Grade

Descriptor

HD

(High Distinction)

Provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application as appropriate to the discipline.

D

(Distinction)

Provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.

Cr

(Credit)

Provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; convincing argumentation with appropriate coherent justification; communication of ideas fluently and clearly in terms of the conventions of the discipline.

P

(Pass).

Provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; routine argumentation with acceptable justification; communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes

F

(Fail)

Does not provide evidence of attainment of learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.

Week (Week Commencing)

Lectures

Tutorial Content

Week 1

(22/02/21)

Introduction to Unit / Creativity in Education

Intro to unit & technologies (LMS, wiki, blog)

Reflecting on how to encourage creativity in the classroom 

Week 2

(01/03/21)

Introduction to Fostering Creativity using Technology

Exploration of technologies to foster creativity

Reflecting on pedagogies to support creative technology use

Week 3

(08/03/21)

Design Based Thinking in Education

Designing a learning sequence using technology

(Task 1 Learning Technology Critique due)

Week 4

(15/03/21)

Computational Thinking

Tools and strategies for developing computational thinking

Week 5

(22/03/21)

Augmented Reality in Education

Exploring augmented reality and reflecting on its potentials

Week 6

(29/03/21)

Virtual Reality in Education

Experiencing and designing in VR

 Mid Session Break (Friday 2nd April to Sunday 18th April)

(Task 2 Independent Research Review due)

No lectures

No tutorials

Week 7

(19/04/21)

 Week 8

(26/04/21)

No lecture [3rd/4th Year practicum block]

No tutorial [3rd/4th Year practicum block]

 Week 9

(03/05/21)

No lecture [3rd/4th Year practicum block]

No tutorial [3rd/4th Year practicum block]

Week 10

(10/05/21)

Digital Games and Design

Tools for games design

Students as designers of games

Week 11

(17/05/21)

Robotics and Computational Thinking

Solving problems using robots

Week 12

(24/05/21)

Constructionism and the Maker Movement

Embedded systems, electronic circuits, 3D design and printing

(Task 3 Emerging Technology Module due)

Week 13

(31/05/21)

Technology Enhanced Learning Futures

Emerging Technology Module Presentations

Week 14

(07/06/21)

No tutorial  (Task 4 ePortfolio due)

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2.3 Organise content into an effective learning and teaching sequence.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

1.1

Physical, social and intellectual development and characteristics of students

Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2

Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3

Students with diverse linguistic, cultural and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4

Strategies for teaching Aboriginal and Torres Strait Islander students

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.5

Differentiate teaching to meet specific learning needs of students across the full range of abilities

Demonstrate knowledge and understanding of strategies for differentiating 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

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

2.1

Content and teaching strategies of the teaching area

Demonstrate understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2

Content selection and organization

Organise content into an effective learning and teaching sequence.

2.3

Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.4

Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.5

Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6

Information and communication technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.1

Establish challenging learning goals

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2

Plan, structure and sequence learning programs

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3

Use teaching strategies

Include a range of teaching strategies in teaching.

3.4

Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5

Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

3.6

Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

3.7

Engage parents/carers in the educative process

Describe a broad range of strategies for involving parents/carers in the educative process.

4.1

Support student participation

Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2

Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3

Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4

Maintain student safety

Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.

4.5

Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.1

Assess student learning

Demonstrate understanding of assessment strategies including, informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2

Provide feedback to students on their learning

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3

Make consistent and comparable judgements

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4

Interpret student data

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5

Report on student achievement

Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

6.1

Identify and plan professional learning needs

Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

6.2

Engage in professional learning and improve practice

Understand the relevant and appropriate sources of professional learning for teachers.

6.3

Engage with colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

6.4

Apply professional learning and improve student learning

Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

7.1

Meet professional ethics and responsibilities

Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2

Comply with legislative, administrative and organisational requirements

Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage.

7.3

Engage with the parents/carers

Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.4

Engage with professional teaching networks and broader communities

Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.