The vision of the Technology Faculty at Parafield Gardens High School is based on aspects of the school's Philosophy and Objectives as outlined below.
Parafield Gardens High School was established in 1976. From this time the school has established a reputation of innovation and excellence in challenging and meeting the needs of young people regardless of background.
The school offers a comprehensive Years 8 to 12 curriculum guided by its motto of "Quality Learning for Quality Futures".
From "Quality Learning for Quality Futures"
We aim to reach the learning potential of each and every student via a flexible, challenging curriculum that establishes high expectations of ourselves
understand and use mathematical language in creative and critical ways-both terminology and symbols
We aim to develop with every student in our school a career and personal learning pathway
We aim to work to develop the values that enhance our own wellbeing and the well being of others.As "global citizens" we are responsible to ourselves and our community.
The Technology Learning Area has produced a Philosophy Statement / Vision that reflects the school's Philosophy and Objectives.
At PGHS in the context of the SACSA Framework, the design and technology Learning Area is structured around three main strands of learning:
These strands are designed to capture ways of 'knowing, understanding and doing' in design and technology. They are interrelated and of equal importance, informing one another and providing different starting points for learning. Together, they constitute the essence of a quality design and technology education.
Through active engagement in practical design and technology experiences, learners develop creative and powerful ways of designing and making to meet identified needs. They also learn to examine critically existing and planned technologies through investigating and questioning the four phases of a technology lifespan: intention, design, making and use/misuse/abuse.
Technologies do not exist in isolation; they are created for specific purposes and to meet an identified need. Students learn to consider the cultural, economic and environmental issues that influence and are influenced by technologies. The interdependence of people and technologies is examined through investigating relationships, questioning the thinking behind technologies and developing understandings of the criteria that drive technological developments. Technologies, past, present and proposed, are considered in order to develop understandings of the interplay of technologies with people, society, the economy and the environment.
Achieving a balance of design and technology learning experiences.
Design and technology education provides an opportunity to develop critical thinking skills, knowledge and understanding of materials, tools and techniques in creating products, processes and systems. Quality programs draw on knowledge from all Learning Areas in practical and applied ways. Design and technology learning is inherently interdisciplinary. This document provides examples involving materials and information and systems technologies while also demonstrating the interrelationship of the Key Ideas and Outcomes. The examples provided are not prescriptive or necessarily year level specific.
It is recommended that design briefs allowing students to learn and explore within set contexts and agreed parameters are used. A balanced mix of open-ended and closed design briefs is suggested depending upon the learning program and individual student needs. Design briefs clearly outline the task within a context, state design and task criteria (eg specifying restrictions or requirements and often outlining a process or specialised practical task) and make assessment explicit, providing scaffolds for success.
The key to a balanced design and technology program is recognising connections between all of the components and ensuring depth of learning in what is manageable
Subjects in the area of Technology are divided between Design Technology based subjects and ICT based subjects
Design Technology subjects:
Tech Studies (general nature in the Middle School)
Wood Tech - This subject and those listed below are Senior School Subjects
Control Technology Photography
Information Technology VET certificate 1 and II
Information Technology GEN and RES
Information Processing and Publishing
There are three trained Design Technology teachers and five other teachers who teach in IT and IPP.