Curriculum Report – Technology
Focus
·
With the proposed review of the curriculum, management and teachers have
continued to revise the vision statements for the various curriculum
areas. It is envisaged that this
statement will be indicative of the schools philosophy and vision.
·
The essence statement for Technology learning, currently before staff
and the Board of Trustees for their consideration is as follows:
·
Technology is about
the adaptation and innovation of practical and intellectual resources to
develop products and systems.
Children learn practical skills as they develop models, products and
systems.
·
We believe that this statement sets a direction for our school in this
curriculum area.
Programme
·
This year the teaching of technology has varied throughout our
school. Most teachers have adopted
an integrated approach where technology is incorporated into other areas of
learning. Some classes in
both the junior and senior syndicates have used developmental activities that
have a technology component but are only a part of a wider topic. Learning activities have included
cooking, kite making, tie dye, cells and circuits, recycling, wearable art, and
gardens.
·
A survey of teachers has shown that most teachers claim to be confident
in teaching what they perceive to be technology but most were unsure whether or
not they were doing enough to fulfil the requirement for this curriculum area. With
this in mind it may be time to look at what professional development is needed
in our school.
·
One suggestion is that the school could develop a number of progressions
in practice, knowledge and understandings in this curriculum area so we know
what to teach, what to focus on and what to assess.
·
The increasing move toward using the inquiry learning approach within
this curriculum area sees technology fitting more closely to other aspects of
the curriculum. This allows students to learn the concepts and social skills
within a framework of investigation.
The new structure allows children the opportunity to pose questions and
take directions in their learning that interests them. For some teachers this student led
approach can be challenging while others welcome and adapt to meet this
interest.
Assessment Procedures
·
The summative assessment process has not been formalised as much
cross-curricular teaching and learning occurs. Therefore the essence of
assessment is formative in collaboration with students evaluation of what has
been learnt.
· There is great
difficulty in analysing the achievement of students within the technology curriculum.
By using a cross-curricular approach the question arises as to whether the
data-based information provided to parents through the end of year written
report is accurate.
Looking Ahead
·
Because the inquiry
approach is dependent on student interest, it is difficult to run a programme
with no money being specifically allocated to technology. This has meant that
some staff fund programmes for their children. Other staff members feel they
have to limit the learning opportunities for their students.
·
This maybe something that should be considered when budgets are set for
2012.