Availabilities:

2021 unit offering information will be available in November 2020

Unit description

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.

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)

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.

GA1: Intellectual rigour, GA2: Creativity, GA3: Ethical practice, GA4: Knowledge of a discipline, GA5: Lifelong learning, GA6: Communication and social skills, GA7: Cultural competence
On completion of this unit, students should be able to:GA1GA2GA3GA4GA5GA6GA7
1analyse 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 researchIntellectual rigourLifelong learningCultural competence
2demonstrate 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 numeracyIntellectual rigour
3critically 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 ICTIntellectual rigourLifelong learningCultural competence
4develop 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 studentsIntellectual rigour
5develop project-based programs, units of work and lesson plans for sequential learning that encourage creativity and innovation and include literacy and numeracy learningIntellectual rigourEthical practiceCultural competence
6design fair, reliable and valid assessment tasks both for learning and of learningIntellectual rigour
7understand the complexities of managing facilities, resources, equipment and WH&S issues in the TAS classroomLifelong learningCultural competence

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: Intellectual rigour
    • GA5: Lifelong learning
    • GA7: 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
    • GA1: 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
    • GA1: Intellectual rigour
    • GA5: Lifelong learning
    • GA7: 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
    • GA1: 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
    • GA1: Intellectual rigour
    • GA3: Ethical practice
    • GA7: Cultural competence
  6. design fair, reliable and valid assessment tasks both for learning and of learning
    • GA1: Intellectual rigour
  7. understand the complexities of managing facilities, resources, equipment and WH&S issues in the TAS classroom
    • GA5: Lifelong learning
    • GA7: Cultural competence

Prescribed texts

  • Prescribed text information is not currently available.
Prescribed texts may change in future study periods.

Teaching and assessment

Teaching method
Tutorial online 1 Hour (5 weeks)
Structured online learning self paced (self paced)
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 2021 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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