1. The developing TECHNOLOGY EDUCATION Link between SECONDARY and TERTIARY ICTE Conference, Hong Kong, 2006 Dr P John Williams Edith Cowan University, Perth

2. key learning area

3. Subject areas: home economics design and technology agriculture business computing

4. POST COMPULSORY REVIEW FIRST IMPLEMENTATION

5. Proportion of students with Tertiary Entrance Rank WA37.3% NSW65% Victoria69.7% Queensland71.2%

6. GOALS: Inclusive of the full cohort of students Coherent K-12 focus Explicit outcomes and standards Incorporates Vocational Educational and Training Facilitates transition to post-school destinations Assessment and certification recognises students’ level of achievement

7. Courses of Study Aboriginal and Intercultural Studies Accounting and Finance Aeronautics Agriculture Applied Information Technology Automotive Engineering and Technology Biological Sciences Building and Construction Business Management and Enterprise Career and Enterprise Pathways Chemistry Children, Family and the Community Dance Drama Earth and Environmental Science Economics Engineering Studies English/ESL Food Science and Technology Geography Health Studies History: Ancient and Modern Human Biological Science Integrated Science Languages (LOTE) · Australian Indigenous Languages · First Language Chinese, Indonesian, Japanese, Malay · Second Language: Chinese, French, German, Indonesian, Italian, Japanese · Small Candidature Languages Marine and Maritime Technology Materials, Design and Technology Mathematics Media Production and Analysis Music Philosophy and Ethics Physical Education Studies Physics Politics and Law Psychology Recreational and Environmental Studies Religion and Life Systems Technology Visual Arts Visual Communication and Design

8. Courses of Study Aboriginal and Intercultural Studies Accounting and Finance Aeronautics Agriculture Applied Information Technology Automotive Engineering and Technology Biological Sciences Building and Construction Business Management and Enterprise Career and Enterprise Pathways Chemistry Children, Family and the Community Dance Drama Earth and Environmental Science Economics Engineering Studies English/ESL Food Science and Technology Geography Health Studies History: Ancient and Modern Human Biological Science Integrated Science Languages (LOTE) · Australian Indigenous Languages · First Language Chinese, Indonesian, Japanese, Malay · Second Language: Chinese, French, German, Indonesian, Italian, Japanese · Small Candidature Languages Marine and Maritime Technology Materials, Design and Technology Mathematics Media Production and Analysis Music Philosophy and Ethics Physical Education Studies Physics Politics and Law Psychology Recreational and Environmental Studies Religion and Life Systems Technology Visual Arts Visual Communication and Design

9. Course of Study 6 units of study 8 7 6 5 4 3 2 1 K-12 8 7 6 5 4 11-12 Student achievement Year 11 and/or 12 Increasing complexity and depth Year 11 and/or 12

12. Definition –Design and make things –Process oriented –Application of knowledge and principles –Understanding of engineering

13. Outcomes Engineering Process Engineering Understandings Engineering Technology Skills Engineering in Society

14. Scales of Achievement Informing progress

15. Defining the outcome with increasing complexity and rigor Outcome 1: Engineering Process Students apply a process to design, make, communicate ideas and evaluate components and systems. SCALE OF ACHIEVEMENT Level 8 The student: uses research to make judgments on engineering projects, applies understandings, analyses results communicates findings and evaluates processes and the short- and long-term impact of designs on society and the environment. Level 7 The student: selects strategies to analyse technologies, management of production and design problems, communicates ideas and draws conclusions for improvement based on their analysis. Level 6 The student: uses understandings of variables to propose designs; manage production and evaluate fulfilment of design criteria; uses engineering language to communicate ideas; Level 5 The student: investigates technologies and processes considering factors involved in design proposals and management of production, communicates and evaluates plans. Level 4 The student: identifies key design features and investigates different options, selects and uses information, skills, technologies and processes to communicate ideas, meet design requirements, manage production and evaluate processes.

16. Content Essential to the achievement of outcomes

17. Engineering Design and Processs The process of design is central to engineering. All engineering has its impetus in design and involves fundamental reasons for engineering work and production. In studying Engineering Design and Process students develop conceptual understandings and skills relevant to Researching and investigating Designing principles and processes Producing Communicating Materials Structure and Systems An understanding of the nature and structure of materials and how they are manipulated is fundamental to engineering practice and production of structures and systems, In learning about Materials, Structures and Systems, students develop a conceptual understandings and skills relevant to: Materials Structures Systems Enterprise Environment and Community Engineering activities both shape, and are shaped, by the interplay between factors such as cultural beliefs, ethical positions, commercial viability, values and consumer issues. In learning about Enterprise, Environment and Community students develop conceptual understandings and skills relevant to: Innovation and creativity Socially conscious engineering

18. Learning Contexts Bringing the course to life

19. Learning Contexts ALearning Contexts B 1Inventions and DevicesShaping Environments 2Community LivingTransport Systems 3Manufacturing Systems Monitoring and management systems

20. 1A Inventions and Devices Entertainment gadgets Model making Toys Lighting design Flat packaged furniture

21. Semester Units A framework for teaching and learning

22. Each Unit –Outcomes –Description –Essential Content (progressive complexity) –Suggested learning contexts Students need to study a pair of A and B units to achieve full breadth of study of the course and to comprehensively study both materials and systems.

23. Assessment Tasks Opportunities for learning, development and demonstrating achievement

24. Assessment Principles –External Assessment Portfolio, video interview, product display –School managed assessment –VET assessment Types of assessment –Written reports/multimedia presentations (case studies, feasibility report, product process evaluation) –Portfolio Digital portfolio, web based, –Design presentations –Product development proposal –Engineering product, system, environment etc

25. breadth of courses broad little specified content what to teach? not vocationally oriented

26. university entrance change from the past higher level need for teacher pd up to the universities

27. vocational competencies not a clear match difficult integration basic incompatibilities

28. comprehensive secondary-tertiary transition positive potential high stakes challenge catering for all students