Technologies Curriculum

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Technologies Curriculum by Mind Map: Technologies Curriculum

1. Content

1.1. Content Descriptors

1.1.1. They describe what is to be taught within the required band level such as knowledge, understandings and skills.

1.2. Content Elaborations

1.2.1. They are designed to support educators in developing an understanding of what is required within the content descriptors.

2. General Capabilities

2.1. Literacy (LIT)

2.2. Numeracy (NU)

2.3. Information and Communication technology (ICT)

2.4. Critical & Creative Thinking (CCT)

2.5. Personal & Social Capability (PSC)

2.6. Ethical Understanding (EU)

2.7. Intercultural Understanding (ICU)

3. Student diversity

3.1. A curriculum that allows opportunity for all students to learn in an environment that caters to their individual needs.

3.1.1. Students with disability

3.1.2. English as an additional language or dialect

3.1.3. Gifted and Talented students

4. Curriculum Aims

4.1. Develop confidence and become critical users of technologies using innovative designed solutions to generate sustainable futures.

4.2. Generate ideas and communicate these with a range of audiences using systems thinking.

4.3. Produce a range of technologies by manipulating materials, tools and equipment creatively and safely.

5. Cross Curriculum Priorities

5.1. Aboriginal and Torres State Islander histories and cultures

5.2. Asia and Australia's Engagement with Asia

5.3. Sustainability

6. Structure

6.1. Digital Technologies

6.1.1. Knowledge and Understanding

6.1.1.1. Digital Systems

6.1.1.2. Representation of Data

6.1.2. Process and Production Skills

6.1.2.1. Defining

6.1.2.2. Designing

6.1.2.3. Implementing

6.1.2.4. Evaluating

6.1.2.5. Collaborating & Managing

6.2. Design and Technologies

6.2.1. Knowledge and Understanding

6.2.1.1. Technologies and Society

6.2.1.2. Technologies Context

6.2.2. Process and Production Skills

6.2.2.1. Investigating

6.2.2.2. Generating

6.2.2.3. Producing

6.2.2.4. Evaluating

6.2.2.5. Collaborating & Managing

7. Key Ideas

7.1. Preferred Futures

7.2. Project Management

7.3. Thinking Skills

7.3.1. Systems thinking

7.3.2. Computational thinking

7.3.3. Design thinking

7.3.4. Critical & Creative Thinking (CCT)

8. Band Levels

8.1. Aged 5-8

8.1.1. Foundation -Year 2

8.2. Aged 8-12

8.2.1. Year 3 - Year 6

8.3. Aged 12-16

8.3.1. Year 7 - Year 10

9. Key Concepts

9.1. Abstraction

9.2. Data

9.3. Specification

9.4. Algorithms

9.5. Implemenatation

9.6. Digital Systems

9.7. Interactions

9.8. Impacts

10. Links to Other Learning Areas

10.1. The Technologies curriculum requires knowledge, understanding and skills which are learnt in other Learning Areas.

10.2. English

10.3. Mathematics

10.4. Science

10.5. Health and Physical Education

10.6. Geography

10.7. The Arts

11. Achievement Standards

11.1. Primary

11.1.1. Foundation to Year 2

11.1.1.1. Digital Technologies

11.1.1.1.1. 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.

11.1.1.2. Design & Technolgies

11.1.1.2.1. By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments.

11.1.2. Year 3 to Year 4

11.1.2.1. Digital Technologies

11.1.2.1.1. 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.

11.1.2.2. Design & Techologies

11.1.2.2.1. By the end of Year 4 students explain how products, services and environments are designed to best meet needs of communities and their environments.

11.1.3. Year 5 to Year 6

11.1.3.1. Digital Technologies

11.1.3.1.1. 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.

11.1.3.2. Design & Technologies

11.1.3.2.1. By the end of Year 6 students describe some competing considerations in the design of products, services and environments taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs

11.2. Secondary

11.2.1. Year 7 to Year 8

11.2.1.1. Digital Technologies

11.2.1.1.1. 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.

11.2.1.2. Design & Technologies

11.2.1.2.1. By the end of Year 8 students explain factors that influence the design of products, services and environments to meet present and future needs.

11.2.2. Year 9 to Year 10

11.2.2.1. Digital Technologies

11.2.2.1.1. 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.

11.2.2.2. Design & Technologies

11.2.2.2.1. By the end of Year 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments.

12. National Priorities

12.1. Food and Fibre Productions

12.2. Engineering principles and systems

12.3. Food Technologies

13. Resources: edublogs

13.1. QR Code Cracker

13.1.1. http://dtm4260.edublogs.org/2015/08/06/vegie-patch-qr-code-cracker/

13.2. Phoster!

13.2.1. http://dtm4260.edublogs.org/2015/08/05/phoster/