Technology and Design New Lower Secondary Curriculum Syllabus
In an increasingly technological and complex world, it is important learners develop knowledge and confidence to critically analyse and respond creatively to design challenges. Technologies can play a crucial role in both enriching and transforming societies and in the management of natural and constructed environments.
In the design and technologies curriculum, learners create quality-designed solutions across a range of technological contexts. Learners consider the economic, environmental and social impacts of technological change, and how the choice and use of technologies may contribute to a
sustainable future. Learners also take into account the ethical, legal, aesthetic and functional factors that inform the design processes.
Through design and technologies, learners plan and manage projects from conception to realisation. They apply design and systems thinking and design process to investigate ideas, generate and refine them, plan and manage, produce and evaluate designed solutions. They develop a sense of pride,
satisfaction and enjoyment from their ability to create innovatively designed solutions.
Through the practical application of technologies, learners develop dexterity and coordination. The curriculum offers learners a broad range of learning experiences readily transferable to their home, life, leisure activities, the wider community, and to work.
Teaching and Learning Technology and Design
The thrust of the new syllabuses is experiential and towards deeper understanding and the development of skills. The focus in Technology and Design is on the development of the ability to use technology to explore the world around them and to communicate in the wide range of ways that the technology
makes available. It is a practical subject where learners need to use the technology, not just be told about it.
This syllabus provides learners with a wide range of contexts in which to develop this understanding, and these contexts are designed to engage the interest of the learner and to provide opportunities to build life-related knowledge, experience and skills. Teachers are encouraged to go beyond the textbooks and
provide as many meaningful contexts as possible. The generic skills have been integrated throughout the curriculum and can only be acquired through active approaches.
The role of the teacher is to build on learners’ existing knowledge and experience, but to extend that by posing problems to the learners. This makes them think about their own ideas and experiences as well as adding new knowledge and skills to it.
Learners need to interact with real situations inside and outside the classroom. They need to look at pictures or diagrams, examine statistics, or read texts from a range of sources. They need to find out knowledge and ideas for themselves. They should then be expected to express these in
their own words, not those of the teacher, and so demonstrate that they have understood what they have
learnt. In this approach, learners are encouraged to:
- Be responsible for their own learning
- Think for themselves and form their own ideas
and opinions - Become critical thinkers, ready to face new challenges
and situations for themselves
Download the syllabus book below
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