Transcript Stage 6 Design and Technology syllabus support workshop Presented on behalf of the Technology Unit, Curriculum K-12 Directorate by: Christine Keys Nowra High School Stuart.

Stage 6 Design and Technology
syllabus support workshop
Presented on behalf of the Technology Unit, Curriculum K-12 Directorate by:
Christine Keys
Nowra High School
Stuart McLean
Heathcote High School
Kylie Rytmeister
Bankstown Girls High School
Technology Unit, Curriculum K-12 Directorate
Housekeeping
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Agenda
Sign on sheet
Institute of Teachers
Venue
Technology Unit, Curriculum K-12 Directorate
Check your folder
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Participant workbook
Resource book
Presentation notes
USB/Thumb drive
Evaluation
Technology Unit, Curriculum K-12 Directorate
Institute of Teachers
Code number: 151CUK118
This course is registered with the Institute of Teachers for five
hours and addresses the following Professional Teaching
Standards:
1.2.1 Apply and use knowledge of the content/discipline(s)
through effective, content-rich, teaching activities and programs
relevant to the stage.
2.2.3 Apply practical and theoretical knowledge and
understanding of the different approaches to learning to
enhance student outcomes.
6.2.4 Work productively and openly with colleagues in
reviewing teaching strategies and refining professional
knowledge and practice.
Technology Unit, Curriculum K-12 Directorate
MYPL@DET
Technology Unit, Curriculum K-12 Directorate
Technology Unit, Curriculum K-12 Directorate
Introductions
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Name
Where you are from – school/system.
Curriculum background.
If you have taught or are currently teaching
Design and Technology.
• What you would like to achieve from this
workshop?
Technology Unit, Curriculum K-12 Directorate
Workshop aims
The aims of this workshop are to assist teachers to:
• become familiar with the amended Stage 6 Design
and Technology syllabus
• develop effective programming and quality project
tasks
• utilise teaching strategies to improve student
learning outcomes
• become familiar with the Board of Studies marking
guidelines and marking process for the written paper
and the Major Design Project.
Technology Unit, Curriculum K-12 Directorate
Agenda
(Please refer to Participant workbook, page 4)
9.00 am
Session 1
9.10 am
10.45 am
Session 2
11.05 am
12.30 pm
Session 3
1.40 pm
3.20 pm
Welcome
Syllabus changes
Activity 1a – Unit planning
Activity 1b – Electronic Content Allocation Tool
MORNING TEA
Trends, innovation and emerging technology
Activity 2a – Reciprocal teaching strategy
Activity 2b – Literacy strategy
LUNCH
Activity 3a – Marking the written paper
Activity 3b – Marking the Major Design Project
Resources to support teaching and learning
programs
Evaluation and Close
Technology Unit, Curriculum K-12 Directorate
Session 1
Technology Unit, Curriculum K-12 Directorate
Session 1 – Syllabus changes
The aim of this session is to:
• review the changes to the syllabus
• identify resources that you may use to support
the changes.
Technology Unit, Curriculum K-12 Directorate
Overview of syllabus changes
• The previous syllabus was approved in November 2007 for
implementation in 2008 after a series of minor amendments
were made to rectify inconsistencies within the ‘learn about’
and ‘learn to’ content points. At that time terminology was
updated and the examination criteria for the Major Design
Project was refined.
• Following this, there was a review and subsequent adjustment
of the marking guidelines for the Major Design Project.
• The current syllabus was approved in June 2009 with
assessment and reporting information updated,
but syllabus content remained unchanged.
Technology Unit, Curriculum K-12 Directorate
Summary – Why was the syllabus amended?
• Outdated and unclear terminology was reviewed and
replaced as required.
• Outcome H6.1 relating to the study of industrial and
commercial practices was modified.
• The Major Design Project examination criteria was
‘streamlined’.
• Refer to pages 5–12, Resource booklet for overview
of changes.
Technology Unit, Curriculum K-12 Directorate
What happened to Outcome 6.1?
 H6.1 WAS… justifies technological activities undertaken in the
major design project and relates these to industrial and
commercial practices.
 H6.1 NOW IS … justifies technological activities undertaken in
the major design project through the study of industrial and
commercial practices.
WHY?
 It was agreed that students should study commercial and
industrial practices, however there was strong consensus that
this did not need to be specifically reported on through the
Major Design Project.
 The study of industrial and commercial practices in Design
and Technology was subsequently removed from the
examination criteria of the Major Design Project.
Technology Unit, Curriculum K-12 Directorate
Why change the Major Design Project
(MDP) examination criteria?
 The intention of the syllabus is for the outcomes to be
taught through the development of design projects.
 It was identified that written documentation had
become the focus for many students in their HSC
year.
 In order to rectify this, the examination criteria was
‘streamlined’ to encourage students to report upon
the design process they had undertaken.
 This will be explored further in Session 3.
Technology Unit, Curriculum K-12 Directorate
The future
• Folio size limits are possible.
• Proposal currently before the BOS.
• Adjustments may be in place for 2011 HSC.
Technology Unit, Curriculum K-12 Directorate
Where can I find syllabus information?
 Design and Technology syllabus
 HSC Marking Guidelines – Major Design Project
 Examination specifications and assessment
information
 Past HSC examination papers
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/design-technology.html
Technology Unit, Curriculum K-12 Directorate
Technology Unit, Curriculum K-12 Directorate
Where can I find resources?
…and of course, at
http://www.curriculumsupport.education.nsw.gov.au
Click on Years 7-12  Technology
Lyndall Foster: Manager, Technology unit
9886 7623
[email protected]
Julie King: Senior Curriculum Advisor Technology 7-12
9886 7163
[email protected]
Technology Unit, Curriculum K-12 Directorate
Unit planning – things to consider
Delivery
• Staffing: possiblilities include team teaching across faculties
with differing expertise; timetabling Year 11 and 12 D&T
classes on at the same time
• Scope and sequence: theory taught through the development
of project work; theory taught as independent ‘chunks’ of
time
• Rooming: access to multifunctional rooms to provide
opportunity for quality design project solutions.
Technology Unit, Curriculum K-12 Directorate
Ideas for Year 11 project work
• Group work projects based upon a genuine/authentic
need.
• Provide opportunity for collaboration with others –
students, teachers, community partnerships.
• Open-ended design brief, e.g. design and produce a
children’s toy; design and produce an item that
interests you in an area of sport or leisure; redesign
your bedroom (graphics/model making); use of
recycled materials; ICT projects.
Technology Unit, Curriculum K-12 Directorate
Project with a genuine need
Caringbah High School
• Worked in partnership with local pre-school
• Identified genuine need for new toys
• Produced designs; evaluated concepts.
Bankstown Girls High School
• Authentic need within the school environment
• Development of promotional material
Both require students to undertake research with
clients prior to developing solutions.
Refer to USB thumb drive.
Technology Unit, Curriculum K-12 Directorate
Establishing a project task
1. What do you want students to learn?
• What do they already know and can do?
• Required syllabus learning.
• Other knowledge, skills, values or attitudes required at this time.
2. What are the limitations for the project?
• Availability of time, money, materials or other resources, equipment and facilities,
expertise.
3. Is there an authentic need or opportunity that has relevance to your students?
• real benefits, purpose and use
• real user/s who can provide feedback
• real limitations
• real context influenced by social/ethical/environmental issues.
4. What are the aspects of the project context that you can
negotiate with your students?
5. What is the project task you will provide to students?
Technology Unit, Curriculum K-12 Directorate
Activity 1a – Unit and project planning
• In groups of no more than 2 or 3, develop design
briefs that focus upon a genuine need.
• Refer to Participant workbook, page 5.
Technology Unit, Curriculum K-12 Directorate
Teaching and learning programs in Design
and Technology, what is expected?
1.1 Curriculum planning and programming
1.1.1 Schools plan curriculum and develop teaching programs which are
consistent with the Education Act and Board of Studies syllabuses
and credentialing requirements.
1.1.2 Curriculum planning and teaching programs will meet the Policy
Standards.
1.1.3 Teaching programs will incorporate assessment as an integral
component.
1.1.4 Teaching programs will indicate the outcomes being addressed, the
teaching activities planned and the intended assessment strategies.
https://www.det.nsw.edu.au/policies/curriculum/schools/curric_plan/
policystandards161006.pdf
Technology Unit, Curriculum K-12 Directorate
Teaching programs in
Design and Technology
• Your school and/or faculty may have other
requirements, for example:
– addressing aspects of the School plan, literacy,
Gifted and talented, Aboriginal education
– being written or stored in a certain format
– being taught across faculties (team teaching)
Technology Unit, Curriculum K-12 Directorate
Activity 1b: ECAT
(Refer to page 6, Participant workbook)
The Electronic content allocation tool (ECAT) is an Excel
spreadsheet which allows the user to allocate content
across the course and check that syllabus content is
covered fully and evenly across a course plan, program
or unit of work.
The purpose of this activity is to:
• explore the features, functions and applications of
ECAT
• practice using the tool on a unit of work.
Technology Unit, Curriculum K-12 Directorate
Technology Unit, Curriculum K-12 Directorate
Technology Unit, Curriculum K-12 Directorate
Technology Unit, Curriculum K-12 Directorate
Activity 1b: ECAT
• Turn to Recycle cycle unit of work, pages 24-29
Resource booklet.
• In groups of 2–3, analyse the unit of work using
the ECAT on your USB thumbdrive. Instructions
and screen shots are found on pages 20-23 of
the Resource booklet.
Technology Unit, Curriculum K-12 Directorate
Morning tea
Technology
Unit, Curriculum
K-12
Technology
Unit, Curriculum
K-12 Directorate
Directorate
Session 2
Technology Unit, Curriculum K-12 Directorate
The intent of the syllabus
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develops conceptual understanding of design
enables students to creatively apply these to specific technological endeavours
through design projects
develops students’ appreciation of the historical and cultural influences on design
and the interrelationships of design, technology, society and the environment
focuses on creativity, innovation and the successful implementation of innovative
ideas
provides opportunities for students to:
– investigate the importance of evaluation, the role of computer-based
technologies, management, communication and collaborative design, as well
as exploring current and emerging technologies
– develop specific production and manufacturing skills through the completion
of quality design projects
Board of Studies (2009) Stage 6 syllabus Design and Technology, p. 6.
Technology Unit, Curriculum K-12 Directorate
Design and Technology syllabus:
Trends in designing and producing
H2.1 explains the
influence of trends in
society on design
and production
 trends in designing and  discuss the issues
producing, including
arising from trends in
those which are
design and technological
influenced by social,
activity
global, political,
 identify and
economic and
acknowledge historical
environmental issues
and cultural influences
 historical and cultural
on design and
influences on designing
technological
and producing,
development
including:
 changing social
trends
 cultural diversity
 the changing nature
of work
 technological change
Technology Unit, Curriculum K-12 Directorate
What are the trends?
Trends are guided by current local and world issues, for
example, environmental sustainability and
biotechnology.
• Brainstorm the trends in designing and producing.
Technology Unit, Curriculum K-12 Directorate
Where to find information on design trends
Object: Australian centre for craft and design
http://www.object.com.au
Australia’s culture portal
http://www.cultureandrecreation.gov.au/articles/design/
ABC arts
http://www.abc.net.au/arts/default.htm
Design Hub
http://www.dhub.org/
For more information refer to the Resource booklet,
pages 33 and 50.
Technology Unit, Curriculum K-12 Directorate
Activity 2A:
Reciprocal teaching activity
(Refer to pages 7, Participant workbook)
The purpose of this activity is to:
• become familiar with a teaching strategy that can
help students to comprehend and respond to an
article that uses complex language
• enhance student’s ability to respond to trends in
designing and producing
Technology Unit, Curriculum K-12 Directorate
The steps...
• In groups of 2 or 3:
o Predict – note the title & try to predict what the text is
about.
o Clarify – use a highlighter to words, terms or phrases that are
more difficult or technical.
o Question – ask your group members questions about the
text.
o Summarise – write 1, 2 or 3 sentences that summarise the
text in your own words.
Technology Unit, Curriculum K-12 Directorate
In your group, discuss...
• ...the use of this strategy and make
suggestions about how it may be used in class.
o For example, you could take a lengthy article, have
each group analyse a paragraph and report back
to the group...
Technology Unit, Curriculum K-12 Directorate
Innovation
What is innovation?
Something useful that's resulted from a new idea.
The Powerhouse Museum has an online exhibition on
innovation. They asked the following when making their choices.
Did it:
• represent a major breakthrough?
• greatly change the way things were done?
• have a major impact on Australian life?
• create or boost an industry and provide new jobs?
• enjoy great export success?
H3.1 analyses the factors that influence innovation and the
success of innovation
Technology Unit, Curriculum K-12 Directorate
and emerging technologies
What are emerging technologies?
Technologies that have been developed within
the last ten years or have had significant
modification in that time.
Technology Unit, Curriculum K-12 Directorate
Activity 2b: Literacy strategy
The purpose of this activity is to:
• provide strategies for use in the classroom that will help
students consider and articulate viewpoints on innovations
• assist students to draw out implications of design and
technology
• demonstrate how newspaper articles can be effectively
utilised to access additional information on innovation and
emerging technologies.
• Refer to Participant workbook, page 12 and Resource
booklet, page 34.
Technology Unit, Curriculum K-12 Directorate
Part 1
• Working in pairs, read through the article ‘Our secret weapon
in Beijing’ by Heath Gilmore, page 34, Resource booklet.
• From what you know about technology and sport, individually
select two issues and take a minute to write a positive or
negative impact on each of these issues, into the table on
page 13, Participant workbook.
• Working in pairs, compare and discuss the impacts you have
identified.
• Share the information collected with the whole group.
Technology Unit, Curriculum K-12 Directorate
Part 2
• Using two of the issues, list as many implications as
possible that the development and use of this technology
may have on sport.
• Select one of the issues, then using the three step
graphical method record in the boxes an issue, an impact
and an implication.
• Working with your partner, write as many linking phrases
which could be used as the starting point for a response
which requires an implication, for example, because of...;
as a result...; due to...
• Write a question which you could pose which would
require a student to consider the wider implications of
this type of technology and its use.
Technology Unit, Curriculum K-12 Directorate
Lunch
Technology Unit, Curriculum K-12 Directorate
Session 3
Technology Unit, Curriculum K-12 Directorate
Session 3 - HSC marking
The aims of this session are to:
• provide teachers with insight into the HSC marking process for
both the Written examination and the Major Design Project
• apply HSC marking guidelines to both written examples and
the Major Design Project.
Technology Unit, Curriculum K-12 Directorate
2010 HSC examination changes
The written examination will continue to be divided into three
sections.
• Sections I and II of the Design and Technology paper will
remain relatively the same:
- Section I will consist of 10 multiple choice questions.
- Section II will consist of short answer questions that may
contain parts.
- There will be approximately four items in total.
- At least one item will be worth from 4 to 6 marks.
Technology Unit, Curriculum K-12 Directorate
• Section III has changed
• There will only be one structured extended response question, that all
students must attempt.
• Students are guided as to the length of the response. The question will
have an expected length of response of around four pages of an
examination writing booklet, (approximately 600 words) in total.
• It is presented as the approximate number of examination writing booklet
pages (based on average-sized handwriting), and/or an approximate
number of words.
• Students will not be penalised for responses of excess length: they may
write less than or more than what is expected, and their responses will be
marked on their merits.
• More details about the examination, and information about assessment
components and weightings are in Assessment and Reporting in Design
and Technology Stage 6.
Technology Unit, Curriculum K-12 Directorate
Written marking
(Refer to page 37, Resource booklet)
• The written marking operation is managed by the Supervisor
of Marking supported by the Assistant Supervisor of Marking
and Chief Examiner from the Exam Committee and a
number of Senior Markers.
• Each senior marker supervises a team of approximately 10
markers including a pilot marker, all of whom mark a single
examination question, e.g. Section 1, Question 1. There may
be more than one team that marks the same question.
• When the examination paper is written it includes a set of
marking guidelines, these are used to inform the marking
process.
Technology Unit, Curriculum K-12 Directorate
Marking guidelines
‘The marking guidelines describe the full range of performance
typically demonstrated by students. Descriptions are given for
ranges of marks, representing performances at different levels of
achievement. In marking a response, the marker initially assigns
it to one of these levels, and the judgement is then refined to
decide on the mark to be awarded. Markers use a variety of
strategies, including sample responses, to assist them in this
process.’ (BOS: 2001)
Technology Unit, Curriculum K-12 Directorate
Where do the guidelines come from?
• There are clear links between the Design and
Technology syllabus outcomes, the Student learn to
and learn about’s, the examination question and the
marking guidelines.
• From these guidelines a marking scheme is
developed to assist markers in determining the
appropriate mark range to award.
Technology Unit, Curriculum K-12 Directorate
Written exam – Marking process
• Marking commences with the Senior Markers reading a broad range of
student responses (scripts), then reviewing and applying the marking
guidelines to the question they are overseeing. Minor adjustments may be
made to the guidelines in consultation with the SOM and Chief Examiner.
• Pilot markers test the marking guidelines against a range of scripts.
Annotated benchmark scripts are developed.
• A number of exam scripts are selected by Senior Markers and practice
marking commences with all markers to ensure the marking guidelines are
applied consistently. Markers refer to annotated benchmark scripts.
• Markers commence marking scripts. These are sample checked by Senior
Marker for accuracy.
• At regular intervals a common script is marked to ensure markers are not
deviating from the marking guidelines.
Technology Unit, Curriculum K-12 Directorate
Activity 3a: Marking the written paper
The purpose of this activity is to:
• gain familiarity with the processes used to mark the written
paper
Refer to Participant workbook, page 17 and Resource booklet, pages 37-41
and files on the USB thumb drive.
Technology
Unit, Curriculum
K-12
Technology
Unit, Curriculum
K-12 Directorate
Directorate
Glossary of key words – Design & Technology
HSC Examination 2008 Q12 Part (a)
The glossary contains key words that appear frequently in Board of Studies syllabuses,
performance descriptions and examinations , for example:
Explain
Relate cause and effect; make the relationships between things evident; provide why
and/or how
Describe
Provide characteristics and features
Outline
Sketch in general terms; indicate the main features of
Identify
Recognise and name
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html
Technology Unit, Curriculum K-12 Directorate
Tips for responding to the written paper
• Understand all syllabus outcomes as these are what will be
examined.
• Develop an effective examination strategy that students have
practised regularly.
• Apply knowledge of innovation and emerging technologies
and designing and producing to responses.
• Be specific and provide relevant examples from their studies
to illustrate depth of understanding.
Technology Unit, Curriculum K-12 Directorate
• Write succinctly. The examination is 90 minutes long, this
doesn’t allow for responses that wander. Students should plan
their response prior to commencing writing and work to a
time plan.
• Read the questions very carefully, ensuring students provide
the appropriate level of detail in their response. Many
students do not gain full marks for questions because they do
not provide the next step —the deeper level of understanding
— that takes them to a higher mark range.
• Relate to themselves as designers and to the work
of other designers.
Technology Unit, Curriculum K-12 Directorate
MDP examination criteria
Discussion of changes
Project proposal and project management
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Identification and exploration of the need.
Areas of investigation.
Criteria to evaluate success
Action, time and finance plans and their application.
Technology Unit, Curriculum K-12 Directorate
Project development and realisation
• Evidence of creativity - ideas generation, degree of difference
and exploration of existing ideas.
• Consideration of design factors relevant to the Major Design
Project.
• Appropriate research and experimentation of materials, tools,
techniques and testing of design solutions.
• Identification and justification of ideas and resources used.
• Use of communication and presentation techniques.
• Evidence and application of practical skills to produce a quality
project.
Technology Unit, Curriculum K-12 Directorate
Project evaluation
• Record and application of evaluation procedures throughout
the design project.
• Analysis and evaluation of functional and aesthetic aspects of
design.
• Final evaluation with respect to the project proposal and the
project's impact on the individual, society and the
environment.
• Relationship of the final product, system or environment to
the project proposal.
Technology Unit, Curriculum K-12 Directorate
How is a marking scheme applied?
During the marking process the markers will
study the MDP, refer to the marking guidelines
and a Project samples book (benchmarks) to
determine the student’s level of achievement.
They will use a Check sheet to indicate an
appropriate mark range for each aspect of the
assessment criteria.
Technology Unit, Curriculum K-12 Directorate
The Marking Guidelines
(Refer to Resource booklet, page 43)
Project Proposal
and Project
Management / 15
13–15
10–12
7–9
4–6
1–3
Identification
and exploration
of the
need
Identifies and
provides a detailed
exploration of
genuine needs and
opportunities,
justifying final
selection for the
development of the
MDP
Identifies and
provides an
exploration of needs
and opportunities,
in relation to the
development of the
MDP
States a need with
some exploration in
relation to the
development of the
MDP
States a need with
limited exploration
in relation to the
development of the
MDP
Need stated
without clarity, nor
explored in relation
to the development
of the MDP
Areas of
investigation
Describes relevant
areas of
investigation which
relate clearly to the
need, and provides
direction for further
action
Describes some
relevant areas of
investigation in
relation to the need
and provides
evidence that these
were investigated
Identifies areas of
investigation in
relation to the need,
or shows evidence
of being
investigated
Lists areas of
investigation in
relation to the need
which may not
relate to further
action, or shows
evidence of areas
being investigated
Names an area of
investigation
Criteria to
evaluate success
Establishes and
analyses
appropriate criteria
to evaluate the
success of the PSE
Describes
appropriate criteria
to evaluate the
success of the PSE,
with little analysis
of these criteria
Briefly describes
criteria to evaluate
the success of the
PSE, with no
analysis of these
criteria
Briefly describes
criteria, some of
which may be
inappropriate to
evaluate the
success of the PSE
Lists criteria, some
of which may be
inappropriate to
evaluate the
success of the PSE
Action, time and
finance plans and
their application
Formulates and
evaluates welldocumented action,
time and finance
plans, with clear
evidence of their
application to the
PSE.
Formulates action,
time and finance
plans, and shows
some evidence of
their application to
the PSE
Formulates and
applies action
and/or time and/or
finance plans
Some evidence of
the application of
action, time or
finance planning
Action, time or
finance planning
not evident
Technology Unit, Curriculum K-12 Directorate
Project samples book
• Includes a variety of project samples that have
been identified in the current year or in past
years to represent the standard of work
indicated by the marking guidelines and
within specific mark ranges.
• Is used throughout the marking period.
Technology Unit, Curriculum K-12 Directorate
The Check sheet
• Each marker uses the Check sheet to assess
the level of achievement in relation to the
marking scheme; for the purpose of allocating
a mark for each section of the Major Design
Project.
Technology Unit, Curriculum K-12 Directorate
Activity 3b: Marking the Major
Design Project
The purpose of this activity is to:
• gain familiarity with the processes used to mark the
Major Design Project
• learn how to apply Board of Studies marking
guidelines to the major project and associated
documentation.
Refer to Participant workbook, page 18.
Technology Unit, Curriculum K-12 Directorate
Let’s mark
You will need:
Marking guidelines card
Checksheet
Project Samples (Benchmark) pages
Major Design Project book
Highlighter
Technology Unit, Curriculum K-12 Directorate
Crafty Sun Lounge
Project proposal and project management
Identification and exploration of the need
As lifestyles become more hectic and busy, time to relax and enjoy hobbies
is becoming limited. The need for a system that allows an individual to relax,
whilst enjoying their hobbies is increasing.
My mother is a keen embroiderer and enjoys a range of other textile based
hobbies. She has been undertaking these crafts for more than the past ten
years. During this time she has often wanted to take her craft outside to work
in the sunshine but there has never been a suitable place for her to sew. We
have a large outdoor deck and entertaining area, but it lacks the features that
my mother needs to be able to relax and enjoy her recreational pursuits
comfortably and with ease.
Technology Unit, Curriculum K-12 Directorate
Activity 3b: Summary
• Read the Project proposal.
• Refer to the Marking guidelines.
• Indicate the mark range you would allocate to
this student by highlighting the appropriate
section for each aspect of the examination
criteria.
Technology Unit, Curriculum K-12 Directorate
The Future
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Folio size limits are possible
Proposal currently before the BOS
Adjustments may be in place for 2011 HSC
BOS RSS feed
Technology Unit, Curriculum K-12 Directorate
Resources
Technology Unit, Curriculum K-12 Directorate
Curriculum Support web sites
Curriculum Support web site
www.curriculumsupport.education.nsw.gov.au/secon
dary/technology/index.htm
Technology Unit, Curriculum K-12 Directorate
Designing and producing K–12
www.curriculumsupport.education.nsw.gov.au/designproduce/index.htm
Technology Unit, Curriculum K-12 Directorate
Technology education K–8: Design in practice
www.curriculumsupport.education.nsw.gov.au/designproduce/design/index.htm
Technology Unit, Curriculum K-12 Directorate
Design and Technology DER materials
http://www.curriculumsupport.education.nsw.gov.au/digital_rev/technology/design/i
ndex.htm
Technology Unit, Curriculum K-12 Directorate
Enterprise Learning
www.enterpriselearning.nsw.edu.au/
Studio E is located on the Enterprise Learning web site under the Middle Years
button. The Enterprise Learning web site is a focal point for the development of an
enterprise culture in schools K–12.
Technology Unit, Curriculum K-12 Directorate
Kids’ Design Challenge
www.ptc.nsw.edu.au/kdc/
Technology Unit, Curriculum K-12 Directorate
Teaching and learning exchange (T@LE)
www.tale.edu.au
• Textiles Technology Resources
• Architectural drawing
• Growing an idea
• Design Café
• Draw it
• Akira Isogawa Masterclass
Technology Unit, Curriculum K-12 Directorate
Powerhouse Museum
web sites
Powerhouse Museum resources
www.powerhousemuseum.com.au
Australian designers at work
www.powerhousemuseum.com/designersatwork/
Sydney designers unplugged:
Sydney's leading product design studios
www.powerhousemuseum.com/unplugged/
Australia Innovates: online guide to innovation
www.powerhousemuseum.com/australia_innovates/
Design Hub: articles, news, events
www.dhub.org/
Technology Unit, Curriculum K-12 Directorate
BOS website
• Home page
www.boardofstudies.nsw.edu.au
• Minor amendments to Industrial Technology, IPT,
D&T and T&D (2008/2009)
• Amendments to Food Technology and Agriculture
(implementation for Preliminary 2010, HSC 2011)
• All my own work
• Assessment resource centre (ARC)
Technology Unit, Curriculum K-12 Directorate
HSC marking videoconferences
In Term 2 the Technology Unit will present
1-hour HSC marking videoconferences for
students and teachers (DET schools only).
Session dates and times will be advertised from
19 March.
Technology Unit, Curriculum K-12 Directorate
South Western Sydney Semester 1
professional learning
•
Watch this space videoconferences (DET only)
Adobe Fireworks 8 March
Adobe Presenter 22 March
Adobe Premiere 27 April
Adobe Dreamweaver 11 May
Adobe Flash 25 May
•
Spacewise: Enhancing built environment education in Technology 7-8
Bankstown 18th May
Stage 6 Agriculture syllabus support
Campbelltown 13th May
Richmond 28th May
•
Technology Unit, Curriculum K-12 Directorate
Evaluation
• Please complete evaluation forms and leave
on tables with name tags.
Technology Unit, Curriculum K-12 Directorate
Contacts
Lyndall Foster
Ph: 9886 7623
[email protected]
Julie King
Ph: 9886 7163
[email protected]
Technology Unit, Curriculum K-12 Directorate
Technology Unit, Curriculum K-12 Directorate
Hunter/Central Coast Semester 1
professional learning
•
•
•
•
Watch this space videoconferences
Adobe Fireworks 8 March
Adobe Presenter 22 March
Adobe Premiere 27 April
Adobe Dreamweaver 11 May
Adobe Flash 25 May
Stage 6 Design and Technology syllabus support
Newcastle 28th April
Spacewise: Enhancing built environment education in Technology 7-8
Gosford 24th June
Stage 6 Agriculture syllabus support
Maitland 16th June
Richmond 28th May
Technology Unit, Curriculum K-12 Directorate
Riverina Semester 1
professional learning
•
•
•
•
Watch this space videoconferences
Adobe Fireworks 8 March
Adobe Presenter 22 March
Adobe Premiere 27 April
Adobe Dreamweaver 11 May
Adobe Flash 25 May
Stage 6 Design and Technology syllabus support
Wagga Wagga 23rd March
Spacewise: Enhancing built environment education in Technology 7-8
Albury 27th May
Stage 6 Agriculture syllabus support
Wagga Wagga 20th May
Technology Unit, Curriculum K-12 Directorate
Sydney Semester 1
professional learning
•
•
•
•
Watch this space videoconferences
Adobe Presenter 22 March
Adobe Premiere 27 April
Adobe Dreamweaver 11 May
Adobe Flash 25 May
Stage 6 Design and Technology syllabus support
Kogarah 5th May
Spacewise: Enhancing built environment education in Technology 7-8
Petersham 1st June
Stage 6 Agriculture syllabus support
Campbelltown 13th May
Richmond 28th May
Technology Unit, Curriculum K-12 Directorate
Illawarra and South Coast Semester 1
professional learning
•
•
•
•
Watch this space videoconferences
Adobe Presenter 22 March
Adobe Premiere 27 April
Adobe Dreamweaver 11 May
Adobe Flash 25 May
Stage 6 Design and Technology syllabus support
Shellharbour 6th May
Spacewise: Enhancing built environment education in Technology 7-8
Shellharbour 3rd June
Stage 6 Agriculture syllabus support
Goulburn 9th June
Campbelltown 13th May
Technology Unit, Curriculum K-12 Directorate
New England Semester 1
professional learning
•
•
•
•
Watch this space videoconferences
Adobe Presenter 22 March
Adobe Premiere 27 April
Adobe Dreamweaver 11 May
Adobe Flash 25 May
Stage 6 Design and Technology syllabus support
Armidale 30th March
Spacewise: Enhancing built environment education in Technology 7-8
Tamworth 10th June
Stage 6 Agriculture syllabus support
Tamworth 26th May
Technology Unit, Curriculum K-12 Directorate
North Coast Semester 1
professional learning
•
•
•
•
Watch this space videoconferences
Adobe Premiere 27 April
Adobe Dreamweaver 11 May
Adobe Flash 25 May
Stage 6 Design and Technology syllabus support
Coffs Harbour 11th March
Spacewise: Enhancing built environment education in Technology 7-8
Taree 23rd June
Stage 6 Agriculture syllabus support
Lismore 11th June
Technology Unit, Curriculum K-12 Directorate
Western Sydney Semester 1
professional learning
•
•
•
•
Watch this space videoconferences
Adobe Premiere 27 April
Adobe Dreamweaver 11 May
Adobe Flash 25 May
Stage 6 Design and Technology syllabus support
Penrith 30th April
Spacewise: Enhancing built environment education in Technology 7-8
Penrith 8th June
Stage 6 Agriculture syllabus support
Campbelltown 13th May
Richmond 28th May
Technology Unit, Curriculum K-12 Directorate
Western NSW Semester 1
professional learning
•
•
•
•
Watch this space videoconferences
Adobe Premiere 27 April
Adobe Dreamweaver 11 May
Adobe Flash 25 May
Stage 6 Design and Technology syllabus support
Orange 12th May
Spacewise: Enhancing built environment education in Technology 7-8
Dubbo 17th June
Stage 6 Agriculture syllabus support
Dubbo 2nd June
Technology Unit, Curriculum K-12 Directorate