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Australian Curriculum:Technologies


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Key Differences: ICT General Cability vs Digital Technologies "Field of Study"

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Australian Curriculum:Technologies

  1. 1. AUSTRALIANCURRICULUM:TECHNOLOGIES Peter Carey- February , 2013
  2. 2. KEY DIFFERENCE:THE “ ICT GENERAL CAPABILITY” AND AUSTRALIANCURRICULUM SUBJECT “DIGITAL TECHNOLOGIES”Because of the way the Australian Curriculum ispresented - using content descriptors, the ICTGeneral Capability is not about the use of ICT as apedagogical tool although that may contribute to astudents capability … it is about the knowledge,skills and attitudes about ICT itself in order to usethe technology both now (life & school tasks withinthe curriculum been delivered) and in the future(life &careers.
  3. 3. KEY DIFFERENCE:THE “ ICT GENERAL CAPABILITY” AND AUSTRALIANCURRICULUM SUBJECT “DIGITAL TECHNOLOGIES”Although all areas of the curriculum willcontribute to a students ICT capability. On itsown this would not be systematic orcomprehensive. Therefore the DigitalTechnologies subject takes responsibility forensuring children develop a systematic andcomprehensive capability, making use of thecontributions of other areas, and going beyondthe minimum requirements of the ICT GeneralCapability. This is the same relationship as Maths
  4. 4. THE ICT GENERAL CAPABILITY “isakey dimension of the Australian Curriculum, and should be taught in the content of the learning areas … … it underpins and informs our learning and teaching and should be explicit i.e. clearly Identified within each learning area subject program”…
  5. 5. THE GENERAL CAPABILITIESWhat are the General Capabilities?The Australian Curriculum is underpinned by seven (7)General Capabilities. These are:• Literacy• Numeracy• Information &communication technology capability• Critical and creative thinking• Ethical behaviour• Personal and social capability• Intercultural understanding.
  6. 6. FROM A BROADER PERSPECTIVE… THE NOTION OF GENERAL CAPABILITIES ARE NOT NEW! …In Australia, there are a number of existing arrangements to address general capabilities/non-technical skills: Employability Skills Frameworkused in the Vocational Education and Training sector. Graduate Attributesdeveloped by universities. Australian Core Skills Framework, foundation skills for the workforce. The Australian Blueprint for Career Development, which addresses career management competencies considered essential for life long learning. The Australian Qualifications Framework, which spans all education and training sectors, also refers to four broad categories of Generic Skills. The Overarching Outcomes, WA Curriculum Framework, and now the General Capabilities that form part of the new Australian Curriculum for schools.(EMPLOYABILITY SKILLS FRAMEWORK STAGE 1, FINAL REPORT , DEEWR, JANUARY 2012).
  7. 7. THE GENERAL CAPABILITIESARE THOSE CAPABILITIES DEEMED ESSENTIAL TO ASSISTSTUDENTS „MANAGE THEIR LIFE, LEARNING AND WORK‟THROUGHOUT THEIR LIFESPAN.They are the knowledge, skills, behaviours and dispositions thatwill assist students to live and work as successful independentlearners and as active, confident, creative and informedindividuals (Shape of the Australian Curriculum – ACARA,December 2010).
  8. 8. THE GENERAL CAPABILITIESWhere can I find more Informationabout the General Capabilities? Overviews that describe the nature, scope and significanceof each General Capability are on the General Capabilities section of the Australian Curriculum website.
  9. 9. THE GENERAL CAPABILITIESThe Capabilities are Identified by these symbols in the Curriculum:
  10. 10. THE CAPABILITIES IN THE LEARNING AREASThe General Capabilities are addressed through thelearning areas and are identified where they offeropportunities to add depth and richness to studentlearning in content elaborations.
  11. 11. RESOURCE SUPPORT – C.N.A. SCOOTLE Go to ID: <surname.firstname> Password: <your CathEdNet email password>Another Resource Foundation - 10 “ICT across four Domains”
  12. 12. • CATHOLIC NETWORK AUSTRALIA (C.N.A.)Models of Contemporary LearningCollaborative Spaces
  13. 13. THE GENERAL CAPABILITIESAll of the Seven (7) General Capabilities(including the ICT Capability) has threesections: Introduction Organising elements A continuum across stages of schooling
  14. 14. THE GENERAL CAPABILITIESThe ICT Capability Introduction“…The capability involves students inlearning to make the most of the digitaltechnologies available to them, adapting tonew ways of doing things as technologiesevolve and limiting the risks to themselvesand others in a digital environment…
  15. 15. THE GENERAL CAPABILITIES The Organising ElementsThe ICT capability is organised into five (5) interrelated elements:• Investigating with ICT• Creating with ICT• Communicating with ICT• Managing and operating ICT• Applying social and ethical protocols and practices
  16. 16. THE GENERAL CAPABILITIES The ICT Continuum Across Stages of Schooling
  17. 17. THE GENERAL CAPABILITIESTeaching and assessment of GeneralCapabilities Teachers are expected to teach and assess General Capabilities to the extent that they are incorporated and identified within each learning area.
  18. 18. THE GENERAL CAPABILITIES How are the General Capabilities in the Australian Curriculum Evident in your Learning Area?  Good teaching in each of the learning areas will always contribute to a student‟s development of General Capabilities. How do you presently cover the capabilities? Discuss this in your learning area! Source: Australian Curriculum Site: capabilities-in-the-learning-areas Source: ACARA: Shaping Papers: Phase 2 and 3 - e.g. Languages Shaping Paper Page 35
  19. 19. THE GENERAL CAPABILITIES How are the General Capabilities Evident in the Australian Curriculum?  The Australian Curriculum reinforces this expectation by incorporating these seven (7) General Capabilities into learning area content descriptions in ways appropriate to each learning area. Which of the seven (7) General Capabilities will you incorporate in appropriate ways into your learning area? Source: Australian Curriculum Site: capabilities-in-the-learning-areas Source: ACARA: Shaping Papers: Phase 2 and 3-
  20. 20. CURRICULUM DEVELOPMENT PHASES Phase 1 Phase 2 Phase 3 Health and English Geography Physical Education Design and Mathematics Languages Technology & Digital Technologies Science The Arts Economics, Business, Civics and Citizenship History
  21. 21. DEVELOPMENT AUSTRALIAN CURRICULUMThe Australian Curriculum developed by ACARA: is being written for F-10 and Years 11-12 is described in Bands- F-2, 3-4, 5-6, 7-8, 9-10, 11-12 has content descriptions not outcomes
  22. 22. THE TECHNOLOGIES LEARNING AREA Australian Curriculum: Technologies adopted to reflect the range of technologies addressed in schools Australian Curriculum: 2 strands F-8 and 2 subjects Years 9-12  Design and Technologies  Digital Technologies
  23. 23. BACKGROUNDDesign and Technologies – students learn to develop and apply technologies knowledge, process and production skills to design, produce and evaluate solutions using traditional, contemporary and emerging technologies for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts.Digital Technologies – students learn to develop and apply technical knowledge, process and computational thinking skills, including algorithmic logic and abstraction, to transform data into information solutions for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts.
  24. 24. AIMS OF TECHNOLOGIES CURRICULUMThe Australian Curriculum: Technologies will aim to develop students who:• are creative, innovative and enterprising when using traditional, contemporary and emerging technologies• effectively and responsibly select and use appropriate technologies, materials, information, systems, tools and equipment when designing and creating socially, economically and environmentally sustainable products, services or environments• critique, evaluate and apply thinking skills and technologies processes that people use to shape their world, and to transfer that learning to other technology situations• individually and collaboratively plan, manage, create and produce solutions to purposeful technology projects for personal, local, national and global settings• engage confidently with and make informed, ethical decisions about technologies for personal wellbeing, recreation, everyday life, the world of work and preferred futures.
  25. 25. STRUCTURE OF THE AUSTRALIANCURRICULUM: TECHNOLOGIES The Australian Curriculum: Technologies comprises two strands: Design and technologies & Digital technologies. All students will study both Design and Technologies and Digital Technologies from Foundation to the end of Year 8. Schools may choose to integrate the strands in teaching and learning programs F-8. In Years 9–12, students will be able to choose from a range of subjects developed by ACARA and states and territories. In WA this will involve the existing elective subjects in the Technologies Curriculum.
  26. 26. THE OVERARCHING IDEAEngaging in Creating Preferred Futures A focus on preferred futures provides the methodology for identifying and moving towards sustainable patterns of living. Students will engage in predicting outcomes and impacts of technological decisions for current and future generations; considering probable futures; and identifying the futures they would prefer, taking into account economic, environmental and social sustainability. Over time they will reconstruct and review their visions for preferred futures through research, experience, dialogue, discussion and the exchange of ideas. This overarching idea is common to Design and technologies and Digital technologies, as both are concerned with technology, culture and society; economic, environmental and social sustainability; and creativity, innovation and enterprise.
  27. 27. THE RELATIONSHIP BETWEEN SUB-STRANDS Design and TechnologiesDigital Technologies 2 complementary sub-strands  Knowledge and Understanding  Processes and Production
  28. 28. THE RELATIONSHIP BETWEEN SUB-STRANDS Design and Technologies:  Knowledge and Understanding: focuses on materials, information, systems, tools and equipment; and technologies and society. The content is dependent on the technologies context.  Processes and Production: focuses on designing - identifying, exploring and critiquing a need or opportunity; generating, researching and developing ideas; and planning, producing and evaluating solutions that utilise process and production skills, creativity, innovation and enterprise to promote the development of sustainable patterns of living.
  29. 29. THE RELATIONSHIP BETWEEN SUB-STRANDS Digital technologies:  Knowledge and understanding: focuses on digital information, digital systems and technologies, and digital technologies and society.  Processes and Production: focuses on formulating and investigating problems; analysing and creating digital solutions; representing, constructing and evaluating solutions; and utilising skills of creativity, innovation and enterprise for sustainable patterns of living.
  30. 30. THE GENERAL CAPABILITIES Information and communicationCritical and creative Ethical behaviour technology (ICT) thinking capability Literacy Intercultural Personal and social Numeracyunderstanding capability Refer to pages 17 to 19 of the Shaping Paper for aspects of each of the seven general capabilities to be embedded in the content descriptions and/or elaborations where appropriate to enrich and deepen student learning.
  31. 31. THE CROSS-CURRICULUM PRIORITIES Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
  32. 32. THE CROSS-CURRICULUM PRIORITIESe.g. Aboriginal and Torres Strait Islander histories andcultures have a: longstanding tradition of developing and utilising a range of technologies that support sustainable practices for local conditions. capacity for innovation include solutions for food or medicinal preparation, building and architecture, and the use of digital technologies to enhance communication.Refer to page 19 to 21 of the Shaping Paper Read pages 19 to 21 and dot down some way you might include the Cross Curriculum Priorities in your Technologies program.
  33. 33. ORGANISATION OF THE AUSTRALIANCURRICULUM: TECHNOLOGIES The technologies curriculum is organised in the following bands:  Foundation to Year 2  Years 3-4  Years 5-6  Years 7-8  Years 9-10  Senior secondary (Years 11 and 12)
  34. 34. TIME ALLOCATIONThe time allocation for Design and technologies and Digitaltechnologies combined are: • 60 hours across Years F–2 • 80 hours across Years 3–4 • 120 hours across Years 5–6 • 160 hours across Years 7–8 • 80 hours each across Years 9–10 • 200 to 240 hours of learning across Years 11–12 for each of Design and technologies and Digital technologies. Allocation of time for teaching the Technologies learning area will be a school authority or school-based decision.
  35. 35. DIGITAL TECHNOLOGIES ACROSS THEYEARS OF SCHOOLING Addresses each of the Stages. Specific examples of student outcomes Continuum of learning:  Students will develop increasingly sophisticated knowledge and understanding, drawn from both contemporary and historical sources  Students will develop increasingly sophisticated skills in digital technologies processes and production through applying computational thinking to create digital information products, systems or software instructions to address digital problems.
  36. 36. DESIGN AND TECHNOLOGIES ACROSS THE YEARS OF SCHOOLING Addresses each of the Stages. Specific examples of content description Continuum of learning:  exposure to increasingly complex range of tools, materials, equipment, information and systems  using increasingly sophisticated range of skills and processes, recognising risks and adopting safe work practices for increasingly complex problems  Addresses specialised technologies contexts such as agriculture, architecture, manufacturing, media design, digital design, engineering, food technology, industrial design and textiles in Years 9-10Back
  37. 37. KEY QUESTIONS FOR EVALUATINGTHE AUSTRALIAN CURRICULUM:TECHNOLOGIES What changes need to Are teachers able to Does the scope and distinguish between the be discussed/made in sequence provide a ICT General Capability your school to cater for logical progression of and subject Digital Technologies (Field of learning from F-12? Technologies Study) Does the Draft Scope Do the two and Sequence cater for Can the content be covered within the strands/subjects future options for provide an appropriate structure and the time students and provide balance of Technologies frame? specialisation? education?