Year
2024Credit points
10Campus offering
Prerequisites
Nil
Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need a knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas.
Pre-service teachers will study the senior secondary Food Technology 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 Food Technology teaching. Pre-service teachers will explore theoretical frameworks associated with teaching and learning in Food Technology 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, pre-service teachers will learn to structure lesson sequences within units of work to demonstrate a knowledge of curriculum and learning theory. They will engage in microteaching to practice engaging students and guiding the classroom discourse.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Food Technology at a senior secondary level.In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need a knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas.
Pre-service teachers will study the senior secondary Food Technology 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 Food Technology teaching. Pre-service teachers will explore theoretical frameworks associated with teaching and learning in Food Technology 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
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 senior secondary Food Technology, showing a mastery of the concepts, substance, and structure of the senior secondary Food Technology curriculum and assessment principles | GC1, GC2 |
| LO2 | Critically analyse and develop a range of approaches to planning and delivering engaging and purposeful teaching/learning sequences for senior secondary Food Technology and including the selection of appropriate resources, informed by and understanding of how students learn in Food Technology | GC1, GC2, GC7, GC9 |
| LO3 | Describe, design, implement, and evaluate a variety of pedagogical approaches in senior secondary Food Technology which allow the specific learning strengths and needs of students to be met | GC1, GC2, GC3, GC5, GC6, GC7, GC11 |
| LO4 | Identify and explain the use of linguistic resources to provide directions, explanations and support student learning | GC1, GC2, GC7, GC8, GC10, GC12 |
| LO5 | Analyse the relationships between curriculum design, task design and assessment to support student learning through the planning and evaluation of teaching and learning for Senior Food Technology | GC1, GC2, GC4, GC8, GC10, GC11 |
Australian Professional Standards for Teachers - Graduate Level
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:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(GA)1.2 | Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | LO2, LO5 |
| APST(GA)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 | LO3, LO4, LO5 |
| APST(GA)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 | LO2, LO3 |
| APST(GA)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. | LO3, LO5 |
| APST(GA)2.1 | Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | LO1, LO2, LO4, LO5 |
| APST(GA)2.2 | Organise content into an effective learning and teaching sequence. | LO2, LO5 |
| APST(GA)2.3 | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | LO1, LO5 |
| APST(GA)2.4 | Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO3, LO4 |
| APST(GA)2.5 | Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | LO2, LO5 |
| APST(GA)2.6 | Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | LO2, LO5 |
| APST(GA)3.1 | Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | LO2, LO3, LO5 |
| APST(GA)3.2 | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | LO2, LO5 |
| APST(GA)3.3 | Include a range of teaching strategies. | LO2, LO3, LO4, LO5 |
| APST(GA)3.4 | Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | LO2, LO5 |
| APST(GA)3.5 | Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | LO4 |
| APST(GA)3.6 | Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. | LO1, LO5 |
| APST(GA)4.1 | Identify strategies to support inclusive student participation and engagement in classroom activities. | LO2, LO3, LO4 |
| APST(GA)4.2 | Demonstrate the capacity to organise classroom activities and provide clear directions. | LO2, LO5 |
| APST(GA)4.3 | Demonstrate knowledge of practical approaches to manage challenging behaviour. | LO3 |
| APST(GA)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. | LO2, LO5 |
| APST(GA)5.1 | Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | LO1, LO5 |
| APST(GA)5.2 | Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. | LO1, LO4 |
Content
Topics will include:
- The pre-service teachers’ prior experience of, and engagement with, Food Technology education
- The Australian senior secondary Food Technology curriculum, including general capabilities and cross curriculum priorities, focussing on appropriate state/jurisdictional expectations, syllabi and guidelines
- Theoretical frameworks associated with Food Technology teaching and learning
- Pedagogical approaches emblematic of Food Technology teaching and learning
- Planning and curriculum alignment
- Planning for effective teaching and learning in senior secondary Food Technology education
- Differentiated teaching in Food Technology
- Needs of learners from diverse cognitive, physical, social, cultural backgrounds
- Needs of learners from Aboriginal and Torres Strait Islander backgrounds
- Incorporating literacy and numeracy in Food Technology teaching
- Digital technologies for teaching/learning in Food Technology education
- Conversational, questioning, and scaffolding techniques to shape dialogic classroom talk in Food Technology education
- Teacher-presented explanations
- Assessment in senior secondary Food Technology education
- Learning beyond the classroom
- Student welfare and safety in Food Technology education classrooms and typical Food Technology teaching/learning environments
- 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 pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. It is designed to build the pre-service teacher’s 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. Her/his teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing senior Food echnology lessons. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
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
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers 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, the pre-service teacher will analyse and reflect on his/her prior knowledge of the senior Food Technology curriculum and perform a skills audit to develop a professional learning plan. Through completing Task 2, the pre-service teacher 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 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 ‘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 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
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
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/area of Food Technology in senior secondary 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 Food Technology Identify relevant professional learning opportunities. | 30% | LO1, LO2 | GC1, GC2, GC7, GC9 | APST(GA)1.2, APST(GA)1.4, 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)4.5, APST(GA)5.1, APST(GA)5.2 |
Assessment Task 2: Folio of learning activities Create a folio of 6 – 10 engaging learning activities across a range of curriculum topics and skills relevant to senior secondary Food education. The following requirements need to be addressed across multiple learning activities:
Critically reflect on the theories and pedagogical strategies of teaching Food Technology integrated into this folio, and the adaptation of resources from professional learning sources to improve your practice. | 30% | LO1, LO2, LO3, LO5 | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, 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)2.4, 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)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2 |
Assessment Task 3: Formative and Summative Assessment (Group 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, LO5 | GC1, GC2, GC3, GC4, GC5, GC6, GC7, GC8, GC9, GC10, GC11, GC12 | 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)3.5, APST(GA)3.6, APST(GA)4.1, APST(GA)4.2, APST(GA)4.3, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2 |
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
Queensland Senior subjects https://www.qcaa.qld.edu.au/senior/senior-subjects
The Victorian Curriculum F-10 https://victoriancurriculum.vcaa.vic.edu.au/
Victoria Senior Curriculum: VCE Study Designs https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/vce-study-designs.aspx
Relevant State and Territory Curriculum Authority
ACT Education Directorate: https://www.education.act.gov.au/public-school-life/Our-Curriculum
New South Wales Education Standards Authority (NESA): https://www.educationstandards.nsw.edu.au/wps/portal/nesa/home
Queensland Curriculum and Assessment Authority (CAA): https://www.qcaa.qld.edu.au/
Victorian Curriculum and Assessment Authority (VCAA): https://www.vcaa.vic.edu.au/Pages/HomePage.aspx
Extended Reading
Croxford, S., & Stirling, E. (2017). Understanding the science of food: From molecules to mouthfeel. Allen & Unwin.
CSIRO. Food Nutritional Sciences. (2010). Make it safe: A guide to food safety. CSIRO Pub.
Croxford, S., Itsiopoulos, C., Belski, R., Thodis, A., Shepherd, S., Forsyth, A., & Tierney, A. (2015). Food and nutrition throughout life. Allen & Unwin.
McWilliams, M. (2017). Foods: Pearson new international edition: Experimental perspectives (8th ed.). Pearson Education.
Ozilgen, Z.S. (2014). Cooking as a chemical reaction: Culinary science with experiments. Florida, USA: CRC Press.
Reynolds, J. (Ed.). (2020). Nutrition: The inside story. Rhodes, NSW: Home Economics Institute of Australia Incorporated.
Whitney, E., Rolfes, S.R., Crowe, T., & Walsh A. (2022). Understanding nutrition: Australian and New Zealand edition (4th ed.). Cengage Learning.
Wahlqvist, M. L., Gallegos, M. L., Baines, D., Gallegos, D., & Baines, J. (2020). Food & nutrition: Sustainable food and health systems (4th ed.). Allen & Unwin Academic.
Zampollo, F. (2018). Food design thinking : the complete methodology. Independently Published.
Resources
NSW Department of Education HSC HUB – Food Technology https://www.hschub.nsw.edu.au/tas-courses/food-technology-hsc
Associations
Home Economics Institute of Australia: https://heia.com.au/