School of Education, Fremantle Campus

COURSE OUTLINE

EDUCSM08
Teaching Method:
Technologies
2018
Semester 1
 General Information
Units of Credit Delivery
10 Internal
Mode
Assumed Prior
Knowledge /Special ED4299 (integrated with School Experience)
Skill Requirements
Pre-requisite Course/s N/A Co-requisite Course/s N/A
Contact Hours Lecture/s: Tutorial: Practicum:
per Week 2 hours 1 hour EDUC2294 or EDUC3294
(B.Ed) -10 wks
ED4299 (Grad Dip) – 2 wks
ED4270 (M Teach) – 10
wks
Workshop/s: Lab Session/s: <<Other>>

Weekly
Lecture/Tutorial Compulsory attendance of all 7 weeks is required to complete this unit.
Attendance
STAFF DETAILS
Role Telephone Email Office Availability
(in addition to appointments made on an
Location individual basis)

Course Coordinator
Dr Anne Coffey By appointment

Lecturer
Dr Peter Carey 0423123114 peterjscarey@gmail.com By appointment

Tutor
Dr Peter Carey 0423123114 peterjscarey@gmail.com By appointment

School’s Senior claire.donaldson@nd.edu.au 36/211 Please phone for

Administration Officer appointment
94330154
Mrs Claire
Donaldson

Course Outline Statement

This Course Outline provides students enrolled in the course at The University of Notre Dame Australia with important
information regarding the course’s outcomes, structure, lecture and tutorial times, assessment, resources and texts.
Students are expected to have read and understood this Course Outline in conjunction with the University’s General
Regulations and any other relevant Regulations, Policies, Guidelines or Procedure.

The General Regulations and other relevant Regulations can be accessed at

http://www.nd.edu.au/university/regulations.shtml.
University Policies and Guidelines can be accessed at
http://www.nd.edu.au/current-students/studentadministration/policiesregulations.shtml.

Communication to Students (Email & Learning Management System)

It is likely that communications for this course will be conveyed to students via their Notre Dame email account and to
the Learning Management System (Blackboard) noticeboard. It is the responsibility of all students of the University
(and a condition of enrolment) to check this email account on a weekly basis as all emails to a student email account
shall be deemed to have been received, as indicated in the General Regulations [Chapter 9]. The course’s Blackboard
noticeboard should also be checked on a regular basis. The login page for Blackboard can be accessed at
https://learnit.nd.edu.au/. All relevant material for this course will be found on Blackboard. All students enrolled in
this course will automatically be enrolled in this course on Blackboard.

Feedback for Students

The University appreciates student input into its quality processes. Various strategies are used (e.g. Teaching and
Course Content Evaluations, program reviews, review by School or course coordinator, external accreditation) and on
the basis of the most recent feedback, some of the changes/improvements made to this course are:
 Provision of an opportunity to mark student work and engage in a moderation process
 Provision of a greater opportunity to explore WACE course materials
1. Course Description
The main focus of this course, EDUCSM08/EDUCSS08, is to outline and examine some of the key topics, strategies
and ideas about teaching Technologies in Secondary schools. The course reviews the role of the teacher, the
characteristics and techniques of effective classroom strategies, curriculum outside the classroom and the importance
of reflective practice. Furthermore, the approaches to the school curriculum are investigated. In particular students
explore the Australian Curriculum, School Curriculum and Standards Authority (SCSA) and the Western Australian
Curriculum and Assessment Outline as key teaching resources that are directing and shaping the approach to
education being undertaken in Western Australian schools and hence apply its principles within the Technologies
learning area.

In lower secondary (early adolescence) the focus will be on exploring relevant ACARA and Australian Curriculum
documentation. In upper secondary (late adolescence) the focus will be on exploring relevant School Curriculum and
Standards Authority/CEO documents. These will also be unpacked and applied to lesson planning and Forward
Planning Documents (FPD). The teaching of Technologies will be explored in the context of both lower (early
adolescent) and upper secondary (late adolescent) students. For example, pedagogy, assessment and resources will
be considered from an age appropriate perspective. As part of this course students will therefore become familiar with
the major planning documents pertaining to lower and upper secondary and will be formally required to observe and
reflect upon the teaching of Technologies to both groups of students when on a school experience.

At the completion of this course students will be able to apply the knowledge and skills acquired during a formal 10
week school experience. They will be expected to develop and teach a program of work in both lower and upper
secondary. This unit should be viewed as integrated with the 10 week practicum.

2. Course Learning Outcomes

At the completion of this course a student should be able to:
2.1 Engage in and apply content and pedagogical content knowledge relevant to Technologies.
2.2 Demonstrate an enhanced capacity to integrate theory and practice through the development of planning
documents (lesson plans and forward planning documents) in Technologies.
2.3 Explore and integrate a range of appropriate teaching strategies and curriculum materials into planning
documents.
2.4 Apply appropriate assessment and evaluation strategies.
2.5 Demonstrate an increased capacity to problem solve in relation to lesson planning and lesson outcomes
through analysis of lesson plans and observation of lessons.

3. Graduate Attributes & Professional Outcomes

Notre Dame’s Graduate Attributes are the generic qualities, skills and understandings which the University aspires
to develop in its students:

Generic Graduate Attributes Graduate Abilities

1. Communication
2. Critical and Reflective Thinking
3. Technical Competence &
Interdisciplinarity
4. Life-long Learning
5. Ethical Responsibility
6. Philosophical and Religious
Approaches to Life
7. Team work
8. Research and Information
Retrieval Skills
9. Internationalisation
10. Commitment to
Active Citizenship
The ability to communicate effectively in all domains within a range of contexts, using oracy,
literacy, numeracy and information skills.
The ability to be a reflective practitioner with sound decision making abilities, through the use of
clear, critical and creative thinking and effective problem solving skills.
A comprehensive technical knowledge of a field of study, in addition to inter-professional
knowledge extending beyond a single discipline.
Acceptance of personal responsibility for ongoing life-long learning and professional development,
with a capacity to be self-directed and utilise effective time-management skills.
A capacity for high ethical standards both personally and professionally, underpinned by the ability
to apply ethical thinking skills to social/societal problems and challenges.
The ability to be an open and reflective individual, sensitive to and accepting of others’ values and
beliefs, whilst recognising and challenging prejudice and bias from a sound intellectual base.
A capacity to contribute in a positive and collaborative manner in order to achieve common goals.
The ability to construct new concepts or create new understandings through the process of
research and inquiry.
A capacity for international and global perspectives based on an understanding and appreciation of
social and cultural diversity and individual human rights.
A commitment to connect with and serve the community through active participation, engagement
and reflection.
AITSL National Professional Standards for Teachers (Graduate)
The National Professional Standards for Teachers comprise seven Standards which outline what teachers should
know and be able to do. The Standards are interconnected, interdependent and overlapping.

Domain Standard Focus Area

1.1 Physical, social and intellectual development and characteristics of students
Professional 1. Know students and 1.2 Understand how students learn
Knowledge how they learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range
of abilities
1.6 Strategies to support full participation of students with disability
2.1 Content and teaching strategies of the teaching area
2. Know the content 2.2 Content selection and organisation
and how to teach it 2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3.1 Establish challenging learning goals
Professional 3. Plan for and 3.2 Plan, structure and sequence learning programs
Practice implement 3.3 Use teaching strategies
effective teaching and 3.4 Select and use resources
learning 3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents/ carers in the educative process
4.1 Support student participation
4. Create and maintain 4.2 Manage classroom activities
supportive and safe 4.3 Manage challenging behaviour
learning 4.4 Maintain student safety
environments 4.5 Use ICT safely, responsibly and ethically
5.1 Assess student learning
5. Assess, provide 5.2 Provide feedback to students on their learning
feedback and report 5.3 Make consistent and comparable judgements
on student learning 5.4 Interpret student data
5.5 Report on student achievement
6.1 Identify and plan professional learning needs
Professional 6. Engage in 6.2 Engage in professional learning and improve practice
Engagement professional learning 6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.1 Meet professional ethics and responsibilities
7. Engage 7.2 Comply with legislative, administrative and organisational requirements
professionally with 7.3 Engage with the parents/carers
colleagues, 7.4 Engage with professional teaching networks and broader communities
parents/carers and the
community

4. Attendance & Absence

In accordance with the General Regulations and the School of Education Regulations. It is expected that-
 A student who is absent from a unit without the approval of the Program Coordinator or Course
Coordinator from its scheduled lectures, tutorials, workshops or any other teaching period outlined in the
unit outline may not be permitted to sit the final examination for the unit and/or receive a Fail due to Non-
Completion (FN) grade for the unit.
 A student is required to attend all scheduled classes for each unit they are enrolled in.
 Where a student is absent from tutorials for two consecutive weeks or more than twice during an intensive
unit or more than three times for a semester long unit, the tutor should inform the Program Coordinator or
Course Coordinator who will contact the student.
 Full time attendance at all scheduled practicum or internships, including necessary briefing sessions, is
compulsory.
Attendance will not form part of any assessment for this course.

5. Assessment (SEE ALSO SECTION 10 - ACADEMIC INTEGRITY)

Students must ensure they have read and understood University information which is available and relevant to
assessment. This includes but is not limited to the General Regulations [Chapter 6], relevant School Regulations
and any other policies, guidelines and procedures relating to assessment which appear on the University’s
website.
5.1 Assessment Structure
Further details on assessment requirements and marking rubrics will be provided to students as additional
documents which can be accessed from the University’s Learning Management System.

Item Assessment Type & Weighting Due Date Related to Related to Related to
No Description % Learning Graduate AITSL
Outcome No Attribute No Graduate
(s) (s) Standards
1 Forward Planning Document 60% 4:00pm Thursday, 2.1, 2.2, 2.3, 1, 2, 3, 4, 8 2, 3, 5
March 29 2018 2.4, 2.5
2 Reflective Practice Workbook 40% Grad Dip Secondary: 2.1, 2.3, 2.5 1, 2, 4 6, 7
4:00pm Monday, 23
April 2018
B.Ed/M.Teach/BHPE:
4:00pm Friday, 1 June
2018

Item 1: FORWARD PLANNING DOCUMENT 60%

You are to design a detailed ‘original’ Forward Planning Document (FPD) or program based on a topic or theme
that is taught in Year 9 or 10 if this is your major teaching area, or Year 7 or 8 if this is your specialisation
teaching area.

Your FPD must contain a total of 12 lessons. Each lesson is assumed to be 50 minutes in length.
The Notre Dame Forward Planning Document format must be used. A copy is attached and is also available on
Blackboard. You should include a 500 work rationale, one page overview document outlining the structure of
your program of work and include two (2) lessons to each single page of the Forward Planning Document.

The Forward Planning Document must include:

 direct reference to the Australian Curriculum/Curriculum Framework
 a topic overview of the four weeks including key Learning Area outcomes, values, essential content,
skills and assessments
 assessment dates, weightings and types
 reference to appropriate teacher resources
 organisational features – such as guest speakers, excursions, etc.
 all elements outlined in the Assessment Marking Key

Lesson Plans
You are required to write one detailed lesson plan from your FPD. You will choose one lesson and write it in
detail, particularly the section on introduction, procedure and closure of the lesson.
The Notre Dame Lesson Plan format must be used. A copy is attached and is also available on Blackboard. The
Guide to completing a lesson plan is also attached and is available on Blackboard.

Detail required for each section is clearly stated in the marking key.

Assessment One must

 comply with the Western Australian Curriculum (SCSA)
 contain all elements outlined in the Assessment Marking Key

Assessment One requires:

i. A 500 word rationale outlining and justifying your teaching and learning program with
specific reference to the scope and sequence of the curriculum and the age
appropriateness of your learning experiences.

ii. A Unit Overview document outlining the structure of your program of work for 10 weeks.
This overview must be educationally focussed and authentic – NOT COPIED OR
DOWNLOADED FROM THE NET. Maximum 1 page in total – Arial Font Size 10 Notre 
Dame Technologies Unit Overview template must be used
iii. A Forward Planning Document that contains a total of 12 consecutive lessons. This FPD
must be educationally focussed and authentic – NOT COPIED OR DOWNLOADED FROM
THE NET. Maximum 6 pages in total – Arial Font Size 10 Notre Dame Technologies 
FPD template must be used.
A Lesson Plan – You are required to write one detailed lesson plan from your FPD.

iv.
Notre Dame Lesson Plan template must be used.
Item 2: REFLECTIVE PRACTICE WORKBOOK 40%

You are to complete all sections of the Reflective Practice Workbook whilst on the two week Classroom
Immersion / ten week School Experience.

This Workbook is separate to this Course Outline and will be handed out by your tutor (please note the due date
for your program).

All sections of the Workbook must be completed (Grad Dip Secondary will only complete sections 3-5 for their
specialisation workbook as you will be completing two workbooks in the same school on your Classroom
Immersion).

Failure to do so will result in your overall grade being affected for the Teaching Method course.

5.2 Referencing Style

For this course, the referencing style to use is:

American Psychological Association Style Guide 6th edition (APA) for in-text style

Students can access support materials for this style in the Referencing Guide available via University Library
Homepage.

Questions about applying styles should be directed to the University Library. Contact details are available via
University Library Homepage.

5.3 Submission of Assignments

Electronic versions of Assignment Cover Sheets are available via University Library Homepage.

The following formatting/presentation specifications must be followed for assignment submissions:

o Please use size 10 Arial or Times New Roman Font

o Number each page and staple assessment
o All assessments require the official University Assignment Cover Sheet
o Correct use of spelling, punctuation and grammar is essential
o Acknowledge your sources of information – reference material
o Use your own words
o A copy of assignment is to be retained by the student

 All students must be familiar with, and abide by, the information contained in the booklet ‘Information For
Teaching Students’ (School of Education) relating to: Assessment; Presentation of Work; Professional
Standards; Student Attendance; Lesson Plans; Referencing in Academic Work and Literacy Standards.

 Please receipt your assignment using the machine in the School of Education Office foyer (instructions
provided nearby) and retain your receipt as proof of submission. This receipt is the only proof which will be
accepted showing that your assessment has been submitted. Assessments must be placed in the Assignment
Box located in the foyer on or before the due date.

LATE SUBMISSION OF ASSESSMENT ITEMS

When a student realises that an assessment item is going to be submitted late then the student should contact the
Course Coordinator to discuss the situation. An assessment item submitted after the due date without an approved
extension is subject to penalty. The penalty is 10% of the total value of the assessment per day for the first 5 days
(weekend included) and will receive a mark of zero after that time. The assessment item will still need to be
submitted to meet unit requirements. Failure to submit an assessment item will result in a Fail grade in the unit.

REQUEST FOR EXTENSION FOR AN ASSIGNMENT

Requests for extensions of time are approved only in exceptional circumstances and must be made on an official
form which should be given to the Course Coordinator. The request must be made before the due date of the
assessment, unless unforeseen circumstances have prevailed. Where a request is made on medical grounds an
appropriate and current medical certificate must be attached. A Request for Extension form is available from
Reception in the School of Education and from the School of Education section of the University website.
 Go to UNDA Website (http://www.nd.edu.au/). On the left hand side under ‘Current Students, click ‘Schools’ then
click the ‘Fremantle’ campus link under ‘Education’. On the right hand side, click ‘Application for Extension Form’
(http://www.nd.edu.au/downloads/fremantle/forms/application_for_extension_form_2010.doc).

6. Course Schedule
TOPICS/CONTENT/LEARNING EXPERIENCES
WEEK
Lectures Tutorials/Workshops etc Readings
Unit Introduction and Overview WA Curriculum
Technologies Content http://k10outline.scsa.wa.edu.au/
Exploring the Technologies
Curriculum Unit Overview Guiding Principles

(259 Kb) Guiding

 Rationale and Aims
 Organisation
 Scope and sequence from
Year 7-1O
 WACE Year 11 and 12
 Current resources for lower
secondary school.
 Current resources for
upper secondary school.
 School Curriculum and
Standards Authority
In this workshop students will be
introduced to the major
imperatives in the teaching of
Technologies.
Major curriculum documents will
be explored.
The Technologies learning
area in the WA Curriculum and
Assessment Outline and the
Digital Technologies and
Design and Technologies
subjects in the Australian
Curriculum Technologies
Learning Area focussing
particularly on early and late
adolescent phases of learning,
will be examined in order to
familiarise students with the
particular needs of each group
of learners.
Principles
Assessment Principles
(276 Kb) Assessment
Principles
The Western Australian Curriculum
comprises:
1. The Early Years Learning
Framework
2. Kindergarten Curriculum
Guidelines
3. Pre-primary to Year
10 Curriculum
4. Alternative Curriculum
Recognition.
Technologies - An Overview
https://goo.gl/rRDZTP

The students will learn how to

generate suitable ‘topics’ for
different year levels and to cater Ways of Teaching Video
for the diversity of learning within https://goo.gl/Dc9Ovx
1
students (both early and late
7 Feb
adolescents).

The students will learn how to

develop a scope and sequence
of work on a particular ‘topic’ in Digital Technology Lesson Ideas
Technologies. What are the https://goo.gl/fHp0lP
considerations that teachers
need to take into account?

This learning will be practically

applied in their Forward
Planning Document
(Assessment 1) WA Curriculum Support Resources
https://goo.gl/5w5j3g

Teacher Lesson Ideas

https://goo.gl/QiPcO3

Technologies FPD:
https://goo.gl/3qY6iR
 Introduce Assessment 1: Forward
Planning Document
Workshop: Planning a unit
module of work (forward planning
document)
 Rationale
 Unit Outline
 A Lesson plan
 Worksheets
 Assessments: Formative
and Summative, Marking
Keys, Resources, including
forms of ICT.
 Learning area links
 Literacy/numeracy
considerations in
Technologies.
 Writing lesson objectives
2 the module that they will use for
14 Feb
Review Assessment1: Forward
Planning Document
Forward Planning Document.
Linking teaching skills &
techniques to lesson plans
 Ways of Teaching
 Ways of Assessing
 Judgment Standards
 Melbourne Declaration
 Blooms
3  SMAR and TPack
21 Feb
Introduce Assessment 2:
Reflective Practice Workbook
One of the major assessments Lesson Planning
for this unit is to create a unit https://goo.gl/MyZX6L
module including rationale, unit
outline, a lesson plan, Lesson Planning and Classroom
worksheets, assessments, and Survival
resources. In this workshop https://goo.gl/g3lYM7
students will continue to explore
the curriculum in Technologies. Writing Lesson Objectives
https://goo.gl/eOe4AY
Students will develop and
brainstorm themes for a module
of work and decide on the
appropriate year level. What
knowledge and skill will need to
have been covered in previous
years?
Each student will then decide on Melbourne Declaration
https://goo.gl/qDG9x4
the forward planning document
(Assessment 1). Australian Professional Standards
for Teachers.
Differences in teaching https://www.aitsl.edu.au/teach/standard
Technologies with early and late s
adolescents will be explored?
What might be different to
conducting a class with Year 7
students as opposed to a Year
10 student? How will this
influence choice of teaching
strategies, modes of instruction,
choice of resources and
assessment?
Students will develop a lesson
plan for one of the lessons that
will form part of their forward
planning document.
This week’s workshop will focus Ways of Assessing
on the teaching of Technologies https://goo.gl/bphk3y
at both the early and late
adolescent level.
In the tutorial students will
explore Bloom’s taxonomy and
multiple intelligences. What are
the implications? Students will Teaching Digital Technologies
take the intelligences test. https://goo.gl/FZpb9N
Students will explore teaching
strategies typically used in the
teaching of Technologies.
Students will prepare to teach a
part of the lesson plan that was SMAR
developed in the last workshop. https://goo.gl/m0KJxB
They will be expected to
demonstrate the sequencing of Bloom’s Taxonomy
different activities in the lesson. https://goo.gl/CG6gbb
Students will also consider the Resources for Blooms
reflective practice workbooks. https://goo.gl/m8se1
Considering each of the
headings in section 5 of the TPack http://tpack.org/
book (reflections) how will the
teaching of lower and upper
secondary differ. What might
you expect to see in the
classroom?
 Review Assessment1: Forward
Planning Document
Technology and Resources in
Technologies
 Developing worksheets
 Relevant resources
4
28
Feb
Review Assessment One: Forward
Planning Document
Assessment Methods
 Assessment in
5 Technologies
7  Principles of Assessment
March  Judging Statements on the
SCSA Extranet
 Technologies Exemplars
on the SCSA Extranet
 Rubrics and Marking Keys
Teaching the AIT and Computer
Science Courses
 Unpack WACE Courses
 Assessment structure
 School Curriculum and
6 Standards Authority
14
requirements
March
 Professional Development
(SCASA website)
 SCASA requirements
This week’s workshop will focus How to Create Worksheets &
on resources in Technologies. Workbooks with Canva
Inspiring students – what are https://goo.gl/SuDYqR
your own ideas?
How do we inspire:
 Lower secondary?
 Upper secondary?
These questions will be
answered through a revision of
the major ‘topics’ covered in
Technologies.
Part 2 of the workshop will be
looking at the use of resources
in Technologies.
 Developing worksheets
 Technology – the forms
of and safety
procedures
 Relevant websites
(lower and upper
secondary)
 Excursions/Incursions
Assessment Principles and
This week’s workshop will focus Reflective Questions
on assessment in Technologies. https://goo.gl/2KQbnZ
Students will examine the
appropriate forms of assessment
used in Technologies. Focus
will be particularly paid to
assessment in the Year 11 and
12 courses.
ATAR and General Studies Support
Students will be asked to https://goo.gl/oDPKZl
develop an assessment task and
accompanying rubric for: WA Curriculum Judging Standards
a) lower secondary and Access to the SCSA Extranet
b) upper secondary. https://goo.gl/CVJm7y and
https://goo.gl/4KTvhr
The workshop will conclude with
a discussion on current
accountability requirements for
Technology teachers.
This week’s workshop will focus
on teaching a Courses Teaching the AIT and Computer
Students will be taken through a Science Courses - ATAR & General
detailed examination of the
Applied Information and Studies Courses Years 11 and 12
Computer Science Courses with
particular attention on:
https://goo.gl/oDPKZl
 Structure of the scopes
and sequence of
content.
 Contextual knowledge
 SCASA Requirements
 Assessment
 Programming
 Resources and Support
(particularly focussing
on the Extranet)

Overview of the Unit
Current issues in the Technologies
 Professional Associations
 Professional Development
 TRBA
 Working with Children
 Australian Professional
Standards
 Mandatory Reporting
 Accreditation to Teach in a
Catholic School
7
21
March
Teaching and/or Unit
Evaluations
In this workshop students will be
given a comprehensive overview
of the Unit. The focus for this
overview will be the forward
planning document (Assessment
1) and the reflective practice
workbook (Assessment 2).
Students will be asked to
consider what they will be
focussing upon in their
observations during their
forthcoming school experience.
Students will also discuss
managing student productions at
the school level.
ECAWA Professional Association
https://ecawa.wa.edu.au/
Australian Computer Society
https://www.acs.org.au/home.html
TRBA
http://www.trb.wa.gov.au/Pages/default.
aspx
Working with Children
https://workingwithchildren.wa.gov.au/
Australian Professional Standards
for Teachers.
https://goo.gl/1FUB7a

Students will also be engaged in Mandatory Reporting

a discussion of current concerns https://goo.gl/cmvyTl
in teaching Technologies (for
example, fall in academic Accreditation to Teach in a Catholic
results, bullying, truancy, stress School
loads, teacher efficacy, use of http://www.ceo.wa.edu.au
video to record student
performance). Students will be
introduced to the professional
associations and where to
access professional
development.

7. Resources

7.1 Text/s (other)

No set textbook required

7.2 Essential Readings

Churchill, R. et al. (2011). Teaching: Making a difference. Milton, Qld: John Wiley & Sons.

Marsh, C.,(2004). Becoming a Teacher: Knowledge, Skills and Issues, 3rd ed., Frenchs Forest, NSW:
Pearson Education

Barry, K. & King, L., 1998, Beginning Teaching and Beyond, 3rd ed., Katoomba, NSW: Social Science
Press, Katoomba, NSW.

8. Disability Support
Students with a disability should refer to the University’s Policy: Students with a Disability. For further information
and contact details visit Disability Support.

9. Learning Support
The Academic Enabling & Support Centre (AESC) offers a range of valuable programs to support students in
succeeding in their studies. To find out more about what is available, visit AESC.

10. Academic Integrity

All students have an obligation to uphold the University community’s standards on ethical scholarship. Good
scholarship involves building on the work of others, but the use of others’ work must be acknowledged
appropriately. Plagiarism constitutes a violation of academic integrity under the provisions of the General
Regulations [Chapter 8] and the Policy relating to Student Academic Integrity. These documents are on the
University’s website and should be referred to for more detailed information and definitions, especially as
plagiarism is subject to disciplinary action.
The University provides access to a range of online resources which will help you to understand the principles and
practices of ethical scholarship and the importance of upholding academic integrity in your work. You are strongly
encouraged to make use of these resources as well as the range of other tools (outlined in the Academic Integrity
Module resource) which are provided by the University to support student academic integrity. To find the academic
integrity resources, go to the University Library Homepage. Then, under the Learning Skills tab open the
Academic Integrity option.

If you require further explanation or help, contact the Course Coordinator or Tutor.
 EDUCSM08
Teaching Method: Technologies
Assessment 1: Forward Planning Document and
Lesson Plan
Student Name:

Aspect Assessed HD D C P F

Rationale /10
 Detailed explanation of the relevance of the FPD to the scope and sequence of the teaching and learning
program for the chosen year
 Justification for the module choice is logically expressed with reference to the relevant SCSA
documentation and scholarly works
Unit Overview Document /10
 Technologies Learning area content & skills sequenced appropriately
 Technologies content & skills selection relevant and appropriate
 appropriate allocation of time to each content/skills area
 appropriate inclusion of topic, content, skills, resources & assessments
FPD /60
Learning Experiences - each lesson described has detailed:
 description of introduction, body and conclusion
 variety of relevant teaching strategies demonstrated
 evidence of catering for different learning styles demonstrated
 linked and educationally sequenced
 links with SCSA Curriculum or LAO’s, resources & assessment established
 appropriate to age/outcome identified
 relevant skills identified and demonstrated
 relevant values identified and demonstrated
 suitability of Technologies teaching experiences to the content
Resources
 identification of relevant and current resources
 suitability of resources
 wide variety/range of different types of resources identified and used
Assessment
 methods of assessment indicated
 weightings of assessment indicated
 variety of assessment types applied to evaluate student achievement i.e. formal & informal assessment
 timeline included
 complies with assessment principles
Lesson Plan /20
Lesson Organisation
 student prior knowledge identified
 level appropriate and sufficient detail
 appropriate lesson objectives stated, demonstrated & measured
 teacher preparation includes worksheets/teaching aids/support material/resources e.g. library,
IT/equipment
 provision for learner diversity sufficiently detailed
 inclusion and application of Technologies concepts – content, skills, values
Lesson Delivery
 introduction to lesson is engaging/relevant
 presentation clear and includes questions/instructions/groupings etc
 motivates and engages students
 detail of lesson content, structure, strategies and key questions
 evidence of a variety of learning and management teaching strategies
 appropriate lesson steps/progression
 inclusion and application of Technologies concepts, skills and content
 inclusion and application of Technologies resources/teacher aids
 lesson closure reviews the lesson objectives
 teacher content notes, worksheets and answers
Academic Literacy: Academic Writing
Students are expected to demonstrate a high standard of academic writing. To score a high grade, these
criteria must be addressed:
 Standard Australian English is used to communicate key ideas clearly and concisely.
 The School of Education’s APA referencing style is followed consistently and precisely.
 Format requirement for presentation and length are closely followed.
 Context and Rationale

Provide a brief 500 word explanation of the context of your module of work and a justification of your teaching and
learning choices.

For example:

This module of work is designed for a Year 9 Technologies class to be completed in the latter half of Term 3. Students
will have an understanding of…as a result of their previous studies. This module of work builds on…and enables
students to… The range of teaching and learning experiences were selected because…
 Year #
Term #
Technologies Unit Overview

Weeks Topic Focus and Skills Links to the Assessment Resources

Curriculum
 Forward Planning Document

Term/Weeks: Year level: Teaching and Learning area: Technologies

Overarching learning goals:
As a result of this module of work students will be able to As a result of this module of work students will be able to As a result of this module of work students will be able to:
know: understand that: 
 
Achievement standard:

Curriculum links
Knowledge and understanding Processes and production skills

General capabilities
Literacy Numeracy ICT Critical and creative Ethical behaviour Personal and social Intercultural
thinking competence understanding
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
Lesson Curriculum Links Specific lesson objectives Assessment Teaching and Learning experiences Learner diversity Resources
(include code) As a result of this lesson students (for learning, as (including key inquiry questions) (G&T, SWD,
KU PPS will be able to: learning, of EALD, SAER)
learning)
1

10

11

12
Lesson Plan
Lesson Topic: Year Level: Time: Date:

Learning Area: Students’ Prior Knowledge:

Strand/Substrand/Content Descriptor from the West

Australian Curriculum:

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Intercultural
creative thinking Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia
Proficiencies:(Mathematics only)

Understanding Fluency Problem Solving Reasoning

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:





Teacher’s Prior Preparation/Organisation: Provisions for Learner diversity (G&T, SWD, EALD, SAER)

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time Stages of the Lesson Resources/References
The University of Notre Dame Australia, Fremantle Campus • 19 Mouat Street (PO Box 1225), Fremantle Western Australia 6959 • Tel: (08) 9433 0555 •
Fax: (08) 9433 0544 • Email: fremantle.reception@nd.edu.au • Internet: www.nd.edu.au • ABN: 69 330 643 210 • CRICOS PROVIDER CODE: 01032F
(Course Outline Template v.VII)
 COURSE OUTLINE: EDUCSM08 - SEMESTER 1, 2018

Align these with the segment where they

will be introduced.
Stage 1 Introduction
How will you gain the students’ attention, engage the interest of the
students and introduce the concept(s)?

Stage 2 Body of lesson

Describe each activity and the order in which it will be undertaken.
Include key inquiry questions and prompts.

Stage 3: Conclusion
How will you draw the lesson ideas together so that the students can
evaluate what they have learnt? How will you prepare the students for
the next task?

Transition: (What needs to happen prior to the next lesson?)

The University of Notre Dame Australia Date of Publication to Students: <<insert exact date for version control>> Page 18 of 19
 COURSE OUTLINE: EDUCSM08 - SEMESTER 1, 2018

Assessment strategies: How will you identify what the students have
learnt and how will you record this?

The University of Notre Dame Australia Date of Publication to Students: <<insert exact date for version control>> Page 19 of 19