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.

Content

Topics will include:

• Reflecting on prior experiences of teaching and learning in Years 7-10 Design and Technologies (D&T)
• Australian Curriculum and local curriculum documentation for Year 7-10 D&T, including Cross‑Curriculum Priorities and General Capabilities
• Theories of learning relevant to design and technology education
• Pedagogical Content Knowledge (PCK) in D&T, including design thinking, project-based and collaborative learning
• Designing units of work and related summative assessments for Years 7-10 D&T
• Teaching strategies and approaches for Years 7-10 D&T, including explicit instruction, project-based learning, and design thinking process
• Managing practical classes, including classroom movement, and safe use of equipment and materials
• Strategies for monitoring and differentiating student learning in Year 7-10 D&T, including formal and informal feedback, checklists, and differentiated instruction model
• Resource development and curation to support D&T teaching and learning that is ethical and professional, including the use of generative AI for data analysis, modelling and simulation
• Classroom verbal and non-verbal communication for D&T, including the Initiation-Response-Feedback (IRF) model, questioning, modelling and scaffolding techniques
• Roles and professional responsibilities of a contemporary teacher of D&T, including student safety and wellbeing in physical and online environments, including generative AI

Learning and teaching strategy and rationale

The teaching approach in this unit is grounded in evidence informed practices that support and build preservice teachers’ capability to teach Years 7–10 Design and Technologies. Learning experiences draw on social constructivist and adult learning principles, enabling preservice teachers to learn through active engagement, problem-solving, modelling and reflective dialogue. Tutorials and practical activities model effective pedagogical practices, including explicit instruction, cognitive scaffolding, design thinking cycles and project-based learning.

Teaching strategies are sequenced to gradually build pedagogical content knowledge and technical skills, with frequent opportunities for practice, feedback and collaborative learning. Diverse learning needs are supported through multiple means of representation, optional supports, step-by-step modelling, and structured opportunities for guided practice, consistent with principles of accessibility and inclusive pedagogy. Consideration is given to model how teachers can scaffold activities that may challenge some learners, including those with disability or limited prior experience to promote confidence and equitable participation. Overall, the teaching strategy aims to develop preservice teachers’ professional judgement, curriculum knowledge and capacity to apply evidence informed pedagogies in authentic Design and Technologies contexts.

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, 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:

• APST(GA)1.1

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

  Relevant Learning OutcomeLO2

  Practiced
• APST(GA)1.2

  Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.

  Relevant Learning OutcomeLO2

  Practiced
• APST(GA)1.3

  Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

  Relevant Learning OutcomeLO2

  Practiced
• APST(GA)1.4

  Relating toDemonstrate 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

  Relevant Learning OutcomeLO4

  Practiced
• APST(GA)1.5

  Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

  Relevant Learning OutcomeLO2, LO4

  Practiced
• APST(GA)2.1

  Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

  Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5

  Taught

  Practiced

  Assessed
• APST(GA)2.2

  Relating toOrganise content into an effective learning and teaching sequence.

  Relevant Learning OutcomeLO4

  Taught
• APST(GA)2.3

  Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

  Relevant Learning OutcomeLO3, LO4, LO5

  Taught
• APST(GA)2.4

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

  Relevant Learning OutcomeLO4

  Taught
• APST(GA)2.5

  Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.

  Relevant Learning OutcomeLO2, LO4

  Taught

  Practiced

  Assessed
• APST(GA)2.6

  Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.

  Relevant Learning OutcomeLO2, LO4

  Taught

  Practiced

  Assessed
• APST(GA)3.1

  Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.

  Relevant Learning OutcomeLO4

  Practiced
• APST(GA)3.2

  Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.

  Relevant Learning OutcomeLO4

  Taught

  Practiced

  Assessed
• APST(GA)3.3

  Relating toInclude a range of teaching strategies.

  Relevant Learning OutcomeLO2, LO4

  Taught

  Practiced

  Assessed
• APST(GA)3.4

  Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

  Relevant Learning OutcomeLO2, LO4

  Taught

  Practiced

  Assessed
• APST(GA)4.1

  Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

  Relevant Learning OutcomeLO2, LO4

  Taught
• APST(GA)4.5

  Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

  Relevant Learning OutcomeLO2, LO4

  Practiced
• APST(GA)5.1

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

  Relevant Learning OutcomeLO5

  Taught
• APST(GA)5.2

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

  Relevant Learning OutcomeLO2, LO5

  Practiced
• APST(GA)5.3

  Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

  Relevant Learning OutcomeLO5

  Taught
• APST(GA)6.1

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

  Relevant Learning OutcomeLO3

  Taught
• APST(GA)6.2

  Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.

  Relevant Learning OutcomeLO3

  Taught
• APST(GA)6.4

  Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

  Relevant Learning OutcomeLO3

  Taught
• APST(GA)7.4

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

  Relevant Learning OutcomeLO3

  Taught

Australian Institute for Teaching and School Leadership (AITSL) Core Content

On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:

• AITSL - 1.1.1

  Relating toThe difference in the process of knowledge acquisition in the brain of a novice vs the brain of an expert. This should be taught with reference to the development of mental models and schemas. 

  Relevant learningLO1, LO2

• AITSL - 1.3.2

  Relating toWhy teaching practices must adapt as a student’s familiarity with the knowledge of a subject increases, including when to move from scaffolded practice to independent practice, and why this is important. 

  Relevant learningLO1, LO2

• AITSL - 1.3.3

  Relating toHow to develop and use worked examples for students who are unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar with the knowledge of a subject. 

  Relevant learningLO3, LO4

• AITSL - 2.1.1

  Relating toThe key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress. 

  Relevant learningLO1, LO3, LO4

• AITSL - 2.1.2

  Relating toHow to plan a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory. 

  Relevant learningLO1, LO2, LO4

• AITSL - 2.1.3

  Relating toHow to sequence tasks within a lesson that build upon each other, meet students where they are in their learning and help them understand the progression of skills needed to attain mastery. 

  Relevant learningLO1, LO2, LO4

• AITSL - 2.2.4

  Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.

  Relevant learningLO2, LO5

• AITSL - 2.3.1

  Relating toHow to pitch an introductory lesson at an appropriate level, before starting a new unit of work, by identifying where a student is in their learning through assessing what they know, or think they know. 

  Relevant learningLO1, LO2

• AITSL - 2.3.3

  Relating toHow to design summative assessment to assess students against a standard or benchmark to gain an understanding of the level of mastery attained. 

  Relevant learningLO5

• AITSL - 2.3.4

  Relating toHow to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected. 

  Relevant learningLO5

• AITSL - 2.4.2

  Relating toThe research that shows explicit reading, and writing comprehension instruction tailored to discipline-specific content improves students’ academic understanding and engagement with material, as well as their overall academic performance.  

  Relevant learningLO1, LO2

• AITSL - 2.4.3

  Relating toHow to explicitly deliver reading and writing instruction through discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.

  Relevant learningLO1, LO2

• AITSL - 2.5.2

  Relating toThe research that shows numeracy is a fundamental component of learning, discourse, and critique across all areas of the curriculum and improves students’ understanding of and engagement with material within and beyond the mathematics curriculum.  

  Relevant learningLO1, LO2

• AITSL - 3.2.2

  Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour. 

  Relevant learningLO2, LO5

• AITSL - 4.1.1

  Relating toThe content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.  

  Relevant learningLO1, LO3, LO4

• AITSL - 4.2.3

  Relating toAbout the cultural diversity within classrooms and communities in Australia, and in the local context, to understand and value the perspectives of diverse groups including EAL/D and First Nations students. 

  Relevant learningLO4, LO5