Project details

This page offers additional advice about the project that is provided here to maintain simplicity in the assessment details.

Process outline

Successful completion of the project for the assignment will require that you:

  1. Engage appropriately with professional colleagues (within and beyond the class cohort) thoughout the project period for quality assurance and support,
  2. Review the Australian Curriculum: Technologies and select two (2) content descriptions (and associated elaborations) for which you assess that you have a need to learn more as a basis for teaching,
  3. Plan the development of two (2) resources (one for each of your selected content descriptions) that would support classroom implementation of those aspects of the curriculum,
  4. Prepare and submit a project proposal (800 - 1200 words) describing your proposed resources together with your development plans and rationale for key decisions (Task 1),
  5. Establish a method for sharing work in progress on your resources and post that with other relevant details in the StudyDesk database established for that purpose no later than 13 March,
  6. Engage in learning related to your selected content descriptions and/or your preferred format(s) for the resources,
  7. Develop two (2) resources according to your plan and submit information, including complete drafts of your resources, to facilitate peer review for quality assurance no later than 21 May,
  8. Conduct assigned peer reviews for quality assurance of resources developed by two (2) assigned student colleagues and submit those reviews as required by 28 May,
  9. Finalise development of your resources for submission by 4 June,
  10. Prepare and submit (by 4 June) a report addressing design decisions for the resources, and reflecting on your learning through the project, and the effects of engagement with peers and the wider profession.

Possible project formats

Curriculum resources

Previous offers of EDP4130 and a similar course required students to work in class groups to develop and share teaching resources in a unit of work style. The links in the panel at right give access to resources developed by students in the 2011 offer.

In 2012 students worked individually or in small groups to develop similarly useful curriculum resources and shared the development process and their products with the class through their Mahara ePortfolios. They were not shared publicly in the same way as the 2011 resources so it is not possible to provide links to those materials.

Curated collections

The resources available to support planning may now include 'official' material such as Curriculum into the classroom (C2C) (Lippett, 2011), resources shared freely by other teachers, and resources through services such as Teachers Pay Teachers. As a consequence your planning may be less about developing new materials and more about selecting and adapting from what is already available. Recommendations fromprofessional colleagues can help.

In 2013 and 2014 students curated collections of online resources to support technology education in the primary classroom. The links in the panel at right provide access to a small sample from among those developed and shared by the students using a variety of tools including, Pinterest, Edublogs, Weebly and Convozine.

Design briefs and support materials

In 2014 students worked individually or in small groups to develop design briefs into teaching resources similar to those linked from the Virginia Children's Engineering Council  or Children's Engineering Educators sites. Those teaching resources were developed as single files (typically PDF) and shared with the class through a database in StudyDesk. 

Scootle learning paths

Scootle is operated by Education Services Australia (a company owned by the Commonwealth and State Education Ministers) with support from the Australian Government Department of Education. It provides access to learning resources from the National Digital Learning Resources Network and elsewhere, including many that are relevant to technologies education.

It now provides facilities for teachers (and other registered users) to create learning paths and collaborative workspaces to organise the resources for use by learners in their classes. Learning paths can be shared for reuse and remix by other educators. You might create a learning path to support learning about your selected content description.

A different format of your choosing

The formats suggested here are just some options you might consider. There are other possibilities. You should decide upon a format that you think will be helpful to you and your colleagues.

Sharing work with colleagues

Sharing with colleagues is an important aspect of the project that you will complete for your assessment (Task 1 & Assignment) in this EDP4130. The primary goal of that sharing is to enable students to complete the course with access to a collection of resources that may be used to support teaching in the future. It will also contribute to your learning in the course and will assist you to meet AITSL standards related to professional engagement.

Developing and maintaining an effective personal/professional learning network (PLN) is an important strategy for ongoing professional growth. A separate page has further information about personal/professional learning networks. It suggests ways in which you might use social networking services and other Internet tools to build and engage with a PLN.

A course group has been created in the USQ ePortfolio system (Mahara) to facilitate sharing and interaction throughout the course. That can be a useful addition to a social networking presence or, for those students who prefer not to engage with social networks, it could be a less comprehensive substitute. You will need to request membership of the Mahara group and then wait until I receive a notice of your request and am able to add you.


Lippett, T. (2011). Thumbs up for C2C ahead of Australian Curriculum