Week 1: KNOW YOUR SYLLABUS!

Getting to know your Technological and Applied Studies

Years 7-10 Syllabus

Resource	Task
TAS Syllabus Specialisation	http://www.boardofstudies.nsw.edu.au/syllabus_sc/index.html#4_5 FOOD TECHNOLOGY 7-10
Rational	Found on Page 8 The Australian food industry is an important aspect of Australian industry providing many employment opportunities. The study of food technology provides students with broader knowledge and understanding of the wider concepts relating to food and its various factors which effect different types of consumers. Food is an integral part of life teaching students’ skills and incorporating their beliefs and values in their learning experience.
Aim	Found on Page 10 The aim of the Food Technology Years 7–10 Syllabus is to actively engage students in learning about food in a variety of settings, enabling them to evaluate the relationships between food, technology, nutritional status and the quality of life. Students will develop confidence and proficiency in their practical interactions with and decisions regarding food The study of food technology will help the students gain a broader knowledge of food and develop practical skills ultimately improving ones quality of life.
Objectives	Found on page 11 Knowledge, understanding and skills Students will develop: knowledge, understanding and skills related to food hygiene, safety and the provision of quality food knowledge and understanding of food properties, processing and preparation and an appreciation of their interrelationship to produce quality food knowledge and understanding of nutrition and food consumption and an appreciation of the consequences of food choices on health skills in researching, evaluating and communicating issues in relation to food skills in designing, producing and evaluating solutions for specific food purposes Knowledge, understanding and appreciation of the significant role of food in society.
Outcomes	Found on page 12 The objectives are set out in a table format highlighting what the objectives are for the students in stage 4 and 5 as well as what outcomes they should develop in stage 4 and in stage 5. A teacher should follow the outcomes for each content when developing and planning their lessons
Content	Found on page 14  Key components of Content and Content Organisation. The content is organised in 3 different areas, which are focus areas, practical experiences and core. As well as the essential components of work there are additional components that need to be included in lessons such as life skills, cross curriculum content, ICT, social and environmental factors, literacy and numeracy skills.
Life Skills	Found on Page 39 This is implemented for those students who require further help in their studies. The outcomes are set up for those students who require special education needs and the content is set up for various learning opportunities for each student and should be varied to suit each individual student to meet their goals.
Continuum of Learning K-10	Found on page 46 This specialisation is split up in stages. Stage 1-3 is science and technology which is studied across the years. In stage 1, students are developing skills and understanding in natural and made environments. By stage 3 students should have a deeper understanding of life sciences and gained skills in investigation and research by applying their knowledge n first hand investigations.
Assessment and Reporting	Found in page 52 Outcomes and what students are expected to achieve are stated in the syllabus and are used as the basis to assess the students’ achievements in the different areas.The assessment reporting is broken up in different sections such as assessment for learning, reporting and strategies. Some strategies of reporting include: Practical experience, portfolios, self assessment, research projects, presentations, written reports, and peer assessment

Resource	Task
TAS Syllabus Specialisation	http://www.boardofstudies.nsw.edu.au/syllabus_sc/index.html#4_5 Technology Mandatory (years 7-8) Syllabus
Rational	Found on Page 8 Technology and its advancements are growing continuously in this century and so the main purpose of Technology mandatory is to teach students to solve problems and generate new ideas as well as develop knowledge, skills and understanding that will enable students to contribute positively to the Australia’s future. Students will be prepared for lifelong learning and career opportunities in the study of design and related fields.
Aim	Found on Page 11 The aim of the Technology (Mandatory) Years 7–8 Syllabus is to develop students’ ability to design, produce and evaluate quality solutions that respond to identified opportunities and needs. It enables students to justify solutions and to responsibly, safely and creatively use and select materials, tools and techniques. The aim outlines that Technology Mandatory will teach students the ability to design, create and evaluate as well as practice safety with materials, tools and techniques.
Objectives	ŸFound on Page 12 Knowledge, understanding and skills Students will develop: 1        knowledge, understanding and appreciation of and skills in design processes, design theory and the work of designers 2        knowledge of and skills in researching, experimenting, generating and communicating creative design ideas and solutions 3        knowledge and understanding of and skills in the responsible selection and safe use of materials, tools and techniques 4        knowledge, understanding and appreciation of the impact of innovation and emerging technologies on the individual, society and the environment 5        knowledge of and skills in managing quality solutions to successful completion 6        understanding and appreciation of and skills in evaluating and reflecting on the success of their own and others’ design activities.
Outcomes	Found on Page 13 The objectives are set out in a table format highlighting what the objectives are for the students in stage 4 as well as what outcomes they should develop in relation to that objective. A teacher should follow the outcomes for each content when developing and planning their lessons
Content	Found on Page 14 Technology (Mandatory) involves designing, producing and evaluating quality design and so the content is organised in 3 main areas, which are Areas of study, Design Project and Essential Content. ŸAreas of study include built environments Products and Information and Communications. These provide the situation or context for the design project. ŸThe design project involves the design, production and evaluation of quality solutions that are functional and meet identified needs or opportunities. Essential components of work included in lessons such as life skills, cross curriculum content, ICT, social and environmental factors, literacy and numeracy skills.
Life Skills	Ÿ  Found on Page 42 This is implemented for those students who require further help in their studies. The outcomes are set up for those students who require special education needs and the content is set up for various learning opportunities for each student and should be varied to suit each individual student to meet their goals.
Continuum of Learning K-10	Found on Page 52 Stage outcomes and stage statements illustrate the continuum of learning in the Technology (Mandatory) Years 7–8 Syllabus There are stages from 1 to 3 leading up to stage 4 and for each content there is a listed student outcome as well as for the learning processes. Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a consequence of achieving the outcomes for the relevant stage of learning.
Assessment and Reporting	ŸFound on Page 61 A range of assessment strategies should be used when designing assessments. Such include: Observation of demonstrated skills, Research Activities, Presentations, Journals, Written responses and reports, Peer and Self Assessment. Teachers should take into consideration a range of factors including, syllabus requirements, accessibility to resources, student ability and how the task will be administered.

Introduction

My teaching learning portfolio has been developed to show my achievements and understanding in TAS 1Y. Weekly artefacts and personal reflections shows my growing knowledge of the Australian Professional Teacher Standards 1-6.