Credit points


Campus offering

No unit offerings are currently available for this unit



Unit rationale, description and aim

This unit is designed to establish a knowledge base for teachers in the areas of curriculum, pedagogy and assessment in an Integrated STEM approach to Technology and Engineering based on content in the Australian Curriculum, and state and territory syllabi. The unit is designed to develop teachers' understanding of contemporary theory, concepts and skills in the Integrated STEM classroom context with a particular focus on Technology and Engineering. Teachers will develop knowledge in using appropriate design processes and techniques in the context of developing integrated STEM solutions to real-life issues or problems. Design and implementation of learning experiences that are responsive to the needs of diverse learners.

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.

On successful completion of this unit, students should be able to:

LO1 - demonstrate mastery (fluid and creative implementation) of the concepts, substance and structure of the discipline content and teaching strategies of teaching Technology and Engineering in an Integrated STEM classroom, and an in-depth understanding of how students learn Technology and Engineering in an Integrated STEM classroom (GA5, GA8; APST 1.2, 2.1) 

LO2 - critically analyse, synthesise, develop, and implement a range of Technology and Engineering learning and teaching activities and sequences for primary students (K-6), or junior secondary students (7-10) which involve a variety of pedagogical approaches and resources (including project-based and inquiry learning, and the safe and ethical use of ICT resources) appropriate to these year levels and curriculum content in the Integrated STEM classroom (GA4, GA5, GA8, GA9, GA10; APST 1.2, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 4.5) 

LO3 - describe, design, evaluate and implement a variety of teaching strategies which cater for individual differences in student learning (e.g. cognitive, physical, social, cultural) and integrate General Capabilities and Cross Curriculum Priorities (from Australian Curriculum, Design Technologies syllabuses) when teaching Technology and Engineering in an Integrated STEM classroom (GA1, GA4, GA5, GA8, GA9; APST 3.3) 

LO4 - analyse the relationships between learning task design, student learning and expertise, higher order thinking, assessment, feedback and reporting in teaching Technology and Engineering in Integrated STEM classroom, and apply to the development and modification of own teaching practice (GA4, GA5, GA9; APST 2.3, 5.1) 

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

GA10 - utilise information and communication and other relevant technologies effectively.


On successful completion of this unit, pre-service teachers should be able to:

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

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.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.


Topics will include: 


  • pedagogical strategies to promote problem solving, critical thinking and project-based learning when teaching Technology and Engineering in Integrated STEM classroom 
  • discipline specific teaching strategies and issues related to Indigenous students when teaching Technology and Engineering in an Integrated STEM classroom 
  • planning, implementing and evaluating sequences of learning activities when teaching Technology and Engineering in an Integrated STEM classroom relative to specific school context and identified factors impacting teaching and learning 
  • strategies to develop students’ literacy and numeracy skills in the context of Technology and Engineering in Integrated STEM Education 
  • catering for a diverse range of learners (e.g. cognitive, physical, social, cultural; EAL/D; Gifted Learners; Students with special purposes) when teaching Technology and Engineering in an Integrated STEM classroom 
  • effective use of a range of resources for teaching, including ICTs and technologies to engage learners, specific to teaching Technology and Engineering in an Integrated STEM classroom  
  • classroom management when teaching Technology and Engineering in an Integrated STEM classroom and the impact of curriculum rigour, engagement, participation and inclusion on learner behaviour 
  • a range of approaches and strategies for assessment, feedback, and reporting when teaching Technology and Engineering in Integrated STEM classroom 
  • describing and representing STEM-based problems using a variety of mathematical terminologies and conventions 
  • interpreting real life situations and systematically applying appropriate strategies to solve problems 
  • the concepts, substance and structure of curriculum content of Technology and Engineering in an Integrated STEM classroom, e.g., materials, hydraulics, pneumatics and aerodynamics 
  • Applying problem solving, strategies and mathematical reasoning to the solution of a variety of STEM based problems 

Learning and teaching strategy and rationale

This unit is offered in multi-mode and will be supported by a unit LEO (learning environment online) site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is utilised to support graduates in their exploration and demonstration of achievement of the unit’s identified learning outcomes. 


A variety of techniques will be used, dependent upon the mode of enrolment. Regardless of face to face or online enrolment, a range of synchronous and asynchronous learning strategies will be used. These will include lectures, tutorials, workshops, student presentations, co-operative group work, experiential learning and authentic problem solving. 

Assessment strategy and rationale

The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. ( ).

A variety of assessment procedures will be used to ascertain the extent to which graduates achieve stated outcomes. The total of assessment tasks will amount to the equivalent of 5,500 words. In order to pass this unit, teachers are required to submit or participate in all assessment tasks. 

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1 

a. Resource Folio and Critical Reflection 

Create a folio of 6 practical activities that cover a range of curriculum topics and skills, within which the: 

  • focus is on Technology and Engineering in an Integrated STEM classroom; 
  • identified curriculum content is addressed (reviewing many subject areas) (LO1); 
  • diverse learner backgrounds and needs are catered for (LO3); 
  • student higher order thinking is promoted (LO4); 
  • provisions aremade for assessment of student learning and feedback (LO4); 
  • and the cross curricular priorities and General Capabilities of the Australian Curriculum are incorporated (LO3).   

b. Critical Reflection Report 

Critically evaluate and justify using recent research the ways in which the Research Folio activities promote: 

  • student higher order thinking 
  • catering for the needs of diverse learners 
  • addressing the cross curricular priorities and General Capabilities of the Australian Curriculum 
  • including the integration of literacy and numeracy. 

 (word count approx. 2750) 
















Total = 50%

LO1, LO3, LO4 

GA1, GA4, GA5, GA8, GA9 

Assessment Task 2_Option 1 

Teaching Unit design 

Develop a unit of work during which students will engage with an Integrated STEM project in which a Technology and Engineering themed approach to the integration of Mathematics, Technology and Engineering are apparent. 

The sequential lessons and project must demonstrate your knowledge and understanding of: 

  • the concepts and structure of Technology and Engineering in an integrated STEM classroom in the K-6 curriculum or 7-10 curriculum (LO1); 
  • the ways in which students learn, within a project-based program, in an Integrated STEM classroom (LO1); 
  • learning objectives, teaching content, strategies and assessment appropriate to the identified outcome/s, topic and year level (LO2);  
  • nominated pedagogical approach/es (LO2,3); 
  • sequencing (LO2); and appropriate resources and strategies, including ICT, to meet the identified strengths and needs of diverse learners and to promote critical and creative thinking (LO3) 

(word count approx. 2750) 


LO1, LO2, LO3 

GA1, GA4, GA5, GA8, GA9, GA10 

Representative texts and references

Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: Current Perceptions. Technology and Engineering Teacher70(6), 5-9. 

Carr, R. L., Bennett, L. D., & Strobel, J. (2012). Engineering in the K‐12 STEM Standards of the 50 US States: An Analysis of Presence and Extent. Journal of Engineering Education101(3), 539-564. 

Department of Education and Training, Queensland. (2015). #codingcounts: A discussion paper on coding and robotics in Queensland schools. Retrieved from 

Duncan, C. (2015). A Pilot Computer Science and Programming Course for Primary School Students. Proceedings of the Workshop in Primary and Secondary Computing Education. pp.39-48. 

Hartman, C. (2015). Teacher Influence on elementary school students’ participation in science, technology, engineering, and mathematics. University Honors Program Theses. Paper 145. 

Hudson, P., English, L., Dawes, L., King, D., & Baker, S. (2015). Exploring Links between Pedagogical Knowledge Practices and Student Outcomes in STEM Education for Primary Schools. Australian Journal of Teacher Education, 40(6). 

Johnson, C. C. (2013). Conceptualizing integrated STEM education. School Science and Mathematics113(8), 367-368. 

Melmoth, J., Dickins, R., & Stowell, L. (2015). Coding for beginners using scratch. London: Usbourne Publishing 

Pinkston, G., EdD. (2015). Forward 50, teaching coding to ages 4-12: Programming in the elementary school. Paper presented at the International Conference on Education and e-Learning (EeL) Proceedings. 34-39. doi: 

Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S., & Kimmel, H. (2010). Advancing the “E” in K-12 STEM education. 

Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research (J-PEER)2(1), 4. 

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