Unit rationale, description and aim
This unit is designed to complement and extend the knowledge, skills and attitudes developed by pre-service teachers in the areas of curriculum, pedagogy and assessment in an Integrated STEM approach to Technology and Engineering for secondary students in the junior and middle years of secondary schooling (Years 7-10). The unit covers contemporary theory, concepts and skills in the Integrated STEM classroom context with a particular focus on Technology and Engineering. Theoretical concepts, pedagogical principles and curriculum structures within the integrated STEM classroom are examined and applied in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners. The aim of the unit is to provide students with an opportunity to apply their curriculum, pedagogical and assessment knowledge to the development of integrated STEM learning design projects suitable for Technology Mandatory, Design and Technologies, and Engineering syllabi/ syllabuses.
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.
Demonstrate knowledge of the concepts, substance a...
Learning Outcome 01
Analyse, develop and implement a range of learning...
Learning Outcome 02
Describe, design and implement a variety of teachi...
Learning Outcome 03
Analyse the relationships between learning task de...
Learning Outcome 04
Content
The 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 teaching Technology and Engineering in an Integrated STEM classroom in Years 7-10
- the concepts, substance and structure of curriculum content of Technology and Engineering in an Integrated STEM classroom, e.g., materials, hydraulics, pneumatics and aerodynamics
- contemporary understandings of the unique ways in which students learn Technology and Engineering in an Integrated STEM classroom
- specific professional practices and key pedagogical approaches related to teaching and learning Technology and Engineering in an Integrated STEM classroom contexts, and their theoretical underpinnings, e.g., design thinking and practical problem solving to find solutions through logic, imagination, intuition, and systemic reasoning
- general capabilities and cross curriculum priorities including the integration of literacy and numeracy and local, state, territory and national perspectives when teaching Technology and Engineering in an Integrated STEM classroom
- planning, implementing and evaluating sequences of learning activities when teaching Technology and Engineering in an Integrated STEM classroom relative to specific school context and identified factors impacting teaching and learning in Years 7-10
- the relationship between reflexive learning and effective concept formation to build higher order thinking when teaching Technology and Engineering in Integrated STEM Education
- catering for a diverse range of learners when teaching Technology and Engineering in an Integrated STEM classroom
- classroom management when teaching Technology and Engineering in an Integrated STEM classroom and the impact of curriculum rigour, engagement, participation and inclusion on learner behaviour
- pedagogical strategies to promote creativity, innovation, problem solving, critical thinking and project-based learning when teaching Technology and Engineering in Integrated STEM Education
- a range of approaches and strategies for assessment, feedback, and reporting when teaching Technology and Engineering in Integrated STEM Education
- strategies to develop students’ literacy and numeracy skills in the context of Technology and Engineering in Integrated STEM Education
- ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data and report on student achievement in Technology and Engineering in Integrated STEM Education.
Assessment strategy and rationale
A variety of assessment procedures will be used to ascertain the extent to which teachers achieve stated outcomes. order to pass this unit, teachers are required to submit or participate in all assessment tasks.
Overview of assessments
Assessment Task 1: Formative and Summative Asses...
Assessment Task 1:
Formative and Summative Assessment Practice: An assessment plan of two or more tasks designed for Year 7-10 students. Each task designed will include:
- focus on Technology and Engineering in an Integrated STEM classroom;
- identified syllabus content
- diverse learner backgrounds and needs
- a rationale which accounts for the choice of content in relation to how the demand of each task supports the development of higher order thinking
- outcomes/achievement standards
- marking guidelines/criteria
- strategies for providing feedback
- source material as appropriate. <
50%
Assessment Task 2: Teaching Unit design Develop...
Assessment Task 2:
Teaching Unit design
Develop a unit of work for a nominated period of time (e.g., term/semester) in which students will engage with an Integrated STEM project with a Technology and Engineering focus.
The lessons and project must demonstrate student’s knowledge and understanding of:
- the concepts and structure of Technology and Engineering in an integrated STEM classroom in the 7-10 curriculum;
- the ways in which students learn using project-based learning in an Integrated STEM classroom;
- learning objectives, teaching content, strategies and assessment appropriate to the identified outcome/s, topic and year level ;
- nominated pedagogical approach/es;
- promote creativity and innovation, and
- appropriate resources and strategies, including ICT, to meet the identified strengths and needs of diverse learners and to promote critical and creative thinking. <
50%
Learning and teaching strategy and rationale
A variety of techniques will be used, dependent upon the mode of enrolment. Regardless of face to face or online enrolment, a range of synchronous and asynchronous learning strategies will be used. These will include lectures, tutorials, workshops, student presentations, co-operative group work, experiential learning and authentic problem solving.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
Locations
Credit points
Year
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