Back to Find Units Page

Unit of Study TCH10630 - Introduction to Technology Teaching (2018)

Show me unit information for year

Unit Snapshot

  • Unit typeo

    UG Coursework Unit

  • Credit points

    12

  • AQF level

    7

  • Level of learning

    Introductory

  • Former School/College


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
GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 identify and reflect on what it means to be a professional in a secondary school context including the essential role of student-focused, reflective practice
2 discuss the development of technology education, its place in the K-12 learning curriculum and the various components which make up the current TAS curriculum
3 describe the role of a technology teacher within a TAS faculty, the secondary school and the wider community
4 demonstrate an understanding of 'pedagogy' and 'curriculum' in the TAS key learning area
5 outline the essential components of the Technology (mandatory) syllabus and its implementation in schools including the importance of numeracy, literacy and ICT
6 explain the concepts of authentic, problem-based and project-based learning
7 reflect on the knowledge, skills, attitudes and values necessary when teaching and caring for adolescents including literacy, numeracy and ICT competencies they need to achieve and to succeed in their studies and career as a professional technology educator.

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

  1. identify and reflect on what it means to be a professional in a secondary school context including the essential role of student-focused, reflective practice
    • GA3:
    • GA4:
    • GA5:
  2. discuss the development of technology education, its place in the K-12 learning curriculum and the various components which make up the current TAS curriculum
    • GA4:
  3. describe the role of a technology teacher within a TAS faculty, the secondary school and the wider community
    • GA3:
    • GA4:
    • GA5:
  4. demonstrate an understanding of 'pedagogy' and 'curriculum' in the TAS key learning area
    • GA4:
  5. outline the essential components of the Technology (mandatory) syllabus and its implementation in schools including the importance of numeracy, literacy and ICT
    • GA4:
  6. explain the concepts of authentic, problem-based and project-based learning
    • GA4:
  7. reflect on the knowledge, skills, attitudes and values necessary when teaching and caring for adolescents including literacy, numeracy and ICT competencies they need to achieve and to succeed in their studies and career as a professional technology educator.
    • GA3:
    • GA4:
    • GA5: