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Design Tech 710 Guide

Design Tech 710 Guide

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Published by Evodia Cassius

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Published by: Evodia Cassius on Aug 16, 2010
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1
A Guide to the New Years 7–10 Syllabus
Design and Technology
The new
 Design and Technology Years 7–10Syllabus
will replace the additional componentin the current syllabus and will be implementedin 2005 with Year 9 students and in 2006 withYear 10 students. Stage 4 outcomes have been provided for those schools that wish toimplement the syllabus with Year 7 or Year 8students concurrently with the
Technology(Mandatory) Years 7–8 Syllabus
.The new syllabus is informed by contemporaryresearch about how people learn and about howlearning outcomes can be enhanced by teaching practice.The syllabus promotes
assessment for learning 
asan essential component of good teaching. Itfollows the broad directions established in the NSWBoard of Studies
 K–10 Curriculum Framework 
and is part of a continuum of learningfrom Kindergarten to Year 12 that supportssustained, sequential, high quality learning.
What is similar?
Much of the content is similar to the currentcontent. Students will continue to:
develop knowledge, understanding andskills relating to the use of materials, toolsand techniques
focus on the production of practical projectsas the basis of their learning in Design andTechnology
engage in the design, production andevaluation of projects.Current programs can be modified to meet therequirements of the new syllabus andsomeexisting units of work will form the bases of effective programs. The majority of existingresources will continue to be relevant.The recent experience teachers have gained inimplementing the range of Stage 6 Technologysyllabuses (1999) will assist in theimplementation of the new
 Design and Technology Years 7–10 Syllabus
.
What is different?
The new syllabus builds on the current syllabusin directions identified through research into theteaching of Technology-related subjects in other systems nationally and internationally, andthrough consultation at forums, meetings andduring wide circulation of the draft syllabus.
The new syllabus is an elective course andis no longer the foundation course for theTechnological and Applied Studies KeyLearning Area.
There is a significant reduction in thenumber of objectives and outcomes. Thiswill simplify the processes of programming,assessing and reporting.
Teachers are required to develop units of work that integrate core content and projectwork during the study of a focus area.
The new syllabus places a greater emphasison practical skills development. Projectwork is the main learning activity engagedin by students during a unit of work.
Arange of new focus areas of design have been added to the syllabus to providemeaningful contexts for the study of designand to ensure breadth of study. Provision of a student-negotiated focus area of designallows students to negotiate a project of interest and to work independently.
Stage statements from Early Stage 1 toStage 5 describe the continuum of learningin Design and Technology.
Content additional to the essential syllabuscontent is included to help teachers addressthe needs and interests of students who havedemonstrated Stage 5 outcomes in less thanthe indicative time.
 
A Guide to the New Years 7–10 Syllabus
Design and Technology
2
The features of the content pages
 Design and Technology Years 7–10 Syllabus
Core: Activity of designers
This area of core content examines the activities of designers over time and across a range of focus areas. The interrelationship of enterprising activity with innovation is explored to giveinsights into trends and preferred futures. Problem-solving techniques that are used bydesigners can be applied by students to their designed solutions. The impact of technologiesis investigated and evaluated as they impact on individuals, society and environments.
Outcomes
A student:5.2.1evaluates and explains the impact of past, current and emerging technologies on theindividual, society and environments5.3.1analyses the work and responsibilities of designers and the factors affecting their work5.3.2evaluates designed solutions that consider preferred futures, the principles of appropriatetechnology and ethical and responsible design5.4.1develops and evaluates innovative, enterprising and creative design ideas and solutions
Students learn about:Students learn to:The work of past and current designersacross a range of settings
 
cultural
 
commercial
 
industrial
 
historical
 
contemporary, including Aboriginal andTorres Strait Islanders and otherIndigenous peoples and the contributions of males and females to design industries
 
careers in design and manufacture
 
examine and describe the work of past andcurrent designers across a range of settingsand from a range of focus areas of design
 
explore career opportunities and pathdesign and manufacture for m
Trends in technology and design
 
in history
 
across contemporary cultures
 
recognise trenhistory
 
id
Creativity and problem-solving techniused by designers
 
needs and opportunitstrengths, weakthreats)
 
co
 
25
 areas
 
nnovation
 
ety of past, current andg technologies and innovations acrossrange of focus areas
 
identify what changes would need to occur toachieve particular visions
 
assess the impact of past, current andemerging technologies and innovation onsociety and environments
 
demonstrate design ideas and solutions thatare innovative and enterprising
pact of technologies on:
 
the individual
 
society (different cultural groups, includingAboriginal and Torres Strait Islanders andother Indigenous peoples)
 
environments
 
evaluate and explain the impact of past,current and emerging technologies on theindividual, society and environments
Additional contentStudents learn about:Students learn to:
 
work of contemporary designers
 
 plan and prepare a word-processed report onnon-traditional careers in design andtechnology
 
 preferred futures in design and technology
 
identify specific examples of preferred futures
 
 predict future directions for a designedsolution
 
Content is expressed as
Students learn about 
and
Students learn to
in a consistent format.Additional content is provided tocater for students working beyondessential syllabus requirements.Outcomes andcontent are linkedin tables to assistteachers with planning and programming.Cross-curriculumcontent isembedded insyllabus content.
 
A Guide to the New Years 7–10 Syllabus
An overview statement is provided thatshows how each cross-curriculum area isembedded in the essential content.
Content relating to the use andunderstanding of information andcommunication technologies (ICT) isincorporated in the syllabus content.
Life Skills outcomes and content have been provided for those students withspecial education needs, particularly thosestudents with an intellectual disability, for whom it has been determined that theoutcomes and content found in sections 6and 7 of the syllabus are not appropriate.
Built into the syllabus is the concept that
assessment for learning 
is integral toteaching and learning in a standards-referenced framework.
 Assessment for learning 
involves teachers planning howand when they will gather evidence of learning at the same time as they plan thework that students will do. It recognisesthe importance of assessment to studentmotivation and self-esteem, and promotesthe active involvement of students in their own learning.
How can the syllabus be used toprogram?
The syllabus outcomes provide the focus for teaching and learning in Design andTechnology. This syllabus encourages a modelof programming that begins with outcomes,and is precise about what is being taught andwhat is being learnt. Developing integrated programs from the new
 Design and TechnologyYears 7–10 Syllabus
involves:
identifying the outcomes to be addressed(see syllabus pp 12–13)
identifying the required evidence of learning
 planning explicit teaching and learningexperiences to address the outcomes (seesyllabus pp 19–26) to allow students todemonstrate evidence of learning
identifying strategies to teach the content
incorporating
assessment for learning 
 byusing the assessment advice in the syllabusand in the support material that will be provided by the Board of Studies.The advice about additional content on page 14in the syllabus will assist teachers to develop programs for students who are demonstratingStage 5 outcomes prior to the completion of Year10.Stage statements describe a continuum of learning from Early Stage 1 to Stage 5. Thisenables teachers to map students’learningdevelopment, and plan and program work according to students’needs and abilities.
How does the syllabus cater for allstudents?
Akey principle of the
 K–10 Curriculum Framework 
, which guides K–10 syllabusdevelopment, is that the curriculum must beinclusive of all students in New South Wales.The rationale, aim, objectives, outcomes andcontent of the syllabus have been designed toaccommodate teaching approaches that supportthe learning needs of all students.Students with special education needs will participate fully in learning experiences andassessment activities. These students mayrequire additional support in terms of modifiedtasks and varied learning approaches. Theremay also be occasions when different strategiesneed to be adopted to broaden and deepen thelearning experiences of gifted and talentedstudents.Life Skills outcomes and content, using therationale, aim and objectives of this syllabus,have been included in section 8. They will provide a program of study for the small percentage of students with special educationneeds for whom the outcomes and content insections 6 and 7 of the
 Design and TechnologyYears 7–10 Syllabus
are not appropriate.
3
Design and Technology

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