Australian Curriculum:Technologies
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The document discusses key differences between the ICT General Capability and Digital Technologies subject in the Australian Curriculum. It explains that the ICT General Capability focuses on knowledge, skills and attitudes about ICT itself, while Digital Technologies takes responsibility for ensuring students systematically develop comprehensive ICT capabilities. The document also outlines questions for evaluating how well the Technologies learning area in the Australian Curriculum will meet needs.
Australian Curriculum:Technologies
- 1. AUSTRALIAN CURRICULUM: TECHNOLOGIES Peter Carey- February , 2013
- 2. KEY DIFFERENCE: THE “ ICT GENERAL CAPABILITY” AND AUSTRALIAN CURRICULUM SUBJECT “DIGITAL TECHNOLOGIES” Because of the way the Australian Curriculum is presented - using content descriptors, the ICT General Capability is not about the use of ICT as a pedagogical tool although that may contribute to a student's capability … it is about the knowledge, skills and attitudes about ICT itself in order to use the technology both now (life & school tasks within the curriculum been delivered) and in the future (life &careers.
- 3. KEY DIFFERENCE: THE “ ICT GENERAL CAPABILITY” AND AUSTRALIAN CURRICULUM SUBJECT “DIGITAL TECHNOLOGIES” Although all areas of the curriculum will contribute to a student's ICT capability. On its own this would not be systematic or comprehensive. Therefore the Digital Technologies subject takes responsibility for ensuring children develop a systematic and comprehensive capability, making use of the contributions of other areas, and going beyond the minimum requirements of the ICT General Capability. This is the same relationship as Maths
- 4. THE ICT GENERAL CAPABILITY “isakey dimension of the Australian Curriculum, and should be taught in the content of the learning areas … … it underpins and informs our learning and teaching and should be explicit i.e. clearly Identified within each learning area subject program”…
- 5. THE GENERAL CAPABILITIES What are the General Capabilities? The Australian Curriculum is underpinned by seven (7) General Capabilities. These are: • Literacy • Numeracy • Information &communication technology capability • Critical and creative thinking • Ethical behaviour • Personal and social capability • Intercultural understanding.
- 6. FROM A BROADER PERSPECTIVE … THE NOTION OF GENERAL CAPABILITIES ARE NOT NEW! … In Australia, there are a number of existing arrangements to address general capabilities/non-technical skills: Employability Skills Frameworkused in the Vocational Education and Training sector. Graduate Attributesdeveloped by universities. Australian Core Skills Framework, foundation skills for the workforce. The Australian Blueprint for Career Development, which addresses career management competencies considered essential for life long learning. The Australian Qualifications Framework, which spans all education and training sectors, also refers to four broad categories of Generic Skills. The Overarching Outcomes, WA Curriculum Framework, and now the General Capabilities that form part of the new Australian Curriculum for schools. (EMPLOYABILITY SKILLS FRAMEWORK STAGE 1, FINAL REPORT , DEEWR, JANUARY 2012).
- 7. THE GENERAL CAPABILITIES ARE THOSE CAPABILITIES DEEMED ESSENTIAL TO ASSIST STUDENTS „MANAGE THEIR LIFE, LEARNING AND WORK‟ THROUGHOUT THEIR LIFESPAN. They are the knowledge, skills, behaviours and dispositions that will assist students to live and work as successful independent learners and as active, confident, creative and informed individuals (Shape of the Australian Curriculum – ACARA, December 2010).
- 8. THE GENERAL CAPABILITIES Where can I find more Information about the General Capabilities? Overviews that describe the nature, scope and significanceof each General Capability are on the General Capabilities section of the Australian Curriculum website.
- 9. THE GENERAL CAPABILITIES The Capabilities are Identified by these symbols in the Curriculum:
- 10. THE CAPABILITIES IN THE LEARNING AREAS The General Capabilities are addressed through the learning areas and are identified where they offer opportunities to add depth and richness to student learning in content elaborations. http://www.australiancurriculum.edu.au/English/Curriculum/F-10
- 11. RESOURCE SUPPORT – C.N.A. SCOOTLE Go to http://ims.cathednet.wa.edu.au ID: <surname.firstname> Password: <your CathEdNet email password> Another Resource Foundation - 10 “ICT across four Domains” https://docs.google.com/document/pub?id=1dA5idOGlWJdOHSgNhhMnNjTJpVtqdLwSLoatFo0vOhk
- 12. • CATHOLIC NETWORK AUSTRALIA (C.N.A.) Models of Contemporary Learning Collaborative Spaces
- 13. THE GENERAL CAPABILITIES All of the Seven (7) General Capabilities (including the ICT Capability) has three sections: Introduction Organising elements A continuum across stages of schooling
- 14. THE GENERAL CAPABILITIES The ICT Capability Introduction “…The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment…
- 15. THE GENERAL CAPABILITIES The Organising Elements The ICT capability is organised into five (5) interrelated elements: • Investigating with ICT • Creating with ICT • Communicating with ICT • Managing and operating ICT • Applying social and ethical protocols and practices
- 16. THE GENERAL CAPABILITIES The ICT Continuum Across Stages of Schooling
- 17. THE GENERAL CAPABILITIES Teaching and assessment of General Capabilities Teachers are expected to teach and assess General Capabilities to the extent that they are incorporated and identified within each learning area.
- 18. THE GENERAL CAPABILITIES How are the General Capabilities in the Australian Curriculum Evident in your Learning Area? Good teaching in each of the learning areas will always contribute to a student‟s development of General Capabilities. How do you presently cover the capabilities? Discuss this in your learning area! Source: Australian Curriculum Site: http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General- capabilities-in-the-learning-areas Source: ACARA: Shaping Papers: Phase 2 and 3 -http://www.acara.edu.au/curriculum/curriculum.html e.g. Languages Shaping Paper Page 35
- 19. THE GENERAL CAPABILITIES How are the General Capabilities Evident in the Australian Curriculum? The Australian Curriculum reinforces this expectation by incorporating these seven (7) General Capabilities into learning area content descriptions in ways appropriate to each learning area. Which of the seven (7) General Capabilities will you incorporate in appropriate ways into your learning area? Source: Australian Curriculum Site: http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General- capabilities-in-the-learning-areas Source: ACARA: Shaping Papers: Phase 2 and 3-http://www.acara.edu.au/curriculum/curriculum.html
- 20. CURRICULUM DEVELOPMENT PHASES Phase 1 Phase 2 Phase 3 Health and English Geography Physical Education Design and Mathematics Languages Technology & Digital Technologies Science The Arts Economics, Business, Civics and Citizenship History
- 21. DEVELOPMENT AUSTRALIAN CURRICULUM The Australian Curriculum developed by ACARA: is being written for F-10 and Years 11-12 is described in Bands- F-2, 3-4, 5-6, 7-8, 9-10, 11-12 has content descriptions not outcomes
- 22. THE TECHNOLOGIES LEARNING AREA Australian Curriculum: Technologies adopted to reflect the range of technologies addressed in schools Australian Curriculum: 2 strands F-8 and 2 subjects Years 9-12 Design and Technologies Digital Technologies
- 23. BACKGROUND Design and Technologies – students learn to develop and apply technologies knowledge, process and production skills to design, produce and evaluate solutions using traditional, contemporary and emerging technologies for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts. Digital Technologies – students learn to develop and apply technical knowledge, process and computational thinking skills, including algorithmic logic and abstraction, to transform data into information solutions for real-world needs, opportunities, end users, clients or consumers in a range of technologies contexts.
- 24. AIMS OF TECHNOLOGIES CURRICULUM The Australian Curriculum: Technologies will aim to develop students who: • are creative, innovative and enterprising when using traditional, contemporary and emerging technologies • effectively and responsibly select and use appropriate technologies, materials, information, systems, tools and equipment when designing and creating socially, economically and environmentally sustainable products, services or environments • critique, evaluate and apply thinking skills and technologies processes that people use to shape their world, and to transfer that learning to other technology situations • individually and collaboratively plan, manage, create and produce solutions to purposeful technology projects for personal, local, national and global settings • engage confidently with and make informed, ethical decisions about technologies for personal wellbeing, recreation, everyday life, the world of work and preferred futures.
- 25. STRUCTURE OF THE AUSTRALIAN CURRICULUM: TECHNOLOGIES The Australian Curriculum: Technologies comprises two strands: Design and technologies & Digital technologies. All students will study both Design and Technologies and Digital Technologies from Foundation to the end of Year 8. Schools may choose to integrate the strands in teaching and learning programs F-8. In Years 9–12, students will be able to choose from a range of subjects developed by ACARA and states and territories. In WA this will involve the existing elective subjects in the Technologies Curriculum.
- 26. THE OVERARCHING IDEA Engaging in Creating Preferred Futures A focus on preferred futures provides the methodology for identifying and moving towards sustainable patterns of living. Students will engage in predicting outcomes and impacts of technological decisions for current and future generations; considering probable futures; and identifying the futures they would prefer, taking into account economic, environmental and social sustainability. Over time they will reconstruct and review their visions for preferred futures through research, experience, dialogue, discussion and the exchange of ideas. This overarching idea is common to Design and technologies and Digital technologies, as both are concerned with technology, culture and society; economic, environmental and social sustainability; and creativity, innovation and enterprise.
- 27. THE RELATIONSHIP BETWEEN SUB-STRANDS Design and TechnologiesDigital Technologies 2 complementary sub-strands Knowledge and Understanding Processes and Production
- 28. THE RELATIONSHIP BETWEEN SUB-STRANDS Design and Technologies: Knowledge and Understanding: focuses on materials, information, systems, tools and equipment; and technologies and society. The content is dependent on the technologies context. Processes and Production: focuses on designing - identifying, exploring and critiquing a need or opportunity; generating, researching and developing ideas; and planning, producing and evaluating solutions that utilise process and production skills, creativity, innovation and enterprise to promote the development of sustainable patterns of living.
- 29. THE RELATIONSHIP BETWEEN SUB-STRANDS Digital technologies: Knowledge and understanding: focuses on digital information, digital systems and technologies, and digital technologies and society. Processes and Production: focuses on formulating and investigating problems; analysing and creating digital solutions; representing, constructing and evaluating solutions; and utilising skills of creativity, innovation and enterprise for sustainable patterns of living.
- 30. THE GENERAL CAPABILITIES Information and communication Critical and creative Ethical behaviour technology (ICT) thinking capability Literacy Intercultural Personal and social Numeracy understanding capability Refer to pages 17 to 19 of the Shaping Paper for aspects of each of the seven general capabilities to be embedded in the content descriptions and/or elaborations where appropriate to enrich and deepen student learning.
- 31. THE CROSS-CURRICULUM PRIORITIES Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
- 32. THE CROSS-CURRICULUM PRIORITIES e.g. Aboriginal and Torres Strait Islander histories and cultures have a: longstanding tradition of developing and utilising a range of technologies that support sustainable practices for local conditions. capacity for innovation include solutions for food or medicinal preparation, building and architecture, and the use of digital technologies to enhance communication. Refer to page 19 to 21 of the Shaping Paper Read pages 19 to 21 and dot down some way you might include the Cross Curriculum Priorities in your Technologies program.
- 33. ORGANISATION OF THE AUSTRALIAN CURRICULUM: TECHNOLOGIES The technologies curriculum is organised in the following bands: Foundation to Year 2 Years 3-4 Years 5-6 Years 7-8 Years 9-10 Senior secondary (Years 11 and 12)
- 34. TIME ALLOCATION The time allocation for Design and technologies and Digital technologies combined are: • 60 hours across Years F–2 • 80 hours across Years 3–4 • 120 hours across Years 5–6 • 160 hours across Years 7–8 • 80 hours each across Years 9–10 • 200 to 240 hours of learning across Years 11–12 for each of Design and technologies and Digital technologies. Allocation of time for teaching the Technologies learning area will be a school authority or school-based decision.
- 35. DIGITAL TECHNOLOGIES ACROSS THE YEARS OF SCHOOLING Addresses each of the Stages. Specific examples of student outcomes Continuum of learning: Students will develop increasingly sophisticated knowledge and understanding, drawn from both contemporary and historical sources Students will develop increasingly sophisticated skills in digital technologies processes and production through applying computational thinking to create digital information products, systems or software instructions to address digital problems.
- 36. DESIGN AND TECHNOLOGIES ACROSS THE YEARS OF SCHOOLING Addresses each of the Stages. Specific examples of content description Continuum of learning: exposure to increasingly complex range of tools, materials, equipment, information and systems using increasingly sophisticated range of skills and processes, recognising risks and adopting safe work practices for increasingly complex problems Addresses specialised technologies contexts such as agriculture, architecture, manufacturing, media design, digital design, engineering, food technology, industrial design and textiles in Years 9-10 Back
- 37. KEY QUESTIONS FOR EVALUATING THE AUSTRALIAN CURRICULUM: TECHNOLOGIES What changes need to Are teachers able to Does the scope and distinguish between the be discussed/made in sequence provide a ICT General Capability your school to cater for logical progression of and subject Digital Technologies (Field of learning from F-12? Technologies Study) Does the Draft Scope Do the two and Sequence cater for Can the content be covered within the strands/subjects future options for provide an appropriate structure and the time students and provide balance of Technologies frame? specialisation? education?
Editor's Notes
- #2: Welcome to the consultation for the Draft Shape of the Australian Curriculum: Technologies.
- #21: The learning areas of the Australian Curriculum will be developed in three phases.Phase 1EnglishMathematicsScience (including physics, chemistry, biology)History The first phase subjects have been published by ACARA.Phase 2GeographyThe ArtsLanguages The timeline for phase 2 is approx. 12 months behind phase 1, however the phase 2 subjects are at different stages of development. For more details - http://www.acara.edu.au/phase_2__the_australian_curriculum.htmlPhase 3Health and Physical EducationInformation and Communication Technology and Design and TechnologyEconomics, Business, Civics and Citizenship
- #22: The Draft Shape of the Australian Curriculum: Technologies addresses the curriculum for Foundation to Year 12, clearly stating aims and key considerationswhich shape the curriculum for F-12.
- #23: Technologies is the name chosen to address the learning area. It was selected to encompass the broad range of technologies and experiences on offer to students in schools.The proposed structure comprises two strands (Years F-8) and two subjects (Years 9-12).It is based on the assumption that all students are entitled to study both Design and technologies and Digital technologies from Foundation to the end of Year 8.In Years 9-12 students will be able to choose from a range of subjects developed by ACARA and states and territories across a number of learning areas.
- #24: These descriptions of the two subjects/strands are provided in the Background statement. Greater detail appears in the Structure of the Australian Curriculum and the Scope and sequence.
- #25: The Aims indicate desired student achievement as a result of studying Technologies.Do the aims make clear the intended learning for students in the Australian Curriculum: Technologies?Do they provide sufficient detail and direction for the writing team for both subjects/strands?
- #26: While the curriculum is presented as two discreet strands, it will not preclude schools from integrating the strands in teaching and learning programs. Integration is the central pedagogy found in early years, and a key strength for meaningful learning in the Technologies curriculum.
- #27: The overarching idea for Technologies involves students in developing technologies knowledge, understanding and skills to engage purposefully in helping to create preferred futures.It acknowledges the strong connection to the Sustainability cross-curriculum.
- #28: A complementary sub-strand structure has been developed to highlight similarities across the learning area and facilitate integrated approaches to teaching both strands in YearF-8 if desired.The intent is for teachers to select technologies-specific content from the Knowledge and understanding sub-strand and ask students to apply the content using the skills in the Processes and production sub-strand.
- #29: Knowledge and understanding sub-strand is common to both Design and technologies and Digital technologies.Processes and production has different emphasis:Design and technologies Processes and production – design, produce and evaluateDigital technologies Processes and production - create digital solutions
- #30: Knowledge and understanding sub-strand is common to both Design and technologies and Digital technologies.Processes and production has different emphasis:Design and technologies Processes and production – design, produce and evaluateDigital technologies Processes and production - create digital solutions
- #31: The Australian Curriculum General capabilities define knowledge, skills, behaviours and dispositions that can be developed and applied across the curriculum to help students to become successful learners, confident and creative individuals and active and informed citizens. These are:Literacy –should be developed in all learning areas and involves students in listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts.Numeracy –should be in all learning areas and involves students in recognising and understanding the role of mathematics in the world and having the dispositions and capacities to use mathematical knowledge and skills purposefully.ICT - required for all learning areas; includes using ICT to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school.Critical and creative thinking skills - includes problem solving, thinking critically about possibilities and alternatives, developing arguments and using evidence in support of that argument, being innovative and resourceful, generating new ideas and questioning assumptions. Ethical behaviour - involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.Personal and social capability – includes understanding themselves and others, managing their relationships, lives and own learning, working effectively in teams and handling challenging situations in constructive ways. Intercultural understanding - includes learning about and engaging with diverse cultures to develop an appreciation of difference and diversity, cultivate mutual respect and create connections with others.
- #32: There will be three cross-curriculum perspectives addressed in the national curriculum:The Aboriginal and Torres Strait Islander histories and cultures priority will allow all young Australians the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact these have had, and continue to have, on our world.Developing a better understanding of the countries and cultures of the Asian region will enhance students’ cultural awareness and enable them to be active and informed participants in regional and global communities. Sustainability will allow young Australians to develop an appreciation of the need for more sustainable patterns of living and build a commitment to taking action to create a more sustainable future. Each of these priorities will be represented in every learning area of the Australian curriculum in ways appropriate to that area.The shape paper explicitly identifies how these perspectives link to Technologies and describes learning opportunities related to each.
- #35: For any year, the Australian Curriculum is written so that it should not take up more than 80% of the total teaching time available. The time allocated for teaching the Australian Curriculum: Technologies is a decision to be made by state and territory jurisdictions. These are indicative, minimum hours relating to the Australian Curriculum.Is the notional time allocation for Technologies F-10 appropriate?
- #36: Subject/strand specific overview of the proposed continuum of learning in Digital technologies.
- #37: Subject/strand specific overview of the proposed continuum of learning in Design and technologies.
- #38: These are suggested key questions that may assist in evaluating the Draft Shape of the Australian Curriculum: Technologies.