Mapping the Technology Curriculum

Curriculum Content for Technology in Australia

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Mapping the Technology Curriculum 저자: Mind Map: Mapping the Technology Curriculum

1. Digital Technologies Content

1.1. Knowledge and understanding

1.1.1. Digital systems

1.1.1.1. F-2

1.1.1.1.1. Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

1.1.1.2. 3-4

1.1.1.2.1. Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

1.1.1.3. 5-6

1.1.1.3.1. Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

1.1.1.4. 7-8

1.1.1.4.1. Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)

1.1.1.5. 9-10 (elective)

1.1.1.5.1. Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems (ACTDIK034)

1.1.2. Representation of data

1.1.2.1. F-2

1.1.2.1.1. Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002)

1.1.2.2. 3-4

1.1.2.2.1. Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)

1.1.2.3. 5-6

1.1.2.3.1. Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)

1.1.2.4. 7-8

1.1.2.4.1. Investigate how digital systems represent text, image and audio data in binary (ACTDIK024)

1.1.2.5. 9-10 (elective)

1.1.2.5.1. Analyse simple compression of data and how content data are separated from presentation (ACTDIK035)

1.2. Processes and production skills

1.2.1. Collecting, managing and analysing data.

1.2.1.1. F-2

1.2.1.1.1. Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)

1.2.1.2. 3-4

1.2.1.2.1. Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

1.2.1.3. 5-6

1.2.1.3.1. Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

1.2.1.4. 7-8

1.2.1.4.1. Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025) Analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)

1.2.1.5. 9-10

1.2.1.5.1. Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements (ACTDIP036)

1.2.1.5.2. Analyse and visualise data to create information and address complex problems, and model processes, entities and their relationships using structured data (ACTDIP037)

1.2.2. Creating digital solutions by- Investigating and defining.

1.2.2.1. F-2

1.2.2.1.1. Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)

1.2.2.2. 3-4

1.2.2.2.1. Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

1.2.2.3. 5-6

1.2.2.3.1. Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

1.2.2.4. 7-8

1.2.2.4.1. Define and decompose realworld problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)

1.2.2.5. 9-10

1.2.2.5.1. Define and decompose realworld problems precisely, taking into account functional and non-functional requirements and including interviewing stakeholders to identify needs (ACTDIP038)

1.2.3. Creating digital solutions by- Generating and designing.

1.2.3.1. F-2

1.2.3.1.1. N/A

1.2.3.2. 3-4

1.2.3.2.1. N/A

1.2.3.3. 5-6

1.2.3.3.1. Design a user interface for a digital system (ACTDIP018) Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019)

1.2.3.4. 7-8

1.2.3.4.1. Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)

1.2.3.4.2. Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors (ACTDIP029)

1.2.3.5. 9-10

1.2.3.5.1. Design the user experience of a digital system by evaluating alternative designs against criteria including functionality, accessibility, usability, and aesthetics (ACTDIP039)

1.2.3.5.2. Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases (ACTDIP040)

1.2.4. Creating digital solutions by- Producing and implementing.

1.2.4.1. F-2

1.2.4.1.1. N/A

1.2.4.2. 3-4

1.2.4.2.1. Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

1.2.4.3. 5-6

1.2.4.3.1. Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020)

1.2.4.4. 7-8

1.2.4.4.1. Implement and modify programs with user interfaces involving branching, iteration and functions in a generalpurpose programming language (ACTDIP030)

1.2.4.5. 9-10

1.2.4.5.1. Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language (ACTDIP041)

1.2.5. Creating digital solutions by- Evaluating.

1.2.5.1. F-2

1.2.5.1.1. Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005)

1.2.5.2. 3-4

1.2.5.2.1. Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)

1.2.5.3. 5-6

1.2.5.3.1. Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)

1.2.5.4. 7-8

1.2.5.4.1. Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)

1.2.5.5. 9-10

1.2.5.5.1. Evaluate critically how student solutions and existing information systems and policies, take account of future risks and sustainability and provide opportunities for innovation and enterprise (ACTDIP042)

1.2.6. Creating digital solutions by- Collaborating and managing.

1.2.6.1. F-2

1.2.6.1.1. Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)

1.2.6.2. 3-4

1.2.6.2.1. Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

1.2.6.3. 5-6

1.2.6.3.1. Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)

1.2.6.4. 7-8

1.2.6.4.1. Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)

1.2.6.5. 9-10

1.2.6.5.1. Create interactive solutions for sharing ideas and information online, taking into account safety, social contexts and legal responsibilities (ACTDIP043)

1.2.6.5.2. Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability (ACTDIP044)

2. Design and Technology Content

2.1. Knowledge and understanding

2.1.1. Technologies and society

2.1.1.1. F-2

2.1.1.1.1. Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)

2.1.1.1.2. SCASA Yr1

2.1.1.2. 3-4

2.1.1.2.1. Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)

2.1.1.3. 5-6

2.1.1.3.1. Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use (ACTDEK019)

2.1.1.4. 7-8

2.1.1.4.1. Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029

2.1.1.5. 9-10 (elective)

2.1.1.5.1. Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)

2.1.1.5.2. Explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (ACTDEK041)

2.1.2. Engineering principles and systems

2.1.2.1. F-2

2.1.2.1.1. Explore how technologies use forces to create movement in products (ACTDEK002)

2.1.2.1.2. SCASA Yr1

2.1.2.2. 3-4

2.1.2.2.1. Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)

2.1.2.3. 5-6

2.1.2.3.1. Investigate how electrical energy can control movement, sound or light in a designed product or system (ACTDEK020)

2.1.2.4. 7-8

2.1.2.4.1. Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions (ACTDEK031)

2.1.2.5. 9-10

2.1.2.5.1. Investigate and make judgments on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (ACTDEK043)

2.1.3. Food and fibre production

2.1.3.1. F-2

2.1.3.1.1. Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003)

2.1.3.1.2. SCASA Yr1

2.1.3.2. 3-4

2.1.3.2.1. Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)

2.1.3.3. 5-6

2.1.3.3.1. Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)

2.1.3.4. 7-8

2.1.3.4.1. Analyse how food and fibre are produced when designing managed environments and how these can become more sustainable (ACTDEK032)

2.1.3.5. 9-10

2.1.4. Food specialisations

2.1.4.1. F-2

2.1.4.2. 3-4

2.1.4.3. 5-6

2.1.4.4. 7-8

2.1.4.4.1. Analyse how characteristics and properties of food determine preparation techniques and presentation when designing solutions for healthy eating (ACTDEK033)

2.1.4.5. 9-10

2.1.4.5.1. Investigate and make judgments on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating (ACTDEK045)

2.1.4.6. SCASA Yr1

2.1.4.6.1. n/a

2.1.5. Materials and technologies specialisation

2.1.5.1. F-2

2.1.5.1.1. Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)

2.1.5.1.2. SCASA Yr1

2.1.5.2. 3-4

2.1.5.2.1. Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)

2.1.5.3. 5-6

2.1.5.3.1. Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)

2.1.5.4. 7-8

2.1.5.4.1. Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment (ACTDEK034)

2.1.5.5. 9-10

2.1.5.5.1. Investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)

2.1.5.5.2. Investigate and make judgments, within a range of technologies specialisations, on how technologies can be combined to create designed solutions (ACTDEK047)

2.2. Processes and production skills

2.2.1. Creating design solutions by- Investigating and defining.

2.2.1.1. F-2

2.2.1.1.1. Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005)

2.2.1.1.2. SCASA Yr1

2.2.1.2. 3-4

2.2.1.2.1. Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)

2.2.1.3. 5-6

2.2.1.3.1. Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

2.2.1.4. 7-8

2.2.1.4.1. Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)

2.2.1.5. 9-10

2.2.1.5.1. Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (ACTDEP048)

2.2.2. Creating design solutions by- Generating and designing.

2.2.2.1. F-2

2.2.2.1.1. Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006)

2.2.2.1.2. SCASA Yr1

2.2.2.2. 3-4

2.2.2.2.1. Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)

2.2.2.3. 5-6

2.2.2.3.1. Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)

2.2.2.4. 7-8

2.2.2.4.1. Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)

2.2.2.5. 9-10

2.2.2.5.1. Develop, modify and communicate design ideas by applying design thinking, creativity, innovation and enterprise skills of increasing sophistication (ACTDEP049)

2.2.3. Creating design solutions by- Producing and implementing.

2.2.3.1. F-2

2.2.3.1.1. Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007)

2.2.3.1.2. SCASA Yr1

2.2.3.2. 3-4

2.2.3.2.1. Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)

2.2.3.3. 5-6

2.2.3.3.1. Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

2.2.3.4. 7-8

2.2.3.4.1. Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037

2.2.3.5. 9-10

2.2.3.5.1. Work flexibly to effectively and safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)

2.2.4. Creating design solutions by- Evaluating.

2.2.4.1. F-2

2.2.4.1.1. Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008)

2.2.4.1.2. SCASA Yr1

2.2.4.2. 3-4

2.2.4.2.1. Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

2.2.4.3. 5-6

2.2.4.3.1. Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

2.2.4.4. 7-8

2.2.4.4.1. Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)

2.2.4.5. 9-10

2.2.4.5.1. Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (ACTDEP051)

2.2.5. Creating design solutions by- Collaborating and managing.

2.2.5.1. F-2

2.2.5.1.1. Sequence steps for making designed solutions and working collaboratively (ACTDEP009)

2.2.5.1.2. SCASA Yr1

2.2.5.2. 3-4

2.2.5.2.1. Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)

2.2.5.3. 5-6

2.2.5.3.1. Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028

2.2.5.4. 7-8

2.2.5.4.1. Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)

2.2.5.5. 9-10

2.2.5.5.1. Develop project plans using digital technologies to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (ACTDEP052)

3. Valuable Links

3.1. Curriculum

3.1.1. SCaSA

3.1.1.1. Scope and sequence P-6 - Design

3.1.1.1.1. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/technologies-overview/Technologies_P-10_Scope-and-Sequence_March_2016.PDF

3.1.1.2. Scope and sequence P-6 - Digital

3.1.1.2.1. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2/technologies-overview/Technologies_P-10_Scope-and-Sequence_March_2016.PDF

3.1.1.3. K-10 outline - Design

3.1.1.3.1. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/design-and-technologies2

3.1.1.4. K-10 outline - Digital

3.1.1.4.1. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

3.1.1.5. Home Page

3.1.1.5.1. http://k10outline.scsa.wa.edu.au/

3.1.1.6. General Capabilities

3.1.1.6.1. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2/technologies-overview/general-capabilities

3.1.1.7. Cross curriculum priorities

3.1.1.7.1. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2/technologies-overview/cross-curriculum-priorities

3.1.2. ACARA

3.1.2.1. Scope and sequence - Design

3.1.2.1.1. http://www.acara.edu.au/_resources/Design_and_Technologies_-_Sequence_of_content.pdf

3.1.2.2. Scope and sequence - Digital

3.1.2.2.1. http://www.acara.edu.au/_resources/Digital_Technologies_-_Sequence_of_content.pdf

3.1.2.3. Outline - Design

3.1.2.3.1. http://www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10?layout=1

3.1.2.4. Outline - Digital

3.1.2.4.1. http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1

3.1.2.5. Home Page

3.1.2.5.1. http://www.australiancurriculum.edu.au/

3.1.3. Other

3.1.3.1. Student diversity

3.1.3.1.1. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2/technologies-overview/student-diversity

3.2. Whole School Opportunities

3.2.1. Clubs

3.2.1.1. Code Club Australia

3.2.1.1.1. https://codeclubau.org/

3.2.1.2. tba

3.2.2. Competitions

3.2.2.1. Aussie Educator

3.2.2.1.1. http://www.aussieeducator.org.au/resources/competitions.html

3.2.2.2. tba

3.2.3. Other

3.2.3.1. tba

3.2.3.2. tba

3.3. Growth

3.3.1. Professional development

3.3.1.1. Institute for Professional Learning

3.3.1.1.1. http://det.wa.edu.au/professionallearning/detcms/portal/

3.3.1.2. Scitech

3.3.1.2.1. http://www.scitech.org.au/education/professional-learning

3.3.2. Latest Trends

3.3.2.1. Blogs

3.3.2.1.1. The Science of Learning

3.3.2.1.2. Edublogs

3.3.2.2. Coding

3.3.2.2.1. Coding on ipads

3.3.3. Other

3.3.3.1. News

3.3.3.1.1. National Innovation and Science Agenda

4. Teaching and Assessment SCaSA descriptions

4.1. Ways of assessing

4.1.1. Observations

4.1.2. The observations of student understandings and process and production skills through the use of anecdotal notes, checklists, photographs, videos or recordings.

4.1.3. Group activities

4.1.4. Collaborating and managing is one of the production and processes skills, this needs to be actively programmed for and assessed in accordance with the relevant year's content description. During group work, teachers should stop at key points to check individual student understanding.

4.1.5. Videos or audio recordings

4.1.6. The recording of student achievement in physical and verbal activities such as role-plays, performances, speeches, play-based learning, debates or online discussions.

4.1.7. Fieldwork and practical (authentic) evidence

4.1.8. The demonstration of learning through activities such as virtual and actual fieldwork, to inform the creation of digital and designed solution.

4.1.9. Portfolios and work samples

4.1.10. Collections of student work that provide long-term documentation of student progress and achievement. Portfolios may be subject area specific or contain a range of work undertaken by the student and be evidence of project management.

4.1.11. Tests or quizzes

4.1.12. These may include verbal questioning, multiple choice, short answer responses or open-ended questions that require longer, sustained written responses.

4.1.13. Written work

4.1.14. This includes short and extended written tasks. These may take the form of short responses such as worksheets and sentence or paragraph answers. Longer responses may include essays, information reports or imaginative texts such as narratives and journal entries. Students may also conduct investigations in which they must develop questions; gather, analyse and evaluate information; communicate on findings and reflect upon conclusions.

4.1.15. Graphic organisers

4.1.16. Frameworks, including digital, that help structure thinking. They make thinking processes visible by showing connections between data. Examples include concept maps, flowcharts and cause-and-effect patterns.

4.1.17. Visual representations

4.1.18. The demonstration of learning through, algorithms, tables, graphs, diagrams, posters, brochures, photographs and other digital media (e.g. slides, animations, blogs).

4.1.19. Performances or oral presentations

4.1.20. The demonstration of learning in role-play, speeches, simulations, debates and structured discussions.

4.1.21. Conferences

4.1.22. Year Level Description Learning in Digital Technologies builds on the dispositions developed in the early years. Learning focuses on broadening students prior skills in computational thinking and providing opportunities for engaging in personal and social experiences when using digital systems. In Year 2, students have opportunities to create a range of solutions through guided learning and collaboration with peers. Students explore common digital systems and patterns that exist within data they collect. They build their skills to organise, manipulate and present the data in creative ways, including numerical, categorical, text, image, audio and video data, to create meaning and communicate ideas. Students begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process, or controlling robotic devices. Students explore how information systems meet information, communication and/or recreational needs. They build on their understanding of aspects of online safety when engaging with digital technologies.

4.1.23. Discussions or interviews that are conducted either face-to-face, online or via audio and video recordings.

4.1.24. Self-assessments and evaluations and student journals

4.1.25. The self-reflection of achievement and progression towards goals. It allows for metacognitive thinking about their learning and personal reflection upon their strengths and weaknesses. Journals provide personal accounts of student responses to learning activities, experiences and understandings. This should be guided by the relevant year's content description on Evaluating.

4.1.26. Peer assessments

4.1.27. Individuals, peers or a group of peers provide evaluative feedback on performance or activity.

4.2. Ways of teaching

4.2.1. http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2/technologies-overview/ways-of-teaching

5. Design and Technology ACARA Band descriptions and achievements

5.1. F-2

5.1.1. Foundation to Year 2 Band Description Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed. By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning. In Foundation to Year 2 students explore and investigate technologies − materials, systems, components, tools and equipment − including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate designed solutions using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’ They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences. Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas. They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when making designed solutions

5.1.2. Foundation to Year 2 Achievement Standard By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts. With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

5.1.2.1. http://resources.australiancurriculum.edu.au/work-portfolios/design-and-technologies-satisfactory-foundation-to-year-2/

5.2. 3-4

5.2.1. Years 3 and 4 Band Description Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. In Year 3 and 4 students develop a sense of self and ownership of their ideas and thinking about their peers and communities and as consumers. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed products, services and environments. They do this through planning and awareness of the characteristics and properties of materials and the use of tools and equipment. They learn to reflect on their actions to refine their working and develop their decision-making skills. Students examine social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world. They compare their predicted implications with real-world case studies including those from the Asia region, and recognise that designs and technologies can affect people and their environments. They become aware of the role of those working in design and technologies occupations and how they think about the way a product might change in the future. Using a range of technologies including a variety of graphical representation techniques to communicate, students clarify and present ideas, for example by drawing annotated diagrams; modelling objects as three-dimensional images from different views by visualising rotating images and using materials. Students recognise techniques for documenting design and production ideas such as basic drawing symbols, and use simple flow diagrams. Students become aware of the appropriate ways to manage their time and focus. With teacher guidance, they identify and list criteria for success including in relation to preferred futures and the major steps needed to complete a design task. They show an understanding of the importance of planning when designing solutions, in particular when collaborating. Students identify safety issues and learn to follow simple safety rules when producing designed solutions.

5.2.2. Years 3 and 4 Achievement Standard By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital systems can be used. Students outline and define needs, opportunities or problems. They collect, manipulate and interpret data from a range of sources to support decisions. Students generate and record design ideas for an audience using technical terms and graphical and non-graphical representation techniques including algorithms. They plan a sequence of steps (algorithms) to create solutions, including visual programs. Students plan and safely produce designed solutions for each of the prescribed technologies contexts. They use identified criteria for success, including sustainability considerations, to judge the suitability of their ideas, solutions and processes. Students use agreed protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

5.2.2.1. http://resources.australiancurriculum.edu.au/work-portfolios/design-and-technologies-satisfactory-years-3-and-4/

5.3. 5-6

5.3.1. Years 5 and 6 Band Description Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three technologies contexts: engineering principles and systems, food and fibre production and food specialisations; and materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. In Years 5 and 6, students critically examine technologies − materials, systems, components, tools and equipment − that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social and environmental sustainability factors. Students consider why and for whom technologies were developed. Students engage with ideas beyond the familiar, exploring how design and technologies and the people working in a range of technologies contexts contribute to society. They seek to explore innovation and establish their own design capabilities. Students are given new opportunities for clarifying their thinking, creativity, analysis, problem-solving and decision-making. They explore trends and data to imagine what the future will be like and suggest design decisions that contribute positively to preferred futures. Using a range of technologies including a variety of graphical representation techniques to communicate, students represent objects and ideas in a variety of forms such as thumbnail sketches, models, drawings, diagrams and storyboards to illustrate the development of designed solutions. They use a range of techniques such as labelling and annotating sequenced sketches and diagrams to illustrate how products function; and recognise and use a range of drawing symbols in context to give meaning and direction. Students work individually and collaboratively to identify and sequence steps needed for a design task. They negotiate and develop plans to complete design tasks, and follow plans to complete design tasks safely, making adjustments to plans when necessary. Students identify, plan and maintain safety standards and practices when making designed solutions.

5.3.2. Years 5 and 6 Achievement Standard By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.

5.3.2.1. http://resources.australiancurriculum.edu.au/work-portfolios/design-and-technologies-satisfactory-years-5-and-6/

5.4. 7-8

5.4.1. Years 7 and 8 Band Description Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments. In Year 7 and 8 students investigate and select from a range of technologies − materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. Students use creativity, innovation and enterprise skills with increasing independence and collaboration. Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies. Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments. With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.

5.4.2. Years 7 and 8 Achievement Standard By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

5.5. 9-10

5.5.1. Years 9 and 10 Band Description Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 10 students will have had the opportunity to design and produce at least four designed solutions focused on one or more of the five technologies contexts content descriptions. There is one optional content description for each of the following: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. There is an additional open content description to provide flexibility and choice. Students should have opportunities to experience creating designed solutions for products, services and environments. In Year 9 and 10 students use design and technologies knowledge and understanding, processes and production skills and design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Problem-solving activities acknowledge the complexities of contemporary life and make connections to related specialised occupations and further study. Increasingly, study has a global perspective, with opportunities to understand the complex interdependencies involved in the development of technologies and enterprises. Students specifically focus on preferred futures, taking into account ethics; legal issues; social values; economic, environmental and social sustainability factors and using strategies such as life cycle thinking. Students use creativity, innovation and enterprise skills with increasing confidence, independence and collaboration. Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings including perspective, scale, orthogonal and production drawings with sectional and exploded views. They produce rendered, illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products. Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks safely. They apply management plans, changing direction when necessary, to successfully complete design tasks. Students identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical activities across a range of projects.

5.5.2. Years 9 and 10 Achievement Standard By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts. Students create designed solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.

6. Design and Technology SCaSA Band descriptions and achievements

6.1. PP

6.1.1. Year Level Description Learning in Design and Technologies builds on the dispositions developed in the early years. Learning focuses on practical and applied knowledge and understanding of process and production skills. In Pre‑primary, students have hands on opportunities to explore designs and solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production (includes Food specialisations in this year); and Materials and technologies specialisations. Students explore the design of products and begin to develop an understanding about products. Students have opportunities to explore technologies taking particular note of the components and equipment used to make products. They begin to develop an understanding that products have a purpose for their own personal needs and that of their family. Students reflect on designed solutions using questions such as 'How does it work?', 'What purpose does it meet?', 'Who will use it?', 'What do I like about it?' or 'How can it be improved?' Pre‑primary students begin to explore the needs for design of products that impact on people's everyday lives. Using a range of techniques, students will communicate their design ideas.

6.1.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

6.2. 1

6.2.1. Year Level Description Learning in Design and Technologies builds on the dispositions developed in the early years. Learning focuses on practical and applied knowledge and understanding of process and production skills. In Year 1, students have opportunities to create solutions in one of the following technologies contexts: Engineering principles and systems; Food and fibre production (includes Food specialisations in this year); and Materials and technologies specialisations. Students investigate the process of designing and producing products and services. Students have opportunities to explore and question the use of technologies including components and equipment, their purpose and how they meet personal and social needs within known settings. They develop an understanding of how communities and local circumstances influence design and technologies decisions. Students appraise designed solutions using questions such as 'How does it work?', 'What purpose does it meet?', 'Who will use it?', 'What do I like about it?' or 'How can it be improved?' Students begin to consider the impact of design decisions and the use of technologies on others in their local community. They have opportunities to reflect on their participation in a design process. With support, students develop new strategies, and engage in different ways of evaluating and judging products and services based on personal preferences. Students are encouraged to make informed choices and to accept challenges, take risks and manage change when unexpected outcomes occur. Using a range of techniques, including a variety of graphical representations to communicate, students draw, model and explain design ideas; label drawings; draw products and simple environments; and verbalise design ideas.

6.2.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

6.3. 2

6.3.1. Year Level Description Learning in Design and Technologies builds on the dispositions developed in the early years. Learning focuses on practical and applied knowledge and understanding of process and production skills. In Year 2, students have opportunities to create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production (includes Food specialisations in this year); and Materials and technologies specialisations. Students experience designing and producing products, services and environments. Students have opportunities to investigate technologies: materials, systems, components, tools and equipment, including their purpose and how they meet personal and social needs within local settings. They develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate and judge designed solutions using questions such as 'How does it work?', 'What purpose does it meet?', 'Who will use it?', 'What do I like about it?' or 'How can it be improved?' They are encouraged to make judgments about the design solutions in order to solve problems in their own design ideas. Students begin to consider the impact of their decisions, and of technologies, on others and the environment, including in relation to preferred futures. They have opportunities to reflect on their participation in a design process. With support, students develop new strategies and engage in different ways of evaluating and judging products, services and environments based on personal preferences. Using a range of techniques, including a variety of graphical representations to communicate, students draw, model and explain design ideas; label drawings; draw products and simple environments; and verbalise design ideas.

6.3.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

6.4. 3

6.4.1. Year Level Description Learning in Design and Technologies builds on the range of concepts, skills and processes developed in previous years. In Year 3, students have opportunities to learn about technologies in society as they create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production (includes Food specialisations in this year); and Materials and technologies specialisations. Students are provided with opportunities to produce products and develop an understanding that designs for services and environments meet community needs. Students have opportunities to develop self-ownership of their ideas. They explore creative, innovative and imaginative ideas and approaches to achieve solutions. Students begin thinking about their peers, their communities and themselves as consumers, and explore the need for services and environments within both the local and broader community. Students plan with an awareness of the characteristics and properties of materials, and the use of tools and equipment. They have opportunities to reflect on their actions, and develop decision-making skills. Students explore aspects of the social implications of existing products and processes to develop an understanding of their place in the world. Students communicate using a range of techniques for documenting design and production ideas.

6.4.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

6.5. 4

6.5.1. Year Level Description Learning in Design and Technologies builds on the range of concepts, skills and processes developed in previous years. In Year 4, students have opportunities to learn about technologies in society as they create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production (includes Food specialisations in this year); and Materials and technologies specialisations. Students are provided with opportunities to design and produce products, services and sustainable environments. Students' sense of ownership of their ideas is further developed and expanded, with a greater focus on community needs when making decisions about designs. They have opportunities to develop a broader understanding of the concept of themselves as consumers. Students begin to explore and learn to harness their creative, innovative and imaginative ideas. Students become aware of the design characteristics and properties of materials, and the use of components and equipment when planning solutions. They have opportunities to reflect on actions to refine design solutions through the use of decision-making skills. Students engage in learning to explore the social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world. Students explore the role of those working in design and technologies occupations, and how they think about the way a product might change in the future. Students broaden the techniques they use to clarify and present ideas, such as drawing annotated diagrams for documenting design and production ideas.

6.5.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

6.6. 5

6.6.1. Year Level Description Learning in Design and Technologies builds on the range of concepts, skills and processes developed in previous years. In Year 5, students have opportunities to learn about technologies in society through different technology contexts as they create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production; Food specialisations; and Materials and technologies specialisations. Students are provided with opportunities to produce products and develop an understanding that designs for services and environments meet community needs. Students have opportunities to explore technologies that incorporate materials, components, and equipment used in the home and wider community. They continue to consider society, cultural needs and environmental factors, paying attention to sustainable practices. Students question why and for whom technologies are developed. Students begin to engage with ideas beyond the familiar, exploring how the people working in a range of technologies contexts contribute to society. They are provided with opportunities to explore innovative design solutions that build on their own design capabilities. Using a range of techniques, students explore how to represent objects and ideas in a variety of forms, such as thumbnail sketches, models, drawings, diagrams and storyboards to communicate the development of designed solutions.

6.6.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

6.7. 6

6.7.1. Year Level Description Learning in Design and Technologies builds on the range of concepts, skills and processes developed in previous years. In Year 6, students have opportunities to learn about technologies in society through different technology contexts as they create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production; Food specialisations; and Materials and technologies specialisations. Students are provided with opportunities to produce products and develop an understanding that designs for services and environments meet community needs. Students have the opportunity to begin to critically examine technologies, including materials, systems, components, tools and equipment that are used regularly in the home and wider community. They explore and begin to consider ethical points of view, social impact and environmentally sustainable factors when developing design solutions. Students examine why and for whom technologies are developed. Students have opportunities to engage with ideas beyond the familiar, exploring how people working in a range of technologies contexts contribute to society. They continue to build on design capabilities through broadening their own design ideas used in solutions. Students have opportunities to explore trends and data to predict what the future will be like, and suggest design decisions that contribute positively to preferred futures. Using technologies to suit the purpose, students explore how to represent objects and ideas in a variety of forms to communicate the development of designed solutions. They use a range of preferred techniques to illustrate how products function.

6.7.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

7. Digital Technologies ACARA Band descriptions and achievements

7.1. F-2

7.1.1. Foundation to Year 2 Band Description Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems. By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications. In Foundation – Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning. Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. Students describe how information systems meet information, communication and/or recreational needs. Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating.

7.1.2. Foundation to Year 2 Achievement Standard By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.

7.1.2.1. http://resources.australiancurriculum.edu.au/work-portfolios/digital-technologies-satisfactory-foundation-to-year-2/

7.2. 3-4

7.2.1. Years 3 and 4 Band Description Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as categorising and outlining procedures; and developing an increasing awareness of how digital systems are used and could be used at home, in school and the local community. By the end of Year 4, students will have had opportunities to create a range of digital solutions, such as interactive adventures that involve user choice, modelling simplified real world systems and simple guessing games. In Year 3 and 4, students explore digital systems in terms of their components, and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation. Using the concept of abstraction, students define simple problems using techniques such as summarising facts to deduce conclusions. They record simple solutions to problems through text and diagrams and develop their designing skills from initially following prepared algorithms to describing their own that support branching (choice of options) and user input. Their solutions are implemented using appropriate software including visual programming languages that use graphical elements rather than text instructions. They explain, in general terms, how their solutions meet specific needs and consider how society may use digital systems to meet needs in environmentally sustainable ways. With teacher guidance, students identify and list the major steps needed to complete a task or project. When sharing ideas and communicating in online environments they develop an understanding of why it is important to consider the feelings of their audiences and apply safe practices and social protocols agreed by the class that demonstrate respectful behaviour.

7.2.2. Years 3 and 4 Achievement Standard By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways. Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

7.2.2.1. http://resources.australiancurriculum.edu.au/work-portfolios/digital-technologies-satisfactory-years-3-and-4/

7.3. 5-6

7.3.1. Years 5 and 6 Band Description Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. It also focuses on the sustainability of information systems for current and future uses. By the end of Year 6, students will have had opportunities to create a range of digital solutions, such as games or quizzes and interactive stories and animations. In Year 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems and how data are transferred between systems. They learn to further develop abstractions by identifying common elements across similar problems and systems and develop an understanding of the relationship between models and the real-world systems they represent. When creating solutions, students define problems clearly by identifying appropriate data and requirements. When designing, they consider how users will interact with the solutions, and check and validate their designs to increase the likelihood of creating working solutions. Students increase the sophistication of their algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions through visual programming, such as reading user input until an answer is guessed correctly in a quiz. They evaluate their solutions and examine the sustainability of their own and existing information systems. Students progress from managing the creation of their own ideas and information for sharing to working collaboratively. In doing so, they learn to negotiate and develop plans to complete tasks. When engaging with others, they take personal and physical safety into account, applying social and ethical protocols that acknowledge factors such as social differences and privacy of personal information. They also develop their skills in applying technical protocols such as devising file naming conventions that are meaningful and determining safe storage locations to protect data and information.

7.3.2. Years 5 and 6 Achievement Standard By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types. Students define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Students manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

7.3.2.1. http://resources.australiancurriculum.edu.au/work-portfolios/digital-technologies-satisfactory-years-5-and-6/

7.4. 7-8

7.4.1. Years 7 and 8 Band Description Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as decomposing problems and prototyping; and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities. By the end of Year 8, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world. In Year 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints. They further develop abstractions by identifying common elements while decomposing apparently different problems and systems to define requirements, and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation, such as using pivot tables, graphs and clearly defined mark-up or rules. They progress from designing the user interface to considering user experience factors such as user expertise, accessibility and usability requirements. They broaden their programming experiences to include general-purpose programming languages, and incorporate subprograms into their solutions. They predict and evaluate their developed and existing solutions, considering time, tasks, data and the safe and sustainable use of information systems, and anticipate any risks associated with the use or adoption of such systems. Students plan and manage individual and team projects with some autonomy. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts, for example acknowledging cultural practices and meeting legal obligations.

7.4.2. Years 7 and 8 Achievement Standard By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints. Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating and collaborating online.

7.5. 9-10

7.5.1. Years 9 and 10 Band Description Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years. By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions, such as database-driven websites and artificial intelligence engines and simulations. In Year 9 and 10, students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes. Students explore how bias can impact the results and value of data collection methods and they use structured data to analyse, visualise, model and evaluate objects and events. They learn how to develop multilevel abstractions, identify standard elements such as searching and sorting in algorithms, and explore the trade-offs between the simplicity of a model and the faithfulness of its representation. When defining problems students consider the functional and non-functional requirements of a solution through interacting with clients and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop modular solutions to complex problems using an object-oriented programming language where appropriate, and evaluate their solutions and existing information systems based on a broad set of criteria including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems. Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions, both individually and collaboratively, students comply with legal obligations, particularly with respect to the ownership of information, and when creating interactive solutions for sharing in online environments.

7.5.2. Years 9 and 10 Achievement Standard By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated from presentation. Students plan and manage digital projects using an iterative approach. They define and decompose complex problems in terms of functional and non-functional requirements. Students design and evaluate user experiences and algorithms. They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities. They take account of privacy and security requirements when selecting and validating data. Students test and predict results and implement digital solutions. They evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise. They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects.

8. Digital Technologies SCaSA Band descriptions and achievements

8.1. PP

8.1.1. Year Level Description Learning in Digital Technologies builds on the dispositions developed in the early years. Learning focuses on developing foundational skills in computational thinking and an ability to engage in personal experiences using digital systems. In Pre‑primary, students explore the uses of technologies in everyday life. They develop an understanding that symbols are a powerful means of communication and how they can represent ideas, thoughts and concepts. Students explore common patterns, pictures and symbols that exist within data they collect, and present this data in creative ways to make meaning. Students learn to experiment with expressing ideas and make meaning when defining problems. Students draw on their memory of a sequence of steps to complete a task (algorithim), such as packing away play equipment or completing a puzzle. Students explore how information systems meet recreational needs. They develop an awareness of the importance of online safety when engaging with digital technologies.

8.1.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.2. 1

8.2.1. Year Level Description Learning in Digital Technologies builds on the dispositions developed in the early years. Learning focuses on expanding on foundational skills in computational thinking and, with developing confidence, students engage in personal experiences using digital systems. In Year 1, students have opportunities to create a range of solutions through guided learning. Students learn about common digital systems and patterns that exist within data they collect, and how they may include pictures, symbols and diagrams. They explore ways to organise and manipulate data, including numerical, text, image, audio and video data, to create meaning and present the data using simple digital systems. Students explore problems to identify the most important information. Students learn to explain algorithms as a sequence of steps for carrying out instructions. Students explore how information systems meet information and recreational needs. They develop an understanding of online environments and the need for safety considerations.

8.2.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.3. 2

8.3.1. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.4. 3

8.4.1. Year Level Description In Year 3, students further develop understanding and skills in computational thinking, such as categorising and outlining procedures. They have opportunities to create solutions, such as interactive adventures and simple guessing games that may involve user choice. Students explore digital systems in terms of their components, and peripheral devices, such as digital microscopes, cameras and interactive whiteboards. They collect and present data, developing an understanding of the characteristics of data and their representation. Students learn to define simple problems using techniques to deduce and explain simple conclusions. They learn to develop their design skills by following prepared algorithms to describe branching (choice of options). Students experiment with appropriate software, including visual programming environments that use graphical elements, such as symbols and pictures to implement their solutions. Students continue to develop an understanding of communicating ideas and information safely when using digital technologies.

8.4.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.5. 4

8.5.1. Year Level Description In Year 4, students further develop understanding and skills in computational thinking, such as categorising and outlining procedures. They have opportunities to create a range of solutions, such as interactive adventures that involve user choice, modelling simplified real world systems. Students explore digital systems in terms of their components, and peripheral devices, such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing a capacity to use data and their representations to communicate ideas. Students learn to define problems and to deduce and record conclusions through text and diagrams. They have opportunities to experiment with refining designing skills, describing their own algorithms that support branching (choice of options) and user input. Students implement solutions using appropriate software, including visual programming environments that use a variety of graphical elements. They define solutions to meet specific needs and consider society's use of digital systems that meet community requirements. Students explain the safety aspects of communicating ideas and information using digital technologies.

8.5.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.6. 5

8.6.1. Year Level Description In Year 5, students further develop understanding and skills in computational thinking, such as identifying similarities in different problems and describing smaller components of complex systems. They have opportunities to create a range of solutions, such as games and interactive stories and animations that involve branching (choice of options). Students explore the role that individual components of digital systems play in the processing and representation of data. They learn to acquire, justify and track various types of data. Students are introduced to the concept of data states in digital systems and how data are transferred between systems. Students use abstractions by identifying common elements across similar problems and systems. They develop an understanding of the relationship between models and the real-world systems they represent. When creating solutions, students identify appropriate data and requirements. They develop skills to write clear algorithms by identifying repetition and incorporate repeat instructions or structures when implementing their solutions. They make judgments about design solutions against the effectiveness in existing information systems. Students develop strategies to communicate information and ideas using agreed ethical protocols, taking into account the safety aspects of working in digital environments.

8.6.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.7. 6

8.7.1. Year Level Description In Year 6, students further develop understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. They will have opportunities to create a range of solutions, such as quizzes and interactive stories and animations that involves more than one branching solution (choice of options). Students consolidate their understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data, and begin to explain the concept of data states in digital systems and how data are transferred between systems. Students learn to further develop abstractions by identifying common elements across similar problems and systems and make connections between models and the real-world systems they represent. When creating solutions, students further refine their skills to identify and use appropriate data and requirements. They increase the sophistication of their algorithms by identifying repetition. They learn to incorporate repeat instructions or structures when implementing their solutions through visual programming environments, such as reading user input until an answer is guessed correctly in a quiz. Students critique design solutions and examine the sustainability of their own, and existing, information systems. Students develop strategies to communicate information and ideas using agreed ethical protocols, taking into account the safety aspects of working in digital environments.

8.7.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.8. 7

8.8.1. Year Level Description In Year 7, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as decomposing problems and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities. Students have opportunities to create a range of solutions, such as interactive web applications or simulations. Students explore the properties of networked systems. They acquire data from a range of digital systems. Students use data to model objects and events. They further develop their understanding of the vital role that data plays in their lives. Students are provided with further opportunities to develop abstractions, identifying common elements, while decomposing apparently different problems and systems to define requirements; and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically. Students predict and evaluate their developed and existing solutions, considering time, tasks, data and the safe and sustainable use of information systems. Students plan and manage individual and team projects with some autonomy. They consider ways of managing the exchange of ideas, tasks and files and feedback. When communicating and collaborating online, students develop an understanding of different social contexts; for example, acknowledging cultural practices and meeting legal obligations.

8.8.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.9. 8

8.9.1. Year Level Description In Year 8, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as decomposing problems, and engaging students with a wider range of information systems as they broaden their experiences and involvement in national, regional and global activities. Students have opportunities to create a range of solutions, such as interactive web applications or simulations of relationships between objects in the real world. Students investigate the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, visualise and evaluate various types of data, and the complexities of storing and transmitting that data in digital systems. Students use structured data to model objects and events that shape the communities they actively engage with. They further develop their understanding of the vital role that data plays in their lives, and how the data and related systems define and are limited by technical, environmental, economic and social constraints. Students further develop abstractions, identifying common elements, while decomposing apparently different problems and systems to define requirements; and recognise that abstractions hide irrelevant details for particular purposes. When defining problems, students identify the key elements of the problems and the factors and constraints at play. They design increasingly complex algorithms that allow data to be manipulated automatically, and explore different ways of showing the relationship between data elements to help computation. They progress from designing the user interface, to considering user experience factors, such as user expertise, accessibility and usability requirements. Students have opportunities to plan and manage individual and team projects. They consider ways of managing the exchange of ideas, tasks and files, and techniques for monitoring progress and feedback. When communicating and collaborating online, students develop an understanding of different social contexts; for example, acknowledging cultural practices and meeting legal obligations.

8.9.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.10. 9

8.10.1. Year Level Description In Year 9, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years. Students have opportunities to analyse problems and design, implement and evaluate a range of solutions. Students consider how human interaction with networked systems introduces complexities surrounding access to data of various types. Students explore data collection methods and use structured data to analyse, visualise, model and evaluate objects and events. Students learn how to develop multilevel abstractions; identify standard elements, such as searching and sorting in algorithms; and explore the trade-offs between the simplicity of a model and the faithfulness of its representation. When defining problems students consider the functional and non-functional requirements of a solution through interacting with the users and reviewing processes. They consolidate their algorithmic design skills to incorporate testing. Students develop solutions to problems and evaluate their solutions and existing information systems based on a set of criteria. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems. When creating solutions individually, collaboratively and interactively for sharing in online environments, students respect the ownership of information.

8.10.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

8.11. 10

8.11.1. Year Level Description In Year 10, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as precisely and accurately describing problems; and the use of modular approaches to solutions. It also focuses on engaging students with specialised learning in preparation for vocational training or learning in the senior secondary years. Students have opportunities to analyse problems and design, implement and evaluate a range of solutions, such as database-driven websites, artificial intelligence engines and simulations. Students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data, and learn about the importance of separating content, presentation and behavioural elements for data integrity and maintenance purposes. Students explore how bias can impact the results and value of data collection methods, and use structured data to analyse, visualise, model and evaluate objects and events. Students learn how to develop multilevel abstractions; identify standard elements, such as searching and sorting in algorithms; and explore the trade-offs between the simplicity of a model and the faithfulness of its representation. When defining problems, students consider the functional and non-functional requirements of a solution through interacting with clients/stakeholders and regularly reviewing processes. They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. Students develop solutions to complex problems and evaluate their solutions and existing information systems, based on a broad set of criteria, including connections to existing policies and their enterprise potential. They consider the privacy and security implications of how data are used and controlled, and suggest how policies and practices can be improved to ensure the sustainability and safety of information systems. Students have opportunities to become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. When creating solutions individually, collaboratively and interactively for sharing in online environments, students should comply with legal obligations, particularly with respect to the ownership of information.

8.11.2. Achievement standard To be developed in 2015 using (assessment) work sample evidence to ‘set’ standards through paired comparisons.

9. http://innovation.gov.au/#main-content