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Unit of Study EDU10631 - Technology Pedagogy and Curriculum I (2018)

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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. Role and value of secondary TAS subjects in the broader school curriculum and their place in Technology K-12 including links between Stage 3 Science and Technology and Stage 4 Technology (Mandatory)
  2. Understanding the holistic approach to teaching TAS subjects
  3. Knowing and understanding TAS Years 7 – 10 syllabi with detailed exploration of Technology (Mandatory) and Design and Technology 7–10 (Stage 4/5) and chosen TAS Stage 5 elective subjects
  4. Pedagogical approaches  for TAS Years 7-10 subjects
  5. Strategies for teaching TAS Year 7-10 subjects
  6. Developing innovative, project based teaching programs (including scope and sequence plans) and units of work for sequential learning in Years 7-10 in Technology (Mandatory), Design and Technology and TAS elective subject
  7. Planning lessons including articulation of clear objectives and outcomes and the inclusion of literacy and numeracy learning.
  8. Designing appropriate, fair, valid and reliable assessment – both for learning and of learning with emphasis on Board of Studies requirements for the Record of School Achievement (RoSA).
  9. Managing facilities, resources and equipment.
  10. Preparation for practical placement including checklist of TAS specific activities to be completed while on professional placement (discussed and assessed in Technology Pedagogy and Curriculum II)

Availabilities

Location Domestic International
Online Session 1 N/A

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 TAS subjects and literacy and numeracy, with reference to research
2 demonstrate a sound understanding of the rationale and content of the Technology (Mandatory) Design and Technology 7–10 and TAS 7-10 elective subjects syllabi including opportunities to support literacy and numeracy
3 critically discuss pedagogical approaches to teaching TAS 7-10 subjects including the use of appropriate resources appropriate to TAS (including those to support literacy and numeracy) and the integration of ICT
4 develop strategies for access and inclusivity in the classroom including those required to meet the needs of Aboriginal and Torres Strait Islander students, NESB students, students with special needs and the literacy and numeracy needs of students
5 develop project-based programs, units of work and lesson plans for sequential learning that encourage creativity and innovation and include literacy and numeracy learning
6 design fair, reliable and valid assessment tasks both for learning and of learning
7 understand the complexities of managing facilities, resources, equipment and WH&S issues in the TAS classroom

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 TAS subjects and literacy and numeracy, with reference to research
    • GA1:
    • GA5:
    • GA7:
  2. demonstrate a sound understanding of the rationale and content of the Technology (Mandatory) Design and Technology 7–10 and TAS 7-10 elective subjects syllabi including opportunities to support literacy and numeracy
    • GA1:
  3. critically discuss pedagogical approaches to teaching TAS 7-10 subjects including the use of appropriate resources appropriate to TAS (including those to support literacy and numeracy) and the integration of ICT
    • GA1:
    • GA5:
    • GA7:
  4. develop strategies for access and inclusivity in the classroom including those required to meet the needs of Aboriginal and Torres Strait Islander students, NESB students, students with special needs and the literacy and numeracy needs of students
    • GA1:
  5. develop project-based programs, units of work and lesson plans for sequential learning that encourage creativity and innovation and include literacy and numeracy learning
    • GA1:
    • GA3:
    • GA7:
  6. design fair, reliable and valid assessment tasks both for learning and of learning
    • GA1:
  7. understand the complexities of managing facilities, resources, equipment and WH&S issues in the TAS classroom
    • GA5:
    • GA7:

Prescribed learning resources

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Prescribed Learning Resources may change in future Teaching Periods.