Technology Mandatory Years 7 8. Draft Syllabus for Consultation

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1 Technology Mandatory Years 7 8 Draft Syllabus for Consultation 6 March 5 May 2017

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3 Contents NESA K 10 Syllabus Development Process... 1 Introduction... 2 Technology Mandatory Key... 5 Rationale... 8 The Place of the Technology Mandatory Years 7 8 Syllabus in the K 12 Curriculum... 9 Aim Objectives Outcomes Stage Statement Content Content for Stage Years 7 10 Life Skills Outcomes and Content Years 7 8 Life Skills Outcomes Years 7 8 Life Skills Content Assessment Glossary... 58

4 NESA K 10 Syllabus Development Process The NESA process for the development of K 10 syllabuses to include Australian curriculum content involves expert writers and opportunities for broad consultation with teachers and other stakeholder groups in order to receive the highest quality advice from across the education community. This project will follow the NESA syllabus development process, recognising the substantial review and development work that the Australian Curriculum, Assessment and Reporting Authority (ACARA), together with all states and territories has undertaken. Each subsection of the Technology Mandatory Years 7 8 Draft Syllabus addresses a syllabus component and includes an explanation of the component s purpose. Assisting Respondents The following icons are used throughout this document to assist respondents: Icon and label for your information consult Description This icon indicates general information that assists in reading or understanding the information contained in the document. Text introduced by this icon will not appear in the final syllabus. This icon indicates material on which responses and views are sought through consultation. Technology Mandatory Years 7 8 Draft Syllabus for consultation 1

5 Introduction K 10 Curriculum The NSW Education Standards Authority (NESA) syllabuses are developed with respect to some overarching views about education. These include the NESA K 10 Curriculum Framework and Statement of Equity Principles and the Melbourne Declaration on Educational Goals for Young Australians (December 2008). NESA syllabuses include agreed Australian curriculum content and content that clarifies the scope, breadth and depth of learning. The Australian curriculum achievement standards underpin the syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5. In accordance with the K 10 Curriculum Framework and the Statement of Equity Principles, the syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It outlines clear standards of what students are expected to know and be able to do in Years 7 8. It provides structures and processes by which teachers can provide continuity of study for all students. The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes essential for all students in all learning areas to succeed in and beyond their schooling. The continued relevance of the K 10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on the Educational Goals for Young Australians (December 2008), which sets the direction for Australian schooling for the next ten years. There are two broad 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. The way in which learning in the Technology Mandatory Years 7 8 Draft Syllabus will contribute to the curriculum, and to students achievement of the broad learning outcomes, will be outlined in the syllabus rationale. Technology Mandatory Years 7 8 Draft Syllabus for consultation 2

6 Diversity of Learners NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate teaching approaches that support student diversity including students with special education needs, gifted and talented students and students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need. Students with Special Education Needs All students are entitled to participate in and progress through the curriculum. Schools are required to provide additional support or adjustments to teaching, learning and assessment activities for some students with special education needs. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with a disability to access syllabus outcomes and content and demonstrate achievement of outcomes. Students with special education needs can access outcomes and content from K 10 syllabuses in a range of ways. Students may engage with: syllabus outcomes and content with adjustments to teaching, learning and/or assessment activities; or selected K 10 syllabus outcomes and content appropriate to their learning needs; or syllabus outcomes from an earlier Stage, using age-appropriate content; or selected Years 7 10 Life Skills outcomes and content appropriate to their learning needs. Decisions regarding curriculum options, including adjustments, should be made in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals to ensure that syllabus outcomes and content reflect the learning needs and priorities of individual students. Further information can be found in support materials for: Technology Special education needs Life Skills. Gifted and Talented Students Gifted students have specific learning needs that may require adjustments to the pace, level and content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted students. Generally, gifted students demonstrate the following characteristics: the capacity to learn at faster rates the capacity to find and solve problems the capacity to make connections and manipulate abstract ideas. There are different kinds and levels of giftedness. Gifted and talented students may also possess learning difficulties and/or disabilities that should be addressed when planning appropriate teaching, learning and assessment activities. Technology Mandatory Years 7 8 Draft Syllabus for consultation 3

7 Curriculum strategies for gifted and talented students may include: differentiation: modifying the pace, level and content of teaching, learning and assessment activities acceleration: promoting a student to a level of study beyond their age group curriculum compacting: assessing a student s current level of learning and addressing aspects of the curriculum that have not yet been mastered. School decisions about appropriate strategies are generally collaborative and involve teachers, parents and students with reference to documents and advice available from NESA and the education sectors. Gifted and talented students may also benefit from individual planning to determine the curriculum options, as well as teaching, learning and assessment strategies, most suited to their needs and abilities. Students Learning English as an Additional Language or Dialect (EAL/D) Many students in Australian schools are learning English as an additional language or dialect (EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard Australian English and who require additional support to assist them to develop English language proficiency. EAL/D students come from diverse backgrounds and may include: overseas and Australian-born students whose first language is a language other than English, including creoles and related varieties Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including Kriol and related varieties. EAL/D students enter Australian schools at different ages and stages of schooling and at different stages of Standard Australian English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place they use Standard Australian English. EAL/D students are simultaneously learning a new language and the knowledge, understanding and skills of the Technology Mandatory Years 7 8 Syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency. The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide information about the English language development phases of EAL/D students. These materials and other resources can be used to support the specific needs of English language learners and to assist students to access syllabus outcomes and content. Technology Mandatory Years 7 8 Draft Syllabus for consultation 4

8 Technology Mandatory Key The following codes and icons are used in the Technology Mandatory Years 7 8 Draft Syllabus. Outcome Coding Syllabus outcomes will be coded in a consistent way. The code identifies the subject, Stage, outcome number and the way content is organised. Stage 4 and Life Skills are represented by the following codes: Stage Code Stage 4 4 Life Skills LS In the Technology Mandatory Years 7 8 draft syllabus, outcome codes indicate subject, Stage and outcome number. For example: Outcome code Interpretation TE4-2DP Technology Mandatory, Stage 4 - Outcome number 2 TELS-3 Technology Mandatory, Life Skills - Outcome number 3 Technology Mandatory Years 7 8 Draft Syllabus for consultation 5

9 Coding of Australian Curriculum Content The syllabus will contain Australian curriculum content for Technologies, with Australian curriculum codes in brackets at the end of each content description, for example: investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029) Where a number of content descriptions are jointly represented, all description codes are included, eg (ACTDEK001, ACTDEP005). Coding Thinking Skills The syllabus provides opportunities for types of thinking to be incorporated into the knowledge, understanding and skills of the syllabus. These opportunities are identified by codes at the end of the relevant content descriptions. Course tools Computational thinking Design thinking Systems thinking Code CT DT ST For example: develop criteria for success to evaluate design ideas, processes and solutions, their efficiency and sustainability (ACTDEP038) DT Technology Mandatory Years 7 8 Draft Syllabus for consultation 6

10 Learning Across the Curriculum Icons Learning across the curriculum content, including the cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the draft syllabus. Cross-curriculum priorities Aboriginal and Torres Strait Islander histories and cultures Asia and Australia s engagement with Asia Sustainability General capabilities Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability Other learning across the curriculum areas Civics and citizenship Difference and diversity Work and enterprise Technology Mandatory Years 7 8 Draft Syllabus for consultation 7

11 Rationale for your information The rationale describes the distinctive nature of the subject and outlines its relationship to the contemporary world and current practice. It explains the place and purpose of the subject in the curriculum, including: why the subject exists the theoretical underpinnings what makes the subject distinctive why students study the subject how it contributes to the purpose of the K 10 Curriculum Framework how it prepares students for further schooling. consult Technology encompasses a diverse collection of processes and knowledge that people use to satisfy their needs and to extend human capabilities. Technology Mandatory is a rich and complex subject that provides students with the opportunity to become technologically literate individuals capable of developing solutions to problems and contribute to shaping preferred futures. Technologies enrich and impact on the lives of people and societies globally. Through the study of Technology Mandatory students develop the capacity for action and a critical appreciation of the processes through which technologies evolve and how they contribute to society. Knowledge and understanding of technological content is developed through experiential learning. Through the production of innovative solutions to contextually relevant problems, students are provided with opportunities to use a variety of thinking strategies, embrace new ideas, value risk taking, and learn through trial and error. The practical nature of Technology Mandatory engages students in design and production activities using a range of technologies. These authentic learning experiences provide students with a sense of satisfaction and are the foundation for life-long learning. Technology has the capacity to reinforce and integrate the knowledge and understanding that students learn from other subjects in the Years 7-10 curriculum. The diversity of learning experiences provided in Technology Mandatory encourages both independent and collaborative learning. The skills in planning, managing and evaluating are transferrable across the curriculum. Technology Mandatory builds on Science and Technology K 6 and provides broad experiences in a range of contexts that are further explored in Technology electives in Years The opportunity to investigate problems, generate ideas and realise solutions develops the practical problem-solving skills that are integral to Australia s economic future. The skills and capabilities developed by students through the study of a variety of technology contexts can be applied to further education, and career opportunities in technology, engineering, science, mathematics and related fields. Technology Mandatory Years 7 8 Draft Syllabus for consultation 8

12 The Place of the Technology Mandatory Years 7 8 Syllabus in the K 12 Curriculum for your information NSW syllabuses include a diagram that illustrates how the syllabus relates to the learning pathways K 12. This section places the Technology Mandatory Years 7 8 syllabus in the K 12 curriculum as a whole. consult Technology Mandatory Years 7 8 Draft Syllabus for consultation 9

13 Aim for your information In NSW syllabuses, the aim provides a succinct statement of the overall purpose of the syllabus. It indicates the general educational benefits for students from programs based on the syllabus. The aim, objectives, outcomes and content of a syllabus are clearly linked and sequentially amplify details of the intention of the syllabus. consult The study of Technology Mandatory Years 7 8 aims to enable students to become confident users and developers of technologies. Students apply knowledge and understanding to design and produce solutions to identified needs and opportunities. Technology Mandatory Years 7 8 Draft Syllabus for consultation 10

14 Objectives for your information In NSW syllabuses, objectives provide specific statements of the intention of a syllabus. They amplify the aim and provide direction to teachers on the teaching and learning process emerging from the syllabus. They define, in broad terms, the knowledge, understanding, skills, values and attitudes to be developed through study in the subject. They act as organisers for the intended outcomes. consult Skills develop practical skills in the use of tools, materials and processes while working independently and collaboratively on design projects develop computational thinking skills to design and produce digital solutions develop and apply skills in project management when designing and producing solutions. Knowledge and Understanding develop knowledge and understanding of how traditional, contemporary and advancing technologies are used when designing sustainable products and solutions develop knowledge and understanding of how data is used in the development and automation of digital solutions develop understanding of the role of people and technologies in developing innovative solutions for preferred futures. Values and Attitudes appreciate the contribution and impact of innovation and technologies on their lives now and in the future appreciate the dynamic nature of design and production processes and how they are used to develop solutions to personal, social and global issues value the development of skills and gain satisfaction from their use to solve problems and create quality products. Technology Mandatory Years 7 8 Draft Syllabus for consultation 11

15 Outcomes for your information In NSW syllabuses, outcomes provide detail about what students are expected to achieve at the end of each stage in relation to the objectives. They indicate the knowledge, understanding and skills expected to be gained by most students as a result of effective teaching and learning. They are derived from the objectives of the syllabus. consult Table of Objectives and Outcomes Continuum of Learning Objectives develop practical skills in the use of tools, materials and processes while working independently and collaboratively on design projects develop computational thinking skills to design and produce digital solutions develop and apply skills in project management when designing and producing solutions. Design and Production Skills A student: TE4-1DP designs, evaluates and communicates innovative ideas and creative solutions to authentic problems or opportunities TE4-2DP plans, manages and evaluates the production of designed solutions TE4-3DP selects and safely applies a broad range of tools, materials and processes in the development of quality projects TE4-4DP designs algorithms and implements them in an appropriate programming language Technology Mandatory Years 7 8 Draft Syllabus for consultation 12

16 Objectives develop knowledge and understanding of how traditional, contemporary and advancing technologies are used when designing sustainable products and solutions develop knowledge and understanding of how data is used in the development and automation of digital solutions develop understanding of the role of people and technologies in developing innovative solutions for preferred futures Knowledge and Understanding A student: TE4-5AG explains how food and fibre are produced in managed environments TE4-6FO examines how the characteristics and properties of food determine preparation techniques for healthy eating TE4-7DI explains how data is stored, processed, and transmitted within and across digital systems TE4-8EN explains how force, motion and energy are used in engineered systems TE4-9MA examines how the characteristics and properties of tools, materials and processes determine their use in designed solutions TE4-10TS examines how people in technology related professions contribute to the sustainable and ethical use of technology in the economy, environment and society Technology Mandatory Years 7 8 Draft Syllabus for consultation 13

17 Stage Statement for your information In NSW syllabuses stage statements summarise the knowledge, understanding, skills, values and attitudes developed by students as a result of achieving the outcomes for each Stage of learning. Australian curriculum achievement standards underpin the development of the stage statements. consult Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a result of achieving the outcomes for the relevant Stage of learning. Early Stage 1 Stage 3 The stage statements for Early Stage 1 to Stage 3 are currently being developed and will be confirmed following analysis of the Science and Technology K 6 draft syllabus consultation feedback. Stage 4 By the end of Stage 4, students become confident and creative users of technology capable of designing and producing solutions to identified needs or opportunities. They appreciate the contribution and impact of innovation and technologies on their lives now and for creating a preferred future. They appreciate the dynamic nature of design and production processes and how they are used to develop solutions to personal, social and global issues. Students explore problems and opportunities considering functional, economic, environmental, social, technical and/or usability constraints. They investigate, select, justify and use a range of tools, materials, components, equipment and processes to develop, test and communicate design ideas using appropriate technical terms and technologies. They develop plans, criteria for success and manage the production of design solutions. They design and represent algorithms and steps for the development of digital solutions and evaluate existing information systems. Students explain how managed systems are used to sustainably produce food and fibre. They discuss food selection and preparation, food safety, and make informed and healthy food choices. Students collect, authenticate and interpret data from a range of sources to assist in making informed judgments. Students explain how data is transmitted between components within a system, and how hardware and software interact to form networks. Students explain how force, motion and energy can be used in systems, machines and structures. Students examine characteristics and properties of a range of materials and demonstrate skills and techniques in the safe application of a broad range of tools and techniques. Technology Mandatory Years 7 8 Draft Syllabus for consultation 14

18 Content Content defines what students are expected to know and do as they work towards syllabus outcomes. It provides the foundations for students to successfully progress to the next stage of schooling or post-school opportunities. Teachers will make decisions about content regarding the sequence, emphasis and any adjustments required based on the needs, interests, abilities and prior learning of students. Organisation of Content consult The following diagram provides an illustrative representation of elements of the course and their relationship. Technology Mandatory Years 7 8 Draft Syllabus for consultation 15

19 The content modules in Science and Technology K 6 are the basis for the continuum of learning for Technology Mandatory Years 7 8. Students can choose to continue their learning in Stage 5 Technology electives. The continuum for Technology Mandatory Years 7 8 contexts are identified below: Science and Technology K 6 Technology Mandatory Years 7 8 Working Scientifically, and Design and Production Living World Earth and Space Digital Technologies Physical World Material World Design and Production Agriculture and Food Technologies Digital Technologies Engineered Systems Material Technologies Content structure for Technology Mandatory Years 7 8 The Technology Mandatory Years 7 8 syllabus outcomes are presented as: Skills Knowledge and Understanding Context Indicative hours Digital Technologies 50 Agriculture and Food Technologies Engineered Systems Material Technologies 150 Course Delivery All four technology contexts must be delivered by the end of the stage Digital Technologies must be delivered for a minimum of 50 indicative hours Technology contexts may be taught individually Technology contexts may be taught concurrently Technology contexts may be repeated At least one design project must be based on each of the four Technology Contexts If technology contexts are combined, a single design project that addresses each context may be undertaken. The project must provide opportunities to assess student achievement of the specific context outcomes. Design Projects Design Projects involve the design, production and evaluation of quality solutions that are functional and meet identified needs or opportunities. Students must undertake a minimum of four design projects by the end of the stage. Students should develop design folios documenting evidence of the application of a design process and the specific technologies used in production. A note to teachers about practical experiences To satisfy the requirements of the syllabus, students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences allow students to develop fine motor skills as they gain confidence in the use of a range of hand and machine tools. Student capability, Technology Mandatory Years 7 8 Draft Syllabus for consultation 16

20 confidence and expertise at their current stage of development is an important consideration in determining the teaching and learning sequences in the course. Students with special education needs may require adjustments and/or additional support in order to engage in practical experiences. Schools have a legal obligation in relation to safety. Teachers need to ensure that they comply with relevant legislation as well as system and school requirements in relation to safety when implementing their programs. This includes legislation and guidelines relating to Work Health and Safety, and the handling and storage of chemical and dangerous goods. Teachers need to be aware of activities that may require notification, certification, permission, permits and licences. Teachers need to be aware that students may have food or other allergies that can result in anaphylaxis, a severe and sometimes sudden allergic reaction which is potentially life-threatening and always requires an emergency response. This is an important consideration in selecting foods or other resources. Animal research Schools have a legal responsibility in relation to the welfare of animals. The keeping of and all practical activities involving animals must comply with relevant guidelines and legislation. Technology Mandatory Years 7 8 Draft Syllabus for consultation 17

21 Design and Production The practical nature of Design and Production engages students in critical and creative thinking, including understanding interrelationships between systems when solving complex problems. A systematic approach to research, problem-solving, prototyping and evaluation provides opportunities for students to learn about the value of planning and reviewing processes. Design and Production enables students to demonstrate their knowledge and understanding of technology. Design and Production provides students with opportunities to consider how solutions are created to enable preferred futures. Students should be provided with opportunities to identify the potential benefits and risks of creating solutions. Identifying and defining Students reflect on design solutions, explore needs and opportunities, and evaluate the purpose and operation of technologies. question and review existing products, processes and systems as they consider the future needs of society investigate problems and opportunities considering function, economic, environmental, social, technical and/or usability constraints. Researching and planning Developing creative and innovative ideas involves thinking differently. It entails proposing new approaches to existing problems and identifying new design opportunities. Students should be provided with opportunities to conduct research, generate and communicate ideas, and develop project management skills. investigate, select and justify the use of a range of tools, materials, components, equipment and processes develop, test and communicate design ideas using appropriate technical terms and technologies use graphical representation techniques including drawing, sketching, storyboarding and/or modelling design and represent algorithms and steps for the development of design solutions develop plans to manage the production of design solutions. Producing and implementing Students should be provided with opportunities to learn about and apply a variety of skills and techniques to produce products, services and/or environments to meet specific purposes and user needs. safely use a range of tools, materials, components, equipment and processes in the production of design solutions individually and collaboratively manage the production of designed solutions implement and modify computer programs with user interfaces plan and manage projects that involve communicating ideas and sharing information online. Testing and evaluating Students should be provided with opportunities to evaluate and make judgements throughout design and production about the quality and effectiveness of their designed solutions and those of others. develop criteria for success to evaluate design ideas, processes and solutions evaluate how student solutions and existing information systems meet identified needs. Technology Mandatory Years 7 8 Draft Syllabus for consultation 18

22 Thinking Skills Productive, purposeful and intentional thinking is at the centre of effective learning in Technology Mandatory. Students are provided with opportunities to apply thinking skills, develop an understanding of the processes they can use as they encounter problems, unfamiliar information and new ideas. Computational thinking CT Computational thinking is the thought process involved in formulating a problem and expressing its solution in such a way that a human, machine or computer can effectively carry out. It involves using strategies, such as organising data logically, breaking down problems into parts, interpreting patterns and designing and implementing algorithms. Computational thinking is used when identifying and implementing algorithmic solutions to problems. Design thinking DT Design thinking is the thought process involved in understanding and developing solutions to design needs and opportunities. Consideration of economic, environmental and social impacts that result from designed solutions are core to design thinking. Design thinking methods can be used when trying to understand a problem, generating ideas and when refining a design based on evaluation and testing. Systems thinking ST Systems thinking concerns an understanding of how related objects or components link or interact to influence the functioning of a system. Students are provided with opportunities to recognise the connectedness of and interactions between phenomena, people, places and events in local and wider contexts and consider the impact of their decisions, designs and actions. Understanding the complexity of systems and the interdependence of components is important for scientific research and for the creation of solutions to technical, economic and social issues. Critical and creative thinking Opportunities for students to learn about and apply critical and creative thinking skills are embedded in the content and identified by the critical and creative thinking icon. Technology Mandatory Years 7 8 Draft Syllabus for consultation 19

23 Learning Across the Curriculum for your information NSW syllabuses provide a context within which to develop core skills, knowledge and understanding considered important for the acquisition of effective, higher-order thinking skills that underpin successful participation in further education, work and everyday life, including problem-solving, collaboration, self-management, communication and information technology skills. Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the NESA Statement of Equity Principles, the Melbourne Declaration on Educational Goals for Young Australians (December 2008) and in the Australian Government s Core Skills for Work Developmental Framework (2013). Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face. The cross-curriculum priorities are: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia s engagement with Asia Sustainability General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century. The general capabilities are: Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability NESA syllabuses include other areas identified as important learning for all students: Civics and citizenship Difference and diversity Work and enterprise Technology Mandatory Years 7 8 Draft Syllabus for consultation 20

24 consult Aboriginal and Torres Strait Islander Histories and Cultures The Technology Mandatory Years 7 8 Syllabus provides students with opportunities to learn about how Aboriginal and Torres Strait Islander Peoples have developed and refined knowledge about the world through observation, making predictions, testing (trial and error) and responding to environmental factors within specific contexts. It emphasises the relationships people have with places and their interconnectedness with the environments in which they live. Students learn about Aboriginal and Torres Strait Islander Peoples' understanding of the environment and the ways that traditional knowledge and western knowledge can be complementary. Students learn that there are different ways of interacting with the environment and how this can influence sustainability. When planning and programming content relating to Aboriginal and Torres Strait Islander histories and cultures teachers are encouraged to: involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed publications read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres Strait Islander histories and cultures and the involvement of local Aboriginal communities. Asia and Australia s Engagement with Asia The Technology Mandatory Years 7 8 syllabus provides students with opportunities to recognise the links that exist between Australia and Asia. Students have the opportunity to appreciate how our interactions help to shape our economy, areas of research and technological advancement. Students identify how the Asian region plays an important role in research and technological developments in areas such as medicine, natural resource management and natural disaster prediction and management. Sustainability The Technology Mandatory Years 7 8 syllabus provides students with opportunities to recognise sustainable patterns of living and working to ensure that resources will be available for future generations. Sustainability content is focused on renewable resources, protecting environments and supporting sustainable patterns of living and requires consideration of environmental, social, cultural and economic systems and their interdependence. Students learn about the actions required to improve sustainability helping them to take a more active role in shaping preferred futures. Students investigate the relationships between system components, considering how systems respond to change and develop an appreciation of the impact that design solutions can have on the Earth s resources. Critical and Creative Thinking Critical thinking is at the core of most activities that involve students recognising or developing an argument, using evidence in support of an argument, drawing reasoned conclusions, and using information to solve problems. Creative thinking involves students learning to generate and apply new ideas in specific contexts, viewing existing situations in a new way, identifying alternative explanations, and making new links to generate a positive outcome. Critical and creative thinking opportunities are embedded in the skills and processes of Design and Production. The Technology Mandatory Years 7 8 syllabus provides students with opportunities to develop critical and creative Technology Mandatory Years 7 8 Draft Syllabus for consultation 21

25 thinking skills through posing questions, making predictions, engaging in first-hand investigations, designing projects, problem solving and making evidence-based decisions. Ethical Understanding The Technology Mandatory Years 7 8 syllabus develops students capacity to behave ethically as they identify and investigate the nature of ethical concepts, values and principles, and understand how reasoning can assist ethical judgement. This provides opportunities for students to form and make ethical judgements in relation to design solutions, codes of practice, use of digital technology and online collaborative environments. They are provided with opportunities to apply ethical guidelines in their design projects, particularly when considering the implications for others and the environment. They develop an understanding of protecting data, intellectual property and social and ethical protocols encouraging students to demonstrate ethical digital citizenship. Information and Communication Technology Capability The Technology Mandatory Years 7 8 syllabus provides students with the opportunity to effectively engage with information and communication technologies (ICT). There is opportunity for ICT to be used effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively. Digital technology and aids, such as animations and simulations, provide opportunities to view phenomena and test predictions that cannot be investigated through practical experiences in the classroom, and may enhance students' understanding and engagement with technology. The ICT capability enables students to become effective users of information and communication technologies. The Digital Technologies context is distinguished by providing students with the skills to become confident developers of digital solutions. Intercultural Understanding The Technology Mandatory Years 7 8 syllabus provides students with the opportunity to develop their intercultural understanding as they learn to value their own culture and those of others. This involves students engaging with diverse cultures in ways that recognise similarities and differences, creating connections and cultivating respect. Students are provided with opportunities to appreciate the contribution that diverse cultural perspectives have made to the development, breadth and diversity of technological knowledge and design solutions. Students learn about and engage with issues requiring cultural sensitivity. They learn about the interactions between technologies and society and the importance of taking responsibility for securing positive outcomes for all cultural groups. Students engage in activities that require them to analyse the appropriateness of design solutions for different cultural groups, enhancing their appreciation of contributions made from people of all backgrounds. Literacy The Technology Mandatory Years 7 8 syllabus provides students with opportunities to develop skills in literacy. Literacy is the ability to use a repertoire of knowledge and skills to effectively communicate and comprehend, using a variety of modes and media. Being 'literate' is more than the acquisition of technical skills it includes the ability to identify, understand, interpret, create and communicate effectively using written, visual and/or digital forms of expression. Project work provides an authentic context for development of these literacy skills, particularly technological literacy. Students are provided with the opportunity to use subject-specific vocabulary, to describe, classify, and interpret meaning in order to develop and present design solutions. Technology Mandatory Years 7 8 Draft Syllabus for consultation 22

26 Numeracy Numeracy involves drawing on knowledge of particular contexts and circumstances in deciding when to use mathematics, selecting the mathematics to use and critically evaluating its use. The Technology Mandatory Years 7 8 syllabus provides students with opportunities to develop numeracy skills in the context of project development. Real world numeracy connections are formed when numerical data is collected and manipulated and numeracy concepts such as size, proportion and measurement are used by students as tools in the design process. An appreciation of the fundamental importance of numeracy in everyday life is fostered as students develop an understanding of how numeracy is essential to the functionality of digital technologies and the importance of accurate measurement in production of quality products. In the context of design projects, students are provided with opportunities to learn data analysis skills, create technical drawings, work with digital models and use computational thinking. Personal and Social Capability Students develop personal and social capability as they learn to understand and manage themselves, their relationships and their lives more effectively. This includes establishing positive relationships, making responsible decisions, working effectively individually and collaboratively, and handling challenging situations. The Technology Mandatory Years 7 8 syllabus provides students with opportunities to explore, question, solve problems and develop skills in communication, initiative taking, goal setting and decision making. Civics and Citizenship Civics and citizenship content involves knowledge and understanding of how our Australian society operates. The Technology Mandatory Years 7 8 syllabus provides students with opportunities to broaden their understanding of aspects of civics and citizenship in relation to the application of scientific and technological advances and the development of environmental and sustainable practices. Technology Mandatory provides students with the opportunity to become self reliant and active members of a society driven by change, advancing technology and increasingly sophisticated communication and information systems. Difference and Diversity The Technology Mandatory Years 7 8 syllabus provides students with opportunities to develop their awareness, understanding and appreciation of difference and diversity within their lives and the wider community. When designing, students respond to consumer requirements such as age, culture, religion, disease or disability. Students are encouraged to communicate with people from the wider community when researching and developing design solutions. Awareness and understanding of limitations and choices can provide students with opportunities to develop solutions to design problems that minimise difference and celebrate diversity. Technology Mandatory Years 7 8 Draft Syllabus for consultation 23

27 Work and Enterprise The Technology Mandatory Years 7 8 syllabus provides students with opportunities to develop an understanding of careers associated with technology and learn skills relevant to work and leisure activities. Students learn about careers in a broad range of fields related to design and technology occupations and study issues related to work and employment such as cooperation, gender and leisure. The use of design and production processes gives students the opportunity to develop skills transferable to the workplace. In Technology Mandatory, students are provided with opportunities to develop initiative, work collaboratively, appreciate quality and the ability to manage projects with flexibility. They have opportunities to develop technological literacy and are encouraged to become independent thinkers and confident communicators. Technology Mandatory Years 7 8 Draft Syllabus for consultation 24

28 Stage 4 Content for Stage 4 consult Agriculture and Food Technologies Outcomes A student: designs, evaluates and communicates innovative ideas and creative solutions to authentic problems or opportunities TE4-1DP plans, manages and evaluates the production of designed solutions TE4-2DP selects and safely applies a broad range of tools, materials and processes in the development of quality projects TE4-3DP explains how food and fibre are produced in managed environments TE4-5AG examines how the characteristics and properties of food determine preparation techniques for healthy eating TE4-6FO examines how people in technology related professions contribute to the sustainable and ethical use of technology in the economy, environment and society TE4-10TS Related Life Skills outcomes: TELS-1DP, TELS-2DP, TELS-3DP, TELS-4DP, TELS-6AG, TELS- 7FO, TELS-11TS Context Focus The Agriculture and Food Technologies context integrates content from agriculture (food and fibre production) and food technologies. This allows schools to deliver the context with consideration of the needs of the school and available resources. Agriculture (food and fibre production) focuses on investigating managed environments such as farms and plantations. Students develop an understanding of the processes of food and fibre production by investigating innovative and sustainable ways of supplying agriculturally produced raw materials. Students develop knowledge and understanding about managed systems that produce food and fibre through designing and producing solutions. Food technologies focuses on the use of resources produced and harvested to sustain human life. Students learn about the characteristics and properties of food. Students are provided with opportunities to develop knowledge and understanding about food selection and preparation, food safety, how to make informed choices when experimenting with and preparing nutritious food. Technology Mandatory Years 7 8 Draft Syllabus for consultation 25

29 Stage 4 Content Identifying and defining investigate the importance of food and fibre production to Australia s food security and economy including imports and exports from Asia (ACTDEK029) analyse how food and fibre production is managed in environments as a system and how sustainability can be improved, for example: (ACTDEK032) ST features of natural and managed environments boundaries, inputs, outputs, processes and feedback occurring in a managed environment plants and/or animal species grown in managed environments evaluate environments that have been designed in consultation with community groups, for example: present and past land management by Aboriginal and/or Torres Strait Islander Peoples a school or community garden recreational parks investigate the nutritional needs of a group of people, eg adolescents CT design a solution based on the sustainable production of food or fibre and/or produce nutritious food items DT ST Researching and planning research legal and ethical requirements associated with keeping animals and producing food and fibre measure, record and analyse data representing local environmental and/or physical conditions, for example: (ACTDIP025, ACTDIP026) ST CT temperature rainfall soil texture, structure and ph analyse the characteristics of a variety of nutritious foods, for example: CT high in fibre such as fruits and vegetables high in protein such as poultry, meat and soy products investigate ideal conditions for growth and development of an agricultural plant or animal (ACTDEK032) ST design and plan a product associated with an aspect of food or fibre production, marketing or primary processing, for example: (ACTDEK036, ACTDEP039) ST DT plant products, eg sprouts, beans, potatoes, lettuce, fruit, timber animal products, eg eggs, wool, meat, worm castings production processes, eg irrigation system, planting design, composting system, fencing or yard design, animal feeder, hydroponic system, grazing systems information or marketing, eg user guide, product label, point of sale advertising, safety information, interactive display, consumer survey develop a schedule or calendar for ongoing care of a plant or animal species associated with a design project (ACTDEP039) ST identify a range of food preparation techniques and analyse the impact on nutrient value, for example: (ACTDEK033) CT steaming vegetables poaching chicken investigate how a recipe can be modified to enhance health benefits, and justify the recipe adjustment, for example: DT replacing full cream milk with skim milk to reduce fat content using wholemeal flour instead of white flour for increased dietary fibre plan dish/es to suit a group within society, for example: DT CT Technology Mandatory Years 7 8 Draft Syllabus for consultation 26

30 Stage 4 low GI for a person with diabetes high calcium and iron for adolescents food for cultural celebrations Producing and implementing produce and implement a design project based on the production of food or fibre and/or produce quality and nutritious food items (ACTDEP039) DT select, justify and use a range of appropriate tools and techniques in the development of a design project and/or food preparation (ACTDEK037) DT ST identify and apply safe and ethical work practices, for example: DT chemical use, eg safety data sheets (SDS), personal protective equipment (PPE) tools, eg correct ergonomic use to avoid injury, care and maintenance to prolong tool life ethical behaviour, eg animal handling, observing plant variety rights communicate recipes for a specific audience, for example: ST develop a website that provides recipes for a specific audience, eg people with allergies, culturally specific dishes Testing and evaluating develop criteria for success to evaluate design ideas, processes, solutions and their sustainability, eg function, aesthetics, ergonomics, environmental considerations, WHS, cost, resources, social and/or cultural considerations (ACTDEP038) DT ST evaluate and communicate the sensory properties of foods that have been prepared using a variety of preparation techniques, for example: steamed foods poached foods preserved foods Technology Mandatory Years 7 8 Draft Syllabus for consultation 27

31 Stage 4 Digital Technologies Outcomes A student: designs, evaluates and communicates innovative ideas and creative solutions to authentic problems or opportunities TE4-1DP plans, manages and evaluates the production of designed solutions TE4-2DP designs algorithms and implements them in an appropriate programming language TE4-4DP explains how data is stored, processed, and transmitted within and across digital systems TE4-7DI examines how people in technology related professions contribute to the sustainable and ethical use of technology in the economy, environment and society TE4-10TS Related Life Skills outcomes: TELS-1DP, TELS-2DP, TELS-3DP, TELS-5DP, TELS-8DI, TELS- 11TS Context Focus The Digital Technologies context focuses on providing students with the skills to become confident developers of digital solutions. Students learn how data is transmitted between components within a system, and how hardware and software interact to form networks and automate solutions. They develop an understanding of how data is represented and structured symbolically for use by digital systems. Students develop skills in computational thinking and abstraction to design and implement algorithms. Digital Technologies context must be delivered for a minimum of 50 indicative hours by the end of Stage 4. Technology Mandatory Years 7 8 Draft Syllabus for consultation 28

32 Stage 4 Content Identifying and defining investigate the importance of digital system innovation to Australia s preferred futures (ACTDEK029) identify social, ethical and cyber security considerations of digital solutions, for example: copyright and intellectual property cultural considerations, eg Indigenous cultural and intellectual property accessibility privacy issues and digital footprints define and deconstruct real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027) ST Researching and planning explain why data needs to be converted between analogue and digital forms identify appropriate data types and data structures for designing a digital solution, including: CT DT boolean (True=1, False=0) characters and strings integers and real (floating point) numbers records and files arrays investigate how digital systems represent media, for example: (ACTDIK024) CT ST binary numbers are used to represent pixel colour and pixel location on a screen ASCII represents characters in a binary format sound is captured and stored in a digital format identify appropriate digital media formats for designing a digital solution for display across multiple platforms, for example: CT ST font format options graphics file formats sound file formats embedded and linked media identify input and output devices that could be included in the development of a design solution, for example: ST peripheral devices sensors and actuators define and explain the requirements of a digital solution using appropriate tools, for example: CT ST data dictionaries IPO charts system flow charts investigate possible network types and structures for a digital solution and evaluate the effects of network components on data transfer speed and security, for example: (ACTDIK023) ST routers, hubs, switches, wireless access points wired and wireless networks transmission media public and private networks design and plan interface designs for digital solutions that meet user needs, for example: (ACTDIP028, ACTDIP032) CT ST adaptive and responsive layout designs considering user experience Technology Mandatory Years 7 8 Draft Syllabus for consultation 29

33 Stage 4 interface components to input/output data, eg radio buttons for boolean data, text boxes for characters or strings storyboards or system flowcharts to communicate navigation links design and trace algorithms represented diagrammatically and in structured English to solve a problem, for example: (ACTDIP029, ACTDIP032) CT ST predict output for a given input to identify errors describe computational instructions involving sequence, decisions and repetition investigate and design common algorithms, eg search, sequence, sort, merge Producing and implementing produce a digital solution by implementing algorithms in an appropriate programming language, for example: (ACTDIP030) CT game and/or app development microcontroller system robotics produce a digital solution to analyse and visualise data from a range of sources, for example: (ACTDIP025, ACTDIP026) DT spreadsheet simulation database management system responsive design and interactive websites produce intuitive interfaces accessible to a wide range of users, for example: (ACTDIP030) ST components for the input/output of data, eg radio button, buttons, drop down menus layout of an interface roll-over prompts, appropriate labelling of components Testing and evaluating develop criteria for success to evaluate design ideas, processes, solutions, their efficiency and sustainability, eg function, aesthetics, ergonomics, environmental considerations, WHS, finance, social and/or cultural considerations, resources (ACTDEP038) DT develop and apply testing procedures to evaluate the success of a digital solution, for example: (ACTDIP031) CT ST syntax errors boundary tests desk checks analyse user testing results and feedback, eg compatibility testing, performance testing, user experience testing Technology Mandatory Years 7 8 Draft Syllabus for consultation 30

34 Stage 4 Engineered Systems Outcomes A student: designs, evaluates and communicates innovative ideas and creative solutions to authentic problems or opportunities TE4-1DP plans, manages and evaluates the production of designed solutions TE4-2DP selects and safely applies a broad range of tools, materials and processes in the development of quality projects TE4-3DP explains how force, motion and energy are used in engineered systems TE4-8EN examines how people in technology related professions contribute to the sustainable and ethical use of technology in the economy, environment and society TE4-10TS Related Life Skills outcomes: TELS-1DP, TELS-2DP, TELS-3DP, TELS-4DP, TELS-9EN, TELS- 11TS Context Focus The Engineered Systems context focuses on how force, motion and energy can be used in systems, machines and structures. Students are provided with opportunities to experiment and develop prototypes to test their understanding of how forces and the properties of materials affect the behaviour and performance of engineered systems, machines and structures. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions. Technology Mandatory Years 7 8 Draft Syllabus for consultation 31

35 Stage 4 Content Identifying and defining investigate the way in which services evolve locally, regionally or globally and how competing factors are prioritised in the development of design solutions, for example: (ACTDEK029) ST automation and data exchange in manufacturing, eg Industry 4.0 drone technologies used in farming investigate the role of an engineering professional, including their impact on the environment and society investigate the way Aboriginal and/or Torres Strait Islander Peoples use force, motion and/or energy to serve community needs including those of cultural identity, for example: canoe building structures, eg customary shelters, contemporary architecture investigate needs or opportunities for designing an engineered system and investigate and select from a range of materials, components, tools and equipment and processes to develop design ideas (ACTDEP035) DT ST Researching and planning investigate how force, motion and/or energy are used to produce light, sound, heat, movement, control or support in systems, machines and structures, for example: (ACTDEK031) electronic circuits mechanisms involving simple machines built environments aircraft and principles of flight select and use a variety of critical and creative thinking strategies to generate innovative design ideas, for example: DT ST brainstorming sketching 3-D modelling experimenting generate and communicate the development of design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques, for example: (ACTDEP036) DT drawings and models engineering reports digital presentations Producing and implementing produce design solutions that apply engineering principles, for example: (ACTDEK031, ACTDEP039) DT a system that applies force, motion and/or energy for a purpose develop and test algorithms that use an appropriate programming language for a control system potential and kinetic energy systems develop models, prototypes or products using a range of tools, materials and equipment to test the functionality of design ideas and consider innovative applications of advancing technologies, for example: (ACTDEP037) DT advanced manufacturing techniques to produce components of design solutions simulations to present tests and findings DT a robot to perform a variety of operations and functions CT Technology Mandatory Years 7 8 Draft Syllabus for consultation 32

36 Stage 4 a glider and test its performance Testing and evaluating develop criteria for success to evaluate design ideas, processes and solutions and their sustainability, eg function, aesthetics, ergonomics, environmental considerations, WHS, cost, resources, social and/or cultural considerations (ACTDEP038) DT develop and apply testing procedures to evaluate an engineered system, for example: analyse feedback from primary sources about the design solution, eg peers, surveys, interviews, focus groups, experts assess the function of the solution against the criteria established to evaluate success Technology Mandatory Years 7 8 Draft Syllabus for consultation 33

37 Stage 4 Material Technologies Outcomes A student: designs, evaluates and communicates innovative ideas and creative solutions to authentic problems or opportunities TE4-1DP plans, manages and evaluates the production of designed solutions TE4-2DP selects and safely applies a broad range of tools, materials and processes in the development of quality projects TE4-3DP examines how the characteristics and properties of tools, materials and processes determine their use in designed solutions TE4-9MA examines how people in technology related professions contribute to the sustainable and ethical use of technology in the economy, environment and society TE4-10TS Related Life Skills outcomes: TELS-1DP, TELS-2DP, TELS-3DP, TELS-4DP, TELS-10MA, TELS- 11TS Context Focus The Material Technologies context can include but is not limited to: electronics, graphics, metal, multimedia, polymers, timber and/or textiles. The Material Technologies context focuses on the application of specialist skills and techniques to a broad range of traditional, contemporary and advancing materials. Students develop knowledge and understanding of the characteristics and properties of a range of materials through research, experimentation and testing, or when making products. Technology Mandatory Years 7 8 Draft Syllabus for consultation 34

38 Stage 4 Content Identifying and defining evaluate products and services for the individual and/or the community considering ethical and social factors (ACTDEK029) ST investigate current and/or innovative products developed by Aboriginal and/or Torres Strait Islander designers, for a functional purpose and communicating cultural connections within society/communities investigate the role of the professional in the related technology, and their impact on the environment and society describe factors influencing design in a specific technology specialisation, eg function, aesthetics, ergonomics, environmental considerations, WHS, cost, resources, social and/or cultural considerations DT investigate, analyse and select from a range of materials, components, tools equipment and processes to develop design solutions (ACTDEP035) ST Researching and planning investigate the characteristics and properties of a range of materials and products (ACTDEK034) generate and communicate the development of design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques, for example: (ACTDEP036) DT drawings models digital presentations use appropriate project management processes when working both individually and collaboratively to coordinate the production of a designed solution (ACTDEP039) ST experiment with a range of appropriate techniques to produce a quality design solution DT select and justify the safe use of tools and equipment for a design solution Producing and implementing demonstrate responsible, safe and independent and collaborative work practices in the production of designed solutions (ACTDEP037) apply appropriate tools, equipment, materials, techniques and processes in the production of a design project, for example: (ACTDEP034) ST contemporary, traditional and/or advancing techniques surface preparation techniques, finishes, embellishments and/or decorations manipulate media to develop a website or digital presentation consider innovative applications of advancing technologies that could be used to reduce waste or time DT Testing and evaluating develop criteria for success to evaluate design ideas, processes and solutions and their sustainability, eg function, aesthetics, ergonomics, environmental considerations, WHS, cost, resources, social and/or cultural considerations (ACTDEP038) DT develop and apply testing procedures to evaluate an engineered system, for example: feedback from primary sources about the design solution, eg peers, surveys, interviews, focus groups, experts assess the solution against the criteria established to evaluate success Technology Mandatory Years 7 8 Draft Syllabus for consultation 35

39 Life Skills Years 7 8 Life Skills Outcomes and Content consult The Years 7 8 Life Skills outcomes and content are developed from the objectives of the Technology Mandatory Years 7 8 Draft Syllabus. Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the regular course outcomes. This assistance may include a range of adjustments to the teaching, learning and assessment activities of the Technology Mandatory Years 7 8 curriculum. If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and content. This decision should be made through the collaborative curriculum planning process involving the student and parent/carer and other significant individuals. School principals are responsible for the management of the collaborative curriculum planning process. The following points need to be taken into consideration: students are not required to complete all Life Skills outcomes specific Life Skills outcomes should be selected based on the needs, strengths, goals, interests and prior learning of each student outcomes may be demonstrated independently or with support. Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found in support materials for: Technology Mandatory Special education needs Life Skills. Technology Mandatory Years 7 8 Draft Syllabus for consultation 36

40 Life Skills Years 7 8 Life Skills Outcomes Table of Objectives and Outcomes for your information For students undertaking a course based on Life Skills outcomes and content: students are not required to complete all Life Skills outcomes specific Life Skills outcomes should be selected on the basis that they meet the learning needs, strengths, goals and interests of each student outcomes may be demonstrated independently or with support. consult Objectives Students develop and apply: develop practical skills in the use of tools, materials and processes while working independently and collaboratively on design projects develop computational thinking skills to design and produce digital solutions develop and apply skills in project management when designing and producing solutions. Skills A student: TELS-1DP develops and communicates ideas and solutions in authentic contexts TELS-2DP individually or collaboratively plans and manages the production of designed solutions TELS-3DP reflects on processes undertaken in the production of designed solutions TELS-4DP demonstrates safe practices in the use of tools, materials and processes for design projects TELS-5DP designs and follows simple algorithms in a range of contexts Technology Mandatory Years 7 8 Draft Syllabus for consultation 37

41 Life Skills Objectives develop knowledge and understanding of how traditional, contemporary and advancing technologies are used when designing sustainable products and solutions develop knowledge and understanding of how data is used in the development and automation of digital solutions develop understanding of the role of people and technologies in developing innovative solutions for preferred futures Knowledge and Understanding A student: TELS-6AG investigates the effect of food and fibre production on sustainable futures TELS-7FO designs or prepares solutions for healthy eating TELS-8DI demonstrates understanding of how information is communicated in digital systems TELS-9EN develops designed products, individually or collaboratively, involving motion, forces or energy TELS-10MA selects and uses a range of tools, materials, processes and systems appropriately in the development of products TELS-11TS investigates how technology has contributed to improvements in our way of life Values and Attitudes Objectives appreciate the contribution and impact of innovation and technologies on their lives now and in the future appreciate the dynamic nature of design and production processes and how they are used to develop solutions to personal, social and global issues value the development of skills and gain satisfaction from their use to solve problems and create quality products. Technology Mandatory Years 7 8 Draft Syllabus for consultation 38

42 Life Skills Years 7 8 Life Skills and Related Syllabus Outcomes consult Objectives Students develop and apply: design and management skills to solve problems, realise opportunities and communicate ideas to create innovative designed products and systems practical skills in the use of tools, materials and processes while working independently and collaboratively on design projects digital skills to confidently design and manage digital solutions Life Skills outcomes A student: TELS-1DP develops and communicates ideas and solutions in authentic contexts TELS-2DP individually or collaboratively plans and manages the production of designed solutions TELS-3DP reflects on processes undertaken in the production of designed solutions TELS-4DP demonstrates safe practices in the use of tools, materials and processes for design projects TELS-5DP designs and follows simple algorithms in a range of contexts Related Stage 4 outcomes A student: TE4-1DP designs, evaluates and communicates innovative ideas and creative solutions to authentic problems or opportunities TE4-2DP plans, manages and evaluates the production of designed solutions TE4-3DP selects and safely applies a broad range of tools, materials and processes in the development of quality projects TE4-4DP designs algorithms and implements them in general purpose programming language Technology Mandatory Years 7 8 Draft Syllabus for consultation 39

43 Life Skills Objectives Students develop knowledge and understanding about: how the collection and processing of data enhances the development, testing and production of design solutions how traditional, contemporary and advancing technologies are used when designing sustainable products and solutions the role of people and technologies in developing innovative solutions for preferred futures Life Skills outcomes A student: TELS-6AG describes how food and fibre are produced TELS-7FO designs or prepares solutions for healthy eating TELS-8DI demonstrates understanding of how information is communicated in digital systems TELS-9EN develops designed products, individually or collaboratively, involving motion, forces or energy TELS-10MA selects and uses a range of tools, materials, processes and systems appropriately in the development of products TELS-11TS investigates how technology has contributed to improvements in our way of life Related Stage 4 outcomes A student: TE4-5AG explains how food and fibre are produced in managed environments TE4-6FO examines how the characteristics and properties of food determine preparation techniques for healthy eating TE4-7DI explains how data is stored, processed and transmitted within and across digital systems TE4-8EN explains how force, motion and energy are used in engineered systems TE4-9MA examines how the characteristics and properties of tools, materials and processes determine their use in designed solutions TE4-10TS examines how people in technology related professions contribute to the sustainable and ethical use of technology in the economy, environment and society Technology Mandatory Years 7 8 Draft Syllabus for consultation 40

44 Life Skills Years 7 8 Life Skills Content for your information Content in Life Skills syllabuses is suggested. Content describes the intended learning for students as they work towards achieving one or more syllabus outcomes. It provides the foundations for students to progress to the next stage of schooling or post-school opportunities. Teachers will make decisions about the choice of outcomes and selection of content regarding the sequence, emphasis and any adjustments required based on the needs, strengths, goals, interests and prior learning of students. consult Agriculture and Food Technologies Outcomes A student: develops and communicates ideas and solutions in authentic contexts TELS-1DP individually or collaboratively plans and manages the production of designed solutions TELS-2DP reflects on processes undertaken in the production of designed solutions TELS-3DP demonstrates safe practices in the use of tools, materials and processes for design projects TELS-4DP investigates the effect of food and fibre production on sustainable futures TELS-6AG designs or prepares solutions for healthy eating TELS-7FO investigates how technology has contributed to improvements in our way of life TELS-11TS Related Stage 4 outcomes: TE4-1DP, TE4-2DP, TE4-3DP, TE4-5AG, TE4-6FO, TE4-10TS Context Focus The Agriculture and Food Technologies context integrates content from agriculture (food and fibre production) and food technologies. This allows schools to deliver the context with consideration of the needs of the school and available resources. Agriculture (food and fibre production) involves students investigating managed environments such as farms and plantations. Students develop an understanding of the processes of food and fibre production by investigating innovative and sustainable ways of supplying agriculturally produced raw materials. Students develop knowledge and understanding about managed systems that produce food and fibre through designing and producing solutions. Food technologies involve the application of knowledge about the resources produced and harvested to sustain human life. Students learn about the characteristics and properties of food. Students are provided with opportunities to develop knowledge and understanding about food selection and preparation, food safety, how to make informed choices when experimenting with and preparing nutritious food. Technology Mandatory Years 7 8 Draft Syllabus for consultation 41

45 Life Skills Content Identifying and defining recognise where food sources come from, for example: animals, plants recognise natural and managed environments, for example: classify environments as natural or managed recognise that natural environments can be managed identify managed environments used in the production of food and fibre, for example: orchard cattle farm cotton farm identify plants and animals that are grown or bred in managed environments investigate how food and fibre is produced in a managed environment to make it safe for consumption, for example: ST food production processes, eg growing, harvesting, marketing cattle create visual representations of food or fibre processing systems, eg flow charts of how raw materials are processed explore how food and fibre can be sustainably produced, for example: ST land management techniques Aboriginal Peoples cultural practices regarding animal, bird and flora totems identify nutritional needs for people, for example: dietary guidelines for healthy eating nutritional needs of groups of people, eg toddlers, diabetics explore the factors that influence design of a food or fibre system, for example: DT ST function available resources environmental impact explore the factors that influence design in the context of food production, for example: DT ST sensory properties, eg taste, texture, smell, appearance available resources, eg ingredients, cost, skills, time cultural and social influences, eg Aboriginal totems, festivals dietary needs explore the role of professionals in the food and fibre industries, for example: farmer, grower producer, butcher chef, cook dietician, nutritionist Research and planning recognise the characteristics of a range of foods and fibres, for example: texture appearance, eg colour taste smell use their senses to explore characteristics of foods and fibres, for example: feel the roughness of a woven fabric, eg a dilly bag smell a variety of fruits taste different vegetables observe the colour of textiles recognise that people have different food preferences and choices, for example: Technology Mandatory Years 7 8 Draft Syllabus for consultation 42

46 Life Skills beliefs, eg halal, vegetarian, vegan, kosher health, eg gluten free, diabetes traditions, eg nose to tail culture, eg bush tucker explore ethical issues relating to the production of food and fibre, for example: ST care of animals participate in planning for the care of a plant or animal to be used in a design project engage in the steps associated with planning a design project involving food or fibre, using ICT as appropriate, for example: DT communicate design ideas select tools, materials and equipment plan a timeline for completing the project develop a budget to identify costs in completing the project develop and communicate design ideas to meet an identified need, using ICT as appropriate, for example: DT use a graphic organiser to brainstorm ideas collect images, recipes select tools and equipment appropriate for a design solution, for example: DT utensils, electric hand appliance, measuring implements, gas and electric appliances Producing and implementing participate in producing a food or marketing product, for example: DT food packaging including nutritional information participate in producing a food or fibre design solution, for example: DT ST grow vegetables to make a healthy meal make an environment suitable for keeping fish to be kept in design and communicate recipes to suit an identified need, using ICT as appropriate, for example: DT a main meal for a child a meal for a dinner party that includes guests who are vegetarian a pre-race meal for a marathon runner select and justify food preparation techniques, for example: CT DT cut, slice, dice, mix, stir, whisk, cook, present use tools and equipment safely in the production of a design solution use safe food handling, for example: storage of food or produce cleaning techniques, eg washing hands, surfaces, utensils cooking methods, eg boil, fry, mix preparation methods, eg avoid cross contamination manage resources and time to complete a design solution DT Testing and evaluating participate in developing criteria for success of the production of a design solution, for example: DT ST function, eg dietary needs, sensory preferences appeal to the senses, eg taste, texture, smell social and cultural appropriateness Technology Mandatory Years 7 8 Draft Syllabus for consultation 43

47 Life Skills reflect on the design solution using the criteria for success, for example: DT collect feedback on the design solution from a variety of sources, eg peers, surveys, interviews, focus groups use feedback to evaluate the produced design solution, eg are modifications to the design required? does the finish product require adjustments? does the product meet the identified need? Technology Mandatory Years 7 8 Draft Syllabus for consultation 44

48 Life Skills Digital Technologies Outcomes A student: develops and communicates ideas and solutions in authentic contexts TELS-1DP individually or collaboratively plans and manages the production of designed solutions TELS-2DP reflects on processes undertaken in the production of designed solutions TELS-3DP designs and follows simple algorithms in a range of contexts TELS-5DP demonstrates understanding of how information is communicated in digital systems TELS-8DI investigates how technology has contributed to improvements in our way of life TELS-11TS Related Stage 4 outcomes: TE4-1DP, TE4-2DP, TE4-4DP, TE4-7DI, TE4-10TS Context Focus The Digital Technologies context focuses on providing students with the skills to become confident developers of digital solutions. Students learn how data is transmitted between components within a system, and how hardware and software interact to form networks and automate solutions. They develop an understanding of how data is represented and structured symbolically for use by digital systems. Students develop skills in computational thinking and abstraction to design and trace algorithms. Technology Mandatory Years 7 8 Draft Syllabus for consultation 45

49 Life Skills Content Identifying and defining recognise digital systems used for everyday purposes, eg mobile devices recognise that everyday tasks are supported by digital technology, for example: money withdrawal online shopping communication phone calls recognise the function and purpose of a range of digital technologies, for example: ST social media links people across the internet photographic images portray an image remote storage systems enable data to be accessed anywhere software programs enable data to be manipulated and stored explore how digital systems meet personal or community needs, for example: DT mobile device computer explore the factors that influence the design of digital solutions, for example: DT function available resources, eg cost, skills, time rules and regulations, eg copyright audience and appeal accessibility explore social and ethical issues associated with online environments, for example: privacy when using social media accessibility of online content copyright when using online images and media investigate how digital system innovation has improved our everyday life explore the role of professionals in the digital technology industries, for example: programmer application designer game designer blogger, web page manager Research and planning recognise that data can be represented in a variety of ways for communication, for example: codes symbols explore and use a range of data types to communicate information, for example: CT symbols, eg hieroglyphics morse code musical notation identify sequences for everyday actions, for example: ST routines, such as getting ready for work cooking a meal recognise that digital systems use a sequence to enable an action, for example: CT a series of settings enable a phone to play a set ringtone. a series of numbers or tones makes a unique code which corresponds to a phone number a series of steps enable a consumer to apply a filter to a photographic image Technology Mandatory Years 7 8 Draft Syllabus for consultation 46

50 Life Skills follow and represent a sequence of steps and decisions (algorithm) to solve a simple problem, for example: CT draw a flowchart using a yes/no pathway write a series of prompts to explain how to change a password identify that digital systems use a variety of components related to their function, for example: ST input, eg microphone, camera, video, keyboard, speech recognition output, eg speakers, screen, text-to-speech, vibration transfer, eg routers, cables, WiFi, Bluetooth use digital systems to perform a variety of functions, for example: ST capture a video using a camera play a video through a smartphone transfer a video onto a computer develop and communicate design ideas to meet an identified need, for example: DT use a graphic organiser to brainstorm ideas draw flowcharts select tools and equipment appropriate for a digital solution, for example: hardware, software engage in the steps associated with planning for the production of a digital solution, for example: DT communicate design ideas select tools, equipment and components plan a timeline for completing the design solution Producing and implementing participate in producing a digital solution using algorithms, for example: CT guiding a robot participate in producing a digital solution to represent data, for example: a database entering data into a spreadsheet manage resources and time to complete a digital solution Testing and evaluating participate in developing criteria for success in the production of a digital solution, for example: DT function and appeal usefulness, accessibility ease of use social and cultural appropriateness reflect on the digital solution using the criteria for success, for example: DT collect feedback on the digital solution from a variety of sources, eg peers, surveys, interviews, focus groups use feedback to evaluate the produced digital solution Technology Mandatory Years 7 8 Draft Syllabus for consultation 47

51 Life Skills Engineered Systems Outcomes A student: develops and communicates ideas and solutions in authentic contexts TELS-1DP individually or collaboratively plans and manages the production of designed solutions TELS-2DP reflects on processes undertaken in the production of designed solutions TELS-3DP demonstrates safe practices in the use of tools, materials and processes for design projects TELS-4DP develops designed products, individually or collaboratively, involving motion, forces or energy TELS-9EN investigates how technology has contributed to improvements in our way of life TELS-11TS Related Stage 4 outcomes: TE4-1DP, TE4-2DP, TE4-3DP, TE4-8EN, TE4-10TS Context Focus The Engineered Systems context focuses on how force, motion and energy can be used in systems, machines and structures. Students are provided with opportunities to experiment and develop prototypes to test their understanding of how forces and the properties of materials affect the behaviour and performance of engineered systems, machines and structures. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions. Technology Mandatory Years 7 8 Draft Syllabus for consultation 48

52 Life Skills Content Identifying and defining recognise engineered systems in our daily lives, for example: cars buildings home appliances explore how engineered systems improve our everyday life, for example: ST wheels and axles on cars (mechanical system) mobile devices (electronics technology) house frames (structural engineering) temperature control in air conditioning (control system) explore the factors that influence an engineered system in the context of a design solution, for example: DT function aesthetics available resources, eg cost, skills, time cultural and social considerations, eg Indigenous cultural and intellectual property environmental impact audience sustainability accessibility identify opportunities for designing engineered systems within a local context DT explore the role of professionals in engineering industries, for example: electrical engineer mechanical engineer automotive engineer mining engineer Research and planning explore how light, sound, heat or movement are produced in systems, machines or structures, for example: ST ceiling lights television toaster investigate how mechanical systems or control technologies use motion, force and energy to meet a particular need, for example: ST move a toy car using a variety of systems and materials, eg magnets, wind, water, gravity, cogs, ratchets, batteries (force) design a simple circuit to illuminate a globe using a variety of materials, eg copper wire, aluminium foil, salt solution, batteries, power source (electricity) develop and communicate design ideas to meet an identified need, using ICT as appropriate, for example: DT use a graphic organiser to brainstorm ideas sketch designs collect images select tools and equipment appropriate for producing a design solution Technology Mandatory Years 7 8 Draft Syllabus for consultation 49

53 Life Skills engage in the steps associated with planning for the production of a design idea that test an engineering principle, for example: DT communicate design ideas select tools, materials and equipment plan a timeline for completing the design solution develop a budget to identify costs in producing the design solution Producing and implementing participate in producing a design solution that demonstrates force, motion or energy, for example: DT design a car that travels the furthest of those tested participate in producing a model or product to test an engineered solution, for example: DT a system that uses recycled materials to filter water a model of a park that is accessible for a vision impaired person select and justify appropriate materials for use in a design solution, for example: metal, timber, polymers, textiles, electronics, chemicals select and justify techniques in the production of a design solution, for example: measure, cut, shape, join, finish, embellish, decorate, glue, use tools and equipment safely in the production of a design solution, for example: wear personal protective equipment (PPE) report faulty equipment manage resources and time to complete a design solution DT ST Testing and evaluating participate in developing criteria for success of the production of a design solution, for example: DT function, finish and appeal usefulness, durability stability, ergonomics materials, construction, safety reflect on the design solution using the criteria for success, for example: ST collect feedback on the design solution from a variety of sources, eg peers, surveys, interviews, focus groups use feedback to evaluate the produced design solution Technology Mandatory Years 7 8 Draft Syllabus for consultation 50

54 Life Skills Materials Technologies Outcomes A student: develops and communicates ideas and solutions in authentic contexts TELS-1DP individually or collaboratively plans and manages the production of designed solutions TELS-2DP reflects on processes undertaken in the production of designed solutions TELS-3DP demonstrates safe practices in the use of tools, materials and processes for design projects TELS-4DP selects and uses a range of tools, materials, processes and systems appropriately in the development of products TELS-10MA investigates how technology has contributed to improvements in our way of life TELS-11TS Related Stage 4 outcomes: TE4-1DP, TE4-2DP, TE4-3DP, TE4-9MA, TE4-10TS Context Focus The Material Technologies context can include but is not limited to: electronics, graphics, metal, multimedia, polymers, timber and/or textiles. The Material Technologies context focuses on the application of specialist skills and techniques to a broad range of traditional, contemporary and advancing materials. Students develop knowledge and understanding of the characteristics and properties of a range of materials through research, experimentation and testing, or when making products. Technology Mandatory Years 7 8 Draft Syllabus for consultation 51

55 Life Skills Content Identifying and defining recognise the function and purpose of everyday objects made from materials explore how the design of an object is related to its function and purpose, for example: ST a tea pot has a spout to assist pouring different lengths of didgeridoos produce different sounds an oven mitt is shaped for a hand and is made of heat-resistant material a stool has three legs for stability explore how a design solution can meet a particular need in their class or school community, for example: DT the need for class equipment to be stored the need for a large surface in the classroom for collaborative work the need for shelter in the schoolyard during inclement weather explore the factors that influence design in the context of a design solution, for example: ST function aesthetics available resources, eg cost, skills, time cultural and social appropriateness, eg Indigenous cultural and intellectual property environmental impact audience sustainability accessibility identify materials that can be recycled, for example: timber plastic explore everyday items produced from recycled materials, for example: paper soft fall from tyres rugs from plastic bags explore the role of professionals in the materials technologies industries, for example: product designer industrial designer fashion designer Research and planning recognise everyday items are made from materials use their senses to explore the different characteristics of materials, for example: feel smoothness of polished timber test the density of balsa wood by pressing fingernail into the wood observe the colour of fabrics listen to the sound made by different metals, eg by tapping an aluminium can or pole identify properties of materials, for example: transparency density absorbency strength flexibility durability colour Technology Mandatory Years 7 8 Draft Syllabus for consultation 52

56 Life Skills explore properties of materials that make them suitable for the end use, for example: DT ST wool is used for carpets because it is fire-retardant, flexible, durable and natural bamboo is used for floating floors because it is durable and strong steel piping is used for posts because it is strong investigate the role technology plays in the manufacture and design of products, for example: laser cutting 3D printing colouration and dying techniques, eg batik, sublimation, bleach explore customary and contemporary techniques used by Aboriginal and/or Torres Strait Islander Peoples, for example: timber carving weaving web design canoe making graphics develop and communicate design ideas to meet an identified need, using ICT as appropriate, for example: CT DT use a graphic organiser to brainstorm ideas sketch designs collect images select tools and equipment appropriate for a design solution engage in the steps associated with planning for the production of a design solution, using ICT as appropriate, for example: DT ST communicate design ideas select tools, materials and equipment plan a timeline for completing the design solution develop a budget to identify costs in producing the design solution Producing and implementing participate in producing a design solution to meet an identified need, for example: DT use recycled materials to create a product for a given end use, eg make a hat from shopping bags, use aluminium cans for a wind chime, make a box from fence palings use selected natural products and follow appropriate cultural protocols to produce a decorative item for a living environment that reflects cultural references and representations, eg Aboriginal and/or Torres Strait Islander cultures select and justify appropriate materials in the production of a design solution, for example: metal, timber, polymers, textiles select and justify techniques in the production of a design solution, for example: ST measure, cut, shape, join, finish, embellish, decorate use tools and equipment safely in the production of a specific design solution, for example: wear personal protective equipment (PPE) report faulty equipment manage resources and time to complete a design solution Technology Mandatory Years 7 8 Draft Syllabus for consultation 53

57 Life Skills Testing and evaluating participate in developing criteria for success of the production of a design solution, for example: DT function, finish and appeal usefulness, durability stability, ergonomics construction, safety materials used reflect on the design solution using the criteria for success, for example: ST collect feedback on the design solution from a variety of sources, eg peers, surveys, interviews, focus groups use feedback to evaluate the produced design solution Technology Mandatory Years 7 8 Draft Syllabus for consultation 54

58 Assessment for your information The text in this section is generic for all K 10 syllabuses. Standards The NSW Education Standards Authority (NESA) K 10 Curriculum Framework is a standardsreferenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students. Standards in the framework consist of three interrelated elements: outcomes and content in syllabuses showing what is to be learned Stage statements that summarise student achievement samples of work on the NESA Assessment Resource Centre (ARC) website which provide examples of levels of achievement within a Stage. Syllabus outcomes in Science and Technology contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills. Assessment Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes. Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. The NESA Years K 10 syllabuses particularly promote Assessment for Learning as an essential component of good teaching. Technology Mandatory Years 7 8 Draft Syllabus for consultation 55

59 Further advice on programming and appropriate assessment practice in relation to the Technology Mandatory Years 7 8 Draft Syllabus is contained on the NESA website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs. Assessment for Students with Special Education Needs Some students with special education needs will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be: alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions adjustments to the assessment process, for example additional time, rest breaks, quieter conditions, or the use of a reader and/or scribe or specific technology. It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with a disability. Schools are responsible for any decisions made at school level to offer adjustments to course work, assessment tasks and in-schools tests. Technology Mandatory Years 7 8 Draft Syllabus for consultation 56