Technologies Curriculum

1. Achievement Standards

1.1. The standards allow and describe children progress within the their learning areas/ goals, and it describes the quality of the standard/ levels the children's understandings and knowledge should be at end of the school term/year.

2. Subjects/ Strands

2.1. The Australian Technology Curriculum involves two strands:

2.1.1. Design & Technology

2.1.1.1. Content:

2.1.1.1.1. Food Technologies, Materials and Technologies, Food & Fibre Production, Engineering Principles & Systems.

2.1.1.2. Knowledge & Understanding:

2.1.1.2.1. The importance of technologies on people lives.

2.1.1.2.2. How technology and design is used over a range of contexts and over a number of countries and cultures.

2.1.1.3. Skills:

2.1.1.3.1. Investigating, defining, designing, generating, producing, evaluating, collaborating.

2.1.2. Digital Technology

2.1.2.1. Content:

2.1.2.1.1. Skills needed.

2.1.2.1.2. What are the different sources of digital technology.

2.1.2.2. Knowledge & Understanding

2.1.2.2.1. Data Representations

2.1.2.2.2. The Different Digital Systems.

2.1.2.3. Skills:

2.1.2.3.1. Investigating, defining, designing, generating, producing, evaluating, collaborating.

3. General Capabilities

3.1. Mathematics: Children will be required to use a range of mathematical concepts and skills. Technology will involve children processing data which will including composing tables, lists, graphs, patterning. children will also use measurement such as length, mass, time and geometry, shapes, angles.

3.1.1. Mathematics: Children will be required to use a range of mathematical concepts and skills. Technology will involve children processing data which will including composing tables, lists, graphs, patterning. children will also use measurement such as length, mass, time and geometry, shapes, angles.

3.2. English: Using technologies are able to let children a range of literacy skills. To be successful in this area children will have to read and give instructions, explore ideas, engage in group discussions, complete a range of writing such as, specifications, marketing texts, evaluations, variation reports.

3.3. Science: Technology will draw upon biological, chemical and physical science to solve problems. Children will have to apply knowledge from a engineering point of view. Use a range of materials, processes and characteristics.

3.4. History: Children will certainly have to use their inner historian by drawing on what and how technology has changed and how history has shaped technology today. and use digital technology of a source of information for explore historical concepts.

3.5. Geography: Children are able to use a range technological skills in geography as they are able to use digital technology to collect and sort information.

3.6. The Arts: In the arts children are able to use digital technology to plan, produce, capture, combine, edit and represent their work. Also, the art aspects such as line, shape, form, colour, texture, proportion and balance are incorporated into the design processes in Technologies learning activities.

3.7. Health and Physical Education: Children are able to use technology to apply learning to different areas such as nutrition, health and movement.

4. Student Diveristy

4.1. Gifted and Talented Students

4.1.1. Find, solve or act upon possible problems on all subject areas.

4.1.2. These are children who can learn faster in one or more areas then other children. E.G: english, mathematics, coding. .

4.1.3. Able to quickly manipulate abstract ideas and make connects easy.

4.2. English as an additional language/ dialect

4.2.1. Children whom are born overseas and whose first language is any other language except for English.

4.2.2. Aboriginal or Torres Strait Islander students whose first language is an indigenous language.

4.3. Students with a disability.

4.3.1. Any student whom comply with the Disability Standards for Education 2005.

5. Relationships between the Strands

5.1. See Images Attached

5.2. The two strands are able to provide students with the knowledge and understandings and skills to design, plan, manage, produce products. Students take into action are able to make decisions about technologies, whilst considering social, economical and environmental factors.

6. '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.' School Curriculum and Standards Authority. (2014). Content structure. Retrieved from: k10outline - General Capabilities

7. Curriculum Structure

7.1. The Australian Curriculum states that all children between the years of Foundation to Year 8 will study the two subjects, Design and Technology, and Digital Technology. Whereas Years 9 and 10 children are able to make a decision if they continue to study in one or both areas.

7.2. The curriculum for both the Design and Technologies and Digital Technologies describes the distinct knowledge, understanding and skills that is needed to succeed in these subjects. This approach allows the students to develop a broad understanding and insight into the nature of traditional, emerging technologies and how the importance of technologies in their everyday lives.

8. Key Concepts

8.1. Systems and Thinking: Technology require students to understand the complexity of a particular system and the interactions and relationships.

8.2. Design Thinking: Using strategies to understand design needs and opportunities. Children also have to use skills such as exploration, developing, analysing, applying.

8.3. Computation Thinking: A problem solving method involving intergrating strategies, breaking down problems and interpreting patterns.

9. Cross Curriculum Priorities

9.1. Asia and Australia’s engagement with Asia: It provides students with an understanding and opportunity to explore technologies processes and productions and cultural, social and ethical issues. Students are able to apply this knowledge and new understandings to create products that reflect the intercultural, creative and critical thinking. Again, they are able to understand and explore a range of traditional and contemporary technologies.

9.2. Aboriginal and Torres Strait Islander histories and cultures: The Technologies Curriculum is an important aspect to teaching, as it recognises the importance of helping provides creative, engaging and diverse learning contexts living cultures to past, present and emerging technologies. Students are able to explore how technology is connected to identity, people, culture, county/place. They are able to understand and explore a range of traditional and contemporary technologies.

9.3. Sustainability: The technology curriculum is able to prepare students to take action to create a more sustainable life. The curriculum provides a base for students to explore their own view, values and interests. it allows the safety to explore, take risks and express their creativity. Again, they are able to understand and explore a range of traditional and contemporary technologies.

10. Key Terms

10.1. Innovation, develop, social responsilbity, examine, describe, identify, evulate, desgin, benefits, risks, technology, skills, solutions, safety, planning, investigation, purpose, produce, implement.

11. Key Ideas

11.1. Creating preferred futures, project management, thinking in technologies, information and communication technology, and safety.