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.

Content

Topics will include:

Design and Technologies curriculum

• Design and Technologies in the Australian curriculum context: historical context and current frameworks and documentation
• The Australian Senior Secondary Design and Technologies curriculum and state-based curriculum/syllabus documents

Teaching Strategies

• Planning for Effective Teaching in Design and Technologies
• Effective senior Design and Technologies teaching and learning
• Differentiated Teaching in Design and Technologies
• Needs of learners from diverse cognitive, physical, social, and cultural backgrounds
• Digital resources and approaches for senior Design and Technologies Education
• Engaging all learners in senior Design and Technologies education studies
• Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Design and technology education

Assessment Strategies

• Assessing student learning and reporting achievement in senior Design and Technologies Education
• High-stakes assessment in senior secondary Design and Technologies education, including the specific moderation process and student data interpretation
• Composing assessment items in Design and Technologies Education
• An introduction to data-informed teaching in Design and Technologies

The Professional Experience:

• Teacher self-care: physical and mental wellbeing and building resilience
• Practise introductory planning, teaching and classroom management skills
• Observation, reflection and applying constructive feedback as strategies that guide professional learning and growth.
• Professional responsibilities and relationships

Professional associations and continued professional learning

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop the student’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies through critical reading, lecturer modeling, discussion, and practice in tutorials. The student’s skills of professional communication and ability to work collaboratively will be practiced through group work. Teaching skills of planning and assessing, and the ability to locate and synthesise information, will be further developed through designing a curriculum appropriate for a Design and Technologies education context. Students will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate. The placement enables students to observe and engage with experienced practitioners and to make links between theory and its application to the learning environment.

The teaching and learning strategy described above will use an appropriate selection of approaches, including, for example:

• 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

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.

PROFESSIONAL EXPERIENCE: TEACHING REQUIREMENTS

Within this unit, students will undertake a professional experience placement comprising 10 days in an educational setting.

Students will develop the habit of critically reflective practice through guided reflection upon their observations of their class and the educational setting. In collaboration with their supervising teachers and other professional colleagues, they will develop basic teaching skills through assisting in the delivery of high-quality teaching episodes and teaching small groups and whole classes. They will critically reflect upon their teaching, and self-audit their progression and attainment of key teaching skills and standards.

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:

• APST(GA)1.1

  Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

  Relevant Learning OutcomeLO4, LO6

• APST(GA)1.2

  Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

  Relevant Learning OutcomeLO2, LO3

• APST(GA)1.3

  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, LO3, LO4

• APST(GA)1.5

  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

• APST(GA)2.1

  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, LO6

• APST(GA)2.2

  Relating toOrganise content into an effective learning and teaching sequence.

  Relevant Learning OutcomeLO2, LO6

• APST(GA)2.3

  Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

  Relevant Learning OutcomeLO1, LO2, LO6

• APST(GA)2.5

  Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

  Relevant Learning OutcomeLO2, LO4

• APST(GA)2.6

  Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

  Relevant Learning OutcomeLO2, LO4

• APST(GA)3.1

  Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

  Relevant Learning OutcomeLO2, LO4, LO6

• APST(GA)3.2

  Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

  Relevant Learning OutcomeLO2, LO6

• APST(GA)3.3

  Relating toInclude a range of teaching strategies.

  Relevant Learning OutcomeLO2, LO3, LO4, LO6

• APST(GA)3.4

  Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

  Relevant Learning OutcomeLO1, LO2, LO4, LO6

• APST(GA)3.5

  Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

  Relevant Learning OutcomeLO3, LO6

• APST(GA)3.6

  Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

  Relevant Learning OutcomeLO2

• APST(GA)4.1

  Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

  Relevant Learning OutcomeLO3, LO4, LO6

• APST(GA)4.2

  Relating toDemonstrate the capacity to organise classroom activities and provide clear directions.

  Relevant Learning OutcomeLO2, LO3, LO6

• APST(GA)4.3

  Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.

  Relevant Learning OutcomeLO6

• APST(GA)4.4

  Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

  Relevant Learning OutcomeLO6

• APST(GA)4.5

  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, LO6

• APST(GA)5.1

  Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

  Relevant Learning OutcomeLO2, LO5, LO6

• APST(GA)5.2

  Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

  Relevant Learning OutcomeLO5, LO6

• APST(GA)5.3

  Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

  Relevant Learning OutcomeLO5

• APST(GA)5.4

  Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

  Relevant Learning OutcomeLO5

• APST(GA)5.5

  Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

  Relevant Learning OutcomeLO5

• APST(GA)6.3

  Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.

  Relevant Learning OutcomeLO6

• APST(GA)7.1

  Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

  Relevant Learning OutcomeLO6

• APST(GA)7.2

  Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

  Relevant Learning OutcomeLO6