Australian Technologies Curriculum

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Australian Technologies Curriculum by Mind Map: Australian Technologies Curriculum

1. Content Descriptions

1.1. Foundation to Year 2

1.1.1. 2.1 Understand how people design and produce products

1.1.2. 2.2 Investigate and play with technologies, materials and systems

1.1.3. 2.3 Investigate sustainable systems

1.1.4. 2.4 Explore how technologies use pushes and pulls to create movement

1.1.5. 2.5 Explore and investigate to produce designed solutions

1.1.6. 2.6 Develop, evaluate and communicate design ideas

1.1.7. 2.7 Use design ideas, materials and components to produce and evaluate designed solutions

1.2. Years 3 and 4

1.2.1. 4.1 Recognise factors that impact on the design of products that meet local community needs

1.2.2. 4.2 Investigate the effectiveness and sustainability of a range of technologies

1.2.3. 4.3 Recognise the contribution food and fibre production in modern and traditional societies

1.2.4. 4.4 Investigate forces and properties of materials

1.2.5. 4.5 Critique, explore and investigate needs or opportunities for designing and producing solutions

1.2.6. 4.6 Generate, develop, evaluate, communicate and document design ideas

1.2.7. 4.7 Select materials, components, tools and equipment using safe and sustainable work practices

1.3. Years 5 and 6

1.3.1. 6.1 Identify how designers and technologists address competition

1.3.2. 6.2 Identify and explain properties and characteristics of a range of technologies and evaluate the impact of their use locally, regionally and globally

1.3.3. 6.3 Recognise how essential sustainability is in food and fibre production

1.3.4. 6.4 Explain how forces or electrical energy can be used to control movement, sound and light

1.3.5. 6.5 Investigate nutritious food

1.3.6. 6.6 Critique, explore and investigate processes to achieve intended designed solutions

1.3.7. 6.7 Generate, develop, evaluate, communicate and document design ideas

2. Curriculum aims & objectives

2.1. Teach students how technology has developed over time

2.2. Teach students to be capable of effectively and responsibily select and manipulate appropriate technology

2.3. Teach students to make informed informed sustainable decisions in regards to the future of technology

2.4. Teach students how to critique and evaluate the technology processes

2.5. Teach students how to investigate, evaluate and produce technology solutions

3. Subjects

3.1. English

3.1.1. Technologies is supported by and in turn reinforces the learning of literacy skills Reading/viewing - resources (e-books, journals, websites) Generate and explore ideas Writing-Typing Array of text types

3.2. Mathematics

3.2.1. Data processing and analysing Lists Column/line graphs Timescale and intervals Scatter plots Picture graphs Tables

3.3. The Arts

3.3.1. Learn about Multimedia Represent and communicate ideas Designing, planning, processing, recording and producing art forms Learn of the technical aspects of Multmedia Learn of the technical aspects of Multmedia Learn of the technical aspects of Multmedia Learn of the technical aspects of Multmedia Learn of the technical aspects of Multmedia Learn of the technical aspects of Multmedia Learn of the technical aspects of Multmedia

3.4. Geography

3.4.1. Collect and convert data through technology as they study the environment characteristics of places, processes and human significance

3.4.2. Use digital tools to sort and collect information

3.5. History

3.5.1. The gradual development of technology and the range of technologies in societies

3.6. Health and Physical Education

3.6.1. Explore how systems work together to produce energy and movement and to be able to apply this in technology contexts

3.7. Science

3.7.1. Provides many techniques and technologies for automating the collection, storage and analyse of scientific data

4. Strands

4.1. Design and Technologies Knowledge & Understanding

4.1.1. Learning about the use of technology, the development and the impact in people's lives

4.1.2. Learning about the design concepts across a range of technology context The data structure and the components

4.2. Design and Technologies Processes & Production skills

4.2.1. Making and evaluating design solutions to development design ideas

4.2.2. Collecting, managing and interpreting data

4.2.3. Creating and communication information

4.2.4. Critiquing and exploring needs and/or opportunities

5. Key ideas

5.1. System thinking to develop the technologies knowledge, understanding and skills required for the students future

5.1.1. Moving towards sustainable living patterns

5.1.2. Creative and informed solution decision making

5.2. Project management

6. Cross-curriculum priorities

6.1. Aboriginal and Torres Strait Islander histories and cultures

6.1.1. Identify, explore, understand and analyse the interconnectedness between technologies and identify, People, Culture and Country/Place.

6.2. Sustainability

6.2.1. Focus on the view point of technology, the solutions and effects it can make to today and the future

6.2.2. Prepare students to take action to create more sustainable patterns of living

6.3. Asia and Australia's engagement with Asia

6.4. Explore traditional, contemporary and emerging technological achievements in the countries of the Asia region

7. Content Elaborations

7.1. Foundation to Year 2

7.1.1. 2.1 Exploring how local existing technologies are designed, making design decisions based on personal and family needs, critiquing products for their sustainability and evaluating materials and how they are used

7.1.2. 2.2 Investigate local design solutions, explore systems used in everyday life, explore materials, facilities, tools and equipment

7.1.3. 2.3 Plant and human processes, identifying and categorising, and examining different cultures. Considering sustainability with plants and cooking

7.1.4. 2.4 Explore push and pull principles, forces of movement and examine material properties

7.1.5. 2.5 Discuss design ideas and solutions, as well as testing, recording and comparing materials

7.1.6. 2.6 Explore 2-D drawing, looking a different points of view, express interests and record judgements

7.1.7. 2.7 Design plans using everyday materials the reflect on processes undertaken

7.2. Years 3 and 4

7.2.1. 4.1 Exploring factors, materials, appropriateness of materials and the sustainable impact

7.2.2. 4.2 Investigating technology within the local environment. Comparing products, conducting experiments and critiquing products

7.2.3. 4.3 Focus on food products and production. Looking at Australia and Asia

7.2.4. 4.4 Investigating and exploring friction, models, systems and the properties and characteristics

7.2.5. 4.5 Exploring materials, production and techniques and planning practices

7.2.6. 4.6 Exploring design ideas and solutions

7.2.7. 4.7 Learning to use told and equipment accurately, managing time and safe work practices

7.3. Years 5 and 6

7.3.1. 6.1 Reflecting on products, their features, the sustainability affect, the components, functions and the environmental factors

7.3.2. 6.2 Evaluating product design, functional properties and critically examining the use and effect of the products

7.3.3. 6.3 Exploring, investigating, sequencing and identifying plants, animals and recycling processes.

7.3.4. 6.4 Creating models, conducting investigations, discovering movement, sound, light and control

7.3.5. 6.5 Exploring food processes from Australia and Asia, food safety considerations and nutrition requirements

7.3.6. 6.6 Exploring materials, environmental and social impacts and the components and equipment

7.3.7. 6.7 Exploring, analysing and generating design ideas through representation and communication

8. Achievement Standards

8.1. Foundation to Year 2

8.1.1. Students can identify the properties of some technologies

8.1.2. Students can use a range of vital technologies for personal and educational purposes

8.1.3. Students can follow prompts with guidance accurately and safely

8.1.4. Students can describe the purpose of familiar products

8.2. Years 3 and 4

8.2.1. Students explain how products, services and environments have been designed to best meet people’s current and future needs

8.2.2. Students describe the properties and characteristics of technologies

8.2.3. Students adopt sustainable and safe work practices

8.2.4. Students can judge the success of the product,service or environment against student-identified criteria.

8.2.5. Students use a range of digital technologies to investigate, generate, communicate and evaluate design ideas and solutions

8.3. Years 5 and 6

8.3.1. Students identify how designed products, services and environments

8.3.2. Students can evaluate the product, service or environment against criteria for success.

8.3.3. Students can describe how design and technologies contribute to daily life

8.3.4. Students identify key aspects of a design situation and can use technology to communicate, plan, safely produce and process production

9. Key concepts

9.1. Abstration

9.1.1. Concepts of data representation and specification, algorithms and implementation

9.2. Data collection

9.2.1. Properties, sources and collection of data

9.3. Specification

9.3.1. Descriptions and techniques

9.4. Digital systems

9.4.1. Hardware, software and networks and the internet

9.5. Interactions

9.5.1. People and digital systems, data and processes

10. General capabilities

10.1. Literacy

10.1.1. By learning the literacy of Technologies students understand that language varies according to context and they increase their ability to use language flexibly.

10.2. Numeracy

10.2.1. The Technologies curriculum provides opportunities for students to interpret and use mathematical knowledge and skills in a range of real-life situations

10.3. Intercultural understanding

10.3.1. In the Technologies learning area students consider how technologies are used in diverse communities at local, national, regional and global levels

10.4. Critical and creative thinking

10.4.1. Students learn from technology as they identify, explore and clarify information and use that knowledge in a range of situations and challenges

10.5. Personal and social capability

10.5.1. The Technologies learning area enhances personal and social capability by developing students’ social awareness.

10.6. Ethical understanding

10.6.1. Students learn about the safe and ethical processes required when using technology

10.7. ICT

10.7.1. Student learn to use ICT effectively and appropriately to access, create and communicate information and ideas and solve problems

11. Student diversity

11.1. Teachers take account of the range of their students’ current levels of learning, strengths, goals and interests and make adjustmentswhere necessary

11.2. Technologies are the same for all students. EAL/D students must achieve these aims while simultaneously learning a new language and learning content and skills through that new language.

11.3. Teachers can draw from content at different levels along the Foundation to Year 10 sequence.