Uncertainty about what to teach

Curriculum units that incorporated relevant systems were developed, targeting students at each level. These units essentially enabled teachers to cover aspects of technology which were supported by the PD workshops. The writing of the curriculum units, completed by Rhonda Harvey and Holly Stanton, took many more hours than first anticipated. Much time was spent researching, writing and editing the units. and teachers trialled them in the second, third and fourth terms in 2007.

The units were professionally designed and provided to each cluster school on CD-ROM.

Teachers felt that, as a result of implementing the units, students gained a better understanding of technology and its applications. They observed an increase in student engagement due to the dynamic and ‘hands-on’ nature of the units.

Figure 1 describes the units covered across Prep–Year 6 (Levels 1–4) as a scope and sequence chart.

Teachers were supported to document links, not only to the technology domain of VELS but also to other relevant domains that would support the program and ensure curriculum breadth. Teachers were encouraged to plan using an integrated approach to learning. The inclusion of Thinking Tools on photocopiable worksheets for Prep–Year 6 enabled teachers to include technology in their classroom program with a literacy or numeracy focus.

Through support, teachers became more familiar with the VELS standards, which assisted delivery of meaningful lessons and contributed to a better understanding of how to assess student learning.

Resourcing the program

Erica Stryk developed eight kits to support the implementation of the systems technology program, with two available at each level. They contain a vast variety of materials, from batteries and wires to tubing and voltmeters. Materials in each kit are directly related to the curriculum units written for that level.

By compiling and distributing the kits, teachers in the cluster schools are now able to teach units of technology with ease and confidence with resources needed at their fingertips. The kits have been a major achievement, making teaching technology a pleasurable and engaging experience without stress or the need to source resources. All children at each cluster school are now being exposed to relevant scientific and technological concepts.

Engaging the community

Schools have held a variety of activities and challenges with their local communities. Activities have included:

• family science/technology nights
• expos
• community challenges
• science and technology fair.

Project successes

Rhonda Harvey explained: ‘As a result of many workshops, team meetings and the trialling of the units, teachers are now able to deliver classroom lessons in science and technology with greater enthusiasm and knowledge of the content, and to accurately assess and report against the Victorian Essential Learning Standards (VELS).’

Rhonda reflected that in the past many teachers avoided the teaching of science and technology due to lack of knowledge, confidence and the fact that the collection of materials is time-consuming and often expensive.

‘Our project has taken much of the legwork out of this process. Project leaders have spent many hours researching, trialling and purchasing materials, a job teachers would simply not have the time to accomplish.’

The feedback from staff and students that have participated in the Systems Technology project has been amazing. Teachers have been astounded at the outcomes of the units, and the work students have produced has been outstanding in many cases.

In some schools, where behaviour and language barriers exist, science and technology lessons have enabled all students to participate and achieve. Students that, in some circumstances, do not participate or achieve have been able to produce quality work and experience the feeling of success and the satisfaction of achievement.

To ensure project success, commitment from all school leaders was evident from the significant amount of time that was allocated to completing project tasks. The leadership team at each school was supportive; and principals accommodated requests for time release to allow teachers to attend meetings and PD.

Sustainability beyond funding

It is anticipated that with the PD completed, access to the completed units, and scope and sequence planner supported by the kit resources, that schools will continue to cover systems technology beyond the project funding. Most cluster schools have planned to make the community activity an annual event.

Future challenges

Ensuring that the technology units are continued at all schools at all levels may be a challenge, particularly if the school leader leaves. Schools need to develop capacity rather than rely on one or two teachers to drive the project outcomes. Schools need to build in the cost of purchasing materials to support unit implementation, which may prove difficult for smaller schools or for those with limited budgets. Maintenance of partnerships will hopefully continue with ongoing communication.

Further Information

Leading Teacher Rhonda Harvey

Project Coordinator

Ivanhoe Primary School

harvey.rhonda.j@edumail.vic.gov.au