Design And Technologies Curriculum Australian Curriculum

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Design And Technologies Curriculum Australian Curriculum by Mind Map: Design And Technologies Curriculum Australian Curriculum

1. Design And Technology

1.1. Strands

1.1.1. Knowledge And Understanding

1.1.2. Technologies and societies

1.1.3. Design & Sustainability

1.1.4. Process & Production Skills

1.1.5. Creating Design Solutions

1.2. Technologies Content

1.2.1. Engineering & Systems

1.2.2. Food & Fiber

1.2.3. Material & Technologies Specialisation:

1.3. Band Level

1.3.1. Foundation To Year 2

1.3.2. Year 3 To Year 4

1.3.3. Year 5 To Year 6

1.3.4. Year 7 To Year 8

1.3.5. Year 9 To Year 10

1.4. Student Diversity

1.4.1. Students with a disability

1.4.2. English as additional language or dialect

1.4.3. Gifted and Talented

1.5. Links To Other Learning Areas

1.5.1. Maths

1.5.2. Science

1.5.3. History

1.5.4. Geography

1.5.5. The Arts

1.5.6. Health & Physical Education

1.5.7. Economics & Business

2. Aims The Australian Curriculum: Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students: investigate, design, plan, manage, create and evaluate solutions are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.

3. Learning Area

3.1. Overarching idea: Creating preferred futures The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating solutions. They will use critical and creative thinking to weigh up possible short- and long-term impacts. As students progress through the Technologies curriculum, they will begin to identify possible and probable futures, and their preferences for the future. They develop solutions to meet needs considering impacts on liveability, economic prosperity and environmental sustainability. Students will learn to recognise that views about the priority of the benefits and risks will vary and that preferred futures are contested.

3.1.1. Project management Students will develop skills to manage projects to successful completion through planning, organising and monitoring timelines, activities and the use of resources. This includes considering resources and constraints to develop resource, finance, work and time plans; assessing and managing risks; making decisions; controlling quality; evaluating processes and collaborating and communicating with others at different stages of the process. Students are taught to plan for sustainable use of resources when managing projects and take into account ethical, health and safety considerations and personal and social beliefs and values.

3.1.1.1. Thinking in Technologies Systems thinking A system is an organised group of related objects or components that form a whole. Systems thinking is a holistic approach to the identification and solving of problems where the focal points are treated as components of a system, and their interactions and interrelationships are analysed individually to see how they influence the functioning of the entire system. In Design and Technologies, the success of designed solutions includes the generation of ideas and decisions made throughout design processes. It requires students to understand systems and work with complexity, uncertainty and risk. Students recognise the connectedness of and interactions between people, places and events in local and wider world contexts and consider the impact their designs and actions have in a connected world. Participating in and shaping the future of information and digital systems is an integral part of learning in Digital Technologies. Understanding the complexity of systems and the interdependence of components is necessary to create timely solutions to technical, economic and social problems. Implementation of digital solutions often has consequences for the people who use and engage with the system, and may introduce unintended costs or benefits that impact the present or future society.Thinking in TechnologiesSystems thinkingA system is an organised group of related objects or components that form a whole. Systems thinking is a holistic approach to the identification and solving of problems where the focal points are treated as components of a system, and their interactions and interrelationships are analysed individually to see how they influence the functioning of the entire system.In Design and Technologies, the success of designed solutions includes the generation of ideas and decisions made throughout design processes. It requires students to understand systems and work with complexity, uncertainty and risk. Students recognise the connectedness of and interactions between people, places and events in local and wider world contexts and consider the impact their designs and actions have in a connected world.Participating in and shaping the future of information and digital systems is an integral part of learning in Digital Technologies. Understanding the complexity of systems and the interdependence of components is necessary to create timely solutions to technical, economic and social problems. Implementation of digital solutions often has consequences for the people who use and engage with the system, and may introduce unintended costs or benefits that impact the present or future society.

3.1.2. Computational thinking Computational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital technologies. It involves integrating strategies, such as organising data logically, breaking down problems into parts, interpreting patterns and models and designing and implementing algorithms. Computational thinking is used when specifying and implementing algorithmic solutions to problems in Digital Technologies. For a computer to be able to process data through a series of logical and ordered steps, students must be able to take an abstract idea and break it down into defined, simple tasks that produce an outcome. This may include analysing trends in data, responding to user input under certain preconditions or predicting the outcome of a simulation. This type of thinking is used in Design and Technologies during different phases of a design process when computation is needed to quantify data and solve problems. Examples include when calculating costs, testing materials and components, comparing performance or modelling trends.Computational thinkingComputational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital technologies. It involves integrating strategies, such as organising data logically, breaking down problems into parts, interpreting patterns and models and designing and implementing algorithms.Computational thinking is used when specifying and implementing algorithmic solutions to problems in Digital Technologies. For a computer to be able to process data through a series of logical and ordered steps, students must be able to take an abstract idea and break it down into defined, simple tasks that produce an outcome. This may include analysing trends in data, responding to user input under certain preconditions or predicting the outcome of a simulation.This type of thinking is used in Design and Technologies during different phases of a design process when computation is needed to quantify data and solve problems. Examples include when calculating costs, testing materials and components, comparing performance or modelling trends.

3.1.3. Design thinking Design thinking involves the use of strategies for understanding design needs and opportunities, visualising and generating creative and innovative ideas, planning, and analysing and evaluating those ideas that best meet the criteria for success. Design thinking underpins learning in Design and Technologies. Design processes require students to identify and investigate a need or opportunity; generate, plan and realise designed solutions; and evaluate products and processes. Consideration of economic, environmental and social impacts that result from designed solutions are core to design thinking, design processes and Design and Technologies. When developing solutions in Digital Technologies, students explore, analyse and develop ideas based on data, inputs and human interactions. When students design a solution to a problem they consider how users will be presented with data, the degree of interaction with that data and the various types of computational processing. For example, designing a maze; writing precise and accurate sequences of instructions to move a robot through the maze or testing the program and modifying the solution.

3.2. Information and communication technology in the Australian Curriculum

3.3. In the Australian Curriculum, there are opportunities in all learning areas to develop information and communication technology (ICT) capability. These are described in the ICT general capability learning continuum, which is a statement about learning opportunities in the Australian Curriculum for students to develop their ICT capability.

3.4. In Digital Technologies the ICT capability is more explicit and foregrounded. Students develop explicit knowledge, understanding and skills relating to operating and managing ICT and applying social and ethical protocols while investigating, creating and communicating. The study of Digital Technologies will ensure that ICT capability is developed systematically. While specific elements are likely to be addressed within Digital Technologies learning programs, key concepts and skills are strengthened, complemented and extended across all subjects, including in Design and Technologies. This occurs as students engage in a range of learning activities with digital technologies requirements.

3.5. The clear difference between the Digital Technologies curriculum and the ICT general capability is that the capability helps students to become effective users of digital technologies while the Digital Technologies curriculum helps students to become confident developers of digital solutions.

3.6. Safety

3.7. Identifying and managing risk in Technologies learning addresses the safe use of technologies as well as risks that can impact on project timelines. It covers all necessary aspects of health, safety and injury prevention and, in any technologies context, the use of potentially dangerous materials, tools and equipment. It includes ergonomics, safety including cyber safety, data security, and ethical and legal considerations when communicating and collaborating online.

3.8. Technologies learning experiences may involve the use of potentially hazardous substances and/or hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Act 2011, in addition to relevant state or territory health and safety guidelines.

3.9. In implementing projects with a focus on food, care must be taken with regard to food safety and specific food allergies that may result in anaphylactic reactions. The Australasian Society of Clinical Immunology and Allergy has published guidelines for prevention of anaphylaxis in schools, preschools and childcare. Some states and territories have their own specific guidelines that should be followed.

3.10. When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will include more specific advice on safety.

3.11. For further information about relevant guidelines, contact your state or territory curriculum authority.

3.12. Animal ethics

3.13. Any teaching activities that involve caring, using, or interacting with animals must comply with the Australian code of practice for the care and use of animals for scientific purposes in addition to relevant state or territory guidelines.

3.14. When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will include more specific advice on the care and use of, or interaction with, animals.

3.15. https://www.youtube.com/watch?v=7EqKrw0UZrk

3.16. https://www.youtube.com/watch?v=AeVqu73a89A

3.16.1. Strands Knowledge, understanding and skills in each subject are presented through two related strands: Knowledge and understanding Processes and production skills. Table 1 outlines the focus of knowledge, understanding and skills across the Technologies learning area Foundation – Year 10. Table 1: Design and Technologies and Digital Technologies content structure Design and Technologies Digital Technologies Knowledge and understanding Knowledge and understanding Technologies and society the use, development and impact of technologies in people’s lives Technologies contexts technologies and design across a range of technologies contexts Digital systems the components of digital systems: hardware, software and networks and their use Representation of data how data are represented and structured symbolically Processes and production skills Processes and production skills Creating designed solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managing Collecting, managing and analysing data Creating digital solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managing

4. Digital Technology

4.1. Strands

4.1.1. Knowledge And Understanding

4.1.2. Digital Systems

4.1.3. Representation of Data

4.1.4. Process And Production Skills

4.1.5. Collecting, Managing & Analysing Data to Create Digital Solutions

4.1.6. Creating Digital Solutions

4.2. General Capabilities

4.2.1. Subjects

4.2.1.1. Literacy

4.2.1.2. Numeracy

4.2.1.3. Information & Communication Technology

4.2.1.4. Personal & Social Capability

4.2.1.5. Ethical Understandig

4.2.1.6. Inter-Cultural Understanding

4.2.2. Knowledge, skills, behavior & dispositions students need to succeed. Students develop and use within & across learning areas in and out of school.

4.3. Content Structure

4.3.1. Key Ideas

4.3.1.1. Creating preferred futures

4.3.1.2. Project Managment

4.3.1.3. Systems thinking development in technologies Knowledge

4.3.2. Thinking In Technology

4.3.2.1. System Thinking

4.3.2.2. Design Thinking

4.3.2.3. Computational Thinking

4.4. Cross Curriculum Priorities

4.4.1. Aboriginal & Torres Strait Islander histories & Cultures

4.4.2. Asia & Australia's Engagement in Asia

5. Strands Knowledge, understanding and skills in each subject are presented through two related strands: Knowledge and understanding Processes and production skills. Table 1 outlines the focus of knowledge, understanding and skills across the Technologies learning area Foundation – Year 10. Table 1: Design and Technologies and Digital Technologies content structure Design and Technologies Digital Technologies Knowledge and understanding Knowledge and understanding Technologies and society the use, development and impact of technologies in people’s lives Technologies contexts technologies and design across a range of technologies contexts Digital systems the components of digital systems: hardware, software and networks and their use Representation of data how data are represented and structured symbolically Processes and production skills Processes and production skills Creating designed solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managing Collecting, managing and analysing data

5.1. Creating digital solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managingStrandsKnowledge, understanding and skills in each subject are presented through two related strands:Knowledge and understandingProcesses and production skills.Table 1 outlines the focus of knowledge, understanding and skills across the Technologies learning area Foundation – Year 10.Table 1: Design and Technologies and Digital Technologies content structureDesign and TechnologiesDigital TechnologiesKnowledge and understandingKnowledge and understandingTechnologies and societythe use, development and impact of technologies in people’s livesTechnologies contextstechnologies and design across a range of technologies contextsDigital systemsthe components of digital systems: hardware, software and networks and their useRepresentation of datahow data are represented and structured symbolicallyProcesses and production skillsProcesses and production skillsCreating designed solutions by:investigating and defininggenerating and designingproducing and implementingevaluatingcollaborating and managingCollecting, managing and analysing dataCreating digital solutions by:investigating and defininggenerating and designingproducing and implementingevaluatingcollaborating and managingCreating digital solutions by:investigating and defininggenerating and designingproducing and implementingevaluatingcollaborating and managingStrandsKnowledge, understanding and skills in each subject are presented through two related strands:Knowledge and understandingProcesses and production skills.Table 1 outlines the focus of knowledge, understanding and skills across the Technologies learning area Foundation – Year 10.Table 1: Design and Technologies and Digital Technologies content structureDesign and TechnologiesDigital TechnologiesKnowledge and understandingKnowledge and understandingTechnologies and societythe use, development and impact of technologies in people’s livesTechnologies contextstechnologies and design across a range of technologies contextsDigital systemsthe components of digital systems: hardware, software and networks and their useRepresentation of datahow data are represented and structured symbolicallyProcesses and production skillsProcesses and production skillsCreating designed solutions by:investigating and defininggenerating and designingproducing and implementingevaluatingcollaborating and managingCollecting, managing and analysing dataCreating digital solutions by:investigating and defininggenerating and designingproducing and implementingevaluatingcollaborating and managing

6. SCARSA Design and Technologies Knowledge, understandings and skills involved in the design, development and use of technologies are influenced by, and can play a role in, enriching and transforming societies and our natural, managed and constructed environments. The Western Australian Curriculum: Design and Technologies actively engages students in creating quality designed solutions for identified needs and opportunities across a range of technologies contexts. Students consider the economic, environmental and social impacts of technological change and how the choice and use of technologies contributes to a sustainable future. Decision-making processes are informed by ethical, legal, aesthetic and functional factors. Through Design and Technologies students manage projects, independently and collaboratively, from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, produce and evaluate designed solutions. They develop their ability to generate innovative designed products, services and environments.

6.1. Digital Technologies Digital systems are everywhere, mobile and desktop devices and networks are transforming learning, recreational activities, home life and work. Digital systems support new ways of collaborating and communicating, and require new skills such as computational and systems thinking. Technologies are an essential problem-solving toolset in our knowledge-based society. The Western Australian Curriculum: Digital Technologies empowers students to shape change by influencing how contemporary and emerging information systems and practices are applied to meet current and future needs. A deep knowledge and understanding of information systems enables students to be creative and discerning decision-makers when they select, use and manage data, information, processes and digital systems to meet needs and shape preferred futures. Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. Digital Technologies enables students to become innovative creators of digital solutions, effective users of digital systems and critical consumers of information conveyed by digital systems.

6.1.1. Content structure The Western Australian Curriculum: Technologies learning area comprises two subjects: Design and Technologies Digital Technologies The Technologies curriculum is written on the basis that all students will study both Technologies subjects from Pre-primary to the end of Year 8. Within Design and Technologies (Engineering principles and systems; Food and fibre production; Food specialisations; Materials and technologies specialisations), students have the opportunity to study at least one of the contexts. In Years 9 and 10 the study of Technologies is optional. In Design and Technologies, it is desirable that schools provide students with the opportunity to engage with all contexts across Pre-primary to Year 10. In Design and Technologies students learn about technologies in society through different technologies contexts (Engineering principles and systems; Food and fibre production; Food specialisations; and Materials and technologies specialisations) as they create designed solutions. In Digital Technologies students are provided with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. Digital Technologies is a subject that has a specific curriculum and includes the practical application of the ICT general capability. The syllabus for each of these subjects describes the distinct knowledge, understanding and skills of each subject and, where appropriate, highlights their similarities and complementary learning. This approach enables students to develop a comprehensive understanding of traditional, contemporary and emerging technologies. It also provides the flexibility, especially in the primary years of schooling, for developing integrated teaching programs that focus on both Technologies subjects and concepts and skills in other learning areas.

6.1.1.1. Knowledge and understanding Design and Technologies Digital Technologies Technologies and society the use, development and impact of technologies in people's lives Technologies contexts Technologies and design across a range of technologies contexts: Engineering principles and systems Food and fibre production Food specialisations Materials and technologies specialisations Digital systems the components of digital systems: hardware, software and networks and their use Representation of data how data are represented and structured symbolically I

6.2. Year level descriptions Year level descriptions provide an overview of the key concepts addressed, along with core content being studied at that year level. They also emphasise the interrelated nature of the two strands and the expectation that planning will involve integration of content from across the strands.

6.3. Content descriptions Content descriptions set out the knowledge, understanding and skills that teachers are expected to teach and students are expected to learn. They do not prescribe approaches to teaching. The core content has been written to ensure that learning is appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill introduced at one year level may be revisited, strengthened and extended at later year levels as needed. Additional content descriptions are available for teachers to incorporate in their teaching programs. Schools will determine the inclusion of additional content, taking into account learning area time allocation and school priorities. The additional content will not be reflected in the Achievement Standards.