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EDET100 Effective Teaching 1: Becoming a Teacher


EDST277 Curriculum, Pedagogy and Assessment in Design and Technologies 1

Unit rationale, description and aim

Intending secondary Design and Technology 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 Design and 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 Technology 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 NumberLearning Outcome DescriptionRelevant Graduate Capabilities
LO1Describe the junior secondary Design and Technologies curriculum, including the knowledge and skills required of students, the theories which inform the curriculum and ways of teaching the curriculumGC1, GC2, GC3, GC7, GC8, GC11, GC12
LO2Explain how students learn in Design and Technologies, together with a range of appropriate approaches to planning and delivering engaging and purposeful teaching/learning activities for learners with diverse background and including the selection of appropriate resourcesGC1, GC2, GC3, GC5, GC6, GC7, GC8, GC10, GC11, GC12
LO3Critique personal knowledge and understanding of the concepts, substance and structure of the Design and Technologies curriculum to develop a plan for personal learningGC1, GC2, GC3, GC7, GC8, GC11, GC12
LO4Plan and devise a learning program in junior secondary Design and 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 abilitiesGC1, GC2, GC3, GC5, GC6, GC7, GC8, GC11, GC12
LO5Describe assessment strategies to assess and improve student learning including the provision of feedback to students about their learningGC1, 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 StandardRelating toRelevant Learning Outcome
APST(GA)1.1Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.LO2
APST(GA)1.2Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.LO2
APST(GA)1.3Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgroundsLO2
APST(GA)1.4Demonstrate 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 backgroundsLO4
APST(GA)1.5Demonstrate 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)2.1Demonstrate 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)2.2Organise content into an effective learning and teaching sequence.LO4
APST(GA)2.3Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.LO3, LO4, LO5
APST(GA)2.4Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.LO4
APST(GA)2.5Know and understand literacy and numeracy teaching strategies and their application in teaching areas.LO2, LO4
APST(GA)2.6Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.LO2, LO4
APST(GA)3.1Set learning goals that provide achievable challenges for students of varying abilities and characteristics.LO4
APST(GA)3.2Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.LO4
APST(GA)3.3Include a range of teaching strategies.LO2, LO4
APST(GA)3.4Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.LO2, LO4
APST(GA)4.1Identify strategies to support inclusive student participation and engagement in classroom activities.LO2, LO4
APST(GA)4.5Demonstrate 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)5.1Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.LO5
APST(GA)5.2Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.LO2, LO5
APST(GA)5.3Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.LO5
APST(GA)5.4Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.LO5
APST(GA)6.1Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.LO3
APST(GA)6.2Understand the relevant and appropriate sources of professional learning for teachers.LO3
APST(GA)6.4Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.LO3
APST(GA)7.4Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.LO3


Topics will include:

  • Design and 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 Design and Technologies teaching and learning
  • Pedagogical approaches emblematic of Design and Technologies teaching and learning
  • Planning and curriculum alignment
  • Planning for effective teaching and learning in junior Design and Technologies education
  • Differentiated teaching in Design and 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 Design and Technologies teaching
  • Digital technologies for teaching/learning in Design and Technologies education
  • Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Design and Technologies education
  • Teacher-presented directions and explanations
  • Assessment in junior secondary Design and Technologies education
  • Learning beyond the classroom
  • Student welfare and safety in Design and Technologies education classrooms and typical Design and 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 the ability to locate and synthesise information, will be developed through designing an 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.


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. This unit is 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 TasksWeightingLearning OutcomesGraduate CapabilitiesStandards

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 Design and Technologies for a selected Year level between years 7-10. Justify choices made with supporting evidence. 


LO1, LO2, LO4, LO5GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC10, GC11, GC12APST(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.


LO1, LO2, LO3, LO4GC1, GC2, GC3, GC5, GC6, GC7, GC8, GC10, GC11, GC12APST(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)

Australian Curriculum

Australian Curriculum, Assessment and Reporting Authority (ACARA)

NSW Education Standards Authority (NESA) Syllabus and Support documents including:

  • Technology (Mandatory) Years 7-8 Syllabus
  • Design and Technology Years 7-10 Syllabus
  • Food Technology Years 7-10 Syllabus
  • Graphics Technology Years 7-10 Syllabus
  • Industrial Technology Years 7-10 Syllabus
  • Textiles Technology Years 7-10 Syllabus

Recommended text(s)

Bower, M. (2017). Design of Technology Enhanced Learning. Bingley, UK: Emerald Publishing.

Council of Australian Governments Education Council. (2019). Alice Springs (Mparntwe) Education Declaration (p. 24). Commonwealth of Australia.

Davis, A., & Kappler-Hewitt, K. (2013). Australia’s campfires, caves and watering holes. Learning & Leading with Technology, June/July, 24-26

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming learning with ICT: Making IT happen. Frenchs Forest, NSW: Pearson Education Australia

Hattie, J., & Timperley, H. (2007) The Power of Feedback. Review of Education Research, 77(1), 81-112.

Henderson, M., & Romeo, G. (2015). Teaching and digital technologies. Sydney, NSW: Cambridge University Press.

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.

Howland, J.L., Jonassen, D. H., & Marra, R.M. (2012). Meaningful Learning with Technology (3rd ed.). Upper Saddle River, NJ: Pearson Education, pp.1-12.

Hunter, J. ( 2015). Technology integration and high possibility classrooms: Building from TPACK (pp. 40-62). New York, NY: Routledge.

Koehler et al., (2011). Deep play: Developing TPACK for 21st C teachers. International Journal of Learning Technology, 6(2), 146 – 163.

Marzano, R. J., Gaddy, B. B., Foseid, M. C., Foseid, M. P., & Marzano, J. S. (2005). A handbook for classroom management that works. Cheltenham, Vic: ASCD/Hawker Brownlow Education.

Porras-Hernandez, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context and the use of teacher’s narratives to reveal knowledge construction. Journal of Educational Computing Research, 48, 223–244.

Ribble, M. (2013) Digital Citizenship: Using Technology Appropriately: Nine Themes of Digital Citizenship.

Tan, K., Dawson, V., & VenVille, G. (2008). Use of cognitive organisers as a self-regulated learning strategy. Issues in Educational Research, 18(2).

Trust, T.(2012). Professional Learning Networks Designed for Teacher Learning Australian Educational Computing, 27(1), 34-38.

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