1. Key ideas
1.1. Creating preferred futures
1.1.1. Provides opportunities for students to engage in predicting outcomes and impacts of technological decisions for current and future generations and their environments.
1.1.2. Students creatively and actively design solutions to meet present needs without compromising the ability of future generations to meet their needs.
1.2. Project management
1.2.1. Students are explicitly taught how to manage projects. This includes planning; evaluating processes; considering constraints; risk assessment and management; decision-making strategies; quality control; developing resource, finance, work and time plans; and collaborating and communicating with others at different stages of the process.
2. Achievement standards
2.1. Digital technolgies
2.1.1. F-2
2.1.1.1. 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
2.1.1.2. 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
2.1.2. 3 & 4
2.1.2.1. 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
2.1.2.2. 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
2.1.3. 5 & 6
2.1.3.1. 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
2.1.3.2. 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
2.2. Design and technologies
2.2.1. F-2
2.2.1.1. 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. They identify the features and uses of some technologies for each of the prescribed technologies contexts
2.2.1.2. With guidance students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps students demonstrate safe use of tools and equipment when producing designed solutions
2.2.2. 3 & 4
2.2.2.1. By the end of Year 4 students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts
2.2.2.2. Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions
2.2.3. 5 & 6
2.2.3.1. 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. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts
2.2.3.2. Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions
3. Aims: students
3.1. • are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time
3.2. • effectively and responsibly select and manipulate appropriate technologies, resources, materials, data, systems, tools and equipment when designing and creating products, services, environments and digital solutions
3.3. critique and evaluate technologies processes to identify and create solutions to a range of problems or opportunities
3.4. • investigate, design, plan, manage, create, produce and evaluate technologies solutions
3.5. • engage confidently with technologies and make informed, ethical and sustainable decisions about technologies for preferred futures including personal health and wellbeing, recreation, everyday life, the world of work and enterprise, and the environment.
4. Band level/ content descriptors
4.1. Digital technologies
4.1.1. F-2
4.1.1.1. Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems
4.1.2. 3 & 4
4.1.2.1. Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community
4.1.3. 5 & 6
4.1.3.1. Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses
4.2. Design and technologies
4.2.1. F-2
4.2.1.1. Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed
4.2.2. 3 & 4
4.2.2.1. Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed
4.2.3. 5 & 6
4.2.3.1. Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed
5. Content description
5.1. These describe the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn.
6. Content elaborations
6.1. Illustrate and exemplify what is to be taught and to assist teachers in developing a shared understanding of the content descriptions.
7. Glossary
7.1. A glossary is provided to support a common understanding of key terms used in the draft curriculum
8. Achievement standards
8.1. achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling.
9. Student diversity
9.1. All students are entitled to rigorous, relevant and engaging learning programs drawn from the Australian Curriculum: Technologies. Teachers take account of the range of their students’ current levels of learning, strengths, goals and interests and make adjustments where necessary.
10. Content Structure
10.1. Digital technologies
10.1.1. knowledge and understanding
10.1.1.1. . how data are represented and structured symbolically
10.1.1.2. . the components of digital systems: software, hardware and networks
10.1.1.3. . the use, development and impact of information systems in people’s lives
10.1.2. processes and production skills
10.1.2.1. collecting, managing and interpreting data when creating information, and the nature and properties of data, how it is collected and interpreted
10.1.2.2. using a range of digital systems and their components and peripherals
10.1.2.3. defining problems and specifying and implementing their solutions
10.2. Design and technologies
10.2.1. knowledge and understanding
10.2.1.1. the use, development and impact of technologies in people’s lives
10.2.1.2. design concepts across a range of technologies contexts
10.2.2. processes and production skills
10.2.2.1. critiquing, exploring and investigating needs or opportunities
10.2.2.2. generating, developing and evaluating design ideas for designed solutions
10.2.2.3. planning, producing (making) and evaluating designed solutions
11. strands
11.1. Knowledge and understanding
11.2. Processes and production skills.
12. Subjects
12.1. Digital technolgies
12.2. Design and technologies
13. General capabilities
13.1. Literacy (LIT)
13.2. Numeracy (NUM)
13.3. Information and communication technology (ICT) capability
13.4. Critical and creative thinking (CCT)
13.5. Personal and social capability (PSC)
13.6. Ethical understanding (EU)
13.7. Intercultural understanding (ICU).
14. Cross-curriculum priorities
14.1. Aboriginal and Torres Strait Islander histories and cultures
14.1.1. Students identify, explore, understand and analyse the interconnectedness between technologies and Identity, People, Culture and Country/Place. They explore how this intrinsic link guides Aboriginal and Torres Strait Islander people in sustaining environments, histories, cultures and identities. Students apply this knowledge and understanding within Design and Technologies and Digital Technologies to create appropriate and sustainable products, services and environments to meet personal, local, national, regional and global demands.
14.2. Asia and Australia’s engagement with Asia
14.2.1. The Australian Curriculum: Technologies provides opportunities for students to explore traditional, contemporary and emerging technological achievements in the countries of the Asia region. Students apply this knowledge and understanding to create appropriate and sustainable products that reflect intercultural, creative and critical thinking to meet identified needs. In this learning area, students appreciate the diversity of the Asia region.
14.3. Sustainability
14.3.1. The Australian Curriculum: Technologies prepares students to take action to create more sustainable patterns of living. The curriculum focuses on the knowledge, understanding and skills necessary to design for effective sustainability action. It reflects on human need and equity of access to limited resources. The curriculum recognises that actions are both individual and collective endeavours shared across local and global communities.
15. Links to other learning areas
15.1. English
15.2. Mathematicss
15.3. Science
15.4. History
15.5. Geography
15.6. The arts
15.7. Health and physical education
15.8. Economics and business
16. Learning in Design and Technologies
16.1. Play in the Technologies learning area
16.1.1. In Design and Technologies and Digital Technologies the imaginative and purposeful application of play is foregrounded in the early years. In play children create imaginary situations in which they change the meaning of objects and actions as they invent new ideas and engage in futures thinking (for them). They also explore real-world concepts, rules and events as they role-play what is familiar and of interest to them.
16.2. Learning progression in project management, collaboration, teamwork, enterprise and marketing
16.2.1. In the early years students are actively involved in projects: they plan (with teacher support) simple steps and follow directions to complete their own projects or manage their own role within team projects. As they progress through primary school they take more responsibility for specific roles within a project with increasing levels of collaboration and team work.
16.3. Implementing the curriculum
16.3.1. Content descriptions for technologies contexts provide the stimulus for teachers to develop teaching and learning programs. It may be possible to address multiple technologies contexts in a unit.
16.4. Design in the Australian Curriculum
16.4.1. Designing in Design and Technologies involves design thinking and the explicit use of design processes to design solutions for an identified user and purpose (usually to fulfil some practical purpose in the wider world)
16.5. Food and fibre production in the Australian Curriculum
16.5.1. Learn about the production of the food they eat, fibres they use and the environment in which they live. This learning will Draft Australian Curriculum: Technologies – February 2013 31 address key processes of production, marketing, consumption, sustainable use of resources and waste recycling.
16.6. Food and nutrition in the Australian Curriculum
16.6.1. Student attitudes and behaviour regarding healthy living can be influenced by providing them with opportunities to learn about where their food comes from, how it is produced and how they can prepare it
17. Resources
17.1. Thinglink
17.1.1. link: http://dtm4260.edublogs.org/2015/08/06/thinglink-for-teachers/
17.2. Studystack
17.2.1. Link: