Australian Technologies Curriculum
by Christy Campbell
1. 7 Capabilities
2. Global society
2.1. The Australian technologies curriculum seeks to enrich and impact lives by; innovating solutions to complex problems; transforming, sustaining and re-storing environments.
3. Skills and knowledge
3.1. STRAND 1 - Knowledge & Understanding
3.2. STRAND 2 - Process and production skills
3.3. Create. Innovate. Enterprise. Students learn how technology has developed over time. They effectively and responsibly use technologies; evaluate technologies and create solutions to a range of problems or opportunities, make informed, ethical and sustainable decisions about technologies for preferred futures.
4. General Capabilities
4.1. Literacy (LIT) Numeracy (NUM) Information and communication technology (ICT) capability Critical and creative thinking (CCT) Personal and social capability (PSC) Ethical understanding (EU) Intercultural understanding (ICU).
4.2. In the Australian Curriculum: Technologies, general capabilities are identified wherever they are developed or applied in content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning through content elaborations.
5. Cross Curriculum Priorities
5.1. Aboriginal and Torres Strait Islander histories and cultures - 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.
5.2. Asia and Australia’s engagement with Asia - 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.
5.3. Sustainability -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. The curriculum provides a basis for students to explore their own and competing viewpoints, values and interests. Students work with complexity, uncertainty and risk; make connections between disparate ideas and concepts; self-critique; and propose creative and sustainable solutions.
6. Design and Technologies processes and production skills
6.1. Critiquing, exploring and investigating
6.2. Generating, developing and evaluating ideas
6.3. Planning, producing and evaluating designed solutions
7. Learning in Design and Technologies
7.1. Play in the Technologies learning area
7.2. Learning progression in project management, collaboration, teamwork, enterprise and marketing
7.3. Implementing the curriculum
7.4. Design in the Australian Curriculum
7.5. Food and fibre production in the Australian Curriculum
7.6. Food and nutrition in the Australian Curriculum
8. http://dtm4260.edublogs.org/2016/08/03/edmodo-4/
9. http://dtm4260.edublogs.org/2016/08/03/green-screen-by-do-ink/
10. Resources
11. Design and Technology
11.1. Knowledge & Understanding - understand the development and impact in peoples lives; technologies concepts and contexts.
11.2. Processes and Skills - critiquing, exploring and investigating; generating and developing design ideas; planning, developing and evaluating designed solutions.
12. Digital Technologies
12.1. Knowledge and understandings - data representations, digital systems, hardware and software components and networks; development and impact of systems in everyday life.
12.2. Processes and Skills - collecting, managing and interpreting data; effectively use a range of digital systems; creating and communicating information online, interacting safely using appropriate technical and social protocols.
13. Key Ideas of the curriculum
13.1. Creating a preferred future by developing the technologies knowledge, understanding and skills to provide a method for identifying and moving towards ethical, socially responsible and sustainable patterns of living. The curriculum provides opportunities for students to engage in predicting outcomes and impacts of technological decisions for current and future generations and their environments.
13.2. Project management - students are explicitly taught how to manage projects, including planning; evaluating processes; risk assessment and management; decision-making strategies; quality control; developing resource, finance, work and time plans; and collaborating and communicating with others. Project work and management occur as a part of everyday life and are critical to many fields of employment. Students develop skills to manage projects from identification of need or opportunity through conception to realisation.
14. Implementation
14.1. Engaging learning programs will provide opportunities for students to: • develop skills and dispositions such as curiosity, imagination, creativity and evaluation • engage all aspects of perception: sensory, emotional, cognitive, physical and spiritual • work individually and collaboratively.
15. Assessment
15.1. Assessment of the Australian Curriculum: Technologies takes place at different levels and for different purposes, including: • ongoing formative assessment within classrooms for the purposes of monitoring • learning and providing feedback to teachers to inform their teaching, and for students to inform their learning • summative assessment for the purposes of twice-yearly reporting by schools to parents and carers on the progress and achievement of students.
16. Rationale
16.1. The Australian Curriculum: Design and Technologies actively engages students in producing quality designed solutions to identified problems or opportunities across a range of technologies contexts. In doing so, students consider social, economic, environmental, ethical, legal, aesthetic and functional factors. Through Design and Technologies students manage projects independently and collaboratively from conception to realisation. They develop a sense of pride, satisfaction and enjoyment from their ability to develop innovative designed solutions. They have the opportunity to contribute to the development of futures that provide sustainable patterns of living.
17. Aims
17.1. The Australian Curriculum: Technologies, Design and Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students: • document design ideas and communicate these to a range of audiences • select and manipulate a range of materials, components, tools and equipment creatively, competently and safely in the development of designed solutions suitable for a range of technologies contexts • explore, investigate, create and critique innovative, ethical and sustainable designed solutions for preferred futures using a range of technologies • develop confidence as critical users and designers and producers of technologies and designed solutions • understand the roles and responsibilities of designers, technologists and those in related occupations.
