1. Digital Technologies
1.1. Aims/Objectives
1.1.1. Use computational thinking and key concepts (data collection and representation, algorithms, etc.); use digital systems to effectively transform data into information and to communicate ideas; apply systems thinking to monitor and shape the interactions between information; understand the impact of digital systems on individuals and society
1.2. Strands
1.2.1. Knowledge and Understanding
1.2.1.1. Digital systems
1.2.1.1.1. Year 1: identify specific features of hardware and software, and where they are used in everyday life
1.2.1.1.2. Year 2: identify that digital systems (software and hardware) are used for specific purposes
1.2.1.1.3. Year 3: identify differences between and components of digital systems and peripheral devices (printers, scanners)
1.2.1.1.4. Year 4: identify different purposes of digital systems and peripheral devices - recognise that they can store and transmit a range of data
1.2.1.1.5. Year 5: identify parts of digital systems, and that their functions can connect to form networks which transmit data
1.2.1.1.6. Year 6: identify interactions between components and basic functions of digital systems, and how they transmit data to form networks
1.2.1.2. Representation of data
1.2.1.2.1. Year 1: data can have patterns and can be represented using pictures and symbols
1.2.1.2.2. Year 2: data can have patterns, and can be used to make conclusions
1.2.1.2.3. Year 3: different kinds of data can be represented in a number of different ways
1.2.1.2.4. Year 4: data can be represented in different ways
1.2.1.2.5. Year 5: data is represented using codes
1.2.1.2.6. Year 6: data in a digital system is represented using whole numbers
1.2.2. Processes and Production Skills
1.2.2.1. Collecting, managing and analysing data
1.2.2.1.1. Year 1: present any kind of data using a range of digital tools
1.2.2.1.2. Year 2: present data using a variety of digital tools
1.2.2.1.3. Year 3: use simple software to present data and create useful information
1.2.2.1.4. Year 4: use software to collect and present purposeful data
1.2.2.1.5. Year 5: use software to collect, store and present different types of data for a specific purpose
1.2.2.1.6. Year 6: use software to collect, sort, interpret, visually present, and manipulate data for a variety of purposes
1.2.2.2. Digital implementation
1.2.2.2.1. Year 1: use data to solve a simple task
1.2.2.2.2. Year 2: use data to solve similar tasks
1.2.2.2.3. Year 3: use visually represented algorithms, including steps with decision making (branching)
1.2.2.2.4. Year 4: use simple visual programming that include algorithms and branching
1.2.2.2.5. Year 5: design solutions for a user interface as part of a digital system
1.2.2.2.6. Year 6: design, modify and represent simple algorithms using written text and diagrams, involving branching and iteration (repetition)
1.2.2.3. Creating solutions: - investigating and defining - designing - producing and implementing - evaluating - collaborating and managing
1.2.2.3.1. Year 1: explore opportunities for designing products and solutions; communicate design ideas through: drawing, describing, modelling, or creating a sequence of steps; work safely with materials and equipment to create solutions; develop perspectives to evaluate the success of designs; work independently and collaboratively
1.2.2.3.2. Year 2: explore design to meet needs; communicate and discuss ideas through describing, drawing, modelling and/or sequenced steps; use equipment and materials safely; use simple criteria to evaluate designs and solutions; work independently and collaboratively; organise information and ideas to create and share sequenced steps
1.2.2.3.3. Year 3: explore design development processes; create a sequence of steps to solve a given problem; communicate ideas through using technical terms and appropriately labelled drawings; select and safely use materials and tools to make a solution; use criteria to evaluate design processes and created solutions; work independently and collaboratively; safely create and communicate a series of steps towards design solutions
1.2.2.3.4. Year 4: create an algorithm (sequence of steps) to solve a given problem; identify appropriate resources from a given amount; use annotated drawings and appropriate technical terms to communicate ideas; select and safely use materials and tools to make a solution; use criteria to evaluate design processes and created solutions; work independently and collaboratively; safely create and communicate a series of steps towards design solutions
1.2.2.3.5. Year 5: identify a problem, available resources and create algorithms to assist in decision making; develop and communicate alternative solutions; create annotated diagrams, storyboards and use appropriate technical terms; apply safe procedures when using materials and equipment; develop criteria to evaluate and justify design processes; work independently and collaboratively to plan, develop and communicate ideas
1.2.2.3.6. Year 6: identify a problem, available resources and create algorithms to assist in decision making; develop and communicate alternative solutions; create annotated diagrams, storyboards and use appropriate technical terms; apply safe procedures when using materials and equipment; develop criteria to evaluate and justify design processes; work independently and collaboratively to plan, develop and communicate ideas
2. Student Diversity
2.1. All students are entitled to engaging learning experiences that address the Western Australian Curriculum: Technologies. Teachers must capitalise on the strengths and interests of students in order to cater for all diverse needs.
2.1.1. Students with disability
2.1.1.1. Support students with a disability to have equal access to the curriculum
2.1.1.2. Necessary adjustments to learning and assessment
2.1.1.3. Teachers can draw from the curriculum content of the year level that suits the individual student
2.1.1.4. Teachers can use the general capabilities to adjust focus of learning according to needs
2.1.1.5. Students may use modified tools, materials and equipment to ensure their full engagement
2.1.2. English as an additional language or dialect
2.1.2.1. Students may bring a high level of skill in their first languages, however some may have had no formal schooling
2.1.2.2. Curriculum aims must be met while simultaneously learning and new language
2.1.2.3. These students will require additional time and support
2.1.2.4. Explicit teaching to address language needs
2.1.3. Gifted and talented students
2.1.3.1. The curriculum can be interpreted to suit the learning needs of advanced students
2.1.3.2. Engaging students in tasks that require higher order thinking skills (critical and creative thinking)
2.1.3.3. Adjusting the depth and breadth of the curriculum
2.1.3.4. Focusing on general capabilities or cross-curriculum priorities in more depth
2.1.3.5. Teachers may draw on content from higher year levels
2.1.3.6. Project-based learning allows for more responsibility for the student and allows decision making
2.1.3.7. Encouraging research, experimentation and testing of design proposals
3. Curriculum Aims and Objectives
3.1. The Western Australian Curriculum: Technologies aims to equip students with the following skills (both at an individual and a collaborative level): > investigate, design, plan, manage, create and evaluate solutions > creativity, innovation and enterprising > understanding how technologies are developed over time > making informed, ethical decisions about the use and sustainability of technologies for the future > engage appropriately and confidently with materials, data, tools and equipment > critique, analyse, and evaluate issues and opportunities to create solutions
4. Key Concepts and Ideas
4.1. Creating preferred futures
4.1.1. Considering how technologies that are created in the present will affect the future
4.1.2. Using critical thinking to consider both short-term and long-term impacts of technologies
4.1.3. Identifying possible futures and exploring their preferences
4.1.4. Create design solutions considering liveability, economic prosperity and environmental sustainability
4.2. Project management
4.2.1. Manage projects through to their completion
4.2.2. Planning, organising timelines, monitoring, use of resources
4.2.3. Assessing and managing risk
4.2.4. Decision-making, evaluating processes
4.2.5. Collaborating with others
4.2.6. Planning for the sustainable use of resources (considering ethical, health and safety considerations and personal and social beliefs and values)
4.3. Thinking in technologies
4.3.1. Computational thinking
4.3.1.1. Problem-solving to create solutions that can be implemented using digital technologies; organising data, breaking down problems into parts, interpreting patterns, working with algorithms; calculating costs, testing materials and components
4.3.2. Design thinking
4.3.2.1. Understanding design needs and opportunities; coming up with creative and innovative ideas; planning, analysing and evaluating the ideas against success criteria
4.3.3. Systems thinking
4.3.3.1. A holistic approach to problem-solving through addressing the components of a system and their interactions; students understand systems and work with complexity, uncertainty and risk
4.4. Information and communication technology (ICT)
4.4.1. Explicit teaching of the information and communication technology (ICT) general capability
4.4.2. ICT capability is developed in a systematic way
4.4.3. Key concepts and skills are strengthened and extended
4.4.4. ICT in Technologies aids students in becoming effective developers of digital solutions
4.5. Safety
4.5.1. The safe use of technologies as well as risks associated with project timelines
4.5.2. Health, safety and injury prevention including the use of dangerous materials
4.5.3. Cyber safety, data security, ethical and legal implications
4.5.4. Safety in terms of food and food allergies
4.6. Animal ethics
4.6.1. Learning experiences that involve interacting with animals must follow specific laws and codes
4.6.2. Animals must be cared for in the proper ways
5. Useful Resources for Teachers
5.1. Digital Technologies Hub: Unpacking the Australian Curriculum
5.2. Prime Zone: Primary Industries Education Foundation Australia Resources
5.3. TedEd: Design, Engineering and Technology Lessons
5.4. Discovery Education: Coding
5.5. Discover Dairy: Primary School Resources
6. Design and Technologies
6.1. Aims/Objectives
6.1.1. Produce designed solutions for a range of contexts; select and manipulate a variety of systems, components and materials creatively and safely; manage all processes; understand the roles of design and technologies occupations and how these jobs contribute to our society
6.2. Strands
6.2.1. Knowledge and Understanding
6.2.1.1. Technologies and Society
6.2.1.1.1. Year 1: identify people that produce known products/services & recall some production steps
6.2.1.1.2. Year 2: identify and describe roles of people that design and produce products/services/environments
6.2.1.1.3. Year 3: identify roles people in design and technology have, and their role in the community
6.2.1.1.4. Year 4: identify roles people in design and technology have, and their role in the community; identify how products, services and environments are designed to meet needs (considering sustainability)
6.2.1.1.5. Year 5: students identify how competing design considerations are addressed when designing products, services or environments
6.2.1.1.6. Year 6: students identify how competing design considerations are addressed (including sustainability) when designing products, services or environments for current and future use
6.2.1.2. Technologies contexts
6.2.1.2.1. Engineering principles and systems
6.2.1.2.2. Food and fibre production
6.2.1.2.3. Food specialisations
6.2.1.2.4. Materials and technologies specialisations
6.2.2. Processes and Production Skills
6.2.2.1. Creating solutions: - investigating and defining - designing - producing and implementing - evaluating - collaborating and managing
6.2.2.1.1. Year 1: explore opportunities for designing products and solutions; communicate design ideas through: drawing, describing, modelling, or creating a sequence of steps; work safely with materials and equipment to create solutions; develop perspectives to evaluate the success of designs; work independently and collaboratively
6.2.2.1.2. Year 2: explore design to meet needs; communicate and discuss ideas through describing, drawing, modelling and/or sequenced steps; use equipment and materials safely; use simple criteria to evaluate designs and solutions; work independently and collaboratively; organise information and ideas to create and share sequenced steps
6.2.2.1.3. Year 3: explore design development processes; create a sequence of steps to solve a given problem; communicate ideas through using technical terms and appropriately labelled drawings; select and safely use materials and tools to make a solution; use criteria to evaluate design processes and created solutions; work independently and collaboratively; safely create and communicate a series of steps towards design solutions
6.2.2.1.4. Year 4: identify how products, services and environments are designed to meet needs (considering sustainability); create a sequence of steps to solve a given problem; identify appropriate resources from a given amount; use annotated drawings and appropriate technical terms to communicate ideas; select and safely use materials and tools to make a solution; use criteria to evaluate design processes and created solutions; work independently and collaboratively; safely create and communicate a series of steps towards design solutions
6.2.2.1.5. Year 5: identify available resources to design a solution; outline problem-solving decisions, using sequenced steps; develop alternative solutions by designing, modifying; use a range of appropriate technical terms, technologies and techniques; apply safe procedures when using materials and equipment; develop criteria to evaluate and justify design processes; work independently and collaboratively to plan, develop and communicate ideas
6.2.2.1.6. Year 6: identify available resources to design a solution; outline problem-solving decisions, using sequenced steps; develop alternative solutions by designing, modifying; use a range of appropriate technical terms, technologies and techniques; apply safe procedures when using materials and equipment; develop criteria to evaluate and justify design processes; work independently and collaboratively to plan, develop and communicate ideas
7. Cross-Curriculum Priorities
7.1. The purpose of cross-curriculum priorities in the Western Australian Curriculum is to address contemporary issues in our increasingly globalised world. These priorities are not assessed unless they are specifically included in the core Technologies curriculum content.
7.1.1. Aboriginal and Torres Strait Islander histories and cultures
7.1.1.1. Provides diverse learning contexts for students to appreciate the cultures’ contributions to past, present and emerging technologies
7.1.1.2. Explore Aboriginal and Torres Strait Islander Peoples’ innovation to maintain cultural, community and economic capacity
7.1.1.3. Knowledge is applied through observation, critical and creative thinking, experimentation, etc.
7.1.2. Asia and Australia's engagement with Asia
7.1.2.1. Develop knowledge and understanding of technologies processes related to social, cultural and ethical issues
7.1.2.2. Recognise the relationship between human activity and the environments of the Asia region
7.1.2.3. Understand the need for creative technological solutions, and collaboration with others, and how these needs affect the rest of the world
7.1.3. Sustainability
7.1.3.1. Creating preferred futures through exposure to authentic contexts
7.1.3.2. Anticipating and balancing economic, environmental and social impacts
7.1.3.3. Designing effectively sustainable actions to solve design problems
7.1.3.4. Exploring individual and collaborative endeavours within communities
7.1.3.5. Students explore their own and different perspectives, values and interests
7.1.3.6. Understanding systems helps students to make connections between concepts, to self-critique and to propose sustainable design solutions
8. General Capabilties
8.1. The purpose of general capabilities is to address the skills, knowledge and behaviours that students will need to be successful 21st century citizens. These capabilities are not assessed unless they are specifically included in the core Technologies curriculum content.
8.1.1. Literacy
8.1.1.1. Interpret and use language confidently for learning; communicate ideas, concepts and detailed proposals; read and interpret detailed written instructions; write project outlines, briefs and evaluations; use language flexibly; understand how technological language is presented
8.1.2. Numeracy
8.1.2.1. Recognising and understanding the role of mathematics in the world; use mathematical skills in real-life situations; calculate, measure and estimate; draw conclusions from statistics; work with number, geometry, scale, proportion, measurement and volume; design and create appropriate solutions
8.1.3. Information and communication technology (ICT)
8.1.3.1. Access, create and communicate information and ideas; solve problems; work collaboratively; adapting to new ways of doing things; understanding the characteristics of data, digital systems, and computational thinking; investigate, communicate and create digital solutions
8.1.4. Critical and creative thinking
8.1.4.1. Generate and evaluate knowledge; clarify concepts and ideas; using reason, logic, resourcefulness, imagination and innovation; imagine, generate, develop and critically evaluate ideas; analyse problems, refine concepts and reflect; consider how technologies impact on our lives
8.1.5. Personal and social
8.1.5.1. Understand themselves and others, and manage their relationships; establishing positive relationships and making responsible decisions; working cooperatively and handling challenging situations effectively; direct their own learning; developing employability skills; developing social awareness
8.1.6. Ethical understanding
8.1.6.1. Identify and investigate ethical concepts, values, character traits and principles; building a strong personal and socially oriented ethical outlook; understand the influence that their values and behaviour have on others; evaluate their findings against the criteria of legality, environmental sustainability, economic viability, etc.; develop informed values and attitudes; learn about safe and ethical procedures for investigating and working
8.1.7. Intercultural understanding
8.1.7.1. Learn to value their own cultures, languages and beliefs, and those of others; understand how personal, group and national identities are shaped; learning about and engaging with diverse cultures; consider how technologies are used in diverse communities; students consider the dynamic and complex nature of cultures; take responsibility for securing positive outcomes for all cultures