Victorian Curriculum: Unpacking Design and Technologies Leanne Compton Curriculum Manager, Design and Technologies

Victorian Curriculum F–10 by 2017 Learning AreasCapabilities The Arts o Dance o Drama o Media Arts o Music o Visual Arts o Visual Communication Design (7–10) English Humanities o Civics and Citizenship o Economics and Business o Geography o History Languages Health and Physical Education Mathematics Science Technology o Design and Technologies o Digital Technologies Critical and Creative Thinking Intercultural Ethical Personal and Social

Timelines Implementation of the new Victorian Curriculum can commence in individual schools as soon as they choose, with all schools required to implement the new curriculum from the start of In other words, schools may be already implementing the curriculum now while others may be using 2016 to prepare for full implementation in From 2016 AusVELS curriculum available AusVELS website archived December 2016 Victorian Curriculum available Full implementation from 2017

Victorian Curriculum terminology

Components IntroductionCurriculum Rationale and AimsLevel/band descriptions Structure - Strands/sub-strands - Placement of standards Content Descriptions (+ elaborations) Learning in …Achievement Standards Scope and Sequence Glossary

Where are the Achievement standards in Design and Technology? The first achievement standard at end of Level 2, and then at Levels 4, 6, 8 and 10. A curriculum for students with disabilities is provided in this learning area. The Level A - D continuum contains one content description for each strand. This provides greater flexibility to schools when developing their teaching and learning programs.

Three strands in Design and Technologies Technologies Design and Technologies Technologies and Society Technologies Contexts Creating Designed Solutions Digital Technologies What is Design and Technologies?

Taking into account the ethical, legal, aesthetic and functional factors that inform the design processes Taking into account the ethical, legal, aesthetic and functional factors that inform the design processes What does Design and Technologies involve? Creating quality designed solutions across a range of technologies contexts Creating quality designed solutions across a range of technologies contexts Considering the economic, environmental and social impacts of technological change and how the choice and use of technologies may contribute to a sustainable future Considering the economic, environmental and social impacts of technological change and how the choice and use of technologies may contribute to a sustainable future

Technologies Contexts Focuses on the characteristics and properties of four technologies contexts Technologies Contexts Focuses on the characteristics and properties of four technologies contexts Design and Technologies involves students creating quality designed solutions across a range of technologies contexts Technologies and Society Focuses on how people use and develop technologies Technologies and Society Focuses on how people use and develop technologies Creating Designed Solutions Based on design thinking, design processes and production processes’ typically addressed through a design brief Creating Designed Solutions Based on design thinking, design processes and production processes’ typically addressed through a design brief

Technologies and Society How people use and develop technologies Takes into account: economic, environmental, ethical, legal, aesthetic and functional factors impact of technologies on individuals, families, local, regional and global communities, and the environment.

Technologies Contexts Engineering principles and systems explores how forces can be used to create light, sound, heat, movement, control or support in systems Food and fibre production focuses on food and fibre as human-produced or harvested resources, and how food and fibre are produced in managed environments such as farms or plantations, or harvested from wild stocks. Food specialisations explores the application of nutrition principles and the characteristics and properties of food, food selection and preparation, and contemporary food issues Materials and technologies explores a broad range of traditional, contemporary and emerging materials that involve an extensive use of technologies.

Creating Designed Solutions Investigating involves critiquing, exploring and investigating needs and opportunities Generating developing and communicating ideas for a range of audiences Producing applying a variety of skills and techniques to make designed solutions to meet specific purposes and user needs Evaluating making judgements through a design process about the quality and effectiveness of designed solutions Planning and managing learning to plan and manage time, along with other resources, to effectively create design solutions

Creating Designed Solutions Design processes Production processes

Focus on different types of thinking Design thinking Use of strategies for understanding design needs and opportunities Systems thinking Generation of ideas and decisions made throughout the design processes; recognition of the connectedness and interactions Computational thinking Problem-solving used e.g. calculating costs, testing materials

Focus on sustainability Environmental Social Economic

Do I have to teach Design and Technologies every year? School-based decision as to when and how the Design and Technologies curriculum is delivered. More information is available in the Curriculum Planning and Reporting Guidelines: 10CurriculumPlanningReportingGuidelines.pdf 10CurriculumPlanningReportingGuidelines.pdf

Questions?

Contact Details Victorian Curriculum and Assessment Authority (VCAA) Leanne Compton Curriculum Manager, Design and Technologies phone: (03)