Year
2024Credit points
10Campus offering
Prerequisites
EDET100 Effective Teaching 1: Becoming a Teacher
Incompatible
EDST271 Curriculum, Pedagogy and Assessment in ICT and Digital Technologies 1
Unit rationale, description and aim
Intending secondary ICT and Digital Technologies teachers need an understanding of the junior secondary curriculum in order to plan lessons that promote learner engagement and enhance student learning.
In this unit, pre-service teachers will study relevant curriculum frameworks, including general capabilities and cross-curriculum priorities and other allied materials. They will explore theoretical frameworks associated with teaching and learning in ICT and Digital Technologies education and evidence-based approaches to plan for effective teaching and learning, including embedded literacy and numeracy, and the use of digital technologies. They will learn strategies to engage learners and to meet the learning needs of diverse students. They will learn to compose good questions, to assemble productive assessment tasks and develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate lesson and unit plans in order to demonstrate a knowledge of curriculum and learning theory. They will engage in microteaching to practice engaging students and guiding the classroom discourse. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum.
The aim of this unit is for the pre-service teacher to become familiar with the knowledge, understanding and skills necessary for teaching ICT and Digital Technologies at a junior secondary level to promote the development of pedagogical content knowledge.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Describe the junior secondary ICT and Digital Technologies curriculum, including the knowledge and skills required of students, the theories which inform the curriculum, and ways of teaching the curriculum | GC1, GC2, GC3, GC7, GC8, GC11, GC12 |
| LO2 | Explain how students learn in ICT and Digital Technologies, together with a range of appropriate approaches to planning and delivering engaging and purposeful teaching/learning activities for learners with diverse backgrounds and including the selection of appropriate resources | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC10, GC11, GC12 |
| LO3 | Critique personal knowledge and understanding of the concepts, substance and structure of ICT and Digital Technologies curriculum to develop a plan for personal learning | GC1, GC2, GC3, GC7, GC8, GC11, GC12 |
| LO4 | Plan and devise a learning program in junior secondary ICT and Digital Technologies which builds on the learning strengths and supports the learning needs of students with diverse backgrounds (including Aboriginal and Torres Strait Islander students) across the full range of abilities | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC11, GC12 |
| LO5 | Describe assessment strategies to assess and improve student learning including the provision of feedback to students about their learning | GC1, GC2, GC3, GC7, GC8, GC11, GC12 |
Australian Professional Standards for Teachers - Graduate Level
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(GA)1.1 | Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. | LO2 |
| APST(GA)1.2 | Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | LO2 |
| APST(GA)1.3 | Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds | LO2 |
| APST(GA)1.4 | Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds | LO4 |
| APST(GA)1.5 | Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. | LO2, LO4 |
| APST(GA)2.1 | Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | LO1, LO2, LO3, LO4, LO5 |
| APST(GA)2.2 | Organise content into an effective learning and teaching sequence. | LO4 |
| APST(GA)2.3 | Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | LO3, LO4, LO5 |
| APST(GA)2.4 | Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO4 |
| APST(GA)2.5 | Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | LO2, LO4 |
| APST(GA)2.6 | Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | LO2, LO4 |
| APST(GA)3.1 | Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | LO4 |
| APST(GA)3.2 | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | LO4 |
| APST(GA)3.3 | Include a range of teaching strategies. | LO2, LO4 |
| APST(GA)3.4 | Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | LO2, LO4 |
| APST(GA)4.1 | Identify strategies to support inclusive student participation and engagement in classroom activities. | LO2, LO4 |
| APST(GA)4.5 | Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. | LO2, LO4 |
| APST(GA)5.1 | Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | LO5 |
| APST(GA)5.2 | Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. | LO2, LO5 |
| APST(GA)5.3 | Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. | LO5 |
| APST(GA)5.4 | Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. | LO5 |
| APST(GA)6.1 | Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. | LO3 |
| APST(GA)6.2 | Understand the relevant and appropriate sources of professional learning for teachers. | LO3 |
| APST(GA)6.4 | Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. | LO3 |
| APST(GA)7.4 | Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. | LO3 |
Content
Topics will include:
- ICT and Digital Technologies in the Australian curriculum context and State and Territory syllabus and curriculum documents: historical context and current frameworks and documentation
- General capabilities and cross-curriculum priorities
- Theoretical frameworks associated with ICT and Digital Technologies teaching and learning
- Pedagogical approaches emblematic of ICT and Digital Technologies teaching and learning
- With a focus on knowledge, understanding and use of the language forms, features and structures of texts, language learning and learning about language, and the imaginative, creative, interpretive and critical use of language for different purposes and audiences
- Planning and curriculum alignment
- Planning for effective teaching and learning in junior ICT and Digital Technologies education
- Differentiated teaching in ICT and Digital Technologies
- Needs of learners from diverse cognitive, physical, social and cultural backgrounds
- Needs of learners from Aboriginal and Torres Strait Islander backgrounds
- Incorporating literacy and numeracy in ICT and Digital Technologies teaching
- Digital technologies for teaching/learning in ICT and Digital Technologies education
- Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in ICT and Digital Technologies education
- Teacher-presented explanations
- Assessment in junior secondary ICT and Digital Technologies education
- Learning beyond the classroom
- Student welfare and safety in ICT and Digital Technologies education classrooms and typical ICT and Digital Technologies teaching/learning environments
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of planning and assessment and skills in applying effective pedagogies through active engagement and collaborative learning. The pre-service teacher will have the opportunity to build on understanding of teaching strategies through critical reading, reflection, discussion, and engagement with webinars, podcasts and video resources. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. Teaching skills of planning and assessing, and ability to locate and synthesise information, will be developed through designing English education curriculum. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
Teaching and learning strategies may include:
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow the pre-service teacher to progressively demonstrate achievement against the course learning outcomes by demonstrating attainment of academic and professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on developing an understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers: Graduate.
The assessment tasks are sequenced to allow feedback and progressive development. These tasks reflect ‘real world’ school contexts and teaching responsibilities, thereby preparing the pre-service teacher for professional experience placement and one’s role as a teacher.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to demonstrate achievement of all learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50%.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities | Standards |
|---|---|---|---|---|
Assessment Task 1: Lesson Planning Develop three sequential lesson plans that are research-informed, and which demonstrate the integration of curriculum, pedagogical, and assessment principles and strategies relevant to the teaching of ICT and Digital Technologies for a selected Year level between years 7-10. Justify choices made with supporting evidence. | 50% | LO1, LO2, LO4, LO5 | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC10, GC11, GC12 | APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)4.1, APST(GA)4.5, APST(GA)5.1, APST(GA)5.2, APST(GA)5.3, APST(GA)5.4 |
Assessment Task 2 For Assessment Task 2, choose one of the following tasks. It is recommended that you cover Option in your principal teaching area, and Option 2 in your second teaching area. Option 1: Microteaching portfolio A video compilation with a mock group of students illustrating approaches to presenting clear explanations, precise instructions, and purposeful questions. A variety of contexts and resources should be considered. Reflect on the process and outcomes. Option 2: Skills audit and professional learning plan Conduct an audit of your knowledge and skills in relevant secondary 7-10 curriculum documents and devise a related professional development plan. Reflect on the process and outcomes. | 50% | LO1, LO2, LO3, LO4 | GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC10, GC11, GC12 | APST(GA)1.1, APST(GA)1.2, APST(GA)1.3, APST(GA)1.4, APST(GA)1.5, APST(GA)2.1, APST(GA)2.2, APST(GA)2.3, APST(GA)2.4, APST(GA)2.5, APST(GA)2.6, APST(GA)3.1, APST(GA)3.2, APST(GA)3.3, APST(GA)3.4, APST(GA)4.1, APST(GA)4.5, APST(GA)5.2, APST(GA)6.1, APST(GA)6.2, APST(GA)6.4, APST(GA)7.4 |
Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the Portfolio.
Representative texts and references
Required text(s)
Relevant State and territory curriculum and syllabus documents
Australian Capital Territory Senior Secondary http://www.bsss.act.edu.au/asset_lists/atmcv_courses.
New South Wales K – 10 Syllabuses https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/syllabuses-a-z.
New South Wales Stage 6 Syllabuses https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/syllabuses-a-z.
Queensland Senior subjects https://www.qcaa.qld.edu.au/senior/senior-subjects.
The Victorian Curriculum F-10 https://victoriancurriculum.vcaa.vic.edu.au/.
Victoria Senior Curriculum: VCE Study Designs https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/Pages/vce-study-designs.aspx.
Relevant State/Territory Curriculum Authority
ACT Education Directorate: https://www.education.act.gov.au/public-school-life/Our-Curriculum.
New South Wales Education Standards Authority (NESA): https://www.educationstandards.nsw.edu.au/wps/portal/nesa/home.
Queensland Curriculum and Assessment Authority (CAA): https://www.qcaa.qld.edu.au/.
Victorian Curriculum and Assessment Authority (VCAA): https://www.vcaa.vic.edu.au/Pages/HomePage.aspx.