Unit rationale, description and aim
Intending secondary Design and Technology teachers need an understanding of the junior secondary curriculum in order to plan lessons that promote learner engagement and enhance student learning.
In this unit, pre-service teachers will study relevant curriculum frameworks, including general capabilities and cross-curriculum priorities and other allied materials. They will explore theoretical frameworks associated with teaching and learning in Design and Technologies education and evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn strategies to engage learners and to meet the learning needs of diverse students. They will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate lesson and unit plans in order to demonstrate a knowledge of curriculum and learning theory. They will engage in microteaching to practice engaging students and guiding the classroom discourse. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum.
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 junior secondary level 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.
Describe the junior secondary Design and Technolog...
Learning Outcome 01
Explain how students learn in Design and Technolog...
Learning Outcome 02
Critique personal knowledge and understanding of t...
Learning Outcome 03
Plan and devise a learning program in junior secon...
Learning Outcome 04
Describe assessment strategies to assess and impro...
Learning Outcome 05
Content
Topics will include:
- Design and Technologies in the Australian curriculum context and State and Territory syllabus and curriculum documents: historical context and current frameworks and documentation
- General capabilities and cross-curriculum priorities
- Theoretical frameworks associated with Design and Technologies teaching and learning
- Pedagogical approaches emblematic of Design and Technologies teaching and learning
- Planning and curriculum alignment
- Planning for effective teaching and learning in junior Design and Technologies education
- Differentiated teaching in Design and Technologies
- Needs of learners from diverse cognitive, physical, social and cultural backgrounds
- Needs of learners from Aboriginal and Torres Strait Islander backgrounds
- Incorporating literacy and numeracy in Design and Technologies teaching
- Digital technologies for teaching/learning in Design and Technologies education
- Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Design and Technologies education
- Teacher-presented directions and explanations
- Assessment in junior secondary Design and Technologies education
- Learning beyond the classroom
- Student welfare and safety in Design and Technologies education classrooms and typical Design and Technologies teaching/learning environments.
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 an 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 assessment tasks are sequenced to allow feedback and progressive development. These tasks reflect ‘real world’ school contexts and teaching responsibilities, 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 the 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%.
Overview of assessments
Assessment Task 1: Lesson Planning Develop three ...
Assessment Task 1: Lesson Planning
Develop three sequential lesson plans that are research-informed, and which demonstrate the integration of curriculum, pedagogical, and assessment principles and strategies relevant to the teaching of Design and Technologies for a selected Year level between years 7-10. Justify choices made with supporting evidence.
50%
Assessment Task 2 For Assessment Task 2, choose o...
Assessment Task 2
For Assessment Task 2, choose one of the following tasks. It is recommended that you cover Option in your principal teaching area, and Option 2 in your second teaching area.
Option 1: Microteaching portfolio
A video compilation with a mock group of students illustrating approaches to presenting clear explanations, precise instructions, and purposeful questions. A variety of contexts and resources should be considered. Reflect on the process and outcomes.
Option 2: Skills audit and professional learning plan
Conduct an audit of your knowledge and skills in relevant secondary 7-10 curriculum documents and devise a related professional development plan. Reflect on the process and outcomes.
50%
Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the portfolio.
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s 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 on understanding of teaching strategies through critical reading, reflection, discussion, and engagement with webinars, podcasts and video resources. 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. Teaching skills of planning and assessing, and the ability to locate and synthesise information, will be developed through designing an English education curriculum. 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:
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. This unit is delivered fully online and will not appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Relevant Learning OutcomeLO2
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO2
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO2
Relating toDemonstrate 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
Relevant Learning OutcomeLO4
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO4
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO3, LO4, LO5
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO4
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO2, LO4
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO2, LO4
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO4
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO4
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO2, LO4
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO3
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO3
Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Relevant Learning OutcomeLO3
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO3
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 Education Standards Authority (NESA) Syllabus and Support documents including:
- Technology (Mandatory) Years 7-8 Syllabus
- Design and Technology Years 7-10 Syllabus
- Food Technology Years 7-10 Syllabus
- Graphics Technology Years 7-10 Syllabus
- Industrial Technology Years 7-10 Syllabus
- Textiles Technology Years 7-10 Syllabus
Recommended text(s)
Bower, M. (2017). Design of Technology Enhanced Learning. Bingley, UK: Emerald Publishing.
Council of Australian Governments Education Council. (2019). Alice Springs (Mparntwe) Education Declaration (p. 24). Commonwealth of Australia.
Davis, A., & Kappler-Hewitt, K. (2013). Australia’s campfires, caves and watering holes. Learning & Leading with Technology, June/July, 24-26
Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming learning with ICT: Making IT happen. Frenchs Forest, NSW: Pearson Education Australia
Hattie, J., & Timperley, H. (2007) The Power of Feedback. Review of Education Research, 77(1), 81-112.
Henderson, M., & Romeo, G. (2015). Teaching and digital technologies. Sydney, NSW: Cambridge University Press.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48. http://researchrepository.murdoch.edu.au/id/eprint/5251/1/An_instructional_design(authors).pdf
Howland, J.L., Jonassen, D. H., & Marra, R.M. (2012). Meaningful Learning with Technology (3rd ed.). Upper Saddle River, NJ: Pearson Education, pp.1-12.
Hunter, J. ( 2015). Technology integration and high possibility classrooms: Building from TPACK (pp. 40-62). New York, NY: Routledge.
Koehler et al., (2011). Deep play: Developing TPACK for 21st C teachers. International Journal of Learning Technology, 6(2), 146 – 163.
Marzano, R. J., Gaddy, B. B., Foseid, M. C., Foseid, M. P., & Marzano, J. S. (2005). A handbook for classroom management that works. Cheltenham, Vic: ASCD/Hawker Brownlow Education.
Porras-Hernandez, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal of Educational Computing Research, 48, 223–244.
Ribble, M. (2013) Digital Citizenship: Using Technology Appropriately: Nine Themes of Digital Citizenship.
Tan, K., Dawson, V., & VenVille, G. (2008). Use of cognitive organisers as a self-regulated learning strategy. Issues in Educational Research, 18(2).
Trust, T.(2012). Professional Learning Networks Designed for Teacher Learning Australian Educational Computing, 27(1), 34-38.