Australian Technologies Curriculum

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Australian Technologies Curriculum by Mind Map: Australian Technologies Curriculum

1. Strands

1.1. Design and technologies procession and production skills

1.2. Design and Technologies Knowledge & Understanding

2. General Capabilities

2.1. Numeracy

2.2. Literacy

2.3. Ethical understanding

2.4. Intercultural Understanding

2.5. Critical and creative thinking

2.6. Information & Technology Communication (ICT) capability

2.7. Personal and Social Capability

3. Cross-curriculum priorites

3.1. Sustainability

3.2. Asia and Australia's engagement with Asia

3.3. Aboriginal and Torres Strait Islander histories and cultures

4. Design and Technology

4.1. Students use both design and technology thinking to generate and produce solutions for specific needs and opportunities

4.2. Strands

4.2.1. Knowledge and understanding

4.2.1.1. Technologies and society

4.2.1.1.1. Use, development and impact of technologies on peoples' lives

4.2.1.2. Technology contexts

4.2.1.2.1. Technologies and design across a range of technologies contexts

4.2.2. Process and Production skills

4.2.2.1. Creating design solutions by: investigating generating, producing, evaluating, collaborating and managing.

4.3. Aims

4.3.1. Students will collaboratively and individually:

4.3.1.1. Develop confidence as critical users of technologies and designers and producers of designed solutions

4.3.1.2. Investigate, generate and critique innovative and ethical designed solutions for sustainable futures

4.3.1.3. Use design and systems thinking to generate design ideas and communicate these to a range of audiences

4.3.1.4. Produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes

4.3.1.5. Evaluate processes and designed solutions and transfer knowledge and skills to new situations

4.3.1.6. Understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society

5. Digital Technologies

5.1. KNOWLEDGE AND UNDERSTANDING

5.1.1. Digital Systems

5.1.1.1. hardware, networks, software and their uses

5.1.2. Representation of data

5.1.2.1. How data is represented and structured symbolically

5.2. Digital Implementation

5.3. Process and Production Skills

5.3.1. Collecting, Managing and Analysing data

5.3.2. Creating Solutions

5.3.2.1. Investigation

5.3.2.2. Design

5.3.2.3. Production and Implementation

5.3.2.4. Evaluation

5.3.2.5. Collaboration and Managment

5.4. Aims

5.4.1. Individually and collaboratively, students will:

5.4.1.1. Design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs

5.4.1.2. Use computational thinking and the key concepts of abstraction: data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions

5.4.1.3. Confidently use digital systems to efficiently and effectively automate transformation of data into information and creatively communicate ideas in range of settings

5.4.1.4. Apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences

5.4.1.5. Apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments

6. Rationale

6.1. Ensure students benefit from learning about and working with traditional, contemporary and emerging technologies

6.2. Encourage students to apply their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, both individually and collaboratively

6.3. Students will develop knowledge, understanding and skills to respond creatively to current and future needs

6.4. Students will use asystematic approach to experiment, problem-solve, prototype and evaluate to ingrain in students value of planning and reviewing processes to realise ideas

6.5. Engage students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems

6.6. Develop capacity for action and a critical appreciation of the processes through which technologies are developed and how technologies can contribute to societies

6.7. Students need opportunities to consider use and impact of technological solutions on equity, ethics and personal and social value

6.8. Students can create solutions, as well as responding to the designed world, thus being able to consider desirable sustainable patterns of living and contribute to preferred futures for themselves and others

7. Links to other learning areas

7.1. English

7.2. Mathematics

7.3. Science

7.4. History

7.5. Geography

7.6. The Arts

7.7. Health and Physical Education

8. Student diversity

8.1. Students with disabilities

8.2. Adjustment of curriculum according to levels of learning, strengths, goals and interests where necessary

8.3. English as an additional language or dialect

8.4. Gifted and Talented students

9. Key ideas

9.1. Thinking in Technologies

9.1.1. Systems thinking

9.1.2. Designs Thinking

9.1.3. Computational Thinking

9.2. creating preferred futures

9.3. Project management

9.4. Safety

9.5. Animal ethics