Draft Shape Paper Technologies

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  • 2. LEARNING AREASThe Melbourne Declaration identifies eight learning areasincluding: Technologies Mathematics English Science Languages The Arts The Humanities Health and Physical Education
  • 3. 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, Busi ness, Civics and Citizenship History
  • 4. CONSULTATION TIMELINE June 2012 30 April December 2013 2012, 8.30am- 10.30am Curriculum development 14 March 3 June CEO Technologies process followed 2012 ACARA National Feedback Breakfast by consultation on consultation period meeting, Siena the curriculum and Newman Centre,, 33 final publication Williamstown 14 March 2012 Road, DOUBLEVIEW Draft Shape of Australian - Room 2.01 September 2012 Curriculum: Technologies 3 May 2012 Scope and Sequence available The School Curriculum and Standards Authority of WA Technologies Forum.
  • 5. DEVELOPMENT OF THE AUSTRALIANCURRICULUM The 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
  • 6. PURPOSE OF THE DRAFT SHAPE PAPERThe draft Shape of the Australian Curriculum: Technologies provides broad direction on the purpose, structure and organisation of the Technologies curriculum will guide the writing of the Australian Curriculum: Technologies from F-12
  • 7. TECHNOLOGIES LEARNING AREA 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
  • 8. 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.
  • 9. 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.
  • 10. 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 912, 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.
  • 11. 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.
  • 12. RELATIONSHIP BETWEEN THE SUB-STRANDSDesign and technologies Digital technologies 2 complementary sub-strands Knowledge and Understanding Processes and Production
  • 13. RELATIONSHIP BETWEEN THE SUB-STRANDSDesign 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.
  • 14. RELATIONSHIP BETWEEN THE SUB-STRANDSDigital 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.
  • 15. 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.
  • 16. CROSS-CURRICULUM PRIORITIES Aboriginal and Torres Strait Islander histories and cultures Asia and Australias engagement with Asia Sustainability
  • 17.


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