1. AIMS
1.1. Ensuring students understand how technology has changed over time
1.2. Provide students with the opportunity and knowledge to make informed decisions regarding technology --> keeping in mind ethics, the environment and sustainability
1.3. Select and manipulate appropriate technologies
1.4. Draw conclusion on technological problems through planning, creating, devising, designing and producing possible outcomes individually and in small groups.
2. What are the key terms used?
2.1. Subjects
2.2. Strands
2.3. Aims
2.4. Key concepts
2.5. General capabilities
2.6. Content descriptors
2.7. Cross curriculum priorities
2.8. Band levels
2.9. Achievement standards
2.10. Content elaboration
2.11. Student diversity
2.12. Key ideas
3. What content items are covered?
3.1. Key ideas of the technologies curriculum include: 1, Systems thinking and the overarching idea: Creating preferred futures 2. Project management
3.1.1. Project management: - Includes; 1. Planning 2. evaluating processes 3. Considering constraints 4. Risk assessment 5. Decision-making strategies 6. Quality control 7. Developing resource finance 8. Work and time plans 9. Communication and collaboration
3.1.2. Systems thinking: - Holistic approach - Engages students to predict outcomes of technological decisions on the future generations and environment - Encourages students to move towards and acknowledge ethical and sustainable living patterns.
4. How does this link to other learnings and STEM/STEAM
4.1. Links to sustainability (cross curriculum priority)
4.2. Links to the learning areas of - English - Mathematics - Science - Geography - History - The Arts - Health and Physical Education.
4.2.1. English - Reinforces communication - Marketing texts - Write design briefs - Interpret instructions - Read/give instructions - Participate in group discussions -
4.2.2. Mathematics: - Students are required to process data using tables, lists and different types of graphs. - Conversions, problem solving and reasoning
4.2.3. Science - Allows students to solve real world problems through the application of different scientific concepts/methods. - Incorporates the areas of biological, physical and chemical sciences.
4.2.4. The Arts - Incorporates elements of design in various activities in the area of Media Arts e.g. line, shape, colour
4.2.5. Health and Physical Education - Links particularly to the area of nutrition - Students explore how systems work together to produce energy (can apply this knowledge to the technologies subject)
4.2.6. History -Students identify and acknowledge that technology has changed and accumulated over a period of time.
4.2.7. Geography - Develop spatial understanding - Find patterns and interact with digital systems - Sort information - Collect and covert data using technology e.g. spread sheets - Key ideas contextualised through learning tasks and the design/production of products and services.
4.3. Encorporates the general capabilities of the curriculum in a variety of ways: 1. Literacy 2. Numeracy 3. Information and communication technology 4. Critical and creative thinking 5. Personal and social capability 6. Ethical understanding 7. Intercultural understanding
5. Student Diversity
5.1. Caters to students who are 1. Gifted and talented 2. Students with disabilities 3. Students with english as a second language (ESL)
6. LINK TO BLOG
6.1. Blog Post 1: Motion Math Link: https://dtm4260.edublogs.org/?p=6907&preview=true).
6.2. Blog Post 2: Book Creator Link: http://dtm4260.edublogs.org/?p=7187
7. How is the curriculum organised? What are the differences between the Australian Curriculum (ACARA) and the West Australian Syllabus K-10?
7.1. Based on the assumption that all students will study the areas of Digital Technologies and Design and Technologies from foundation-year 8. In years 9/10 it is assumed that school authorities will appropriately decided the continuum for students in both learning areas of this subject or if alternative technologies specialisations will be offered.
7.2. Content Structure is broken up into the following substrands strands: 1. Knowledge and understanding 2. Processes and production skills
7.3. The curriculum for each of the technologies subjects is broken up in bands (in year levels) (for the Australian curriculum) 1. Foundation - year 2 2. Years 3 & 4 3. Years 5 & 6 4. Years 7 & 8 5. Years 8 & 9
7.3.1. Includes content descriptions, elaborations and achievement strands.
7.3.2. Western Australian curriculum: each year group has their own band (syllabus)
7.4. The way the curriculum is set up ensures children are exposed to an in depth understanding of traditional, contemporary and emerging technologies.
7.5. Curriculum comprises of 2 subjects 1. Digital Technologies 2.Design and Technologies
8. Why is technology incorporated into the Australian and Western Australian Curriculum?
8.1. - Technology plays an important role in transforming, restoring and sustaining both the digital, constructed and natural environments around us.
8.2. It is used globally.
8.3. Provides students with the knowledge and skills to make informed decisions about the development of technologies in the future.
8.4. Provides students with various opportunities to develop problem solving skills.
8.5. Western Australian Syllabus (Prep-Year 6)
8.5.1. Pre-Primary: - Practical, hands on experiences - Explore design of products and begin to develop an understanding - Begin to pose questions about technology, how we use it and why we need it. - Begin to develop an understanding of how products are made and what equipment is required.
8.5.2. Year 1: - Opportunities to create solutions and further investigated the designing process in order to produce products/services. - Explore the impact communities have on technology and design choices. - Opportunity for personal reflection based upon design decisions in various projects/activities as well as the ability to begin effectively evaluating and making judgment on a range of products/services based on personal preference.
8.5.3. Year 2: - Opportunities to create solutions in a range of technology contexts. - Students begin producing & designing products, services and environments. - Investigate the impact of their decisions on the environment and community. - Verbalise design ideas. - Use a range of techniques. - Begin developing new strategies based on personal preferences with assistance.
8.6. Year 3 : - Learn about different technologies within society - Realise that designs for services and environments are developed to meet community needs. - Encouragement for self ownership of ideas. - Explore the need for services within the community whilst developing an understanding that their peers, the community and themselves are classified as consumers. - Explore social implications and look at their place in the world.
8.6.1. Year 4: - Students produce products, services and sustainable environments. - Individual ideas are expanded with a clear focus on community needs. - Further explore the concept of consumers. - Opportunities for creativity and new ideas to expand/develop. - Take notice of design characteristics when planning solutions. - Analysise and discuss how a product might change in the future whilst analysing the roles/professions of work in this field.
8.6.2. Year 5: - Aware of sustainable practices and aim to work towards this approach. - Represent objects and ideas in a variety of ways including thumbnail sketches, drawings and diagrams. - Opportunities to build on their own designs.
8.6.3. Year 6: - Create solutions to a variety of technologies contexts. - Opportunities to develop an understanding that products and services are designed to meet community needs. - Students communicate designed solutions.