This document provides information about the implementation of the Australian Curriculum Technologies subjects in Western Australia. It outlines the timeline for rolling out Design and Technologies and Digital Technologies from 2014 to 2017. It describes the key differences between the two subjects and provides links to online resources and example lesson plans to support teaching the new curriculum.
This is an overview of the West Australian Curriculum : Technologies adapted from the ACARA Australian Curriculum. iT provides timelines for implementation in WA
This is an overview of the West Australian Curriculum : Technologies adapted from the ACARA Australian Curriculum. iT provides timelines for implementation in WA
Professor Barry McGaw, keynote at ASLA XXIII Biennial Conference 2013 - The Australian Curriculum is organised under learning areas, which reflect traditional disciplines of knowledge, and general capabilities, which some call 21st century skills. A third dimension provides for three current cross-curriculum priorities that are given special attention in the expectation that, in due course, they will become securely established in curriculum. The curriculum is constructed with content (knowledge, understanding and skills) at its centre. All three dimensions (learning areas, general capabilities and current cross-curriculum priorities) are provided for through the one set of content descriptions, with the online curriculum making clear which elements of each dimension are served by each content description. With respect to all three dimensions, the content is sequenced developmentally through the years of schooling. The content descriptions present students' learning entitlements. Except for a few cases where the content descriptions imply pedagogy (such as in the teaching of initial reading skills which attention to phonics), questions of pedagogy are seen as matters for teachers and schools and, in some cases, school systems.
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
Digital Tools for the Classroom --ISTE Standards StudentsNAFCareerAcads
Are you interested in engaging your academy students with web tools and apps that help them to solve problems, communicate effectively, and share their learning? Come see national educational technology expert Naomi Harm overview dozens of free online tools and mobile apps that can be used in academies across any theme. And, as a bonus, you’ll see how student technology standards for the International Society for Technology in Education (ISTE) can help guide technology goals and use in your academy.
Ally & Wark (2019) Learning for Sustainable Development in the Fourth Industr...Dr. Norine Wark
There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies such as artificial intelligence (AI), robotics, the internet of things, and data analytics in education, This interactive presentation explores how the Commonwealth of Learning (COL) can educate member nations in preparing for and achieving sustainable development in the Fourth Industrial Revolution. The discussion begins with a review of emerging 4IR technologies before considering the long-term benefits and challenges of using AI and machine learning to provide services and education to Commonwealth Citizens. The presentation will also offer examples of how other sectors are using 4IR technologies to provide service to their users and members. Results from a research project that incorporates extensive review of relevant literature with interviews from world-renowned educational, business, and industrial experts on this crucial topic will be shared. Questions, experiences, and insights from audience members about 4IR technologies and how the COL may prepare its Member Nations and their Citizens for this revolution will be cordially encouraged during the presentation. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from this critical discussion. The presenters will suggest potential projects on the use of 4IR technologies in education. In addition, participants will be asked to suggest two potential project and research ideas on the use of 4IR technologies for learning for sustainable development. If possible, participants will be asked to volunteer to participate in the two projects and the presenters will arrange to meet with the volunteers at the conference to develop a plan for the projects.
International Journal of Computer Science & Information Technology (IJCSIT)ijcsit
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning. When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
Professor Barry McGaw, keynote at ASLA XXIII Biennial Conference 2013 - The Australian Curriculum is organised under learning areas, which reflect traditional disciplines of knowledge, and general capabilities, which some call 21st century skills. A third dimension provides for three current cross-curriculum priorities that are given special attention in the expectation that, in due course, they will become securely established in curriculum. The curriculum is constructed with content (knowledge, understanding and skills) at its centre. All three dimensions (learning areas, general capabilities and current cross-curriculum priorities) are provided for through the one set of content descriptions, with the online curriculum making clear which elements of each dimension are served by each content description. With respect to all three dimensions, the content is sequenced developmentally through the years of schooling. The content descriptions present students' learning entitlements. Except for a few cases where the content descriptions imply pedagogy (such as in the teaching of initial reading skills which attention to phonics), questions of pedagogy are seen as matters for teachers and schools and, in some cases, school systems.
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
Digital Tools for the Classroom --ISTE Standards StudentsNAFCareerAcads
Are you interested in engaging your academy students with web tools and apps that help them to solve problems, communicate effectively, and share their learning? Come see national educational technology expert Naomi Harm overview dozens of free online tools and mobile apps that can be used in academies across any theme. And, as a bonus, you’ll see how student technology standards for the International Society for Technology in Education (ISTE) can help guide technology goals and use in your academy.
Ally & Wark (2019) Learning for Sustainable Development in the Fourth Industr...Dr. Norine Wark
There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies such as artificial intelligence (AI), robotics, the internet of things, and data analytics in education, This interactive presentation explores how the Commonwealth of Learning (COL) can educate member nations in preparing for and achieving sustainable development in the Fourth Industrial Revolution. The discussion begins with a review of emerging 4IR technologies before considering the long-term benefits and challenges of using AI and machine learning to provide services and education to Commonwealth Citizens. The presentation will also offer examples of how other sectors are using 4IR technologies to provide service to their users and members. Results from a research project that incorporates extensive review of relevant literature with interviews from world-renowned educational, business, and industrial experts on this crucial topic will be shared. Questions, experiences, and insights from audience members about 4IR technologies and how the COL may prepare its Member Nations and their Citizens for this revolution will be cordially encouraged during the presentation. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from this critical discussion. The presenters will suggest potential projects on the use of 4IR technologies in education. In addition, participants will be asked to suggest two potential project and research ideas on the use of 4IR technologies for learning for sustainable development. If possible, participants will be asked to volunteer to participate in the two projects and the presenters will arrange to meet with the volunteers at the conference to develop a plan for the projects.
International Journal of Computer Science & Information Technology (IJCSIT)ijcsit
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning. When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project.
DateNETS StandardsplanAssist teachers in the ongoing devel.docxtheodorelove43763
Date
NETS Standards
plan
Assist teachers in the ongoing development of knowledge, skills, and understanding of technology systems, resources, and services that are aligned with district and state technology plans.
Provide assistance to teachers in identifying technology systems, resources, and services to meet specific learning needs.
Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
Model appropriate strategies essential to continued growth and development of the understanding of technology operations and concepts.
Design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
Assist teachers as they use technology resources and strategies to support the diverse needs of learners including adaptive and assistive technologies.
Identify and locate technology resources and evaluate them for accuracy and suitability.
Assist teachers as they identify and locate technology resources and evaluate them for accuracy and suitability based on district and state standards.
Model technology integration using resources that reflect content standards.
Provide teachers with a variety of strategies to use to manage student learning in a technology-enhanced environment and support them as they implement the strategies.
Identify and apply instructional design principals associated with the development of technology resources.
Assist teachers as they identify and apply instructional design principals associated with the development of technology resources.
Use methods and strategies for teaching concepts and skills that support integration of research tools (refer to NETS for Students).
Use methods for teaching concepts and skills that support use of Web-based and non Web-based authoring tools in a school environment.
Use technology to support learner-centered strategies that address the diverse needs of students.
Use methods and strategies for integrating technology resources that support the needs of diverse learners including adaptive and assistive technology.
Apply technology to demonstrate students' higher-order skills and creativity.
Use methods and facilitate strategies for teaching problem-solving principles and skills using technology resources.
Manage student learning activities in a technology-enhanced environment.
Use current research and district/regional/state/national content and technology standards to build lessons and units of instruction.
Describe and identify curricular methods and strategies that are aligned with district/regional/state/national content and technology standards.
Use major research findings and trends related to the use of technology in education to support integration throughout the curriculum.
onal technology facilitators apply technology to facilitate a variety of effective assessment and evaluation strategies. Educ.
Learn@UW Executive Committee Roadmap Presentation, July 2014Tanya Joosten
I chaired a strategic visioning process as a member of the Learn@UW Executive Committee for UW System in 2013-2014. See https://www.wisconsin.edu/systemwide-it/projects/academic-roadmap/ for more information.
USABILITY OF WEB SITES ADDRESSING TECHNOLOGY BASED CASER (CLASSROOM ASSESSMEN...IJCI JOURNAL
Global advancements, competitions and economic growth have lead to a drastic change in the technological world. The impact of technology both individually as well as collectively changed our life significantly. Nomatter whether it is commercial, transportation, banking, political, or educational field technology has done wonders in all ways. With the leaps and bounds in technological field educationists still make efforts towards new achievement and goals especially in the field of teaching-learning worlds also. If we talk about today’s classroom conditions, we are still lagging behind in many aspects. We are not upto mark or update. So there is a need of adoption and inclusion of ICT and technology resources to be linked to our curriculum system. The role of teacher is quite important in molding shape of our coming generations and modern society. The teacher should make use of innovative devices and strategies while teaching in the classroom situations. The teaching-learning without innovations and technological based devices is meaningless unless we strengthen our whole educational system in terms of technology-based teacher’s professional development through in-service or pre-services trainings, incorporation of latest electronic gadgets and devices in teaching-learning system etc. Thus, this paper focus on the universal design for learning practices for classroom testing and assessment practices, which is designed to minimize errors, adverse consequences, and unintentional actions to assist students in using them safely and efficiently. This paper has directed about the perceptions about the usability of web sites addressing technology which includes the new technologies, approaches, strategies and techniques to be adopted in the classroom for strengthening the potential and competencies of the students. The main objectives of the paper are- (1) To find out the latest techniques, tools and technology based on the classroom assessment and resources. (2) To find out the usability of the websites addressing new technologies and strategies. (3) To make students understand about technological usage for enhancing motivation and feedback thereby reducing errors and mistakes. For this research paper, the researcher consulted various conceptual research frameworks, reviews and trends in studies related to the use of web-sites enhancing technologies, strategies, equipments and resources. The results of the study highlighted major concerns in order to monitor the technology proficiency of the students, one must use multiple methods for presenting the instruction; use multiple assessment formats and tools to support one towards academic progress. Thus, the teachers, educators, stakeholders all have to monitor the technology-based curriculum process supporting assessment and evaluation tools, techniques and resources.
Planning Tool: WA Guidelines for Career Development and Transitions Dr Peter Carey
The Planning Tool will assist teachers reflect on where they are at to a whole school approach to creating a career Development Culture in a school environment
WA Guidelines for Career Development and Transitions Dr Peter Carey
The Western Australian Guidelines for Career Development and Transition Support Services is a response to the National Framework for Career and Transition Services. This approach has been developed between the Department of Education and Training of Western Australia, the Catholic Education Office of Western Australia and the Association of Independent Schools of Western Australia and outlines a comprehensive approach by schools to assist students in managing the various stages of transition.
To make effective transitions through school and on to further education, training and employment, students require access to information and suitably qualified people that will assist them in this process. Before making and implementing decisions about careers, students also need to develop a knowledge and under standing of themselves in relation to the workforce and need to be aware of current labour market trends. This includes consolidating the skills required to learn further, as well as recognising and developing employability skills through the course of their everyday learning at school, in employment and training pathways, at home and in the community.
The objective of this Resource Collection is to provide students with access to career development services and information that will assist them to make informed choices about learning, work and life opportunities. The Guidelines present a range of options which could be implemented to support young people in making effective transitions and can be used as a tool to assist schools in planning for and providing services and information to support this process.
http://www.ceo.wa.edu.au/home/carey.peter/guidelines.html
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. WA Curriculum & Assessment Outline
- Access to portfolio of work samples A-E
Timeline for Implementation:
- Australian Curriculum Technologies
Australian Curriculum Technologies Subjects:
- Strand, sub-strands and content descriptors
ICT General Capability
Australian Curriculum Resources
Key Differences:
- Digital Technologies and ICT General Capability
3. 1. The WA Curriculum and Assessment Outline
http://www.scsa.wa.edu.au/internet/
2. WA Australian Curriculum:
The Western Australian Curriculum encompasses the Australian
Curriculumhttp://wacurriculum.scsa.wa.edu.au/
3. CNA - Digital resources supporting the Australian
Curriculum
http://ims.cathednet.wa.edu.au
ID: surname.firstname Password: <your cathednet email password>
4. The CEO Intranet
http://intranet.cathednet.wa.edu.au
ID: cathednetsurname.firstname Password: <your cathednet email password>
5. ACARA
http://www.acara.edu.au
6. Official Australian Curriculum Site
http://www.australiancurriculum.edu.au
4. Australian Curriculum Blog
http://australiancurriculum.blogspot.com.au/
Australian Curriculum Resources
http://www.scoop.it/t/australian-curriculum-implementation
Technologies Learning Area Links
http://studenteportfolio.wordpress.com/
Food Science Technology
http://www.scoop.it/t/food-science-and-technology
Curriculum Family and Community
http://www.scoop.it/t/children-family-and-communit
Career Development
http://www.scoop.it/t/career-development-by-dr-peter-carey
Materials and Design
http://www.scoop.it/t/materials-design-and-technology
Design
http://www.scoop.it/t/design-by-peter-john-simon-carey
Digital Resources
http://www.scoop.it/t/digital-technologies-for-teachers-and-career-practitioners
◦ Digital Learning Tools and Videos and uTube Tutorials
http://bit.ly/13Nt0cx and http://bit.ly/1344
5. Digital Support Tools
Scootle Access via C.N.A.
http://bit.ly/1b3XoJw
Australian Curriculum: Technologies Resources
http://www.ceo.wa.edu.au/home/carey.peter/Curriculum/
6. SCSA Resource Pack
Available on the CEOWA Intranet
Under the “Publication” tab menu
Also at: this site
The WA Curriculum and Assessment Outline comprise:
Values of Schooling
Principles of Learning, Teaching and Assessment
Phases of Schooling- ways students learn best
The West Australian Curriculum
Reporting Policy
7. Assessment should be an integral part of Learning and Teaching …
gathering information “what you teach you should assess”
Assessment should be educative … in depth, provide feedback,
explicit teaching
Assessment should be fair … consider diverse needs of students,
variety of learning, teaching, assessment types
Assessments should be designed to meet their specific purposes …
formative assessment to assist students move forward
Assessment should lead to informative reporting … summative
assessment- reporting
Assessment should lead to school-wide evaluation processes …
collect and analysis data to lead to school improvement and practice
8. KEY POINTS
Support Notes
The New Mandated WA Curriculum:
Early Years Learning Framework
Kindergarten Guidelines
Planning in Foundation (Pre-primary) [Draft]
F(P)–10 Australian Curriculum
Alternative Curriculum
9. The School Curriculum and Standards Authority
(SCSA) will provide Judging standards - a tool to
support teachers when reporting These consist of:
1. Grades, and/or achievement descriptions.
2. Assessment pointers, and
3. Annotated work samples.
work samples will be provided to exemplify ‘A’ to
‘D’ grades, but not an ‘E’ grade.
The ACARA Australian Curriculum Site only
provides a Satisfactory, Above and Below
Satisfactory.
11. The Melbourne Declaration identifies eight learning areas
including:
Technologies
Mathematics
English
Science
Languages
The Arts
The Humanities
Health and Physical Education
12. Phase 1
2012 - 2015
English
Mathematics
Science
History
Phase 2
2013 - 2017
Geography
Languages
The Arts
Phase 3
2014 - 2017
Health and
Physical
Education
Design and
Technology &
Digital
Technologies
Economics,
Business, Civics
and Citizenship
WA TIMELINE
13. The Western Australian Curriculum and
Assessment Outline includes the Australian
Curriculum Phase 1 learning subjects - English,
Mathematics, Science and History.
The Outline will be updated as Phase 2 and 3 of the
Australian Curriculum become available, subject to
consideration by SCSA and approval by the
Minister.
In the meantime, schools may continue to teach
Phase 2 and 3 subjects using existing Curriculum
Framework support materials and resources.
14. Implementation timeline for Phase 2 & 3 Subjects
2014 - Tailoring the content to suit WA
schools, includes core & additional content.
2015 - Development of Judging Standards
to assist teachers to assess and grade
student work.
2016 - Curriculum available to schools.
2017 - Full implementation, includes
teaching, assessing and reporting to parents
by the end of Semester 1, 2017.
15. The Technologies Draft Shaping Paper guided the
writing of the Australian Curriculum subjects from
F-12- its purpose, structure and organisation.
The Technologies subject is:
Written to date for F (Pre-Primary) - 10
Described in Bands: F-2, 3-4, 5-6, 7-8, 9-
10
Has content descriptors not outcomes
16. The Australian Curriculum
“Technologies” subjects reflect the
current range of technologies addressed
in schools F-12.
Two Subjects:
Design and Technologies
Contexts: foods, wood, metal, engineering, agriculture, textiles
Digital Technologies
Context: ICT
17. Technologies aims to develop students who:
can investigate, design, plan, manage, produce and evaluate
technologies solutions both individually and collaboratively
are creative, innovative and enterprising when using
traditional, contemporary and emerging technologies
can select and use technologies (materials, information,
systems) safely and appropriately when designing and
creating sustainable products, services or environments
make informed, ethical decisions about technologies
Evaluate, critique and apply thinking skills and technologies
processes.
18. 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 (optional), 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.
19. ‘Engaging in Creating Preferred Futures’ - student
will have an opportunity to:
Identify ways of working towards sustainable patterns of
living.
Engage in predicting outcomes and impacts of
technological decisions for current and future generations.
Overtime 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.
20. Design and technologies Digital technologies
2 complementary strands
Knowledge and Understanding
Processes and Production
21. Design and Technologies:
Contexts: foods, wood, metal, engineering, agriculture, textiles
Knowledge and Understanding - the focuses is on the nature of:
Materials, Information, Systems, and
Technologies and Society (the safe, ethical and appropriate
use of materials, information and systems).
Processes and Production- the focuses is on providing
solutions to meet needs and opportunities whilst promoting the
development of sustainable patterns of living.
Designing - identifying, exploring and critiquing a need or
opportunity; generating, researching and developing ideas;
and planning,
Producing and
Evaluating solutions that utilise
Enterprise processes and production skills, creativity and
innovation.
22. Digital Technologies:
Context: ICT
Knowledge and Understanding- the focuses is on the nature of
digital:
Information and Systems, and on
Technologies and Society (the safe, ethical and appropriate use
of information and systems).
Processes and Production - the focuses is on producing digital
solutions to meet needs and opportunities whilst promoting the
development of sustainable patterns of living by:
Investigating problems;
analysing and creating digital solutions; representing,
constructing and
Evaluating solutions; that utilise
Enterprise processes and production skills, creativity and
innovation.
23.
24.
25.
26.
27. Subjects Design and Technology Digital Technology
Strands Design and Technologies Knowledge
and Understanding
Digital Technologies Knowledge and
Understanding
Sub Strands Technology and Society
• The use, development and impact of
technologies in people’s lives
Technologies Contexts
• Design concepts across a range of
technologies contexts
Digital Systems
• The components of digital systems:
software, hardware and networks, and
their use
Representation of Data
• How data are represented and structured
symbolically
Strands Design and Technologies Processes and
Production
Digital Technologies Processes and
Production
Sub Strands Producing (making) designed solutions
by::
• critiquing, exploring and
investigating needs or
opportunities
• generating, developing and
communicating design ideas
• planning and managing design
projects
• producing (making) designed
solutions
• evaluating processes and designed
solutions
Producing digital solutions by:
• Collecting, managing and analysing data
• Defining problems
• Designing solutions
• Implementing and evaluating solutions
• Communicating information,
collaborating and managing
28. In Design and Technology
Students will have had the opportunity to design, produce (make) and evaluate designed
solutions in at least a number of technologies contexts:
by the end of Year 2 – 3 projects
by the end of Year 4 – 3 projects
by the end of Year 6 – 4 projects
by the end of Year 8 - 4 projects
by the end of Year 10 - 4 projects
Contexts
Engineering principles and systems
Food and fibre production
Food specialisation
Materials and technologies specialisations
29. Across each band F to 8, students will study each of the technologies
contexts and produce designed solutions as a product, service or
environment.
The different designed solutions will give students an opportunity to engage
with a broad range of design thinking and production skills.
The combination of contexts and types of designed solutions is
a school decision
30. A program of learning would typically integrate
knowledge, skills and understanding such as:
interactive multimedia production
game development
robotic and automated systems
interactive website development
data management systems
application development
artificial intelligence
simulation and modelling
networking systems.
The above are only examples
31. The technologies subjects are organised in
bands:
Foundation to Year 2
Years 3-4
Years 5-6
Years 7-8
Years 9-10
Senior secondary (Years 11 and 12)
32. ACARA suggested to the writers of course notional
approximations of hours for Design and Technology and Digital
Technology 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.
The allocation of teaching hours for the Technologies
learning area will be a school authority or school-based
decision. This advice has not yet been given.
33. TASK 1 – 10 minutes
In pairs, choose a year level “Content Descriptor”
from the ‘Digital Technologies’ OR ‘Design and
Technologies’ Scope and Sequence and suggest
an appropriate activity.
e.g. Year 3 – 4
Subject: Digital Technologies
Content Descriptor: 4.7 Work with others to manage the creation and
communication of ideas and information safely, applying agreed social
protocols.
Activity:
using a range of online tools to share information, for example adding
entries to a class blog, participating in a web conference or online chat with
an author, or participating in a forum on a specific topic
Ref: Digital Technology - http://bit.ly/1lHeyCK
Ref: Design & Technology - http://bit.ly/ZcqWjW
34. Australian Curriculum: Technologies
Subject: Digital Technologies
Strand: Digital Technologies Processes and Production skills
Year Cohort: Year 5-6
Content Descriptors:
6.7 Design and implement digital solutions using visual programs with user
input, branching and iteration
Elaborations (activities/learning experiences): e.g.
• planning and implementing a solution using a visual programming
language, for example designing and creating a simple computer
game, suitable for younger children, that requires user input to make
selections, taking into account intuitive responses of the audience.
• experimenting with different programming options that involve repeat
instructions.
• designing and creating a solution that repeats a motion, for example
creating an animation that repeats a movement.
35. Using Scratch
6.7 Design and implement digital solutions using visual programs with
user input, branching and iteration
http://www.youtube.com/watch?v=0pxaFzRtx7k
36. Australian Curriculum: Technologies
Subject: Design and Technologies
Strand: Design and Technologies Knowledge and Understanding
Year Cohort: Year 3-4
Content Descriptors: 4.2 Investigate how forces and the properties of
materials affect the behaviour of a product or system
Types of activities the students could do include: Identifying and exploring
properties and construction relationships of an engineered product or system,
for example a structure that floats; a bridge to carry a load; a waterproof
container
RESOURCES SITES TO ASSIST
Bridge Building
http://www.pbs.org/wgbh/buildingbig/bridge/index.html
Bridge Builder
http://www.bridgebuilder-game.com
37. Other ideas:
examining models to identify how forces can be used in the design of a
toy
exploring through play how movement can be initiated by combining
materials and using forces, for example releasing a wound rubber band to
propel a model boat
deconstructing a product or system to identify how motion and forces
affect behaviour, for example in a puppet
using available local materials and experimentation to solve problems
requiring forces including identifying inputs (what goes in to the system),
processes (what happens within the system) and outputs (what comes out
of the system), for example sports shoes that use friction to improve
performance.
Resources:
The Olympic Games- Design and Technology
http://bit.ly/1pAOaFI
Forces Applied to Sports and Research
http://bit.ly/1qoB1or
http://bit.ly/1AiOdvS
38. What 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.
40. Where can I find more Information about
the General Capabilities?
Overviews that describe the nature, scope and
significance of each General Capability are on the
General Capabilities section of the Australian
Curriculum website.
41. All of the Seven (7) General
Capabilities (including the ICT
Capability) has three sections:
Introduction
Organising elements
A continuum across stages of schooling
43. The Organising Elements
The 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
44. The ICT Continuum Across Stages of Schooling
45. Teaching and assessment of General
Capabilities
Teachers are expected to teach the General
Capabilities to the extent that they are
incorporated and identified within each
learning area program.
46. Homework?
How are the General Capabilities in the Australian
Curriculum Evident in your subject areas?
How do you presently cover the capabilities?
Discuss this with your colleagues!
Source: Australian Curriculum Site: http://bit.ly/14iHT9x
Source: ACARA: Shaping Papers: Phase 2 and 3 - http://bit.ly/lBsvFO
e.g. Languages Shaping Paper Page 35
47. How are they presently covered?
Click to go to the Homework Worksheet
e.g. Literacy in Mathematics
48. TASK 2 - 5 minutes
In pairs, briefly discuss how you could
design a learning task for a year level
that aligns with the ICT General
Capability elements: investigating,
creating or communicating.
ICT Integration is where ICT is used in the context of each subject learning area
e.g. mathematics, science, history …. and used safely, ethically and
appropriately to meet the learning goals of that subject i.e. the subject "content
descriptors" to deepen and enrich the learning experiences for students.
Reference: http://bit.ly/zRybQS
Example
49. Example: learning task for a year level that aligns with the ICT
General Capability elements “creating”…http://bit.ly/zRybQS
… use Web tools: Padlet or Linoit; App: Popplet
In English
50.
51. TASK 3 - 10 minutes
In pairs, search for the ICT
General Capability icon in a year
level subject. How is ICT used?
Reference: e.g. English, Year 5 http://bit.ly/145rVhJ
52. Information and communication technology in English
http://www.australiancurriculum.edu.au/English/General-capabilities
Information and communication technology in Mathematics
http://www.australiancurriculum.edu.au/Mathematics/General-capabilities
Information and communication technology in Science
http://www.australiancurriculum.edu.au/Science/General-capabilities
Information and communication technology in History
http://www.australiancurriculum.edu.au/History/General-capabilities
53. TASK 4 - 5 minutes
In pairs, go to the ICT General Capability and
choose an “ICT Organising Element” and
then identify the KEY IDEAS for this element.
You will be asked to share your findings with
the whole group.
The ICT capability learning continuum is organised into five (5) interrelated
elements:
• Applying social and ethical protocols and practices when using ICT
• Investigating with ICT
• Creating with ICT
• Communicating with ICT
• Managing and operating ICT
Reference: http://bit.ly/PQnkJJ
54. Using ICT safely, appropriately and ethically
to investigate, create and communicate
ideas and information in order for
individuals to function effectively at home,
at school, at work and in their communities.
Communicating
Sharing, exchanging,
Collaborating
Online social protocols
Security of information
Investigating
Data & Information searches
Locate, access, refine data/information
Select and evaluate data/information
Creating
Generating idea, plans and processes
Generating solutions
Operating
Efficient use hardware/software
Selection of equipment
Understand, ICT systems/networks
Managing data & information
Social and Ethical Practice
Intellectual property/apply security practices /impact on society
55. Key Difference:
The “ ICT General Capability” and the
Australian Curriculum subject “Digital Technologies”
The ICT General Capability is a
“blueprint” about the ICT knowledge,
skills and attitudes required in order to
use the technology effectively both
now (within the subject areas been
delivered) and in the future (throughout
life and work).
56. Key Difference:
The “ ICT General Capability” and the
Australian Curriculum subject “Digital Technologies”
Although ALL subject areas will contribute to a student's ICT
capability. On its own this would not be systematic or
comprehensive.
The Digital Technologies subject takes responsibility for
ensuring students develop a systematic and
comprehensive capability (Australian Curriculum:
Technologies- page 36).
Digital Technologies is the enabler for making contributions to
other subject areas, and going beyond becoming effective users
of the ICT to becoming effective developers of digital
solutions. Digital Technologies is to the ICT General Capability
as Mathematics is to numeracy and English is to literacy.
58. Go to http://ims.cathednet.wa.edu.au
ID: <surname.firstname> Password: <your CathEdNet email password>
Another Resource Foundation - 10 “ICT across four Domains”
http://bit.ly/MQAovH
59. Provide feedback please at:
http://acdt.weebly.com
Did you copy down the resource
site?
http://bit.ly/1dACov4
Editor's Notes
Welcome to the consultation for the Draft Shape of the Australian Curriculum: Technologies.
Two documents guide the development of the Australian Curriculum - the Melbourne Declaration on Educational Goals for Young Australians and The Shape of the Australian Curriculum.
The Melbourne Declaration defined the broad areas on what should be valued and taught in schools across Australia. It has two clear goals:
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become successful learners, confident and creative individuals and active and informed citizens.
Technologies was identified in the Melbourne Declaration as one of the essential learning areas in the Australian Curriculum.
The learning areas of the Australian Curriculum will be developed in three phases.
Phase 1
English
Mathematics
Science (including physics, chemistry, biology)
History
The first phase subjects have been published by ACARA.
Phase 2
Geography
The Arts
Languages
The timeline for phase 2 is approx. 12 months behind phase 1, however the phase 2 subjects are at different stages of development.
For more details - http://www.acara.edu.au/phase_2__the_australian_curriculum.html
Phase 3
Health and Physical Education
Information and Communication Technology and Design and Technology
Economics, Business, Civics and Citizenship
The Shape Paper will inform the direction taken by the writing team. It needs to have clarity of intent and direction and sufficient detail to allow for the development of the curriculum by the writers.
Technologies is the name chosen to address the learning area. It was selected to encompass the broad range of technologies and experiences on offer to students in schools.
The proposed structure comprises two strands (Years F-8) and two subjects (Years 9-12).
It is based on the assumption that all students are entitled to study both Design and technologies and Digital technologies from Foundation to the end of Year 8.
In Years 9-12 students will be able to choose from a range of subjects developed by ACARA and states and territories across a number of learning areas.
The Aims indicate desired student achievement as a result of studying Technologies.
Do the aims make clear the intended learning for students in the Australian Curriculum: Technologies?
Do they provide sufficient detail and direction for the writing team for both subjects/strands?
While the curriculum is presented as two discreet strands, it will not preclude schools from integrating the strands in teaching and learning programs. Integration is the central pedagogy found in early years, and a key strength for meaningful learning in the Technologies curriculum.
The overarching idea for Technologies involves students in developing technologies knowledge, understanding and skills to engage purposefully in helping to create preferred futures.
It acknowledges the strong connection to the Sustainability cross-curriculum.
A complementary sub-strand structure has been developed to highlight similarities across the learning area and facilitate integrated approaches to teaching both strands in YearF-8 if desired.
The intent is for teachers to select technologies-specific content from the Knowledge and understanding sub-strand and ask students to apply the content using the skills in the Processes and production sub-strand.
Knowledge and understanding sub-strand is common to both Design and technologies and Digital technologies.
Processes and production has different emphasis:
Design and technologies Processes and production – design, produce and evaluate
Digital technologies Processes and production - create digital solutions
Knowledge and understanding sub-strand is common to both Design and technologies and Digital technologies.
Processes and production has different emphasis:
Design and technologies Processes and production – design, produce and evaluate
Digital technologies Processes and production - create digital solutions
For any year, the Australian Curriculum is written so that it should not take up more than 80% of the total teaching time available. The time allocated for teaching the Australian Curriculum: Technologies is a decision to be made by state and territory jurisdictions.
These are indicative, minimum hours relating to the Australian Curriculum.
Is the notional time allocation for Technologies F-10 appropriate?