Australian Technologies Curriculum. Task 1

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Australian Technologies Curriculum. Task 1 by Mind Map: Australian Technologies Curriculum. Task 1

1. subjects

1.1. Design and Technologies

1.1.1. Strand 1 = Knowledge and Understanding Key Concepts 1 = Understanding the involvement of technology in peoples lives and how it impacts them. Key Concept 2 = Designing different concepts across a variety of technology concepts.

1.1.2. Strand 2 = Processing and Production Skills Key Concept 1 = Critiquing, exploring and investigating needs and opportunities. Key Concept 2 = Generating, developing and evaluating design ideas for design solutions. Key Concept 3 = Planning, producing and evaluating design solutions..

1.2. Digital Technologies

1.2.1. Strand 1 = Knowledge and Understanding How data is represented and structured symbolically. The components of digital system: software, hardware and networks. The use , development and impact of information systems in people's lives,

1.2.2. Strand 2 = Processes and Production Skills. Collecting, managing and interpreting data when creating information and the d the nature and properties of data, how it is collected and interpreted. Using a range of digital systems and their components and peripherals. Defining problems and specifying and implementing their solutions.

2. curriculum aims and objectives

2.1. Design and Technologies

2.1.1. Aid students in understanding the variety of roles and responsibilities of people with occupations of design and technologies occupations.

2.1.2. The aim is to develop students understanding, awareness and knowledge on a range of technology materials. Teaching them how they work and how to use them and create them. Students will learn skills needed to (both individually and cooperatively) select and manipulate a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes in order to produce and designs solutions suitable for a range of technologies.

2.2. Digital Technologies

2.2.1. To give students the knowledge, understanding, ability and skills required to (both independently and cooperatively use computational thinking, and understand the key concepts of abstractions; data collection, representation and interpretation; specification, algorithms and implementations to allow them to be confident in using digital systems to transform a range of data into information and to creatively communicate ideas.

2.2.2. Students are able to use computational thinking and the key concepts of abstraction ; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions.

3. key concepts

3.1. Abstraction

3.2. Data Collection, representation and interpretation.

3.3. Digital Systems

3.4. Interactions and Impacts

3.5. Specifications, algorithms and implementations

4. general capabilities

4.1. Literacy

4.2. Numeracy

4.3. Information and communication technology capability

4.4. Critical and creative thinking

4.5. Ethical behaviour/understanding

4.6. Personal and social capability

4.7. Intercultural understanding

5. cross-curriculum priorities

5.1. Aboriginal and Torres Strait Islander histories and cultures

5.1.1. Investigating interconnection and inter-relatedness

5.1.2. Country people and culture

5.2. Asia and Australia’s engagement with Asia

5.2.1. The diversity of Asia

5.2.2. The engagement between Asia and Australia

5.3. Sustainability

5.3.1. Developing the skills to evalute the costs and benefits of different technologies.

5.3.2. Past, present and future technologies used.

6. content descriptions

6.1. Each year / band level has content descriptors connected to them. These content descriptors highlight the knowledge, understanding and skills that students of that band/year level are required and expected to be taught and expected to learn. The content descriptors are ordered; following the developmental learning sequence..

6.2. Content descriptors are written to also ensure that learning is appropriately order (within the developmental learning sequence) to ensure that there is no unnecessary repetition in learning.

7. content elaboration

7.1. They are provided for each band / year level.

7.2. They delve deeper into the content descriptions and provide examples of how each can be taught.

7.3. They are not intended to be content points that all students must learn, but give chose as to what to teach students and how to teach students.

8. year / band levels

8.1. Foundation to year 2

8.2. Years 3 and 4

8.3. Years 5 and 6

8.4. Years 7 and 8

8.5. Years 9 and 10

9. achievement standards

9.1. These standards are to explain what students should be able to demonstrate throughout each band/year level.

9.2. Aids teachers in clearly knowing what quality of learning students must be given. And where a students knowledge should lay at each aspect of their schooling.

9.3. Achievement standards are demonstrate through students work and assessments. Work samples , portfolios, annotations of students work can all aid the teacher in assessing whether a student has met the achievement standard.

10. Student Diversity

10.1. Gifted and talented students

10.2. Students with disabilites

10.3. English as a second language or dialect.

11. Concepts and Ideas for Design and Technology

11.1. Technologies and Society

11.2. Technologies Contexts

11.3. Creating Design Solutions

12. Concepts and Ideas for Design and Technolgy

12.1. Digital Systems

12.2. Representation of Data

12.3. Creating Digital Solutions

13. Learning Areas

13.1. Mathematics

13.2. English

13.3. Science

13.4. Humanities and Social Science

13.5. The Arts

13.6. Health and Physical Education

14. Key Ideas

14.1. Systems Thinking

14.2. Design Thinking

14.3. Computational Thinking

14.4. Project Management

14.5. Creating preferred futures

14.6. Ethics

14.7. Safety

14.8. Information and Communication technology in the Australian Curriculum.

14.9. Creative Thinking

15. Key Ideas

15.1. Design and Technology

15.1.1. Project Management

15.1.2. Making decisions informed by ethical, legal, functional and aesthetic factors.

15.2. Digital Technology

15.2.1. Use design thinking in order top be innovative developers of digital solution and knowledge.

15.2.2. Data management and use.