|Semester 2, 2021 Online|
|Short Description:||ITD Curriculum and Pedagogy|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||Band 1|
|ASCED code :||070105 - Teacher Education: Secondary|
|Grading basis :||Graded|
Examiner: Rob Cantle
Pre-requisite: Students must be enrolled in one of the following Programs: MSLT or BSED
Pre-requisite: BSED Only - EDS2401
The Secondary Specialisation Convenor will approve entry into the ITD teaching area for students with past trade qualifications and experience.
Teacher professional accreditation demands that secondary teaching graduates have a strong professional knowledge of discipline-specific curriculum and pedagogical studies within their chosen teaching areas. Although there are some common pedagogical approaches across clusters of disciplines, there are also distinctive practices within specific disciplines. This course enables pre-service educators to develop specific knowledge and pedagogical understanding within the technology and design discipline. The purpose of this course is to move beyond generic approaches of teaching for learning to provide a deep understanding of how to teach in their technology and design teaching area.
The course begins with pre-service educators exploring specific pedagogies and knowledge related to technology and design. Building on this, they will then actively construct their own pedagogical practice and develop professional expertise in delivering discipline specific teaching for learning. This course provides the opportunity for preservice teachers to learn how technology and design content, pedagogy and curriculum fit and work together to provide effective learning opportunities.
On successful completion of this course preservice teachers should be able to:
- explore signature pedagogies of Design and Technologies subjects, including appropriate unit planning to address curriculum requirements;
- identify technology and use appropriate resource selection, design area skills, attitudes, values, and code of conduct in Design and Technologies;
- explain and use student and teacher centred learning approaches (problem and project-based, collaborative learning) and the advantages and disadvantages of each for supporting students learning in ITD;
- apply differentiated teaching strategies to meet the specific learning needs of students across the full range of abilities in the design and technology area including safety and behaviour management;
- engage with colleagues, professional teaching networks and broader communities to improve student learning in Design and Technologies;
- demonstrate advanced competency of academic literacy, including referencing, research and English conventions.
|1.||Know the content and how to teach it||10.00|
|2.||Plan for effective teaching in an ITD workshop/classroom||30.00|
|3.||Resourcing in technology and design||5.00|
|4.||Teacher presence and planning||5.00|
|5.||Behaviour management and safety strategies in technology and design||10.00|
|6.||Indigenous perspectives, differentiation and inclusive practices in technology and design||5.00|
|7.||Unit planning for technology and design||30.00|
|8.||Engaging in professional development||5.00|
Text and Materials
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2021&sem=02&subject1=ITD3200)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student Workload Expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|QUIZ||10||10||06 Aug 2021|
|ASSIGNMENT 1||40||40||19 Aug 2021|
|ASSIGNMENT 2||50||50||21 Oct 2021|
Important assessment information
There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Students must attend and complete the requirements of the Workplace Health and Safety training program for this course where required.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade as student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
Deferred and Supplementary examinations will be held in accordance with the Assessment Procedure https://policy.usq.edu.au/documents/14749PL.
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and Benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Master of Learning and Teaching and Bachelor of Education and is benchmarked against the
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
- professional accreditation standards of the Australian Professional Standards for Teachers (APST), Queensland College of Teachers (QCT) and Australian Qualifications Framework (AQF).
Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at http://www.usq.edu.au/current-students/support/computing/hardware.