Mr Trevor Hunter
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 4
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course prepares pre-service teachers to teach Digital Technologies in the secondary school. Pre-service teachers will be provided with opportunity to develop knowledge and understanding of relevant curriculum documents. The course will engage pre-service teachers in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Digital Technologies. They will be provided with opportunities to develop the appropriate knowledge and teaching strategies to effectively deal with literacy and numeracy demands and learning opportunities that exist in Digital Technologies. Pre-service teachers will demonstrate the ability to (i) design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identify and design discipline specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. In Semester 2, this course commences 1 week before standard Semester 2 classes.
Digital Technologies: Curriculum Studies provides vital training for pre-service teachers, equipping them with innovative and creative strategies to enhance secondary students' skills in digital technologies. This course prepares educators to deliver engaging and effective learning experiences, addressing key areas of the Australian Curriculum: Technologies and Digital Technologies for junior secondary students, while fostering a critical understanding of Digital Solutions for Queensland Curriculum and Assessment Authority - senior secondary education. This discipline's development will guide professional practice across three levels: collaboration with peers, planning and designing teaching and learning sequences (including assessment), and contributing professionally within a school community context.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6715, EDUC6830
Restrictions
Entry to the BEd (Sec)
Course staff
Course coordinator
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to enhance students' knowledge of, skills with, and appreciation for the nature of digital technologies, in the contexts of the Digital Solutions General Senior Syllabus (2019) and the Australian Curriculum: Technologies subject area - Digital Technologies. An appreciation for the ways in which the principles of both curricula underpin literacy and numeracy development for students, as well as 21st century skills, will be developed. New understandings will then be extended to the secondary classroom context, where pedagogical decisions about what, when and how to effectively teach, assess, and reflect upon the content articulated in the Digital Senior Syllabus and the Australian Curriculum: Digital Technologies will be made. Reflection on this process will assist with addressing professional development needs in a secondary school community context.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of relevant content and analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Digital Technologies.
LO2.
Demonstrate the ability to apply knowledge of how students learn and knowledge of relevant curriculum documents to the development of appropriate discipline based learning goals and teaching strategies for students of varying abilities.
LO3.
Demonstrate the ability to design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on relevant curriculum documents, range of effective teaching resources, a range of assessment and reporting strategies, and ICT knowledge that enables teaching strategies that expands learning.
LO4.
Demonstrate knowledge and understanding of literacy and numeracy teaching strategies and their application in Digital Technologies.
LO5.
Demonstrate the ability to respond to feedback, and identify and design discipline specific opportunities for professional learning engagement and communication within the school context, teaching networks and the broader community and understand the rationale for this professional practice in relation to improved student learning.
LO6.
Demonstrate clear, fluent and coherent communication skills in English consistent with personal, professional and academic conventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration, Presentation, Reflection |
A/Task 1 - Micro teaching demonstration
|
20% Micro teaching presentation |
Micro teaching demonstration 17/03/2025 12:00 pm Personal reflection 24/03/2025 12:00 pm |
| Paper/ Report/ Annotation, Portfolio, Product/ Design |
A/Task 2 - Learning/Teaching sequence & assessment
|
50% Learning and teaching sequence and assessment task, 3000 words |
8/08/2025 2:00 pm |
| Essay/ Critique, Reflection |
A/Task 3: Professional Engagement & Communication
|
30% Professional Engagement and Communication 1500 word report |
Teaching Strategy Ideas 1 1/08/2025 2:00 pm Teaching Strategy Ideas 2 10/10/2025 2:00 pm Report 17/10/2025 2:00 pm |
Assessment details
A/Task 1 - Micro teaching demonstration
- Identity Verified
- In-person
- Mode
- Activity/ Performance, Oral, Written
- Category
- Practical/ Demonstration, Presentation, Reflection
- Weight
- 20% Micro teaching presentation
- Due date
Micro teaching demonstration 17/03/2025 12:00 pm
Personal reflection 24/03/2025 12:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
Micro teaching presentation
Part 1: Interactive Teaching Activity Presentation
Using the Australian Curriculum for 7-10 Digital Technologies, you will individually present an interactive teaching activity.
Your presentation should last no more than 20 minutes and include the following:
- Overview - explain where and how your activity fits into your lesson.
- Simulation of the Interactive Teaching Activity - Conduct a demonstration of the interactive teaching activity you have embedded in your lesson plan.
Assessment Submission Requirements
You must submit the following files to the Assessment Folder on Blackboard:
- Detailed lesson plan
- A zipped folder containing all additional documents and resources
Part 2: Reflection and Peer Feedback
You will get critiques and feedback from myself and class members participating in your presentation. Use this criticism in your reflection on the teaching session.
You must submit a personal reflection of your presentation on Blackboard within one week after your presentation.
Important Notes: You are not required to present the entire lesson during the workshop—only the interactive teaching strategy.
Task Guidelines
- Your presentation must be aligned with the Australian Curriculum for 7-10 Digital Technologies.
- You must select a specific year level (Year 7, 8, 9, or 10).
- The QCAA Year Level Band Plan documents may serve as inspiration for potential unit topics and for structuring your brief grid overview.
- Your grid overview should be framed by an inquiry question from the curriculum.
- Select a specific lesson from your grid overview and develop a detailed lesson plan (70 minutes long) using the lesson plan template available on Blackboard.
- Ensure that your grid overview and lesson plan include relevant content descriptors.
- Embed an interactive teaching activity within the lesson plan. You will present a simulation of this activity in class.
Additional Due Information: The student will need to verify their identity at the beginning of the workshop session. The Micro teaching demonstration is due to be presented in the workshop in Week 4 with a detailed lesson plan, other documents, and resources to be submitted to Blackboard before the workshop.
Personal Reflection is due one week later.
Submission guidelines
You are required to submit three files to the Assessment Folder on Blackboard. Your lesson material is due at the beginning of the workshop and the reflection one week later.
Please label them in the following manner
- your detailed lesson plan (AT1_Surname_ Lesson Plan)
- A zipped folder with unit plan and resources. (AT1_Surname_ Unit_Resources)
- Your reflection within the week after your presentation. (AT1_Surname_ Reflection)
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
All assessment tasks are due by 2:00 pm on the due date. Late submission of assessment tasks without approved extension request will result in penalties being applied. (See Penalties for Late Submission below)
A/Task 2 - Learning/Teaching sequence & assessment
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Portfolio, Product/ Design
- Weight
- 50% Learning and teaching sequence and assessment task, 3000 words
- Due date
8/08/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
Planning is an essential part of your teaching pedagogy. Good planning ensures that the learning intents of the syllabus are delivered effectively, and the learning sequences enable the appropriate information to be delivered at the right time in the students learning. To ensure that learning is effective and efficient, assessment tasks must be matched to the specific learning needs of the students and meet the requirements of the instrument-specific marking guides.
The Task
You are to individually create a 25-lesson unit of work based on the senior Digital Solutions curriculum.
Your submission needs to include the following:
- Provide a unit overview in a detailed grid format (see the template on Blackboard) which outlines:
- Describe and justify the teaching strategies/approaches to be used - academic references refer to relevant learning theory.
- Prepare detailed lesson plans for three key lessons within your unit plan and provide all resources.
- demonstrates the implementation of ICT teaching strategies.
- set learning goals that provide achievable challenges for students of varying abilities and characteristics.
- incorporate strategies to differentiate teaching to meet the specific learning needs of students across the full range of abilities.
- Explain how literacy and numeracy strategies will be incorporated and developed within your unit.
Provide an assessment task and criteria for the unit that reflects the requirements of the curriculum document. Use a range of approaches throughout the unit (e.g. informal, formal, diagnostic, formative, summative) to assess student learning.
Submission guidelines
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person's source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account.
If you do not receive a submission ID you should regard your submission as unsuccessful. (https://www.uq.edu.au/integrity)
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
All assessment tasks are due by 2:00 pm on the due date. Late submission of assessment tasks without approved extension request will result in penalties being applied.
A/Task 3: Professional Engagement & Communication
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 30% Professional Engagement and Communication 1500 word report
- Due date
Teaching Strategy Ideas 1 1/08/2025 2:00 pm
Teaching Strategy Ideas 2 10/10/2025 2:00 pm
Report 17/10/2025 2:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01, L02, L03, L04, L05, L06
Task description
After completing your micro-teaching task in Semester One and throughout your professional experience placement, you will have reflected on your own professional goals in Digital Technologies to improve your teaching and student outcomes. During workshop time, you will facilitate two discussion sessions (20 minutes each) where you will demonstrate your analysis of your teaching practice and philosophies - sharing strategies to address professional development needs in a community context. . You will present the research you have undertaken and present ideas and resources that will develop and enhance your professional portfolio.
The Task
You are to individually select a personal professional goal based on the feedback you have received to date. You will:
- Conduct research into how students learn and the implications for teaching which will help you achieve growth toward your personal and professional goal in Digital Technologies: Curriculum Studies
- Discuss your research and goals in the workshop sessions
- Write a report outlining your research on your goals and relate it to your own experiences and growth.
During workshop sessions
Facilitate a 2 x 20-minute discussion session to share what you have learned with your class.
After class
Respond to at least two suggestions of possible alternative approaches for using and developing these strategies in your teaching to improve student outcomes.
Submission guidelines
Proposed ideas for goals and teaching strategies are to be submitted via Blackboard discussion
Final Report: Professional Engagement and Communication - 1500-word submitted via Turnitin.
Submitting your work via Turnitin
Assignments for this course will be submitted electronically via Blackboard and using Turnitin. Before submitting any assignments for this course, you must ensure you have completed UQ's compulsory online Academic Integrity Tutorial. The module can be found at: https://www.uq.edu.au/integrity
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university. In some cases, resubmission may be part of the requirements for the course assessment.
When you successfully submit your assessment to Turnitin you should receive a confirmation page as a digital receipt. You will receive this information via your student e-mail account. If you do not receive a submission ID you should regard your submission as unsuccessful.(https://www.uq.edu.au/integrity)
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
All assessment tasks are due by 2:00 pm on the due date. Late submission of assessment tasks without approved extension request will result in penalties being applied.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: No evidence of ability to apply theories and principles of teaching and learning to classroom contexts. No understanding of the role of the syllabus in supporting learning, teaching and assessment. No use of materials to support teaching, learning and assessment in Digital Solutions. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Limited evidence of understanding and application of theories and principles of teaching and learning to Digital Solutions classroom contexts. Limited understanding of the role of the syllabus in supporting learning, teaching and assessment in Digital Solutions demonstrated. Very limited or inappropriate use of materials to support teaching, learning and assessment in Digital Solutions. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Superficial or incomplete understanding of theories and principles of teaching and learning and inconsistencies in application to the Digital Solutions classroom context. Demonstrates limited understanding of the use of syllabus documents to support teaching, learning and assessment in the Digital Solutions classroom context. Limited understanding of the design of appropriate resources to support teaching, learning and assessment in Digital Solutions. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate understanding and application of teaching and learning principles and theories to the Digital Solutions classroom context. Justifies/evaluates reasoning adequately. Adequate understanding demonstrated of the role of syllabus to support teaching and learning. Demonstrated adequate understanding of the syllabus in design of assessment for Digital Solutions. Justifications for reasoning supported by an appropriate selection of academic sources. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Substantial understanding of theories, principles, policy and practice and their implications for teaching and learning in Digital Solutions contexts. Substantial justifications/evaluations of reasoning supported by a range of resources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Digital Solutions. Some errors in communication. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrated a good understanding of theories, principles, policy and practice and their implications for teaching and learning in Digital Solutions contexts. Explicit justifications/evaluations of reasoning supported by a wide range of academic sources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Digital Solutions. Fluent, logical and coherent communication with minor errors only. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrated a comprehensive understanding of theories, principles, policy and practice and their implications for teaching and learning in Digital Solutions contexts. Comprehensive justifications/evaluations of reasoning fully supported by a comprehensive range of academic sources. Demonstrated comprehensive understanding of the syllabus in design of assessment, resources and lessons for Digital Solutions. Fluent, logical and coherent communication free of errors. |
Additional course grading information
DETERMINING FINAL GRADESﾠ
The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks. Please note that the weighting of an assignment refers to the relative significance of the assignment within the assessment program, not to a number for a grade. The use of these multiple sources of information means that your final grade relates to a position within a grade band and not to a percentage.
Please find an example below of how grades are calculated for this course:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Student A
- Assignment 1 (Micro teaching demonstrationﾠ- 20%), received a 6 = 6 x 0.20
- Assignment 2 (Learning and teaching sequence and assessment task - 50%), received a 5 = 5 x 0.50
- Assignment 3 (Professional engagement and communication taskﾠ- 30%), received a 6 = 6 x 0.30
So... A1 (1.2) + A2 (2.5) + A3 (1.8) = 5.5ﾠ
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).”
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. A definition of appropriate use will be outlined in each assessment task. Students must reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Workshop |
Workshop One Introducing and exploring the Digital Technologies curriculum documents Years 7-10 (and Years 11-12). This includes the incoming Queensland approach to senior syllabus, curriculum, assessment and reporting. Understanding how students learn. Teaching the Digital Technologies content (concepts, substance and structure). APST: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 4.5, 5.1, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2 Readings/Ref: AC - Technologies (bands 7 - 10); DTiF; DTHub; CSUnplugged; Albion et al (Chapters 4 and 6) Learning outcomes: L01, L02, L06 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Workshop Two Planning (unit and lesson design)
APST: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 4.5, 5.1, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2 Readings/Ref: AC: Digital Technologies (Year bands 7 - 10) DTiF; DTHub; CSUnplugged; Albion et al (Chapters 7, 9 and 10) Learning outcomes: L01, L02, L03, L04, L06 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Workshop Three Assessment Task One - MicroTeaching Presentation. Length: 20 minutes Due: Monday 17 March.
Microteaching activities/presentations; Providing constructive feedback to peers. Analyzing feedback for personal improvement - professional standards Implementing teaching strategies for using ICT to expand curriculum learning APST: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 4.5, 5.1, 5.2, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4 Readings/Ref: AC: Digital Technologies (Year bands 7 - 10) DTiF; DTHub; CSUnplugged; Albion et al (Chapters 8) Learning outcomes: L01, L02, L05, L06 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Workshop Four Introducing & exploring Digital Technologies curriculum documents Years 11-12.
Moving from Digital Technologies to Digital Solutions content (concepts, substance, and structure). APST: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.4, 4.5, 5.1, 5.2, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4 Readings/Ref: QCAA: Senior studies - Digital Solutions 2025 Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Workshop Five Planning (unit and lesson design)
APST: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 4.1, 4.3, 4.4, 4.5, 6.1, 6.2, 7.1, 7.2 Readings/Ref: QCAA: Senior studies - Digital Solutions 2025 Learning outcomes: L01, L02, L03, L04, L06 |
Week 14 (28 Jul - 03 Aug) |
Workshop |
Workshop Six Assessment design and development
APST: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.4, 7.1, 7.2, 7.4. Readings/Ref: QCAA: Senior studies - Digital Solutions 2025 Learning outcomes: L01, L02, L03, L06 |
Week 15 (04 Aug - 10 Aug) |
Workshop |
Workshop Seven Learning and Teaching Sequence and Assessment Task. Length: 300 words Due Friday 8 August, 2pm via turnitin
APST: 1.1, 1.2, 1.3,1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3, 4.4, 4.5, 5.2, 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.4. Readings/Ref: QCAA: Senior studies - Digital Solutions 2025 Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 22 (22 Sep - 28 Sep) |
Workshop |
Workshop Eight Reflect on assessment design and development
APST: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.4, 3.5, 3.6, 4.4, 4.5, 5.1, 5.2, 6.2, 6.3, 6.4, 7.1, 7.2 Learning outcomes: L03, L05, L06 |
Week 24 (13 Oct - 19 Oct) |
Workshop |
Workshop Nine Report: Professional Engagement and Communication. Length: 1500 words Due Friday 17 October, 2pm via Turnitin Me as a Teacher
APST: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.2, 3.3, 3.4, 3.5, 3.7, 4.1, 4.2, 4.4, 4.5, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4 Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 25 (20 Oct - 26 Oct) |
Workshop |
Workshop Ten Course Wrap up and the future. Professional learning opportunities for Digital Technologies teachers. Ongoing professional engagement as a Digital Technologies teacher – community of practice. APST: 6.1, 6.2, 6.3, 6.4, 7.1, 7.2, 7.3, 7.4 Learning outcomes: L05, L06 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.