Australian Technologies Curriculum (ACARA)

1. Curriculum aims and objectives

1.1. "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."

1.2. "Creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time"

1.3. "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"

1.4. "Investigate, design, plan, manage, create, produce and evaluate technologies solutions"

1.5. "Critique and evaluate technologies processes to identify and create solutions to a range of problems or opportunities "

2. Strands

2.1. Knowledge and understandings

2.2. Processes and production levels

3. Key Concepts and Ideas

3.1. Design and Technologies

3.1.1. Design and Technologies knowledge and understanding

3.1.1.1. The use, development and impact of technologies in people’s lives

3.1.1.2. Design concepts across a range of technologies contexts

3.1.2. Design and Technologies processes and production skills

3.1.2.1. Critiquing, exploring and investigating needs or opportunities

3.1.2.2. Generating, developing and evaluating design ideas for designed solutions

3.1.2.3. Planning, producing (making) and evaluating designed solutions

3.2. Digital Technologies

3.2.1. Design and Technologies knowledge and understanding

3.2.1.1. How data are represented and structured symbolically

3.2.1.2. The components of digital systems: software, hardware and networks

3.2.1.3. The use, development and impact of information systems in people’s lives

3.2.2. Design and Technologies processes and production skills

3.2.2.1. Collecting, managing and interpreting data when creating information, and the nature and properties of data, how it is collected and interpreted

3.2.2.2. Using a range of digital systems and their components and peripherals

3.2.2.3. Defining problems and specifying and implementing their solutions

3.2.2.4. Creating and communicating information, especially online, and interacting safely using appropriate technical and social protocols

4. Achievement standards

4.1. Achievement standards vary depending on the band level. The achievement standards area a natural progression to what students should have achieved by a certain time in their schooling life.

5. General capabilities

5.1. Literacy

5.2. Numeracy

5.3. Information and communication technology

5.4. Critical and creative thinking

5.5. Personal and social capability

5.6. Ethical understanding

5.7. Intercultural understanding

6. Student diversity

6.1. Students with disability

6.2. English as an additional language or dialect

6.3. Gifted and talented students

7. Cross-curriculum priorities

7.1. Aboriginal and Torres Strait Islander histories and cultures

7.2. Asia and Australia’s engagement with Asia

7.3. Sustainability

8. Content descriptions

8.1. Skills that students need to learn by the time they move to the next band level. These are a logical step guide for teachers on what to teach the students,

9. Band Levels

9.1. Foundation to year 2

9.2. Years 3/4

9.3. Years 5/6

9.4. Years 7/8

9.5. Years 9/10

10. Content Elaborations

10.1. Clarifies the content descriptors and elaborates by giving teachers an idea of what they should be teaching their students,

11. Task 2 shortlink

11.1. http://dtm4260.edublogs.org/2015/08/09/kids-spot-experiments/

11.2. http://dtm4260.edublogs.org/2015/08/07/inspiration-maps-2/