Unit description

Focuses on the key issues associated with being a professional in technology education. Emphasis is placed on understanding the place of the TAS key learning area in the K-12 curriculum, the essential components of the Technology (Mandatory) syllabus and its implementation in schools, the concepts of authentic and problem based learning and the role and responsibilities of a technology teacher in a secondary school setting and the broader professional community. Knowledge, skills, attitudes and values for teaching and caring for adolescents and skills in reflective practice are incorporated to enable students to monitor their development as educators and to critically reflect on their career choice.

Unit content

1. What it means to be a professional in a secondary school context and introduction to the professional teaching standards. 
2. Becoming a technology teacher and their role within the faculty, the school and the wider community. 
3. Technology education for the future - the history of technology education and forces of change. 
4. Defining and introducing 'curriculum' in the TAS key learning area, including the K-12 and VET learning continuum and scoping the breadth of TAS syllabi. 
5. Exploration of the Technology (Mandatory) syllabus and its implementation in Years 7 and 8. 
6. The relationship of literacy, numeracy and ICT skills to subjects in the TAS key learning area. 
7. Defining and introducing 'pedagogy' in the TAS key learning area in particular as related to Technology (Mandatory) syllabus. 
8. Authentic and problem-based learning and the role of project-based learning in the TAS curriculum and student-focused practice. 
9. Knowledge, skills, attitudes and values for teaching and caring for adolescents, including child protection and the need for personal literacy, numeracy and ICT skills
This unit will include three observation day visits to schools.

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

Teaching and assessment


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


Commonwealth Supported courses
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Commencing 2015 Commonwealth Supported only. Student contribution band: 1

Fee paying courses
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