[Design and Technology] Crises point for Year 12 PDT teachers and students

Sun Aug 23 06:58:04 UTC 2020

Hi All,

So in a nut shell we wait for the mandated SAT criteria?

Will this mandated SAT criteria just involve commencement of prac? Must students commence the prac work? A 3rd of my students are yet to start prac work and still finalising ordering materials.

What happens if some students / staff can attend school to commence prac, whilst others can’t for personal reasons or parents do not grant permission for their children to attend school during remote learning?
If this is the case how can the same indicators apply to all students in your class?

As soon as the practical element is discussed, the cracks start appearing to the equitable approach for all students (state wide) to Unit 4 outcome 2 & 3. (SAT criteria point 6-9)

Regards

Dean.

Dean Lambert
Learning Area Leader Technology

161 McMahons Road Frankston VIC 3199
T 03 9784 0200<tel:0397840200>
D 03 9784 0375<tel:03%209784%200375>
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From: destech <destech-bounces at edulists.com.au> On Behalf Of Whitehouse, Stuart
Sent: Friday, 21 August 2020 6:35 PM
To: Design and Technology Teachers' Mailing List <destech at edulists.com.au>; Compton, Leanne L <Leanne.Compton at education.vic.gov.au>
Cc: Robyn.Douglass at education.vic.gov.au; o’neill.geoffrey.m at edumail.vic.gov.au <o?neill.geoffrey.m at edumail.vic.gov.au>; Seabury, Justin S <Justin.Seabury at education.vic.gov.au>; Elvin, Barbara G <Barbara.Elvin at education.vic.gov.au>
Subject: Re: [Design and Technology] Crises point for Year 12 PDT teachers and students

Today’s latest update from the VCAA

Hi Stuart

Thank you for your additional queries regarding the delivery and assessment of VCE Product Design and Technology.  Responses to your queries are provided below.

When assessing the School-Assessed Task (SAT), all criteria need to assess a student’s level of achievement to determine their rank in your student cohort. It is therefore not possible to remove (or further adjust) the criteria used for assessment. This approach is consistent with all studies that have a SAT. However, in VCE Product Design and Technology, it is possible for teachers to determine which indicators associated with each criterion that they will be using when forming judgements about student work, as long as teachers use the same indicators for the assessment of all student work at the school. The VCAA will be providing further advice to assist teachers with understanding how to use indicators from the mandated criteria when forming judgements about student work in VCE Product Design and Technology. We will let teachers know when this advice has been prepared though the Notices to Schools.

In regard to your query about students not completing a product, there is information on the VCAA COVID-19 webpage related to Special Provision processes for classroom learning and school-based assessment. https://www.vcaa.vic.edu.au/news-and-events/latest-news/Novel%20coronavirus%20update/Pages/SchoolsandEducators.aspx<https://www.vcaa.vic.edu.au/news-and-events/latest-news/Novel%20coronavirus%20update/Pages/SchoolsandEducators.aspx> Keep in mind that students do not need to necessarily complete a product in order for teachers to use the mandated criteria to assess the SAT. The indicators provide guidance to both teachers and students about the focus of each criterion and place emphasis on the product design process; there is no one criterion that focuses solely on the finished product.

In addition, the Victorian Government has announced new measures to reflect the impact of the coronavirus (COVID-19) pandemic on VCE students, including international and offshore students. A new ‘Consideration of Educational Disadvantage’ process has been introduced to calculate VCE scores, taking into account disruptions to learning this year which will include disruptions due to school closures. The VCAA will consider a range of data provided by schools, together with each student’s exam results. Further information will be provided via webinar to principals next week.

As mentioned earlier, the VCAA is continuing to take a flexible and agile approach to meeting issues around the coronavirus (COVID-19) and is relying on schools to be similarly flexible and agile in ensuring the continuity of learning and the delivery of school-based assessment during these times.

Regards, Leanne

Stuart Whitehouse
Head of Technology

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From: destech <destech-bounces at edulists.com.au<mailto:destech-bounces at edulists.com.au>> On Behalf Of Elizabeth Keep
Sent: Thursday, 20 August 2020 10:07 AM
To: Compton, Leanne L <Leanne.Compton at education.vic.gov.au<mailto:Leanne.Compton at education.vic.gov.au>>
Cc: Robyn.Douglass at education.vic.gov.au<mailto:Robyn.Douglass at education.vic.gov.au>; o’neill.geoffrey.m at edumail.vic.gov.au <o?neill.geoffrey.m at edumail.vic.gov.au<mailto:o?neill.geoffrey.m at edumail.vic.gov.au>>; Seabury, Justin S <Justin.Seabury at education.vic.gov.au<mailto:Justin.Seabury at education.vic.gov.au>>; Design and Technology Teachers' Mailing List <destech at edulists.com.au<mailto:destech at edulists.com.au>>; Elvin, Barbara G <Barbara.Elvin at education.vic.gov.au<mailto:Barbara.Elvin at education.vic.gov.au>>
Subject: Re: [Design and Technology] Crises point for Year 12 PDT teachers and students
Importance: High

Dear Leanne,

The speed at which you replied to my email, firing off regurgitated and generic information sent to other colleagues truly does indicate your complete lack of empathy and interest in the staff and students who you represent. You end your response with “ I trust this addresses your query” with no effort to address any of the questions I put forward to you. So in response to you, no your email does not answer my query or any of the questions asked of you. If the only reason our subject exists is to rank students to achieve a number for university entrance, then the 3 completed SACs and criteria 1-5 of the SAT is surely sufficient to do this, all equitably completed under the same working conditions. However when we introduce the remaining SAT criteria, there is clearly no equity amongst our classes, with students access to equipment and materials, attendance at school etc. Why are the remaining SAT criteria necessary when no product is made and the criteria isn’t authentic?

I have now resent the email and highlighted the specific questions that teachers would like answered. Can you please answer these specific questions? This issue will not go away and neither will the teachers championing for the students.

Regards,

Liz

Dear Leanne,

I write to you to get some clarity on the situation with the SAT for PDT. I have shared this email to you with other Design Teachers so they can hear directly the responses to the questions being asked of VCAA and ultimately you as our representative for this subject. What has been your input in supporting PDT teachers and representing us to VCAA during the pandemic? Have you consulted any Year 12 teachers to get a grasp of their concerns during this time?

I have been a teacher of PDT for 30 years teaching both textiles and now wood. I am passionate about the subject and get excited by how it brings out the best in my students, but I am flawed by what has developed this week.

The recent notification to schools from VCAA suggesting that students return to school to complete their product has me totally perplexed. Perplexed on many levels as to why this would be in our students best interest for reasons stated here.

  *   The safety of our students and staff from the COVID virus should be front and centre to our teaching. The community of Victoria is in STAGE 4 lockdown so why should this idea of returning to school be even considered, jeopardising the health of so many and defying the reason for lockdown and keeping the virus at bay?
  *   The mental health of our students, staff and parents is at dangerously high levels, so why put unnecessary pressure on us all at a time when we are most vulnerable, with difficult home situations, financial insecurity, family stress, isolation from loved ones and support mechanisms etc?
  *   What is your reasoning behind this decision? I can see no benefit to anyone.
  *   It is not possible for students to make a product in 5 weeks. What will be made in this time is an unfinished product. Is a student going to be satisfied making a few components of the product, not assembled or finished, but an incomplete waste of effort, time and materials? This would be more upsetting for students than the situation at present in the knowledge that their product won’t be made. Would students feel good about a half completed product; proud of their work? I think not! Humiliated, defeated  and deflated is how they will feel. I know my students.
  *   You speak of things being equitable amongst our cohort when we come to mark their work. How is this equitable when across the state, some classes have students with sewing machines and other students are without? How is this equitable, when some students have had their materials ordered and have already begun, when other students haven’t access to their sheet of acrylic or glass and no possibility to now access these materials that they need? How is this equitable when parents of some students don’t allow their children to go to school for fear of catching the virus and yet others do allow their children access? Leanne how are we to assess this inequality amongst our cohort?
  *   Unlike Studio Art, Visual Communication, Music, Media and Theatre studies, PDT students rely on mostly non-transportable and highly dangerous specialised equipment to create the product for the SAT which they haven’t had access to for three weeks. PDT students have not been doing any practical work but rather focussing on the SAC and SAT criteria 4 and 5 (folio)but not criteria 6,7,8 and 9. Criteria 6-9 cannot happen in the time frame you propose. It is not physically possible. Oh sure, teachers can build the products for the students and say it is the student’s work but do you really want that to happen, because it will.
  *   I have a strong issue with safety in the workshop, sanitisation, use of power tools etc, and with kids rushing to get their work done, corners will be cut and accidents will happen.
  *   This is a ridiculous situation to be placed in and the unnecessary stress placed on students, staff and parents is unfair at a time when there is enough stress in our lives. Both the student and teachers time would be better spent focussing on finishing criteria 4 and 5 well and studying and feeling confident for the exam, responding better to the design section and improving students skills at drawing.  All students within the class working equitably, all working safely from home, away from the COVID infection as the rest of Victoria is doing.
  *   It appears from correspondence with other teachers yesterday, that schools are taking the sensible stance not to allow students back this term. So with this in mind can you please explain how students can be assessed equitably against criteria 6-9 when there will not be a product made? Can you please explain which of the indicators to use and which are irrelevant because as you can see by the document below, myself and other colleagues see that none are relevant.
  *   I propose Leanne that you take this information to VCAA and ask them to change the SAT to only include criteria 1-5 to be assessed, as this is the most equitable and fairest way to assess our student cohort. This will need to be done as a matter of urgency so that it can alleviate the anxiety that VCAA’s decision has caused teachers at the forefront of teaching their Year 12 students so we can continue providing the safest and most sensible curriculum solution to teaching this subject during this pandemic. Leanne, how are you going to support us through this dilemma that we currently find ourselves in?
     Thank you,
     Liz

Elizabeth Keep
Teacher

[cid:image010.jpg at 01D6796A.57A984F0]

20 Wooralla Drive, Mt. Eliza, Vic, 3930

T: 03 9788 7825  | ekeep at pgs.vic.edu.au<mailto:ekeep at pgs.vic.edu.au> | http://www.peninsulagrammar.vic.edu.au<http://www.peninsulagrammar.vic.edu.au>
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From: Compton, Leanne L <Leanne.Compton at education.vic.gov.au<mailto:Leanne.Compton at education.vic.gov.au>>
Sent: Thursday, 20 August 2020 8:42 AM
To: Elizabeth Keep <ekeep at pgs.vic.edu.au<mailto:ekeep at pgs.vic.edu.au>>
Subject: RE: Crises point for Year 12 PDT teachers and students

Dear Liz

Thank you for your email regarding VCE Product Design and Technology Units 3 and 4.

It is a school-based decision as to whether essential school-based assessment will be conducted onsite. While the Principal letter states that schools are able to conduct essential assessment onsite, it also provides flexible options that
‘Schools and non-school secondary providers can delay essential assessments where it is not possible to access the school site during school closure. For those schools and non-school secondary providers that have made arrangements for assessments to be conducted remotely with assurance of validity, this can continue’.
In conducting Essential Assessments onsite for Unit 3 and 4 VCE, all providers must follow all COVID-19 related Health directions and Department of Education and Training guidelines as well as Specific controls for Essential Assessments for VCE and VCAL approved by the Department of Health and Human Services. School-assessed Task (SATs) for Product Design and Technology must not be completed at home without appropriate supervision and competency tests for use of tools and machines (refer to the Department of Education and Training’s Use of Machinery in Technology Teaching webpage<https://protect-au.mimecast.com/s/6vK_CmOxvvtwQG4FGnKhb?domain=education.vic.gov.au>).  Further advice for school principals and teachers on the remote delivery of learning programs  is found on the VCAA COVID-19 website https://www.vcaa.vic.edu.au/news-and-events/latest-news/Novel%20coronavirus%20update/Pages/SchoolsandEducators.aspx#RemoteAssessment<https://protect-au.mimecast.com/s/WNR6CxnMKKi6WKNhALRwL?domain=vcaa.vic.edu.au>

VCAA advice that has been published regarding the VCE Product Design and Technology SAT is that:

  *   All nine criteria from the Revised ‘VCE Product Design and Technology: Administrative information for School-based Assessment in 2020’ will be used to assess student work for the School-assessed Task. However, not all indicators listed for each criterion may be used. Therefore, teachers can use some or all indicators listed for each criterion to form a judgement about student work, which may not necessarily be completion of a product.

Students may not necessarily complete a product in VCE Product Design and Technology; however, the teachers can still use the indicators listed for each criterion to determine the ranking of their cohort of students. The indicators provide guidance to both teachers and students about the focus of each criterion and place emphasis on the product design process; there is no one criterion that focuses solely on the finished product. The main thing is that all teachers need to ensure that the same indicators are used for the assessment of all student work at the school, and that the conditions to undertake the SAT does not privilege or disadvantage certain groups of students within the school cohort.

The statistical moderation process will be used, as it is each year by the VCAA, to ensure that the unique and different school-based assessments undertaken under varied conditions by each schools are comparable throughout Victoria. The statistical moderation process ensures fairness and equity for all and is applied by VCAA to the scores awarded by teachers for school-based assessments. This process aligns schools’ assessments to the same standard, while maintaining the students’ rank order given by the school.

The Victorian Government has announced new measures to reflect the impact of the coronavirus (COVID-19) pandemic on VCE students, including international and offshore students. A new ‘Consideration of Educational Disadvantage’ process has been introduced to calculate VCE scores, taking into account disruptions to learning this year which will include disruptions due to school closures. The VCAA will consider a range of data provided by schools, together with each student’s exam results.

The VCAA is continuing to take a flexible and agile approach to meeting issues around the coronavirus (COVID-19) and is relying on schools to be similarly flexible and agile in ensuring the continuity of learning and the delivery of school-based assessment during these times. It is a school-based decision regarding the conditions and arrangements for which school-based assessments are undertaken to ensure they meet the VCE assessment principles, the study design requirements and the requirements of the VCE and VCAL Administrative Handbook 2020. This may vary between schools and sectors given their cohort, resources and unique circumstances. Given the current situation, flexibility around the delivery of school-based assessment is expected.

I trust this addresses your query.

Regards, Leanne

From: Elizabeth Keep <ekeep at pgs.vic.edu.au<mailto:ekeep at pgs.vic.edu.au>>
Sent: Thursday, 20 August 2020 12:41 AM
To: Compton, Leanne L <Leanne.Compton at education.vic.gov.au<mailto:Leanne.Compton at education.vic.gov.au>>
Cc: Design and Technology Teachers' Mailing List <destech at edulists.com.au<mailto:destech at edulists.com.au>>; Seabury, Justin S <Justin.Seabury at education.vic.gov.au<mailto:Justin.Seabury at education.vic.gov.au>>; Elvin, Barbara G <Barbara.Elvin at education.vic.gov.au<mailto:Barbara.Elvin at education.vic.gov.au>>; o’neill.geoffrey.m at edumail.vic.gov.au <o?neill.geoffrey.m at edumail.vic.gov.au<mailto:o?neill.geoffrey.m at edumail.vic.gov.au>>; Douglass, Robyn F <Robyn.Douglass at education.vic.gov.au<mailto:Robyn.Douglass at education.vic.gov.au>>
Subject: Crises point for Year 12 PDT teachers and students
Importance: High

Dear Leanne,

I write to you to get some clarity on the situation with the SAT for PDT. I have shared this email to you with other Design Teachers so they can hear directly the responses to the questions being asked of VCAA and ultimately you as our representative for this subject. What has been your input in supporting PDT teachers and representing us to VCAA during the pandemic? Have you consulted any Year 12 teachers to get a grasp of their concerns during this time?

I have been a teacher of PDT for 30 years teaching both textiles and now wood. I am passionate about the subject and get excited by how it brings out the best in my students, but I am flawed by what has developed this week.

The recent notification to schools from VCAA suggesting that students return to school to complete their product has me totally perplexed. Perplexed on many levels as to why this would be in our students best interest for reasons stated here.

  *   The safety of our students and staff from the COVID virus should be front and centre to our teaching. The community of Victoria is in STAGE 4 lockdown so why should this idea of returning to school be even considered, jeopardising the health of so many and defying the reason for lockdown and keeping the virus at bay?
  *   The mental health of our students, staff and parents is at dangerously high levels, so why put unnecessary pressure on us all at a time when we are most vulnerable, with difficult home situations, financial insecurity, family stress, isolation from loved ones and support mechanisms etc?
  *   What is your reasoning behind this decision? I can see no benefit to anyone.
  *   It is not possible for students to make a product in 5 weeks. What will be made in this time is an unfinished product. Is a student going to be satisfied making a few components of the product, not assembled or finished, but an incomplete waste of effort, time and materials? This would be more upsetting for students than the situation at present in the knowledge that their product won’t be made. Would students feel good about a half completed product; proud of their work? I think not! Humiliated, defeated  and deflated is how they will feel. I know my students.
  *   You speak of things being equitable amongst our cohort when we come to mark their work. How is this equitable when across the state, some classes have students with sewing machines and other students are without? How is this equitable, when some students have had their materials ordered and have already begun, when other students haven’t access to their sheet of acrylic or glass and no possibility to now access these materials that they need? How is this equitable when parents of some students don’t allow their children to go to school for fear of catching the virus and yet others do allow their children access? Leanne how are we to assess this inequality amongst our cohort?
  *   Unlike Studio Art, Visual Communication, Music, Media and Theatre studies, PDT students rely on mostly non-transportable and highly dangerous specialised equipment to create the product for the SAT which they haven’t had access to for three weeks. PDT students have not been doing any practical work but rather focussing on the SAC and SAT criteria 4 and 5 (folio)but not criteria 6,7,8 and 9. Criteria 6-9 cannot happen in the time frame you propose. It is not physically possible. Oh sure, teachers can build the products for the students and say it is the student’s work but do you really want that to happen, because it will.
  *   I have a strong issue with safety in the workshop, sanitisation, use of power tools etc, and with kids rushing to get their work done, corners will be cut and accidents will happen.
  *   This is a ridiculous situation to be placed in and the unnecessary stress placed on students, staff and parents is unfair at a time when there is enough stress in our lives. Both the student and teachers time would be better spent focussing on finishing criteria 4 and 5 well and studying and feeling confident for the exam, responding better to the design section and improving students skills at drawing.  All students within the class working equitably, all working safely from home, away from the COVID infection as the rest of Victoria is doing.
  *   It appears from correspondence with other teachers yesterday, that schools are taking the sensible stance not to allow students back this term. So with this in mind can you please explain how students can be assessed equitably against criteria 6-9 when there will not be a product made? Can you please explain which of the indicators to use and which are irrelevant because as you can see by the document below, myself and other colleagues see that none are relevant.
  *   I propose Leanne that you take this information to VCAA and ask them to change the SAT to only include criteria 1-5 to be assessed, as this is the most equitable and fairest way to assess our student cohort. This will need to be done as a matter of urgency so that it can alleviate the anxiety that VCAA’s decision has caused teachers at the forefront of teaching their Year 12 students so we can continue providing the safest and most sensible curriculum solution to teaching this subject during this pandemic. Leanne, how are you going to support us through this dilemma that we currently find ourselves in?
     Thank you,
     Liz
[cid:image015.jpg at 01D6796E.A3CC3180]

[cid:image016.jpg at 01D6796E.A3CC3180]

Elizabeth Keep
Teacher

[cid:image010.jpg at 01D6796A.57A984F0]

20 Wooralla Drive, Mt. Eliza, Vic, 3930

T: 03 9788 7825  | ekeep at pgs.vic.edu.au<mailto:ekeep at pgs.vic.edu.au> | http://www.peninsulagrammar.vic.edu.au<https://protect-au.mimecast.com/s/0HlRCp8AyytrRP6TGB8fQ?domain=aus01.safelinks.protection.outlook.com>
Registered CRICOS Provider: 00333A | ABN 28 004 451 192

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