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WA Curriculum: TechnologiesDr Peter Carey

DO YOUR STUDENTS HAVE THESE OPPORTUNITIES IN YEAR 8?

In Year 8 Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend them as needed.

• Students should have an opportunity to learn about technologies in society at least once in the various technologies contexts:

• Students are provided with opportunities to design and produce products, services and environments.

• Students should have opportunities to investigate and select from a range of technologies, materials, systems, components, tools and equipment.

DO YOUR STUDENTS HAVE THESE OPPORTUNITIES IN YEAR 8?

• Students should have an opportunity to consider the way characteristics and properties of technologies can be combined to produce sustainable solutions and reconstruct and review

those sustainable solutions.‘Engaging in Creating Preferred Futures.’

• Students are required to consider economic, environmental and social sustainability.

• Students should use creativity, innovation and enterprise skills with increasing independence and collaboration.

• Students should have the opportunity to respond to feedback from others and evaluate their design processes and solutions.

DO YOUR STUDENTS HAVE THESE OPPORTUNITIES IN YEAR 8?

• Students should have the opportunity to investigate design and technology professions and the contributions that each makes to society (local, regional and global).

• Students are expected to evaluate the advantages and disadvantages of design ideas and technologies.

• Students should have the opportunity to engage with a range of technologies, including a variety of graphical representation techniques, to generate and clarify ideas through annotated sketches, modelling and scaled drawings.

DO YOUR STUDENTS HAVE THESE OPPORTUNITIES IN YEAR 8?

• Students should be able to identify the sequences and steps involved in design tasks.

• Students will have the opportunity to develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks.

• Students will have the opportunity establish safety procedures that minimise risk and manage a project with consideration to safety and efficiency, when making solutions.

What do I need to Teach Students in Year 8?What do the students need to know and do?KNOWLEDGE AND UNDERSTANDING- “TECHNOLOGY AND SOCIETY”

Understand social, ethical and sustainability considerations, in the development of technologies and designed solutions, to meet community needs for economic, environmental and social sustainability. (possible student activities)

KNOWLEDGE AND UNDERSTANDING- “TECHNOLOGY AND SOCIETY”

Opportunity to develop products, services and environments through the creativity, innovation and enterprise of individuals and groups. (possible student activities)

KNOWLEDGE AND UNDERSTANDING- “TECHNOLOGY CONTEXT” … OPPORTUNITY IN AT LEAST ONE OF THESE CONTEXTS

Engineering principles and systemsThe design of simple solutions using motion, force and energy, to manipulate and control electromechanical and mechanical systems (possible student activities) Food and fibre productionSustainable production systems are subject to competing demands (social, environmental, economic) and how these factors influence their design (possible student activities) Food specialisationsSensory properties of food to create healthy eating solutions (possible student activities) Materials and technologies specialisationsPrinciples of the design process for the selection and combination of materials, systems, components, tools and equipment (possible student activities) (Go to Processes & Production)

WHAT DO I NEED TO TEACH?

Understand social, ethical and sustainability considerations, in the development of technologies and designed solutions, to meet community needs for economic, environmental and social sustainability. (Back)

HOW MIGHT I TEACH WHAT STUDENTS NEED TO UNDERSTAND, KNOW & D0?

• Consider the factors that influence the selection of appropriate materials, components, tools and equipment, e.g. Aboriginal and Torres Strait Islander Peoples’ sustainable practices, custodianship and connection to Country

• Investigate how ethics, social values, profitability and sustainability considerations impact on design and technologies, e.g. animal welfare, intellectual property, off-shore manufacturing in Asia

• Analyse an environment to decide if it meets personal or community needs, e.g. consulting with family members when designing an enhancement to an indoor or outdoor home environment

• Critique competing factors that influence the design of services, for example a natural disaster warning system for a community

• Investigate the ethics of using surveillance systems while balancing privacy, security and safety concerns.

WHAT DO I NEED TO TEACH?

Opportunity to develop products, services and environments through the creativity, innovation and enterprise of individuals and groups (Back)

HOW MIGHT I TEACH WHAT STUDENTS NEED TO UNDERSTAND, KNOW & D0?

• Explore how products and services have changed over time and predicting future developments, e.g. home entertainment, communications or food packaging

• Consider the rights and responsibilities of those working in design and technologies occupations, e.g. consideration of Aboriginal and Torres Strait Islander protocols

• Explore the use and development of systems for navigating unfamiliar environments, e.g. service to help tourists engage with a heritage area

• Investigate traditional and contemporary design and technologies, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living

• Identify needs and new opportunities for design and enterprise, e.g. promotion and marketing of designed solutions.

• Investigate how developments in materials, tools and equipment influence designed solutions.

WHAT DO I NEED TO TEACH?CONTEXT: Engineering principles and systems

The design of simple solutions using motion, force and energy, to manipulate and control electromechanical and mechanical systems (Back)

HOW MIGHT I TEACH WHAT STUDENTS NEED TO UNDERSTAND, KNOW & D0?

• Investigate influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro.

• Experiment to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength.

• Calculate an engineered system’s outputs, for example speed, brightness of light, volume of sound.

• Produce prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers.

• Use code to control systems, for example code to program a microcontroller or a simple, object-based coding application to program a system such as a remote-controlled car or simple robotic arm.

• Investigate components, tools and equipment for example testing the durability of batteries, determining the effective range of wireless devices.

WHAT DO I NEED TO TEACH?CONTEXT: Food and Fibre Production

Sustainable production systems are subject to competing demands (social, environmental, economic) and how these factors influence their design (Back)

HOW MIGHT I TEACH WHAT STUDENTS NEED TO UNDERSTAND, KNOW & D0?

• Compare land and water management methods in Australian food and fibre production with Asia, e.g. min-tillage cropping, water-efficient irrigation.

• Investigate the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products.

• Recognise the need to increase food production using cost efficient, ethical and sustainable production techniques.

• Describe physical and chemical characteristics of soil and their effects on plant growth when producing food and fibre products.

• Investigate different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, e.g. meat tenderness, milk fat and protein content when producing food and fibre products.

• Recognise the importance of food and fibre production to Australia’s food security and economy including exports and imports to and from Asia.

WHAT DO I NEED TO TEACH?CONTEXT: Food Specialisations

Sensory properties of food to create healthy eating solutions (Back)

HOW MIGHT I TEACH WHAT STUDENTS NEED TO UNDERSTAND, KNOW & D0?

• Plan and examine the relationship between food preparation techniques and the impact on nutrient value, e.g. steaming vegetables.

• Make quality, safe and nutritious food items, using a range of food preparation tools, equipment and techniques

• Investigate how a recipe can be modified to enhance health benefits, and justifying decisions, for example by replacing full cream milk with skim milk

• Analyse food preparation techniques used in different cultures including those from the Asia region and the impact of these on nutrient retention, aesthetics, taste and palatability, e.g. stir-frying

• Explain how food preparation techniques impact on the sensory properties (flavour, appearance, texture, aroma) of food, for example the browning of cut fruit, the absorption of water when cooking rice.

WHAT DO I NEED TO TEACH?CONTEXT: Materials and Technologies Specialisations

Principles of the design process for the selection and combination of materials, systems, components, tools and equipment (Back)

HOW MIGHT I TEACH WHAT STUDENTS NEED TO UNDERSTAND, KNOW & D0?

• Investigate aspects of technologies specialisations, e.g. in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres

• Investigate and select from a broad range of technologies − materials, systems, components, tools and equipment − when designing.

• Consider the ways in which the characteristics and properties of technologies will impact on designed solutions, e.g. the choice of building materials and housing design in Australia and Asia; the properties of textile fibres and fabrics determine end use

• Consider safe work practices, for example producing a safety information video that details risk management practices for using a piece of equipment Evaluate products and services for the individual and the community considering ethics and social factors, e.g. a short video encouraging individuals to increase their use of public transport in the local area

• Evaluate environments that have been designed in consultation with community groups, e.g. a community garden developed in consultation with the locals.

What do I need to Teach Students in Year 8?What do the students need to know and do?Processes and Production

Understand social, ethical and sustainability considerations, in the development of technologies and designed solutions, to meet community needs for economic, environmental and social sustainability. (possible student activities)

KNOWLEDGE AND UNDERSTANDING- “TECHNOLOGY AND SOCIETY”

Opportunity to develop products, services and environments through the creativity, innovation and enterprise of individuals and groups. (possible student activities)

KNOWLEDGE AND UNDERSTANDING- “TECHNOLOGY CONTEXT”

Engineering principles and systemsThe design of simple solutions using motion, force and energy, to manipulate and control electromechanical and mechanical systems (possible student activities) Food and fibre productionSustainable production systems are subject to competing demands (social, environmental, economic) and how these factors influence their design (possible student activities) Food specialisationsSensory properties of food to create healthy eating solutions (possible student activities) Materials and technologies specialisationsPrinciples of the design process for the selection and combination of materials, systems, components, tools and equipment (possible student activities) ) (Go to Processes & Production)

Processes and Production SkillsCreating solutions by:

Investigating and Defining• Investigate a given need or opportunity for a specific purpose • Evaluate and apply a given brief• Consider components and resources to develop solutions, identifying constraints

Designing• Design, develop, evaluate and communicate alternative solutions, using appropriate

technical terms and technology• Produce a simple plan designed to solve a problem, using a sequence of steps.

Producing and implementing• Safely apply appropriate techniques to make solutions using a range of components and

equipment

Evaluating• Develop contextual criteria independently to assess design processes and solutions

Collaborating and Managing• Plan, publish and manage projects, collaboratively and/or individually, considering safety,

specific task requirements, time and other required resource.

During 2016

The School Curriculum and Standards Authority (SCSA) will provide Judging Standards - a tool to support teachers when reporting - these will consist of:

• Achievement standards• Assessment pointers e.g. http://goo.gl/G2l02u• Annotated work samples.

Work samples will be provided to exemplify ‘A’ to ‘D’ grades, but not an ‘E’ grade.

The ACARA Australian Curriculum site only provides a “satisfactory, above and below satisfactory” grade.

Achievement StandardsNOTE: SCSA has yet to release the Achievement Standards and Desciptors

By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies influence design and production decisions. Students make choices between different types of networks for defined purposes.

Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints. They collect, authenticate and interpret data from a range of sources to assist in making informed judgements. Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms. They independently and safely plan, design, test, modify and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming language. They plan, document and effectively manage processes and resources to produce designed solutions for each of the prescribed technologies contexts.

They develop criteria for success, including innovation and sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use appropriate protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

‘Engaging in Creating Preferred Futures’ - student will have

an opportunity to:

❑Identify ways of working towards sustainable patterns of

living.

❑Engage in predicting outcomes and impacts of

technological decisions for current and future generations.

❑Overtime reconstruct and review their visions for

preferred futures through research, experience, dialogue,

discussion and the exchange of ideas. (Back)

This overarching idea is common to Design and Technologies

and Digital technologies.

The Overarching Idea for Technologies: