Australian Curriculum

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Australian Curriculum by Mind Map: Australian Curriculum

1. Australian Curriculum: General

1.1. Cross Curriculum Priorities

1.1.1. Aboriginal and Torres Strait Islander histories and cultures

1.1.2. Asia and Australia's engagement with Asia

1.1.3. Sustainability

1.2. Learning Areas / Subjects

1.2.1. English

1.2.2. Mathematics

1.2.3. Science

1.2.4. Humanities and Social Sciences

1.2.4.1. History

1.2.4.2. Geography

1.2.4.3. Economics and Business

1.2.4.4. Civics and Citizenship

1.2.5. The Arts

1.2.5.1. Dance

1.2.5.2. Drama

1.2.5.3. Media Arts

1.2.5.4. Music

1.2.5.5. Visual Arts

1.2.6. Technologies

1.2.6.1. Design and Technologies

1.2.6.2. Digital Technologies

1.2.7. Health and Physical Education

1.2.8. Languages

1.2.8.1. Chinese

1.2.8.2. French

1.2.8.3. Indonesian

1.2.8.4. Italian

1.2.9. Humanities and Social Sciences

1.3. General Capabilites

1.3.1. Literacy

1.3.2. Numeracy

1.3.3. Information and Communication Technology (ICT)

1.3.4. Critical and Creative thinking

1.3.5. Personal and social capability

1.3.6. Ethical understanding

1.3.7. Intercultural understanding

1.4. Strands

1.4.1. English

1.4.1.1. Language

1.4.1.2. Literature

1.4.1.3. Literacy

1.4.2. Mathematics

1.4.2.1. Number and Algebra

1.4.2.2. Measurement and Geometry

1.4.2.3. Statistics and Probability

1.4.3. Science

1.4.3.1. Science Understanding

1.4.3.2. Science as a Human Endeavour

1.4.3.3. Science Inquiry Skills

1.4.4. Humanities and Social Science

1.4.4.1. History

1.4.4.1.1. Knowledge and Understanding

1.4.4.1.2. Skills

1.4.4.2. Geography

1.4.4.2.1. Knowledge and Understanding

1.4.4.2.2. Skills

1.4.4.3. Economics and Business

1.4.4.3.1. Skills

1.4.4.3.2. Knowledge and Understanding

1.4.4.4. Civics and Citizenship

1.4.4.4.1. Knowledge and Understanding

1.4.4.4.2. Skills

1.4.5. Technologies

1.4.5.1. Design and Technologies

1.4.5.1.1. Process and Production Skills

1.4.5.1.2. Knowledge and Understanding

1.4.5.2. Digital Technologies

1.4.5.2.1. Process and Production Skills

1.4.5.2.2. Knowledge and Understanding

1.4.6. Health and Physical Education

1.4.6.1. Movement and Physical Activity

1.4.6.2. Personal, Social and Community Health

2. Technologies

2.1. Aims and Objectives

2.1.1. Investigate, design, plan, manage, create and evaluate solutions

2.1.2. Are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time

2.1.3. Make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future

2.1.4. Engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions

2.1.5. Critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.

2.1.6. These aims are extended and complemented by specific aims for each Technologies subject.

2.2. Student Diversity

2.2.1. The Disability Discrimination Act 1992 and the Disability Standards for Education 2005 require education and training service providers to support the rights of students with disability to access the curriculum on the same basis as students without disability.

2.3. General Capabilities

2.3.1. Literacy

2.3.2. Numeracy

2.3.3. Information and communication technology (ICT) capability

2.3.4. Critical and creative thinking

2.3.5. Personal and social capability

2.3.6. Ethical understanding

2.3.7. Intercultural understanding.

2.4. Band Levels

2.4.1. Foundation - Year 2

2.4.1.1. By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.

2.4.1.2. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems and share information in safe online environments.

2.4.2. Year 3 - 4

2.4.2.1. By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.

2.4.2.2. Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

2.4.3. Year 5 - 6

2.4.3.1. By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.

2.4.3.2. Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

2.4.4. Year 7 - 8

2.4.4.1. By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems.

2.4.4.2. Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints. Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating and collaborating online.

2.4.5. Year 9 - 10

2.4.5.1. By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated from presentation.

2.4.5.2. Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements. Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects.

2.5. Key Ideas

2.5.1. Project management

2.5.1.1. Students will develop skills to manage projects to successful completion through planning, organising and monitoring timelines, activities and the use of resources.

2.5.2. Overarching idea: Creating preferred futures

2.5.2.1. The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future.

2.5.3. System Thinking

2.5.3.1. It requires students to understand systems and work with complexity, uncertainty and risk.

2.5.4. Design thinking

2.5.4.1. Design thinking involves the use of strategies for understanding design needs and opportunities, visualising and generating creative and innovative ideas, planning, and analysing and evaluating those ideas that best meet the criteria for success.

2.5.5. Computational thinking

2.5.5.1. Computational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital technologies. It involves integrating strategies, such as organising data logically, breaking down problems into parts, interpreting patterns and models and designing and implementing algorithms.

2.6. Cross Curriculum Priorities

2.6.1. Aboriginal and Torres Strait Islander histories and cultures

2.6.2. Asia and Australia’s engagement with Asia

2.6.3. Sustainability.

2.7. General Capabilities

2.7.1. Literacy

2.7.2. Numeracy

2.7.3. Information and communication technology (ICT) capability

2.7.4. Critical and creative thinking

2.7.5. Personal and social capability

2.7.6. Ethical understanding

2.7.7. Intercultural understanding.

2.8. Content Descriptors, Elaborations and Achievement Standards

2.8.1. Content Descriptor

2.8.1.1. What the teachers should teach and what the students will learn.

2.8.2. Elaborations

2.8.2.1. Expands on the content descriptor using examples.

2.8.3. Achievement Standards

2.8.3.1. Outlines what the student needs to have completed before the next band level.