The Issue of the Educational Design and the Victorian Curriculum and Assessment Authority - Assignment Example

Educational Design Name Institution Introduction The design of a curriculum is an important aspect which has to be taken into consideration if educational outcomes are to be achieved. Each nation and state usually has goals and objectives which learners are supposed to achieve by learning a certain curriculum. The design of the curriculum will thus usually follow certain guidelines which are usually set out by the goals and objectives. Different nations and states will have different goals and objectives in what they need their learners to achieve and hence different curricula (Enright & Petty, 2013). Every state has different development needs due to differences in economics, social and political factors. Each state will therefore place emphasis on different aspects of education in their curricula. The Victorian Curriculum and Assessment Authority (VCAA), is charged with the responsibility of determining the standards required for the curriculum in Victoria (VCAA, 2014). Through a range of tools such as the ACTDEK047 it specifies the standards required in the development of a curriculum. ACTDEKO47 are components which are deemed to be necessary for the development of curricula in design and technology courses. This paper will seek to determine the effectiveness of design vision and technology curriculum project. It will seek to determine whether engineering technology systems used in the process are effective according to VCAA and ACTDEK047. Originality and Creativity Originality and creativity is an important component of any educational system. In the project design technology effectiveness will also be analyzed on the basis of whether it incorporates aspects of originality in its design. It is critical that standards that are set out by the regulatory institutions such as ACARA and VCAA are followed even as originality is encouraged (Australian Curriculum, 2014). As such the project will incorporate aspects of research and design which will create something which is original. Research on design is critical since learners will only come up with original ideas if they have an idea of what has been made and what has not. Through the learners in the project conducting research they can determine gaps in design technologies which are currently in use and come up with original solutions. Employing innovation the learners can also come up with innovative ideas which may be used to improve existing technologies in a new way. Through research testing and evaluation of their design briefs the learners will come to the knowledge of what works and what does not work hence they will be able to come up with more original designs that are practical (Enright & Petty, 2013). Creativity is fostered by making the process very open ended even as the students have to undertake design projects in specialized fields. By focusing on only one specialization the learner can be more creative in their design by looking at as many past designs as possible in their research. They will then be able to set themselves higher goals of achievement having been exposed to good designs. Through critical thinking processes education processes are enhanced and hence the project ought to ensure that this is applied in all its aspects of creative and innovative learning and teaching processes (Australian Curriculum, 2014). Discussions and debates are critical in the development of creative ideas whether at the elementary or professional level and hence ought to be encouraged in all the processes of the project. Rationale Technologies have a great impact on societies and people globally and hence the learners have to know that their learning is geared towards having an influence in the world. The project intends to offer solutions to complicated problems through offering sustainable solutions that transform, restore and sustain societies. The project incorporates both design and technology and digital technology in the learning and teaching processes. The Australian curriculum calls for the use of emerging, contemporary and traditional technologies and these have been incorporated in the processes of design and also the evaluation of the designs which incorporate modern and traditional technologies (Australian Curriculum, 2014). Through processes of analyzing their designs against other designs, debates, discussions, evaluations and reflections learners come to the understanding of how to solve complex problems for the present and the future. Emphasis on safety procedures and client needs is also a critical component in the project which will be critical in teaching learners personal and social ethical values in design and technology. The VCAA aims to develop the skills, knowledge and understanding that are aimed to ensure learners collaboratively and individually develop towards certain outcomes (VCAA, 2014). The project emphasizes the use of contemporary and emerging technologies in investigations, management, design, planning, creation and evaluation of solutions. However the study deemed that the use of traditional methodologies in design would not be as effective given the rapid changes which have made some of those technologies obsolete. Nevertheless safety procedures and requirements for responsibility still have to adhered to. The manipulation selection and engagement of technologies while having had a lot of changes still retain some fundamental aspects such as sustainability and utility which still have to be adhered to. As such the project places emphasis on the critique analysis, and evaluation of opportunities and needs which can be solved by design and technology. Pedagogy Project Design Technology employs a number of pedagogical approaches in seeking to effectively transmit knowledge on the design and technological processes. All the strategies of pedagogy that were adopted were motivated by the goals and objectives set out in VCAA and also by the needs of the learners. Research methodologies were critical in this approach since they offered an opportunity for the learner to be as creative and innovative as possible (Enright & Petty, 2013). A research pedagogical approach is appropriate for level 9-10 learners given that these are learners who are building up on previous knowledge. Research will therefore be easy and effective to incorporate in their learning since they have learnt how to make connections in information. Collaborative and group processes will also be one of the pedagogical processes which Is applied. The use of group work is effective for this level of education since learners have developed skills of debate and discussion (VCAA, 2014). Learners are able to critically debate and discuss aspects of their research findings and come up with original designs. The project will also incorporate a laissez faire strategy combined with direct instruction by the teacher to the learners. In this regard the teacher will be actively involved in coming up with lesson plans and guidelines on what the learners ought to design and how they design it. While making the design processes open ended the teacher will be important in setting out the progression path that is to be followed by the learners (Australian Curriculum, 2014). The direct teaching approach is critical in this stage since it is the teacher who is qualified enough to set standards of safety, aesthetic, functionality of the learners designs. Aspects of safety and ethical practice during this stage of learner development are also best implemented by an adult given that learners at this stage have yet to attain the age of majority. Student Learning The component of student learning in the project is just as important if not more important than the pedagogy. The unit project is aimed at the development of conceptual knowledge and higher order thinking skills in the learners. Concept formation in the project unit design and technology will take the form of research and open ended learning which is facilitated and incorporated in the scheme of work and the lesson plan (Australian Curriculum, 2014). In concept formation the tutor plays a critical role in guiding the learners towards a better understanding of the components of design and technology. They get to learn through classroom learning the aspects of ethical and social sustainability in design; explain how services products and environments are in a constant state of flux due to emerging technologies. They also get to learn on characteristics of different materials, aspects of safety and lastly how combinations of technology result in utilitarian designs (VCAA, 2014). Higher order thinking are incorporated into the project design for this course as set out in the VCAA and ACTDEK requirements. Higher order thinking skills will include the aspects Design and Technologies processes and production skills as set out in ACTDEK048-52. The project design ensures that the learners have been offered an opportunity in the development of their design briefs through the investigation of materials, components tools and equipment learn in the concept formation stage (Australian Curriculum, 2014). At this stage the learner is expected to make use of their creativity and innovative skills to create designs of greater functionality, utility and sustainability. The project makes use of debates, discussions evaluation and analysis of research in the development of safety standards selection and justification of processes and technologies that learners adopt and use. At this stage learners are capable of employing digital technologies in planning of projects in groups and individually and this has been incorporated in the lesson plans towards the end of the course (VCAA, 2014). Assessment Assessment is an important aspect in the design of any educational curriculum. The project design and technology that I have designed has put in place several assessment techniques to assess the effectiveness of teaching and learning strategies for learners. The criteria that are to be applied in the assessment will include aspects of VCAA including the rationale; aims and objectives of the course and the standards and objectives set out in ACTDEK frameworks of learning in design and technology for year 9-10 students. The criteria to be used in the assessment will judge the achievement of these objectives on a scale of 1-5. The assessment will be accomplished through an analysis of the extent to which the learner demonstrates proficiency according to the goals objectives and outcomes expected at a given level (Australian Curriculum, 2014). The project design technology will adopt assessment criteria depending on the criteria which is being analyzed and the learning focus. For the conceptual aspects of the project design a collaborative, discussion and investigative focus will be applied towards the determination of whether the learners have learnt the concepts of design, and safety processes. A formative assessment will also be applied in the assessment of whether the creative and innovative processes being implemented in the student designs have followed the fundamentals of design in their approaches (VCAA, 2014). The assessment will seek to determine whether the learners have properly implemented processes of design and production in coming up with their design briefs. Students will be evaluated on proficiency according to how they exhibit the desired behaviors. As such students will be expected to produce complex designs, use the materials, equipment and components appropriately and safely, make suggestions for improvement of each other’s designs. Learners are also expected to exhibit skills in interpersonal relations in their discussions and debates. Evaluation Strategies The project design technology must necessarily have a strategy for the evaluation of whether it is effective in achieving the objectives set. Evaluation of this project will take into account the aspects of the VCAA and the ACTDEK in determining the evaluation procedures. A course of study has to be evaluated for its attainment of outcomes. A project which does not attain the desired outcomes and objectives set has to be revised to enhance its effectiveness. Programs may also need to be revised in order to take into account changes in curriculum or new technologies (Australian Curriculum, 2014). Changes in curriculum may be necessitated by the development of new technologies that may need a different approach in the teaching and learning process. In this project design technology evaluation will be accomplished through an analysis of how the objectives are exhibited by the learners. Learners will be evaluated through their understanding and application of knowledge to critically analyze sustainability, social and ethical factors. This will be analyzed by the learners being expected to discuss how these factors impact design and technology processes. The discussions will be moderated and presided over by the tutor who will use them to determine the levels of achievement of outcomes (Enright & Petty, 2013). Learners will be expected to come up with design briefs by making use of the materials learnt during the course. It will be expected that the project plans portray creativity and adhere to safety standards taught in class. The project will be revised in the instance that it is determined not to have achieved the thresholds of achievement. The VCAA and ACTDEK standards specify that digital technologies have to be incorporated in the design of the course. Brainstorming with learners regarding their experience is a good way for getting information regarding the effectiveness of the project outcomes. Learners can give great insights on what works and what does not including what they like and what they do not like about the program (Enright & Petty, 2013). Reflections Planning for the course required a great deal of my time in seeking to make the project course design and technology as effective as possible. VCAA guidelines and ACTDEK requirements were also taken into account in making of the project course. In planning of the unit I researched the intranet of the school and also had to do outside research on my own in order to determine the critical aspects which learners needed. It was important to design the course project using equipment and materials which were readily available. Nevertheless I had to ensure that the course project was as much as possible structured according to the requirements of the VCAA and ACTDEK. In this regard I found that not only was I supposed to adhere to these guidelines but I was also to constantly review new technologies and alter my course project to incorporate these new technologies. The planning aspect of the project requires great meticulousness especially with regard to how easy the project tis to evaluate analyze and modify. I had to make sure that the project was not only effective and geared towards the achievement of the VCAA objectives on design and technologies but also ensure that the program could be easily revised. A program that is easily revised enables the tutor to take into account the needs of the learners such as allowing for more time on aspects not understood. The rationale of VCAA had to be incorporated in planning of this project planning. The pedagogy and student learning outcomes were the fundamental components I employed in the design. It is through the implementation of effective pedagogy and student learning procedures and evaluative processes that the project plan could be implemented in the appropriate manner. References Australian Curriculum. (2014). ACTED47. Retrieved from http://www.australiancurriculum.edu.au/technologies/design-and technologies/Curriculum/F-10 Australian Curriculum. (2014). Design and Technologies. Retrieved from http://www.australiancurriculum.edu.au/technologies/design-and-technologies/Curriculum/F-10#level9-10 Australian Curriculum. (2014). Technologies. Retrieved from http://www.australiancurriculum.edu.au/technologies/rationale-aims/technologies Enright, M. J., & Petty, R. (2013). Australia's Competitiveness: From Lucky Country to Competitive Country. Hoboken: Wiley. VCAA. (2014). Victorian Curriculum and Assessment. Retrieved from http://www.vcaa.vic.edu.au/Pages/index.aspx Read More

Rationale Technologies have a great impact on societies and people globally and hence the learners have to know that their learning is geared towards having an influence in the world. The project intends to offer solutions to complicated problems through offering sustainable solutions that transform, restore and sustain societies. The project incorporates both design and technology and digital technology in the learning and teaching processes. The Australian curriculum calls for the use of emerging, contemporary and traditional technologies and these have been incorporated in the processes of design and also the evaluation of the designs which incorporate modern and traditional technologies (Australian Curriculum, 2014).

Through processes of analyzing their designs against other designs, debates, discussions, evaluations and reflections learners come to the understanding of how to solve complex problems for the present and the future. Emphasis on safety procedures and client needs is also a critical component in the project which will be critical in teaching learners personal and social ethical values in design and technology. The VCAA aims to develop the skills, knowledge and understanding that are aimed to ensure learners collaboratively and individually develop towards certain outcomes (VCAA, 2014).

The project emphasizes the use of contemporary and emerging technologies in investigations, management, design, planning, creation and evaluation of solutions. However the study deemed that the use of traditional methodologies in design would not be as effective given the rapid changes which have made some of those technologies obsolete. Nevertheless safety procedures and requirements for responsibility still have to adhered to. The manipulation selection and engagement of technologies while having had a lot of changes still retain some fundamental aspects such as sustainability and utility which still have to be adhered to.

As such the project places emphasis on the critique analysis, and evaluation of opportunities and needs which can be solved by design and technology. Pedagogy Project Design Technology employs a number of pedagogical approaches in seeking to effectively transmit knowledge on the design and technological processes. All the strategies of pedagogy that were adopted were motivated by the goals and objectives set out in VCAA and also by the needs of the learners. Research methodologies were critical in this approach since they offered an opportunity for the learner to be as creative and innovative as possible (Enright & Petty, 2013).

A research pedagogical approach is appropriate for level 9-10 learners given that these are learners who are building up on previous knowledge. Research will therefore be easy and effective to incorporate in their learning since they have learnt how to make connections in information. Collaborative and group processes will also be one of the pedagogical processes which Is applied. The use of group work is effective for this level of education since learners have developed skills of debate and discussion (VCAA, 2014).

Learners are able to critically debate and discuss aspects of their research findings and come up with original designs. The project will also incorporate a laissez faire strategy combined with direct instruction by the teacher to the learners. In this regard the teacher will be actively involved in coming up with lesson plans and guidelines on what the learners ought to design and how they design it. While making the design processes open ended the teacher will be important in setting out the progression path that is to be followed by the learners (Australian Curriculum, 2014).

The direct teaching approach is critical in this stage since it is the teacher who is qualified enough to set standards of safety, aesthetic, functionality of the learners designs. Aspects of safety and ethical practice during this stage of learner development are also best implemented by an adult given that learners at this stage have yet to attain the age of majority.

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