Curriculum advice for remote and flexible learning

Implementing the Victorian Curriculum F–10

The following information outlines curriculum area advice to schools to support remote learning and continuity for students in F–10 Design and Technologies. This advice should be read in conjunction with broader advice provided to schools regarding the Victorian Curriculum F–10 on the VCAA and Victorian Curriculum F–10 websites.

Delivering F–10 Design and Technologies remotely and flexibly

Keep in mind

  • Schools can review and adapt their teaching and learning program for Design and Technologies to enable the curriculum to be delivered at home via remote learning.
  • Teachers are best placed to make teaching and learning decisions and assessment modifications that are appropriate to their own circumstances. Teachers need to take into account their access to remote learning tools (such as online learning platforms) and the strengths and limitations of their student cohort. 
  • A weekly program of teaching and learning, based on the original teaching and learning program, can be developed for students to complete at home. This should include learning activities that enable students to demonstrate aspects of the relevant achievement standards in Design and Technologies. 
  • Practical activities requiring production of a product in Design and Technologies are likely to require the use of tools and machines that, by their nature, present a higher risk than in other curriculum areas. Schools need to refer to the Department of Education and Training's Use of Machinery in Technology Teaching for further information about Occupational Health and Safety Regulations 2017 (Part 3.5 – Plant).

Ideas and connections

Useful resources

In addition to VCAA resources, teachers may consider

Assessment and achievement standards

  • Schools should assess student learning, including evidence from practical activities, against the relevant aspects of the achievement standards in the Victorian Curriculum F–10.
  • Depending on the resources available at home and the aspect of the achievement standard being assessed, students may draw, graph, photograph, annotate, label, create a podcast using audio and/or video, create a prototype or electronic system, and/or write a response to communicate their findings.
  • Teachers can select and use a variety of assessment types to provide timely feedback to students and to monitor learning progress. Schools can review the range of assessment tasks to achieve a balance between short inquiry-based activities that focus student attention on specific skills and understanding and more open-ended, rich assessment tasks that can be completed over a longer period of time at home.
  • On the resumption of face-to-face learning, schools may need to undertake a variety of assessments to determine students' actual progression of learning, considering the original teaching and learning program and making the necessary adjustments to this program as required. 

For more information

Leanne Compton, Design and Technologies Curriculum Manager

Phone (03) 9032 1698 or email the Design and Technologies Curriculum Manager