Australian Curriculum: Technologies

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Australian Curriculum: Technologies by Mind Map: Australian Curriculum:  Technologies

1. Key Concepts: Students develop the knowledge, understanding and skills to ensure that, individually and collaboratively students:

1.1. investigate, generate and critique innovative and ethical designed solutions, make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future

1.2. develop confidence as critical users of technologies and designers and producers of designed solutions critique, analyse and evaluate problems, needs or opportunities to identify and create solutions

1.3. use design and systems thinking to generate design ideas and communicate these to a range of audiences

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

1.5. evaluate processes and designed solutions and transfer knowledge and skills to new situations

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

2. Subjects

2.1. Design and Technologies

2.1.1. Strand: Knowledge and Understanding

2.1.1.1. Technologies and society: the use, development and impact of technologies in people’s lives

2.1.1.2. Technologies contexts: technologies and design across a range of technologies contexts

2.1.2. Strand: Processes and Production Skills

2.1.2.1. Creating designed solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managing

2.2. Digital Technologies

2.2.1. Strand: Knowledge and Understanding

2.2.1.1. Digital systems: the components of digital systems: hardware, software and networks and their use

2.2.1.2. Representation of data: how data are represented and structured symbolically

2.2.2. Strand: Processes and Production Skills

2.2.2.1. Collecting, managing and analysing data Creating digital solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managing

3. Key Ideas

3.1. Overarching idea: Creating Preferred Futures

3.2. Project Management

3.2.1. Define actions as necessary

3.3. Systems Thinking

3.4. Design Thinking

3.4.1. Design and Technology

3.5. Computational Thinking

3.5.1. Digital Technology

3.6. Information and Communication Technology in the Australian Curriculum

3.7. Safety

3.8. Animal Ethics

4. Strands

4.1. Knowledge and Understanding

4.1.1. Materials

4.1.2. Personel

4.1.3. Services

4.1.4. Duration

4.2. Processes and Production Skills

5. Year Levels (Bands) Australian Curriculum

5.1. Foundation - Year 2

5.1.1. Dependencies

5.1.2. Milestones

5.2. Years 3 and 4

5.2.1. Schedule

5.2.2. Budget

5.3. Years 4 and 6

5.3.1. KPI's

6. General Capabilities

6.1. Literacy

6.2. Numeracy

6.3. Information and Communication Technology

6.3.1. How to use and work with ICT on a deeper level

6.4. Critical and Creative Thinking

6.5. Personal and Social Capability

6.6. Ethical Unerstanding

6.7. Intercultural Understanding

7. Cross-Curriculum Priorities

7.1. Aboriginal and Torres Strait Islander Histories and Cultures

7.2. Asia and Australia's Engagement with Asia

7.3. Sustainability

8. Achievement Standard

8.1. Design and Technologies

8.1.1. Foundation to Year 2 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 technologies for each of the prescribed technologies contexts. 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.

8.1.2. Years 3 and 4 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 technologies for each of the prescribed technologies contexts. 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

8.1.3. Years 5 and 6 By the end of Year 6, students describe 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. 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

8.2. Digital Technologies

8.2.1. Foundation to Year 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. 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.

8.2.2. Years 3 and 4 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. 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.

8.2.3. Years 5 and 6 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. 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

9. Student Diveristy

9.1. Teachers take into account their students current levels of learning, strengths, goals and interests, and make adjustments where necessary to cater to the diverse range of students in their care. Teachers are inclusive of:

9.2. Students with disabilities

9.3. Gifted or talented students

9.4. Students with English as an additional language or dialect

10. Content Descriptions

10.1. Content descriptions at each band describe the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. A concept or skill introduced in one band may be revisited, strengthened and extended in later bands as needed. Content descriptions present a developmental sequence of concepts, skills and processes.

11. Content Elaborations

11.1. Content elaborations are provided for each content description to illustrate content. They are intended to help teachers in developing a shared understanding of the content descriptions. They are not intended to be comprehensive content points, instead can be seen as a guide.

12. Aims and Objectives:

12.1. Students investigate, design, plan, manage, create and evaluate solutions

12.2. Students are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time

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

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

12.5. Students critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.

13. Year Levels SCASA

13.1. Pre-Primary - Year 10