Industrial Technology Years 7–10 Syllabus
The Board of Studies K–10 Curriculum Framework is a standards-referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students.
Standards in the framework consist of two interrelated elements:
outcomes and content in syllabuses showing what is to be learnt
descriptions of levels of achievement of that learning.
Exemplar tasks and student work samples help to elaborate standards.
Syllabus outcomes in Industrial Technology contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills.
The standards are typically written for two years of schooling and set high, but realistic, expectations of the quality of learning to be achieved by the end of Years 2, 4, 6, 8, 10 and 12.
Using standards to improve learning
Teachers will be able to use standards in Industrial Technology as a reference point for planning teaching and learning programs, and for assessing and reporting student progress. Standards in Industrial Technology will help teachers and students to set targets, monitor achievement and, as a result, make changes to programs and strategies to support and improve each student’s progress.
10.2Assessment for Learning
Assessment for learning in Industrial Technology is designed to enhance teaching and improve learning. It is assessment that gives students opportunities to produce the work that leads to development of their knowledge, understanding and skills. Assessment for learning involves teachers in deciding how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment.
Teachers of Industrial Technology will provide students with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning.
In summary, assessment for learning:
is an essential and integrated part of teaching and learning
reflects a belief that all students can improve
involves setting learning goals with students
helps students know and recognise the standards they are aiming for
involves students in self-assessment and peer assessment
provides feedback that helps students understand the next steps in learning and plan how to achieve them
involves teachers, students and parents in reflecting on assessment data.