Technologies Concept map: Year 3 ACTDEK012

1. Cross curriculum Priorities

1.1. Sustainability in technolgies

1.1.1. Analyses of every day systems that have an impact on sustainable living. For example, water wise technology within the home

1.1.2. Understanding how to better use material and equipment for sustainability and future impacts

1.1.3. How the environment benefits the students for example: Shaded areas? Compost bins?

2. Links to other learning areas

2.1. Science: Experimenting and testing different materials and their characteristics

2.2. Geography/HASS: How technology can change depending on the need for the area for example how Japanese building are constructed to within earthquakes. Why aren't Australian houses built this way?

2.3. English: English assists students to develop the skills necessary to investigate, analyse and communicate ideas and information related to sustainability, and to advocate, generate and evaluate actions for a sustainable future.

2.4. HPE: In Design and Technologies, students learn how to apply knowledge of the characteristics of food, along with nutrition principles (as described in HPE) to food selection and preparation through the design and preparation of food for specific purposes and consumers.

2.5. Tech: Develop understandings of contemporary technology-related food issues such as ‘convenience’ foods, highly processed foods, food packaging and food transport. The knowledge and understanding strand and processes and production strand are integrated to enhance learning.

3. Thinking Skills

3.1. Systems thinking

3.1.1. Analysing designs and process that are already in place and outline why they are built that way and how we can improve some smaller compoants to better increase sustainabsility of the whole process

3.1.2. Considering impacts of smaller systems on the big systsems. For example how the construction of a shade sail, water fountain and night lights impacts a park or local area

3.1.3. Find out the factors that influence the use of technology and their impacts on the environmental system

3.2. Design thinking

3.2.1. Creating Ideas that need to be solved and constructing new systems to better suit that need with special focus on future impact

4. Role of people in design and technologies occupations (ACTDEK012)

4.1. exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters

4.2. identifying the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas

4.3. describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability

4.4. recognising the benefits food technologies provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating

4.5. investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels

5. General Capabilities

5.1. Literacy

5.1.1. Students will become literate during engagement in technologies. Students will learn to develop knowledge and skills to analyses and justify systems already in place or future design ideas. Students can communicate these ideas with others.

5.2. ICT

5.2.1. Students will be using ICT to research and communicate ideas.

5.3. Critical and creative Thinking

5.3.1. Stduents will enagge in critical thinking as they analsyse and crique systes and technolgies already in place

5.3.2. Students will be creating and draft ideas and designs for future impact and thinkings

5.4. Personal and Social Capability

5.4.1. Design and creating designing ideas can be a group endeavor meaning groups will have to make decisions, plan, evaluate and communicate together developing social interaction skills

5.5. Ethical Understanding

5.5.1. When deigning ideas, students will be taking into account the potential positive and negative impacts on the people the system may effect and evaluating these impacts

6. Process and Production skills in design technologies

6.1. The Design and Technologies processes and production skills strand is based on the major aspects of design thinking, design processes and production processes. The content descriptions in this strand reflect a design process and would typically be addressed through a design brief. The Design and Technologies processes and production skills strand focuses on creating designed solutions by: investigating and defining generating and designing producing and implementing evaluating collaborating and managing. The processes and production skills that students will use throughout a design project are described below.

7. Local or National Focuses

7.1. Sustainable cooking and food preparation/packagaing practices