St John’s Technology Curriculum Statement · St. John’s School, Silkwood – Always Reaching...

St John’s Technology

Curriculum Statement

2010

St. John’s School, Silkwood – Always Reaching for New Heights

St John’s Technology Curriculum Statement

October 5, 2010



October 5, 2010

Contents

Situational Analysis and Community Profile

Technology Rationale

Broad Subject Outcomes

Across Curriculum Perspectives

Continuum of Learning

Statement of Agreed Practice for Learning and Teaching

Experiences

Assessment and Reporting

Evaluation

Appendix



October 5, 2010



October 5, 2010

St. John’sTechnology

Curriculum Statement

Situational Analysis andCommunity Profile

The purpose of this document is to inform curriculum planning and implementation at St. John’s by providing a framework for teachers to achieve a consistent approach to technology curriculum delivery, assessment and reporting.This meets the requirements of Catholic Education in the Cairns Diocese. Professional development in technology has been undertaken during 2010 by St. John’s staff at staff meetings and during professional development opportunities provided by the Cairns Curriculum Team to all teachers in the Southern Cluster and to the Curriculum Support Teacher at cluster meetings. St. John’s Technology Curriculum Statement is due to be finalised in 2010 and will be reviewed in 2012 after the introduction of the National Curriculum in Technology

Our small rural school of St. John's at Silkwood prides itself on being both Christ and child centred, providing excellent teaching delivery to the students it serves. The school is located in the heart of the Southern Deanery in the Johnstone Shire. Geographically placed in between the larger towns of Tully and Innisfail, the school draws many of its students not only from Silkwood but also the surrounding communities of Kurrimine Beach, Mission Beach and El Arish.

St. John’s School comprises of students from the Silkwood area who are mainly of Italian descent and whose parents work in the sugar cane, banana and fishery industries. Our dedicated staff continues the proud tradition of quality Catholic Education to many of the students and grand-students of the first students of St. John’s.

St. John’s is blessed to have the Three Saints Organisation actively involved with the school. The feast of the Three Saints is held annually on the first weekend of May in the school grounds.The current St. John's community is respectful of the past and excited about the future, as it plays its part in



October 5, 2010

inspiring St. John's students to live the school motto of "Always Reaching For New Heights." In compiling this Technology Curriculum Framework all members of the St. John’s community have been consulted.



October 5, 2010

Technology Rationale

The importance of technology Technology prepares pupils to participate in tomorrow’s rapidly changing technological world. They learn to think and intervene creatively, as Community Contributors to improve quality of life. The technology curriculum calls for students to become autonomous and creative problem solvers, as individuals and as members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems. They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As Creative and Reflective Thinkers, they reflect on and evaluate present and past technology, its uses and effects. Through technology, all pupils can become discriminating and informed users of products, and become innovators.

Technology involves the design and development of new products and new ways of doing things. It combines creative thinking and practical problem solving skills. Students develop as Active Investigators as they explore old and new technology. Within society the processes of technology are used to build new knowledge and create the diverse range of products which we use each day. Through technology these products are constantly updated and refined to meet our changing needs and wants.During the last century the pace of technology has continued to increase making it even more important that students understand the processes by which new technologies are developed and feel capable of participating in the design and development of new and emerging technologies. Technology education also provides students with a critical framework through which they can develop as Effective Communicators as they comment upon and critique technological change.Through working with others, drawing on other people’s experiences to generate ideas, discussing their own and other people’s designs students are provided opportunity to develop as Leaders and Collaborators. This occurs in both group projects and when seeking support for individual work, and through researching the needs and values of intended users of their products.



October 5, 2010

Broad Subject Outcomes

Designing, making and appraising This is the means through which students develop ideas and create imaginative solutions for the learning tasks in which they are engaged. They participate in decisions about what to do, why it should be done, how it should be done and how it might be improved. When students design, make and appraise, they: investigate issues and needs, devise proposals and alternatives, produce processes and products, evaluate processes and outcomes.

Materials Materials are natural and synthetic and include fibres, clay, data, timbers, film, ceramics, fabrics, soils, metals, plastics, plants, hormones, and a variety of composites. Students use materials, to create products and processes,which meet human needs and requirements. Students use a range of techniques to process, manipulate, transform and recycle materials. Information Information is knowledge that is generated and used in everyday life. Information can be stored, retrieved and communicated using sound and or visual images including print, numerical, pictorial and graphical representations. Systems Systems are combinations of elements that work together to achieve specified outcomes. All systems have particular inputs, processes and outcomes that people can and need to control in many ways. A bicycle, television, sewing machine, computer are examples of systems. Students can produce engineering or transport systems using a variety of materials including 'junk' material, Lego-type equipment, or develop organisational systems with paper, card or computing equipment. In all grades the focus for knowledge and understanding is: developing, planning and communicating ideas, working with tools, equipment, materials and components to make



October 5, 2010

quality products, evaluating processes and products, knowledge and understanding of materials and components.

Teaching should ensure that knowledge and understanding are applied when developing ideas,planning,making products and evaluating them. These aspects are developed through investigation and evaluation ofproducts, product analysis,focused practical tasks,and design and make assignments in different contexts. Grades P-3 The focus of technology in the early years is to encourage students to learn how to think imaginatively and talk about what they like and dislike when designing and making. Building on their own experiences of investigating the world around them they explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make safely and can start to use ICT as part of their designing and making. When developing, planning and communicating ideas students in the early phase of schooling should be taught to generate ideas by drawing on their own and other people’s experiences. They develop ideas by shaping materials and putting together components. Teachers help students by getting them to talk about their ideas. Teachers guide their plans by suggesting what to do next as their ideas develop. Students learn to communicate their ideas using a variety of methods such as drawing and making models. In the early years students learn to select tools, techniques and materials for making their products from a range suggested by the teacher. They are given opportunity to explore the sensory qualities of a range of materials and safe procedures need to be followed as studentsare taught how to measure, mark out, cut and shape a range of materials. They learn to assemble, join and combine materials and components as well as to use simple finishing techniques to improve the appearance of their product. When technology units involve preparation of food,rules concerning hygiene as well as safety, are paramount. When reflecting on and evaluating their work,students should be taught to talk about their ideas, saying what they like and dislike and to identify what they could have done differently or how they could improve their work in the future.



October 5, 2010

When learning about specific materials students in the early phase of learning should be taught about the working characteristics of materials (for example,folding paper to make it stiffer,plaiting yarn to make it stronger) and how mechanisms can be used in different ways (for example,wheels and axles, joints that allow movement). In grades 4-7 Students: Work on their own and as part of a team on a range of designing and making activities. They think about what products are used for and the needs of the people who use them. They plan what has to be done and identify what works well and what could be improved in their own and other people’s designs. They draw on knowledge and understanding from other areas of the curriculum and use computers in a range of ways. Knowledge, skills and understanding Teaching should ensure that knowledge and understanding are applied when developing ideas, planning, making products and evaluating them. Developing, planning and communicating ideas Studentsshould be taught to: generate ideas for products after thinking about who will use them and

what they will be used for,using information from a number ofsources,including ICT-based source use computers in a range of ways,

develop ideas and explain them clearly,putting together a list of what they want their design to achieve,

plan what they have to do, suggesting a sequence of actions and alternatives, if needed,

communicate design ideas in different ways as these develop, bearing in mind aesthetic qualities,and the uses and purposes for which the product is intended.

Working with tools, equipment, materials and components to make quality products Students should be taught to: select appropriate tools and techniques for making their product

suggest alternative ways of making their product, if first attempts fail,



October 5, 2010

explore the sensory qualities of materials and how to use materials and processes,

measure,mark out,cut and shape a range of materials, and assemble, join and combine components and materials accurately,

use finishing techniques to strengthen and improve the appearance of their product,using a range of equipment including ICT (for example,‘drawing’ software or computer-aided design software and a printer).

follow safe procedures for food safety and hygiene. Evaluating processes and products Pupils should be taught to: reflect on the progress of their work as they design and

make,identifying ways they could improve their products, carry out appropriate tests before making any improvements, recognise that the quality of a product depends on how well it is made

and how well it meets it’s intended purpose (for example,how well products meet social economic and environmental considerations).

Knowledge and understanding of materials and components Students should be taught: how the working characteristics of materials affect the ways they are

used, how materials can be combined and mixed to create more useful

properties (for example,using cardboard triangles on the corners of a wooden framework to strengthen it),

how mechanisms can be used to make things move in different ways, using a range of equipment including an ICT control program,

how electrical circuits, including those with simple switches,can be used to achieve results that work.



October 5, 2010

Cross Curriculum Dimensions At St. John’s SchoolCross Curriculum Dimensions are consistent with the Draft Diocesan Curriculum Statement. Teachers have agreed to incorporate the following perspectives and key competencies in the teaching of Technology.

Catholic Ethos and Defining Features

St. John’s is a Christian and specifically Catholic school. We value authentic evangelisation in our formal science curriculum. Through our technology teaching program we plant the seeds of religious values and understandings in our student’s lives as individuals and as members of society. Through these values and understandings the student’s growth is nurtured to foster knowledge, skills, and attitudes that enable them to become a positive influence in the community. Staff, students and members of the community celebrate student’s achievement so that the students may achieve their personal best in a united, challenging, Christ-centred environment, promoting justice for all. We actively nurture the belief that decisions which individuals make are founded not just on the knowledge they have gained, but also on the values they hold to be important thus developing holistic growth of the individual. At St. John’s, values that are commonly held by the Christian Catholic faith community in Australia are promoted. The St. John’s vision statement influences all teaching and learning: Plant the Seed Nurture the Growth Celebrate the Harvest Through this focus students are helped to develop a comprehensive understanding of the relationship between God, their Catholic faith and their personal development and wellbeing as well as fostering their role as stewards over the world, which God’s love continues to entrust us. Social justice issues are presented to the students in a way so as to promote the fundamental Christian Catholic gospel value that ‘all humankind are made in the image and likeness of God’ and as such deserve to be treated fairly and justly. The St. John’s community, through genuine positive relationships, shared beliefs, Gospel Values and common goals, participates in the evangelical mission of the church.



October 5, 2010

Vision

PLANT THE SEED

Review

CELEBRATE THE HARVEST

Design

NURTURE THE GROWTH

St. John’s Learning Framework



October 5, 2010

Inclusive Education At St. John’s School all students are provided with equal opportunity to engage learning in the key learning area of technology. This includes students with physical or intellectual disabilities; those with learning difficulties; students who experience poverty, abuse, neglect or isolation; those who have emotional or behavioural difficulties as well as students with particular gifts and talents. Teachers are required to make modifications to lessons to support these particular students and enable them to reach their full potential in technology education. Teachers are required to make modifications to lessons to support these particular students and enable them to reach their full potential in mathematics education. Teachers will ensure that all students are provided with the technological opportunities required to achieve their potential through differentiated activities and flexible learning situations. Teachers collaborate to ensure that colleagues are made aware of the special needs of individual students in their class. Professional and systemic support is accessed in order to provide those students with special needs with programs and resources as necessary. Aboriginal and Torres Strait Islander Perspectives The inclusion of Aboriginal education perspectives and Torres Strait Islander education perspectives in the science curriculum at St. John’s serves two purposes:

To ensure that the education of these students is enhanced in terms of appropriateness of curriculum content, classroom strategies that take into account student’s backgrounds and learning styles, and educational environments and programs that are directed at achieving equitable outcomes for Aboriginal and Torres Strait Islander students.

To ensure that all students are provided with teaching and learning experiences about Aboriginal and Torres Strait Islander societies.

In the key learning area of technologyteachers will provide opportunities for:

Cultural diversity – teachers create an awareness of cultural diversity that is crucial to providing cultural sensitivity and meaningful learning environments to all learners



October 5, 2010

Curriculum – Incorporates relevant, contextualized and embedded Indigenous perspectives to accelerate technology learning outcomes for Indigenous students.

Relationships and Perspectives – The establishment of genuine and effective relationships based on mutual respect and trust between teachers, students, their families and communities is central to high quality education for all students.

Students’ world views–Teachers’ development of inclusive curricula and pedagogical practice supports students’ ability to cope with disparate world views by linking their life-world culture to the culture of technology.

Teachers’ worldviews – Teachers’ development of a critical consciousness that reflects awareness of cultural diversity is crucial to providing culturally sensitive and meaningful learning environments for all learners.

Citizenship Australia’s economic future depends on a technologically skilled society. The range of experiences offered within a high quality technology curriculum offers a strong platform to build children’s skills and interests and enable them to thrive in 21st century Australia. Progressive, challenging learning experiences in technologies, which meet individuals’ needs can prepare children and young people to be creative, productive and informed citizens, able to cope with uncertainty and with confidence to identify problems and take subsequent appropriate actions.

Sustainability Education At St. John’s technology is valued as a curriculum area in which students are able to develop their understandings of the environment. The St. John’s science curriculum seeks to foster a positive attitude in students towards the earth and the life it supports. Students are encouraged to discuss ways that ecological sustainability can be promoted. In the technology learning area, environmental sustainability education focuses on materials and resources such as energy used in the production of everyday items. By engaging in a variety of technology units that



October 5, 2010

incorporate local and global environmental concerns such as recycling packaging and energy conservation students will gain a better understanding of sustainability. Through the delivery of the technology curriculum students are provided with access to current information about environmental issues of a personal, local, national and global nature. Students have opportunities to discuss, reflect upon and develop responsive attitudes towards stewardship of the gifts of creation. Literacy St. John’s has an explicit focus on developing student’s knowledge, skills, understanding and capacities in technology and literacy. Units employ a range of strategies to encourage students to think about and to represent technology. St. John’s develops the literacies of technology that students need to learn and to represent their understanding of technology concepts, processes and skills. Representations are multi-modal and include text, tables, graphs, models, drawings and embodied forms such as gesture and role-play. Students use their everyday literacies to learn the new literacies of technology. Technology provides authentic contexts and meaningful purposes for literacy learning and also provides opportunities to develop a wider range of literacies. Teaching technology with literacy improves learning outcomes in both areas. Numeracy At St. John’s numeracy is a fundamental component of learning across all areas of the curriculum. The numeracy content enables students to develop and apply their skills, knowledge and understanding of numeracy in technology. At St. John’s, it is the responsibility of all teachers to develop students’ numeracy skills and understandings. Numeracy skills and knowledge in science curriculum are incorporated in the following ways:

making accurate measurements using a range of relevant technologies.



October 5, 2010

Recording and organising data in tables or diagrams using appropriate units,

constructing tables and graphs to clearly and succinctly present information and relationships,

applying mathematical procedures to calculations required in design challenges,

extracting information from column graphs, histograms, divided bar and sector graphs, line graphs, composite graphs and flow diagrams,

expressing mathematical relationships by using symbols and the appropriate units for physical quantities,

recording and organising data,

observing and recording accurate measurements in technology,

utilising spatial awareness concepts,

using symbol systems to develop an understanding of patterns and number,

negotiating the size, specifications and proportions of measurements in design challenges,

estimate, measure, compare, draw lengths, calculate area, temperature, volume, angles and time,

interpret and apply concepts of space, pattern, level, direction, size, dimension, shape and time in design challenges.



October 5, 2010

Social and Emotional Learning (SEL) At St. John’s social emotional learning is an integral component of the technology curriculum. Social and emotional learning is the process of acquiring the skills to:

recognise and manage emotions,

develop caring and concern for others,

make responsible decisions,

establish positive relationships, and handle challenging situations effectively.

SEL is fundamental to students’ social and emotional development, their health, ethical development, citizenship, academic learning, and motivation to achieve success in sustainable science. Teachers incorporate the social, emotional and personal learning values, goals and standards in the planning phase of science units. The five keys to help students develop social emotional skills in science are

1. Emotional Resilience 2. Getting Along 3. Organisation 4. Persistence 5. Confidence

Information CommunicationTechnology (ICT) Information and Communication Technologies (ICT) at St. John’s is rapidly changing and developing. Staff and students are continually upgrading their knowledge and skills. The implementation of ‘My classes’ and access to the Internet has enhanced students learning and their ability to conduct educational research. The ICT content in technology enables students to develop and apply skills, knowledge and understanding of ICT in their investigations. The ICT content is incorporated into the content of technology to ensure that all students at St. John’s have the opportunity to become competent, discriminating and creative users of multi-modal ICTs and are better able to demonstrate technology essential learnings through the effective use of these.



October 5, 2010

All St. John’sstudents have equitable access to appropriate information technology equipment regardless of ability, gender, socio-economic background, race, ethnicity, or disability. Cyber-safety

Teachers at St John’s recognise the need to include cyber-safety education when using ICT in the classroom. This includes:

Digital Media Literacy - the ability to access, understand and participate in and create content by using digital media (virtual versus real content, identifying appropriate online content and places, cyber-citizenship, interaction with online communities, online reality),

Positive Online Behaviours – the ability to develop positive and appropriate and constructive online behaviours with peers, family and strangers in a variety of mediums (respectful communication/etiquette, appropriate contact, cyber-bullying, protecting personal information, behaving ethically online),

Peer and Personal Safety – developing protective behaviours while using a range of online media, including social networking (adult supervision, protective behaviours),

e-Security – the protection of personal information online. It involves both electronic security and online security (safe technology use, email).

Information Literacy At St. John’s studentsaccess and interact with information about technology that is presented in a variety of formats. Students are encouraged to use information literacy to enable them to locate, access and critically evaluate information in technology. The technology practice section and the information strand of the continuum of learning at St. John’s offers specific ways of working in technologyassociated with the gathering, processing, recording, analysing, applying and presenting of information. Students are given the opportunity to develop these skills through regular engagement in open-ended investigations.



October 5, 2010

Continuum of Learning

The St. John’s Continuum of Learning source documents include the Queensland Essential Learnings and Diocesan Sequence and Scope document. The Queensland Essential Learnings are at the beginning of the continuum and are expressed as End of Juncture Essential Learnings in Technology (Years 3, 5, and 7). A whole school unit overview displays how the technology curriculum is organised and gives a brief description of the focus of each unit. Teachers can replace these units with appropriate alternatives should they wish to integrate their technology with another KLA however they must ensure that the scope and sequence content and all necessary Essential Learnings are covered by the end of the year.

The full continuum can be located in appendix 1 of this document.



October 5, 2010

Statement of Agreed Practice for Learning and Teaching Experiences

Our school vision is: PLANT THE SEED, NURTURE THE GROWTH, CELEBRATE THE HARVEST Our pedagogical principlesare:

Sowing Christian Values and Nurturing Relationships

Cultivating Excellence and Rising to Challenges

Harvesting Opportunities to Grow an Optimistic Community

Technology at St. John’s School is taught for 1 hour each week. Teachers may wish to teach technology for longer sessions in weeks when students are in the design and making phases of a unit, however in such instances the technology unit must be completed well before the end of term thus ensuring the needs of other KLA’s are not hindered. At St John’s, teachers plan their technology units in ways that help students to: develop knowledge and understanding of the important principles and

ideas of the technology; access and develop skills and understanding in the safe, and hygienic

use of an extensive range of tools, resources and materials (e.g. saws, hammers, cooking equipment and facilities, sewing machines and construction kits);

use accurate measurements in millimetres and suitable materials to create a product of a high standard;

find innovative and creative solutions when designing and making

products which they test and evaluate; develop a range of skills that enhances their capacity for critical thinking



October 5, 2010

and problem solving within technological contexts; develop informed attitudes towards their immediate environment and

help to place their learning within an Australian and global context; and make links across curriculum areas and provide relevant contexts which

build on prior learning.

Teachers at St John’s recognise the best practice in technology ensures that, as students progress through the school, contexts extend to the wider environment and include links with industry, businesses and the community. This supports the development of student’s knowledge and skills about advances in technologies. It also helps students understand how technological developments have responded to society’s needs and how they might be developed further in the future. Staff plan opportunities for students to learn about designing and making, by selecting and using a wide range of materials including paper, card, wood, metals, plastics and textiles, and learning to use a range of tools appropriately. Student’s design and make skills are enhanced further through open-ended tasks that develop their ability to make decisions. The students’ plans and products are characterised as accurate and precise, with craftsmanship of a high standard. Students also have similarly valuable experiences in food related activities, which provide important contexts for learning at the preparatory and primary stages. Teachers plan to develop effective learning experiences for children and young people, which are flexible, promote creativity and innovation and keep pace with advances in technologies. They help children to develop essential skills to work independently and collaboratively in small groups. Teachers need to support individuals and extend their learning through observations, open questioning and appropriate intervention. At St John’s School children’s experiences are linked to real life contexts and links are made to individuals and organisations with specific expertise to offer, such as local businesses and agencies in the community. Children benefit from regular opportunities to be involved in technologies challenges which provide relevance and create links in learning across the curriculum. Teacher’s lessons highlight the linkof technology within the wider context of science and promote understanding of the ways the world is affected through this connection.



October 5, 2010

Teachers plan units of work in technology using the school based planning proformas that meet the requirements stipulated in the diocesan ‘A Way Forward’ document and align with the Diocesan Learning and Teaching Policy. Copies of these proformas are located in the appendix of this document. When planning technology, teachers are required to complete the following:

1. A unit planner (appendix 2) 2. Weekly planner (appendix 3) 3. Assessment task sheet (appendix 4) 4. Criteria sheet (appendix 5)

These planning documents are required to be submitted to the Principal/Curriculum Support teacher by week 4 of each term and should be digitally stored on the school server and the St. John’s Curriculum myclasses page. Evidence of the St. John’s learning and teaching philosophy will be found not only in planning but also in classroom displays, studentportfolios, work samples and students contribution to assemblies. The table on the following page represents opportunitiesfor teachers and students to experience throughout the learning and teaching process at St. John’s. In this way we are able to see that Technology is assisting us in meeting our vision for our students:



October 5, 2010

Plant the Seed Nurture the Growth Celebrate the Harvest

Goal setting

Caring about my work

Individual education programs

Expectation of best work

Differentiated curriculum

Working and planning in Southern Cluster

Integrated curriculum

Professional development

Interschool visits

Effective communication with parents, students and the wider community

Positive teacher-students-parent relationships

A culture of understanding

Developing persistence

Developing resistance

Developing attitude of tolerance and patience

Acknowledging individually

Differentiated curriculum

Students Directed Learning

Online learning

Blooms taxonomy

David Langford tools

Independent thinking

Team spirit

Co-operative learning strategies

Higher level thinking – productive pedagogies

Multiple intelligences

Homework

Consistent expectations

Inclusive teaching and learning practices

Parents assisting in the classroom

CSIRO Visiting workshop

My classes

Positive teacher-students-parent relationships

Strong work ethic

Self-motivated learners

Portfolios

Caring about my work

Varied assessment tasks

Rubrics

Presentation night celebration

Assemblies

Meaningful P&F and staff meetings

Celebrate successes and growth

My classes

Authentic assessment

Safety At St. John’s safe practices and a positive attitude to safety are paramount in technology teaching and learning. Teachers are required to address safety issues in technology lessons for example when students are using cutting and gluing equipment.Students are encouraged to follow a set of safe



October 5, 2010

practice guidelines in each classroom developed in collaboration with the class teacher.

Assessment and Reporting

At St. John’s Assessment and Reporting represents our commitment to the dignity of the individual. Our Vision Statement lies at the centre of all our assessment decisions, we:

Plant the Seed, Nurture the Growth,

and Celebrate the Harvest.

Assessment is the process by which pupil achievement is measured. It involves identifying, gathering and interpreting information, and making judgements about how satisfactorily students have mastered a skill and achieved essential learnings. Assessment and reporting should be part of the total learning experience of the individual and should be consistent with the School’s Mission Statement. Thus, assessment and reporting should:

Inform teaching practice,

assist each child to develop his/her full potential,

acknowledge and develop the dignity and worth of each individual learner

be relevant, flexible and challenging leading to the development of self-esteem,

be consistent with Gospel values of equality and justice,

be honest and accurate,

be stated in positive language,

be easily understood and presented,

be concise,

demonstrate consistent presentation across the school. PURPOSE OF ASSESSMENT The purpose of assessment at St. John’sis to reflect consistency with the school goals, general policies and to reflect current essential learnings and content by:

Appraising the achievement of individual students, in order to develop: o students potential e.g. reasoning powers,



October 5, 2010

o a plan for future activities and students development, o an incentive for learning, o a positive attitude and self-esteem.

Diagnosing learning difficulties and gifts and talents of individual students.

Gauging the effectiveness of: o students learning and teaching programs, o the program of work presented through teacher self-evaluation.

Providing information to students, parents/guardians and significant others.

WHAT DO WE ASSESS? Assessment should be directed at students achievement of the assessable elements of the essential learnings. This requires teachers to set clear goals that are achievable and assessable as stated in Essential Learnings documents. Essentiallearnings relate to knowledge and understanding and ways of working and are relevant to the stage development of each students.

Assessable tasks include:

knowledge and understanding,

investigating,

communicating,

reflecting. Achievement and development of Essential Learnings and standards is paramount in developing an overall understanding of assessment.

TYPES OF ASSESSMENT

Assessment is an integral part of the learning process and should include:

assessmentfor Learning,

assessmentofLearning,

assessmentasLearning. Assessment FOR learning It occurs when teachers use inferences about student’s progress to inform their teaching.It is frequent, formal or informal (e.g. quality questioning, anecdotal notes, written comments), embedded in teaching and provides clear and timely feedback that helps students in their learning progression. It has a formative use providing evidence that informs, or shapes, short term planning for learning. The key assessor is the teacher.



October 5, 2010

Assessment AS learning It occurs when students reflect on and monitor their progress to inform their future learning goals.It is regularly occurring, formal or informal (e.g. peer feedback buddies, formal self assessment) and helps students take responsibility for their own past and future learning. It builds meta-cognition as it involves students in understanding the standards expected of them, in setting and monitoring their own learning goals, and in developing strategies for working towards achieving them.The key assessor is the learner.

Assessment OF learning It occurs when teachers use evidence of students learning to make judgements on student achievement against goals and standards. It is usually formal, frequently occurring at the end of units of work where it sums up students achievement at a particular point in time (i.e. is summative).It is often organised around themes or major projects and judgements may be based on student performance on multi-domain assessment tasks.It shows how students are progressing against the Standards and provides evidence to inform long term planning.The key assessor is the teacher or system. QUALITY ASSESSMENT At St. John’s teachers use the following principles of quality assessment to plan their assessment. Quality Assessment: Emphasises the interactions between learning and manageable assessment strategies that promote learning In practice, this means:

teachers reflect on the purposes of assessment and on their assessment strategies,

assessment activities allow for demonstration of learning outcomes,

assessment is embedded in learning activities and informs the planning of future learning activities,

teachers use assessment to identify what a student can already do. Clearly expresses for the students and teacher the goals of the learning activity In practice, this means:



October 5, 2010

students understand the learning goals and the criteria that will be applied to judge the quality of their achievement,

students receive feedback that helps them make further progress.



October 5, 2010

Reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark In practice, this means:

teachers use tasks that assess, and therefore encourage, deeper learning,

feedback is provided in a way that motivates the learner and helps students to understand that mistakes are a part of learning and can lead to improvement,

assessment is an integral component of the teaching-learning process rather than being a separate activity.

Provides ways for students to use feedback from assessment In practice, this means:

feedback is directed to the achievement of standards and away from comparisons with peers,

feedback is clear and constructive about strengths and weaknesses,

feedback is individualised and linked to opportunities for improvement. Helpsstudents take responsibility for their own learning In practice, this means:

assessment includes strategies for self-assessment and peer assessment emphasising the next steps needed for further learning.

Is inclusive of all learners In practice, this means:

assessment against standards provides opportunities for all learners to achieve their best,

assessment activities are free of bias.



October 5, 2010

Assessment Strategies At St. John’s teachers have agreed to use a range of Quality Assessment Strategies to inform their teaching and learning practices. This may include but is not limited to:

Prediction Samples of students’ work Explanation and demonstration to others

Verbal responses Practical tasks such as measurement activities

Investigations and/or projects

Retelling Short quizzes Pen-and-paper tests

Observation of students’ participation in a group activity

Teacher/student discussion or interviews

Checklists Students’ journals and comments on the process of their solutions

Graphing

Teacher-made tests

Matching questions with answers

Students’ plans for and records of their solutions of problems

Standardised tests Labelling a diagram or model

Completing timelines

Response logs Data collection

Problem-solving and investigations

Questions posed by students

Research projects Critical dialogue

Conferences Debating

Skills checklists

Comprehension and interpretation exercises

Peer assessment Activity journals

Self assessment Multimedia presentations Action plans

Discussion Observation of students during learning activities

Students’ oral and written reports



October 5, 2010

Assessment Timeline Teachers design their Assessment Overviews and Plans in Weeks 1-3 of

each term. This plan outlines the assessment for and of learning to be conducted within each teaching program. It should reflect a range of assessment strategies including formal and informal, self and peer evaluations.

The Principal/Curriculum Support Teacher in Week 4 of each term reviews these Assessment Plans.

At the end of each term, a copy of the completed Assessment Record is provided to the Curriculum Support Teacher.

These Assessment Records are used to assist teachers to make an informed, on-balance judgement about how well each student has achieved relevant parts of the Essential Learnings for each KLA. This on-balanced judgment is expressed using an A-E Scale

This judgement is used for the ongoing reporting to parents, including formal school reports at the end of Semester 1 and 2.

Reporting On-Track reporting software is utilised by St. John’s to formally report on student achievement in terms 2 and 4. In addition 3-way conferences are used to provide feedback to parents and students in terms 1 and 3. These processes are supplemented by informal feedback to parents on an as needs basis. Teachers maintain an assessment schedule in their term program to highlight the timing of significant assessment tasks. Assessment task sheets provide a detailed summary of the assessment task criteria. Rubrics are an integral component of major assessment tasks at St. John’s. It is preferred that rubrics utilise A-E standard descriptors. Student achievement in assessment tasks is maintained in teacher programs as assessment results. A hard copy of student reports is archived on the school premises until the student reaches the age of 25 years. Additional student samples are also archived into student archive folders annually. Student portfolios further supplement the reporting process at St. John’s. Student portfolios typically contain samples of student work and major assessment tasks selected from semester 1 and semester 2 in all KLA’s. Student portfolios are representative of student achievement throughout the school year. The portfolio is provided for parent observation at the end of



October 5, 2010

semester 1 and presented to parents following the presentation night at the end of the school year. The presentation evening at the end of the school year acknowledges student achievement in the following categories:

spirituality,

SEL awards,

sporting awards,

academic achievement awards,

academic improvement awards. Students with a disability who are unable to access any of the learning

areas with their same age‐cohort peers

These students will receive a modified report that shows achievement ratings against learning areas indicated in their individual goals. Parents of students who are engaged in individualised education programs receive regular feedback and support from the classroom and learning support teachers. St John’s teachers participate in Consistency of Teacher Judgement professional development every year. This provides a forum for St. John’s teachers to compare student work samples with teachers from other schools in the Southern Cluster in order to achieve consistency in grading student work samples. The national assessment program is used as a supplementary measure of student performance of a broad range of educational outcomes to inform the teaching and learning process at St. John’s. The national testing program provides student performance information to students, teachers, parents and the St John’s community about how our students are performing against the national benchmarks for literacy and numeracy. The NAPLAN results provide a measure of how St. John’s students are performing in the areas of reading, writing, spelling and numeracy. Specifically the NAPLAN report is used at St. John’s for:

Individual student reporting to parents

St John’s reporting to the community

Aggregate reporting against national standards. Queensland Comparable Assessment Tasks (QCATs) are also utilised to inform teacher judgement of student achievement in years 4 and 6 in English, Science, and Mathematics. QCATs are authentic performance



October 5, 2010

based assessment tasks. St John’s students in years 4 and 6 participate in the QCATs on an annual negotiated basis. Parents receive a formal QCAT report of their child’s achievement on these tasks. Year 2 students who have not achieved phase C of the developmental continua also participate in the Year 2 Diagnostic Net. Children who do not pass the Year 2 net receive additional funded support. Reporting in the Preparatory year of School is through formal three-way conferencing and a student portfolio, which includes the Early Learning Record. The Early Learning Record (ELR) documents judgments made about a child's learning in each early learning area. The ELR uses 4 phases to describe learning progress:

Becoming aware

Exploring

Making connections

Applying

Teachers consider the range of evidence gathered throughout the year in the individual portfolio, to build an overall picture of a child's learning and development, and make judgments about the phases in which a child may be operating. The ELR is usually completed twice a year to monitor the child's overall progress. The ELR gives:

prep teachers a picture of a child's learning and helps them plan for the child's strengths and weaknesses,

a focus for communication with parents or carers about a child's learning and development,

year 1 teachers an overall picture of a child's learning and development so that they can plan for a smooth transition from the preparatory year-to-year 1.



October 5, 2010

Evaluation

The Principal evaluates the teachers’ planning at the beginning of each term. The Principal provides feedback to the teachers using the Teacher Program Supervision proforma located in the appendix section of this document. Teachers reflect on and evaluate their unit plans at the end of each unit. Recommended modifications are made to improve each unit and digital copies of each unit are amended with suggestions accordingly. Paper copies are archived and digital copies are stored on the server and ‘myclasses St John’s curriculum page’. This technology curriculum document will be evaluated throughout 2011 and updated in 2012. Resources will be added to the schools technology resources stock as each term progresses and teachers make recommendations regarding the purchasing of appropriate equipment and books.



October 5, 2010

Appendix

Appendix 1 St. John’s Technology Continuum of

Learning

St. John’s planning proformas:

Appendix 2 Unit planner

Appendix 3 Weekly planner

Appendix 4 Assessment task sheet

Appendix 5 Criteria sheet

Appendix 6 St. John’s Students Archive Folder

Appendix 7 Teacher program supervision

Appendix 8 St. John’s technology resources list



October 5, 2010



October 5, 2010

Appendix 1



October 5, 2010



October 5, 2010

Continuum of Learning The St. John’s Continuum of Learning source documents include the Queensland Essential Learnings and Sequence and Scope documents.

End of Juncture Essential Learnings in Technology – Year 3

Strand Technology as a human endeavour Information, materials and systems (resources)

Ways of working

Year 3 Technology is part of our everyday lives and activities. • Products include artefacts, systems and

environments e.g. designing and making a greeting card;

designing a lending system to keep track of books in a library; making an environment for a pet to live in.

• Designs for products are influenced by purpose, audience and availability of resources

e.g. forms of transport and transportation systems have changed over time; toys and games are designed to meet the needs of particular age groups.

• Technology and its products impact on everyday lives in different ways

e.g. computers, software and mobile phones have simplified everyday activities; products, including fishing boats, rods and reels, help us catch fish; shopping trolleys carry groceries.

Resources are used to make products for particular purposes and contexts. • Resources have characteristics that can be

matched to design requirements e.g. a website can be made more appealing by

the use of bright colours and animations; selecting materials that will float to make a boat; characteristics of Australian plants affect the types of string and rope made by Indigenous peoples.

• Simple techniques and tools are used to manipulate and process resources

e.g. cutting, pasting and presenting images and text on a poster; shaping clay to make a decoration.

Students are able to: • identify the purpose for design ideas • generate simple ideas for designs • communicate major features of their designs,

using 2D or 3D visual representations and words

• select resources, simple techniques and tools to make products

• plan and sequence main steps in production procedures

• make products by following production procedures to manipulate and process resources

• follow guidelines to apply safe practices • evaluate products and processes by

identifying what worked well, what did not and ways toimprove

• reflect on the uses of technology and describe the impact in everyday situations

• reflect on learning to identify new understandings.

Learning and Assessment Focus by the end of year 3:Students use their imagination and creativity to make sense of the designed world asthey investigate products used in everyday situations and identify how these meet needs and wants. They develop an understanding of characteristics of a range of resources (information, materials and/or systems). They gain an awareness of local Australian resources

and how these have contributed to technology processes and products, in the past and present. They see the place of technology in people’s work and community lives.

Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They work technologically, individually and collaboratively to develop creative responses to design situations. They explore the use of technology practice. They suggest and communicate design ideas based on their own experiences and investigations. They manipulate and process resources

and consider what has worked well and what could be improved. They reflect on their learning and consider the uses and impacts of technology in familiar everyday situations.

Students use tools and technologies, including information and communication technologies (ICTs). They explore the use of ICTs to inquire, create and communicate within technology contexts. Students demonstrate evidence of their learning over time in relation to the following assessable elements:

• knowledge and understanding, investigating and designing, producing, evaluating, reflecting.



October 5, 2010



Ways of working

Year 5 Technology influences and impacts on people, their communities and environments. Different ideas for designs and products are

developed to meet needs and wants of people, their communities and environments

e.g. playgrounds are designed for children; community swimming pools are designed to cater for specific needs and all age groups; community centres are designed to accommodate a range of activities.

• Aspects of appropriateness influence product design and production decisions

e.g. team uniforms are designed to have specific functions and to look good; cultural protocols are followed when an Aboriginal person uses traditional designs on a product.

• The products and processes of technology can have positive or negative impacts e.g. cars are a convenient method of transportation but impact on the environment; mining for resources can contribute to a community’s economy and impact on the natural environment.

The characteristics of resources are matched with tools and techniques to make products to meet design challenges. • Resources have particular characteristics that

make them more suitable for a specific purpose and context

e.g. selecting and using suitable information sources to investigate a game; designing shoes and uniforms based on function and aesthetics; selecting suitable materials to create an eco-friendly compost system.

• Techniques and tools are selected to appropriately manipulate characteristics of resources to meet design ideas

e.g. circulating information using electronic or paper means; selecting suitable equipment that conducts heat when melting resources.

Students are able to: • identify and analyse the purpose and context for

design ideas • generate design ideas that match requirements • communicate the details of their designs using

2D or 3D visual representations • select resources, techniques and tools to make

products • plan production procedures by identifying and

sequencing steps • make products to match design ideas by

manipulating and processing resources • identify and apply safe practices • evaluate products and processes to identify

strengths, limitations, effectiveness and improvements

• reflect on and identify the impacts of products and processes on people and their communities

• reflect on learning to identify new understandings and future applications.

Learning and Assessment Focus by the end of year 5:

Students explore the designed world and recognise that they can be both users and creators of technology. They identify and understand the characteristics of a range of resources (information, materials and/or systems) and assess their suitability for a specific purpose and context. They investigate the characteristics of Australian resources and their impact on technology products and processes of the past and present. They understand that technology can contribute to many different kinds of activities, including work and leisure. They are aware that people of all ages and backgrounds choose to work in technology-related fields. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop their ability to work technologically by generating,

assessing and communicating design ideas and by selecting, manipulating and processing resources, to individually and collaboratively design and make products. They analyse how technology and its products and processes impact on people, their environments and local communities. assessableelements: • knowledge and understanding, investigating and designing, producing, evaluating, reflecting.



October 5, 2010



Ways of working

Year 7 Technology influences and impacts on people, their communities and environments. • Design and development of products are influenced by societies’ changing needs and wants, and include artefacts, systems, environments and services e.g. telephone technologies continue to develop as lifestyles change and demand more time-efficient practices. • Product design and production decisions are influenced by specifications, constraints and aspects of appropriateness including functions, aesthetics, ethics, culture, available finances and resources, and sustainability e.g. menu design is influenced by type of cuisine, cultural theme and cost. • Decisions made about the design, development and use of products can impact positively or negatively on people, their communities and environments e.g. food packages can be designed and developed using recycled materials.

The characteristics of resources are matched with tools and techniques to make products to meet design challenges. • Resources are selected according to their characteristics, to match requirements of design challenges and suit the user e.g. an indoor or outdoor hydroponics garden and irrigation system can be designed based on suitability of materials and characteristics. • Techniques and tools are selected to manipulate or process resources to enhance the quality of products and to match design ideas, standards and specifications e.g. a story can be recreated with digital media to make it more appealing.

Students are able to: • investigate and analyse the purpose, context,

specifications and constraints for design ideas • generate and evaluate design ideas and determine

suitability based on purpose, specifications and constraints

• communicate the details of designs showing relative proportion, using labelled drawings, models and/or plans

• select resources, techniques and tools to make products that meet specifications

• plan and manage production procedures and modify as necessary

• make products to meet specifications by manipulating and processing resources

• identify risks and justify and apply safe practices • evaluate the suitability of products and processes

for the purpose and context, and recommend improvements

• reflect on and identify the impacts of products and processes on people, their communities and environments

• reflect on learning, apply new understandings and identify future applications.

Learning and Assessment Focus by the end of year 7:

Students use their understandings of the relationships between technology and society to consider the roles people play in shaping products and processes. They use their imagination and creativity to investigate and identify needs, wants, design specifications and constraints. They understand the characteristics of a range of resources (information, materials and/or systems) and assess their suitability for a specific purpose and context. They compare and describe the characteristics of Australian and imported resources, investigating their impact on Australian technological processes and products. They investigatedesign challenges and consider the roles that people play in shaping technologies to meet changing needs and wants and preferred futures. They recognise the many different fields of technology and the people who work in occupations that use technology to design solutions for community needs. Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They individually and collaboratively develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting

and using resources, tools and techniques, to design and make products to meet specifications. They analyse and respond to decisions about technology and its impact on people, their environments and their communities.



October 5, 2010

Whole School Unit Overview

KLA

Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7

Even

Ye

ars

On the move (linked to science unit)

children create a toy that moves

Vehicles

Joining and combining reclaimed

materials. Investigate moving parts

(wheels and axles)

Bag making

Design and make a bag for a specific purpose

Packaging

Crate packaging using simple materials

integrated with science unit Package it

better or solar cookers unit

Do I belong in a bug catcher? (linked to

science unit) – students design and create

a bug catcher for their chosen insect

Puppets

Designing and using patterns and fabric

joining techniques

Moving Toys

Design and make a toy that moves

Design a model fairground

Design and make your own fairground ride

Designing a sports outfit – children

create and design a sports outfit for their

teddy bear – Hold a teddy bears sports

carnival)

Packaging

Investigate commercial packaging

(strengthening techniques, 3D net

patterns, graphics

Musical Instruments

Design and make a working instrument using

a combination of materials

Slippers

Evaluate how products are designed and

modify.

Eat more fruit and vegetables (linked to

health unit Healthy Habits) - develop

Photoframes

Stiffening materials and making stable

structures – free standing frame

Personal Organisers

Design and make a personal organiser which

will help keep school possessions tidy

Tippy tap solutions to third world hygiene

solutions

Links to R.E.

Od

d Y

ea

rs

Playgrounds (link to Science Unit ‘What’s

this’) children will explore a range of full-

size items of playground equipment and

make their models

Winding up

Investigate winding mechanisms and

make toy using reclaimed materials

Sandwich snacks

Lighting it up

Design and make something that will shine

Packaging

Evaluate and modify plans for packaging

Integrated with science “Package it better”

Fancy Dress Ball – children design and

create a Fancy Dress Ball)

Joseph’s Coat

Design and make a coat – using patterns

and fabric joining techniques

Money containers

Design and make a container from textiles

which can carry money safely

Design a model

Design your own playground or home for a

pet

Homes – Children are given opportunities

to develop their understanding of

structures. They model their ideas by

creating static models

Investigate basic food preparation

techniques –combine components to

create simple food products

Nature Museum Exhibitions

Design and make an informative museum

exhibition about a natural specimen and its

environment

Shelters

Design a shelter for a specific purpose

integrate with earthquake explorers in

science

Moving Pictures – children develop an

understanding of simple mechanisms

through designing and making moving

pictures

Moving Monsters

Investigate and make simple pneumatic

systems

Story books

Design and make a book with pages that

incorporate moving parts

Controllable vehicles

Make a controllable toy vehicle.



October 5, 2010

Technology Sequence and Scope Technology Practice- to be taught simultaneously with content strands

Investigates relevant issues, values, technological developments and applications of technology, including implications for communities, societies and environments

Generates and records design ideas in response to identified constraints.

Produces a product considering constraints such as time management, teamwork, skills needed, the useability of the product.

Evaluates their intentions, plans and actions and considers refinements and modifications for improvement

Prep/

1

Investigates by observations and conversations the connection between everyday products and their uses.Identifying materials they have used. (e.g. having gathered information about party hats makes simple statements about them such as ‘the party hats are all made of cardboard.’).

Generates and records their design ideas through play and pictures (e.g. draws party hat designs for a class celebration, crossing drawings out and starting again a number of times to improve their design).

Produces simple models and products that relate to design challenges (e.g. uses glues and sticky tape to create a party hat for themselves using their selected materials) and describes the steps in making the product.

Talks about how well their product ‘works’ by describing their feelings about it (e.g. says ‘I like the party hat I made because it fits well and doesn’t fall off’).

2 Investigates by observations and conversations the connection between everyday products and their uses in terms of materials to create them (e.g. having gathered information about party hats makes simple statements about them such as ‘the party hats are all made of cardboard and they can stand up and not go floppy’).

Generates and records ideas using drawings and simple written explanations (e.g. writes on their drawing of the insect trap ‘spring trap door to catch insects’).

Produces a product following a set of production procedures (e.g. constructs an insect trap using the teacher’s instructions and considering the needs of insects and what has been learnt through investigation).

Evaluates their products and the products of others by discussing what they most like about their designs (e.g. says ‘I really like John’s insect trap because it contains a light for attracting insects at night’).

3 Investigates and gathers information using simple surveys and questionnaires to gather information that will help design a good product (e.g. asks people what they like to eat, whether they like to sit or stand, and collects pictures about table layout to help them design a morning tea event).

Generates and records ideas using drawings and simple written explanations (e.g. writes on their drawing of the insect trap ‘spring trap door to catch insects’).

Produces products independently and in small groups on design projects, using a simple sequence and sharing tasks (e.g. works in small teams and allots prescribed tasks in the order they need to occur,collecting ingredients needed, and creating a healthy food snack for their morning tea).

Evaluates by discussing how their product compares with their original ideas and gives reasons for similarities and differences (e.g. says ‘it was a great morning tea, but we could have left more room around the tables so people could get to the food more easily’).Reviews the suitability of their product for its intended audience (e.g. says ‘this toy would be better for an older child, because it has small parts that a young child might swallow’).



October 5, 2010

4 Identifies design constraints for a given problem likely to influence their design, including materials available and time for production, and examines how others have solved similar problems (e.g. when designing a desktop organiser they look at commercial solutions and research who the product was created for).

Generates and records their design ideas using simple plans and labels that describe how aspects of the finished product will function (e.g. creates 2D plan of ‘desk organiser’ to fit into a drawer, which includes labels explaining the key purposes of the storage sections).

Produces products by cooperatively developing production procedures and a simple flow chart, and allotting tasks to meet a given timeframe and required levels of precision (e.g. collaboratively makes a desk organiser, collecting materials, measuring, cutting, testing and gluing as planned in sequence).

Evaluates by describing how well the steps in the process worked and gives reasons for changes made during the production process (e.g. says ‘I had to modify the size of my original design for the desk organiser because I didn’t make the section long enough to hold the pens; I should have measured them first’).

5 Investigates ideas and possibilities from a range of sources, including through experimenting and testing materials to directly inform their design and construction process (e.g. collects and critiques various promotional and information packs from the tourist office and the library when gathering ideas for their own brochure, experiments with layouts to see how much text will fit).

Generates a range of creative design ideas and records these using presentations, models and plans, taking into account the product’s purpose and audience (e.g. generates a range of brochure layout ideas noting that they need to use large print for their elderly audience and so will need more pages).

Produces products by cooperatively developing production procedures and a simple flow chart, allotting tasks to meet a given timeframe and meeting required levels of precision considering accuracy and safety (e.g. draws a flowchart and work-plan to make a brochure, making sure the margins are inside the page and taking care – such as wearing protective clothing when using ink).

Evaluates each step of the design process as it happens and makes recommendations for changes to the overall product and plan (e.g. says ‘they should have taken their photos first to make sure they fitted the layout of the brochure’).

Ensures that ethical and cultural considerations are taken into account in design decisions (e.g. says ‘that picture is the totem of another Aboriginal group so it shouldn’t be used without permission’).

6 Investigates the needs of potential users through developing their own surveys, questionnaires and interviews, and recording data from clients in their school in a systematic way (e.g. graphing for tables) to draw conclusions about any trends in the data and implications for their design (e.g. surveys students at the school to find out what they want to see in a solar car design website and attends to their suggestions in the creation process).

Creates proposals collaboratively to improve and extend their pool of ideas that include options to be evaluated when choosing which design they will use (e.g. says ‘we listened to other people’s comments about our ideas before we decided on our final design’).

Produces a product that meets both their own and external specifications to reflect the needs of specific users (e.g. designs a solar car to meet the rules/specifications of the local competition), using a team chosen for collective expertise).

Evaluates at the design stage by gathering feedback from potential users on the usefulness and appropriateness of the product and suggests further changes that could be made (e.g. says ‘we asked the Grade Four and Five students to tell us what parts of our design they liked and which we should modify further’).

7 Investigates the appropriateness of technologies for particular communities and environments (e.g. researches a range of battery-driven toys to evaluate design features and determines how well the toys will meet the needs of the intended age group, or investigates past and present playground equipment to identify the features which are attractive to consumers and which meet the developmental needs of all users, including those with specific disabilities).

Generates and records their design ideas in a detailed design proposal (e.g. puts together a design proposal for the healthy lifestyles website that includes a timeline and work-plan, expected costs, final plan and expectations). ICT

Produces products using the skills and practical knowledge of others to assist them to create quality products for a specific user (e.g. asks the ICT teacher to help create the front page of their healthy lifestyles website). ICT Plans ahead to minimise waste and reduce the final cleaning up process when making something (e.g. deletes files that are no longer needed).ICT

Evaluates by testing at the investigation stage and seeking feedback from potential users and/or experts on the usefulness and appropriateness of the product, suggesting changes that could be made (e.g. tests each of the cars using the same size solar cell, drawing up a table to record results for comparison; interviews an expert to get feedback on their design).



October 5, 2010

Resources – Systems – systems are created from interrelated components that work together Students identify and describe systems that are appropriate to achieve solutions to technology challenges

Students design, adapt and use systems that are appropriate to achieve solutions to technology challenges

Identifies and describes some of the features of systems in their local environment (e.g.says‘watering systems have pipes, valves and taps’).

Draws a simple diagram (or sequence of diagrams) depicting the cause and effect relationships of a system (e.g. Diagram 1 of someone turning on a tap, Diagram 2 of water coming from a sprinkler and Diagram 3 of grass and trees growing).

Designs and creates simple systems to undertake familiar tasks within the classroom and school (e.g. designs and creates a classroom roster to water the plants in the room). Explains the operational sequence of familiar systems (e.g.says‘when dad was making a sandwich, he first put the bread out, then he buttered it, then he put meat and lettuce on the bottom bit; then he put mayonnaise on the other piece of bread and put it on top’).

Designs and carries out a simple operational sequence to produce a product (e.g. makes a sandwich using a system; establishes an in-class mailing system).

Describes the components of familiar systems, how some of their major elements operate and who they are designed for (e.g.says‘my mum uses a fax machine for work, she loads the paper here, the printing cartridge here and the phone line connects here’).

Creates a simple system - with three or more parts - to undertake a task around the home or school (e.g. creates a cooling system using a fan, spray bottle and water).

Draws and labels simple diagrams of some obvious elements of systems created by others (e.g. students draw the features of a simple plumbing system such as tap, pipe, drains and suggests how a filter could be added to trickle the water onto plants). Knows that simple systems can be made up of people and parts and identifies these (e.g. says ‘the watering system is made up of a tap, a hose, some sprinklers and needs a person to switch it on’).

Suggests ideas for improvement and automation of everyday systems (e.g. says ‘traffic lights could be modified with music systems so that people could listen to music while they wait for the lights to go green’) and discusses why some design ideas are more viable than others.

Uses flow charts of the inputs, processes and outputs of systems (e.g. describes how a vehicle manufacturing line works and the steps involved).

Organises and participates in a simple system such as a production line to make a class product (e.g. helps to design a better sports equipment borrowing system or creates a food manufacturing system for a charity fund-raising event).

Describes the relationship between the inputs, processes and outputs of systems and predict what might happen if one part of the process is modified or breaks down (e.g. says ‘we could add laundry water to our irrigation system but would need a different filter and a tank to control the flow of water from the washing machine to the trickle pipes’).

Identifies a fault in a system and acts to modify it (e.g. sees that the screen printing system is producing a ‘bleed’ in the finished print and mends the tear in the wire mesh, or notices that their solar-powered car isn’t going as fast as it should and cleans the surface of the collectors).

Identifies subsystems within a system and the sequencing of their operation within the system (e.g. knows that when building a house the electrical appliances are installed after the building is finished and each of these are constructed off site as part of a separate system).

Knows that systems can be combined in new ways to create better or more refined systems and subsystems (e.g. combines a torch and fan to create a device that will give light and keep them cool when camping).



October 5, 2010

Resources – Materials – many forms of media are designed by people for particular social and commercial purposes. Each is designed using the same

technology processes that are used to create all products of technology

Information Knows about methods, techniques and purposes for the use of information.

Information Uses methods, techniques and purposes with information

Materials Understands that the properties of materials reflect their selection and application in products. (Note the links to Science KLA)

Safety Understands that the choice and use of equipment and techniques will vary depending on availability, physical constraints, safety requirements, presentation and precision required

1 Explores and describes ways in which information is communicated (e.g. an invitation to a party tells people when and where it is; the news on TV tells people what is happening in the world).

Uses information technologies to communicate simple messages (e.g. designs a party invitation considering important design factors such as font size and colour).

Names and identifies different materials used in everyday products and makes simple statements about why particular materials are suitable for the product (e.g. says ‘party hats are made from paper because it is light and easy to shape‘). Tries simple methods for joining materials when creating products (e.g. tries gluing and stapling to create a party hat and compares results).

Uses simple equipment, with care, to change the shape or appearance of their product (e.g. uses scissors carefully to cut a piece from their party hat so that it will look different).

2 Explores and compares how information can be presented and used in different ways and for different audiences (e.g. compares different forms of advertising for the same product and says ‘the flyer isn’t as good as the poster because it is hard to read and doesn’t have bright colours’). Investigates techniques people use to make advertising interesting for different audiences.

Designs simple information products with a particular audience in mind (e.g. an information brochure for parents on healthy eating, or a poster for others in the school). Contributes to classroom displays on current classroom topics (e.g. make a poster to promote healthy eating).

Selects a material by matching its characteristics to design requirements. Considers products, and materials used to make them, and proposes logical reasons for designer’s choices (e.g. says ‘insects can’t chew through the plastic and it lets in light’). Uses a range of construction materials to design products which relate to the stories and activities they are undertaking in the classroom.

Selects and uses equipment and techniques for manipulating materials including cutting, shaping, joining (e.g. chooses heavy duty scissors to cut cardboard and kitchen scissors to cut the plastic netting, and uses this equipment with care).

3 Compares related forms of media and how they are used by different people for particular purposes (e.g. examines newspapers, TV news and radio news as ways of spreading the news about a specific topic).

Uses simple techniques to access, record and present information (e.g. operates a DVD player or iPOD, and presents the information gathered in a different form using words or pictures). ICT Creates simple advertising products using existing advertising as a model (e.g. makes a poster to advertise a public display of their insect-catching devices).

Explains how the materials they have selected match the design needs of the product they are creating (e.g. says ‘we selected carrots because they are healthy and last a long time but not lettuce because it goes limp’) and chooses to cover their morning tea with plastic wrap so to protect it from insects and to prevent it from drying out.

Creates products using simple hand tools to combine materials with awareness of safety requirements. (e.g.combines ingredients of a cake using kitchen implements).

Knows that information can be stored and Designs and generates a range of Examines the materials used by others in Selects and uses appropriate equipment for



October 5, 2010

4

transmitted in different ways within the community (e.g. sounds and pictures can be stored on CDs in a standard format for sharing; information on food packets indicate what is in the packet; labels on seed packets display information about seeds and how to plant them).

information products for real life and life-like purposes (e.g. prepares a two-page advertising brochure to market their desktop organiser to other classes).

their products and discusses probable reasons for their choices (e.g. says ‘they probably used clear plastic so that they can see what is inside the container’)

processing materials including baking, moulding, melting, pulping) with safety and hygienic control (e.g. chooses and carefully uses a heavy duty saucepan to melt wax when making a candle and washes it before the residue sets).

5 Explains the ways information is used, created and presented in different ways for particular audiences to suit particular purposes (e.g. says ‘I have used a poster instead of a brochure because it is larger and more people can see it from a distance’). Describes the advantages and disadvantages of different forms of publishing or distributing information (e.g. says ‘billboards are designed to be large -easily be seen while driving but they may distract drivers causing accidents’).

Designs and generates several related information products for a specific event (e.g. designs posters, business cards and brochures to highlight the local festival).

Selects materials from a range of similar materials for a purpose, explaining their choice (e.g. selects from a range of pliable materials where flexibility is required, and explains why they suit the product).

Creates products using simple hand and electric tools to process materials in order to meet design requirements (e.g. chooses an electric beater to beat the eggs for a pavlova knowing that a whisk won’t make the egg mixture stiff enough).

6 Infers the target audiences and purposes of information products from their features (e.g. examines the target age group for a brochure and examines the way graphs and tables are included in reports and pictures of people are selected and used in advertising).

Transforms information from one form to another for a different purpose or audience and recognises when this has been done (e.g. re-writes a brochure reducing its complexity for a younger audience, develops a web page tutorial using a technical manual as their source, or creates a brochure incorporating tables and graphs).

Compares various materials by considering environmental appropriateness and the intended use of the product (e.g. says‘I selected plastic material to print my brochure on because it will be hung on trees in the rainforest and if it’s plastic it will last longer than if it is paper’

Knows that lack of appropriate care with equipment can shorten its life or cause it not to work well (e.g. knows that paint brushes lose their flexibility if they aren’t washed and stored properly, and that cake tins will rust if not dried out after use). Recognises the need for accuracy when designing and creating products (e.g.says‘we had to cut a hole in the centre of the roof really carefully to fit our solar cell so that it didn’t move around’ and ‘we had to make sure we spelt the words right when icing the cake’).



October 5, 2010

7 Knows and follows different forms, standards and conventions used in particular information products and processes (e.g. knows that labels showing type and quantity of ingredients are required on food packaging, and examines various junk mail comparing size of photos and aspects of photography

Follows standards and conventions to design their own advertising material or product label such as a CD label or food-product label.

Compares and contrasts materials considering combination of factors including functionality, appearance, and environmental impact (e.g. says ‘we created our packaging from recycled cardboard for strength and to minimise impact on the environment’). Compares and contrasts materials that are viable options in terms of design requirements as well as impacts and consequences for one or more defined aspects of appropriateness including aesthetics, environment, culture and economics (e.g. creates a product for a gift and exemplifies a commitment to recycling by processing and manipulating discarded materials, making writing paper from recycled paper and toys from discarded textiles).

Without prompting, maintains equipment after its use (e.g. having painted a wall ensures that brushes are cleaned and stored properly). Selects tools and techniques to enhance an existing product and explains the choice (e.g. says ‘using animation will make the presentation of our story more interesting to non-readers’


October 5, 2010

Appendix 2


October 5, 2010


October 5, 2010

St. John’s Unit Planner

UNIT TITLE UNIT LENGTH YEAR LEVEL

KNOWLEDGE AND

UNDERSTANDING

WAYS OF

WORKING AND

DOING

MAKING JUDGEMENTS

SUGGESTED

LEARNING

EXPERIENCES

Unit Focus Embed Cross Curricular perspectives: RE/Catholic Ethos,

Social Emotional Learning, ICT and Indigenous Perspectives

Assessable

Elements

Type of Assessment

Educational

Adjustments Support

Gifted and Talented

Students (where

required)

Resources


October 5, 2010


October 5, 2010

Appendix 3


October 5, 2010


October 5, 2010

Week

Strategy/Assessment

Differentiation

Resources

Evaluation

1

2

3

4

5

6

7

8

9

10

Learning and Teaching Experiences

Grade:

Term:

Unit Title:

KLA:

St. John’s Weekly Planner


October 5, 2010


October 5, 2010

Appendix 4


October 5, 2010


October 5, 2010

Assessment Task Sheet

Students Name:

Year Level:

Name of Task:

Teacher:

Learning

Area/s:

Assessed By:

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task

Conditions:

Individual Pair Group Work

In Class Homework Other

Opportunity to

Access: Books Notes Library

Technology

Assessed By: Self Peer Other Teacher

Task Description (needs to include purpose and audience)

Procedure (You will)

1. Is a plan required?

2. Is a draft required?

3. Minimum requirements e.g. length/duration, references, presentation style

4. Are there different components to the task that students need to complete?

Resources

Rubric (Guide to Making Judgements)

Grade achieved (A-E)


October 5, 2010


October 5, 2010

Appendix 5


October 5, 2010


October 5, 2010

Rubric Title

Essential Learnings

Knowledge and

Understanding

Ways of Working

Marking Rubric

Marking Rubric

Assessable

Elements

Descriptors

A

B

C

D

E

The students work demonstrates evidence of:


October 5, 2010


October 5, 2010

Appendix 6


October 5, 2010


October 5, 2010

Prep

Date

Collected

Writing Samples

Semester 1

Semester 2

Letters and Sounds

Sight Words

Maths Samples

Semester 1

Semester 2

ELR summary

Teacher Signature

Grade 1 Date

Collected

Reading Samples

Running record 1

Running record 2

Writing Samples

Semester 1

Semester 2

Letters and Sounds

Sight Words

Maths Samples

Semester 1

Semester 2

Science Samples

Semester 1

Semester 2

History Samples

Semester 1

Semester 2

Teacher Signature

Grade 2 Date

Collected

Reading Samples

Running record 1

Running record 2

Writing Samples

Semester 1

Semester 2

Sight Words

Spelling Words

Maths Samples

Semester 1

Semester 2

Science Samples

Semester 1

Semester 2

History Samples

Semester 1

Semester 2

Continua/Y2 Net

Teacher Signature

Grade 3 Date

Collected

Reading Samples

Running record 1

Running record 2

Writing Samples

Semester 1

Semester 2

Sight Words

Spelling Words

Maths Samples

Semester 1

Semester 2

Science Samples

Semester 1

Semester 2

History Samples

Semester 1

Semester 2

Teacher Signature

Grade 4 Date

Collected

Reading Samples

Comprehension

Comprehension

Writing Samples

Semester 1

Semester 2

Spelling Words

Maths Samples

Semester 1

Semester 2

Science Samples

Semester 1

Semester 2

History Samples

Semester 1

Semester 2

Teacher Signature

Grade 5 Date

Collected

Reading Samples

Comprehension

Comprehension

Writing Samples

Semester 1

Semester 2

Spelling Words

Maths Samples

Semester 1

Semester 2

Science Samples

Semester 1

Semester 2

History Samples

Semester 1

Semester 2

Teacher Signature

Grade 6 Date

Collected

Reading Samples

Comprehension

Comprehension

Writing Samples

Semester 1

Semester 2

Spelling Words

Maths Samples

Semester 1

Semester 2

Science Samples

Semester 1

Semester 2

History Samples

Semester 1

Semester 2

Teacher Signature

Grade 7 Date

Collected

Reading Samples

Comprehension

Comprehension

Writing Samples

Semester 1

Semester 2

Spelling Words

Maths Samples

Semester 1

Semester 2

Science Samples

Semester 1

Semester 2

History Samples

Semester 1

Semester 2

Teacher Signature


October 5, 2010


October 5, 2010

Appendix 7


October 5, 2010


October 5, 2010

Teaching Program Supervision, 2010

Teacher: ___________ Class: ________ Term: ___________

English Maths SOSE Science HPE The

Arts

Technology

Unit

Planner

Weekly

Planner

Essential

Learnings

Teaching &

Learning

Experiences

Resources

Assessment

Plan (Task

Sheets &

Rubrics)

Assessment

Record

Evaluation

Feedback:

Signed: _____________________________ Date: _________

Class

List

Timetable Class

Organisation

Special

Ed

Programs

Program

Overview

Assessment

Plan


October 5, 2010


October 5, 2010

Appendix 8


October 5, 2010


October 5, 2010

Resources Teacher Resource Books Engineering Wonders - Teacher’s guide for upper primary school students. – The University of Newcastle Clixi Technology – Design and Make Outdated Curriculum Books: Source book modules – various


October 5, 2010

St John’s Technology Curriculum Statement · St. John’s School, Silkwood – Always Reaching...

Documents

Transcript of St John’s Technology Curriculum Statement · St. John’s School, Silkwood – Always Reaching...