1. Student Diversity
1.1. Support for students with disabilities
1.2. Support for ESL students
1.3. Support for gifted an talented students
2. Content Structure and Strands
2.1. Design and Technologies
2.1.1. Knowledge and Understanding
2.1.1.1. Engineering principles and systems
2.1.1.2. Food and fibre production
2.1.1.3. Materials and technologies specialisations
2.1.2. Processes and Production Skills
2.1.2.1. Investigating and defining
2.1.2.2. Designing
2.1.2.3. Producing and implementing
2.1.2.4. Evaluating
2.1.2.5. Collaborating and managing
2.2. Digital Technologies
2.2.1. Knowledge and Understanding
2.2.1.1. Digital Systems
2.2.1.2. Representation of Data
2.2.2. Processes and Production Skills
2.2.2.1. Collecting, managing and Analysing Data
2.2.2.2. Digital Implementation
2.2.2.3. Creating Solutions by: Investigating and defining Designing Producing and implementing Evaluating Collaborating and managing
3. Band Level Descriptors
3.1. Foundation to Year 2
3.1.1. Design and Technologies
3.1.1.1. By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations.
3.1.2. Digital Technologies
3.1.2.1. By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.
3.2. Year 3 and 4
3.2.1. Design and Technologies
3.2.1.1. By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.
3.2.2. Digital Technologies
3.2.2.1. By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real world systems and simple guessing games.
3.3. Year 5 and 6
3.3.1. Design and Technologies
3.3.1.1. By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three technologies contexts: engineering principles and systems, food and fibre production and food specialisations; and materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.
3.3.2. Digital Technologies
3.3.2.1. By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations.
4. Cross-curriculum Priorities
4.1. Aboriginal and Torres Strait Islander Histories and Cultures
4.2. Asia and Australia's Engagement with Asia
4.3. Sustainability
5. General Capabilities
5.1. Literacy
5.2. Numeracy
5.3. ICT
5.4. Critical and Creative Thinking
5.5. Personal and Social Capability
5.6. Ethical Understanding
5.7. Intercultural Understanding
6. Curriculum Aims and Objectives
6.1. Produce designed solutions suitable for a range of Technologies contexts
6.2. Understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society
6.3. Use computational thinking and the key concepts of abstraction
6.4. Confidently use digital systems
6.5. Apply systems thinking
7. Key Ideas
7.1. Creating preferred futures
7.2. Project management
7.3. Thinking in technologies
7.3.1. Systems thinking
7.3.2. Designs thinking
7.3.3. Computational thinking
7.3.4. Information and communication technology in the Australian Curriculum
7.3.5. Safety
7.3.6. Animal ethics