Technology Mandatory Years 7 8 Draft Syllabus Consultation Report

Technology Mandatory Years 7 8 Draft Syllabus Consultation Report December 2017

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Contents 1 Background information... 4 2 Executive summary... 5 3 Key matters... 6 4 Analysis... 7 4.1 Rationale... 7 4.2 Aim... 8 4.3 Objectives... 9 4.4 Outcomes... 10 4.5 Stage statement... 11 4.6 Course structure... 12 4.7 Learning across the curriculum... 13 4.8 Content... 14 4.9 Years 7 8 Life Skills outcomes and content... 21 4.10 Diversity of learners... 23 4.11 Glossary... 24 4.12 Other comments... 25 4.13 Student voice... 26 5 Quantitative analysis of survey responses... 28 6 Respondents... 31 6.1 Consultation meetings... 31 6.2 Online survey respondents... 36 6.3 Written submissions... 38

1 Background information The NSW Education Standards Authority (NESA) conducted consultation on Draft Directions for Syllabus Development in Term 3, 2016. The final directions were approved by the NESA Board in December 2016. These directions informed the development of the Technology Mandatory Years 7 8 Draft Syllabus. NESA conducted consultation on the draft syllabus in Term 1, 2017. The consultation program from 6 March to 5 May 2017 included: a meeting of the Years 7 10 Technology Board Curriculum Committee on 1 May 2017 face-to-face consultation meetings targeted consultation meetings for: Aboriginal education Professional associations Special education Universities Student voice meetings an online survey on the NESA website written submissions. Professional associations and schooling sectors conducted a range of activities during the consultation period to inform feedback to NESA. Feedback from consultation was analysed and informed revisions to the draft syllabus. The final syllabus is available in an online interactive format on the NESA website. 4

2 Executive summary The Technology Mandatory Years 7 8 Draft Syllabus Consultation Report provides a description of the consultation process, and a summary and analysis of feedback received. It details data and findings gathered from a meeting of the Years 7 10 Technology Board Curriculum Committee, four metropolitan and three regional face-to-face consultation meetings, seven targeted consultation meetings, five student voice meetings, 257 responses to an online survey and 14 written submissions. Respondents supported the development of a new syllabus for mandatory technology study in NSW. The majority of respondents queried the depth required and the directed nature of content in the Digital Technologies and Engineered Systems context. They also noted the need for teacher professional development and support in this area. The integration of Agriculture and Food Technologies was supported by most stakeholders. Some respondents noted that there was a reduced focus on hands-on learning and projectbased approaches. There was strong support for the glossary of terms, though some respondents indicated the need to simplify some language. The safe use of tools and technologies was also raised, with suggestions that the safe use of physical tools and equipment be expanded to include the safe use of digital technologies in an online world in which students frequently engage. 5

3 Key matters Key matters Reference to design and thinking skills needs to be broadened across the syllabus. The rationale should be amended to clarify safe use of tools, equipment and processes. The aim and objectives need to be reviewed, with a goal of making the practical nature of learning in technology education more evident. The language should be consistent across all contexts and content. The content, particularly for Digital Technologies, needs to be reviewed to ensure it is Stage appropriate. The content should encourage project-based learning to reflect the pedagogy of Technology education. Actions The rationale has been reviewed and amended to strengthen references to design skills. The objectives have been reviewed and amended to include thinking skills. The rationale has been revised and amended to strengthen references to safety and the practical nature of the course. The aim has been revised to strengthen the practical nature of the course. The content has been reviewed and amended for consistency of language across all contexts. The Digital Technologies content statements have been reviewed and amended for clarity. The examples provided have been refined to provide clearer opportunities for project-based learning. 6

4 Analysis 4.1 Rationale Summary The majority of respondents agreed that the rationale describes the nature and purpose of the course. They identified that the rationale describes the problem-solving nature of the subject. A number of respondents questioned the reference to learning through trial and error, and identified that safety should be strengthened. Feedback affirming the rationale Feedback The rationale appropriately describes the nature and purpose of Technology Mandatory. The rationale is clearly stated and focused on students developing innovative problem-solving skills. Sources Bathurst BCC DoE Parramatta Pymble Key matters and actions Key matters Sources Actions Design thinking and the process of design should be more explicitly referenced in the rationale. The safe use of technologies should be clarified and strengthened. Hands-on practical and projectbased learning should be clearly represented in the rationale. The rationale should be more inclusive of a broader range of career opportunities. Parramatta Pymble Survey (x11) Tamworth Davidson HS Parramatta Survey (x8) TEANSW Survey (x13) Tamworth TEANSW Parramatta Pymble Survey (x4) The rationale has been revised and amended to strengthen the nature of learning in Technology and increase references to design, safety and the practical nature of the course. Careers in design have been included in the list of career opportunities. 7

4.2 Aim Summary The majority of respondents agreed that the aim provides a succinct statement of the overall purpose of the course. The majority of respondents agreed that the aim was well written and concise, with an appropriate focus on Design and Production. Some respondents indicated that the aim could be strengthened to reflect the processes of design, problem-solving, innovation, creative thinking, skills development, hands-on learning, design thinking and computational thinking. Some respondents noted that the design focus in the aim could be strengthened to better reflect the hands-on and project-based nature of learning in Technology education. Feedback affirming the aim Feedback The aim provides a succinct statement of the overall purpose of the syllabus. It is well written, concise and focused on Design and Production. Sources AIS Parramatta Pymble Survey (x8) Key matters and actions Key matters Sources Actions The practical, project-based approach to learning should be strengthened in the aim. The concepts of skills development, innovative thinking and critical thinking should be clearly reflected in the aim. DoE Parramatta Pymble Survey (x8) Tamworth TEANSW Parramatta Pymble Survey (x4) The aim has been revised to strengthen the practical nature of the course. The aim has been revised to strengthen skills development. Thinking skills are embedded in the syllabus content. 8

4.3 Objectives Summary The majority of respondents agreed that the objectives define in broad terms the knowledge, understanding, skills, values and attitudes to be developed through the study of the course. Respondents agreed that the dynamic nature of design was captured in the objectives. Some respondents noted a lack of breadth in the application of computational and algorithmic thinking. Feedback affirming the objectives Feedback The objectives are clear and appropriate. The objectives describe in clear terms the dynamic, trialling and testing nature of Design and Production. The objectives clearly define in broad terms the skills, understanding, values and attitudes to be developed through the study of Technology in Stage 4. Sources Parramatta Pymble SCU Submission 3 Survey (x4) Key matters and actions Key matters Sources Actions Computational thinking skills need to be broadened to include solutions other than digital solutions. Thinking skills should be more evident in the objectives. A stronger reference to the safe use of tools and processes in all technology contexts is required in the objectives. BCC DoE Survey (x3) SCU Survey (x3) Davidson HS Survey (x4) Tamworth TEANSW The skills objectives have been reviewed and amended to include thinking skills. The reference to thinking skills has been reviewed and strengthened throughout the syllabus. The skills objectives have been amended to include stronger references to safety and the safe use of tools and processes. 9

4.4 Outcomes Summary The majority of respondents agreed that the outcomes describe what students are expected to know, understand and can do as a result of studying the course. Respondents identified that the outcomes were clear, concise and specific. A number of respondents suggested that the verbs be amended to strengthen the hands-on nature of learning in the Technology area. Feedback affirming the outcomes Feedback The outcomes are relevant and appropriate The outcomes are easy to interpret, are more contemporary and should make programming easier. The outcomes are succinct, provide direction, and indicate clearly what students are expected to know, understand and do. Sources BCC Survey (x4) Tamworth Key matters and actions Key matters Sources Actions Hands-on production in design solutions needs to be strengthened. The concepts and language used in the Digital Technologies outcomes require review. Survey (x8) TEANSW ACU DoE Newcastle Parramatta Pymble Survey (x15) The outcomes have been reviewed and production has been strengthened in the skills outcomes. The Digital Technologies knowledge and understanding outcome has been amended to clarify what students are expected to learn. The glossary has been expanded to clarify digital technology terms. 10

4.5 Stage statement Summary The majority of respondents agreed that the Stage statement is an appropriate summary of what students know, understand and can do by the end of Stage 4. Respondents indicated the Stage statement was achievable in both Agriculture and Food Technologies, and Material Technologies, but the Digital Technologies and Engineered Systems required higher-order knowledge and skills. Feedback affirming the Stage statement Feedback All contexts are well represented in the Stage statement. Sources Survey (x2) Key matters and actions Key matters Sources Actions The Stage statement should reflect that thinking skills apply to all Technology contexts. The Stage statement should be reviewed to appropriately summarise the knowledge, skills and values developed across all contexts. Pymble Survey (x5) Survey (x18) The Stage statement includes reference to thinking skills. Thinking skills have been coded and included in all contexts. The Stage statement has been reviewed and amended to describe what knowledge, understanding, skills, values and attitudes will be developed as a result of studying the course. 11

4.6 Course structure Summary The majority of respondents agreed that the organisation of content is clear and supports the diagram. The flexibility of the teaching of contexts individually or concurrently was identified as positive. Feedback affirming the course structure Feedback The flexibility of delivery offered by this model is a positive change as is the increased emphasis on projects. There is a clear course structure that also provides opportunity for integration and specialisation. The diagram provides an accurate overall picture of the course structure. Sources HEIA (NSW) Newcastle Parramatta SCU Survey (x3) Tamworth TEANSW Key matters and actions Key matters Sources Actions The course structure should promote the practical nature of learning. Survey (x6) TEANSW The syllabus has been refined to clarify that the course is to be delivered through practical experiences. The practical nature of the course has also been strengthened in the rationale and in the content. 12

4.7 Learning across the curriculum Summary The majority of respondents agreed that the learning across the curriculum content is appropriate and well represented within the content. A suggestion was made to change the reference people of all backgrounds to people from diverse cultural backgrounds. This amendment has been made. Feedback affirming learning across the curriculum Feedback The learning across the curriculum content is appropriate and relevant. Sources AIS Survey (x6) Key matters and actions No key matters were raised. 13

4.8 Content Summary The majority of respondents agreed that the content is contemporary and the sequence is logical and appropriate. Some respondents identified inconsistencies with the breadth and nature of content across the four proposed contexts. It was identified that the technical language was inconsistent and may prove challenging in its interpretation. Feedback affirming content Feedback The inclusion of contemporary and culturally appropriate Aboriginal and Torres Strait Islander histories and cultures content throughout the syllabus is well received. The content is appropriate. The process of Design and Production is supported as a recognised pedagogy in Technology education and it provides a positive structure for the planning and presentation of design projects. Sources North Sydney (Aboriginal Ed) SCU Survey (x11) Key matters and actions Key matters Sources Actions The language and level of expectation should be consistent across the contexts. It should be clarified that Design and Production is not additional content or necessarily a linear process. All Saints CC DoE Survey (x5) Pymble SCU Survey (x6) TEANSW The language, level of expectation and content have been reviewed for consistency across all contexts. The syllabus has been amended to highlight that Design and Production is not additional content or necessarily a linear process. 14

Agriculture and Food Technologies Summary The majority of respondents agreed that the Agriculture and Food Technologies content appropriately describes the scope and depth of learning. Some respondents noted that there was too much content to deliver if the majority of time should involve practical experiences. A number of respondents suggested that the place of fibre in the syllabus could be strengthened. Feedback affirming content Feedback The breadth of the content connecting food and fibre production and management to the processing and production of nutritious food items is supported. Sources Newcastle Parramatta Survey (x4) Key matters and actions Key matters Sources Actions The Agriculture and Food Technologies context has too much content for the time available. The term bush tucker should be included to be more inclusive and strengthen Aboriginal and Torres Strait Islander histories and cultures. Newcastle Parramatta Survey (x4) TEANSW North Sydney (Aboriginal Ed) The Agriculture and Food Technologies content has been reviewed and amended to include an appropriate amount of content. There is no time allocation for the Agriculture and Food Technologies context. Teachers and schools will make decisions about the emphasis to be given to the content. The term bush tucker has been included to support the use of Aboriginal English and strengthen the Aboriginal and Torres Strait Islander histories and cultures content. 15

Key matters Sources Actions The use of the term fibre should be strengthened in the content and context title. The use of the term fibre needs clarification in the Agriculture and Food Technologies context. Nutrition education should be strengthened throughout the context. The depth of learning requires clarification for aspects of agriculture content. Animal welfare and food safety links are not as explicit as they should be in the documentation of this context. DoE Submission 3 Survey (x4) BCC Submission 3 Tamworth Uni Survey (x8) HEIA (NSW) Parramatta Survey (x4) BCC DoE NSWAAT The content in the Agriculture and Food Technologies context has been refined to clarify that fibre refers to agricultural fibre. The characteristics of nutritious foods have been strengthened in the context. The Agriculture and Food Technologies context provides a number of opportunities to learn about nutrition. The Agriculture content examples have been reviewed and amended to clarify the depth of learning required. The syllabus has been amended to highlight the importance of both animal welfare and food safety. The online presentation of the syllabus provides links to Animals in Schools to satisfy the requirements of the Animal Research Act 1985 (NSW) and the Australian code for the care and use of animals for scientific purposes. 16

Digital Technologies Summary There was a range of feedback regarding the Digital Technologies content. Respondents were divided equally about whether the Digital Technologies content appropriately describes the scope and depth of learning. Many respondents recognised and supported development of digital technologies understanding. Respondents noted the challenges that schools may experience in delivering the Digital Technologies content. Feedback affirming content Feedback The Digital Technologies content is well written and is relevant. Sources Parramatta Submission 1 Survey (x5) Key matters and actions Key matters Sources Actions The level of demand in Digital Technologies content is not consistent with other Stage 4 syllabuses. The verbs used in the Digital Technologies outcomes are more prescriptive than the other context areas. ACU AIS DoE Newcastle Parramatta Pymble Survey (x90) Tamworth Pymble Survey (x8) TEANSW The Digital Technologies content has been reviewed and amended to align with other Stage 4 courses. The Digital Technologies outcomes have been amended to ensure they are consistent with other contexts. 17

Key matters Sources Actions Content examples that include high-level computing content provide less emphasis on handson project-based approaches. The amount of theoretical content will reduce the time students have for practical hands-on learning. The content is low order, narrow and specific and not consistent with the rest of the syllabus. The context should include advanced manufacturing and control technology as digital technologies. ACU AIS DoE Newcastle Parramatta Pymble Survey (x90) Tamworth Pymble Survey (x8) SCU Survey (x4) SCU Submission 2 The Digital Technologies content has been reviewed and amended to increase opportunities for project-based and studentcentred learning. The expectations of content have been reviewed and amended to align with other contexts. The syllabus includes and aligns with Australian curriculum Digital Technologies content. The Digital Technologies context provides opportunities for students to develop digital technologies. Advanced manufacturing and control technologies are more appropriately included as examples in other contexts. 18

Engineered Systems Summary The majority of respondents agreed that the Engineered Systems content appropriately describes the scope and depth of learning. Some respondents suggested that there may be overlap with some concepts in the Science curriculum. Feedback affirming content Feedback This is an appropriate context well aimed at student needs. There is a clear link between the Technology learning area and continued STEM education. Principles, systems and concepts are supported and lend themselves to varied approaches. Sources Newcastle Parramatta Pymble Survey (x4) Tamworth Key matters and actions Key matters Sources Actions The content should not overlap with Science. The context should be named Engineering Technologies. The content is high order and there is too much to deliver in the time available. The level of language is challenging in its interpretation. Davidson HS Parramatta Pymble Survey (x3) Tamworth Pymble Survey (x5) Survey (x10) DoE Survey (x4) Technology Mandatory content complements the Science content through project and problembased learning. The context name maintains consistency with the Australian curriculum. The syllabus reflects the content of the Australian curriculum: Design and Technologies. The language has been reviewed and simplified to provide clarity. 19

Materials Technologies Summary The majority of respondents agreed that the Materials Technologies content appropriately describes the scope and depth of learning. Many respondents recognised opportunities to develop engaging projects for students. A number of respondents noted that less emphasis is given to hands-on learning, fundamental skill development and application of knowledge to produce solutions. Feedback affirming content Feedback This context is most appropriate and meets the needs and abilities of a range of learners. This is a workable context area, with opportunity for variation and integration of technologies and materials. Sources BCC Newcastle Survey (x14) Key matters and actions Key matters Sources Actions The content should emphasise hands-on practical and applied learning. The content describing contemporary Aboriginal and/or Torres Strait Islander designers should be reviewed to be more culturally appropriate. Survey (x6) TEANSW North Sydney (Aboriginal Ed) The content and examples have been reviewed to include more examples that support projectbased learning and practical activities. The content referencing contemporary Aboriginal and/or Torres Strait designers has been amended to be more culturally appropriate. 20

4.9 Years 7 8 Life Skills outcomes and content Summary The majority of respondents agreed that the Life Skills outcomes and content provide scope for developing programs for students with special education needs. Respondents agreed that the Life Skills content is achievable, provides a variety of opportunities and is clearly aligned with the objectives of Technology Mandatory. Feedback affirming the Life Skills outcomes and content Feedback The Life Skills outcomes are clear and provide extensive scope for developing programs for the range of students with special education needs. There is a clear relationship between the Life Skills and the regular course outcomes and content. Sources Pymble Survey (x5) AIS Newcastle (Special Ed) Sydney (Special Ed) Wollongong (Special Ed) Key matters and actions Key matters Sources Actions Advice in relation to requirements for students undertaking Life Skills outcomes and content needs to be strengthened to provide greater clarity. The outcomes should be reviewed to ensure they are inclusive of the full range of students. DoE Newcastle (Special Ed) Sydney (Special Ed) Wollongong (Special Ed) AASE AIS DoE Newcastle (Special Ed) Survey (x6) Sydney (Special Ed) Tamworth Wollongong (Special Ed) The advice has been reviewed to clarify requirements in relation to the outcomes and content, as well as the delivery of the contexts. The outcomes have been reviewed to ensure they are inclusive of the full range of students for whom Life Skills is an appropriate option. 21

Key matters Sources Actions Some content should be reviewed to provide further access for students with disability. Content and terminology used in Digital Technologies and Agriculture and Food Technologies requires review to ensure the integrity of learning within these contexts. Greater emphasis on safety, including cyber safety, and opportunities for developing practical skills is required in the content. Further advice and resources are required to illustrate assessment of Life Skills outcomes. Newcastle Newcastle (Special Ed) Pymble Survey (x7) Sydney (Special Ed) Wollongong (Special Ed) DoE SCU Survey (x1) DoE Sydney (Special Ed) Tamworth Survey (x1) Sydney (Special Ed) Wollongong (Special Ed) The content has been reviewed to provide greater accessibility for students with disability. Content examples have been reviewed and amended to ensure subject integrity. Content relating to safety in Digital Technologies has been reviewed to include cyber safety. Further opportunities for students to develop safe behaviours have been provided in all contexts. Support materials will provide further guidance in relation to assessment of Life Skills outcomes. 22

4.10 Diversity of learners Summary The majority of respondents agreed that the content meets the needs of the diversity of learners. Many respondents questioned whether the level expected, especially with respect to Digital Technologies and Engineered Systems, was appropriate. Respondents also indicated that the increase in Digital Technologies understanding was essential for NSW students. Many respondents commented that the Digital Technologies should be delivered with a practical focus on real-world problems. Some feedback questioned the appropriateness of the language and terminology in relation to the diversity of learners. Feedback also noted the need to strengthen references to the collaborative curriculum planning process and references to the Disability Standards for Education 2005. Further advice is also required in relation to Students Learning English as an Additional Language or Dialect. Feedback affirming the diversity of learners Feedback The breadth of learning opportunities provided meets the needs of the diversity of learners. The opportunities for gifted and talented students are also evident. Sources Newcastle Parramatta Pymble Survey (x5) Tamworth Key matters and actions Key matters Sources Actions The content should be appropriate for the full range of students. Newcastle Parramatta Pymble Survey (x30) Tamworth The content has been reviewed and amended for inclusivity, relevance and Stage appropriateness, and to align with the objectives and outcomes of the course. 23

4.11 Glossary Summary Respondents strongly supported the inclusion of a glossary and commented positively on the detail provided. There were many suggestions for rewording definitions included within the glossary. Feedback affirming the glossary Feedback The glossary is a welcome inclusion and provides additional information. It assists in better defining and describing what is expected throughout the content and ensures continuity. The glossary is clear and concise. Sources AIS Survey (x80) Key matters and actions Key matters Sources Actions The definitions are too long and in some instances too difficult. They need to be in plain English. The definition of accessibility requires review. Newcastle Survey (x30) Tamworth DoE The glossary has been reviewed and amended to include terms and definitions appropriate for all contexts. The definition has been reviewed and amended. 24

4.12 Other comments Summary Many respondents noted that safety aspects included both Work Health and Safety requirements while using tools and equipment, and the safe use of digital technologies. This focus was extended by some respondents to the ethical and safe treatment of animals. Respondents commented that the syllabus should include links to the relevant policy documents. A similar approach was suggested for the safe use of food. The requirement for professional development was a strong focus of respondents. Feedback affirming the draft syllabus Feedback The syllabus presents an appropriate focus on digital technologies and use of traditional tools, materials and techniques. Sources Survey (x5) Key matters and actions Key matters Sources Actions Teachers will require substantial professional development to implement the Digital Technologies context and to some extent the Engineered Systems context. Support is required to deliver the Aboriginal and Torres Strait Islander histories and cultures content authentically. A broader range of examples of assessment practices for students with disability are needed, including adjustments to Design and Production processes. Assessment advice should include references to the collaborative planning process that includes the parent or carer and student with disability. The draft syllabus content is too prescriptive and there should be a balance between being too general and too defined. Newcastle Parramatta Pymble Survey (x22) Tamworth North Sydney (Aboriginal Ed) AIS DoE Newcastle Survey (x6) Initial support materials, including sample scope and sequences, and sample teaching units, will be developed by NESA. School sectors and other providers may support implementation with additional professional development. Support materials will provide a range of examples and advice about Aboriginal and Torres Strait Islander histories and cultures content. Support materials will provide a range of examples and advice about assessment for students with disability. The content has been reviewed and amended to provide opportunities for flexible delivery and approaches. 25

4.13 Student voice Targeted consultation meetings with students were held to gather feedback about Technology Mandatory Years 7 8. These meetings focused on discussion of student experiences in the existing course and the proposed content for the four new contexts in the draft syllabus. Summary Student comments focused on the practical hands-on nature of learning in Technology and the opportunity to design and think creatively. Students appreciated the knowledge they learn and the skills they develop as a result of studying Technology Mandatory. There was broad support for learning about Digital Technologies, and this area was seen by many students as beneficial for their future pathways. NESA conducted targeted student voice consultation to gather feedback from Aboriginal and/or Torres Strait Islander students. Nineteen per cent of student voice participants identified as Aboriginal students. Feedback from student voice Feedback Students enjoy hands-on learning, working independently and collaboratively, and learning how to work safely. Students appreciated the opportunity to design solutions to problems, and appreciated the opportunity to take home a finished product. There was support for Agriculture and Food Technologies to learn about where food comes from and to teach students about healthy eating and how to prepare meals. Aboriginal students noted that the inclusion in the syllabus of the innovations and cultural heritage of Aboriginal and Torres Strait Islander Peoples would be good for all students, and that their non- Aboriginal peers would be respectful and interested to learn more. Aboriginal students identified that they learn about culture in a range of settings such as home and community but not as yet in this subject. The passing down of cultural knowledge to other generations was important to Aboriginal students and they were encouraged that their heritage could be included in Technology Mandatory. Sources Central Coast (SV-Aboriginal Ed) Newcastle (SV) Parramatta (SV) Tamworth (SV) Wahroonga (SV) Central Coast (SV-Aboriginal Ed) Newcastle (SV) Parramatta (SV) Tamworth (SV) Wahroonga (SV) Central Coast (SV-Aboriginal Ed) Central Coast (SV-Aboriginal Ed) 26

Feedback There was strong support for Digital Technologies. Many students identified that they had learned to code in primary school. Students preferred to learn more about how to develop digital skills for a purpose, rather than be passive users, and recognised that these skills would be valuable for the future. Students interpreted Engineered Systems as engines, motors, mechanisms, structures and electricity. They want to learn about how things work. Many students recognised links between engineering and coding. Students liked to learn about and develop skills in a broad range of materials, and in the use of tools and equipment as they made products. Sources Central Coast (SV-Aboriginal Ed) Newcastle (SV) Parramatta (SV) Tamworth (SV) Wahroonga (SV) Central Coast (SV-Aboriginal Ed) Newcastle (SV) Parramatta (SV) Tamworth (SV) Wahroonga (SV) Central Coast (SV-Aboriginal Ed) Newcastle (SV) Parramatta (SV) Tamworth (SV) Wahroonga (SV) 27

5 Quantitative analysis of survey responses Note: Due to rounding, some percentages may not total 100%. Survey item Number of responses Strongly agree Agree Disagree Strongly disagree Rationale 1. The rationale describes the nature and purpose of the course. 2. The rationale reflects a contemporary view of the course. Aim 3. The aim provides a succinct statement of the overall purpose of the course. Objectives 4. The objectives define in broad terms the knowledge, understanding, skills, values and attitudes to be developed through the study of the course. Outcomes 5. The outcomes describe what students are expected to know, understand and can do as a result of studying the course. Stage statement 6. The Stage statement is an appropriate summary of what students know, understand and can do by the end of each Stage of learning. Content 7. The organisation of content is clear. 206 19% 71% 8% 1% 206 16% 72% 10% 2% 198 25% 66% 7% 2% 194 18% 70% 11% 1% 190 15% 67% 14% 4% 181 17% 63% 16% 4% 173 17% 57% 21% 5% 28

Survey item Number of responses Strongly agree Agree Disagree Strongly disagree 8. The content and its sequence is logical and appropriate. 9. The content provides a contemporary approach to learning in Technology Mandatory. 10. The Design and Production skills describe the scope and depth of learning and are appropriate. 11. The Agriculture and Food Technologies content describes the scope and depth of learning and is appropriate. 12. The Digital Technologies content describes the scope and depth of learning and is appropriate. 13. The Engineered Systems content describes the scope and depth of learning and is appropriate. 14. The Material Technologies content describes the scope and depth of learning and is appropriate. 15. The Learning across the curriculum content is authentic and appropriate. 16. The syllabus provides opportunities for students to develop their understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures. 171 13% 53% 24% 10% 171 19% 57% 19% 5% 170 22% 53% 16% 9% 170 11% 42% 30% 14% 165 10% 39% 27% 23% 159 15% 62% 15% 4% 163 26% 55% 15% 5% 162 14% 56% 25% 5% 167 14% 60% 21% 3% 29

Survey item Number of responses Strongly agree Agree Disagree Strongly disagree Life Skills 17. There is a clear relationship between syllabus objectives and the Years 7 8 Life Skills outcomes and content. 18. The Life Skills outcomes and content provide scope for developing programs for students with special education needs. Diversity of learners 19. The syllabus meets the needs of the diversity of learners. 159 20% 70% 8% 2% 159 21% 61% 14% 4% 169 17% 41% 31% 11% 30

6 Respondents 6.1 Consultation meetings Years 7 10 Technology Board Curriculum Committee consultation meeting at NESA on 1 May 2017 (code BCC) 9 members (including Chair) Name Ms Robyn Matthews Ms Sally Bannerman Mr David de Bruyn Mr Mark Harrington Ms Sarah Howard Ms Elizabeth Rose Mr Dan Rytmeister Mr Timothy Spencer Mr Mark Woolley Organisation Chair NSW Department of Education Professional Teachers Council of NSW Association of Independent Schools of NSW NSW/Territories Committee of Chairs of Academic Boards/Senates NSW Teachers Federation NSW Department of Education Federation of Parents and Citizens Association of NSW Catholic Education Commission NSW 31

Face-to-face consultation meetings (code: CM) 327 attendees Location Date (2017) Number of attendees Tamworth 16 March 24 Newcastle 21 March 60 Burwood 22 March 62 Bathurst 23 March 25 29 March 58 Pymble 3 April 38 Parramatta 5 April 60 Targeted consultation meetings Aboriginal education (code: Aboriginal Ed) 7 attendees Location Date (2017) Number of attendees North Sydney 27 April 7 Special education (code: Special Ed) 51 attendees Location Date (2017) Number of attendees Sydney 23 March 9 Sydney 29 March 12 Wollongong 30 March 17 Newcastle 5 April 13 Teacher professional associations (code: TPA) 6 attendees Location Date (2017) Number of attendees Sydney 26 April 6 Universities (code: Uni) 3 attendees Location Date (2017) Number of attendees Sydney 28 April 3 32

Student voice meetings (code: SV, SV Aboriginal Ed) 80 attendees 19% Aboriginal students Location Date (2017) Number of attendees Wahroonga 15 March 19 Tamworth 16 March 18 Newcastle 21 March 18 Central Coast (SV Aboriginal Ed) 4 April 12 Parramatta 5 April 13 Note: Non-targeted student voice meetings may include participants who identified as Aboriginal and/or Torres Strait Islander students. This is indicated in the percentage of Aboriginal and/or Torres Strait Islander students shown above. 33

Consultation meeting attendees Attendees Number of attendees Teacher 222 Pre-service teacher 11 School executive 54 Academic 2 Student 1 Parent 0 Other 8 Attendees identified as Number of attendees An Aboriginal person 5 A Torres Strait Islander person 1 An Aboriginal and Torres Strait Islander person 0 Not an Aboriginal and/or Torres Strait Islander person 278 Sector Number of attendees Government 188 Catholic 83 Independent 89 Non-school based 17 Type of school Number of attendees K 6 1 K 12 82 7 10 36 7 12 224 11 12 0 Special school 16 Other 18 34

Area of NSW Number of attendees Metropolitan 239 Regional 139 Note: The data listed above was gathered from meeting attendance registrations. It may not include all data for those who attended without first registering. Some data may not reflect the total number of attendees. 35

6.2 Online survey respondents 257 responses Respondents Number of respondents Teacher 196 School executive 29 Principal 0 School faculty/department 27 Academic 3 Student 0 Parent 1 Other 1 Respondents identified as Number of respondents An Aboriginal person 6 A Torres Strait Islander person 0 An Aboriginal and Torres Strait Islander person 2 Not an Aboriginal and/or Torres Strait Islander person 249 Sector Number of respondents Government 191 Catholic 24 Independent 37 Non-school based 5 Area of NSW Number of respondents Metropolitan 154 Regional 103 36

Number of people contributing to the survey Number of respondents 1 199 2 6 40 6 or more 18 School type Number of respondents K 6 5 K 12 34 7 10 13 7 12 194 11 12 3 Special school 0 Other 8 37

6.3 Written submissions Organisations, groups and individuals All Saints Catholic College Technology Faculty Association of Independent Schools of NSW Australian Association of Special Education NSW Chapter Australian Catholic University 3rd year undergraduate students Davidson High School Technology Faculty Home Economics Institute of Australia NSW Institute of Industrial Arts Technology Education NSW Association of Agriculture Teachers NSW Department of Education Southern Cross University Technology Education Technology Educators Association NSW Code All Saints CC AIS AASE ACU Davidson HS HEIANSW NSWAAT DoE SCU TEANSW Individual respondent Submission 1 Individual respondent Submission 2 Individual respondent Submission 3 38