1. Fill in the professional experience placement planner in collaboration with your school mentor (on Professional Experience site) indicating on the planner when your interim and final reports will be completed

2. Upload the planner as a draft to the unit site using the dropbox

3. If your proposed schedule for the completion of reports changes please upload a new planner with the revised dates

Additional information

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). 

Where this unit is a student's final Placement unit, you must successfully complete all aspects of the TPA to pass the unit in addition to a successful placement report. 

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 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.

• Semester 2, 2021, On-Campus, UC - Canberra, Bruce (201915)
• Semester 2, 2020, On-Campus, UC - Canberra, Bruce (198406)
• Semester 2, 2019, Intensive, UC - Canberra, Bruce (189981)
• Semester 2, 2018, Intensive, UC - Canberra, Bruce (189939)