Design, Creativity and Technology Support
The Design, Creativity and Technology Domain
Introduction to
Design, Creativity and Technology
Learning focus and standards Levels 1
2 3
4 5
6
The P-10
Curriculum and Standards section of this website introduces the Design,
Creativity and Technology domain including information about its structure,
the dimensions, the stages of learning, pathways to VCE, VCE VET and VCAL. It
also includes the learning focus statements and standards applicable to Levels
1 to 6.
Teaching and Learning
Approaches to Design,
Creativity and Technology
This advice is designed to support the
learning and teaching of the Design, Creativity and Technology standards at
Levels 3 to 6. The advice offers a range of strategies and resources which
provide teachers with examples that inform and elaborate the standards.
Glossary
Definitions
of key terms used in the Design, Creativity and Technology domain.
Assessment
Standards and Progression points
This
resource supports teachers in making on-balance judgments about student
achievement for use on school systems' reporting software.
Assessment maps
(Annotated student work)
The assessment maps have been developed as a
tool to help teachers assess student work using the VELS. They provide a range
of annotated student work samples that can be used by teachers in conjunction
with the progression point examples to develop a common understanding of the
standards and make consistent, on-balance judgments about student achievement.
Background
Background to the VELS
– Design, Creativity and Technology domain
This provides
background information to the domain including the relationship between the
Victorian Essential Learning Standards and the previous curriculum guidelines
for Victorian schools, the Curriculum and Standards Framework (CSF) II.
Discussion paper: Design, Creativity and Technology Curriculum Area
Design,
Technology and Innovation Curriculum Area (PDF - 199KB)
In 2004, as
part of the preliminary work for the development of the VELS, the VCAA
commissioned a paper designed to lead discussion on essential elements
relating to design, technology and innovation that should be included in a
framework of essential learning. The paper provided theoretical and historical
background for the development of the standards.
- Section 1: Introduction
- Section 2: What should students know, understand and be able to do?
- Section 3: Scope of the domain
- Section 4: What is the relationship of this domain to others in the framework?
- Section 5: Conclusion
