Unit aim

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).

Learning outcomes

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

Prescribed texts

Session 1

  • No prescribed texts.
Prescribed texts may change in future study periods.

Teaching and assessment

Online

Teaching method
Tutorial online 1 Hour (5 weeks)
Structured online learning 3 hrs (10 weeks)
Assessment
Activities and Exercises50%
Unit of work and lesson plans50%
Notice

Intensive offerings may or may not be scheduled in every session. Please refer to the timetable for further details.

Southern Cross University employs different teaching methods within units to provide students with the flexibility to choose the mode of learning that best suits them. SCU academics strive to use the latest approaches and, as a result, the learning modes and materials may change. The most current information regarding a unit will be provided to enrolled students at the beginning of the study session.

Fee information

Domestic

Commonwealth Supported courses
For information regarding Student Contribution Amounts please visit the Student Contribution Amounts.
Commencing 2014 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
For POSTGRADUATE or UNDERGRADUATE full fee paying courses please check Domestic Postgraduate Fees OR Domestic Undergraduate Fees

International

Please check the international course and fee list to determine the relevant fees.

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