1. Ways of Teaching
1.1. When developing teaching and learning programs:
1.1.1. the teacher identifies the prior knowledge of students to establish a starting point for the learning
1.1.2. the teacher defines the subject and context for the learning experience with reference to the content descriptions
1.1.3. the teacher and students identify the problem, situation or need that requires a solution, considering resources available.
1.2. Teachers generate meaningful learning activities to facilitate creating solutions, for example, students:
1.2.1. reflect on actions to refine working processes and develop decision making skills
1.2.2. evaluate how well systems and/or products meet current and future sustainability needs
1.2.3. manage collaborative projects
1.2.4. apply appropriate social, ethical and technical protocols
1.2.5. use a range of delivery modes such as audio, visual and practical
1.2.6. develop skills to produce solutions to problems
1.2.7. investigate emerging technologies
1.2.8. identify 'real world problems'
1.2.9. investigate 'problem, situation or needs' for which to find a solution
1.2.10. engage in experiences that are transferable to family and home, community contribution and the world of work
1.2.11. use critical and creative thinking to weigh up possible short and long term impacts
1.2.12. reflect upon existing designs to source ideas for future solutions
1.2.13. play and experiment with technologies to investigate possible solutions.
2. Student Diversity
2.1. Students with disability
2.1.1. Adjustments to the delivery of some practical aspects of lessons will be necessary to ensure some students with physical disability can access, participate, and achieve on the same basis as their peers. This might involve students using modified tools, materials or equipment to create solutions. Teachers may also need to consider adjustments to assessment of students with disability to ensure student achievement and demonstration of learning is appropriately measured.
2.2. EAL/D
2.2.1. Technologies are the same for all students, EAL/D students must achieve these aims while simultaneously learning a new language and learning content and skills through that new language. These students may require additional time and support, along with teaching that explicitly addresses their language needs. Students who have had no formal schooling will need additional time and support in order to acquire skills for effective learning in formal settings.
2.3. Gifted and Talented Students
2.3.1. Technologies education pedagogy and project-based learning allows students to take greater responsibility for their learning and allows them to make decisions based on findings from research, experimentation and testing of design ideas.
3. Aims
3.1. General
3.1.1. investigate, design, plan, manage, create and evaluate solutions
3.1.2. are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time
3.1.3. make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future
3.1.4. engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions
3.1.5. critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.
3.2. Design and Technologies
3.2.1. produce designed solutions suitable for a range of Technologies contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes
3.2.2. understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society.
3.3. Digital Technologies
3.3.1. use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions
3.3.2. confidently use digital systems to efficiently and effectively transform data into information and to creatively communicate ideas in a range of settings
3.3.3. apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and understand the impact of these systems on individuals, societies, economies and environments
4. Rationale
4.1. -Technologies enrich and impact on lives. -Society needs students who make decisions about development/use of technologies, develop solutions to complex challenges and contribute to sustainable patterns of living. -Play an important role in transforming, restoring and sustaining societies and natural, managed and constructed environments.
4.2. -Provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. -Helps students to be regional and global citizens, capable of actively and ethically communicating and collaborating.
5. General Capabilites
5.1. Literacy
5.1.1. Literacy involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.
5.2. Numeracy
5.2.1. Numeracy involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.
5.3. ICT Capability
5.3.1. The capability involves students in learning to make the most of the technologies available to them, adapting to new ways of doing things as technologies evolve, and limiting the risks to themselves and others in a digital environment.
5.4. Critical and Creative Thinking
5.4.1. Critical and creative thinking are integral to activities that require students to think broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.
5.5. Personal and Social Capability
5.5.1. Personal and social capability involves students in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.
5.6. Ethical Understanding
5.6.1. Ethical understanding involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.
5.7. Intercultural Understanding
5.7.1. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.
6. Ways of Assessing
6.1. Assessment should align with the assessment principles
6.2. Assessment should be appropriate, purposeful, meet formative and summative assessment criteria, involve observation of students, identify gaps in learning, identify the learning that is to come, be evaluated with colleagues for moderating and rely on a range of evidence when reporting and evaluating.
6.3. Examples of assessment strategies:
6.3.1. Observations
6.3.2. Group Activities
6.3.3. Video/Audio Recordings
6.3.4. Fieldwork and Practical evidence
6.3.5. Portfolios and work samples
6.3.6. Tests/quizzes
6.3.7. Written work
6.3.8. Graphic organisers
6.3.9. Visual representations
6.3.10. Performances/oral presentations
6.3.11. Conferences
6.3.12. Self-assessment or evaluation in student journals
6.3.13. Peer assessments
7. Organisation
7.1. Design and Technologies
7.1.1. Knowledge and Understanding
7.1.1.1. Technologies and Society
7.1.1.1.1. the use, development and impact of technologies in people's lives
7.1.1.2. Technologies Contexts
7.1.1.2.1. Engineering principles and systems
7.1.1.2.2. Food and fibre production
7.1.1.2.3. Food specialisations
7.1.1.2.4. Materials and technologies specialisations
7.1.2. Processes and Production Skills
7.1.2.1. Creating Solutions by:
7.1.2.1.1. investigating and defining
7.1.2.1.2. designing
7.1.2.1.3. producing and implementing
7.1.2.1.4. evaluating
7.1.2.1.5. collaborating and managing
7.2. Digital Technologies
7.2.1. Knowledge and Understanding
7.2.1.1. Digital Systems
7.2.1.1.1. the components of digital systems: hardware, software and networks and their use
7.2.1.2. Representation of Data
7.2.1.2.1. how data are represented and structured symbolically
7.2.2. Processes and Production Skills
7.2.2.1. Collecting, Managing and Analysing Data
7.2.2.1.1. the nature and properties of data, how they are collected and interpreted
7.2.2.2. Digital Implementation
7.2.2.2.1. the process of implementing digital solutions
7.2.2.3. Creating Solutions by:
7.2.2.3.1. investigating and defining
7.2.2.3.2. designing
7.2.2.3.3. producing and implementing
7.2.2.3.4. evaluating
7.2.2.3.5. collaborating and managing
7.3. Achievement Standards
7.3.1. From Pre-primary to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.