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I find having a visual representation of this model good for writing lesson sequences, as it give me the verbs i need to use to phrase questions and to determine if the tasks created are reaching high order thinking

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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This is an amazing virtual tour of a Comme des Garcons at the National Gallery of Victoria. A ingenious way of getting the students to an international fashion show, without leaving the classroom. Getting students to experience a global brand leader of high end fashion, to inspire them in their own design projects.

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Great article, investigates textiles made from ilk, bacteria, 0 waste patternmaking. will be a great for students to use in thier sustainability article.

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The rise of fast fashion in Australia means 6000 kg of clothing is dumped in landfill every 10 minutes. The ABC's War On Waste visualised this statistic by piling a giant mound of clothing waste in the middle of the city. So what to do about it?

Sustainable fashion experts advocate abstaining from buying fast fashion, promoting clothing swaps and repairing old clothing. Others suggest buying organic and ethically-sourced clothes or designing clothing using zero waste techniques. The hope is that greater transparency in supply chains will lead to an end to sweatshops and unsustainable fashion practices.

These are admirable initiatives, but they only reduce wastage or delay garments from ending up in landfill. They do not address the fact that the scale of fast fashion is so massive it can easily eclipse other sustainability initiatives. Nor do they address the wastefulness of existing technologies and the urgent need to research new ones.

Even if we could magically stop the global production of all garments, we would still need new, green technology to clean up the waste we have already created. There are long-term strategies for green technologies such as electric cars, but where are the major companies and research institutes developing the next generation of sustainable fashion technologies? The development of new synthetic biology technologies may be the key.

From catwalk to research

I would like to share my journey from zero waste fashion design pioneer to trans-disciplinary fashion researcher to highlight the challenges faced by sustainable fashion and the need for more research.

Ten years ago, I presented my "Zero-Waste" Fashion collection at London Fashion Week. I and other sustainable designers at the time took the waste streams of other industries such as scrap materials and leftover fabric and created our collections from them. I was selected for "Estethica", a new initiative created by sustainable fashion gurus Orsola De Castro, Filippo Ricci and Anna Orsini from the British Fashion Council. Sustainable fashion was shown on London catwalks next to luxury fashion - a revolutionary step for the time.

I pioneered a way of creating tailored, high fashion garments so that all the pieces of a garment fitted together like a jigsaw puzzle and no waste was created. Conventional pattern cutting creates about 15% wastage of material, even if the pattern has been optimised by a computer. I wanted to systemically change the way clothing was made.

But the problem with zero-waste design is that it is very difficult to create. It requires a skilled designer to simultaneously imagine the garment as a 3D item and a flat pattern, while trying to fit the pieces together like a jigsaw. It is easy to make an unfitted or baggy garment, but creating something that looks good and fits the body was a real challenge.

Even after all these years, most contemporary zero-waste fashion is still not tailored to the body. I practised this technique for years to master it. It required breaking all the rules of conventional pattern-making and creating new techniques based on advanced mathematics.

These were exciting times. Our fabrics were organic, we made everything locally and ensured everyone was paid an ethical wage. The press loved our story. But problems started to emerge when it came to sales. We had to sell more expensive garments, using a smaller range of fabrics - our materials and labour costs were higher than those of companies that produced overseas. Often fashion buyers would say they loved what we did, but after looking at the price tag would politely take their business elsewhere.

As a sustainable fashion designer, my impact was limited. It was also impossible to teach zero-waste fashion design without explaining how advanced mathematics applied to it. It was time to try a new approach, so I decided to apply science and maths to traditional fashion techniques.

My PhD research explored the underlying geometry of fashion pattern-making. Combining fashion with science allowed the traditional techniques and artistry of making garments to be explained and communicated to scientist and engineers.

In the meantime, fast fashion companies rapidly expanded, with Zara, Topshop and H&M reaching Australia by 2011. They produced massive amounts of cheap products making low margins on each garment. Consumers quickly became addicted to the instant gratification of this retail experience. The size and scale of their production produced hundreds of tonnes of garments every day.

The limits of fashion technology

Fast fashion companies such as H&M have developed recycling initiatives in which consumers can exchange old clothing for discount vouchers. This is supposed to prevent clothing from going to landfill, instead recycling it into new clothing.

However, there are those who are sceptical of H&M's recycling process. In 2016, investigative journalist Lucy Siegle crunched the numbers and concluded that "it appears it would take 12 years for H&M to use up 1,000 tons of fashion waste". This, she said, was the amount of clothing they produce in about 48 hours.

A 2016 H&M sustainability report reveals that only 0.7% of their clothes are actually made from recycled or other sustainably-sourced materials. In the report, H&M acknowledges :

Today, this is not possible because the technology for recycling is limited. For this reason, the share of recycled materials in our products is still relatively small.

In fact, their 2016 annual report states that more research is needed:

if a greater proportion of recycled fibres is to be added to the garments without compromising quality, and also to be able to separate fibres contained in mixed materials.

Sustainable technologies strive for a "circular economy", in which materials can be infinitely recycled. Yet this technology is only in its infancy and needs much more research funding. H&M's Global Change Award funds five start-up companies with a total of 1 million Euros for new solutions. Contrast this with the millions required by the most basic Silicon Valley start-ups or billions for major green technology companies such as Tesla or SolarCity. There is a dire need for disruptive new fashion technology.

Many of the promising new technologies require getting bacteria or fungi to grow or biodegrade the fabrics for us - this is a shift to researching the fundamental technologies behind fashion items.

For example, it takes 2700L of water and over 120 days to grow enough cotton to make a T-shirt. However, in nature, bacteria such as "acetobacter xylinum" can grow a sheet of cellulose in hours. Clothing grown from bacteria has been pioneered by Dr Suzanne Lee. If a breakthrough can be made so that commercially grown cotton can be grown from bacteria, it may be possible to replace cotton fields with more efficient bacteria vats.

But why just stick with cotton? Fabrics can be generated from milk, seaweed, crab shells, banana waste or coconut waste. Companies such as Ecovate can feed fabric fibres to mushroom spore called mycelium to create bioplastics or biodegradable packaging for companies such as Dell. Adidas has 3D printed a biodegradable shoe from spider silk developed by AM silk.

Although I began my journey as a fashion designer, a new generation of materials and technologies has pulled me from the catwalk into the science lab. To address these complex issues, collaboration between designers, scientist, engineers and business people has become essential.

To clean up the past and address the waste problems of the future, further investment in fashion technology is urgently needed.
Mark Liu's podcast interview for the ABC's War on Waste series will be published on the ABC online tomorrow.

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For a true war on waste, the fashion industry must spend more on research

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The rise of fast fashion in Australia means 6000 kg of clothing is dumped in landfill every 10 minutes. The ABC's War On Waste visualised this statistic by piling a giant mound of clothing waste in the middle of the city. So what to do about it?

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great resource, I have made close exercise to go with this video and will use this resource to start the conversation about sustainable fashion.

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Access impactful educational videos and supporting classroom resources anywhere, at any time to enhance teaching and learning at all levels.

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Why it is important to ensure that you only donate clothing in good condition, and what happens to the ones that aren't!
scary!!

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ABC News (Australia)

Welcome to the official ABC News channel. As well as our 24-hour live stream, we also livestream breaking news events (make sure you subscribe and tap the bell so you don't miss any important notifications) and The Drum each weekday evening. This channel also features regular news updates from the Australian Broadcasting Corporation. Our programs include 7.30, The Business, The Drum, Insiders and The World. If you're looking for our long-form programs Foreign Correspondent, Four Corners and Australian Story, head over to the ABC News In-depth channel: https://www.youtube.com/c/ABCNewsIndepth

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How fast fashion is turning parts of Ghana into toxic landfill | ABC News

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SARAH LARSEN, REPORTER: Some of us put a lot of thought into clothes that we wear. But how much time do you spend thinking about the way your clothes were made? Think of all the work that goes into one pair of jeans

Now think of making hundreds of them a day for less than ten dollars a week in a place that's uncomfortable and maybe even unsafe. It's not nice to think about but it's reality for millions of people who work for little pay in overseas clothing factories.

REPORTER: Look at a few labels and you'll see that a lot of the stuff we buy here in Australia was made in developing countries; places like China and Indonesia and Cambodia and Bangladesh.

The reason for that is pretty simple. It's cheaper. In Australia a factory worker is supposed to earn around $16 an hour at least. But in China clothing factory workers get around $1.10 an hour. In India it's about 50 cents and in Bangladesh many earn around 20 cents an hour.

DAISY GARDENER, OXFAM LABOUR RIGHTS COORDINATOR: We see companies going into places like Bangladesh and China because they are trying to maximise their profits.

Daisy works for the charity Oxfam which tries to improve workers rights in developing countries. She says while the booming clothes manufacturing business has created lots of jobs in Bangladesh, the pressure to make lots for less means many workers are suffering.

DAISY: We often see brands putting very large quantities of jeans and t-shirts into factories that means that workers have to work all day and into the night sometime to fill and order that means they're working under high pressure and it can lead to accident and injury.

Cutting costs can also lead to dangerous workplaces; fire hazards, and buildings put up cheaply without proper regulations. There were several clothing factories inside the Rana plaza; an eight story building which collapsed in Bangladesh's capital.

Its owners knew it wasn't safe but people were sent to work anyway. More than 600 died. These pictures shocked the world, especially when it came out that some factories were making clothes for well known overseas brands.

Many say the fashion industry in places like Australia needs to do more to protect overseas workers. While they weren't connected to the building collapse, some really big well known shops like Big W, K-Mart, Target and Cotton On get some of their clothes from factories in Bangladesh.

They say the factories they work with are different and that they make sure workers there are safe and fairly treated. But some groups want to see more proof of that. Daisy says customers can do a lot to help by telling shop that they want workers to be treated fairly.

DAISY: Take a moment, look at the label find out where the clothes are made and then go to that company's Facebook or website and say I like your clothes but I want them to be made under decent conditions. Garment companies they really care about what you think as their customer so you really have the power to make a difference for the workers making your clothes.

She says to make a difference you don't need to stop shopping; you just need to think a little differently about what you're wearing and what it really costs.

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Hundreds of people were killed when a factory collapsed in Bangladesh recently. Bosses told staff they had to work in the building even though the owner had been told it was unsafe. The factory made clothes for some well-known fashion brands. So why do we make so many of our clothes overseas?

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This is a food fusion assessment from a previous unit. would be good as a basis for a class unit

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Australians love buying new clothes, but the latest trends might not always last long in your wardrobe. Those clothes can take decades to break down in landfill. So now some environmental groups say we should be buying better quality clothes and committing to them for longer.

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Nify site that elaborate on Universal Design for Learning, explaining how we all learn differently and how UDL is designing learning to include all students in the class.

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UDL Universal Design for Learning Archives - Centre for Universal Design Australia

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Using video is one way to engage learners whether they be new students or teachers wanting to improve their skills. The video below is from Ireland where 11 higher education students answer four questions: What kind of learner are you and how do you learn best?

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WOW!!! Amazing!!! . It is a NSW resource, but links to the Australian Curriculum. This resource has a challenge for year 8 students to create cottonseed oil

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How to Grow a Pair of Jeans: Cotton Australia

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How to Grow a Pair of Jeans: Cotton Australia

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Needs more padding to be a great resource, but it sparked my imagination because it can start lessons about  sustainability, weaving, fiber and fabric types and upcycling old jeans. I can also see how this would be a great start for humanities; mapping from plant to jeans as the cotton travels around the globe, and where all of the components are made; furthermore it can be used to show the human cost of slave labouir

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Take your students through the step-by-step process of how cotton is grown to produce one of the most popular fashion items in the world - jeans!

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A national food competition for high school students, this site also has a heap of resources to use for the comp, or with minor modification they could be used in the classroom.

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An annual competition for secondary students, with a different theme each year. Also promotes the Australian wool industry

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2021 Design Brief

WOOL ON THE GO

Do you catch a bus to school or skate to a friend's house, or use an electric scooter to meet up with family on the weekend? You may not have realised the clothing you wear could help you on your commute.

There is a growing trend for people to change the way they travel across their towns and cities, choosing more eco-friendly modes and reassessing the clothing they wear. This may be clothing to provide protection from the weather, embedded with technology to track health and performance, or versatile, comfortable fabrics allowing a transition from the commute to the destination.

This year, we are asking students to design an outfit which is versatile, protective, dynamic and functional to aid your commute as you travel. Wool should be the hero fibre, making up at least 70% of the outfit, comprising up to 4 pieces.

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2021 Design Brief Do you catch a bus to school or skate to a friend's house, or use an electric scooter to meet up with family on the weekend? You may not have realised the clothing you wear could help you on your commute.

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photos for class has a stock of images that can be used by anyone

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Search now to download properly attributed, Creative Commons photos for school!

Teachers have told us they need a place to access safe images that are available to be used in the classroom and for educational purposes. Plus, they want accurate image citations. We've heard you and created "Photos For Class" to meet your needs for images!

Age Appropriate Images - All images are appropriate for the school setting, thanks to Flickr and Pixabay SafeSearch and our proprietary filters - Read More

Automatic Citation - Downloaded images automatically cite the author and the image license terms - Read More

Creative Commons - All photos shown are, to the best of our (and Flickr's / Pixabay's) knowledge, licensed by Creative Commons for public use

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Photos For Class - The quick and safe way to find and cite images for class!

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The World's easist way to search for safe, creative commons images and cite them.

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I have been told that this is an amazing resource for high school textile teachers....Apparently I have free subscription this year (part of the fashion design unit)...If only the lecturer had told me earlier (not last week), or how to access it!

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CONDITIONS of MEMBERSHIP.

1. One purchase with one login may be used by for up to two staff members per organisation | school. ( It is highly recommended that an email with your school | organisation address be created specifically for this purchase ).

2. Login details and access must NOT be shared to any third party. Any Third Party access may result in the cancellation of your membership without notification or warning.

3. By purchasing this membership you agree to the conditions as outlined above.

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CONDITIONS of MEMBERSHIP. One purchase with one login may be used by for up to two staff members per organisation | school. ( It is highly recommended that an email with your school | organisation address be created specifically for this purchase ). Login details and access must NOT be shared to any third party.

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This is a blog post I made last year, has some lesson plans in it, with links to videos and other websites that support sustainable fashion

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Nice little flow chart of the fabric making process, from fiber to finished, chemically treated fabric. Includes all the chemicals used along the way

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Chemicals are present in all parts of textile processing. This part will walk you through the production steps - from fibre to finished garment - and give you an idea of the kind of chemicals that are used.

All textiles are made up of fibres that are arranged in different ways to create the desired strength, durability, appearance and texture. The fibres can be of countless origins, but can be grouped into four main categories. Natural fibres, with the exception of silk, have a relatively short fibre length, measured in centimetres. Silk and man-made fibres have on the other hand very long fibre lengths (filaments) ranging from hundreds of metres to kilometres long.

Plant fibres consists of cellulosic material, normally derived from cotton, linen, hemp or bamboo, but more or less any plant with extractable cellulose can be used. Cotton is by far the most commonly used plant fibre and the cultivation of cotton is enormously resource-intensive, with high inputs of water, pesticides, insecticides and fertilisers leaving a large toxic footprint where grown, if not cultivated organically or under specific sustainable conditions.

pesticides, insecticides, fertilisers

Animal fibres consist of proteins. Wool and silk are the most commonly used fibres from this group, but the wool can come from a number of different animals. In order to make animals grow faster and produce higher yields of wool, pesticides and insecticides are used to prevent disease. Dipping is a common practice to control parasites in sheep farming, making use of both organic phosphates as well as synthetic pyrethroid. After the wool fibres have been sheared they are treated with chemicals during the scouring and washing process.

pesticides, insecticides, scouring chemicals

Man-made fibres such as viscose (rayon) or lyocell are based on cellulosic raw material, normally from wood pulp. They are heavily treated with chemicals before the new fibre is spun. The whole process of producing fibres from wood pulp is very resource-intensive, involving the use of several hazardous substances.

acids, bases, process chemicals

Synthetic fibres are made from monomers sourced from fossil oil feedstocks, which are subsequently polymerised into different fibres. Given all the possible monomers that can be made from a synthetic feedstock, the possible combinations are endless. However the most common synthetic fibre is polyester, followed by polyamide, polyacrylic and aramide. Depending on the monomer used to produce the fibre, an endless number of chemicals may be used in the process. For some of the synthetic fibres such as polyester, dyeing can be accomplished already when the fibre is manufactured.

petroleum-based feedstock, dyes, pigments, catalysts, stabilizers

A range of chemicals is normally used in most steps of the production process to assist the tasks of other chemicals. Such general auxiliaries include:

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Get familiar with your textile production processes | Textile Guide

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Chemicals are present in all parts of textile processing. This part will walk you through the production steps - from fibre to finished garment - and give you an idea of the kind of chemicals that are used. All textiles are made up of fibres that are arranged in different ways to create the desired strength, durability, appearance and texture.

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This awesome resource has a project that can cover a 20 lesson term! Links back to the curriculum, links in businesses and even advises on sun-safe fabrics. I have seen this resource used in schools quite successfully.

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Fashion for the Sun | A HEIA(Q) / Qld Health Educational Resource

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The True Cost is an insightful documentary that discusses will truly make you think twice before your next clothing purchase.

This link covers general capabilities including, Critical and Creative thinking, Ethical Understanding, and Intercultural Understanding.

This resource has been scooped from Tina Dennis

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This is a story about clothing. It's about the clothes we wear, the people who make them, and the impact the industry is having on our world. The price of clothing has been decreasing for decades, while the human and environmental costs have grown dramatically. 'The True Cost' is a groundbreaking documentary film that pulls back the curtain on the untold story and asks us to consider, who really pays the price for our clothing? Filmed in countries all over the world, from the brightest runways to the darkest slums, and featuring interviews with the world's leading influencers including Stella McCartney, Livia Firth and Vandana Shiva, 'The True Cost' is an unprecedented project that invites us on an eye-opening journey around the world and into the lives of the many people and places behind our clothes.

Want to learn more about ClickView?

We would be more than happy to come to your school and show you how your teachers and students can benefit from ClickView.

Try ClickView for Free

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Video Details - ClickView Library of Educational Videos

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This is a story about clothing. It's about the clothes we wear, the people who make them, and the impact the industry is having on our world. The price of clothing has been decreasing for decades, while the human and environmental costs have grown dramatically.

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I have scooped this form Tina Dennis. shows how Home Economics crosses between HPE and Technologies. Years 8–10 Home Economics Lower Secondary Subject Area Guidelines.

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Queensland Curriculum and Assessment Authority

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Years 8–10 Home Economics Lower Secondary Subject Area Guidelines

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Years 8–10 Home Economics Lower Secondary Subject Area Guidelines

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This is the webpage/ blog created last year for a different assessment. it contains lots of little things to use in lessons, and some other links to resources made by other and myself.

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quick lesson plan created by me on fashion influencers.

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As you can see there are at least 14 costume changes in this clip. Heaps more if you count the pile of Taylors that Taylor is standing on! Young people want to fit in, and fitting in involves keeping up with the latest trends. Online influencers and stars are the source of inspiration for young people.

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This is a page I created for an assessment last year, but I still feel it is a valid resource for textile classrooms

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This is my webpage, where you will find a pedagogy map for year 9/10 designs and technology strand, a mini lesson sequence and other resources for textile technology

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link to Queensland Government cybersafety activities and online learning resources, very kid friendly

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Scootle provides Australian teachers with access to quality-assured digital learning resources aligned to the Australian Curriculum.

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A good breakdown of the steps to creating enquiry based learning scenarios, along with some other pedagogical resources

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JakesOnline!-Using the Internet to Promote Inquiry-based Learning

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great digital platform for creating vides, infographics adn may other forms of presentation.

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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This is a link to my blog posts, they are reflections on using various types of digital platforms

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As I write my final assessable blog I can't help thinking 'Well now I feel a bit more confident' but of course the pessimistic alter ego reminds me 'that's because I am exploring tools I have encountered before'. This week I investigate ways to present content on information platforms such as Quizizz PowerPoint

I have made a presentation in Quizizz before, and it was easy to use. Quizizz also has a sharing facility, once you have made the presentation, it is available to other teachers globally to view or use. Furthermore, it has a quiz making platform, allowing users to create fun interactive quizzes, great for formative assessments at the start of a new topic, and to consolidate learning at the end of a lesson, here is a link to the presentation made in Quizizz last year. Fabulous 50's So not going to explore there today.

I played with Canva last week making infographics and found it to be interactive and very easy to use, so that's where I am headed first. The range of presentation tools is extensive, as can be seen in Image 1 (insert screenshot 666)

I selected the Video tool today, I managed to make a video presentation using a template, and I recorded my own video! (so proud of me!). So firstly, take a look at my very basic video on how to make a video presentation in Canva.

How to make stuff in Canva

Moving onto the video using a template. I thought that this could be a great presentation tool for students to present a recipe adaptation, or presenting the steps involved in creating a textile item. Like last week the insertion and manipulation of images, graphics and video is quite simple, Image 2 shows how to insert a YouTube video.

Feeling oh so proud of myself making my own 'how to video', I thought I'd try may hand at adding audio. Again, Canva has mad the process quite simple, I felt that it would be best for my first attempt to stick with audio tracks supplied by Canva, don't want to be in a world of trouble for plagiarism. This is the first time I felt the paid version would have been better as most audio tracks are only available in pro (note the little blue ticks). Easy to choose which track, click on the picture (red box) and it plays a sample of the audio, click on the name (yellow box), and it is inserted into the video, click on the 3 dots (purple box) to read details of the audio clip (see Image 3). You can pick where to start the audio and where to stop it using the slide time panel at the bottom of the screen, In Image 4 the red annotation is showing timing of video slides, and purple is showing timing of audio.

The yellow background of the template slide did not work for the inserted YouTube clip. Never fear! Changing the background is child's play in Canva, as is illustrated in Image 5

The are two frustrating elements of Canva for me. Firstly, the inability to auto start embedded YouTube videos, While the presentation plays itself, you have to click on the YouTube link to start the video, If you miss the cue, the remainder of the video is out of sync (I added a 3 second buffer to allow for loading time). Secondly, the inability to time the appearance of blocks of text, it can be animated to 'fly in' or other such appearances, but you can't time when it appears. Perhaps the more tech savvy 'gen z' tribe can figure out how to do these things, but I can't.

And now Ladies and Gentlemen, I present to you

At the advice of my 16 year old son (gen z), I removed the audio track, because it ' was soul crushingly wrong'

Knowing that timed reveals are available in PowerPoint (PPT), I decided to have a play there too. I'd like to hope that most of us have played in PPT before, so I'll keep it brief.

The choice of templates is no match for Canva, but PPT does have a 'design ideas' feature, which helps to 'mix it up' a bit more (Image 6).

Most importantly appearances can be animated and timed, so information can be released in small chunks. 'Who cares' I hear you mumble. Ratinecus (2014) suggests that 'gen z' communicate in bite sized pieces, and their attention span is just eight seconds. Pauses between revealing blocks of text allows time for viewers to absorb information in pieces, and the constant change will help to keep their attention.

Image 7 shows how this can be achieved. The other useful feature of PPT is auto starting embedded YouTube or video files. After consulting the guru (16yo son) I learned how to auto play the whole presentation (Image 8)

set to 'advance slide/ after', and select time (blue arrows),

choose how to transition (my choice was the yellow box).

In this link readers we have 'How to make TI Coconut Chicken Salad' note the video made using PPT in the last slide.
Promoting high order thinking in the classroom
This technology really has a place in any classroom, It can be engaging and individualise each students learning. To once again apply the SAMR model (Puentedura, (Richard Colosi Media, 2014)) to a classroom assessment:
'Using a recipe from the list, modify it to suit a local cultural group, you must include at least one locally grown product.' Keeping it legal, safe and ethical
Again, students are required to use ICT's safely, legally, and ethically. As teachers it is imperative, we consistently advise them of this obligation. Both programs have included creative commons materials; furthermore, if students use materials they have created (without images of other students) they are acting ethically.

Canva can restrict access to presentations (,sharing via these options will assist in keeping students safe online Image 9)to only invited creators or viewers supplied with the link. PowerPoint can only be shared through OneDrive or emailed(I. mage 10) EducationQueensland blocks some sites, to keep students safe, I know that Microsoft Office tools are safe to use; however, I am not confident that Canva can be accessed by Students in state schools

In conclusion I found this week's task enjoyable as I can see that these are programs that would benefit both students and teachers. I feel the more youthful layout and inclusions in Canva make it more appealing to tech savvy Gen Z audiences, However PPT with a layout similar to word will make it an easy choice for students who are not as familiar with digital technology.
References:
Clever Prototypes. (2022). Photos for Class. https://photosforclass.com

Macdonald, V. (2021). ' Fashionable 50's' Quizizz. https://quizizz.com/admin/presentation/6143d85fd07cc0001d6205ce/fashionable-50s

Macdonald, V. (2022) ' How to make TI Coconut Chicken Salad'. Canva. https://www.canva.com/design/DAE9jSiAbNg/YKsIZhXO-AvDeHiZiYD1tQ/edit?utm_content=DAE9jSiAbNg&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Queensland Government . 'Cybersafety in Queensland Schools' https://www.qld.gov.au/education/schools/health/cybersafety/cybersafety-qss

Quizizz. (n.d.) https://quizizz.com

Ratinecus, P. (2014). ' Meet Generation Z Forget everything you learned about Millennials' . Sparks and Honey. https://www.slideshare.net/ratinecas/meet-generation-z-forget-everything-you-learned-about-millennials-produced-by-sparks-honeyusa-new-york

Richard Colosi Media (2014, June 20). The SAMR model Explained by Students [Video]. YouTube. https://www.youtube.com/watch?v=OBce25r8vto

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As I write my final assessable blog I can't help thinking 'Well now I feel a bit more confident' but of course the pessimistic alter ego reminds me 'that's because I am exploring tools I have encountered before'.

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Scooped from Evette. A useful introductory PowerPoint for the sewing room. Some pages will need fine tuning before implementing into the classroom

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Scooped from Tina's Padlet. Good resource to send students to when they forget something, or to post around the sewing room

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Your Guide to Successful Sewing

SEW-lutions Guidelines are educational articles in pdf format. They cover all aspects of sewing, from beginner and learn to sew instructions to advanced sewing techniques. The Guidelines project is ongoing and new Guidelines are added on a regular basis. For sewers of all levels, they are Your Guide to Successful Sewing! Read Copyright Information

Copyright© All rights reserved. These documents may not be altered or added to in any manner and may not be used for commercial distribution. Guideline files may not be distributed on any other website under any circumstances

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sew sewing free sewing projects sewing tips crafts sewing education links patterns bride bridal

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Home sewing with Sewing & Craft Alliance - SEW-lutions Guidelines are educational articles in pdf format. They cover all aspects of sewing, from beginner and learn to sew instructions to advanced sewing techniques.

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scoped this from Evette's padlet. Huge range of food resources. suitable for yrs 7,8,9

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Welcome to the 11-14 Years area, which builds on the learning from the 7-11 Years area. Here you'll find activity ideas and resources to support the teaching and learning of food with children. They have been developed to be used by teachers to stimulate pupil's interest in food, as well as support the curriculum.

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Welcome to the 11-14 Years area, which builds on the learning from the 7-11 Years area. Here you'll find activity ideas and resources to support the teaching and learning of food with children. They have been developed to be used by teachers to stimulate pupil's interest in food, as well as support the curriculum.

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This blog explains the TPACK Model in great detail

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TPACK is the knowledge teachers use to integrate technology in their teaching. Each of the seven components of the TPACK framework are explained.

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The shiny new curriculum version 9.0

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Protocols for engaging First Nations Australians

When planning teaching activities involving engagement with First Nations Australians, teachers should follow protocols that describe principles, procedures and behaviours for recognising and respecting First Nations Australians and their intellectual property. Teachers should use approved resources such as those that may be provided by their state or territory school system, or First Nations Australian education consultative groups, or other protocols accredited by First Nations Australians.

While the Australian Curriculum uses the terms "First Nations Australians" and "Australian First Nations Peoples" there may be other terms that First Nations Australians of a particular area or location prefer. It is important to use the terms preferred in a particular area or location.

Meeting the needs of diverse learners

The Australian Curriculum values diversity by providing for multiple means of representation, action, expression and engagement and allows schools the flexibility to respond to the diversity of learners within their community. All schools have a responsibility when implementing the Australian Curriculum to ensure that students' learning is inclusive, and relevant to their experiences, abilities and talents.

For some students with diverse languages, cultures, abilities and talents it may be necessary to provide a range of curriculum adjustments so they can access age-equivalent content in the Australian Curriculum and participate in learning on the same basis as their peers. Depending on the ability and interests of each student, adjustments to the tools, equipment, processes, materials, systems and components used in Technologies may be necessary to provide equitable opportunities for students or to provide a safer learning experience.

The broad content and having high expectations for all learners allows for the creation of solutions through many modalities, with appropriate adjustment. Assistive technologies and augmentative and alternative communication devices should be made available as and where appropriate.

Adjustments to the delivery of Technologies could involve actions such as:

providing innovation opportunities and scaffolding of resources for students to access and engage in learning at their own pace as a review or extension activity

acknowledging the assistive technology continuum of no tech, low tech, mid tech or high tech when planning learning experiences

designing open-ended tasks that provide flexibility and can be completed at different levels of complexity

selecting Technologies content in keeping with the goals of the student, maintaining high expectations and considering safety, including adjusting the types of materials, equipment and digital tools used.

Identifying and managing risk in the Technologies learning area addresses the safe use of technologies as well as risks that can affect project timelines. It covers all necessary aspects of health, safety and injury prevention and, in any Technologies situation, the use of potentially dangerous materials, tools and equipment. It includes ergonomics, online safety, and ethical and legal considerations when communicating and collaborating online.

Technologies learning experiences may involve the use of potentially hazardous substances and hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Act 2011 and Work Health and Safety Regulations 2011 in addition to relevant state or territory health and safety guidelines.

In implementing projects with a focus on food, care also must be taken with regard to food safety and specific food allergies that may result in anaphylactic reactions. The Australasian Society of Clinical Immunology and Allergy has published guidelines for prevention of anaphylaxis in schools, preschools and childcare. Some states and territories have their own specific guidelines that should be followed.

When planning to incorporate immersive technologies - augmented reality, virtual reality, mixed reality or extended reality - in learning experiences, teachers should consider the manufacturer's guidelines as well as other issues including the physical, cognitive, linguistic, emotional, social and moral developmental stage of learners. See the eSafety Commissioner's explicit advice on the risks of immersive technologies use in its position statement: www.esafety.gov.au/about-us/tech-trends-and-challenges/immersive-tech

The use of drones (remotely piloted aircraft) or model aircraft for educational purposes at education institutions is considered "flying for fun" under Civil Aviation Safety Authority (CASA) guidelines; however, teachers should also consider their education jurisdiction's governance standards. CASA's Drones at school webpage www.casa.gov.au/drones/drones-at-school lists requirements and tips for teachers and educators on issues such as health, safety and privacy for any drone operation. State and territory school education authorities can give further and more detailed advice on drones in schools.

Privacy and security

Identifying and managing the implications of and concerns related to the collection and generation of data through automated and non-automated processes addresses the risks that can affect secure engagement with digital systems.

Privacy includes recognising the risks that are faced online and the mitigation strategies involved in managing them. In Australia, guidance on best practice for privacy is informed by the Australian Privacy Principles, the cornerstone of the privacy protection framework in the Privacy Act 1988. For more information visit: www.oaic.gov.au/privacy/australian-privacy-principles

Security covers the development of appropriate technical, social, cognitive, communicative and decision-making skills to address online and network security risks. It includes data security, and ethical and legal considerations when working with and designing digital systems. When engaging with and designing digital systems, identifying and managing security threats and mitigation in a data-intensive world is paramount.

In Australia, guidance on best practice for cyber security is informed by the cyber security principles. These principles provide strategic guidance on how individuals and organisations can protect their systems and data from cyber threats.

For more information visit: www.cyber.gov.au/acsc/view-all-content/guidance

Copyright

Identifying and managing the implications of copyright and intellectual property in the Technologies learning area addresses the ethical and legal responsibilities around ownership and repurposing of designs and digital content. It covers all necessary aspects of plagiarism, copyright, fair use and licensing and, in any Technologies situation, the respect of intellectual property rights.

In Australia, copyright law is contained in the Copyright Act 1968. For more copyright information and resources see:

Smartcopying: https://smartcopying.edu.au

Australian Copyright Council: https://www.copyright.org.au

Australian Digital Alliance: https://digital.org.au

Creative Commons Australia: https://creativecommons.org.au

Short Guide to Copyright: www.infrastructure.gov.au/media-centre/publications/short-guide-copyright

Intellectual property

Intellectual property laws include protection for registered designs, products and plant varieties and should be respected when students are designing solutions (including digital systems and repurposing computer code).

For more information and resources visit IP Australia: www.ipaustralia.gov.au

See Smartcopying https://smartcopying.edu.au/contact-us for relevant contact details.

For more information about relevant guidelines for safety, cyber security, copyright and intellectual property, teachers should contact their state or territory education authority.

Designing for safety and equity

There are opportunities in Technologies for students to apply Safety by Design principles and universal design principles when designing solutions.

Safety by Design focuses on the ways designers of digital solutions can minimise online threats by anticipating, detecting and eliminating online harms before they occur. This proactive and preventive approach focuses on embedding safety into the culture of the design process. It emphasises accountability and aims to foster more positive, civil and rewarding online experiences for everyone.

For more information go to the Office of the eSafety Commissioner. The Safety by Design Vision for Young People is available at: www.esafety.gov.au/about-us/safety-by-design/principles-and-background

The eSafety Commissioner also has specific advice for educators via its Toolkit for Schools resources: www.esafety.gov.au/educators/toolkit-schools

The 7 Principles of Universal Design were developed to guide the design of environments, products and communications. The universal design principles provide an opportunity to create solutions that respond to the changing circumstances of people and to changes in technologies. When students apply the principles, they create products that change and adapt for everyone. In Technologies, the 7 principles may be applied to evaluate existing designed and digital solutions, guide students through the design process and provide them with guidance on the characteristics which support products, services and environments so they are more accessible and usable by consumers.

For more information and to further explore these principles visit: https://universaldesignaustralia.net.au

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Protocols for engaging First Nations Australians When planning teaching activities involving engagement with First Nations Australians, teachers should follow protocols that describe principles, procedures and behaviours for recognising and respecting First Nations Australians and their intellectual property.

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Boring as bat poo, but this is what all the fuss is over when protecting student information

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Not the most exciting website, but it explains how copyright exists the moment it is in material form

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short and to the point, good resource to link into 'good on you' and 'who made my clothes' last 10 sec should be cut.

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What is the human cost of the fashion we buy?

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the whole thing is a bit boring, but 16:28 to 22:01 is excellent for how to recycle fashion

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Society’s growing concern for the environment has meant that the fashion industry is being forced to rethink its fundamental structures. Including interviews with industry experts ...

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awesome video on kitchen hygiene, although a little dated. great for younger years (7&8)

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this is the technologies general capabilities stuff, version 8.4 (the old one)

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Introduction

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

General Capabilities in the Australian Curriculum

In the Australian Curriculum, the general capabilities are addressed through the content of the learning areas. General capabilities are identified where they are developed or applied in the content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning via the content elaborations, which are provided to give teachers ideas about how they might teach the content. Icons are used to indicate where general capabilities have been identified in learning area content descriptions and elaborations.

Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within learning area content. State and territory education authorities will determine if and how student learning of the general capabilities is to be further assessed or reported.

General capabilities materials are presented to help teachers develop a shared understanding of the nature, scope and sequence of the general capabilities in the Australian Curriculum and to help teachers plan for students' development of the general capabilities in school and classroom learning programs.

The materials for each general capability include:

an introduction that describes the nature and scope of the capability, its place in the learning areas and its evidence base

organising elements and sub-elements that underpin a learning continuum

a learning continuum.

Learning continua have been developed for each capability to describe the relevant knowledge, skills, behaviours and dispositions at particular points of schooling. Within each of the capabilities, specific behaviours and dispositions have been identified and incorporated into each learning continuum as appropriate.
Using the learning continua Personalising learning
Students need opportunities to develop capabilities over time and across learning areas. What is learnt in the early years supports all subsequent learning. The learning continua map common paths for general capability development while recognising that each student's pace of development may be influenced by factors such as their prior experience, sense of self in the world and cognitive capacity.

Learning continua typically, but not exclusively, align with years of schooling. Stages in each learning continuum are labelled from Levels 1 to 6 to emphasise that the continuum presents a sequence of learning independent of student age.

For Literacy, Level 1 is divided into five sub-levels: 1a, 1b, 1c, 1d and 1e. Levels 1a-1d represent the development of early literacy skills with a particular emphasis on communication. For Numeracy, Level 1 is divided into two sub-levels: 1a and 1b; to represent the progression from early numeracy to numeracy skills. For Personal and Social capability, Level 1 is divided into two sub-levels: 1a and 1b. Level 1a describes the development of awareness of self and others and Level 1b describes the skills or actions to accompany those understandings about self and others.

For more information on using the general capabilities continua to personalise learning for students for whom English is an additional language or dialect, students with disability and gifted and talented students see Student Diversity.
Viewing on the website
Each general capability learning continuum is available online in two views:

expected learning across the levels in a table format

expected learning for each level in turn, in text format .

Users can also see which general capability elements and sub-elements are addressed in the content description by selecting the capability icon.

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website that helps to implement ICts in subject areas

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website that helps to implement ICts in subject areas

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A topical question and key consideration for schools is what's the relationship between ICT Capabilities and Digital Technologies and how do they differ. The following resources can help clarify this.

ICT vs DT skills

ICT vs DT assessment

ICT web-based tools

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A topical question and key consideration for schools is what's the relationship between ICT Capabilities and Digital Technologies and how do they differ. The following resources can help clarify this. ICT vs DT skills ICT vs DT assessment ICT web-based tools

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This is Kirschty's Padlet page, but I saw some neat links on there

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again short and to the point. Also has the purple board, for allergies....didn't even know such a thing existed!!

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I like this coz it's short and to the point, it also clearly daefines how the levels function.  Used it in blogpost 1