Teaching Secondary Technologies UG (12043.1)

Please note these are the 2026 details for this unit
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Teaching Secondary Technologies UG
Available teaching periods Delivery mode Location
View teaching periods Placement
 Bruce, ÃØÃÜÖ±²¥
EFTSL Credit points Faculty
0.25 6 Faculty Of Education
Discipline Study level HECS Bands
School Of Teacher Education Level 3 - Undergraduate Advanced Unit Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
This unit develops pre-service teachers' pedagogical content knowledge for the Key Learning Area of Technologies. An investigation of the Australian Curriculum for this area will be applied to a cycle of planning, teaching and reflecting on the learning of a diverse student group in an authentic clinical context. Pre-service teachers will collaborate on teaching episodes that address the requirements and purpose of technologies as they critically examine their teaching, assessment, feedback and reporting strategies for their positive impact on student learning and wellbeing. Clinical teaching episodes in this unit contribute a cumulative total of 3 days' professional experience to the course(s) in which it sits. This unit also includes a professional experience 'block' placement of 15 days in a Secondary or Senior Secondary school during which pre-service teachers will demonstrate their ability to consolidate their teaching skills as they plan, teach and reflect for a sustained period of time.

Important Note: Students should only enrol in this unit if it matches their choice of disciplinary major. If in doubt, contact the Program Director or the Academic Programs Team at the Faculty of Education before enrolling in this unit.

Students should be aware that completing a disciplinary 'method' unit for which they will not meet NESA's Subject Content Knowledge Requirements for Secondary Teaching at the point of course completion may lead to problems when seeking to register as a teacher.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Demonstrate an understanding of student development, how this affects student learning and implications for inclusive curriculum and teaching;
2. Demonstrate a broad knowledge and understanding of the structure of the Australian Curriculum for the discipline at Secondary and Senior Secondary levels and its significance to teaching and learning;
3. Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies needed in the discipline and within the Secondary and Senior Secondary classrooms;
4. Adopt a critically reflective approach to teaching and the related ability to plan for and implement teaching, learning and assessment strategies that inform and have a positive impact on learners within the discipline;
5. Identify and implement strategies to support inclusive student participation and engagement in classroom activities;
6. Implement assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess and report student learning;
7. Organise and manage classroom activities and behaviour, provide clear directions, and maintain a supportive and safe learning environment; and
8. Engage with professional colleagues, and professional learning, to maintain a productive working environment and to improve professional practice.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
4. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing - communicate and engage with Indigenous Australians in ethical and culturally respectful ways


Prerequisites

Must have passed 36 credit points including 10425 Curriculum - Assessment, Planning and Reporting AND one of the following:
- 10450 Ways of Knowing, Being and Doing in Education
- 12034 Being a Teacher
- 9919 The Educational Workplace

Corequisites

None.

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2026 Bruce, ÃØÃÜÖ±²¥ Semester 1 16 February 2026 Placement Mr Ryan Elwell
2026 Bruce, ÃØÃÜÖ±²¥ Semester 2 10 August 2026 Placement Mrs Joanne Keens
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

None

Submission of assessment items

Extensions & Late submissions

 

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, or if no submission has been made by the due date and time, a standard late penalty of 10% of the total marks possible for the task may be applied per day, for three days, after which the submission will receive a score of ‘0' in keeping with UC's Assessment Policy.

When developing your lesson plans, it is encouraged that you are using your skills in lesson planning and design to create engaging and rich lesson resources. Using materials from commercial sites such as TPT, Twinkl, Sparkle Box etc. is not desirable in this unit, except for Assessment Task 3 - Teacher Reflection and Resources. If you adapt resources from commercial sites and sources, please note this in your lesson planning and resource development.

Artificial Intelligence

Students may use generative artificial intelligence (GenAI) as indicated in the assessment instructions for this unit.
GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:
  1. The Unit Convener has authorised its use for that assessment;
  2. The student uses it in the way that the assessment instructions allow for;
  3. The student fully acknowledges its use, with appropriate citations and references. Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.
Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not allowed for that assessment. If students are unsure, they should seek advice from the Unit Convener.
 
Students should be aware that the University of ÃØÃÜÖ±²¥ utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a Learning Validation Conversation' designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct.

 

Special assessment requirements

A minimum aggregate mark of 50% is required to pass the unit as well as the satisfactory attendance of all school based clinics and successful completion of Professional Experience. 

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the , , and University of ÃØÃÜÖ±²¥ (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

You will be working in small groups to plan and deliver lessons during the school based workshops.  This means that you will need to prioritise shared planning time together outside of the workshops (face to face or online) so that you have shared and equitable contribution to this work.

This means that you will attend and participate in a three hour workshop each week and additional hours will be composed of shared planning with your peers, undertaking reading and planning individually and researching for your assignment tasks. In addition 15 days of placement is required.

An approximate breakdown of the workload is:

Workshops and online participation    60 hrs

Weekly lesson planning                      60 hrs

Reading and individual study             120 hrs

Assessment  Preparation                    60 hrs

Total hours                                          300 hrs

Participation requirements

Participation in school based tutorial classes is a compulsory condition of this unit, and attendance will be recorded. You must participate in 100% of the school based tutorial classes to pass this unit. In the event that you cannot attend your assigned session due to illness or extreme circumstances, you must provide appropriate documentation to the Unit Convener as soon as possible. In the case of sessions missed due to illness or extreme circumstances, both the academic content and the professional experience component are required to be made up. More than two documented absences may lead to failure of the unit due to non-completion.

Successful completion of the professional experience placement is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details.Students must familiarise themselves with the processes and policies related to professional experience.

Note: This unit commences with Week 1 and 2 on campus (see timetable for rooms) and weeks 3-7 will be school based to meet accreditation requirements of 3 days professional experience. Weeks 8 & 10 -12 will see a return to on campus workshops. 

There is a strong correlation between participation and success in higher education. Your participation and engagement with online activities will enhance your understanding of this unit's content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.

Required IT skills

It is expected that students undertaking this unit will have a sound level of information technology competence that includes electronic manipulation of documents, PowerPoints, photographs, videos, slideshows, e-books, websites and apps.  Students need to bring an electronic device (laptop or Smart tablet) to all workshops.

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:

  • its use is authorised by the unit convener as part of a specified assessment task, and
  • it is used in the way allowed in the assessment instructions and/or unit outline, and
  • its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

In-unit costs

Nil

Work placement, internships or practicums

 

This unit includes a 15 professional experience placement. Students must adhere to UC policies including the Student Conduct Rules (2018), WIL Policy and Procedure, and Assessment Policy and Procedure. All information regarding placements is available on the All Teacher Education Students (ATES) canvas page and it is the responsibility of the student to check for any updates.  
 
Students are advised to review InPlace regularly to check the status of their pre-placement requirements and to ensure that all contact details are up-to-date and will be for the during of the placement period. This information must include an emergency point of contact or next of kin. 
 
The Placement Team requires evidence of the following before a placement can be organised: 
 
Pre-placement Requirements (ALL must be uploaded to InPlace): 
  • Working with Vulnerable People (WWVP) card 
  • Working with Children Check (WWCC) 
  • TQI Preservice Teacher Registration 
  • Completion of Pre-Place module 
Early Childhood (EC) – Current First Aid, CPR and Anaphylaxis  
 
Students need to upload this information to InPlace and ensure it is verified (green status) by the due date stipulated by the placement team. All compliance tasks must be valid for the duration of the placement blocks. It is a student responsibility to ensure that previously submitted compliance documentation is valid for subsequent placement blocks. 
 
Pre-placement Requirements (must be uploaded to Unit Canvas Page for first professional experience): 
  • Acceptable Use of ICT form 
  • UC Student Acknowledgement form 
Failure to complete required pre-placement requirements by the due date will result in the cancellation of placement and may result in a fail (NC) grade for the unit. 
 
When students are allocated a placement it is their responsibility to contact the school/service to determine any additional pre-placement requirements specific for that location that need to be completed prior to the placement start date. Failure to do this may result in withdrawal from the placement and potential fail (NC) grade for the unit. 
 
Students who currently have a UC Reasonable Adjustment Plan (RAP) may be eligible for a Placement Support Letter (PSL). It is the student's responsibility to work with UC Wellbeing to determine any adjustment needed for Placement. 
 
Eligibility for placement is dependent on satisfactory academic progression at the time placement is scheduled. 
 
All placements must occur according to the published placement calendar on the ATES site. Students experiencing extenuating circumstances may request a date change; approval, however, is at the discretion of the Faculty. All placement blocks must be completed within 12 months of the associated unit's teaching and learning start date. Delays beyond this timeframe may result in a fail (NC) grade for the unit. 
 
Intervention and Support 
 
Students who demonstrate unsatisfactory progress towards the expected standard of practice at any point throughout their placement will be provided with Intervention and Support. This support process is tailored to meet the needs of the individuals. If sufficient improvements are not evident, a fail grade (NC) for the unit is the likely outcome. If the student's conduct or practice constitutes a significant risk to public safety, a student's placement may be terminated immediately without the Intervention and Support process being enacted. The student will meet with their Unit Convenor/Faculty member and discuss their progress in the unit and provided opportunities to reflect on their practice, setting goals for improvement.  
 
Assessment Requirement 
 
Placement must be successfully passed to pass the Unit 
 
Generalised Support  
 
For placement queries, contact placements@canberra.edu.au. 

Additional information

Provision of information to the group

Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole class.  It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only).  Students should ensure they check their student email regularly.  The Canvas discussion forums will be checked by staff regularly.

Use of student email account

The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes".  Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

Theoretical foundations: This unit covers the theoretical principles of Pedagogical Content Knowledge and the implications for teaching practice. This unit is based on current and emerging professional practices for beginning teachers, as they begin their professional career.

Research Led Education: There are active researchers teaching this unit who are able to engage students in deep and active learning and transmit to students their passion for the research they are carrying out. A focus of the unit is to assist preservice teachers to be classroom ready. Through inquiry-based teaching and project based learning, the learning and assessment modes develop research skills in the preservice teachers.

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