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CURRICULUM by Mind Map: CURRICULUM

1. Sequence of Achievement

2. WA Curriculum: About Technologies

2.1. Rationale

2.2. Aims

2.3. Organisation

2.4. Student Diversity

2.5. Ways of Teaching

2.6. Ways of Assessing

2.7. General Capabilities

2.8. Cross-Curricular Priorities

2.8.1. Aboriginal and Torres Strait Islander histories and cultures

2.8.2. Asia and Australia's engagement with Asia

2.8.3. Sustanibility

2.9. Technologies Glossary

2.10. Technologies Scope & Sequence

2.11. Reporting

2.11.1. REPORTING REQUIREMENTS: Schools will report one grade (A–E) as a minimum for Technologies.

2.11.2. GUIDANCE: Schools may choose to report at a more detailed level, for example, Design and Technology, Digital Technologies. This is not mandated.

2.12. Work Sample Portfolios log in to SCSA to access

3. Australian Curriculum

3.1. Design & Technologies

3.1.1. Rationale

3.1.2. Aims

3.1.2.1. Students develop confidence as critical users of technologies and designers and producers of designed solutions

3.1.2.2. Students investigate, generate and critique innovative and ethical designed solutions for sustainable futures

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

3.1.2.4. Students 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

3.1.2.5. Students evaluate processes and designed solutions and transfer knowledge and skills to new situations understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society

3.1.3. Strands

3.1.3.1. Design and Technologies knowledge and understanding

3.1.3.1.1. TECHNOLOGIES & SOCIETY: The impact of the use of and development of TECHNOLOGIES in the lives of people within different societies.

3.1.3.1.2. TECHNOLOGIES CONTEXTS: Looks at    technologies and design across a range of TECHNOLOGIES contexts

3.1.3.2. Design and Technologies processes and production skills

3.1.3.2.1. Creating designed solutions involves

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

3.1.4. Sequence of content

3.1.5. Glossary

3.1.6. Bands

3.1.6.1. Foundation to Year 2

3.1.6.1.1. Achievement Standard

3.1.6.1.2. Work Samples Portfolio

3.1.6.2. Years 3 & 4

3.1.6.2.1. Achievement Standard

3.1.6.2.2. Work Samples Portfolio

3.1.6.3. Years 5 & 6

3.1.6.3.1. Achievement Standard

3.1.6.3.2. Work Samples Portfolio

3.1.6.4. Years 7 & 8

3.1.6.4.1. Achievement Standard

3.1.6.5. Years 9 & 10

3.1.6.5.1. Achievement Standard

3.2. Digital Technologies

3.2.1. Rationale

3.2.2. The following are the aims of the Digital Technologies curriculum for students working individually or collaboratively with others, in order for them further develop their skills, knowledge and understanding:

3.2.2.1. Students will learn how to design, create, manage and evaluate digital solutions that are sustainable and innovative:

3.2.2.1.1. 1. Students will redefine the present needs of society

3.2.2.1.2. 2. Students will redefine the future needs of society

3.2.2.2. Students will use computational thinking and the key concepts to create digital solutions for:

3.2.2.2.1. 1. Abstraction

3.2.2.2.2. 2. Data collection, respresentation and interpretation

3.2.2.2.3. 3. Specification, algorithms and implementation

3.2.2.3. Students will be able to confidently use digital systems.

3.2.2.3.1. 1. Learn how to automate data transformation into information proficiently and succesfully

3.2.2.3.2. 2. Learn to communicate their ideas with creativity and in a range of settings

3.2.2.4. Be safe! Be Ethical! Be Respectful! Students will learn how to communicate and collaboration with people they know, as well as people unknown to them.

3.2.2.4.1. 1. Follow school and classroom protocols, as well as any terms and conditions outlined by organisations or on websites

3.2.2.4.2. 2. Follow any legal requirements or practices

3.2.2.4.3. NB: Be eSMART and teach students how to be safe online

3.2.2.5. Students will examine the impact of systems  by applying system thinking as they monitor, analyse, predict and shape the interactions within and between information systems.

3.2.2.5.1. Individuals

3.2.2.5.2. Societies

3.2.2.5.3. Economies

3.2.2.5.4. Environments

3.2.3. Strands

3.2.3.1. Digital Technologies knowledge and understanding

3.2.3.1.1. Digitial Systems components and use

3.2.3.1.2. Respresentation of data

3.2.3.2. Digital Technologies processes and production skills

3.2.3.2.1. Collecting, managing and analysing data

3.2.3.2.2. Students will use digital systems

3.2.4. Glossary

3.2.5. Bands

3.2.5.1. Foundation to Year 2

3.2.5.1.1. Satisfactory

3.2.5.1.2. Above

3.2.5.1.3. Below

3.2.5.2. Years 3 & 4

3.2.5.2.1. Achievement Standards

3.2.5.2.2. Work Sample Portfolios

3.2.5.3. Years 5 & 6

3.2.5.3.1. Achievement Standards

3.2.5.3.2. Work Sample Portfolios

3.2.5.4. Years 7 & 8

3.2.5.4.1. Achievement Standards

3.2.5.5. Years 9 & 10

3.2.5.5.1. Achievment Standards

4. Western Australia

4.1. Digital Technologies

4.1.1. Rationale

4.1.2. Digital Technologies, in which students use computational thinking and information systems to define, design and implement solutions.

4.1.2.1. Knowledge and Understanding

4.1.2.2. Processes and Production Skills

4.1.3. Areas to be developed area

4.1.4. Bands

4.1.4.1. Pre-Primary

4.1.4.2. Year 1

4.1.4.3. Year 2

4.1.4.4. Year 3

4.1.4.5. Year 4

4.1.4.6. Year 5

4.1.4.7. Year 6

4.1.4.8. Year 7

4.1.4.9. Year 8

4.1.4.10. Year 9

4.1.4.11. Year 10

4.1.4.12. Able WA

4.1.4.12.1. A

4.1.4.12.2. B

4.1.4.12.3. C

4.1.4.12.4. D

4.2. Design & Techologies

4.2.1. Rationale

4.2.2. STRANDS: Design and Technologies, in which students use design thinking and technologies to generate and produce solutions for authentic needs and opportunities.

4.2.2.1. Knowledge and Understanding

4.2.2.2. Processes and Production Skills

4.2.3. Bands

4.2.3.1. Pre-Primary

4.2.3.2. Year 1

4.2.3.3. Year 2

4.2.3.4. Year 3

4.2.3.5. Year 4

4.2.3.6. Year 5

4.2.3.7. Year 6

4.2.3.8. Year 7

4.2.3.9. Year 8

4.2.3.10. Year 9

4.2.3.11. Year 10

4.2.3.12. Able WA

4.2.3.12.1. A

4.2.3.12.2. B

4.2.3.12.3. C

4.2.3.12.4. D

5. INITRODUCTION Why do we have TECNOLOGIES as a learning area?

5.1. Rationale

5.1.1. Technology: People & Society

5.1.1.1. Sustains societies, and natural, managed and constructed environments

5.1.1.1.1. Natural Environments

5.1.1.1.2. Managed Environments

5.1.1.1.3. Constructed Environments

5.1.1.2. Restores

5.1.1.3. Transforms

5.1.1.4. Enriches

5.1.2. All students should learn

5.1.2.1. Traditional Technology

5.1.2.2. Contemporary Technology

5.1.2.3. Emerging Technology

5.1.3. Students

5.1.3.1. Apply knowledge

5.1.3.2. Learn practical skills

5.1.3.3. Learn processes

5.1.3.4. Create innovative solutions

5.1.3.4.1. Independently

5.1.3.4.2. Collaboratively

5.1.3.5. Develop knowledge, understanding and skills creatively

5.1.3.5.1. To current needs

5.1.3.5.2. To future needs

5.1.3.6. Engages students

5.1.3.6.1. Critical thinking

5.1.3.6.2. Creative thinking

5.1.3.7. Understand the interrelationships in systems when problem solving

5.1.3.7.1. Systematic approach to experimentation

5.1.3.7.2. Problem solving

5.1.3.7.3. Prototyping

5.1.3.7.4. Evaluation

5.1.4. Young Australians

5.1.4.1. Develop capacity for actions

5.1.4.2. Appreciate the processes of how technology is developed

5.1.4.3. How technology contributes to society

5.1.5. Solutions and Considerations

5.1.5.1. Use of technology

5.1.5.2. Impact of technology

5.1.5.3. Equity

5.1.5.4. Ethics

5.1.5.4.1. Personal Values

5.1.5.4.2. Social Values

5.1.5.5. Sustainable patterns of living

5.1.5.6. Future

5.1.5.6.1. Self

5.1.5.6.2. Others

5.2. Aims

5.2.1. To investigate, design, plan, manage, create and evaluate solutions

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

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

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

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

6. AC: Technologies Key Ideas

6.1. Overarching idea: Creating preferred futures

6.1.1. The Technologies curriculum for students: • Provides opportunities to consider how solutions made today will be used in the future • Will help them to identify the possible benefits and risk of the solutions that are created • Allows them to be thinkers who are creative and critical in order for them to consider and weigh up the impacts of any solutions, both long term impacts and short term impacts

6.1.2. As students progress through the Technologies Curriculum they will: • Identify what will possibly happen or probably happen in the future • Identify what they want to happen in the future • Develop solutions to meet the needs of the world: liveability; economic prosperity; and sustainable environments • Learn that people may not have the same perspective or point of views may vary in regards to the risks and benefits in the future and that peoples may object to what others prefer

6.2. Project management

6.2.1. Skills

6.2.1.1. Manage projects from start to finish

6.2.1.2. Plan

6.2.1.2.1. Activities

6.2.1.2.2. Resources

6.2.1.2.3. Finances

6.2.1.2.4. Risk management

6.2.1.3. Create timelines and make sure they are followed

6.2.1.4. Decision making

6.2.1.5. Quality control

6.2.1.6. Evaluating

6.2.1.7. Work collaboratively

6.2.1.8. Effective communication

6.3. Thinking in Technologies

6.3.1. Systems Thinking

6.3.1.1. Holistic approach used to

6.3.1.1.1. Solve problems

6.3.1.1.2. Identify problems

6.3.1.2. Focal points of a system

6.3.1.2.1. Are treated as components

6.3.1.2.2. Analysed individually

6.3.1.2.3. Looks at the interactions

6.3.1.2.4. Looks at the interrelationships

6.3.1.2.5. How each components affects the function of the whole system

6.3.2. Design Thinking

6.3.2.1. Involves

6.3.2.1.1. Understanding design needs and opportunities

6.3.2.1.2. CRITERIA FOR SUCCESS: Students will visualise and then generate their ideas

6.3.3. Computational Thinking

6.3.3.1. A problem solving process used in digital technologies

6.3.3.2. Involves

6.3.3.2.1. Logically ordering data

6.3.3.2.2. Analysing data

6.3.3.2.3. Creating solutions using algroithms (break each step down into simple tasks)

6.3.3.3. Phases in computation

6.3.3.3.1. Quantify data

6.3.3.3.2. Solve problems

6.3.3.4. Needed to develop computer applications

6.3.3.5. Across learning areas

6.3.3.5.1. Maths

6.3.3.5.2. Science

6.3.3.5.3. HASS

6.3.3.6. As they learn computational thinking students will see a connection between school and life outside of the classroom

6.4. Information and communication technology in the Australian Curriculum

6.4.1. Throught the Digitial Technologies curriculum students will gain confidence in becoming our future developers for digital solutions

6.4.2. Through the Digital Technologies curriculum students will become more effective at being users of digital technologies

6.5. Safety

6.5.1. Schools need to abide by the Work and Health and Safety Act 2011

6.6. Animal Ethics

6.6.1. Schools must abide by the Australian code of practice for the care and use of animals for scientific purposes

7. AC: Technologies Structure

8. Australian Curriculum: Student Diversity

8.1. Advice

8.1.1. Introduction

8.1.2. Meeting diverse learning needs

8.1.3. Personalised learning

8.1.4. What is an illustration of personalised learning?

8.2. Students with disability

8.2.1. Introduction

8.2.2. Who are students with disability?

8.2.3. Personalised Learning

8.2.4. Using the general capabilities

8.3. Gifted and Talented Students

8.3.1. Introduction

8.3.2. Who are gifted and talented students?

8.3.3. Personalised learning

8.3.4. General capabilities and cross-curriculum priorities

8.4. Students with EAL/D

8.4.1. Introduction

8.4.2. Who are EAL/D students?

8.4.3. Personalised learning

8.4.4. General capabilities and cross-curriculum priorities

8.4.5. EAL/D Teacher Resource

9. AC: Technologies General Capabilities

10. Differences between Australian Curriculum and WA Curriculum

10.1. As of 2017 Technologies unit will be mandated in all WA schools. All teachers need to teach from this document.

10.2. The WA Curriculum follows the AC closely, however it has been contextualised to make it more specific to the state of Western Australia and those within.

10.3. There are no elaborations in WA Curriculum. The codes used here connect teachers to the SCOOTLE website. WA teachers do not have to use the AC elaborations, however they may help guide teachers and give them ideas for each content descriptor.

10.4. Achievement Standards are still being developed for Technologies in the WA Curriculum and should by available in 2016.

10.5. AC combines year levels whilst the WA Curriculum has defined the learning for each year level.

11. Australian Curriculum: Cross Curricular Priorities

11.1. Introduction

11.2. Learning area specific advice

11.3. Asia and Australia’s Engagement with Asia

11.4. Aboriginal and Torres Strait Islander Histories and Cultures

11.5. Sustainability