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TEP 444Information and CommunicationTechnologies in the Secondary School ID2 2012

Education

ContentsGeneral Information 2

Learning Outcomes 2

Assessment Tasks 3

Delivery and Resources 7

Unit Schedule 14

Policies and Procedures 15

Graduate Capabilities 19

AITSL Professional Teaching Standards

24

Macquarie University has taken all reasonablemeasures to ensure the information in thispublication is accurate and up-to-date. However,the information may change or become out-datedas a result of change in University policies,procedures or rules. The University reserves theright to make changes to any information in thispublication without notice. Users of thispublication are advised to check the websiteversion of this publication [or the relevant facultyor department] before acting on any information inthis publication.

Disclaimer

https://unitguides.mq.edu.au/unit_offerings/25254/unit_guide/print 1

General Information

Important Academic DatesInformation about important academic dates including deadlines for withdrawing from units areavailable at https://students.mq.edu.au/important-dates

Learning OutcomesOn successful completion of this unit, you will be able to:

Demonstrate an understanding of computing concepts represented in the ISD, IPT and

SDD courses

Perform contemporary ICT related tasks use computer software/hardware and the

internet (for instance, creating accounts, searching for information, uploading files,

posting data, using collaborative technologies)

Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to

Unit convenor and teaching staffUnit ConvenorMatt [email protected] via [email protected]

Credit points3

Prerequisites3cp from TEP421(P)-TEP433(P)

CorequisitesTEP402

Co-badged status

Unit descriptionThis unit is intended for students who wish to become teachers of Information andCommunication Technologies (ICTs) in the secondary school: it is available only as a minorteaching subject and must be combined with a teaching major. The unit includes an overviewof computing courses in Stage 4/5 followed by a focus on the Stage 6 courses: InformationProcesses and Technology (IPT) and Software Design and Development (SDD). It introducesstudents to contemporary approaches to the teaching of ICT related syllabuses. Curricula,resources and instructional strategies appropriate to teach each of the subjects are examined.

Unit guide TEP 444 Information and Communication Technologies in the Secondary School I


mailto:[email protected]

https://students.mq.edu.au/important-dates

individual student needs

Present computing content and explain technological concepts in a way that promotes

student understanding

Critically evaluate and justify pedagogical decisions with reference to current scholarly

commentary, research and theory relating to learning and teaching computing

Critically discuss issues relating to the responsible use of technology inside and outside

the classroom and the impact of technology on students and society

Model positive attitudes and social behaviours relating to the use of ICTs, including

effective participation in groupwork processes and contribution to the learning

community.

Assessment TasksName Weighting Due

Task 1 10% 11:55pm Sunday 19th Aug 2012

Task 2 20% 11am Tuesday 2nd Oct 2012

Task 3 30% 11:55pm Sunday 28th Oct

Task 4 40% 11:55pm Sunday 4th Nov 2012

Task 1Due: 11:55pm Sunday 19th Aug 2012Weighting: 10%

In Weeks 1 to 3 students are required to write at least two e-portfolio posts that discuss issuesrelating to learning and teaching ICT. At least one of the posts should relate to a social oraffective issue. Reference to scholarly literature should be incorporated into the reflective writing,and indeed this literature may provide a catalyst for the posts. Students are invited to expresstheir opinions and reflections with a view to developing deeper insight into the key points atstake. Students are also expected to post reflective responses to the posts of others. Studentswill be assessed on the following five criteria:

1. whether issues relating to learning and/or teaching computing have been discussed

(including one post relating to social or affective issues)

2. whether scholarly literature has been integrated into the post

3. the quality of the reflection on the issue with relation to classroom teaching and student

learning

4. the quality with which the literature has been analysed and critically discussed



5. whether or not thoughtful and constructive feedback has been provided regarding other

students’ posts.

Posts should be no longer than 250 words each. Feedback for this assignment will be providedas a mark out of ten via the gradebook feature of the unit website.

On successful completion you will be able to:• Demonstrate an understanding of computing concepts represented in the ISD, IPT and

SDD courses

• Perform contemporary ICT related tasks use computer software/hardware and the



• Critically evaluate and justify pedagogical decisions with reference to current scholarly


• Critically discuss issues relating to the responsible use of technology inside and outside


Task 2Due: 11am Tuesday 2nd Oct 2012Weighting: 20%

1. Select a learning outcome or outcomes from the IPT syllabus that can form the basis of a

one-hour lesson.

2. Design the lesson plan and associated resources. Note that existing resources such as

online websites can be integrated into the lesson.

3. Write a 500 word rationale for the approach that has been adopted.

4. In class explain the lesson to your peers including a demonstration of how you would

present at least one key instructional sequence. Students should present their lesson in

between 10 and 15 minutes.

Lesson plans and rationales need to be submitted via the unit website before the lesson ispresented. A marking matrix for this task is provided on the unit website.


SDD courses






• Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to


• Present computing content and explain technological concepts in a way that promotes




Task 3Due: 11:55pm Sunday 28th OctWeighting: 30%

In teams allocated by the convenor, students are to design and develop a unit of work relating tothe SDD course. Students will be provided with a blank Moodle template with which to build theirtopic. If a large unit is being attempted then it is reasonable to describe some of the activities thatwould be attempted rather than produce all materials for the activities (the emphasis is on thepedagogical design of the topic, not the production of lesson resources).

Each student is to submit his or her own 750 word written justification of the design that has beenapplied. Arguments should be supported by reference to educational theory. Justifications shoulddescribe how the unit has been designed to help students achieve the pre-identified syllabusoutcomes. Students should also provide a 250 word critical evaluation of designing learningmodules in groups, including the advantages of working in this way, as well as the difficultiesexperienced and how they can be overcome.

A groupwork task has been intentionally prescribed in this case so that students can:

• acquire experience creating learning designs in groups (which emulates best practice in

schools)

• learn from one another to improve the quality of the final product

• create a greater body of integrated work which can then be reused once students

commence teaching

• explicitly reflect on the groupwork experience so as to form a better understanding of the

processes involved and strategies for improving its effectiveness.

A marking matrix for this task is provided on the Unit website.


SDD courses












• Model positive attitudes and social behaviours relating to the use of ICTs, including


community.

Task 4Due: 11:55pm Sunday 4th Nov 2012Weighting: 40%

Throughout this unit students will be teaching lessons and learning about computing studiesissues. Students are to construct an E-portfolio to showcase the lessons that they have taughtand the reflective thinking that they have performed. This will provide a showcase of thestudent’s ability as a computing studies teacher that can then be shared with colleagues andprospective employees. Students will be provided with details about how to create their e-portfolio in the first tutorial.

The e-portfolio will be completed using a blog, where weekly entries will explain the lessons thathave been taught, as well as the lessons that have been learnt from teaching the classes.Students will discuss issues that arose and strategies for addressing these issues. Studentsshould not only reflect upon their own work but also spend time reflecting on the work of othersand providing constructive feedback.

A marking matrix for this task is provided on the unit website. Note that students may choose tointegrate interesting and relevant findings from sources outside the unit in order to demonstrateprofessionalism, context, learning and growth.


SDD courses












community.

Delivery and ResourcesIntroductory CommentsEasy access to vast amounts of information and very rapid exchanges of information haveprofoundly affected how individuals, and groups of individuals, work, play, develop relationshipsand evolve ethical behaviour. The rapid advances in technology have plunged modern societyinto an information age. The students of today have far different experiences from what each ofus have had as learners due to the advent and continual changes occurring with technology. TheNSW Board of Studies Years 7-10 Information and Software Technology syllabus (2003) refersto the fact that “People can expect to work and live in environments requiring highly developedlevels of computing and technological literacy (p.8)”.

This teaching minor will introduce students to some of the contemporary approaches to theteaching of ICT related syllabuses in the Secondary School for Years 7 to 12. The focus of theunit will concentrate on the Stage 4/5 and 6 courses which include: Information and SoftwareTechnology (IST), Information Processes and Technology (IPT) and Software Design andDevelopment (SDD). Throughout the semester workshops will examine curricula, resources andinstructional strategies appropriate to each of the subjects. Working in the area of ICT is anexciting challenge. As technology student teachers and later as qualified professionals you willplay an important role in the schools in which you teach. With enthusiasm and creativity, you willinspire your students with a passion for learning, open their minds in a manner that will influencetheir future career choices and personal value systems and develop an understanding of and aneed for lifelong learning in the rapidly evolving area of technology.

At Macquarie University, we highly value the outstanding Master Teachers who take on a mentorrole with our student teachers. This professional relationship is one that as a student teacheryou will find invaluable. The key to a successful Semester 2 is a sound relationship between thethree triadic partners – you, your master teacher and your lecturer. Please feel free to talk withboth of these people about your ideas and concerns concerning teaching and your role in theschool. I welcome you to TEP444 “Information and Communication Technologies in theSecondary School I” and hope the course makes a significant contribution to your teaching andlearning. I look forward to working with you during this semester and hope that you will findTEP444 and teaching in the area of ICT to be both a challenging and exciting journey.

Matt Bower (Unit Convenor/Tutor)

Unit DescriptionThis unit is intended for students who wish to become teachers of Information and



Communication Technologies (ICTs) in the secondary school. It is available only as a secondteaching subject and must be combined with a first teaching subject. TEP444 providesbackground for both Computing Technology Information Systems and Computing TechnologySoftware Design as second teaching subjects. For this reason the requirements are morestringent than those of the NSW Institute of Teachers for either of these additional teachingsubjects. This unit includes an overview of computing courses in Stage 4/5 followed by a focuson the Stage 6 courses:

• Information Processes and Technology (IPT)

• Software Design and Development (SDD)

The academic prerequisite requirements for the unit are: Either: Enrolment in the GDipEd or 3cpat 200-level in EDUC 4 Units (12cp) in ICT related units with at least 2 units at 200-level or aboveContinuing Macquarie students must complete:

• ISYS114 Introduction to Systems Design and Data Management

• COMP115 Introduction to Computer Science.

It is strongly recommended that students in TEP444 have completed at least two units relating tothe design and development of software (eg programming in computer based language andsystems analysis, design, development and testing) and/or two units that develop skills ininformation and communication technologies and information systems (eg database designincluding relational databases and communication systems/networking).

Unit Personnel

Unit convenor: Matt Bower, [email protected], Ph: 98508626

Curriculum leader: David Grover, [email protected] are welcome to contact unit staff and where necessary make appointments for consultation.The convenor has a voicemail system allowing you to leave a message. When leavingmessages clearly state your name, the purpose of the call, and leave your phone number and atime when you can be contacted. Alternatively, the most reliable and efficient way to contact unitstaff is by email.

Unit OrganisationThis is a three credit point unit with attendance required at ONE 2 hour tutorial plus additionaltime to complete other independent learning tasks as specified throughout the semester.

Weekly Tutorial Schedule

Tuesday 11am - 1pm in C5A204

These workshops provide students with the opportunity to learn effective ways of implementingfor the Secondary School ICT courses by working and reflecting together. The tutorials will focus



on pedagogical issues rather than technical ones. Participation in the workshops is required soas to achieve the required knowledge and skills to teach the ICT courses, to receive guidedpractice in the design and development of theoretically grounded ICT curriculum, and to holddiscussions that explicate the role of technology in education and society. This is in line with thelearning outcomes for this unit.

Students may be excluded from the unit if they attend fewer than ten of the tutorials without adequate explanation.

It is the responsibility of the student to contact the convenor by phone or email with supportingdocumentation (e.g. medical certificate) where appropriate and explain the reasons for theabsence from class.

Note that participation is considered to be more than attendance. Participation also includes:

• tutorial preparation including evidence of pre-reading

• general contribution to the tutorials via discussion

• completion of the tutorial activities.

School PlacementStudents are expected to complete the equivalent of a ten-day practicum in InformationProcesses and Technology (IPT) and/or Software Design and Development (SDD). Students areexpected to also gain experiences in teaching junior (Year 7-10) classes in the area ofInformation and Software Technology (IST). The ten days form part of the 60-day NSW Instituteof Teachers requirements for professional experience. Where the subjects are not available atyour current school it may be possible to organise a placement elsewhere for the ten-days.Placements will be negotiated during weeks one and two of Semester 2.

TextbookThere is no textbook for this unit, however students are advised to familiarise themselves withavailable school texts, syllabi and other teaching resources, as well as the current readingswhich will be issued throughout the semester. Readings will also be made available onlinethrough the unit website. Some recommended school texts are provided below.

IST 7-10:

• D Grover et al (2012), Information and Software technology: A project based approach,

with CDROM (2012 Edition), Pearson

• G Powers et al (2005), Hi-Tech: Information and Software Technology, Heinemann

• Ware (2005), Info & Software Tech 7-10, Wiley

• Wilson (2005), Exploring Info & Software Technology, CUP

IPT 11-12:

• Ware P et al, (2003) Information processes and technology Preliminary course,

Jacaranda ISBN 0 7016 3459 6



• Ware P et al, (2002) Information processes and technology HSC course, Jacaranda

ISBN 0 7016 3472 3

• Davis S (2004) Information Processes and Technology - Preliminary Course, Parramatta

Education Centre

• Davis S (2004) Information Processes and Technology - HSC Course, Parramatta

Education Centre

• Leading Edge: IPT HSC Study Guide (Grover & Knights)

• Excel: IPT HSC Study Guide + cards

• Excel: IPT Prelim Study Guide

• Excel: IPT HSC Revise in a month

• Excel: IPT HSC Student Workbook

SDD 11-12:

• Davis S (2012) Software Development and Design - Preliminary Course (Second

Edition), Parramatta Education Centre

• Davis S (2012) Software Development and design - HSC Course (Second Edition),

Parramatta Education Centre

• Heinemann: SDD HSC Course (text only) (A.Fowler)

• Heinemann: SDD HSC Course (text +CD pack) (A.Fowler)

• Heinemann: SDD Prelim Course (text only) (A.Fowler)

• Heinemann: SDD Prelim Course (text +CD pack) (A.Fowler)

• Excel: SDD Study Guide (+ study cards)

Syllabi:

• Board of Studies, NSW. (1993). Science and Technology K-6 syllabus and support

document. Sydney

• Board of Studies, NSW. (2003). Years 7-10 Information and software technology

syllabus. Sydney

• Board of Studies, NSW. (2009). Stage 6 Information Processes and Technology

syllabus. Sydney.

• Board of Studies, NSW. (2009). Stage 6 Software Design and Development syllabus.

Sydney.

• Board of Studies, NSW. (2009). Stage 6 Industrial Technology (Multimedia) syllabus.

• ACARA Technology Draft Shape paper (http://www.acara.edu.au/verve/_resources/

Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf).



Assessment InformationIt is important to check the TEP444 unit website and student email regularly as assignmentclarifications may be posted and it will be assumed all students have read them. Note that allassignments should be submitted online unless other instructions have been provided.

Assignment RequirementsThe following requirements apply to assignments:

1. Please submit your assignments via the assignment drop-boxes provided on the unit

website and by the due date and time specified for each assignment. The system should

show that you have uploaded your assignment.

2. The name of your assignment file should include your full name and the task number –

for instance FirstnameSurnameTask2.doc .

3. Extensions of time for the submission of the assignment will be granted only in special

circumstances. Applications for such extensions must be made through the School of

Education office to the convenor prior to the submission date, and must include

appropriate medical or other evidence and evidence of work completed to date on the

assignment. The main grounds for seeking an extension are (a) illness and (b)

misadventure (i.e., circumstances beyond the student’s control, not pressure of

accumulated assignments). Late assignments will be penalised at a rate of 5% of the

maximum mark for an assignment for each day it is late. The late penalty does not apply

when an extension of time has been granted.

4. It should be noted that late assignments cannot be accepted for grading after marked

assignments have been returned.

5. Students are responsible for periodic back up of any digital work during the creation of

an assignment. In case of system failure students will be provided with reasonable time

compensation commensurate with the amount of time that the system was down. All

students must keep a digital copy of their assignments so that in case of system failure

the assignment can be resubmitted.

6. Students should keep within the stated length or word limit, and students may be

penalised for exceeding this limit.

7. The School of Education Referencing Procedures must be adopted. A copy may be

obtained from the School Office, C3A 829. These requirements are based on the APA

style (see URL for this on the TEP 444 unit website).

8. Assignments should be submitted online in Word format with the first two pages

consisting of the relevant cover sheet and marking rubric attached to the end of this



outline. It is particularly important that students include the disclaimer section as a way of

acknowledging the originality of their work.

9. If you wish to appeal against your grade you must first contact the original marker within

one week of a marked assignment being returned. If you remain concerned after

consulting with the original marker you should arrange to meet with the unit convenor.

10. For information about special consideration with relation to grading and assessment,

please see http://www.mq.edu.au/policy/docs/special_consideration/policy.html .

11. Remember assignments must be your own work. Plagiarism is a serious offence.

Assignment FeedbackFeedback for Assessment Items 2 and 3 will be provided on a marked up version of theassignment file. Feedback will include the assessment of performance in relation to theassignment criteria as well as qualitative feedback in the form of comments. Overall studentperformance on assignments will be reported using a grade.

Copyright IssuesCopyright rules apply to the use of materials taken from other sources. There are images youcan use in the development of your presentation without needing to obtain copyright permission.Links to sites that supply copyright free images will be suggested in your tutorials, or you can doa search for them yourselves (Creative Commons). It is essential that you obtain copyrightpermission for any images you obtain from other web sites or scan from books. The source ofthe image and an acknowledgement of permission granted must be indicated/provided in yourpresentation. You, and the University, are open to prosecution if you post images taken fromother sources without permission. If you particularly need to use material from a website/book,most book publishers and sources of web pages will provide copyright permission if you contactthem to ask for permission indicating the use is for educational purposes and not for profit - justclearly indicate that it is only being used for local educational purposes.

How this offering of TEP444 differs from previous semestersIn this offering of TEP444 students are expected to complete more independent learning tasksand the 2 hour tutorial time is seen more as a support to their self-directed learning. Changesfrom the previous offering include:

• More independent learning activities (such as watching video recordings of computing

processes) in advance of classes are an expection of the unit, in line with the idea of the

"flipped" classroom. In the previous iteration of the subject students were required to

complete less work before coming to class.

• Greater emphasis on post-class activity completion and summaries. For the previous

iteration the quality of products that students created and their reflections was not



http://www.mq.edu.au/policy/docs/special_consideration/policy.html

emphasised as greatly.

• The emphasis on Augmented Reality in the curriculum has been increased.

Other minor changes to tutorials have also been made in accordance with the evolving nature ofthe educational technology field.

Technology Use and RequirementsThe TEP444 unit website is available from http://ilearn.mq.edu.au . The TEP444 website hasbeen designed for access by standard Internet technologies, so most common contemporaryoperating systems and browsers can be used. The website should be able to be accessed usingMacintosh, Windows, or Linux based operating systems. Firefox, Chrome and Internet Explorerare the recommended web browsers for this subject. To use the TEP444 web site you need toknow how to use a web browser, become familiar with the content of the online material andknow how to move around it (navigate), and understand the function of the various toolsavailable to you.

A range of technologies will be utilised during tutorials. The software and systems used in thisunit are generally freely available and can be downloaded onto students' home computers.

Teacher Education Learning Lab (TEL Lab)All your tutorials will be held in the TEL Lab. This is a facility for Education students atMacquarie University and is located in C5A201, C5A204 and C5A210. The TEL Lab supports theuse of technology as appropriate to our schools. The labs provide a student work area andvenue for tutorials.The computers have a variety of educational software and full Internet access.

Students are welcome to use the computers and software provided that the room is not beingused by lecturers for a tutorial or workshop. Notices are placed near the Centre door to indicateopening hours and computer room availability.

Studying Contributions in ICT UnitsFrom time to time it is useful to study how students use online technologies in order to betterunderstand their effectiveness for teaching and learning. In order to do this student contributionsto the online learning systems in this unit may be studied once the semester is over. This will inno way affect your grades, and if the results of any analysis are published then your identity willin no way be revealed. If you do not wish your contributions to be included in any analysis thenplease notify the unit convenor. Also note that contributions to the General Discussion Forum willnot be included in any analysis. The ethical aspects of this study have been approved by theMacquarie University Ethics Review Committee (Human Research, ref.HE29MAY2009-R06619HS). If you have any complaints or reservations about any ethical aspectof your participation in this research, you may contact the Committee through the ResearchEthics Officer (telephone [02] 9850 7854, fax [02] 9850 8799, email: [email protected]). Anycomplaint you make will be treated in confidence and investigated, and you will be informed ofthe outcome.



http://ilearn.mq.edu.au/

Unit Schedule

Wk

Week

Begins

Workshop Title Workshop Content

1 30/07 Orientation Introduction to unit, e-portfolio setup, scholarship and computingstudies, professional experience placements

2 06/08 Information and SoftwareTechnology I

Introduction to the Information and Software Technology course

3 13/08 Augmented RealityWorkshop I

All day event opportunity available to TEP444 students

4 20/08 Information and SoftwareTechnology II

Further themes in the Information and Software Technologycourse

5 27/08 Information ProcessingTechnology I

Introduction to the Information Processing Technology course

6 03/09 Augmented RealityWorkshop II

All day event opportunity available to TEP444 students

7 10/09 Information ProcessingTechnology II

Further Themes in the Information Processing Technologycourse

Semester Break – 15th

September to 30th September

8 01/10 Software Design andDevelopment I

Introduction to the Software Design and Development course

9 08/10 Software Design andDevelopment groupwork

Working on group projects in teams

10 15/10 Software Design andDevelopment II

Further themes in the Software Design and Development course

11 22/10 Multimedia I Introduction to multimedia technology

12 29/10 Multimedia II Further themes in multimedia technology

13 05/11 Current issues, futuredirections and unit review

Debriefing discussion and evaluation



Policies and ProceduresMacquarie University policies and procedures are accessible from Policy Central. Studentsshould be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html

Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html

In addition, a number of other policies can be found in the Learning and Teaching Category ofPolicy Central.

Academic HonestyAcademic Honesty is key to the core values and principles that underpin the University’s EthicsStatement (see the policy at http://www.mq.edu.au/policy/docs/academic_honesty/policy.htm).The procedures for Academic Honesty as well as the Assessment – Code of Practice outlinesthe responsibility of students (and staff) in academic endeavours. Please consult thesedocuments (available through Policy central: http://www.mq.edu.au/policy/all.html )

One breach of academic honesty is plagiarism, defined in the Academic Honesty glossary asfollows: "Plagiarism involves using the work or ideas of another person and presenting it as one'sown without clear acknowledgement of the source of the work or ideas". Plagiarism is a seriousbreach of the University's rules and carries significant penalties. Penalties may include adeduction of marks, failure in the unit, and/or referral to the University Discipline Committee.

GradingAssignments will be awarded grades ranging from HD to F according to guidelines set out in thepolicy: http://www.mq.edu.au/policy/docs/grading/policy.htm. Each assignment uses astandards-based approach to assessment where performance is assessed against specifiedcriteria. You will NOT be notified of a numerical mark for awarded for specific assessment tasks.

Your final unit grade (HD to F) will be accompanied by an SNG (Standardised Numerical Grade)The SNG reflects the extent to which you have met the overall grade descriptors eg an SNG of73 (ie closer to D than Cr) means your work shows evidence of meeting the Credit descriptorsand has some characteristics of the Distinction descriptors.

Grade descriptorsThe following generic grade descriptors provide university-wide standards for awarding finalgrades.

HD (High Distinction): Provides consistent evidence of deep and critical understanding inrelation to the learning outcomes. There is substantial originality and insight in identifying,generating and communicating competing arguments, perspectives or problem solvingapproaches; critical evaluation of problems, their solutions and their implications; creativity in



http://www.mq.edu.au/policy/

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http://www.mq.edu.au/policy/docs/assessment/policy.html

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http://www.mq.edu.au/policy/docs/special_consideration/policy.html

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application as appropriate to the discipline.

D (Distinction): Provides evidence of integration and evaluation of critical ideas, principles andtheories, distinctive insight and ability in applying relevant skills and concepts in relation tolearning outcomes. There is demonstration of frequent originality in defining and analysingissues or problems and providing solutions; and the use of means of communication appropriateto the discipline and the audience.

CR (Credit): Provides evidence of learning that goes beyond replication of content knowledge orskills relevant to the learning outcomes. There is demonstration of substantial understanding offundamental concepts in the field of study and the ability to apply these concepts in a variety ofcontexts; convincing argumentation with appropriate coherent justification; communication ofideas fluently and clearly in terms of the conventions of the discipline.

P (Pass): Provides sufficient evidence of the achievement of learning outcomes. There isdemonstration of understanding and application of fundamental concepts of the field of study;routine argumentation with acceptable justification; communication of information and ideasadequately in terms of the conventions of the discipline. The learning attainment is consideredsatisfactory 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 orpartial or superficial or faulty understanding and application of the fundamental concepts in thefield of study; missing, undeveloped, inappropriate or confusing argumentation; incomplete,confusing or lacking communication of ideas in ways that give little attention to the conventionsof the discipline.

Appeals against GradesUniversity regulations allow for students to appeal a final grade if they feel they have beendisadvantaged. Grading appeals can be lodged on the following grounds:

• The unit coordinator did not provide the outline as required;

• Assessment requirements as specified in the unit outline were varied in an unreasonable

way;

• A clerical error has occurred in the computation of the grade;

• Due regard has not been paid to the evidence of illness or misadventure that was

submitted by the specified date;

• I have been disadvantaged in some way due to the conduct of the final examination; and

• The examiner’s judgement was not objectively applied because of prejudice against the

individual.

Information relating to grading appeals can be found at: http://www.deanofstudents.mq.edu.au/grades.htm. Appeals must be lodged on the appropriate university form. This can be accessed at:http://www.registrar.mq.edu.au/academic-index.htm .



http://www.deanofstudents.mq.edu.au/grades.htm

http://www.deanofstudents.mq.edu.au/grades.htm

Student Support

Special ConsiderationThe University is committed to equity and fairness in all aspects of its learning and teaching. Instating this commitment, the University recognises that there may be circumstances where astudent is prevented by unavoidable disruption from performing in accordance with their ability.The Special Consideration provision to support students who experience serious andunavoidable disruption such that they do not reach their usual demonstrated performance level.

The University recognises that at times an event or set of circumstances may occur that:

• could not have reasonably been anticipated, avoided or guarded against by the student;

• was beyond the student’s control;

• caused substantial disruption to the student’s capacity for effective study and/or

completion of required work;

• substantially interfered with the otherwise satisfactory fulfilment of unit or program

requirements and

• was of at least three (3) consecutive days duration within a study period and/or

prevented completion of a formal examination.

For information about Special Consideration go to: http://mq.edu.au/policy/docs/special_consideration/policy.html . The relevant application form can be found at the same site.

Macquarie University provides a range of Academic Student Support Services. Details of theseservices can be accessed at: http://students.mq.edu.au/support/.

UniWISE provides:• Online learning resources and academic skills workshops http://www.mq.edu.au/learnin

g_skills/

• Personal assistance with your learning & study related questions.

• The Learning Help Desk is located in the Library foyer (level 2).

• Online and on-campus orientation events run by Mentors@Macquarie.

Student WellbeingMacquarie University provides a range of Academic Student Support Services. Details of theseservices can be accessed at http://www.student.mq.edu.au.

Special Consideration PolicyThe University is committed to equity and fairness in all aspects of its learning and teaching. Instating this commitment, the University recognises that there may be circumstances where astudent is prevented by unavoidable disruption from performing in accordance with their ability.This policy supports students who experience serious and unavoidable disruption such that they



http://mq.edu.au/policy/docs/special_consideration/policy.html

http://mq.edu.au/policy/docs/special_consideration/policy.html

http://students.mq.edu.au/support/

http://www.mq.edu.au/learning_skills/

http://www.mq.edu.au/learning_skills/

Student Enquiry Service

Equity Support

do not reach their usual demonstrated performance level. Refer to http://mq.edu.au/policy/docs/special_consideration/policy.html for further advice.

Advice for International StudentsMacquarie International is the first point of contact for international students. Refer tohttp://www.international.mq.edu.au/ and also http://www.international.mq.edu.au/studentservices/index.aspx .

International students can make individual or small group appointments to see the Study SkillsAdviser, or drop-in for quick questions to E3A, Level 1. Don’t forget to bring your unit outlineswith you to your appointment.

Study Skills Support UnitAssistance with study skills is provided through a range of programs for students. See:http://www.mq.edu.au/studyskillssupport/ and http://www.ling.mq.edu.au/support/writing_skills/index.htm

Writing SkillsUnit staff are not expected to help you with basic writing advice. Further, in fairness to otherstudents, unit staff will not provide you with information and advice concerning assessments,which is not readily available to all students in the unit.

Macquarie University offers a number of courses and services to help students with writingproblems, whether they be first or second language speakers of English. If you find writingdifficult, you are advised to:

• Visit the Macquarie Gateway site (http://online.mq.edu.au/pub/EDUCGATEWAY) where

you will find detailed help and advice related to writing skills

• Contact Sue Spinks, Writing Skills Coordinator, Department of Linguistics, W6A531.

Telephone: 9850 8770

• Contact the Writing Skills Adviser, Centre for Open Education, X5B. Tel: 9850 7470.

• See also: Peters, P. (1985). Strategies for student writers. Brisbane: John Wiley.

Details of these services can be accessed at http://www.student.mq.edu.au/ses/.

Students with a disability are encouraged to contact the Disability Support Unit who can provideappropriate help with any issues that arise during their studies.

Annual registration with the Disability Support Unit is required for all disability/health conditions.Students who are enrolled at Macquarie University can register with the Disability Support Unitby downloading and returning an Advice of Disability/Health Condition form from http://www.registrar.mq.edu/academic-index.htm and making an appointment to see a Disability Advisor.



http://www.student.mq.edu.au/ses/

http://students.mq.edu.au/campus_life/wellbeing/disability_support_unit/

http://www.registrar.mq.edu/academic-index.htm

http://www.registrar.mq.edu/academic-index.htm

IT Help

Graduate CapabilitiesDiscipline Specific Knowledge and SkillsOur graduates will take with them the intellectual development, depth and breadth of knowledge,scholarly understanding, and specific subject content in their chosen fields to make themcompetent and confident in their subject or profession. They will be able to demonstrate, whererelevant, professional technical competence and meet professional standards. They will be ableto articulate the structure of knowledge of their discipline, be able to adapt discipline-specificknowledge to novel situations, and be able to contribute from their discipline to inter-disciplinarysolutions to problems.

Contact persons:

Karen Gregory, Academic Disability Liaison Officer, Department of Education, Ph: 9850 8608

Nicole Saunders, Administration Co-ordinator, Student Well-Being Ph: 02 9850 6494 Fax: 029850 6063 TTY: 02 9850 6493 email: [email protected] In person: Level 2, Lincoln Building(C8A), Macquarie University

If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/help/.

When using the university's IT, you must adhere to the Acceptable Use Policy. The policy appliesto all who connect to the MQ network including students and it outlines what can be done.

Please do NOT contact the Unit Convener or Tutors regarding technical support for yourcomputer or iLearn.

It support can also be contact by calling 9850 4357 or emailing [email protected].

Technological literacy requirementsIn order to successfully complete various TEP units students need to ensure they have areasonable level of competence in ICTs and Information Literacy skills. If you feel uncertainabout your competency it is your responsibility to undertake training to acquire or improve theseskills as soon as possible as they will be assumed in the workshops. You can request help withyour IT literacy from the Library. See http://www.lib.mq.edu.au/help/ithelp/email.html for furtherinformation or make contact using any of the details below.

The Library (telephone 02-9850 7500) offers excellent training courses in information literacy andICT skills. Students who are newly arrived at the University, are encouraged to attend the LibraryTour. http://www.lib.mq.edu.au/training/ . For a full list of library services see:http://www.lib.mq.edu.au/services/ .

Any other technological inquiries can be addressed to any of the following support channels:

Phone: (02) 9850 HELP (4357) or Freecall: 1800 063 191 Internet Chat: MSN Messenger [email protected] Face to Face: IT Help Desk, Level 1, University Library Email: Just Ask formhttp://www.library.mq.edu.au/justask/ 24x7 Follow the Sun Helpdesk email: [email protected]



http://informatics.mq.edu.au/help/

http://informatics.mq.edu.au/help/

http://www.mq.edu.au/policy/docs/acceptable_use/policy.html

This graduate capability is supported by:

Learning outcomes• Demonstrate an understanding of computing concepts represented in the ISD, IPT and

SDD courses






Assessment tasks• Task 1

• Task 2

• Task 3

• Task 4

Critical, Analytical and Integrative ThinkingWe want our graduates to be capable of reasoning, questioning and analysing, and to integrateand synthesise learning and knowledge from a range of sources and environments; to be able tocritique constraints, assumptions and limitations; to be able to think independently andsystemically in relation to scholarly activity, in the workplace, and in the world. We want them tohave a level of scientific and information technology literacy.


Learning outcomes• Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to







• Task 2

• Task 3

• Task 4



Problem Solving and Research CapabilityOur graduates should be capable of researching; of analysing, and interpreting and assessingdata and information in various forms; of drawing connections across fields of knowledge; andthey should be able to relate their knowledge to complex situations at work or in the world, inorder to diagnose and solve problems. We want them to have the confidence to take the initiativein doing so, within an awareness of their own limitations.


Learning outcome• Develop ICT-enabled lessons to meet syllabus outcomes in a way that is sensitive to



• Task 2

• Task 3

Creative and InnovativeOur graduates will also be capable of creative thinking and of creating knowledge. They will beimaginative and open to experience and capable of innovation at work and in the community. Wewant them to be engaged in applying their critical, creative thinking.







• Task 3

• Task 4

Effective CommunicationWe want to develop in our students the ability to communicate and convey their views in formseffective with different audiences. We want our graduates to take with them the capability toread, listen, question, gather and evaluate information resources in a variety of formats, assess,write clearly, speak effectively, and to use visual communication and communicationtechnologies as appropriate.










community.


• Task 2

• Task 3

• Task 4

Engaged and Ethical Local and Global citizensAs local citizens our graduates will be aware of indigenous perspectives and of the nation'shistorical context. They will be engaged with the challenges of contemporary society and withknowledge and ideas. We want our graduates to have respect for diversity, to be open-minded,sensitive to others and inclusive, and to be open to other cultures and perspectives: they shouldhave a level of cultural literacy. Our graduates should be aware of disadvantage and socialjustice, and be willing to participate to help create a wiser and better society.


Learning outcome• Critically discuss issues relating to the responsible use of technology inside and outside


Assessment task• Task 1

Socially and Environmentally Active and ResponsibleWe want our graduates to be aware of and have respect for self and others; to be able to workwith others as a leader and a team player; to have a sense of connectedness with others andcountry; and to have a sense of mutual obligation. Our graduates should be informed and activeparticipants in moving society towards sustainability.




Learning outcomes• Critically discuss issues relating to the responsible use of technology inside and outside




community.

Assessment task• Task 1

Capable of Professional and Personal Judgement and InitiativeWe want our graduates to have emotional intelligence and sound interpersonal skills and todemonstrate discernment and common sense in their professional and personal judgement.They will exercise initiative as needed. They will be capable of risk assessment, and be able tohandle ambiguity and complexity, enabling them to be adaptable in diverse and changingenvironments.


Learning outcome• Critically discuss issues relating to the responsible use of technology inside and outside



• Task 3

• Task 4

Commitment to Continuous LearningOur graduates will have enquiring minds and a literate curiosity which will lead them to pursueknowledge for its own sake. They will continue to pursue learning in their careers and as theyparticipate in the world. They will be capable of reflecting on their experiences and relationshipswith others and the environment, learning from them, and growing - personally, professionallyand socially.


Learning outcome• Model positive attitudes and social behaviours relating to the use of ICTs, including


community.




• Task 4

AITSL Professional Teaching StandardsThe Australian Institute for Teaching and School Leadership (AITSL) specifies ProfessionalTeaching Standards. The Professional Teaching Standards provides a common framework todescribe, recognise and support the complex and varied nature of teachers’ work. The standardsdescribe what teachers need to know, understand and be able to do as well as providingdirection and structure to support the preparation and development of teachers. EDUC261 formspart of a program of study that enables students to achieve or exceed the Graduate TeachingStandards. These are the competencies expected of a beginning teacher. The standards areoutlined below. Further information regarding the Professional Teaching Standards can be foundon the Institute’s website: http://www.teacherstandards.aitsl.edu.au/

AITSL’s Professional Teaching Standards (Graduate)Professional KnowledgeStandard 1: Know students and how they learn

1.1 Physical, social andintellectual developmentand characteristics ofstudents

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

1.2 Understand how studentslearn

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

1.3 Students with diverselinguistic, cultural andsocioeconomicbackgrounds

Demonstrate knowledge of teaching strategies that areresponsive to the learning strengths and needs of studentsfrom diverse linguistic, cultural, religious and socioeconomicbackgrounds.

1.4 Strategies for teachingAboriginal and Torres StraitIslander students

Demonstrate broad knowledge and understanding of theimpact of culture, cultural identity and linguistic backgroundon the education of students from Aboriginal and TorresStrait Islander backgrounds.

1.5 Differentiate teaching tomeet specific learningneeds of students acrossthe full range of abilities

Demonstrate knowledge and understanding of strategies fordifferentiating teaching to meet the specific learning needsof students across the full range of abilities.



http://www.teacherstandards.aitsl.edu.au/

1.6 Strategies to support fullparticipation of studentswith disability

Demonstrate broad knowledge and understanding oflegislative requirements and teaching strategies thatsupport participation and learning of students with disability.

Standard 2: Know the content and how to teach it

2.1 Content and teaching strategies of theteaching area

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

2.2 Content selection and organization Organise content into an effective learning andteaching sequence.

2.3 Curriculum, assessment and reporting Use curriculum, assessment and reportingknowledge to design learning sequences andlesson plans.

2.4 Understand and respect Aboriginal andTorres Strait Islander people topromote reconciliation betweenIndigenous

Demonstrate broad knowledge of,understanding of and respect for Aboriginal andTorres Strait Islander histories, cultures andlanguages.

2.5 Literacy and numeracy strategies Know and understand literacy and numeracyteaching strategies and their application inteaching areas.

2.6 Information and communicationtechnology (ICT)

Implement teaching strategies for using ICT toexpand curriculum learning opportunities forstudents.

Professional PracticeStandard 3: Plan and Implement effective teaching and learning

3.1 Establish challenginglearning goals

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

3.2 Plan, structure andsequence learningprograms

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 useresources

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

3.5 Use effective classroomcommunication

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

3.6 Evaluate and improveteaching programs

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

3.7 Engage parents/carersin the educative process

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

Standard 4: Create and maintain supportive and safe learningenvironments

4.1 Support studentparticipation

Identify strategies to support inclusive student participation andengagement in classroom activities.

4.2 Manageclassroomactivities

Demonstrate the capacity to organise classroom activities and provideclear directions.

4.3 Managechallengingbehaviour

Demonstrate knowledge of practical approaches to managechallenging behaviour.

4.4 Maintain studentsafety

Describe strategies that support students’ well-being and safetyworking within school and/or system, curriculum and legislativerequirements.

4.5 Use ICT safely,responsibly andethically

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

Standard 5: Assess, provide feedback and report on studentlearning

5.1 Assess studentlearning

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



5.2 Providefeedback tostudents on theirlearning

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

5.3 Make consistentand comparablejudgements

Demonstrate understanding of assessment moderation and itsapplication to support consistent and comparable judgements of

student learning.

5.4 Interpret studentdata

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

5.5 Report onstudentachievement

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

Professional EngagementStandard 6: Engage in professional learning

6.1 Identify and planprofessional learningneeds

Demonstrate an understanding of the role of the NationalProfessional Standards for Teachers in identifyingprofessional learning needs.

6.2 Engage in professionallearning and improvepractice

Understand the relevant and appropriate sources ofprofessional learning for teachers.

6.3 Engage with colleaguesand improve practice

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

6.4 Apply professionallearning and improvestudent learning

Demonstrate an understanding of the rationale for continuedprofessional learning and the implications for improvedstudent learning.

Standard 7: Engage professionally with colleagues, parents/carersand the community

7.1 Meet professional ethics andresponsibilities

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



7.2 Comply with legislative,administrative andorganisational requirements

Understand the relevant legislative, administrative andorganisational polices and processes required for teachersaccording to school stage.

7.3 Engage with the parents/carers

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

7.4 Engage with professionalteaching networks andbroader communities

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



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