Presentation on theme: "Draft Australian Curriculum: Technologies F-10 Consultation February 2013."— Presentation transcript:
Draft Australian Curriculum: Technologies F-10 Consultation February 2013
Learning areas The Melbourne Declaration identifies eight learning areas including: Technologies
Australian Curriculum development phases Phase 1 EnglishMathematicsScienceHistory Phase 2 GeographyLanguagesThe Arts Phase 3 Health and Physical Education Economics and Business Civics and Citizenship
Technologies Consultation Timeline 20 February 2013 Draft Australian Curriculum: Technologies F-10 available for consultation February-April NSW Department of Education and Communities consultation on draft curriculum. - Focus groups - Video conferences - Online survey 10 May 2013 ACARA consultation closes December 2013 Anticipated curriculum publication date for the Australian Curriculum: Technologies
Implementation NSW syllabus development Australian curriculum
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 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.
Organisation of the Australian Curriculum The Australian Curriculum: Technologies: is being developed by ACARA for Foundation -Year 10 (K-Yr10)ACARA is described in band levels not Stages has achievement standards has content descriptions not outcomes has content elaborations not learn to and learn about
General capabilities Literacy Numeracy Information and communication technology (ICT) capability Intercultural understanding Personal and social capability Critical and creative thinking Ethical understanding
Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with AsiaSustainability
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
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
Organisation: Technologies The Draft Australian Curriculum: Technologies comprises 2 subjects that all students will study Foundation-8: Design and Technologies Digital Technologies
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.
Rationale and aims: Technologies Technologies Rationale and Aims Design and Technologies Rationale and aims Digital Technologies Rationale 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
Content Structure: Technologies Australian Curriculum: Technologies: 2 distinct subjects 2 related strands Design and Technologies Digital Technologies Knowledge and understanding: Technologies and society Technologies contexts Representation of data Digital systems Interactions and impact 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
Content Structure: Technologies The common strand structure provides opportunities to: Highlight similarities across the two subjects Facilitate integrated teaching from F-8
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.
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.
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).
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.
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
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).
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.
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 briefs Elaborations 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
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
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).
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
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.
Is the separation into 2 subjects appropriate F-8? Is the language and content of Digital Technologies accessible to primary and non-specialist teachers? Do the content descriptions provide sufficient scope and direction? 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
What to do next Download a printable version of the Draft Australian Curriculum:TechnologiesDraft 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 ACARABoard of StudiesACARA
Online consultation surveys ACARA Australian Curriculum consultation http://consultation.australiancurr iculum.edu.au/ NSW Board of Studies http://www.boardofstudies. nsw.edu.au/australian- curriculum/ / Dept of Education and Communities Science and Technology K-6 http://www.curriculumsupport.edu cation.nsw.gov.au/primary/scitech /index.htm http://www.curriculumsupport.edu cation.nsw.gov.au/primary/scitech /index.htm Dept of Education and Communities TAS/Technology http://www.curriculumsup port.education.nsw.gov.a u/secondary/technology/i ndex.htm http://www.curriculumsup port.education.nsw.gov.a u/secondary/technology/i ndex.htm
Department of Education and Communities consultation Technology Years 7-12 http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/index.htm Science and Technology K-6 http://www.curriculumsupport.education.nsw.gov.au/primary/scitech/index.htm
Your feedback is important. Please send any further written feedback to: Sandra McKeesandra.email@example.com@det.nsw.edu.au Years 7-12 TAS Advisor Tanya Colitanyacoli@firstname.lastname@example.org K-6 Science and Technology Advisor Your feedback is important