Year
2024Credit points
10Campus offering
Prerequisites
Nil
Incompatible
EDST547 Design and Technologies Curriculum, Pedagogy and Assessment 1 , EDTE598 Design and Technologies Education Curriculum, Pedagogy and Assessment 1
Unit rationale, description and aim
Includes 10 days of professional experience placement in an educational setting
The Graduate Diploma in Design and Technologies Education is a course that responds to the need for registered teachers to be upskilled in the area of Design and Technologies and Industrial Technology.
To plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need a knowledge and understanding of the junior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas.
Students will study the junior secondary curriculum, including general capabilities, cross-curriculum priorities and other allied materials. They will critique their prior knowledge and experience in the field and how these connect with the scope of the curriculum, identifying opportunities, challenges and responsibilities of Design and Technologies teaching. Students will explore theoretical frameworks associated with teaching and learning in Design and Technologies education. They will learn evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn approaches for engaging 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. Focussing on the detailed planning of a short series of lessons, students will learn to structure lesson sequences within units of work 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. Students will have opportunities to observe and practise introductory planning, teaching and classroom management skills through undertaking 10 days of professional experience placement.
The aim of this unit is for teachers to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Design and Technologies at a junior secondary level.
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.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Plan and devise a structured learning program in junior secondary Design and Technologies curriculum, showing a mastery of the concepts, substance and structure of the junior secondary Design and Technologies curriculum and assessment principles (APST 2.1, 2.3, 3.6, 5.1, 5.2) | GC2, GC5, GC11 |
| LO2 | Critically analyse and develop a range of approaches to planning and delivering engaging and purposeful teaching/learning sequences for junior secondary Design and Technologies, and including the selection of appropriate resources, informed by and understanding of how students learn in Design and Technologies (APST 1.2, 1.4, 2.1, 2.2, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.5) | GC3, GC7 |
| LO3 | Describe, design, implement and evaluate a variety of pedagogical approaches in junior secondary Design and Technologies which allow the specific learning strengths and needs of students to be met (APST 1.3, 1.4, 1.5, 2.4, 3.1, 3.3, 4.1, 4.3) | GC2, GC8 |
| LO4 | Identify and explain the use of linguistic resources to provide directions, explanations and support student learning (APST 1.3, 2.1, 2.4, 3.3, 3.5, 4.1, 5.2) | GC1, GC9 |
| LO5 | Synthesise and critically reflect upon the professional responsibilities of the Design and Technologies teacher, including the provision of a safe and supportive learning environment (APST 1.3, 1.5, 2.1, 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 4.3, 4.4, 4.5, 5.1, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4) | GC3, GC6 |
| LO6 | Comply with legal and ethical requirements of teachers, and describe and apply policies and strategies for providing safe and supportive learning environments (APST 4.4, 7.1, 7.2) | GC2, GC11 |
| LO7 | Complete a successful professional experience in a classroom setting engaging in critical reflection and responding to feedback from colleagues and supervisors to improve teaching practice (APST 1.1, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.2, 6.3, 7.1, 7.2) | GC2, GC12 |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning |
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. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
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. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
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. |
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
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. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour. |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
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. |
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. |
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. |
Content
Topics will include:
Design and Technologies Curriculum
- The teachers’ prior experience of, and engagement with Design and Technologies education
- The Australian junior secondary Design and Technologies curriculum, including general capabilities and cross-curriculum priorities, focussing on appropriate state/jurisdictional expectations, syllabi and guidelines
- Theoretical frameworks associated with Design and Technologies teaching and learning
- Planning and curriculum alignment
- Assessment in junior secondary Design and Technologies education
Teaching Strategies
- Pedagogical approaches emblematic of Design and Technologies teaching and learning
- Planning for effective teaching and learning in junior secondary Design and Technologies:
- Lesson planning and learning sequences in Design and Technologies education
- Differentiated teaching in Design and Technologies
- Needs of learners from diverse cognitive, physical, social, cultural and linguistic 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 explanations
- Student welfare and safety in the classroom and typical Design and Technologies teaching/learning environments
- Learning beyond the classroom
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. It is designed to build the student’s understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The student’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 Design and Technologies lessons. 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 Design and Technologies 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
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 their 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.
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.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
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. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will 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.
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the student can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on students acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1, students will analyse and reflect on his/her prior knowledge of the junior curriculum and perform a skills audit to develop a professional learning plan. Through completing Task 2, students will demonstrate an understanding of how to sequence appropriate learning experiences in a junior lesson. In Task 3, students locate appropriate video excerpts to support an evidence-based microteaching portfolio. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the student for professional experience placement and one’s role as a teacher Design and Technologies education.
Assessment in this unit includes Critical Task: Observation and Targeted Lesson Plan. Students must demonstrate mastery of every summative Graduate Teacher Standard identified in this Critical Task and attain an overall score of at least 50 per cent in the Critical Task in order to pass the Critical Task assessment.
In addition, students must attain a Pass in the two hurdle tasks. The first hurdle comprises a collection of preparatory tasks that must be completed to a high standard prior to commencement of the placement. The second hurdle task is the Professional Experience Placement – which is assessed on a pass/fail basis. Note: Students of this unit who are already teaching in the Design and Technologies Key Learning Area may be granted pass grades for the two hurdle tasks following submission of an evidence-based Professional Experience Portfolio. The evidence provided in the portfolio will be assessed for equivalence to one (or both) of the hurdle tasks.
In order to pass this unit, students are required to demonstrate achievement of learning outcomes by submitting all assessment tasks, obtaining a combined score of at least 50 per cent, and receiving a passing grade in the Critical Task and two hurdle tasks.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1: Analysis of the Curriculum: analysis, skills audit and professional learning plan Analyse the secondary 7-10 Design and Technologies curriculum and associated content and skills. Use this analysis to then conduct a self-audit of student’s own knowledge and skills in order to identify potential gaps or weaknesses in the required knowledge and skills to teach junior secondary Design and Technologies education. In the context of this analysis, position yourself as a Design and Technologies teacher within contemporary Australian society and then describe the unique professional position, influence and responsibilities that one has. Commence the design of a professional learning plan to address potential gaps or weaknesses (the plan will be elaborated in later units). Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio. | 40% | LO2, LO3, LO5 | GC2, GC3, GC6, GC7, GC8 | APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)6.4, APST(GA)7.1, APST(GA)7.2, APST(GA)7.4 |
Assessment Task 2 Critical Task - Lesson Planning Develop a teaching and learning plan outlining a sequence of learning experiences in Design and Technologies education Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio. | 40% | LO1, LO2, LO3, LO4 | GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC11 | APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.3, APST(GA)6.4, APST(GA)7.1, APST(GA)7.2, APST(GA)7.4 |
Assessment Task 3: Microteaching portfolio A selection of 3-4 video excerpts that illustrate a capacity to present explanations and also provide clear instructions and ask meaningful questions interactively. Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio. | 20% | LO2, LO3, LO4 | GC1, GC2, GC3, GC7, GC8, GC9 | APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.5, APST(GA)5.2 |
Hurdle Requirement 1: Preparation for the Professional Experience Placement Prior to commencing the Professional Experience placement, students must complete a series of compulsory online preparation modules, attaining a score of 95% or above in each module. The modules cover:
Students must also complete and provide evidence of the following:
Note: Students of this unit who are already teaching in the Design and Technologies Key Learning Area may be granted a pass grade for this hurdle task following submission of an evidence-based Professional Experience Portfolio that demonstrates experience that is equivalent to this task. | Pass/Fail
| LO6, LO7 | GC2, GC11, GC12 | APST(GA)1.1, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)3.5, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.4, APST(GA)4.5, APST(GA)5.2, APST(GA)6.3, APST(GA)7.1, APST(GA)7.2 |
Hurdle Requirement 2: Professional Experience Assessment and Evidence Folder Students must secure a satisfactory Professional Experience report AND a pass grade for their Professional Experience Evidence Folder. (Refer to Professional Experience Handbook and Report). The Professional Experience Evidence Folder may include:
This evidence must be compiled into a well-presented and well-organised Professional Experience Folder, which should be updated on a regular basis throughout the placement. Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers (Graduate level). Note: Students of this unit who are already teaching in the Design and Technologies Key Learning Area may be granted a pass grade for this hurdle task following submission of an evidence-based Professional Experience Portfolio that demonstrates experience that is equivalent to this task. | A pass or fail grade will be awarded for completion of the professional experience days | LO1, LO2, LO3, LO4, LO5, LO6, LO7 | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC9, GC11, GC12 |
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
Relevant jurisdictional curriculum documents