K-10 Syllabus
Early Adolescence (8-10) Technology and Enterprise Syllabus
The Early Adolescence (8-10) Technology and Enterprise Syllabus is designed to support teachers with planning and delivering learning, teaching and assessment programs in the context of the Curriculum Framework. The syllabus details content at each year of schooling across the early adolescence phase of development. When using these advisory materials, teachers will continue to make professional judgements about when to introduce content based on students' prior learning and achievement.
Last Updated: Tuesday, 04 March 2008 12:03
- Purpose
-
Download: Purpose of the Early Adolescence (8-10) Technology and Enterprise Syllabus
This syllabus provides teachers with advice about content, planning, teaching and assessment in Technology and Enterprise in years 8-10.
Connections with other curriculum policy and support documents
This syllabus is consistent with, and can be used in conjunction with, the following policy and support documents:- Technology and Enterprise Learning Area Statement in the Curriculum Framework for Kindergarten to Year 12 Education in Western Australia produced by the Curriculum Council of Western Australia.
The Curriculum Framework establishes the learning outcomes expected of all Western Australian students from kindergarten to year 12. - The Curriculum Council’s Curriculum Framework Progress Maps - Technology and Enterprise.
These describe progressive student achievement in Technology and Enterprise from kindergarten to year 12 and are a guide for monitoring and planning for student achievement. - The Department of Education and Training’s Outcomes and Standards Framework - Technology and Enterprise.
This is similar to the Technology and Enterprise Progress Maps but also includes Achievement Targets for years 3, 5, 7 and 9 in WA public schools. - The Curriculum Council’s Curriculum Framework Curriculum Guide - Technology and Enterprise.
This describes, in phases of development, content to support students’ progress in Technology and Enterprise from kindergarten to year 12. - The MCEETYA National Consistency in Curriculum Outcomes (NCCO) Statements of Learning.
These are statements of learning agreed to by State and Territory Ministers for Education and are intended to provide greater consistency in curriculum outcomes across Australia.
As part of a K-12 approach to Technology and Enterprise, this syllabus also:- builds on the Middle Childhood (4-7) Syllabus
- prepares students for the more specialised Technology and Enterprise courses in years 11 and 12.
- Technology and Enterprise Learning Area Statement in the Curriculum Framework for Kindergarten to Year 12 Education in Western Australia produced by the Curriculum Council of Western Australia.
- Rationale
-
Download: Rationale for teaching Technology and Enterprise in the early adolescence phase of development
Key features of Technology and Enterprise
Technology and Enterprise involves applying knowledge, skills and resources to satisfy human needs and desires. Technology and Enterprise develops students’:- manipulative and technical skills
- design and production skills
- technical literacy
- understandings of the interaction of Technology and Enterprise with community, culture, values and attitudes.
Organisation of the Technology and Enterprise learning area
The Curriculum Framework Technology and Enterprise Learning Area Statement identifies seven outcomes:- Technology Process
- Materials
- Information
- Systems
- Enterprise
- Technology skills
- Technology in Society.
The scope and sequence statements in this syllabus are structured around these outcomes with content for the last three incorporated in that for the first four.
- Phase of Development
-
Download: Technology and Enterprise in the early adolescence phase of development
Teaching Technology and Enterprise in years 8-10
The Curriculum Framework identifies seven principles of effective learning and teaching:- opportunity to learn
- connection and challenge
- action and reflection
- motivation and purpose
- inclusivity and difference
- independence and collaboration
- supportive environment.
Click here for suggestions on how the principles of effective learning and teaching can be incorporated into the teaching of Technology and Enterprise in years 8-10 in ways which take account of students’ current stages of development.
- Content
-
Download: Content
Content in this syllabus is organised into:
Download: K-10 overviews
Download: Scope and sequence statements- K-10 overviews for each scope and sequence statement
- scope and sequence statements expressed in year levels to provide advice on starting points for learning, teaching and assessment programs.
- Planning
-
Download: Planning for learning in Technology and Enterprise
When using the content in this syllabus to plan for learning, teachers of Technology and Enterprise need to take into account the following:- relevant policies and curriculum priorities
- students’ achievement and learning needs
- opportunities to integrate learning
- the Curriculum Framework’s principles of learning, teaching and assessment.
- Assessment
-
Download: Assessment in Technology and Enterprise
The purpose of assessment in Technology and Enterprise is to monitor students' progress to:- provide feedback
- inform planning, teaching and reporting.
When assessing, Technology and Enterprise teachers need to take into account the Curriculum Framework’s principles of assessment and keep in mind the following:- assessment relies on teachers’ professional judgements
- assessment should be referenced to common standards as described in the Curriculum Framework Progress Maps - Technology and Enterprise / Outcomes and Standards Framework - Technology and Enterprise
- teachers of Technology and Enterprise do not have to formally level or grade every piece of student work
- Technology and Enterprise Departments should have an assessment policy which is communicated to students and other members of the school community
- assessment can be undertaken in a variety of ways including via collection and marking of student work, observation, checklists, portfolios, recordings and anecdotal records
- teachers of Technology and Enterprise can select from a range of published or teacher developed resources to record assessment information.