technology unit, curriculum k-12 directorate stage 6 design and technology syllabus support workshop...

Technology Unit, Curriculum K-12 Directorate

Stage 6 Design and Technology syllabus support workshopPresented on behalf of the Technology Unit, Curriculum K-12 Directorate by:

Christine KeysNowra High School

Stuart McLeanHeathcote High School

Kylie RytmeisterBankstown Girls High School


Housekeeping

• Agenda• Sign on sheet• Institute of Teachers• Venue


Check your folder

• Participant workbook• Resource book• Presentation notes • USB/Thumb drive• Evaluation


Institute of TeachersCode 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.


MYPL@DET


Introductions

• 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?


Workshop aimsThe 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.


Agenda(Please refer to Participant workbook, page 4)

9.00 am WelcomeSession 19.10 am Syllabus changes

Activity 1a – Unit planningActivity 1b – Electronic Content Allocation Tool

10.45 am MORNING TEASession 211.05 am Trends, innovation and emerging technology

Activity 2a – Reciprocal teaching strategyActivity 2b – Literacy strategy

12.30 pm LUNCHSession 31.40 pm Activity 3a – Marking the written paper

Activity 3b – Marking the Major Design ProjectResources to support teaching and learning programs

3.20 pm Evaluation and Close


Session 1


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.


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.


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.


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.


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.


The future

• Folio size limits are possible.• Proposal currently before the BOS.• Adjustments may be in place for 2011 HSC.


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


Where can I find resources?

…and of course, athttp://www.curriculumsupport.education.nsw.gov.auClick on Years 7-12 Technology

Lyndall Foster: Manager, Technology unit9886 [email protected] King: Senior Curriculum Advisor Technology 7-129886 [email protected]


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.


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.


Project with a genuine needCaringbah 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.


Establishing a project task1. 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?


• In groups of no more than 2 or 3, develop design briefs that focus upon a genuine need.

• Refer to Participant workbook, page 5.

Activity 1a – Unit and project planning


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

Teaching and learning programs in Design and Technology, what is expected?


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)


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.


• 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.

Activity 1b: ECAT


Morning tea



Session 2


The intent of the syllabus• 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.


H2.1 explains the influence of trends in society on design and production

trends in designing and producing, including those which are influenced by social, global, political, economic and environmental issues

historical and cultural influences on designing and producing, including:

changing social trends

cultural diversity the changing nature

of work technological change

discuss the issues arising from trends in design and technological activity

identify and acknowledge historical and cultural influences on design and technological development

Design and Technology syllabus:Trends in designing and producing


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.


Where to find information on design trendsObject: Australian centre for craft and designhttp://www.object.com.au Australia’s culture portalhttp://www.cultureandrecreation.gov.au/articles/design/ABC artshttp://www.abc.net.au/arts/default.htmDesign Hubhttp://www.dhub.org/

For more information refer to the Resource booklet, pages 33 and 50.


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


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.

oQuestion – ask your group members questions about the text.

o Summarise – write 1, 2 or 3 sentences that summarise the text in your own words.


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...


InnovationWhat is innovation?Something useful that's resulted from a new idea. The Powerhouse Museum has an online exhibition oninnovation. 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


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.


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.


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.


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.


Lunch


Session 3


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.


2010 HSC examination changesThe 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.


• 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.


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.


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)


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.


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.


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 37-41and files on the USB thumb drive.



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


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.


• 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.


MDP examination criteriaDiscussion of changes

Project proposal and project management

• Identification and exploration of the need.• Areas of investigation.• Criteria to evaluate success• Action, time and finance plans and their application.


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.


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.


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.


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 theneed

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 well-documented 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


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.


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.


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.


Let’s mark

You will need:Marking guidelines card

ChecksheetProject Samples (Benchmark) pages

Major Design Project bookHighlighter


Crafty Sun LoungeProject proposal and project management

Identification and exploration of the needAs lifestyles become more hectic and busy, time to relax and enjoy hobbiesis 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 basedhobbies. She has been undertaking these crafts for more than the past tenyears. During this time she has often wanted to take her craft outside to workin the sunshine but there has never been a suitable place for her to sew. Wehave a large outdoor deck and entertaining area, but it lacks the features thatmy mother needs to be able to relax and enjoy her recreational pursuitscomfortably and with ease.


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.


The Future

• Folio size limits are possible• Proposal currently before the BOS• Adjustments may be in place for 2011 HSC• BOS RSS feed


Resources


Curriculum Support web sitesCurriculum Support web sitewww.curriculumsupport.education.nsw.gov.au/

secondary/technology/index.htm


Designing and producing K–12www.curriculumsupport.education.nsw.gov.au/designproduce/index.htm


Technology education K–8: Design in practicewww.curriculumsupport.education.nsw.gov.au/designproduce/design/index.htm


Design and Technology DER materialshttp://www.curriculumsupport.education.nsw.gov.au/digital_rev/technology/design/index.htm


Enterprise Learningwww.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.


Kids’ Design Challengewww.ptc.nsw.edu.au/kdc/


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


Powerhouse Museum web sites

Powerhouse Museum resourceswww.powerhousemuseum.com.au

Australian designers at workwww.powerhousemuseum.com/designersatwork/

Sydney designers unplugged: Sydney's leading product design studios www.powerhousemuseum.com/unplugged/

Australia Innovates: online guide to innovationwww.powerhousemuseum.com/australia_innovates/

Design Hub: articles, news, eventswww.dhub.org/


BOS website

• Home pagewww.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)


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 from19 March.


South Western Sydney Semester 1professional learning

• Watch this space videoconferences (DET only)Adobe Fireworks 8 MarchAdobe Presenter 22 March Adobe Premiere 27 AprilAdobe Dreamweaver 11 May Adobe Flash 25 May

• Spacewise: Enhancing built environment education in Technology 7-8Bankstown 18th May

• Stage 6 Agriculture syllabus supportCampbelltown 13th May Richmond 28th May


Evaluation

• Please complete evaluation forms and leave on tables with name tags.


Contacts

Lyndall FosterPh: 9886 [email protected]

Julie KingPh: 9886 [email protected]


Hunter/Central Coast Semester 1professional learning

• Watch this space videoconferencesAdobe Fireworks 8 March Adobe Presenter 22 MarchAdobe Premiere 27 April Adobe Dreamweaver 11 MayAdobe Flash 25 May

• Stage 6 Design and Technology syllabus support Newcastle 28th April

• Spacewise: Enhancing built environment education in Technology 7-8Gosford 24th June

• Stage 6 Agriculture syllabus supportMaitland 16th June Richmond 28th May


Riverina Semester 1professional learning

• Watch this space videoconferencesAdobe Fireworks 8 March Adobe Presenter 22 MarchAdobe Premiere 27 April Adobe Dreamweaver 11 MayAdobe Flash 25 May

• Stage 6 Design and Technology syllabus support Wagga Wagga 23rd March

• Spacewise: Enhancing built environment education in Technology 7-8Albury 27th May

• Stage 6 Agriculture syllabus supportWagga Wagga 20th May


Sydney Semester 1professional learning

• Watch this space videoconferencesAdobe Presenter 22 March Adobe Premiere 27 AprilAdobe Dreamweaver 11 May Adobe Flash 25 May

• Stage 6 Design and Technology syllabus support Kogarah 5th May

• Spacewise: Enhancing built environment education in Technology 7-8Petersham 1st June



Illawarra and South Coast Semester 1professional learning


• Stage 6 Design and Technology syllabus support Shellharbour 6th May

• Spacewise: Enhancing built environment education in Technology 7-8Shellharbour 3rd June

• Stage 6 Agriculture syllabus supportGoulburn 9th June Campbelltown 13th May


New England Semester 1professional learning


• Stage 6 Design and Technology syllabus support Armidale 30th March

• Spacewise: Enhancing built environment education in Technology 7-8Tamworth 10th June

• Stage 6 Agriculture syllabus supportTamworth 26th May


North Coast Semester 1professional learning

• Watch this space videoconferencesAdobe Premiere 27 April Adobe Dreamweaver 11 MayAdobe Flash 25 May

• Stage 6 Design and Technology syllabus support Coffs Harbour 11th March

• Spacewise: Enhancing built environment education in Technology 7-8Taree 23rd June

• Stage 6 Agriculture syllabus supportLismore 11th June


Western Sydney Semester 1professional learning


• Stage 6 Design and Technology syllabus support Penrith 30th April

• Spacewise: Enhancing built environment education in Technology 7-8Penrith 8th June



Western NSW Semester 1professional learning


• Stage 6 Design and Technology syllabus support Orange 12th May

• Spacewise: Enhancing built environment education in Technology 7-8Dubbo 17th June

• Stage 6 Agriculture syllabus supportDubbo 2nd June

technology unit, curriculum k-12 directorate stage 6 design and technology syllabus support workshop...

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