Techtalk t4 2016 by NSW Department of Education

Term 4, 2016

Deep Fryers

Casting wax

TECHtalk

AgVision 2016

ESIS—Draft advice on Drones

We l c o m e t o t h e T A S / Te c h n o l o g i e s e-Newsletter The TECHTalk e-Newsletter is designed to support teachers of all TAS/Technology subjects Years 7—12.

Term 4, 2016 Thank you to all the TAS teachers who provided feedback on the draft Directions for Technology (Mandatory) Years 7-12. It shouldn’t be long before we get a look at a draft syllabus. All TAS teachers should get involved with the next consultation process to ensure the final product will meet the needs of our students well into the future. The article on page 4 about using wax and resin to produce products in Stage 5 Design and Technology describes a great example of a unit of work that provides opportunities to differentiate and design products in non-traditional materials. Thank you Kerry Doyle for contributing the article. Please take a look at the stories on deep frying and the use of drones in schools. The controls in Equipment Safety in Schools apply to all staff and students in NSW public schools and it is good practice to revisit the resource regularly. The guidelines and controls are often developed as a result of an incident. Following these policies will protect you in the event of an accident. This will be the last TechTALK newsletter in this format as we will be using Sway for all of the curriculum newsletters in 2017. This should give better options to include multimedia and other content. Have a good run up to the summer break. Dan Rytmeister TAS Advisor

Inside this issue BOSTES Update Using wax and resin in your classroom Deep Frying—safety advice AgVision 2016 UAVs and Drones—draft advice in ESIS Industrial Arts Teaching recollections—Boolk Launch NEW Agriculture Videos Biosecurity and Feed Storage Professional Associations NSWAAT Conference STEM NSW website TAS Leadership Network Contacts

3 4-7 8-9 10 11 12 13 14 15 16-17 18 19 20

BOSTES Update: What is next? The consultation on the draft directions for the Technology (Mandatory) Syllabus Years 7-8 closed on 31 August 2016. Thank you to all the people who provided feedback and attended the BOSTES and department meetings. The next stage of the process is for BOSTES to amend the directions document taking feedback into consideration. This document will then guide the curriculum writers on the content and structure of the draft syllabus. BOSTES will consult on the draft syllabus and the Department of Education will also be collecting and providing feedback. I encourage all Technology teachers to respond. At this stage, BOSTES has not published any timeline for the release of the draft or the implementation of the new syllabus. Please stay in touch through the BOSTES website and bulletins. I will also be updating teachers on what is happening through the TechTALK Newsletter mailing list.

What can you do to prepare? The draft directions for the new syllabus included content from the Australian Curriculum so we know that the Digital Technologies will probably feature strongly. Many of the discussions with teachers about the new syllabus demonstrated that there was concern about teachersâ&#x20AC;&#x2122; assumed knowledge of this area. The department has developed a unit of work for Stage 4 in coding. This is in draft form at the moment and is being piloted in Term 4 2016 in a few schools. The final version will be available online later this year. Access to the resource will be promoted through the TechTALK email list.

ÂŠ State of New South Wales, Department of Education 2016

Using wax and resin in your classroom A Stage 5 Design and Technology Project By Kerry Doyle. Kerry is the Head Teacher TAS at Chifley College, Mt Druitt Campus The students in my Design and Technology class (Stage 5) are from a wide range of cultures, abilities and have varying interests so it is difficult to find a project that engages all of them. I identified that for this class it was best to base a project around a material, teach students a skill set, and develop an open design brief with the class and focus on designing with the material rather than on a specific product. I investigated the use of silicone and resin to design moulds and create products. I turned to the internet for ideas and found many very useful resources. Some of the suppliers of these materials have been very helpful and even have YouTube videos to demonstrate the skills required and show some project ideas. The first project was producing a jewellery item. Students could make a pendant and many chose to produce items from cultural design concepts. I developed a scaffold for developing ideas, identified the maximum sizes and off they went. We experimented with colouring the resin to suit individual projects and used a small plastic lunch container and silicone ice cube trays to pour the resin into while it set. Students used the scroll saw to cut out their desired shape and then filed, sanded and polished them. This taught the students about the properties of the resin and one method of how they could shape and finish it.

ÂŠ State of New South Wales, Department of Education 2016

The next project was to make moulds using silicone. I purchased two silicone moulds that were ready for casting resin bangles and rings as examples as well as some silicone so students could make their own moulds. Below are some of the products that the students designed and produced.

The cost of resin and silicone led me to look for another material. At this point I discovered a large amount of wax in a storeroom. We then experimented with some one part moulds to use with the wax to make candles. Some of the more capable students used CAD and the 3D printer to produce objects that were used to make a mould. Some downloaded files to produce their shapes while others brought in an object from home that they would like to caste as a candle. This allowed me to differentiate the project and students looked towards the assessment rubrics and generated goals based on what grade they wanted to achieve. The silicone moulds were made and students began casting the wax. Chemical Safety in Schools has an approved procedure for safely melting wax. https://detwww.det.nsw.edu.au/assetmanagement/chemicals/ section3/3141_2.htm#n

ÂŠ State of New South Wales, Department of Education 2016

A video of how to cast was copied onto the faculty tablets so the students could access it and reinforce the skills they were learning. Whole school literacy strategies were embedded in the folio through a focus on teaching and composing procedural texts and a comprehension task on Dinosaur Designs. I pre and post-tested their knowledge and skills and marked projects as we went along, identifying the different skills in the marking rubrics so they could see where they were succeeding and how to improve their grades. The feedback was designed to assist their learning and be constructive not punitive. There was a wide variety of products and skills developed and the unit was successful in engaging the students in designing and problem solving. The project can be deconstructed to do a small amount of it (just the candle, or just the bangle) as a â&#x20AC;&#x153;Pop up projectâ&#x20AC;? (a short term easy turn around project, that does not always require access to power tools in case you are required to fill in or take leave with little notice or access to a trained casual). Students were able to identify success, they had a tangible project in their hands to take home, kids are still wearing the pendant and in the student evaluation they gave it an excellent rating.

ÂŠ State of New South Wales, Department of Education 2016

Materials are available from a number of suppliers. The following costs are a guide: Equipment required:  Plastic containers  Plastic cups  Melamine coated timber squares for mould bases.  Consumable items- paddle pop sticks, rags, syringes/measuring cups, glitter or other sparkly items, candle wicks, necklace string, sand paper.  Fast Set Silicone: approx. $70 per kilo  Polyurethane Resin $45 per Kilo  Candle wax $8 per kilo (n) Wax Candle wax must not be melted over direct heat. Most waxes melt at about 60ºC. The wax is best melted in a heat resistant container sitting in gently boiling water in an electric frypan. Provided the frypan is not allowed to boil dry it is very unlikely that the wax will catch alight. If a flame is used to heat a pan containing water and a container of molten wax the chances of fire are much greater. Treat burning wax the way you would treat burning fat or oil smoother the fire with a suitable lid, fire blanket, baking soda or moist towel. Do not use water the water can rapidly change to steam causing an explosion of molten, burning wax.

NOTE: Some of the materials and equipment use in these videos is not consistent with Department of Education guidelines. https://www.youtube.com/watch?v=8HyVCVfZ_g8 this video shows how to make a silicone mould https://www.youtube.com/watch?v=0LjmrDWyncg this video showed how to make a candle mould and candle https://www.youtube.com/watch?v=LgHTBTvySug this video showed how to make a customised candle mould Please check Equipment Safety In Schools (ESIS) and Chemical Safety in Schools (CSIS) in conjunction with Materials Safety Data Sheets (MSDS) and manufacturers instructions for correct operating procedures and controls.

Deep Frying—Safety advice Deep frying can be a risky operation in any workplace and is especially so in a school environment. Oil temperatures are around 200 degrees and contact will cause severe burns. The Department of Education has risk assessed frying activities and has documented the procedures and controls for schools in Equipment Safety in Schools (ESIS). In my role as the TAS Advisor I visit many schools and have seen examples where deep fryers are not meeting the requirements set out in ESIS. The main areas of concern are: 

Use of domestic deep fryers (usually by other KLAs holding cultural food events). Domestic deep fryers are banned from schools.



Portable commercial deep fryers not fixed to the bench when in use.



Free standing deep fryers without locked access to drain.



Junior students operating deep fryers. Deep fryers are only for Year 11 and 12 use.

Please check ESIS for all of the rules and regulation that apply to schools using cooking oil. ESIS can be accessed through the staff portal. Click here for instructions.

This free standing deep fryer has a padlock and chain on the drain tap. Alternatives include putting a lock on the door. © State of New South Wales, Department of Education 2016

Fixing Deep Fryers to the bench When fixing the deep fryer to the bench the following needs to be considered: 

The fasteners must be removable to facilitate cleaning of the bench.



Any holes in the bench should be sealed to prevent liquid entering the lining under the bench.



The fixing must prevent the deep fryer being pulled off the bench in the event a student slips and pulls it onto themselves as they fall.



The equipment must not be used near a sink where water could get splashed into the oil.

Below are some examples of how some schools have fixed their deep fryer to the bench. In this example the deep fryer can be removed by releasing the turnbuckle. The eye straps are permanently fixed to the bench and the deep fryer.

In this solution the deep fryer has been permanently recessed into the bench and sealed to prevent liquid running through the benchtop.

Care must be taken in this example to ensure the clamps are tight prior to use. This solution has minimal impact on the integrity of the benchtop. Other solutions include removing the base and putting bolts through the bench with a wingnut underneath. © State of New South Wales, Department of Education 2016

AgVision 2016

AgVision 2016 was held at Junee High School on 7 September 2016 and was a huge success. This was the third time Junee High has held the biennual event with 600 students from schools in the Riverina attending to learn about careers in Agriculture and the incredible advances in technology that are revolutionising Agriculture in Australia. Wool Classing workshop

There were over 50 displays and presentations given by industry experts in everything from farm robotics to wool classing, farm maintenance, cattle breeding and agronomy. This event is held every two years at Junee High School and at the Royal Agricultural Society Showground in Homebush every other year. Sydney University robot prototype

Cattle breeding workshop

ÂŠ State of New South Wales, Department of Education 2016

Next year's event will be held at Homebush on 27 July 2017 and will be promoted through this newsletter. Rumours are that there may be an AgVision event held in the New England area. so keep an eye out for information in future TechTALK newsletters.

UAVs/Drones: Draft advice in ESIS Many schools are venturing into the use of Drones or Unmanned Aeronautical Vehicles (UAVs) with their students. The rapid rise in popularity has prompted the Asset Management Directorate to publish draft advice in Equipment Safety in Schools. The use of drones is regulated by Civil Aviation Safety Authority (CASA) and the department’s advice includes reference to this. It is highly recommended that schools wishing to purchase a drone contact the Asset Management Directorate to ensure they purchase an item that is suitable for use with students. The draft advice has been issued as an interim measure until a full risk assessment for each application of drones can be completed. It is likely that the safety advice will vary depending on the application for the drone. For example a drone being used in an agriculture class or photography lesson could be larger (up to 2kg) than one used to teach coding indoors (up to 500g). Usage controls include:  Operate in line of sight only, in good weather conditions and with good visibility  Visual contact must be maintained at all times  An observer must be present whenever the UAV is airborne  Operator must retain manual control at all times. Machine controls include:  Inspect the UAV for damage before each flight  Propeller guards must be fitted and enclose full circumference of blade.  Blade must be made of soft plastic such as nylon. Metal and carbon fibre blades not to be used.  When used for coding exercises, medium sized drones must be tethered to ensure programing errors do not cause injury or damage.

Check ESIS regularly for updates on the advice.

Industrial Arts Teaching Recollections 1970s, 80s and 90s Book Launch A group of former Industrial Arts teachers get together socially once a term to ‘talk about old times’ and socialise and often discuss the pivotal role they played in the development of Industrial Arts through the 70s 80s and 90s. It was suggested that they record their stories in a book as a historic record of Industrial Arts education. Four of the group decided to take on this challenge and recorded interviews with 30 of the Industrial Arts teachers that witnessed this era of change. The book describes how the roles of inspectors and equipment committees The project leaders meet with the Minister for Education at the book launch. and the development of new curriculum, From the Left John Gibson, Arch Park, professional development and the political Adrian Piccoli, Geoff Hogan and Kevin manoeuvring that led to modern Industrial Arts Dodds subjects and education. The book was launched by the Hon Adrian Piccoli MP, Minister for Education at Parliament House on 20 September 2016 and is available from the Institute of Industrial Arts Technology Education (IIATE) website.

New video resources for Agriculture Raising the steaks – the science of cattle breeding https://goo.gl/nbe3IV This video explores the tools and techniques that are available to beef cattle producers to use in their quest to improve the productivity of their herds. It includes:  explanations of how and why estimated breeding values are used  description and footage of embryo transfer  advantages/disadvantages of artificial breeding techniques  interviews with producers and technical experts. The main subject of the video is a particular cow (W449) who has produced 137 offspring over her life time.

Dairy farming into the future https://goo.gl/IKlREy This video documents the whole milking process in a robotic dairy. It includes an interview with Assoc. Professor Kendra Kerrisk (University of Sydney), describing the process and explaining the reasons for its development and use.

Both of these videos directly link to the content of the HSC Agriculture syllabus and have been designed to provide teachers with up to date resources about the technology used in agriculture in the 21st century. Please use in your classrooms and encourage others to use them.

BIOSECURITY and FEED STORAGE What are the issues? Ruminants such as cattle, sheep and goats cannot have feed that could contains Restricted Animal Material (RAM). Poultry feed and cattle feed can look very similar but it is common to find RAM in poultry feed. The consumption of RAM by ruminants can lead to mad cow disease and is in breach of the Livestock Production Assurance (LPA) and Biosecurity legislation. Schools need to take measures to ensure food containing RAM is not accidently fed to ruminants. This can occur if students use the wrong feeds or there is cross contamination between storage containers. Some schools are only purchasing poultry feed that does not contain RAM but this is not common commercial practice and takes away an opportunity to educate students about the importance of feed separation. Some schools have been audited by MLA for compliance RAM (Restricted Animal Material) is: with LPA and were directed to improve their feed … meat, meat and bone meal, blood meal, poulstorage facilities. The Department sought clarification try offal meal, feather meal, fishmeal or any othfrom AUS-MEAT Limited and received the following er animal; meals or manure. advice: It does not include: … tallow, gelatine, milk and milk products.

“Schools need to have a storage system that demonstrates and prevents feed types becoming mixed/ combined so that there is no chance animals are fed the wrong feed type that can lead to a potential food safety/biosecurity situation”. What should schools do? Ensure feeds are clearly labelled and separated in such a

way that cross contamination cannot

occur when filling bins. Educate students and staff about the risk of mixing feeds and the importance of separation. Keep a record of feed batch numbers to ensure traceability. Store feed in dry, vermin proof containers. Do not give food scraps to ruminants. © State of New South Wales, Department of Education 2016

Professional Associations With curriculum being reviewed by BOSTES, it is important that you get to have your say during consultation. The professional association play an important part in this process and a strong membership gives them the capacity to contribute to the consultation with some authority. Our professional associations often provide professional learning opportunities and regular conferences that allow us to share our knowledge and experience with like-minded teachers. Below are links to each of the associationâ&#x20AC;&#x2122;s websites. Please consider membership.

HEIA Home Economics Institute of Australia http://www.heia.com.au/ ICTENSW Information Communication Technology Educators of New South Wales http://ictensw.org.au/ IIATE Institute of Industrial Arts and Technology Education http://www.iiate.asn.au/ NSWAAT New South Wales Association of Agriculture Teachers http://nswaat.org.au/ TEA Technology Educators Association http://www.teansw.com/

ÂŠ State of New South Wales, Department of Education 2016

We are very grateful to the following sponsors for their generous support.

NSWAAT Conference, Sydney, NSW

This conference will contribute 29 hours of QTC Registered Professional Development. For details see over.

http://camping.ymcansw.org.au/sopl

Sydney Olympic Park Lodge - 1 Jamieson St, Silverwater

Accommodation:

Conference sessions will be held at The Stables – NSW Royal Agricultural Society

Despite being home to approximately 4 million people the Greater Sydney region continues to be a major agricultural producing region. The “Farming on the Fringe” conference will showcase the innovative farming practices taking place on the fringes of Australia’s largest city.

8th– 12th January, 2017

19th NSWAAT Conference

Conference Registration

Dinner: Paddock to Plate: Alastair McLaren

3.00 onwards

6.30

Event

Flemington Markets Tour

Conference Registration

Breakfast

Official Welcome, Acknowledgement of Country, Housekeeping

Keynote Speaker : Associate Professor Robert Fitch

Morning Tea

Workshops (3 x 30min)

Lunch

Workshops (3 x 30min)

Afternoon Tea

Workshops (3 x 30min)

Dinner Preparations

Dinner – Formal Dinner of Champions Presentations by Providores

Time

5.00 – 8.00

7.00 - 9.00

8.00 - 8.40

9.00

9.15 – 10.15

10.15 - 10.45

11.00 – 12.30

12.30 – 1.30

1.30 – 3.00

3.00 – 3.30

3.30 – 5.00

5.00 – 6.30

6.30 – 11.00

Monday, 9th January

Arrival at the Lodge

Event

3.00 onwards

Time

Sunday, 8th January

Program of Events

Dinner Preparations Dinner - Armory - networking Kubota Presentation - TBC

4.30 – 5.30 5.30 – 6.30 6.30 - onwards

NSWAAT Biennial General Meeting

Checkout

Breakfast

Event

Thursday, 12th January

Dinner Preparations Dinner: Harbour Cruise Keynote Speaker: Professor Jim Pratley

Speakers: (includes hands on activities) Angus Stewart (ABC TV) Plant Propagation Sydney Fish Markets - TBC Gallagher fencing presentation/workshop Lunch - Seafood TBC Farewell and departures

10.30 – 12.30 12.30 – 1.30 1.30 – 2.30

10.00 - 10.20 Morning Tea

9.30 - 10.00

8.00 – 8.30

7.00 – 8.00

Time

7.00 -11.00

5.30 – 6.30

4.30 – 5.30

8.00 – 4.30

Event Breakfast Tour Options: 1: Northern Tour – Hawkesbury Region 2: Southern Tour – Macarthur Region (Delegates will attend both tours over the 2 days) Return from Tours

Time 7.00 – 8.00

Wednesday, 11th January

Return from Tours

8.00 – 4.30

Breakfast

Event Tour Options: 1: Northern Tour – Hawkesbury Region 2: Southern Tour – Macarthur Region (Delegates will attend both tours over the 2 days)

7.00 – 8.00

Time

Tuesday, 10th January

Completing the 2017 NSW Association of Agriculture Teachers Biennial Conference - “Farming on the Fringe” Day 4, 12 January 2017 will contribute 3.5 hours of QTC Registered PD addressing 6.1.2; 6.3.2; 7.4.2; from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Completing the 2017 NSW Association of Agriculture Teachers Biennial Conference - “Farming on the Fringe” Day 3, 11 January 2017 will contribute 7.5 hours of QTC Registered PD addressing 6.2.2; 7.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Completing the 2017 NSW Association of Agriculture Teachers Biennial Conference - “Farming on the Fringe” Day 2, 10 January 2017 will contribute 7.5 hours of QTC Registered PD addressing 6.2.2; 7.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Completing the 2017 NSW Association of Agriculture Teachers Biennial Conference - “Farming on the Fringe” Day 1, 9 January 2017 will contribute 10.5 hours of QTC Registered PD addressing 6.2.2; 6.3.2; 7.4.2; 3.4.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Scope of Endorsement All Standards of the Australian Professional Standards for Teachers at the level of Proficient and Highly Accomplished and Lead.

NSW Association of Agriculture Teachers – through the Professional Teachers’ Council NSW- Board of Studies, Teaching and Educational Standards (BOSTES) (formerly the NSW Institute of Teachers) as the endorsed provider of Institute Registered professional development for the maintenance of accreditation at Proficient, Highly Accomplished, and Lead levels.

www.nswaat.org.au

For full details and a Registration Form, go to:

STEM NSW Website

The NSW Department of Education Learning and Teaching Directorate are pleased to launch the STEM NSW website.

www.stem-nsw.com.au The STEM NSW website is a starting point for STEM in NSW schools. The website showcases the leadership projects delivered by the STEM Advisors, integrated Stage 4 teaching & learning programs from 27 schools spanning the state and extensive resources for schools approaching STEM.

STEM Action School Mentoring The NSW Department of Education has established seven STEM Action Schools to mentor and share innovative STEM practice and programs with schools. NSW Public Secondary Schools are able to collaborate with STEM Action Schools and receive mentoring through an application process. Read the Action School profiles and find Expression of Interest details on the website.

ÂŠ State of New South Wales, Department of Education 2016

TAS Leadership Network

PE I N

Do you need some advice or support with your teaching? The TAS Leadership Network is a group of experienced teachers advising and mentoring other DoE TAS teachers statewide. If you are a teacher and would like some advice or mentoring, please complete the EOI and you will be linked with one of our TAS leaders. The TAS leaders have undergone an induction and ongoing training to ensure they provide advice that is consistent with DoE policies. They have experience in the full range of TAS subjects including Agriculture, Textiles, Food, Industrial Technology, Engineering, Design and Technology, Graphics and Computing subjects. When you complete the EOI you will be asked which subjects you are teaching and the areas of support you are seeking. You will then be matched with the most appropriate leader for support.

How to apply:  discuss with your supervisor and

principal  complete the EOI online.

Teacher EOI https://goo.gl/IYodZI

Other opportunities for participants: In Semester 2 there will be online Master Classes in particular subjects. These will be open to all teachers in the TAS Leadership Network.

We would love you to join us on our Facebook page:

www.facebook.com/technologies.curriculum

TAS/Technologies curriculum contact: Dan Rytmeister TAS Advisor Learning and Teaching NSW Department of Education Level 3, 1 Oxford Street, Darlinghurst, 2010, NSW T: (02) 9266 8514

dan.rytmeister@det.nsw.edu.au If you would like to be added to our TAS/Technology communication network please send me your details. If you do not want to receive future communications please remove me from communication network If you have feedback or suggestions for professional development or future articles please send me an email.

The non-DoE products and events listed in this e-Newsletter are to be used at the readerâ&#x20AC;&#x2122;s discretion. The inclusion of product and event information is not an endorsement by the Department.

ÂŠ State of New South Wales, Department of Education 2016