Draft Australian Curriculum: Technologies F-10

1. Draft Australian Curriculum: Technologies F-10 Consultation February 2013

2. Learning areas The Melbourne Declaration identifies eight learning areas including: Technologies

3. Australian Curriculum development phases • Health and Physical Education Economics and Business Civics and Citizenship

4. Australian Curriculum development

5. Technologies Consultation Timeline

7. 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.

8. 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 notoutcomes • has content elaborations not‘learn to’ and ‘learn about’

9. General capabilities Critical and creative thinking • Information and communication technology (ICT) capability • Ethical • understanding Literacy • Intercultural • understanding Personal and social capability Numeracy

10. Cross-curriculum priorities

11. Rationale and aims: Technologies

12. 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

13. Organisation: Technologies The DraftAustralian Curriculum: Technologies comprises 2 subjects that all students will study Foundation-8: • Design and Technologies • Digital Technologies

14. Organisation: Technologies The DraftAustralian 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.

15. Rationale and aims: Technologies • 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

16. Content Structure: Technologies Australian Curriculum: Technologies: • 2 distinct subjects • 2 related strands

17. Content Structure: Technologies • The common strand structure provides opportunities to: • Highlight similarities across the two subjects • Facilitate integrated teaching from F-8

18. 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.

19. 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.

20. 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).

21. 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.

22. Design and Technologies

23. 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

24. Organisation: Content structure

25. 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).

26. 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.

27. Scope and sequence F-10

28. 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

29. Digital Technologies

30. 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

31. Organisation: Content structure

32. 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).

33. Scope and sequence F-10

34. 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

35. 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.

36. Key questions for evaluating the draft F-10 Technologies curriculum

37. 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

38. Online consultation surveys 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 Communities • TAS/Technology http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/index.htm NSW Board of Studies http://www.boardofstudies.nsw.edu.au/australian-curriculum// ACARA Australian Curriculum consultation http://consultation.australiancurriculum.edu.au/

39. 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

40. Your feedback is important Your feedback is important. Please send any further written feedback to: • Sandra McKee sandra.mckee4@det.nsw.edu.au Years 7-12 TAS Advisor • Tanya Coli tanyacoli@det.nsw.edu.au K-6 Science and Technology Advisor