TEAC 5036 Technology Curriculum 1

Credit Points 10

Coordinator Kay Carroll Opens in new window

Description The subject will examine and model effective contemporary classroom practice to develop students' pedagogical content knowledge. The specifics of the relevant Technology Syllabus and links with the K-6 curriculum will be analysed and critiqued as will current Australian and NSW educational/curriculum policies and priorities. Emphasis will be placed on principles underlying engaged inquiry teaching within the specific secondary subject, on creativity and quality teaching outcomes, on innovative program, subject and lesson planning and on the role of data in authentic and appropriate assessment practices. Students will investigate and discuss current research particularly related to sustainability and diversity in the teaching of specific technology areas.

School Education

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Undergraduate Honours Level 5 subject

Pre-requisite(s) TEAC 7027 AND
TEAC 7004 AND
TEAC 7032

Learning Outcomes

  1. Demonstrate understanding of NSW Education Standards Authority Stage 4 and 5 syllabuses and the effect upon syllabus implementation of current NSW and Australian educational policies and priorities.
  2. Demonstrate understanding of socio-cultural perspectives and pedagogical theories and approaches used in teaching Technology. 
  3. Demonstrate understanding of Aboriginal and/or Torres Strait Islander design solutions in Technology and the impact of historical and contemporary design solutions surrounding Indigenous cultural and intellectual property.
  4. Present well-constructed, innovative and coherent student-centred lessons that include literacy (including key metalanguage) and numeracy, enhance thinking and ICT skills and which take into account the full range of students’ abilities and school-based and system data.
  5. Prepare a suitable range of assessment instruments that use valid, reliable and consistent judgements of student learning.
  6. Design and select innovative teaching resources that apply a critically reflective approach to teaching Technology and include opportunities to develop students’ inquiry skills.
  7. Use a variety of teaching and learning strategies and resources, including ICT and a range of sources in teaching lessons and programs.
  8. Reflect and research professional learning to develop the discipline of Technology teaching.

Subject Content

  1. What is the nature of Technology in the early and middle years of secondary education? How is the subject linked to what is taught in primary school and in the senior years of secondary education?
  2. How are current educational policies and priorities with particular reference to Aboriginal and Torres Strait Islander education, literacy and numeracy and ICT, addressed in the teaching of the subject?
  3. How can we explore Aboriginal and/or Torres Strait Islander design solutions in Technology?
  4. How can we investigate the impact of historical and contemporary design solutions and understand ethical responsibilities surrounding Indigenous cultural and intellectual property?
  5. How do we apply a holistic approach by considering the factors affecting design and production in a design project?
  6. In what ways do active and engaging, student-centred teaching practices characterise the subject? Why is an understanding of socio-cultural and pedagogical theories and approaches important to quality teaching in the subject?
  7. How are lessons planned, units written and learning scoped and sequenced in the subject?
  8. Why is it necessary to differentiate teaching in the subject? How do teachers go about differentiation?
  9. How do teachers keep students safe during teaching in the subject?
  10. How may the incorporation of visionary and innovative uses of ICT, critical and creative thinking and problem solving support the achievement of quality learning outcomes in the subject?
  11. How can assessment of learning, assessment for learning and assessment as learning be reconciled in teaching the subject?
  12. What records do teachers keep? How are those records used in reporting student performance and in particular used towards awarding the Record of Student Achievement (ROSA)?
  13. In what ways has educational research contributed to the teaching and student learning of the subject?
  14. What options are open to pre-service teachers to continue to learn about Technology discipline?

Assessment

The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Item Length Percent Threshold Individual/Group Task
Professional Task 2000 Words 50 N Individual
Portfolio 2000 Words (Portfolio) 50 N Individual

Prescribed Texts

New South Wales Standards Authority [NESA]. (2019) Design and Technology Years 7-10 Syllabus

Teaching Periods

2022 Semester 1

Penrith (Kingswood)

Day

Subject Contact Kay Carroll Opens in new window

View timetable Opens in new window