Design and Technologies Leanne Compton Curriculum Manager Design and Technologies Victorian Curriculum F10 by 2017 Learning Areas Capabilities The Arts Dance Drama Media Arts Music Visual Arts ID: 537963
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Slide1
Victorian Curriculum: Unpacking Design and Technologies
Leanne Compton
Curriculum Manager, Design and TechnologiesSlide2
Victorian Curriculum F-10 – by 2017
Learning Areas
Capabilities
The Arts
Dance
Drama
Media Arts
Music
Visual Arts
Visual
Communication Design (
7–10
)
English
Humanities
Civics and Citizenship
Economics and Business
Geography
History
Languages
Health and Physical Education
Mathematics
Science
Technology
Design and Technologies
Digital Technologies
Critical and
Creative Thinking
Ethical
Intercultural
Personal
and
SocialSlide3
Timelines
Implementation of the new Victorian Curriculum can commence in individual schools as soon as they choose, with all schools required to implement the new curriculum from the start of 2017. In other words, schools
may be already implementing the curriculum now while others may be using 2016
to prepare for full implementation in 2017.
2015-16
From 2015
AusVELS
curriculum available
AusVELS
website archived December 2016
Victorian
Curriculum available
Full
implementation from 2017Slide4
Terminology
AusVELS
- VELS component
Victorian Curriculum
Domains
Curriculum areas
Dimensions
Strands and sub-strands
-------
Content descriptions
Learning focus
-------
Standards
Achievement standardsSlide5
Components
Introduction
Curriculum
Rationale and aims
Level / band description
Structure
- strands / sub-strands
- placement of standards
Content descriptions
(+ elaborations )
Learning in .. .Achievement standardsScope and sequenceGlossarySlide6
Structure of VC: D&T
Band Descriptions
Provides an overview to the content descriptions and achievement standard within the band
Content Descriptions
Specifies the knowledge, understandings and skills students are expected to learn.
Content Elaborations
Illustrations or examples of Content Descriptions (not mandated).
Achievement Standards
Describe what students are typically able to understand and able to do. They describe expected achievement and
emphasise
the depth of conceptual understanding and the sophistication of skills.Victorian Curriculum : Design and Technologies curriculumSlide7
Structure
Achievement standards
The first achievement standard at Foundation – Level 2, and then at Levels 4, 6, 8 and 10.
A curriculum for students with disabilities is provided in this learning area. The Level A - D continuum contains one content description for each strand. This provides greater flexibility to schools when developing their teaching and learning programs.Slide8
What is Design and Technologies?Slide9
Technologies Contexts
Focuses on the characteristics
and properties of
four technologies contexts
Design and Technologies
involves
students creating
quality designed solutions across a range of technologies contexts
Technologies and Society
Focuses
on how people
use
and develop technologies
Creating Designed Solutions
Based on design thinking,
design processes and
production processes’
typically addressed through a design briefSlide10
Taking
into account the
ethical
, legal, aesthetic and
functional
factors
that
inform
the design processes
What does Design and Technologies involve?
Creating quality designed solutions
across a range of
technologies contexts
Considering
the economic,
environmental and
social impacts
of technological change
and
how
the choice and
use
of technologies may contribute
to
a sustainable
futureSlide11
Organisation of the VC:D&T
Slide12
Design and Technologies Contexts
Engineering principles and systems
explores how forces can be used to create light, sound, heat, movement, control or support in systems
Food and fibre production
focuses on food and
fibre
as human-produced or harvested resources,
and how food and
fibre
are produced in managed environments such as farms or plantations, or harvested from wild stocks.
Food specialisations
explores the application of nutrition principles and the characteristics and properties of food, food selection and preparation, and contemporary food issues
Materials and technologies
explores a broad range of traditional, contemporary and emerging materials that involve an extensive use of technologies
.Slide13
Creating Designed Solutions
Investigating
involves critiquing, exploring
and investigating needs and opportunities
Generating
developing and communicating ideas for a range of audiences
Producing
applying a variety of skills and techniques to make designed solutions to meet specific purposes and user needs
Evaluating
making
judgements
through a design process about the quality and effectiveness of designed solutions
Planning and managing
learning to plan and manage time, along with other resources, to effectively create design solutionsSlide14Slide15Slide16
Computational thinking
Problem-solving used
e.g. calculating costs, testing materials
Focus on
different types of thinking
Design thinking
Use of strategies for understanding
design needs and opportunities
Systems thinking
Generation of ideas and
decisions made throughout
the design processes;
recognition of the connectedness
and interactionsSlide17
Focus on sustainability
Environmental
Social
EconomicSlide18
Navigating the Design and Technology curriculum
http://victoriancurriculum.vcaa.vic.edu.au/technologies/design-and-technologies
/Slide19
Resources for Design and Technologies
http://
www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/destech/destech.aspxSlide20
Do I have to teach Design and Technologies every year?
S
chool-based
decision as to when and how the Design and Technologies curriculum is delivered.
School plans must provide the opportunity for students to study Design and Technologies in each two-year planning cycle.
More information is in the
Curriculum Planning and
Reporting Guidelines
.Slide21
QuestionsSlide22
Contact Details
Victorian Curriculum and Assessment
Authority (
VCAA)
Leanne Compton
Curriculum Manager, Design and Technologies
compton.leanne.l@edumail.vic.gov.au
phone: (03) 9032 1698