EMT445 Curriculum Method 1: Design & Technology (8)

Abstract

The design, development and use of technologies are influenced by society and play a role in enriching and transforming our natural, managed, constructed and digital environments. In schools Design and Technologies syllabuses actively engage students in producing quality, designed solutions to identified problems and opportunities whilst taking into account social, economic, environmental, ethical, legal, aesthetic and functional factors. Students are engaged in independent and collaborative project management from conception to realisation of innovative designed solutions that provide sustainable patterns of living. Technology educators develop relevant knowledge, understanding and skills to teach for project-based, problem-solving and authentic learning.

+ Subject Availability Modes and Location

Session 1
Internal	Wagga Wagga Campus
Distance	Wagga Wagga Campus
Session 3
Distance	Wagga Wagga Campus

Continuing students should consult the SAL for current offering details: EMT445
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration	Grading System	School:
One session	HD/FL	School of Education

Enrolment restrictions

Student enrolled in the Bachelor of Education (Technology and Applied Studies); Bachelor of Teaching (Secondary) and
Bachelor of Educational Studies or approved by the Course Director.

Incompatible subject(s)
EMT492

Learning Outcomes

Upon successful completion of this subject, students should:

demonstrate knowledge and understanding of the concepts and content of the syllabuses;
prepare detailed, engaging, coherent and effective lesson plans and unit of works that incorporate curriculum differentiation to meet the needs of learners;
develop effective teaching and learning strategies, based on a range of pedagogical frameworks;
design teaching and learning activities that integrate literacy and numeracy strategies and ICT capability, key competencies, cross curriculum content;
apply strategies to assess student achievement of outcomes;
critically engage with a range of issues in teaching Design and Technologies, including managing students and resources in a safe teaching and learning environment; and
demonstrate clear and accurate writing and professional written and other communication skills including effective research skills, use of appropriate educational terminology, and referencing and citation conventions.

Syllabus

The subject will cover the following topics:

KNOWLEDGE OF DESIGN AND TECHNOLOGY SYLLABUS CONTENT
Introduction to Technology education
Philosophy of Technology
Roles, resources, and teacher support
Teaching Design and Technology - concepts, substance and structure of the content of the teaching area
The role of knowledge, processes
Relevant learning theories
Learning in Design and Technology
'Learn to' and 'learn about' content, values and attitudes, issues and cross curriculum perspectives, literacy and numeracy, ICT capability
Planning lesson sequences - using knowledge of student learning, content and effective teaching strategies
KNOWLEDGE OF PEDAGOGY
Learning in Design and Technology
Pedagogical frameworks in project-based classrooms
Constructivist and inquiry methods, skills, and tools and techniques
Planning lesson sequences - using knowledge of student learning, content and effective teaching strategies
Design, creativity, innovation and enterprise
Problem-based learning and reflective practice
Teaching and communication strategies
Planning lesson sequences - using knowledge of student learning, content and effective teaching strategies
Technology and the community - innovative pedagogy
Designing units of work - organise content into an effective learning sequence
KNOWLEDGE OF CURRICULUM AND ASSESSMENT REQUIREMENTS
Curriculum development
Setting learning goals that provide achievable challenges for students of varying abilities and characteristics - the differentiated curriculum for teaching Indigenous and NESB students
Designing units of work - organise content into an effective learning sequence
Understanding assessment and its importance
Planning for assessment, outcomes-based, school assessment
State-based assessment strategies
Reporting and feedback
Knowledge of strategies that can be used to evaluate teaching programs to improve student learning
Educational technology and technology education
ICT in technology education: Linking ICT resources to lesson planning and units of work
Knowledge of a range of resources that engage students in their learning
Classroom management issues
Considering big issues
Role of technology education in transformational change

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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.