1. STEM Science, Technology, Engineering and Maths A STEM task can be:
Integrated in a context or situation that has relevant explicit Science/Maths links
A design situation that is an outcome/application of Science or Maths learning
an Inquiry task
a Design and Technologies focus, using the design process, can be an effective way to structure a STEM unit

2. Capabilities and C.C.Priorities
How are these covered by D&T tasks?
Ethics
decision-making, considering the impacts of design, sustainability issues
Critical and Creative Thinking
very well covered through the design process
Personal and Interpersonal
managing time and materials, working collaboratively, safety and health
Sustainability
strong links through the Design and Technologies – Technologies and Society and contexts
Aboriginal/Torres Straits Islander and Asian Context
relevant links can be made in selected areas

3. resources General technologies Sustainability Scootle
National STEM Centre UK -
Design awareness in schools
if you need the VCAA Curriculum guidelines (official VCAA position on all things related to the Victorian Curriculum Planning), go to the: F-10 Curriculum Planning and Reporting Guidelines 10CurriculumPlanningReporting.pdf
Sustainability

4. makerspaces
This is a great resource to have in a Primary school. It is:
a space for exploring ideas and tinkering
student-directed
collaborative
has lots of materials, equipment and space for construction
it can be a space to integrate digital and design technologies (depending on the set-up and equipment)
A makerspace can be in a classroom, library, shared space, or roving/portable
It can be used to support classes, or as an extra-curricula space (lunchtimes and after school)
A makerspace can be used to make links with your community
Has a strong on-line community and resources
In D&T tasks, it can be used to:
explore and try out design ideas,
try again when the first/second/third idea doesn’t work
test solutions
To cover the D&T curriculum, Makerspace time needs to be supported by design process activities, and may need some direction

6. design and technologies issues
Covering all contexts
engineering, food/fibre production, food, materials
access to materials and equipment
Covering the Cross Curriculum Priorities?
Sustainability is ‘natural fit’ for the Technologies area – the other two areas may be much more difficult
Shouldn’t be an ‘add on’ – should be relevant, authentic
Time
creating enough time to cover the content adequately (may require integrated learning situations)
enough time to allow students to apply the design process
division of Technologies time (into subjects and contexts) may not be ‘equal’ – some areas have much more content than others

7. what now? review your current curriculum develop D&T units that:
identify Design and Technologies tasks/units that already exist
Identify gaps – what aren’t you covering?
Identify areas of your curriculum that might be applied, enriched and supported by a D&T task
develop D&T units that:
have a real-world situation/connection
use the design process
will help you to cover all of the contexts during each band
trial and implement
share your experiences and resources

8. ideas and case studies productive, indigenous
Flintstone cars as part of an inquiry unit on ‘Simple Machines’
Inventions – creating something new to solve a need
Planning your neighborhood – modelling layout, access to facilities, public transport, etc.
Carrying – exploring fabrics
Gardens
productive, indigenous
watering systems and program/rosters
Alternative energy
Solar – boats, vehicles and transport
Wind, air (balloon powered)
Space
Mars One, Mars Rover, zero gravity food, products, sustaining life
Simple electronics
Matchbox bugs, torch