draft australian curriculum: technologies f-10 consultation february 2013
TRANSCRIPT
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Draft Australian Curriculum:
Technologies F-10
Consultation
February 2013
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Learning areas
The Melbourne Declaration identifies eight learning areas including:
Technologies
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Australian Curriculum development phases
Phase 1
English
Mathematics
Science
History
Phase 2
Geography
Languages
The Arts
Phase 3Health and
Physical Education
Economics and Business
Civics and Citizenship
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Australian Curriculum development
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Technologies Consultation Timeline
20 February 2013Draft Australian Curriculum: Technologies F-10 available for consultation
February-AprilNSW Department of Education and Communities consultation on draft curriculum. - Focus groups - Video conferences- Online survey
10 May 2013ACARA consultation closes
December 2013Anticipated curriculum publication date for the Australian Curriculum: Technologies
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Implementation
NSW syllabus development
Australian curriculum
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Implementation
• NSW has made no commitment to implementation of the Australian Curriculum for Phase 2 and Phase 3 subjects.
• The Board of Studies will follow its regular cycle of curriculum evaluation and review which will identify priorities for curriculum renewal. When a current syllabus or learning area is identified for renewal the Board will take the opportunity to incorporate Australian curriculum content. NSW BOS Memorandum To Principals July 2012
• In all cases, all schools are required to implement current approved NSW Syllabuses until otherwise advised by the Board.
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Organisation of the Australian Curriculum
The Australian Curriculum: Technologies:
• is being developed by ACARA for Foundation -Year 10 (K-Yr10)
• is described in band levels not Stages
• has achievement standards
• has content descriptions not outcomes
• has content elaborations not ‘learn to’ and ‘learn about’
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General capabilities
Literacy
Numeracy
Information and communication
technology (ICT) capability
Intercultural
understandingPersonal and social
capability
Critical and creative thinking Ethical
understanding
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Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
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Rationale and aims: Technologies
Rationale
• describes the nature of the learning area
• provides an outline of learning
Aims
• identify the major learning that students will be able to demonstrate
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Organisation: Technologies
The Draft Australian Curriculum: Technologies is organised into the following bands of learning:
• Foundation to Year 2
• Years 3 and 4
• Years 5 and 6
• Years 7 and 8
• Years 9 and 10
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Organisation: Technologies
The Draft Australian Curriculum: Technologies comprises 2 subjects that all students will study Foundation-8:
• Design and Technologies• Digital Technologies
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Organisation: Technologies
The Draft Australian Curriculum: Technologies will offer 2 optional (elective) subjects in Years 9 and 10:
• Design and Technologies• Digital Technologies
• States may offer additional technologies specialisations that do not duplicate these subjects.
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Rationale and aims: Technologies
TechnologiesRationale and Aims
Design and Technologie
sRationale and
aims
Digital Technologie
sRationale and
Aims
• Separate Rationale and Aims for each subject• Complement and extend Technologies Rationale and Aims• More specific, describing knowledge, understanding and skills unique to
Design and Technologies and Digital Technologies
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Content Structure: Technologies
Australian Curriculum: Technologies:• 2 distinct subjects• 2 related strands
Design and Technologies
Digital Technologies
Knowledge and understanding:
Knowledge and understanding:
• Technologies and society• Technologies contexts
• Representation of data• Digital systems• Interactions and impact
Processes and production skills:
Processes and production skills:
• Critiquing, exploring and investigating
• Generating, developing and evaluating ideas
• Planning, producing and evaluating solutions
• Using data• Using digital systems• Defining and solving
problems• Creating and communicating
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Content Structure: Technologies
The common strand structure provides opportunities to:
• Highlight similarities across the two subjects
• Facilitate integrated teaching from F-8
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Key ideas: Technologies
Key Ideas:
• Systems thinking and the overarching idea: Creating preferred futures
• Project management
Common to both subjects. Both strengthened from previous draft versions.
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Band Level Descriptions
• Provided at the beginning of each band for each subject.
• Describe the expected learning students will experience within the band.
• Indicate progression of learning (knowledge, understanding and skills) from one band to the next.
• Reflect the distinctive practices of each subject along with aspects of learning that are common to both Technologies subjects.
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Content Descriptions
The Draft Australian Curriculum: Technologies is structured around content descriptions for each band.
Content descriptions • specify what teachers are expected to teach
(mandatory)• are sequenced to develop concepts across bands
Elaborations • examples that illustrate content descriptions
(non-mandatory).
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Achievement standards
• Achievement standards are provided at the end of each band of learning.
• Achievement standards describe the quality of learning (depth of conceptual understanding and sophistication of their skills) indicating students are ready to commence the next band.
• Achievement standards reflect the distinctive practices of each subject along with aspects of learning that are common to all Technologies subjects.
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Design and Technologies
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Organisation: Content structure
Two related strands:
• Design and Technologies knowledge and understanding — the use, development and impact of technologies and design ideas across a range of technologies contexts
• Design and Technologies processes and production skills — the skills required to design, produce and evaluate designed solutions
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Organisation: Content structure
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Technologies contexts
There are 4 Technologies prescribed contexts F-8:
• Materials and technologies specialisations. For example:• materials, including composites, metal, plastics, wood, smart
materials, textiles• an area of specialisation (for example, architecture, electronics,
graphics technologies, fashion)
• Food and fibre production (includes Food technologies F–4)
• Engineering principles and systems • Food technologies (combines with Food & fibre production F–4).
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Implementing the curriculum
• All design projects include all three processes and production skills.
• At least four technologies projects completed in each band covering each of the Technologies contexts.
• At least one product, one service and one environment design project in each band.
• multiple technologies contexts can be addressed in a single unit.
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Scope and sequence F-10
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Content descriptions and elaborations
An example of a Content description (mandatory) and its Elaborations (non-mandatory) from Year 7 and 8.
Content description 8.7 Critique, explore and investigate needs or opportunities for designing and a range of materials, components, tools and techniques to collaboratively develop and produce creative and sustainable designed solutions in response to design briefsElaborations• using traditional and contemporary technologies when developing
designs, and discovering the advantages and disadvantages of each approach
• exploring emerging materials and technologies and their potential impact on design decisions, for example smart materials
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Digital Technologies
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Organisation: Content structure
Two related strands:
• Digital Technologies knowledge and understanding — information systems: data, processes, digital systems, people, and their interactions
• Digital Technologies processes and production skills — defining and solving problems through using digital systems, critical and creative thinking and applying computational thinking
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Organisation: Content structure
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Key concepts
• Abstraction underpins all content, particularly Representation of data; Using data and Defining & solving problems
• Data collection (properties, sources & collection of data), data representation (symbolism & separation) and data interpretation (patterns & contexts)
• Specification (descriptions & techniques), algorithms (following & describing) and implementation (translating & programming)
• Digital systems (hardware, software and networks)
• Interactions (people & digital systems, data & processes) and impact (impacts & empowerment).
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Scope and sequence F-10
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Content descriptions and elaborations
An example of a Content description (mandatory) and its Elaborations (non-mandatory) from Year 7 and 8.
Content description 8.9 Develop and modify programs with user interfaces involving branching, repetition or iteration and subprograms in a general-purpose programming language
Elaborations• developing and modifying digital solutions by implementing
instructions contained in algorithms through programs • developing a digital game that manipulates models of real-world
objects
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Digital Technologies and ICT
• Clear relationship between the Digital Technologies curriculum and the Information and Communication Technology (ICT) capability general capability.
• The capability assists students to become effective users of ICT.
• The Digital Technologies curriculum assists students to become confident developers of digital solutions.
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Is the separation into 2 subjects appropriate F-8?
Is the language and content of Digital Technologies
accessible to primary and non-specialist teachers?
Does the Technologies curriculum adequately cater
for student diversity?
Are the prescribed contexts appropriate in Design and
Technologies?
Do the two related strands allow for integration of the 2
subjects?
Key questions for evaluating the draft F-10 Technologies curriculum
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What to do next
Download a printable version of the Draft Australian Curriculum:Technologies
Complete the NSW Department of Education and Communities online consultation survey:https://www.surveymonkey.com/s/2012technologies
Additional feedback can be provided to the Board of Studies and ACARA
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Online consultation surveys
ACARA Australian Curriculum consultation http://consultation.australiancurriculum.edu.au/
NSW Board of Studieshttp://www.boardofstudies.nsw.edu.au/australian-curriculum/
/
Dept of Education and Communities Science and Technology K-6 http://www.curriculumsupport.education.nsw.gov.au/primary/scitech/index.htm
Dept of Education and CommunitiesTAS/Technology http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/index.htm
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Department of Education and Communities consultation
Technology Years 7-12http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/index.htm
Science and Technology K-6http://www.curriculumsupport.education.nsw.gov.au/primary/scitech/index.htm
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Your feedback is important.
Please send any further written feedback to:
• Sandra McKee [email protected]
Years 7-12 TAS Advisor
• Tanya Coli [email protected]
K-6 Science and Technology Advisor
Your feedback is important