1. Cross Curricular Priorities
1.1. Aboriginal and Torres Strait Islander Histories and Cultures
1.1.1. Students should be taught about how technologies have been used in the past, present and future by the local indigenous groups.
1.2. Asia and Australias Engagement in Asia
1.2.1. When learning about the engagement between Australia and Asia in the Technologies curriculum students should look at the contributions each country has given to each other and how this has impacted technology today.
1.3. Sustainability
1.3.1. Sustainability is a big part of the Technologies curriculum. Students learn about costs and benefits of technology and how it can be designed and used in order to embrace sustainability for our preferred futures.
2. General Capabilities
2.1. Literacy
2.1.1. Students develop literacy capability throughout their learning of technologies in primary school. They learn the literacy of technology, to understand how technological information can be presented in its various forms and to appreciate the importance of talking and listening in technology processes.
2.2. Information and Communication Technology
2.2.1. ICT is explicitly taught in Digital Technologies and ICT concepts and skills are strengthened through the learning that occurs from the Design and Technology strands of the Technologies curriculum.
2.3. Ethical Understanding
2.3.1. One of the Technologies curriculum's main ideas is focused on teaching the students to think about their preferred futures. This means the students are taught to think about sustainability, changing economic, environmental and social needs and concerns. Students learn about their own roles and responsibilities as discerning citizens, including detecting bias and inaccuracies
2.4. Inter-Cultural Capability
2.4.1. They are given opportunities to explore the other communities and cultures around the world and how technology is used in these diverse communities at local, national, regional and global levels.
2.5. Numeracy
2.5.1. The technologies curriculum provides opportunities for students to interpret and use mathematical knowledge and skills in a range of real-life situations. Such as using number to calculate, measure and record; using cost and sequence when making products and managing projects; when using software, materials, tools and equipment; when using 3D models; creating accurate technical drawings, work with digital models and using algorithmic thinking in decision-making processes.
3. Achievement Standards
3.1. Foundation to Year 2
3.1.1. In Technologies, students should be provided with the chance to explore resources and places they use through directed play. They need to identify relationships between the different worlds that surround them; imagined, virtual, real. As well as between people and products, resources and environments. During these years the students begin learning about instructions when solving problems using digital systems, creating ideas and information and how to share them online.
3.2. Years 3 to 6
3.2.1. During these years students start to respond to design and computing problems and situations and begin using creative and innovative ideas to realise them. They communicate and record ideas with manual and digital technology and explain the main functions of their solutions and the materials, systems and technologies that could be used.
4. Content Descriptors
4.1. Digital Technologies
4.2. Design and Technologies
5. Aims
5.1. Encourage students to investigate, design, plan, manage, create and evaluate solutions. As well as critiquing, analysing and evaluating problems, need or opportunities to identify and create solutions.
5.2. Give students the tools to engage confidently with and responsibly select and manipulate appropriate technologies when designing and creating those solutions
5.3. Teach students to be creative, innovative and enterprising when using traditional, contemporary and emerging technologies.
5.4. Facilitate learning so that students can make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future.
6. Strands
6.1. Design and Technologies
6.1.1. Knowledge and Understanding
6.1.1.1. In this strand the focus is on how technology is used in society, it's development and how it impacts everyday life. Students also learn about different technology and design contexts and how they fit into those contexts.
6.1.2. Processes and Production Skills
6.1.2.1. In relation to design and technologies, students will learn processes and production skills such as investigating, defining, generating, designing, producing, implementing, evaluating, collaborating and managing.
6.2. Digital Technologies
6.2.1. Knowledge and Understanding
6.2.1.1. The knowledge and Understanding that students learn about for the digital technologies strand is technology hardware, software and networks and their uses or purpose. They also look at how data can be represented and structured through digital technology.
6.2.2. Processes and Production Skills
6.2.2.1. Students learn how to collect, manage and analyse data and create digital solutions through the following skills: investigating, defining, generating, designing, producing, implementing, evaluating, collaborating and managing.
7. Key Conceptss
7.1. Creating Preferred Futures
7.1.1. The Technologies curriculum provides students with the chance to look at how we can use technology can impact our futures for the better and how some have impacted us for the worst in the past.
7.2. Project Management
7.3. Thinking in Technologies
7.3.1. Systems Thinking
7.3.2. Design Thinking
7.3.3. Computational Thinking
7.3.4. Information and Communication Technology
7.3.5. Safety
7.3.6. Animal Ethics
8. Band Levels
8.1. Foundation - Year 2
8.1.1. Design and Technologies
8.1.2. Digital Technologies
8.2. Year 3 and 4
8.2.1. Design and Technologies
8.2.2. Digital Technologies
8.3. Year 5 and 6
8.3.1. Design and Technologies
8.3.2. Digital Tecnologies
8.4. Year 7 and 8
8.5. Year 9 and 10
9. Student Diversity
9.1. Students with Disability
9.1.1. Adjustments may be necessary to provide equal opportunities for students. Teachers should use content from different levels along the Foundation to Year 10 sequence. Teachers can also use the extended general capabilities learning continua in Literacy, Numeracy and Personal and social capability so the focus of learning is suit to specific student needs.
9.2. Gifted and Talented Students
9.2.1. Teachers can provide students with opportunities to work with learning area content in more depth and/or focusing on cross-curriculum priorities.
9.3. English as an Additional Language
9.3.1. EAL/D students may require additional time and support, along with teaching that explicitly addresses their language needs. A national English as an Additional Language or Dialect: Teacher Resource has been developed to support teachers.