Australian Design and Technologies Curriculum: A summary of content explored in years 1-6

1. Digital Technologies: Processes and Production Skills

1.1. Explore data collection, sort data and present data, using software to solve problems.

1.2. Solve problems using algorithms.

1.3. Use programs to solve problems including decisions and user input.

1.4. Explain how digital solutions aid students and the community

1.5. Plan, create and communicate ideas independently and collaboratively

2. Digital Technologies: Knowledge and Understanding

2.1. Explore and discover a range of different digital systems

2.2. Explore and represent data in a variety of different ways, extending to representations using whole numbers

3. Design and Technologies: Knowledge and Understanding

3.1. People's input and influence in design of products and other factors that contribute to choices involved in designing a product

3.2. Movement and forces involved in designing a product

3.3. Exploration of food and materials procution

4. Design and Technologies: Processes and Production Skills

4.1. Designing products, testing materials, processes involved and tools involved in the process. Refining plans to improve deisign and finished product.

4.2. Present and communicate features of design using appropriate language

4.3. Select appropriate tools and materials needed in the construction of design

4.4. Evaluate and criticise the design process, choice of materials and tools, reflect on the process.

4.5. Plan for the steps needed to construct product in sequential steps, including if appropriate, roles and collaboration of group members.

5. Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community. 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.

6. Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems. 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.

7. Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses. 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.

8. Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed. 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. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning.

9. Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. 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.

10. Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. 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