EMT447 Introductory Technologies & Design Curriculum (8)


This subject introduces students to foundational aspects of teaching as a profession. To contextualise this positioning, students engage in investigation of the nature of design and technology, their relationship to each other, the field of science, and conceptual understandings of their impact upon society and the environment. These concepts are then considered in terms of their links to, and application in, the Stage 4 technology mandatory curriculum. The design of lessons in a project-based context with attention to development of literacy, numeracy and information and communication technology capabilities are also a major focus.

+ Subject Availability Modes and Location

Session 1
DistanceWagga Wagga Campus
Continuing students should consult the SAL for current offering details: EMT447
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 sessionHD/FLSchool of Education

Enrolment restrictions

Student who have completed EMT103 or EMT203 should not enrol in this subject.
Incompatible subject(s)Related subject(s)
EMT103 EMT203 EMT203 Paired Subject
EMT103 shares content with this subject

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to critically discuss the use, development, nature and impact of technologies and design demonstrating conceptual understanding of their relationship to technological development, values, beliefs and the environment;
  • be able to discuss curricula links and pedagogical application of design concepts across a range of technology contexts including factors influencing design and the ways in which products, systems, services and environments develop and operate;
  • be able to apply the essential components of the Technology (Mandatory) Year 7-8 Syllabus including numeracy, literacy and ICT requirements;
  • be able to justify and apply the concepts of project-based, problem-solving and authentic learning in technology education;
  • be able to 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.


The subject will cover the following topics:
  • Becoming a technology teacher: an introduction.
  • The TAS curriculum: an introduction and the K-12 learning continuum.
  • Learning to be literate - literacy and numeracy demands in the TAS curriculum.
  • Design: issues impacting on technology education and design embedded within authentic, project-based and problem-solving contexts.
  • Technology curriculum: knowing and understanding the mandatory technology syllabus and its implementation in years 7 and 8, including literacy, numeracy and ICT requirements.
  • Access and inclusivity in technology education. Teaching a diverse population a differentiated curriculum.
  • Relationship and integration of design, science, ICT and technology. Use of ICT in technology education.
  • Key learning tools: classroom activities for creative thinking, critical thinking, problem-solving, writing design briefs to meet needs/opportunities, setting up design criteria.
  • Issues related to teaching and caring for adolescents, including professional requirements, safety, WH&S, risk management, legislation, intellectual property, plagiarism, responsibilities in a practical subject.
  • Becoming a reflective practitioner and lifelong learner. Reflection of personal goals including the importance of numeracy and literacy - a self-evaluation.


The information contained in the 2017 CSU Handbook was accurate at the date of publication: 12 August 2016. The University reserves the right to vary the information at any time without notice.