Australian Technologies Curriculum

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Australian Technologies Curriculum by Mind Map: Australian Technologies Curriculum

1. Content Descriptors

1.1. Content descriptions describe what is to be taught and what students are expected to learn. Content descriptions include knowledge, understanding and skills, described at a year level or band of years.

1.1.1. Content Elaborations

1.1.1.1. provided to give teachers ideas about how they might teach the content.

2. Aims and Objectives

2.1. Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

2.1.1. investigate, design, plan, manage, create and evaluate solutions

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

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

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

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

3. Subjects

3.1. Design and Technologies

3.1.1. Strands

3.1.1.1. Knowledge and understanding

3.1.1.1.1. Technologies and society

3.1.1.1.2. Technologies contexts

3.1.1.2. Processes and production skills

3.1.1.2.1. Creating design solutions by

3.2. Digital Technologies

3.2.1. Strands

3.2.1.1. Knowledge and understanding

3.2.1.1.1. Digital systems

3.2.1.1.2. Representation of data

3.2.1.2. Processes and production skills

3.2.1.2.1. Collecting, managing and analysing data

3.2.1.2.2. Creating digital solutions by

4. Key Ideas

4.1. Overarching idea: Creating preferred futures

4.1.1. The technology curriculum enables student to identify ways of creating solutions to technology problems in the future. Students will enhance their thinking and problem solving skills to meet the technological needs of society taking into account how it affects livability, the economy and impacts on the environment.

4.2. Project management

4.2.1. Students will develop their management skills through planning, organising and monitoring timelines, activities and the use of resources in relation to projects. They will refine their skills in using resources and people. They will also consider the health and safety, ethical and sustainable aspects of project management.

4.3. Thinking in Technologies

4.3.1. Systems thinking

4.3.1.1. Students will investigate the fundamental role of systems and how different aspects of systems within technology work together.

4.3.2. Design thinking

4.3.2.1. Students will develop their design thinking by using strategies for understanding design, generating ideas and analysing the process for best success.

4.3.3. Computational thinking

4.3.3.1. Students will develop their computational thinking by problem solving and finding solutions to do with digital technologies. It involves organising data, problem solving by breaking problems into sections and looking at patterns and models to develop their thinking.

4.4. Safety

4.5. Animal ethics

5. General Capabilities

5.1. The general capabilities encourage students to become successful learners, confident and creative individuals and active and informed citizens.

5.1.1. Literacy

5.1.2. NumeracyNumeracy

5.1.3. Information and Communication Technology (ICT) Capability

5.1.4. Critical and Creative Thinking

5.1.5. Personal and Social Capability

5.1.6. Ethical Understanding

5.1.7. Intercultural Understanding

6. Student Diversity

6.1. This involves taking childrens specific learning needs into account and making allowance for every student to actively participate in the curriculum through personalised learning.

6.1.1. Students for whom English is an additional language or dialect (EAL/D)

6.1.2. Gifted and Talented Students

6.1.3. Students with a disability

7. Cross Curricular 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 Standards

8.1. Band Levels

8.1.1. Foundation - Year 2

8.1.1.1. 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 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. Year 3 - 4

8.1.2.1. 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. 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.

8.1.3. Year 5 - 6

8.1.3.1. 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.

8.1.4. Year 7 - 8

8.1.4.1. By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

8.1.5. Year 9 - 10

8.1.5.1. By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts. Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.

9. SCSA WA Curriculum framework

9.1. The strands and sub-strands are the same in both the SCSA WA curriculum framework and the ACARA curriculum, however the SCSA content descriptors are slightly different to the ACARA descriptors and do not have codes attached to them. There are also no elaborations available through SCSA.