Technologies Curriculum

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Technologies Curriculum by Mind Map: Technologies Curriculum

1. Design & Technology

1.1. Knowledge and understanding

1.1.1. Technologies and society

1.1.1.1. Investigate how people address competing issues when designing products, services and environments for technology

1.1.2. Technologies contexts

1.1.2.1. Create and design solutions in multiple technologies contexts

1.1.3. Engineering principles and systems

1.1.3.1. Investigate what forces can control movement, sound or light in a system or product

1.1.4. Food and fibre production

1.1.4.1. Investigate how developers in design and technologies aim to increase the efficiency of systems in food and fibre production

1.1.5. Food specialisations

1.1.5.1. Explore and investigate Food safety and hygiene practices

1.1.6. Materials and technologies specialisations

1.1.6.1. Investigate the characteristics and properties of materials and components, and the suitability and safety of their use.

1.2. Processes and production skills

1.2.1. Creating Solutions by:

1.2.1.1. Investigating and defining

1.2.1.1.1. Define a problem and the set of steps taken for users to make a decision when creating solutions for a given task.

1.2.1.1.2. Identify resources available to solve a given problem

1.2.1.2. Designing

1.2.1.2.1. Design develop and communicate alternative solutions for given issues and express design ideas, using annotated diagrams, storyboards with the appropriate technical terms.

1.2.1.3. Producing and implementing

1.2.1.3.1. Select and apply appropriate safe procedures when using components and equipment to create solutions.

1.2.1.4. Evaluating

1.2.1.4.1. Develop agreed criteria to evaluate and justify the design processes and solutions.

1.2.1.5. Collaborating and managing

1.2.1.5.1. Work independently and collaboratively to plan and safely develop and communicate ideas and information for solutions

1.3. Rationale

1.3.1. Knowledge, understandings and skills involved in the design, development and use of technologies are influenced by, and can play a role in, enriching and transforming societies and our natural, managed and constructed environments. The Western Australian Curriculum: Design and Technologies actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technologies contexts. Students consider the economic, environmental and social impacts of technological change and how the choice and use of technologies contributes to a sustainable future. Decision-making processes are informed by ethical, legal, aesthetic and functional factors. Through Design and Technologies students manage projects, independently and collaboratively, from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop their ability to generate innovative designed products, services and environments.

2. Digital Technology

2.1. Knowledge and understanding

2.1.1. Digital systems

2.1.1.1. Building knowledge and understanding that digital technologies have components and functions that form networks to transmit data.

2.1.2. Representations of data

2.1.2.1. Understanding that data is represented by code

2.2. Processes and production skills

2.2.1. Collecting managing and analysing data

2.2.1.1. Developing the skills needed to collect, store and present types of data for a specific purpose.

2.2.2. Digital implementation

2.2.2.1. Students creat and design solutions for a user interface to match a given digital system.

2.2.2.2. Design, follow and represent digital algorithms that contains branching and iteration diagrammatically.

2.2.2.3. plan implement and use programming software that contain branching and iteration.

2.2.2.4. Create and communicate information while maintaining appropriate code of conduct

2.3. Creating Solutions By:

2.3.1. Investigating and defining

2.3.1.1. Define problems and the sequence of step needed for users to make decisions to create a solutions for given tasks.

2.3.1.2. Identify and use the available resources.

2.3.2. Designing

2.3.2.1. Develop alternative solutions to given problems, and follow design ideas, using annotated diagrams, storyboards and appropriate technical terms.

2.3.3. Producing and implementing

2.3.3.1. Use safe procedures when using digital components and equipment to make solutions.

2.3.4. Evaluating

2.3.4.1. Develop rubric criteria to evaluate and justify design processes used and solutions created

2.3.5. Collaborating and managing

2.3.5.1. Work independently and collaboratively to plan, develop and communicate ideas and information for solutions.

2.4. Rationale

2.4.1. Digital systems are everywhere, mobile and desktop devices and networks are transforming learning, recreational activities, home life and work. Digital systems support new ways of collaborating and communicating, and require new skills such as computational and systems thinking. Technologies are an essential problem-solving toolset in our knowledge-based society. The Western Australian Curriculum: Digital Technologies empowers students to shape change by influencing how contemporary and emerging information systems and practices are applied to meet current and future needs. A deep knowledge and understanding of information systems enables students to be creative and discerning decision-makers when they select, use and manage data, information, processes and digital systems to meet needs and shape preferred futures. Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. Digital Technologies enables students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems

3. Cross Curriculum Priorities

3.1. Aboriginal and Torres Strait Islander histories and cultures

3.1.1. n the Technologies learning area, students explore how Aboriginal and Torres Strait Islander Peoples' capacity for innovation is evident through the incorporation and application of a range of traditional, contemporary and emerging technologies and practices to purposefully build and/or maintain cultural, community and economic capacity.

3.2. Asia and Australia's engagement with Asia

3.2.1. Australia's engagement with Asia provides diverse and authentic contexts to develop knowledge and understanding of technologies processes and production and related cultural, social and ethical issues. It enables students to recognise that interaction between human activity and the diverse environments of the Asia region continues to create the need for creative solutions and collaboration with others, including Australians, and has significance for the rest of the world.

3.3. Sustainability

3.3.1. Technologies focuses on the knowledge, understanding and skills necessary to design for effective sustainability action. It recognises that actions are both individual and collective endeavours shared across local, regional and global communities and provides a basis for students to explore their own and competing viewpoints, values and interests. Understanding systems enables students to work with complexity, uncertainty and risk; make connections between disparate ideas and concepts; self-critique; and propose creative solutions that enhance sustainability.

4. General Capabilities

4.1. Literacy

4.1.1. In Technologies, students develop literacy as they learn how to communicate ideas, concepts and detailed proposals to a variety of audiences; read and interpret detailed written instructions for specific technologies, concept and project management proposals, evaluations, engineering, life cycle and project analysis reports; and prepare detailed specifications for production.

4.2. Numeracy

4.2.1. The Technologies curriculum gives students opportunities to interpret and use mathematical knowledge and skills in a range of real-life situations. Students use number to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects

4.3. Information and communication technology (ICT) capability

4.3.1. students develop ICT capability as they learn to use ICT effectively and appropriately to access, create and communicate information and ideas; solve problems; and work collaboratively in all learning areas at school, and in their lives beyond school. The capability involves students in learning to make the most of the technologies available to them, adapting to new ways of doing things as technologies evolve, and limiting the risks to themselves and others in a digital environment.

4.4. Critical and creative thinking

4.4.1. Students develop capability in critical and creative thinking as they imagine, generate, develop and critically evaluate ideas. They develop reasoning and the capacity for abstraction through challenging problems that do not have straightforward solutions. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking. They identify, explore and clarify technologies information and use that knowledge in a range of situations

4.5. Personal and social capability

4.5.1. The personal and social capability involves students in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively The Technologies learning area enhances students' personal and social capability by developing their social awareness. Students develop understanding of diversity by researching and identifying user needs

4.6. Ethical understanding

4.6.1. students develop ethical understanding as they identify and investigate ethical concepts, values, character traits and principles, and understand how reasoning can assist ethical judgement. Ethical understanding involves students in building a strong personal and socially oriented ethical outlook that helps them to manage context, conflict and uncertainty, and to develop an awareness of the influence that their values and behaviour have on others.

4.7. Intercultural understanding

4.7.1. Students consider how technologies are used in diverse communities at local, national, regional and global levels, including their impact and potential to transform people's lives. They explore ways in which past and present practices enable people to use technologies to interact with one another across cultural boundaries.