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EDTE299 Curriculum, Pedagogy and Assessment in Design and Technologies 1 or EDST277 Curriculum, Pedagogy and Assessment in Design and Technologies 1


EDST477 Curriculum, Pedagogy and Assessment in Design and Technologies Education 2

Unit rationale, description and aim

Intending secondary teachers need an understanding of the senior secondary curriculum in order to plan lessons that promote learner engagement and enhance student learning, with attention to the high-stakes assessment that is a common feature of the end of secondary schooling.

In this unit, pre-service teachers will consider the place of Design and Technologies education in contemporary Australian society. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment and providing constructive feedback and reporting. They will engage in self-reflection on their familiarity with the concepts and substance of Design and Technologies curriculum and consider their responsibilities as a Design and Technologies teacher. They will identify and practice pedagogical approaches emblematic of Design and Technologies teaching. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory.

The aim of this unit is for the pre-service teacher to become familiar with the knowledge, understanding and skills necessary for teaching Design and Technologies at a senior secondary level and 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 - Explain the principles of curriculum design and the inherent knowledge, skills and understandings that students require to achieve the outcomes of the senior secondary Design and Technologies curriculum (GA4, GA5, GA8; APST 1.1, 1.2, 2.1)

LO2 - Identify and describe research-informed teaching and learning strategies that support student academic growth across the full range of abilities and diverse backgrounds including Aboriginal and Torres Strait Islander students (GA4, GA5, GA7, GA8, GA9; APST 1.2, 1.3, 1.4, 1.5, 2.1, 3.3)

LO3 - Develop a range of engaging and challenging activities incorporating a range of resources including ICT to meet the specific learning needs of all students (GA1, GA4, GA5, GA7, GA8, GA9, GA10; APST 1.2, 1.3, 1.5, 2.1, 2.2, 2.5, 3.1, 3.3, 3.4, 3.6, 4.5, 5.2, 5.5)

LO4 - Develop a range of assessment strategies to support student learning and the evaluation of teaching and curriculum (GA4, GA5, GA8, GA9; APST 2.1, 2.3, 3.1, 3.6, 5.1, 5.2, 5.3, 5.4, 5.5)

LO5 - Identify professional learning needs and appropriate sources of professional learning for improved student learning (GA4, GA5, GA8; APST 6.1, 6.2, 6.4)

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

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:

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

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.

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

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

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.

3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student 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.

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.

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

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


Topics will include:

  • 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
  • The concepts, substance and structure of senior secondary curriculum content in Design and Technologies
  • Specific professional practices and key pedagogical approaches related to teaching and learning in Design and Technologies, and their theoretical underpinnings (eg. WHS, safe practices)
  • Pedagogical strategies to promote problem solving and critical thinking in Design and Technologies
  • The relationship between reflexive learning and effective concept formation to foster creativity and build higher order thinking in Design and Technologies
  • Catering for a diverse range of learners in Design and Technologies
  • General capabilities and cross curriculum priorities including the integration of literacy, and local, state, territory and national perspectives in the design and Technologies classroom
  • Discipline specific teaching strategies and issues related to Indigenous students in Design and Technologies
  • Effective use of resources for teaching, including ICT’s and technologies specific to Design and Technologies
  • Ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data, report on student achievement and ethical practice in assessment in Design and Technologies
  • High-stakes assessment, including the specific moderation process, student data interpretation and using data to inform teaching
  • Maintaining student safety in this curriculum area including risk identification, management and legislative requirements
  • Professional responsibilities and relationships
  • Resources and sources of professional learning for teachers for teachers, including professional associations, external professionals, community representatives and support networks.

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop 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 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. Teaching skills of planning and assessing, and the ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Design and Technologies education context. 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

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.

On Campus

Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.


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. 

Online scheduled

All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will 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 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, pre-service teachers gain an in depth understanding of the senior curriculum and identify areas of the curriculum students find challenging and research strategies to facilitate learning. Through completing Task 2, pre-service teachers will create a folio of learning activities for the senior curriculum which meets the needs of a diverse range of learners. In Task 3 the pre-service teachers will develop their communication and teamwork skills and apply knowledge of curriculum planning and teaching and assessment strategies in the development of assessments for a range of content. 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

Pre-service teachers must demonstrate mastery of every summative standard listed in the learning outcomes and attain a score of at least 50% in each of the critical tasks in order to pass this unit.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Assessment Task 1: Curriculum Review and Research Report

Design a program/unit of work for senior students over a nominated period. The program/unit of work must include the following:

  • Prior learning requirements
  • Curriculum links
  • Teaching and learning strategies to improve students’ key knowledge, skills and understanding
  • Specific approaches to teaching and learning that caters to diverse learners.
  • Assessment strategies

 Review the program/unit and identify the knowledge and skills that the students will be required to use/learn. Conduct a self-audit to identify any potential weaknesses that may exist in personal knowledge and skill set required to effectively teach this program/unit and present a professional learning plan to address those potential gaps.


LO1, LO2, LO5

GA4, GA5, GA8, GA9

Assessment Task 2: Folio of learning activities

Critical Task

Select one senior secondary Design and Technologies syllabus and create a folio of 6 - 8 engaging learning activities across a range of curriculum topics and skills relevant to senior secondary education. The following requirements need to be addressed across multiple learning activities:

  • learning outcomes for the students at respective stages
  • pedagogical approaches to teaching writing skills
  • explicit development of writing skills
  • catering to the diversity of student learning needs
  • ways of differentiating the learning experiences to provide challenge for all students
  • at least one activity in which ICT is employed to develop student skills in senior Design and Technologies education
  • promoting higher order thinking
  • cross-curriculum capabilities.


LO1, LO2, LO3, LO5

GA1, GA4, GA5, GA8, GA9, GA10

Assessment Task 3: Formative and Summative Assessment (Group task)

Critical Task 

Develop 2-3 formative and summative assessment tasks for the program/unit of work developed in AT1. Each assessment task must include:

  • A rationale which accounts for the choice of assessment strategy
  • Outcomes/achievement standards linked to the curriculum
  • Marking guidelines/criteria
  • Source material as appropriate
  • Moderation processes for making judgements on student learning
  • Strategies for providing feedback
  • Samples of student work with annotated feedback
  • Plan for evaluating teaching to improve student learning.


LO1, LO2, LO3, LO4

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

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio.

Representative texts and references

Required text(s)

Australian Curriculum

Australian Curriculum, Assessment and Reporting Authority (ACARA)

NSW Educational Standards Authority Syllabus and Support documents, including:

Design and Technology Stage 6 Syllabus

Food Technology Stage 6 Syllabus

Industrial Technology Stage 6 Syllabus

Textiles & Design Stage 6 Syllabus

Engineering Studies Stage 6 Syllabus

Recommended texts(s)

Ackermann, E. (2001), Piaget’s Constructivism, Papert’s Constructionism: What’s the difference?

Anderson, N. (2015). Digital technologies & Equity: gender, digital divide and rurality. In Henderson & Romeo, (2015). Teaching and Digital Technologies (pp. 46-56). Melbourne, Vic: Cambridge University Press.

Auld, G. & Djabibba (2015) Using Digital technologies with Aboriginal & Torres Strait Islander Students. In Henderson & Romeo, (2015). Teaching and Digital Technologies (pp. 57- 70). Melbourne, Vic: Cambridge University Press.

Ballanca, J., & Brandt, R. (Eds) (2010). 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree Press.

Colins, R (2014). Higher order thinking Retrieved from :,37431.html?issueID=12910

Education Council, (2015). National STEM School Education National STEM School Education Strategy 2016-2026

Groundwater-Smith, S., Brennan, M., McFadden, M, Mitchell, J. (2009). Secondary schooling in a changing world (2nd ed.). South Melbourne, Vic: Cengage Learning.

Hattie, J. (2009) Visible Learning

Howland, J., Jonassen, D., & Marra, R. (2012). Meaningful Learning with Technology (3rd ed.). Upper Saddle River, NJ: Pearson Education.

Killen, R. (2012) Teaching Strategies for Quality Teaching and Learning. Juta Legal and Academic Publishers

NSW Government Education Council, (2015). National STEM School Education Strategy.

Ritchart, R, Church, M, Morrison, K (2011) Making Thinking Visible Jossey-bass USA

Timperley, H (2011). Using student assessment for professional learning

Timperley, H (2009). Using assessment data for improving teaching practice. Retrieved from:



British Journal of Educational Technology. Journal of the National Council for Educational Technology.

International Journal of Technology and Design Education

Journal of Technology Education.

Learning and Instruction, The Journal of the European Association for Research on Learning and Instruction.

Journal of Digital Learning in Teacher Education. Journal of the International Society for Technology in Education (ISTE)

TEA Newsletter, The Newsletter of the Technology Educators Association.

The Australian Journal of Educational Technology. Australian Society of Educational Technology (AJET).

Technology and Design Education, The Journal of the Institute of Technology Education.

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