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© State of New South Wales, Department of Education 2016

Welcome to the TAS/Technologies

e -Newsletter The TECHTalk e-Newsletter is designed to support

teachers of all TAS/Technology subjects Years 7—12.

Term 1, 2016 TE

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© State of New South Wales, Department of Education 2016

Inside this issueInside this issue

Stage 3 STEM 3

Engaging Boys in Textile projects 4

SHAPE 2015 6

News about BOSTES 7

Updated Anaphylaxis resource 8

Annual TAS safety checklist 9

TAS Leadership Network 10

Agriculture and Food week 11

Opportunities 12-14

Term 1, 2016

Term 1 has kicked off and has already been a very busy term with many events and opportuni-

ties occurring from DoE perspective, we have lots of STEM initiatives and conferences being

planned and developed. Keep watching SchoolBiz for these opportunities Term 2.

This issue of TECHTalk includes an article about engaging boys in textile technology projects in

Stage 4. This has come from Ann Smith who is a teacher at Bega High School and is also a men-

tor in the TAS Leadership Network. I would like to thank her for her article as I am sure we can

all benefit from sharing our experiences and success stories. I would like to make these articles

a regular feature in the newsletter so please get in touch if you would like to share your story.

STEM is still big in the news and seems to be taking over my life! Keep an eye out for an-

nouncements and opportunities to get involved. I have included an article about the Stage 3

STEM project that was started last week at a two day conference in Sydney. The changes in K-6

technology education will start to have an impact on Stage 4 soon so we really need to be

getting a good understanding of what our primary colleagues are doing.

Enjoy the remainder of Term 1. I will hopefully see you at one of the events, meetings or con-

ferences this year.

Dan Rytmeister

TAS Advisor, Years 7-12

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© State of New South Wales, Department of Education 2016

Stage 3 STEM

Twenty schools/CoS attended the recent Stage 3 STEM Conference as the launch of a project, providing participants with the opportunity to evaluate teaching and learning practice in their schools. The desired impact was improved student learning through innovative practice utilising the pedagogies in the mathematics and science and technology syllabuses. Students will have the opportunity to be engaged in authentic, contextual learning experiences based on project-based and inquiry-based learning situations.

Why does this matter to high

schools? As K-6 schools adopt the new curriculum, we will see students coming into our year 7 classes with more STEM skills. This could include skills in creating and using ICTs, coding and well-developed problem-

solving skills using a range of other technologies. You will need to adjust your teaching programs to accommodate the needs and skill development of the students yet to engage in Technology Mandatory. In addition to this you may have opportunities to share your expertise in technology education and school resources with your partner primary schools. This will build the relationship between the primary and secondary teachers and schools and result in better learning outcomes for all students.

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© State of New South Wales, Department of Education 2016

Engaging boys in Textiles at

Bega High School By Ann Smith. Ann Smith is an experienced Technological and Applied Studies Teacher at Bega High School who has generously shared her experience in engaging boys in textiles units in Stage 4. Designing and creating using textiles technologies within Stage 4 Technology need not be a subject that disengages boys. Establishing a gender neutral visual classroom space and offering projects in class that appeal to both male and female student’s fine motor abilities and interests, should see all students

engaging in the project and seeing it through to completion with pride in their work. This in turn leads to a positive and flourishing whole class learning environment.

I use three projects; machine sewn boxer shorts, cushion covers and hand-felted cases. The individual design ideas students have for the embellishment of these products allows for personalisation. When embellishing, students start taking ownership of their creations. The materials, tools and techniques used are the key to keeping boys

motivated, calm, centred and engaged in the activity.

For those who struggle with keeping their focus and patience with the sewing machine, the embellishment phase of colouring and applying decoration can be a welcome relief.

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© State of New South Wales, Department of Education 2016

Felted case project: This is a very hands-on, tactile activity which is a winner with the boys. After attending a felting workshop delivered through the TEANSW, I was inspired to try this project. In Bega we are able to take a field trip to source wool tops from the local farmer’s market, where students can select their own colours and textures. The process of then manipulating the wool fibres into a non-woven felt fabric requires a lot of soapy and rigorous kneading, rolling and throwing down, finished with needle punching for embellishment to further personalise the product. Students enjoy designing the individual shape and choice of fastener for their case.

Cushion cover project: Students tie dye, dip dye, marble or salt resist dye their fabric, choosing a colour scheme to compliment the room in which the cushion will be displayed. Before machine sewing, students draw a picture of their interest e.g. sports, their nickname etc. onto plain calico applique fabric. They then spend time fabric painting their image and then outline with dimensional

fabric paint pens (alternatively, they can take a photo and print this onto fabric using an inkjet printer). This picture then gets cut out and appliqued onto cushion cover pieces using adhesive applique paper. To finish off students hand embroider around applique border with a blanket stitch using embroidery thread and needle.

Boxer shorts project: Students choose from an array of coloured fabrics. Once pattern pieces are cut out they can swap and mix pieces with other students of the same size. Before machine sewing, students can screen print their own drawn design onto the pattern pieces using fabric paint. Screen printing uses skills in designing the stencil, cutting out and working with paint.

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© State of New South Wales, Department of Education 2016

SHAPE 2015

This year the Design Tech exhibition of Design and Technology has been

changed and renamed. It includes exemplary student works from Design and

Technology, Textiles and Design and Industrial Technology.

The exhibition is on at the Museum of Applied Arts and Sciences

(Powerhouse Museum) from 27 February to 8 May. Information is on the

MAAS website.

A visit to the exhibition is worthwhile for any teachers and students of these

subjects. Seminars are available but book out quickly.

Both Texstyle and InTech exhibitions will continue to be held in alternative

venues. See the BOSTES website for times and locations.

Congratulations to the students and their teachers for the high quality

projects on display. The full list of projects is available on the MAAS website.

Susie Soyun Boo — Cheltenham Girls HS

Tiarney Douglass—Coolah CS

Cara Shirley—Dorrigo HS

Sophie Lindsay—Elderslie HS

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© State of New South Wales, Department of Education 2016

New Technology Inspector at BOSTES

I would like to take this opportunity to introduce Mark Tyler as the new

Technologies Inspector at BOSTES. Mark replaces Peter Thompson who has

recently retired. I look forward to working with Mark as we move

Technology Education forward.

BOSTES Work Samples BOSTES has published the requirements for retaining work samples for Stage

5 and Preliminary courses. This will impact on the following TAS subjects:

Stage 5 Preliminary

Food Technology Industrial Technology

Industrial Technnology Information Processes and Technology

Go to the BOSTES website for official notices and more information.

Australian Curriculum update I have had a number of enquiries about the Australian Curriculum and what

we should be doing regarding its implementation.

The short answer is do nothing but teach the existing BOSTES syllabus.

Under the Education Act In NSW we must teach to a NSW developed

syllabus and, although the Australian Curriculum was endorsed on 18

September 2015, we must wait until BOSTES release this new syllabus

before we can implement it.

If BOSTES makes the decision to review the existing syllabus, it will follow

the full process of syllabus development as detailed in the Syllabus

development handbook.

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© State of New South Wales, Department of Education 2016

Updated anaphylaxis resource

Food Preparation and sharing – A student

resource Annual face to face anaphylaxis

training is now mandatory in all

schools and generally TAS

faculties have been very

compliant with the new policies

regarding the use of nuts and

nut products in school activities.

While we can control what

teachers use in class and in

extracurricular activities, we

cannot necessarily control what food students bring to school.

An online resource designed to educate students about the risks of

anaphylaxis was developed in 2012. The Department of Education updated

this resource to include:

removal of flash content and conversion to html 5 to ensure compatibility

with current devices and browsers including IOS systems.

restoration of broken links.

Teachers use the Anaphylaxis - Food Preparation and

sharing resource with classes to help students

understand anaphylaxis, learn how to identify

symptoms of an attack and learn what to do if one of

their friends has a reaction. It is particularly useful in

food preparation areas and schools where there are

known anaphylactic students.

I highly recommend the use of this resource with

your students.

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© State of New South Wales, Department of Education 2016

Equipment and chemical safety checklist for

kitchens, workshops and agriculture

Term One is a good time to check your rooms to ensure everything is how

it should be. Here is a checklist to make sure everything is up to date.

Check ESIS to make sure signage on equipment is current. Add a one year

expiry date on each sign so you know when to review the information.

Have you had any accidents or close calls? Ensure any adjustments to

procedures are shared in your faculty and that these changes are reflected in

your safety tests.

Check all safety tests are current and that you know which pieces of

equipment require a written test.

Archive old safety tests in student personal record files. Safety tests must be

kept for seven years or until the student turns 25, whichever is greater. (See

9.5.1 in the Functional Disposal Authority document)

Check machines have all guards and interlocks in place and working.

Check the equipment borrowing book is being used. Has everything been

returned?

Is appropriate PPE available? Is it in good condition?

Are rooms tidy, exits clear and fire extinguishers operational?

Are chemicals stored securely, containers labelled and suitable for the

product?

Check that food containers are not used for chemicals.

Are all MSDSs updated and accessible in the event of an emergency?

Check tractor maintenance logs are maintained and services are up to date.

Check trailers are roadworthy (lights, wheel bearings … )

Note any maintenance issues so you don’t forget them when cyclic

maintenance occurs.

Engrave all portable power tools, record serial numbers and keep a photo on

record. This will make it easier for you or police to identify if necessary.

If you find a piece of equipment that you are not sure about call either TAS

Advisor (9266 8514) or Asset Management (9561 1269) for advice.

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© State of New South Wales, Department of Education 2016

TAS Leadership Network Do you need some advice or support with your teaching?

The TAS Leadership Network is a group of experienced teachers

advising and mentoring other DoE TAS teachers statewide.

If you are a teacher and would like some advice or mentoring, please

complete the EOI and you will be linked with one of our TAS leaders.

The TAS leaders have undergone an induction and ongoing training to ensure

they provide advice that is consistent with DoE policies. They have

experience in the full range of TAS subjects including Agriculture, Textiles,

Food, Industrial Technology, Engineering, Design and Technology, Graphics

and Computing subjects.

When you complete the EOI you will be asked which subjects you are

teaching and the areas of support you are seeking. You will then be matched

up to the most appropriate leader for support.

How to apply:

discuss with your supervisor and

principal

complete the EOI online.

Teacher EOI https://goo.gl/IYodZI

Other opportunities for participants:

In Semester 2 there will be online master classes in particular subjects.

These will be open to all teachers in the TAS Leadership Network.

EOI

OPEN

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© State of New South Wales, Department of Education 2016

Agriculture and Food Week

Agriculture and Food Week is a recommendation of the Review into

Agricultural Education and Training in NSW.

The aim of Agriculture and Food Week is to celebrate and appreciate the

roles agriculture and food make to the health, wealth and wellbeing of

society.

The site has been designed to stimulate teaching and learning ideas that can

support teachers and engage students to develop an interest in the origins

of food. Embedding these ideas into integrated learning activities may

provide opportunities for practical and authentic life-long learning for

students.

Both the primary and secondary sections contain drop down menus for each

of the learning areas.

Teachers are encouraged to make comment about the existing stimulus

ideas and contribute their own ideas. It is envisaged that this site will further

develop to become a comprehensive collection of teaching and learning

strategies and resources over time.

http://www.learning.schools.nsw.edu.au/foodagweek/

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© State of New South Wales, Department of Education 2016

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© State of New South Wales, Department of Education 2016

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© State of New South Wales, Department of Education 2016

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© State of New South Wales, Department of Education 2016

TAS/Technologies curriculum contact:

Dan Rytmeister TAS Advisor Learning and Teaching NSW Department of Education Level 3, 1 Oxford Street, Darlinghurst, 2010, NSW T: (02) 9266 8514

dan.rytmeister@det.nsw.edu.au

If you would like to be added to our TAS/Technology communication network please

send me your details.

If you do not want to receive future communications please

remove me from communication network

If you have feedback or suggestions for professional development or future articles

please send me an email.

The non-DoE products and events listed in this e-Newsletter are to be used at the reader’s discretion. The inclusion of product and event information is not an

endorsement by the Department.

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