Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
EDTE299 Curriculum, Pedagogy and Assessment in Design and Technologies 1 OR EDST277 Curriculum, Pedagogy and Assessment in Design and Technologies 1
Incompatible
EDST477 Curriculum, Pedagogy and Assessment in Design and Technologies Education 2
Unit rationale, description and aim
Intending secondary teachers need an understanding of the senior secondary curriculum in order to plan lessons that promote learner engagement and enhance student learning, with attention to the high-stakes assessment that is a common feature of the end of secondary schooling.
In this unit, pre-service teachers will consider the place of Technology education in contemporary Australian society. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment and the providing constructive feedback and reporting. They will engage in self-reflection on their familiarity with the concepts and substance of Technology curriculum and consider their responsibilities as a Technology teacher. They will identify and practice pedagogical approaches emblematic of Technology teaching. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory.
The aim of this unit is for the pre-service teacher to become familiar with the knowledge, understanding and skills necessary for teaching Technology at a senior secondary level and to promote the development of pedagogical content knowledge.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Explain the principles of curriculum design and the inherent knowledge, skills and understandings that students require to achieve the outcomes of the senior secondary Technology curriculum (GA4, GA5, GA8; APST 1.2, 2.1)
LO2 - Identify and describe research-informed teaching and learning strategies that support student academic growth across the full range of abilities and diverse backgrounds including Aboriginal and Torres Strait Islander students (GA1, GA4, GA5, GA8, GA9; APST 1.2, 1.3, 1.4, 1.5, 2.1, 3.3)
LO3 - Develop a range of engaging and challenging activities incorporating a range of resources including ICT to meet the specific learning needs of all students (GA4, GA5, GA8, GA9, GA10; APST 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.5, 2.6, 3.1, 3.3, 3.4, 4.1, 4.5)
LO4 - Develop a range of assessment strategies to support student learning and the evaluation of teaching and curriculum (GA4, GA5, GA7, GA8, GA9; APST 2.1, 2.3, 3.6, 5.1, 5.2, 5.3, 5.4)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA4 - think critically and reflectively
GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
GA10 - utilise information and communication and other relevant technologies effectively.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. |
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. |
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. |
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
Content
Topics will include:
- Factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Design and Technologies
- The concepts, substance and structure of senior secondary curriculum content in Design and Technologies
- Specific professional practices and key pedagogical approaches related to teaching and learning in Design and Technologies, and their theoretical underpinnings (eg. WHS, safe practices)
- Pedagogical strategies to promote problem solving and critical thinking in Design and Technologies
- The relationship between reflexive learning and effective concept formation to foster creativity and build higher order thinking in Design and Technologies
- Catering for a diverse range of learners in Design and Technologies
- General capabilities and cross curriculum priorities including the integration of literacy, and local, state, territory and national perspectives in the design and Technologies classroom
- Discipline specific teaching strategies and issues related to Indigenous students in Design and Technologies
- Effective use of resources for teaching, including ICT’s and technologies specific to Design and Technologies
- Ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data, report on student achievement and ethical practice in assessment in Design and Technologies
- High-stakes assessment, including the specific moderation process, student data interpretation and using data to inform teaching
- Maintaining student safety in this curriculum area including risk identification, management and legislative requirements
- Professional responsibilities and relationships
- Resources and sources of professional learning for teachers for teachers, including professional associations, external professionals, community representatives and support networks.
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop understanding of planning and assessment and skills in applying effective pedagogies through active engagement and collaborative learning. The pre-service teacher will have the opportunity to build understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. The pre-service teacher’s teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Technology education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
Teaching and learning strategies may include:
- Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
- Hands-on tutorials and discussions that promote peer learning;
- Microteaching opportunities;
- Self-directed reading and research;
- Collaborative learning opportunities
Technology Enhanced Learning
The unit will include a Learning Environment Online (LEO) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school experiences. It may include:
- Online review exercises.
- Discussion board to exchange ideas and refine learning.
- Video illustrations of teaching practice and focussed readings addressing a wide spectrum of teaching contexts, practices and competencies
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow the pre-service teacher to progressively demonstrate achievement against the course learning outcomes by demonstrating attainment of academic and professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers: Graduate.
The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1, pre-service teachers gain an indepth understanding of the senior curriculum and identify areas of the curriculum students find challenging and research strategies to facilitate learning. Through completing Task 2, pre-service teachers will create a folio of learning activities for the senior curriculum which meets the needs of a diverse range of learners. In Task 3 the pre-service teachers pre-service teacher will develop her/his communication and teamwork skills and apply knowledge of curriculum planning and teaching and assessment strategies in the development of assessments for a range of content. These tasks reflect the ‘real world’ of school contexts, teaching responsibilities and collaborative nature of the teaching profession, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to demonstrate achievement of all learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50% and meet the requirements of the Critical Tasks which are core to the demonstration of a number of Australian Professional Teacher Standards:
- Assessment Task 2: Folio of Learning Activities
- Assessment Task 3: Formative and Summative Assessment
Pre-service teachers must demonstrate mastery of every summative standard listed in the learning outcomes and attain a score of at least 50% in each of the critical tasks in order to pass this unit.
Electronic Submission, Marking and Return
Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned three weeks after the assessment is completed.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Curriculum Review and Research Report Compile a research report that make evidence-based recommendations on approaches to teaching, learning and assessing students in a particular topics/areas of in one senior secondary Technology syllabus that would be considered complex and typically difficult for students to grasp. The report should include:
Present a professional learning plan to address potential gaps or weaknesses in personal knowledge for teaching AC Technology. Identify relevant professional learning opportunities. | 30% | LO1, LO2 | GA1, GA4, GA5, GA8, GA9 |
Assessment Task 2: Folio of learning activities Critical Task Select one senior secondary Technology syllabus and create a folio of 6 – 10 engaging learning activities across a range of relevant curriculum topics and skills. The following requirements need to be addressed across multiple learning activities:
Critically reflect on the theories and pedagogical strategies of teaching Technology integrated into this folio. | 30% | LO1, LO2, LO3 | GA1, GA4, GA5, GA8, GA9, GA10 |
Assessment Task 3: Formative and Summative Assessment (Group task) Critical Task Choose 3 – 4 activities developed in assessment task 2. Develop a range of quality teaching resources to extend each activity including formative and summative assessments. The teaching resources for each activity will include:
| 40% | LO1, LO2, LO3, LO4 | GA1, GA4, GA5, GA7, GA8, GA9, GA10 |
Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio.
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
NSW Educational Standards Authority Syllabus and Support documents, including:
Design and Technology Stage 6 Syllabus
Food Technology Stage 6 Syllabus
Industrial Technology Stage 6 Syllabus
Textiles & Design Stage 6 Syllabus
· Engineering Studies Stage 6 Syllabus
Recommended texts(s)
Ackermann, E. (2001), Piaget’s Constructivism, Papert’s Constructionism: What’s the difference? http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf
Anderson, N. (2015). Digital technologies & Equity: gender, digital divide and rurality. In Henderson & Romeo, (2015). Teaching and Digital Technologies (pp. 46-56). Melbourne, Vic: Cambridge University Press.
Auld, G. & Djabibba (2015) Using Digital technologies with Aboriginal & Torres Strait Islander Students. In Henderson & Romeo, (2015). Teaching and Digital Technologies (pp. 57- 70). Melbourne, Vic: Cambridge University Press.
Ballanca, J., & Brandt, R. (Eds) (2010). 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree Press.
Colins, R (2014). Higher order thinking Retrieved from : http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?issueID =12910
Education Council, (2015). National STEM School Education
Groundwater-Smith, S., Brennan, M., McFadden, M, Mitchell, J. (2009). Secondary schooling in a changing world (2nd ed.). South Melbourne, Vic: Cengage Learning.
Hattie, J. (2009) Visible Learning Retrieved from http://growthmindseteaz.org/johnhattie.html
Howland, J., Jonassen, D., & Marra, R. (2012). Meaningful Learning with Technology (3rd ed.). Upper Saddle River, NJ: Pearson Education.
Killen, R. (2012) Teaching Strategies for Quality Teaching and Learning. Juta Legal and Academic Publishers
NSW Government Education Council, (2015). National STEM School Education Strategy. http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20S TEM%20School%20Education%20Strategy.pdf
Ritchart, R, Church, M, Morrison, K (2011) Making Thinking Visible Jossey-bass USA
Sorden, S (2012) Cognitive Theory of Multimedia Learning. Retrieved from: http://sorden.com/portfolio/sorden_draft_multimedia2012.pdf
Timperley, H (2011). Using student assessment for professional learning http://www.education.vic.gov.au/Documents/about/research/timperleyassessment.pdf
Timperley, H (2009). Using assessment data for improving teaching practice. Retrieved from: http://research.acer.edu.au/cgi/viewcontent.cgi?article=1036&context=research_conferen ce
Journals
British Journal of Educational Technology. Journal of the National Council for Educational Technology.
International Journal of Technology and Design Education
Journal of Technology Education.
Learning and Instruction, The Journal of the European Association for Research on Learning and Instruction.
Journal of Digital Learning in Teacher Education. Journal of the International Society for Technology in Education (ISTE)
TEA Newsletter, The Newsletter of the Technology Educators Association.
The Australian Journal of Educational Technology. Australian Society of Educational Technology (AJET).
Technology and Design Education, The Journal of the Institute of Technology Education.