Victorian Curriculum: Unpacking Design and Technologies Leanne Compton Curriculum Manager, Design and Technologies Hello my name is Leanne Compton and I am the Curriculum Manager, Design and Technologies. Today I am going to talk you through the F-10 Victorian Curriculum for Design and Technologies. This session is aimed at primary school teachers.

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 Intercultural Ethical Personal and Social This slide shows the two curriculum areas that sit under the Technologies learning area. Design and Technologies is one of the two curricula that fall under the Technologies learning area. The other curriculum area that belongs under Technologies is Digital Technologies. It is important to note that Design and Technologies and Digital Technologies are two different curriculum areas. Today I am going to take through the Design and Technologies curriculum and discuss its key features in this webinar.

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. 2013-16 From 2016 AusVELS curriculum available AusVELS website archived December 2016 Victorian Curriculum available Full implementation from 2017

Victorian Curriculum terminology AusVELS component Victorian Curriculum Domains Curriculum Areas Dimensions Strands and sub-strands ------- Content descriptions Learning focus Standards Achievement standards

Components Introduction Curriculum Rationale and Aims Level/band descriptions Structure - Strands/sub-strands - Placement of standards Content Descriptions (+ elaborations) Learning in … Achievement Standards Scope and Sequence Glossary 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 curriculum

Where are the Achievement standards in Design and Technology? The first achievement standard at end of 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.

What is Design and Technologies? Three strands in Design and Technologies Technologies Design and Technologies Technologies and Society Technologies Contexts Creating Designed Solutions Digital Technologies

What does Design and Technologies involve? Considering the economic, environmental and social impacts of technological change and how the choice and use of technologies may contribute to a sustainable future Creating quality designed solutions across a range of technologies contexts What does Design and Technologies involve? Taking into account the ethical, legal, aesthetic and functional factors that inform the design processes

Creating Designed Solutions Based on design thinking, design processes and production processes’ typically addressed through a design brief Technologies and Society Focuses on how people use and develop technologies Design and Technologies involves students creating quality designed solutions across a range of technologies contexts Technologies Contexts Focuses on the characteristics and properties of four technologies contexts

Technologies and Society How people use and develop technologies Takes into account: economic, environmental, ethical, legal, aesthetic and functional factors impact of technologies on individuals, families, local, regional and global communities, and the environment.

Technologies Contexts Engineering principles and systems Food and fibre production Food specialisations Materials and technologies 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.  explores the application of nutrition principles and the characteristics and properties of food, food selection and preparation, and contemporary food issues explores a broad range of traditional, contemporary and emerging materials that involve an extensive use of technologies. explores how forces can be used to create light, sound, heat, movement, control or support in systems

Creating Designed Solutions Generating Investigating Producing Evaluating Planning and managing  developing and communicating ideas for a range of audiences applying a variety of skills and techniques to make designed solutions to meet specific purposes and user needs learning to plan and manage time, along with other resources, to effectively create design solutions making judgements through a design process about the quality and effectiveness of designed solutions involves critiquing, exploring and investigating needs and opportunities

Creating Designed Solutions Design processes Production processes

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 interactions Computational thinking Problem-solving used e.g. calculating costs, testing materials

Focus on sustainability Environmental Social Economic

Do I have to teach Design and Technologies every year? School-based decision as to when and how the Design and Technologies curriculum is delivered. More information is available in the Curriculum Planning and Reporting Guidelines: http://www.vcaa.vic.edu.au/Documents/viccurric/RevisedF-10CurriculumPlanningReportingGuidelines.pdf Do I have to teach Design and Technologies every year ? Schools will develop their whole-school curriculum plan in order to deliver the Victorian Curriculum F-10 in a way that is meaningful and relevant to their students. It is a school-based decision as to when and how the Design and Technologies curriculum is delivered. For example schools may choose to deliver a concentrated unit of work to Year 3 students in Semester 1 to align with harvesting fresh food from the school garden and in Semester 2 an integrated unit on Machines, and then not teach any component of the Design and Technologies curriculum to students in Year 4. Schools will report student progress along the continuum when it has been taught. For example if the concentrated unit is taught to Year 3 students in Semester 1, then this will be included on the half yearly Year 3 report accurately representing the level of achievement, and will also be reported in Semester 2 as another unit was taught and assessed. 

Questions? This session was aimed to give you an overview of the Design and Technologies curriculum. I would encourage you to explore the resources on the Victorian Curriculum webiste . Questions?

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