1. How to design and work with ICT on a deeper level
1.1. Digital Technology Digital Technologies aims to develop the knowledge, understandings and skills to ensure that, individually and collaboratively, students: use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions confidently use digital systems to efficiently and effectively transform data into information and to creatively communicate ideas in a range of settings apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and understand the impact of these systems on individuals, societies, economies and environments.
1.1.1. Knowledge and Understanding
1.1.1.1. Digital systems • the components of digital systems: hardware, software and networks and their use
1.1.1.2. Representation of data • how data are represented and structured symbolically
1.1.1.2.1. Different types of data can be represented in different ways (ACTDIK008)
1.1.2. Processes and production skills
1.1.2.1. Collecting, managing and analysing data • the nature and properties of data, how they are collected and interpreted
1.1.2.2. Digital implementation • the process of implementing digital solutions
1.1.2.3. Creating solutions by: • investigating and defining • designing • producing and implementing • evaluating • collaborating and managing
1.2. Design and Technology Design and Technologies aims to develop the knowledge, understandings and skills to ensure that, individually and collaboratively, 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 understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society.
1.2.1. Knowledge and Understanding
1.2.1.1. Technologies and society • the use, development and impact of technologies in people's lives
1.2.1.2. 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
1.2.1.2.1. Food and fibre production Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them (ACTDEK012)
1.2.2. Processes and production skills
1.2.2.1. Creating solutions by: • investigating and defining • designing • producing and implementing • evaluating • collaborating and managing
1.2.2.1.1. Collect and present different types of data using simple software to create useful information (ACTDIP009)
2. Organisation
2.1. Achievement Standards
2.1.1. From Pre-primary to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (e.g. the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.
2.1.2. The standards have been developed through paired comparison of work samples.
2.1.3. Each year band has its own standard.
2.1.3.1. Year 3
2.2. Year level Descriptions
2.2.1. 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.
2.2.1.1. Digital Technologies - In Year 3, students further develop understanding and skills in computational thinking, such as categorising and outlining procedures. They have opportunities to create solutions, such as interactive adventures and simple guessing games that may involve user choice. Students explore digital systems in terms of their components, and peripheral devices, such as digital microscopes, cameras and interactive whiteboards. They collect and present data, developing an understanding of the characteristics of data and their representation. Students learn to define simple problems using techniques to deduce and explain simple conclusions. They learn to develop their design skills by following prepared algorithms to describe branching (choice of options). Students experiment with appropriate software, including visual programming environments that use graphical elements, such as symbols and pictures to implement their solutions. Students continue to develop an understanding of communicating ideas and information safely when using digital technologies.
2.2.1.2. Design and Technologies - Year Level Description Learning in Design and Technologies builds on the range of concepts, skills and processes developed in previous years. In Year 3, students have opportunities to learn about technologies in society as they create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production (includes Food specialisations in this year); and Materials and technologies specialisations. Students are provided with opportunities to produce products and develop an understanding that designs for services and environments meet community needs. Students have opportunities to develop self-ownership of their ideas. They explore creative, innovative and imaginative ideas and approaches to achieve solutions. Students begin thinking about their peers, their communities and themselves as consumers, and explore the need for services and environments within both the local and broader community. Students plan with an awareness of the characteristics and properties of materials, and the use of tools and equipment. They have opportunities to reflect on their actions, and develop decision-making skills. Students explore aspects of the social implications of existing products and processes to develop an understanding of their place in the world. Students communicate using a range of techniques for documenting design and production ideas.
2.3. Content Descriptors
2.4. 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.
3. Cross-curriculum Priorities
3.1. Aboriginal and Torres Strait Islander histories and cultures
3.2. Asia and Australia's engagement with Asia
3.3. Sustainability
4. Information and Communication Technology (ICT) capability
4.1. This is how students use technology as a tool!
4.2. The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008) recognises that in a digital age, and with rapid and continuing changes in the ways that people share, use, develop and communicate with ICT, young people need to be highly skilled in its use.
5. Student Diversity
5.1. Students with disability
5.2. English as an additional language or dialect
5.3. Gifted and talented students
6. Ways of Teaching
6.1. Design and Technology
6.2. Digital Technology
7. Ways of Assessing
7.1. Most appropriate assessment
7.1.1. What range of evidence do you draw on when you report student performance and evaluate your teaching?
7.1.2. How do you use assessment as the starting point of your lesson planning?
7.1.3. Do your assessments have a clear purpose?
7.1.4. Do you design assessment tasks in a way that meets the dual purposes of formative and summative assessment?
7.1.5. How do you use your observations of students (during the course of classroom activities, in assignments and in tests) to determine how learning can be improved?
7.1.6. How do you identify students' misconceptions or gaps in their learning?
7.1.7. How do you identify the next skill or understanding a student or group of students needs to learn?
7.1.8. What information do you collect to evaluate your own teaching?
7.1.9. How do you work with colleagues to evaluate student achievement data and how does this work inform your teaching?
7.2. Assessment strategies
7.2.1. Observations
7.2.2. Group activities
7.2.3. Videos or audio recordings
7.2.4. Fieldwork and practical (authentic) evidence
7.2.5. Portfolios and work samples
7.2.6. Tests or quizzes
7.2.7. Written work
7.2.8. Graphic organisers
7.2.9. Visual representations
7.2.10. Performances or oral presentations
7.2.11. Conferences
7.2.12. Self-assessments and evaluations and student journals
7.2.13. Peer assessments