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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 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 Technology 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 to 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.

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

LO1     describe 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 curriculum  (GA4, GA5, GA8; APST 2.1)

LO2     explain 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 resources (GA4, GA5, GA7, GA8, GA9, GA10; APST 1.1, 1.2, 1.3, 2.1, 2.5, 2.6, 3.3, 3.4, 4.1, 4.5)

LO3     critique personal knowledge and understanding of the concepts, substance and structure of Technology curriculum to develop a plan for personal learning (GA4, GA5, GA8, GA9; APST 2.1, 2.3, 6.1, 6.2, 6.4, 7.4)

LO4     plan and devise a learning program in junior secondary Technology 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 (GA1, GA4, GA5, GA8; APST 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 4.1, 4.5)

LO5     describe assessment strategies to assess and improve student learning and provide feedback to students about their learning (GA1, GA3, GA4, GA5; APST 2.1, 2.3, 5.1, 5.2, 5.3, 5.4)

Graduate attributes

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

GA3 - apply ethical perspectives in informed decision making

GA4 - think critically and reflectively 

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

GA7 - work both autonomously and collaboratively 

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.

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.

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.

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. 

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.

2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

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.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

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.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

6.2 Understand the relevant and appropriate sources of professional learning for teachers.

6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings. 

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.


Topics will include:

  • Design and Technologies knowledge and understanding – the use, development and impact of technologies and design ideas across a range of technologies contexts
  • Design and Technologies processes and production skills – the skills required to design, produce and evaluate designed solutions.
  • Key concepts of factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Design and Technologies in Years 7-10
  • Specific professional practices related to teaching and learning in Design and Technologies (eg. WHS, safe practices in Design and Technologies Education
  • Pedagogical strategies to promote problem solving and critical thinking in Design and Technologies Education
  • An understanding of how effective teaching, including curriculum rigour, engagement, participation and inclusion, is a key factor in effective classroom management
  • General capabilities and cross curriculum priorities including the integration of literacy, numeracy and ICT and local, state, territory and national perspectives in Design and Technologies Education.
  • Planning sequences of learning activities in Design and Technologies relative to specific school context and identified factors impacting teaching and learning
  • The relationship between reflexive learning and effective concept formation to build higher order thinking in Design and Technologies Education
  • Catering for a diverse range of learners in Design and Technologies Education
  • Pedagogical strategies to promote problem solving and critical thinking in Design and Technologies Education
  • Discipline specific teaching strategies and issues related to Aboriginal and Torres Strait Islander students in Design and Technologies Education
  • Questioning techniques, feedback, assessment and reporting in Design and Technologies Education
  • Extending and challenging learners in Design and Technologies Education.

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 his/her understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. 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. Her/his teaching skills of planning and assessing, and his/her ability to locate and synthesise information, will be developed through designing Technology 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:

  • Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
  • Hands-on tutorials and discussions that promote peer learning;
  • Microteaching opportunities;
  • Self-directed reading and research;
  • Collaborative learning opportunities

Technology Enhanced Learning

The unit will include a Learning Environment Online (LEO) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school experiences. It may include:

  • Online review exercises.
  • Discussion board to exchange ideas and refine learning.
  • Video illustrations of teaching practice and focussed readings addressing a wide spectrum of teaching contexts, practices and competencies

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 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 three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 the pre-service teacher will have the opportunity to demonstrate knowledge of curriculum, and devise a plan for professional learning that supports their preparedness to teach English. Through completing Task 2, the pre-service teacher will develop communication and teamwork skills and will deepen her/his understanding of effective planning and teaching strategies through the development of instructional videos and describe the use within a lesson. In Task 3, the pre-service teacher will demonstrate knowledge of curriculum, planning and assessment in the development of a unit of work for use in a specific class context. These tasks reflect the ‘real world’ of school contexts, teaching responsibilities and collaborative nature of the teaching profession, 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 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% and meet the requirements of the Critical Tasks which are core to the demonstration of a number of Australian Professional Teacher Standards:

  • Assessment Task 2: Folio of Learning Activities
  • Assessment Task 3: Formative and Summative Assessment

Electronic Submission, Marking and Return

Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned three weeks after the assessment is completed.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1: Analysis of curriculum

Critical Task

Using professional readings and Years 7-8 Technology Mandatory syllabus documents, analyse and identify:

  • Models of teaching inherent in the curriculum
  • Concepts, knowledge, skills and understandings expected of students and those which are considered complex and difficult for students to develop
  • Pedagogical approaches for the teaching of the knowledge and skills of one or more areas within the curriculum
  • Design a professional learning plan to address potential gaps or weaknesses (the plan will be elaborated in later units).


LO1, LO2, LO3

GA4, GA5, GA7, GA8, GA9, GA10

Assessment Task 2: Microteaching portfolio

(Group task)

Select one Technologies 7-10 syllabus and develop a selection of 3 video excerpts that illustrate teaching and learning activities which cater for diverse learners across a range of topics incorporating a variety of resources. Include:

  • Instructions
  • Questions to be posed to students
  • Likely samples of student work
  • Feedback for samples of work
  • Possible adjustments for students from diverse backgrounds
  • Meeting the literacy and numeracy demands of the activity

Design three separate lesson plans to incorporate a video excerpt in each. Include:

  • Appropriate outcomes:
  • Knowledge and understanding and,
  • Design and Production
  • Demonstrate an understanding of content and sequencing,
  • Incorporate a variety of appropriate pedagogical approaches


LO1, LO2

GA4, GA5, GA7, GA8, GA9, GA10

Assessment Task 3: Research-informed Sequence of Learning

Critical Task

Design a research-informed program/unit of work for Years 7-8 Technology Mandatory education students over a nominated period (e.g. half term) for the chosen concept, as well as appropriate assessment strategies for the unit. The unit plan should attend to the following key elements:

  • A rationale to justify the approach to teaching and learning used
  • Specific learning objectives
  • Curriculum links (content and proficiency strands)
  • A description of the way in which cross-curriculum priorities and general capabilities are included.
  • Explicit teaching and learning experiences
  • High impact teaching strategies
  • Tasks which elicit higher order thinking including investigations, open-ended tasks, modelling, project-based learning
  • Effective resources to support learning including manipulatives, games and visual representations
  • Appropriate and ethical use of ICT
  • Purposeful ways to cater for diversity
  • Teacher questioning
  • Assessment strategies


LO1, LO2, LO4, LO5

GA1, GA3, GA4, GA5, GA7, GA8, GA9, GA10

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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