In this course, you will develop specialised knowledge and skills for implementing the Queensland Senior Secondary Technologies curriculum. You will learn how to design lesson plans and learning sequences that will engage diverse learners. You will explore and evaluate a range of pedagogy, assessment and reporting strategies that maximise learning outcomes for senior students, including developing strategies for supporting literacy, numeracy and ICT learning within Technologies.
|Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts.
|Tutorial/Workshop 1 – A blended learning approach is used to deliver this course, including a mix of synchronous and asynchronous materials and activities.
|Independent Study/Research – You are required to engage in self directed learning using the Canvas course modules and current research/reading via the USC library.
|Seminar – Online
• Senior Curriculum frameworks in Technology subjects
• Curriculum planning and alignment of content, pedagogy and assessment
• Specific learning and teaching requirements in Technology subjects
• Engaging diverse learners in quality learning
• Assessment and reporting practices in the senior phase
• Designing and using assessment as an integral part of monitoring students learning and curriculum decision making in the Senior Phase of schooling
• Dimensions of authentic experience and the significance of Technology education
• Engagement with professional networks and associations
700 Level (Specialised)
|Course Learning Outcomes On successful completion of this course, you should be able to...
|Graduate Qualities Completing these tasks successfully will contribute to you becoming...
|Apply advanced knowledge of key curriculum frameworks, pedagogy, planning approaches and assessment practices in specific Business subjects to design teaching programs and reflect on teaching.
|Apply a student centred and aligned approach to curriculum organisation and planning, formative and summative assessment practices, and reporting.
|Engage with professional organisations, analyse the impact of significant issues on learning and teaching and advocate for positive action or change within the disciplines of ICT or ITD.
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
Enrolled in Program ED706 and a Technology Teaching area
It is expected that students engaging in this course have undertaken tertiary technology content courses that will be drawn upon to complete this course
Standard Grading (GRD)
|High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL).
Students will be given feedback to accompany each task to assist the student to improve and progress through the course.
|Individual or Group
|What is the duration / length?
|When should I submit?
|Where should I submit it?
|Online Assignment Submission with plagiarism check
|Oral and Written Piece
|Refer to Format
|Artefact - Creative, and Written Piece
10 Minute video followed by 500 word reflection
|All - Assessment Task 1:Lesson sequence and teaching segment
The goal of this task is for you to plan a sequence of three Year 11 or Year 12 lessons in your Technology discipline and teach a segment of one lesson to peers.
You are required to design a sequence of three 70 minute lessons on a senior phase unit based on the QCAA requirements in your Technology discipline. You are also required to present a 10 minute segment of one of the lessons to your peers in the tutorial. The presentation is expected to be highly engaging for your peers in your chosen topic from the senior syllabus, and should keep strictly to the time limit. There will be an opportunity for formative feedback.
|All - Assessment Task 2:Lesson Teaching: Segment of a lesson
The goal of this task is to allow you to teach a 15 minute segment from one of the lessons you developed to meet Assessment Task One
|Oral and Written Piece
Submit: Week 6 - 8 in tutorials. Teach a segment (15 minutes) of one of the lesson plans from Task 1 to your peers and obtain feedback from your tutor and peers. Demonstrate strong pedagogy, including the incorporation of ICT into your lesson segment, teaching communication skills, classroom organisation, and a capacity to differentiate for diverse learning needs.
|All - Assessment Task 3:Video presentation snapshot
The goal of this task is to develop your understanding and application of engaging ways to communicate with students and parents/carers about senior secondary Technology choices. You will then reflect on your performance to identify future professional development goals and plans.
|Artefact - Creative, and Written Piece
You have been selected by the Head of Department develop a video presentation "snapshot" for the school's senior subject evening. The video presentation "snapshot"is to highlight to parents and students the value of senior secondary Technology. In the video presentation "snapshot", you will demonstrate your understanding of the content, underlying philosophy, and pedagogy of the subject including how it connects with future study and work pathways. You will answer questions about how senior secondary Technology contributes to the Queensland Certificate of Education and/or ATAR. In addition to submission of the video presentation "snapshot", you will prepare a 500-word reflection that identifies:Strengths and areas for improvement of your knowledge of the senior secondary Technology content, pedagogy or presentationOne specific and measurable professional learning goal for the semester that is related to the senior secondary Technology area and plan for achieving the learning goal.
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: The final mark is in the percentage range 47% to 49.4% The course is graded using the Standard Grading scale You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks may be penalised at the following maximum rate: - 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. - 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. - A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.
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