Key facts
UNE unit code: EDIT302
*You are viewing the 2025 version of this unit which may be subject to change in future.
- Trimester 2 - Online
- Yes
- No
- No
- 6
Unit information
By senior secondary school, many students have developed a base level of computing skills and digital literacy. In teaching advanced computing studies to years 11 and 12, you will encourage students’ abilities and help them to extend their skills.
Studying this unit, you will build the skills and knowledge to create challenging and engaging computing studies lessons for senior secondary students.
You will examine the structure, content and requirements of the syllabuses. Then, using your knowledge of how students learn and understand, you will apply these requirements to design project-based learning activities and select suitable strategies and structures for effective learning and assessment.
Participating online, you will have opportunities to collaborate with fellow students.
Offerings
For further information about UNE's teaching periods, please go to Principal Dates.
Teaching period | Mode/location |
---|---|
Trimester 2 | Online |
*Offering is subject to availability
Intensive schools
There are no intensive schools required for this unit.
Enrolment rules
Notes
This unit addresses Australian Professional Standards for Teachers at the Graduate Stage, otherwise referred to as Graduate Teacher Standard Descriptors (GTSD).
Please refer to the student handbook for current details on this unit.
Unit coordinator(s)
Learning outcomes
Upon completion of this unit, students will be able to:
- demonstrate coherent theoretical and technical knowledge in applying the aims and objectives of teaching the Year 11/12 senior secondary Computing Studies syllabuses in a developmentally appropriate way to encourage engagement in a range of diverse secondary school settings (GTSD 1.2.1, 2.1.1, 3.1.1, 3.2.1, 5.4.1, 6.2.1);
- identify, analyse and differentiate specific learning needs in preparation to plan for quality learning environments including: high potential and gifted students; students with special needs; students from diverse linguistic, cultural, religious and socio-economic backgrounds; and first nations people, by appropriately adapting knowledge and skills concerning teaching strategies, and applying them in ways that support students’ effective learning, wellbeing and safety across a range of diverse contexts (GTSD 1.1.1, 1.3.1, 1.6.1, 2.4.1, 4.1.1);
- select, sequence, independently assess, critically analyse and evaluate teaching strategies/approaches to design an effective learning and teaching sequence (unit of work, assessment task or lesson plan) which addresses specific identified learning needs, and communicate and justify these decisions (GTSD 1.5.1, 2.2.1, 2.3.1, 2.6.1, 3.3.1, 3.4.1, 3.5.1, 4.5.1)
- demonstrate mastery of relevant theories, concepts and methods, to design project-based learning activities (GTSD 2.2.1, 3.1.1);
- demonstrate judgement and initiative to assess for effective learning and demonstrate adaptability, initiative and judgement in the associated planning and evaluation of chosen assessment strategies (GTSD 3.6.1, 5.1.1, 5.2.1, 5.3.1, 5.5.1); and
- use reflection, autonomy, judgement and sources of professional learning to create challenging learning environments in relevant contexts, demonstrating skills applicable in a teaching career; and recognise the role of external professionals and community representatives in enhancing professional knowledge and practice. (GTSD 3.6.1, 6.4.1, 7.4.1).
Assessment information
Assessments are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.
Title | Must Complete | Weight | Offerings | Assessment Notes |
---|---|---|---|---|
Assessment 1 | Yes | 50% | All offerings | Learning Environment. Relates to GTSD: 1.1.1, 1.2.1, 1.3.1, 1.5.1, 1.6.1, 2.1.1, 2.2.1, 2.3.1, 2.4.1, 2.6.1, 3.1.1, 3.2.1, 3.3.1, 3.4.1, 3.5.1, 3.6.1, 4.1.1, 4.5.1, 5.1.1, 5.4.1, 6.2.1, 6.4.1, 7.4.1 No. Words: 2000 (equivalent) |
Assessment 2 | Yes | 50% | All offerings | Project-Based Assessment. Relates to GTSD: 1.1.1, 1.2.1, 1.3.1, 1.5.1, 1.6.1, 2.1.1, 2.2.1, 2.3.1, 2.4.1, 3.1.1, 3.3.1, 3.5.1, 3.6.1, 4.1.1, 4.5.1, 5.1.1, 5.2.1, 5.3.1, 5.5.1, 5.4.1, 6.2.1, 6.4.1, 7.4.1 No. Words: 2000 |
Learning resources
Textbooks are subject to change up to 8 weeks prior to the start of the teaching period in which you are undertaking the unit.
Note: Students are expected to purchase prescribed material. Please note that textbook requirements may vary from one teaching period to the next.
Software Design and Development Stage 6 Syllabus
NSW Board of Studies, NESA 2010
Text refers to: All offerings
Information Processes and Technology Stage 6 Syllabus
NSW Board of Studies, NESA 2009
Text refers to: All offerings
Software Design and Development Stage 6 Support Document
NSW Board of Studies, NESA 2010
Text refers to: All offerings
Technology Descriptors of Levels of Achievement - Consultation Draft
NSW Board of Studies, NESA 2010
Text refers to: All offerings
Software Design and Development Stage 6 Software and Course Specification
NSW Board of Studies, NESA 2010
Text refers to: All offerings
Software Engineering 11–12 Syllabus
NESA, NESA 2023
Text refers to: All offerings
Computing Technology Life Skills 11–12 Syllabus
NESA, NESA 2023
Text refers to: All offerings
Information Processes and Technology Stage 6 Support Document
NSW Board of Studies, NESA 2009
Text refers to: All offerings
Enterprise Computing 11–12 Syllabus
NESA, NESA 2023
Text refers to: All offerings
Computing Applications: Content Endorsed Course Stage 6 Syllabus
NSW Board of Studies, NESA 2012
Text refers to: All offerings
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