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Unit of Study EDU10631 - Technology Pedagogy and Curriculum I (2014)

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Unit Snapshot

  • Unit type

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Intermediate

  • Former School/College

    Former School of Education

  • Enrolment information

    Students should have completed at least one Teaching Subject at a minimum level of Minor Study before enrolling in this unit.

Unit description

Develops understanding of the role and value of the Board of Studies Technology and Applied studies education curriculum and the rationale and content of the Technology (Mandatory) and Years 7-10 Technology elective subject syllabi. Emphasis is placed on programming project-based units of work which encourage creativity and innovation and designing fair, reliable and valid assessment tasks. Strategies for the management of facilities, resources, equipment and WH&S issues are developed. Strategies for access and equity in the TAS classroom and reflective practice are also developed.

Unit content

1. Revising and extending knowledge of Technology education - K-12 continuum including: - links between Stage 3 Science and Technology and Stage 4 Technology - links to numeracy and literacy. 
2. Understanding the holistic approach to teaching technology. 
3. Knowing and understanding TAS syllabi with detailed exploration of Technology and Design and Technology 7-10 (Stage 4/5) and chosen Technology elective subjects. Specific focus on values embedded in the syllabus. 
4. Quality teaching in the TAS key learning area. Exploration of PEEL processes and resources. 
5. Pedagogical approaches and strategies including the use of appropriate and engaging resources relevant to TAS including the integration of ICT. 
6. Access and inclusively in TAS - Differentiation and catering for Indigenous, NESB students and students with special needs including strategies for extension and remediation, the role, purpose and implementation of Life Skills outcomes and content and consideration of gender issues. 
7. Developing innovative, project based teaching programs and units of work for sequential learning in Technology, Design and Technology Stage 5 and chosen electives. 
8. Planning lessons including articulation of clear objectives and outcomes. 
9. Introduction to designing appropriate fair, valid and reliable assessment - both for learning and of learning with emphasis on Board of Studies requirements for the School Certificate. 
10. Behaviour and safety policies and risk management and supporting positive behaviour in TAS subjects. 
11. Managing facilities, resources and equipment. 
12. Preparation for practical placement including check list of TAS specific activities to be completed while professional placement (accessed and discussed in Technology Pedagogy and Curriculum II).

Availabilities

Location Domestic International
Online Session 1 Session 1

Learning outcomes and graduate attributes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
Learning outcome count Learning outcome description GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 analyse the role and value of TAS in the NSW Board of Studies K-12 curriculum and the relationship between D&T, numeracy and literacy
2 demonstrate a sound understanding of the rationale and content of the Technology (Mandatory) and Design and Technology 7-10 syllabi
3 critically discuss teaching and learning styles appropriate in a technology classroom to foster lifelong and lifewide learning
4 develop project-based programs and units of work for sequential learning that encourage creativity and innovation
5 design fair, reliable and valid assessment tasks both for learning and of learning
6 understand the complexities of managing facilities, resources, equipment and OH&S issues in the TAS classroom
7 develop strategies for access and inclusivity in the TAS classroom and reflective practice.

On completion of this unit, students should be able to:

  1. analyse the role and value of TAS in the NSW Board of Studies K-12 curriculum and the relationship between D&T, numeracy and literacy
    • GA1:
    • GA5:
    • GA7:
  2. demonstrate a sound understanding of the rationale and content of the Technology (Mandatory) and Design and Technology 7-10 syllabi
    • GA1:
  3. critically discuss teaching and learning styles appropriate in a technology classroom to foster lifelong and lifewide learning
    • GA1:
    • GA5:
    • GA7:
  4. develop project-based programs and units of work for sequential learning that encourage creativity and innovation
    • GA1:
  5. design fair, reliable and valid assessment tasks both for learning and of learning
    • GA1:
    • GA7:
  6. understand the complexities of managing facilities, resources, equipment and OH&S issues in the TAS classroom
    • GA1:
  7. develop strategies for access and inclusivity in the TAS classroom and reflective practice.
    • GA5:
    • GA7:

Prescribed learning resources

Prescribed Texts
  • No prescribed texts.

Prescribed Learning Resources may change in future Teaching Periods.