Secondary Technologies PCK 2 (9967.3)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| Bruce, Canberra
|0.125||3||Faculty Of Education|
|Discipline||Study level||HECS Bands|
|Academic Program Area - Education||Level 3 - Undergraduate Advanced Unit|| 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. Critically understand the principles of unit planning, the content of current curriculum and the pedagogy of Technologies;
2. Design and apply a variety of assessment strategies to evaluate diverse student learning and development in Technologies;
3. Actively participate in professional conversations about issues pertinent to Technologies education;
4. Develop an evolving philosophy for what Technologies teaching means; and
5 . Develop as professionals that are knowledgeable, skillful, flexible and compassionate in their practice and who are guided by a sense of social and ethical responsibility.
Graduate attributes1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
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 - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
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
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
PrerequisitesMust have passed 36 credit points including 10450 Ways of Knowing, Being and Doing in Education AND 10425 Curriculum - Assessment, Planning and Reporting AND 9914 Secondary Technologies PCK 1.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2023||Bruce, Canberra||Semester 2||31 July 2023||On-Campus||Mrs Michaela Vergano|
Australian Curriculum V9.
New South Wales
Additional readings and resources will be provided for each workshop and can be found on the Unit Canvas site.
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 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
Teaching Performance Assessment (TPA)
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.
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 online) 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 = 21 hours
Reading, Planning, Collaborating = 89 hours
Assessment Preparation = 40 hours
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.
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.
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 work integrated learning (WIL): School Placements. 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 experience and clinics 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.
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 email@example.com 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.