1. Content Descriptions and Elaboration
1.1. Design and Technologies Knowledge and Understanding
1.1.1. Foundation to Year 2
1.1.1.1. 2.1 Understand how people, including designers and technologists, design and produce familiar products; services; and environments to meet personal and local community needs
1.1.1.2. 2.2 Investigate and play with technologies, materials and systems used to identify properties and create designed solutions for personal and local community needs
1.1.1.3. 2.3 Investigate sustainable systems of care for plants and animals that are grown, raised and processed for food, clothing and shelter for an identified purpose
1.1.1.4. 2.4 Explore how mechanical, electrical and electronic technologies use pushes and pulls to create movement in systems and products
1.1.2. Years 3 and 4
1.1.2.1. 4.1 Recognise factors that impact on the design of products, services and environments including the role of designers and technologists to meet local community needs
1.1.2.2. 4.2 Investigate the effectiveness and sustainability of a range of technologies, materials, systems, tools and equipment that support local community needs
1.1.2.3. 4.3 Recognise the contribution food and fibre production and food technologies make to modern and traditional societies
1.1.2.4. 4.4 Investigate how forces and the properties of materials affect the behaviour and performance of a product or system and how systems can be enhanced through appropriate manipulation and design
1.1.3. Years 5 and 6
1.1.3.1. 6.1 Identify how designers and technologists address competing considerations and tradeoffs in the design of products, services, environments and systems
1.1.3.2. 6.2 Identify and explain properties and characteristics of a range of technologies, materials, systems, tools and equipment and evaluate the impact of their use locally, regionally and globally
1.1.3.3. 6.3 Recognise that sustainable resource management is essential in food and fibre production
1.1.3.4. 6.4 Explain how forces or electrical energy can be used to control movement, sound or light in a product or system and consider how material properties and construction processes influence the design and construction of structures
1.1.3.5. 6.5 Investigate how food preparation techniques can be selected and used to design and produce nutritious food
1.1.4. Years 7 and 8
1.1.4.1. 8.1 Examine and prioritise competing factors in the development of technologies and designed solutions to meet community needs including ethics, social values and sustainability
1.1.4.1.1. http://dtm4260.edublogs.org/2015/08/06/ending-poverty-with-education-freerice-com/
1.1.4.2. 8.2 Understand the ways in which products, services and environments evolve locally and globally through creativity, innovation and enterprise
1.1.4.2.1. http://dtm4260.edublogs.org/2015/08/06/ending-poverty-with-education-freerice-com/
1.1.4.3. 8.3 Describe ways to create effective designed solutions that consider ethics, social values and sustainability factors through selecting and combining properties and characteristics of resources
1.1.4.4. 8.4 Explain how food and fibre are produced in dynamic and interactive systems
1.1.4.5. 8.5 Analyse how motion, force and energy are related and interact with the properties of materials and components in electromechanical systems and the ways these systems can be manipulated and controlled in simple, engineered designed solutions
1.1.4.6. 8.6 Incorporate principles of food processing, preparation and presentation in designing solutions for healthy eating
1.1.5. Years 9 and 10
1.1.5.1. 10.1 Critically analyse and explain how the design and production of designed solutions for global preferred futures involves complex design processes and decisions, and can require expertise from specialist occupations
1.1.5.2. 10.2 Explain factors influencing design and how products, services and environments evolve and the impact of emerging technologies on design decisions and preferred futures
1.1.5.3. 10.3 Investigate and make judgments about how properties and characteristics of resources can be combined to design and produce designed solutions appropriate for purpose, with consideration of ethics, social values and sustainability factors
1.2. Design Technologies Processes and Production Skills
1.2.1. Foundation to Year 2
1.2.1.1. 2.5 Explore and investigate needs or opportunities for designing, and the resources needed to produce designed solutions
1.2.1.2. 2.6 Visualise, generate, develop, evaluate and communicate design ideas through a range of media including digital technologies
1.2.1.3. 2.7 Use design ideas, materials, components, tools and equipment to play with, plan, safely produce and evaluate designed solutions based on personal criteria for technologies contexts
1.2.2. Years 3 and 4
1.2.2.1. 4.5 Critique, explore and investigate needs or opportunities for designing and test and evaluate a variety of technologies, materials, systems, tools and techniques to produce designed solutions
1.2.2.2. 4.6 Generate, develop, evaluate, communicate and document design ideas and design decisions using manual and digital technologies
1.2.2.3. 4.7 Select materials, components, tools and equipment using safe and sustainable work practices to produce and evaluate designed solutions based on identified criteria for success for technologies contexts
1.2.3. Years 5 and 6
1.2.3.1. 6.6 Critique, explore and investigate needs or opportunities for designing, and analyse and select appropriate materials, components, tools, equipment and processes to achieve intended designed solutions
1.2.3.2. 6.7 Generate, develop, evaluate, communicate and document design ideas and processes for a range of audiences, using some relevant technical terminology
1.2.3.3. 6.8 Develop project plans, and manage production processes and procedures when safely using a variety of technologies, materials, systems, tools, equipment and techniques when producing and evaluating designed solutions for technologies contexts
1.2.4. Years 7 and 8
1.2.4.1. 8.7 Critique, explore and investigate needs or opportunities for designing and a range of materials, components, tools and techniques to collaboratively develop and produce creative and sustainable designed solutions in response to design briefs
1.2.4.2. 8.8 Generate, develop, test, evaluate and communicate design ideas, plans and processes for identified needs and audiences using manual and digital technologies and collaborative techniques
1.2.4.3. 8.9 Competently and safely use a broad range of materials, components, tools and techniques when designing, and project managing production of sustainable designed solutions for technologies contexts and evaluating using identified criteria for success
1.2.5. Years 9 and 10
1.2.5.1. 10.4 Critique, explore and investigate needs or opportunities to develop design briefs and justify the selection of an increasingly sophisticated range of technologies, materials and systems to produce creative designed solutions
1.2.5.2. 10.5 Apply design thinking, creativity, innovation, enterprise and project management skills to develop, evaluate, modify and communicate design ideas; sequence production and management plans using digital technologies
1.2.5.3. 10.6 Work flexibly to safely test, select, justify and use appropriate technologies to design, produce and evaluate designed solutions using identified criteria for success and suggesting improvements to design processes
1.3. Digital Technologies Content Desciptions and Elaboration can be accessed from:
1.3.1. http://consultation.australiancurriculum.edu.au/Static/docs/Technologies/Draft%20Australian%20Curriculum%20Technologies%20-%20February%202013.pdf
2. Strands
2.1. Knowledge and Understanding
2.2. Processes and Production Skills
3. Achievement Standards
3.1. Foundation to Year 2
3.1.1. By the end of Year 2, students describe the purpose of familiar products, services and environments; they identify who designs and produces them, and how they meet the needs. of users and affect others. They identify the properties of some materials, systems and technologies for a range of technologies contexts.Students identify needs or opportunities and suggest resources needed for their designed solutions. Using a range of media and methods including digital technologies, they develop, communicate and evaluate design ideas and choose the best ideas. With guidance they safely use materials, components, tools and equipment and follow steps to produce products, services or environments. They use identified criteria to evaluate these designed solutions predominantly in relation to personal needs.
3.2. Years 3 and 4
3.2.1. By the end of Year 4 students explain how products, services and environments have been designed to best meet people’s current and future needs in the local community and describe how designers and technologists contribute to meeting needs. They describe the properties and characteristics of technologies, materials and systems for a range of technologies contexts. Students describe design situations. They use a range of media and methods, including digital technologies to investigate, generate, communicate and evaluate design ideas, including making scaled models and annotating drawings. Students plan and sequence major steps in design and production and make design decisions. They document their design decisions and processes. They adopt sustainable and safe work practices as they use appropriate materials, components, tools and equipment correctly to produce designed solutions for a range of technologies contexts. They judge the success of the product, service or environment against student-identified criteria.
3.3. Years 5 and 6
3.3.1. By the end of Year 6 students identify how designed products, services and environments may involve competing considerations and trade-offs when sustainability and ethics are considered. They explain how the properties and characteristics of technologies, materials, and systems impact designed solutions and influence design decisions for a range of technologies contexts. They describe how design and technologies contribute to daily life. Draft Australian Curriculum: Technologies – February 2013 47 Students identify key aspects of a design situation when considering the development of products, services and environments and establish criteria for the evaluation of designed solutions. They communicate, evaluate and modify creative design ideas using a variety of techniques. They select and use appropriate digital technologies to collaborate on, investigate, generate, communicate and document design ideas and processes using technical terminology. Students develop project plans and production processes and procedures. They select and use materials, components, tools, equipment and techniques correctly and safely to produce designed solutions that meet an identified need. They evaluate the product, service or environment against criteria for success.
3.4. Years 7 and 8
3.4.1. By the end of Year 8 students explain how designed technologies, products, services and environments evolve by identifying the factors that influence design to meet people’s needs and contribute to sustainability. They identify the properties and characteristics of technologies, materials and systems and explain how they impact on designed solutions for a range of technologies contexts. They explain the contribution of design and technology innovations and enterprise to society locally and globally. When responding to design briefs students develop appropriate criteria for evaluating design ideas and designed solutions. They use appropriate digital technologies to collaborate, investigate, generate, and communicate innovative design ideas using appropriate representation techniques to intended audiences and make considered design decisions. Students develop and document detailed production plans and processes including resources.. They select and use materials, components, tools, equipment and techniques including digital technologies to independently, competently and safely produce designed solutions. They evaluate the suitability of designed products, services or environments against the identified criteria for success.
3.5. Years 9 and 10
3.5.1. By the end of Year 10 students explain the complex interdependencies involved in the global environment in the development of technologies, products, services and environments for preferred futures. They investigate how knowledge of properties and characteristics of technologies, materials and systems can be used to make judgments about their appropriateness for use for designed solutions to problems of individuals and the global preferred futures for a range of technologies contexts. Students identify authentic needs or opportunities to develop design briefs and criteria for success that include ethical considerations. They communicate creative, innovative, and enterprising design ideas for projects of increasing sophistication using a variety of communication and representation techniques to a range of audiences, justifying design decisions. They compare, select and use manual and digital technologies to collaborate on, investigate, generate and communicate design ideas and document processes. Students develop, document and apply detailed and logically sequenced production and management plans including time, cost, resources and production processes. They test, select and use appropriate materials, components, tools and specialised equipment confidently, collaboratively, independently and safely to produce designed solutions that meet all design brief criteria, making adjustments to plans when necessary. They evaluate products, services or environment against identified criteria for success, justify their responses and transfer knowledge of production and processes to suggest improvements to design processes
4. Band Levels
4.1. Foundation to Year 2
4.2. Years 3 and 4
4.3. Years 5 and 6
4.4. Years 7 and 8
4.5. Years 9 and 10
5. Cross-Curriculum Priotities
5.1. Aboriginal and Torres Strait Islander Histories and Cultures
5.2. Asia and Australia's engagement with Asia
5.3. Sustainability
6. Student Diversity
6.1. ACARA is committed to promoting excellence and equity in education
6.1.1. Students with Disability
6.1.2. English as an Additional Language or Dialect
6.1.3. Gifted and Talented Students
7. General Capabilities
7.1. Literacy
7.2. Numeracy
7.3. Information and Communication Technology Capability
7.4. Intercultural Understanding
7.5. Ethical Understanding
7.6. Personal and Social Capability
7.7. Critical and Creative Thinking
8. Key Ideas
8.1. Systems Thinking and Creating Preferred Futures
8.2. Project Management
9. Key Concepts
9.1. Abstraction, which underpins all content, particularly the content descriptions relating to the concepts of data representation and specification, algorithms and implementation
9.2. Data collection (properties, sources and collection of data), data representation (symbolism and separation) and data interpretation (patterns and contexts)
9.3. Specification (descriptions and techniques), algorithms (following and describing) and implementation (translating and programming)
9.4. Digital systems (hardware, software and networks and the internet)
9.5. Interactions (people and digital systems, data and processes) and impact (impacts and empowerment).
10. Curriculum Aims and Objectives
10.1. The Australian Curriculum: Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:
10.1.1. are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time
10.1.2. effectively and responsibly select and manipulate appropriate technologies, resources, materials, data, systems, tools and equipment when designing and creating products, services, environments and digital solutions
10.1.3. critique and evaluate technologies processes to identify and create solutions to a range of problems or opportunities
10.1.4. investigate, design, plan, manage, create, produce and evaluate technologies solutions
10.1.5. engage confidently with technologies and make informed, ethical and sustainable decisions about technologies for preferred futures including personal health and wellbeing, recreation, everyday life, the world of work and enterprise, and the environment.