Develops understanding of the role and value of the thechnology studies education curriculum and the rationale and content of the technology whether it be Design and Technology (D&T) or Digital Technologies (DT) in the Australian Curriculum, or the relevant State and Territory derivatives. .For the purposes of developing skills and knowledge of interpreting curriculum, and designing engaging learning experiences, 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.
- 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)
- Understanding the holistic approach to teaching TAS subjects
- 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
- Pedagogical approaches for TAS Years 7-10 subjects
- Strategies for teaching TAS Year 7-10 subjects
- 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
- Planning lessons including articulation of clear objectives and outcomes and the inclusion of literacy and numeracy learning.
- 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).
- Managing facilities, resources and equipment.
- 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)
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.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||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||Intellectual rigour||Lifelong learning||Cultural competence|
|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||Intellectual rigour|
|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||Intellectual rigour||Lifelong learning||Cultural competence|
|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||Intellectual rigour|
|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||Intellectual rigour||Ethical practice||Cultural competence|
|6||design fair, reliable and valid assessment tasks both for learning and of learning||Intellectual rigour|
|7||understand the complexities of managing facilities, resources, equipment and WH&S issues in the TAS classroom||Lifelong learning||Cultural competence|
- Board of Studies NSW, 2003, Design and technology advice on programming and assessment, Board of Studies NSW, Sydney. ISBN: 1 7409 9841 3.
- Board of Studies NSW, 2003, Design and technology years 7–10 syllabus, Board of Studies NSW, Sydney. ISBN: 1 7409 9276 8.
- Board of Studies NSW, 2003, Technology (mandatory) advice on programming and assessment, Board of Studies NSW, Sydney. ISBN: 1 7409 9842.
- Board of Studies NSW, 2003, Technology (mandatory) years 7-8 syllabus, Board of Studies NSW, Sydney. ISBN: 1 7409 9277 6.
- Owen-Jackson, G (ed.), 2015, Learning to Teach Design and Technology in the Secondary School, 3rd edn, Routledge, Milton Park, Abingdon, Oxon OX14 4RN. ISBN: ISBN:978-1-138-78525-0.
Teaching and assessment
Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2020 Commonwealth Supported only. Student contribution band: 1
Please check the international course and fee list to determine the relevant fees.