Australian Technologies Curriculum - Lisa Castleden

시작하기. 무료입니다
또는 회원 가입 e메일 주소
Australian Technologies Curriculum - Lisa Castleden 저자: Mind Map: Australian Technologies Curriculum - Lisa Castleden

1. Strands

1.1. Knowledge and Understanding

1.1.1. The use, development and impact of technologies and design ideas across a range of technologies contexts.

1.1.2. Technologies and society

1.1.2.1. The use, development and impact of technologies in people's lives

1.1.3. Technologies contexts

1.1.3.1. technologies and design across a range of technologies contexts

1.1.3.1.1. Engineering principles and systems

1.1.3.1.2. Food and Fibre production

1.1.3.1.3. Food specialisations

1.1.3.1.4. Materials and technologies specialisations

1.2. Processes and Production Skills

1.2.1. The skills needed to create designed solutions.

1.2.2. Creating designed solutions by:

1.2.2.1. investigating and defining

1.2.2.2. generating and designing

1.2.2.3. producing and implementing

1.2.2.4. evaluating

1.2.2.5. collaborating and managing

2. Aims and Objectives:

2.1. Develop confidence as critical users of technologies and designers and producers of designed solutions.

2.2. investigate, generate and critique innovative and ethical designed solutions for sustainable futures

2.3. use design and systems thinking to generate design ideas and communicate these to a range of audiences

2.4. produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes

2.5. evaluate processes and designed solutions and transfer knowledge and skills to new situations

2.6. understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society.

3. Subjects

3.1. Design and Technologies

3.1.1. Rational: Design and Technologies motivates young people and engages them in a range of learning experiences that are transferable to family and home, constructive leisure activities, community contribution and the world of work.

3.1.2. Aims

3.1.2.1. develop confidence as critical users of technologies and designers and producers of designed solutions

3.1.2.2. investigate, generate and critique innovative and ethical designed solutions for sustainable futures

3.1.2.3. use design and systems thinking to generate design ideas and communicate these to a range of audiences

3.1.2.4. produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a range of materials, systems, components, tools and equipment creatively, competently and safely; and managing processes

3.1.2.5. evaluate processes and designed solutions and transfer knowledge and skills to new situations

3.1.2.6. understand the roles and responsibilities of people in design and technologies occupations and how they contribute to society.

3.2. Digital Technologies

3.2.1. Rational: Digital Technologies helps students to be regional and global citizens capable of actively and ethically communicating and collaborating.

3.2.2. Aims

3.2.2.1. design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs

3.2.2.2. use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions

3.2.2.3. confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings

3.2.2.4. apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences

3.2.2.5. apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.

4. General Capabilities

4.1. Numeracy

4.2. Critical and Creative Thinking

4.3. Ethical Understanding

4.4. Literacy

4.5. Information and Communication Technology (ICT) Capability

4.6. Personal and Social Capability

4.7. Intercultural Understanding

5. Band Descriptions

5.1. Foundation to Year 2

5.1.1. Explore and investigate technologies including their purpose and how they meet personal and social needs within local settings

5.1.2. develop an understanding of how society and environmental sustainability factors influence design and technologies decisions

5.1.3. evaluate designed solutions

5.1.4. begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures

5.1.5. reflect on their participation in a design process

5.2. Years 3 and 4

5.2.1. develop a sense of self and ownership of their ideas and thinking about their peers and communities and as consumers

5.2.2. explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed products, services and environments

5.2.3. learn to reflect on their actions to refine their working and develop their decision-making skills

5.2.4. examine social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world

5.2.5. 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

5.2.6. 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.

5.3. Years 5 and 6

5.3.1. students critically examine technologies 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

5.3.2. Students consider why and for whom technologies were developed.

5.3.3. engage with ideas beyond the familiar, exploring how design and technologies and the people working in a range of technologies contexts contribute to society

5.3.4. seek to explore innovation and establish their own design capabilities

5.3.5. given new opportunities for clarifying their thinking, creativity, analysis, problem-solving and decision-making

5.3.6. explore trends and data to imagine what the future will be like and suggest design decisions that contribute positively to preferred futures

5.3.7. 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

5.3.8. 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

5.3.9. work individually and collaboratively to identify and sequence steps needed for a design task

5.3.10. negotiate and develop plans to complete design tasks, and follow plans to complete design tasks safely, making adjustments to plans when necessar

5.3.11. identify, plan and maintain safety standards and practices when making designed solutions

6. Cross Curriculum Priorities

6.1. Asia and Australia's Engagement with Asia

6.2. Aboriginal and Torres Strait Islander Histories and Cultures

6.3. Sustainability

7. Student Diversity

7.1. Overview

7.1.1. All students are entitled to rigorous, relevant and engaging learning programs drawn from a challenging curriculum that addresses their individual learning needs.

7.2. Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008)

7.2.1. Australian schooling promotes equity and excellence

7.2.2. All young Australians become successful learners, confident and creative individuals and active and informed citizens.

7.3. The Shape of the Australian Curriculum Version 4 (ACARA, 2012)

7.3.1. Each student can learn and that the needs of every student are important

7.3.2. Each student is entitled to knowledge, understanding and skills that provide a foundation for successful and lifelong learning and participation in the Australian community

7.3.3. high expectations should be set for each student as teachers account for the current level of learning of individual students and the different rates at which students develop

7.3.4. the needs and interest of students will vary, and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests.

7.4. Meeting diverse learning needs

7.4.1. Students with Disability

7.4.2. Gifted and Talented

7.4.3. EAL/D

7.5. Personalised learning

8. Key Ideas

8.1. Creating Preferred Futures

8.1.1. provide students with opportunities to consider how solutions that are created now will be used in the future.

8.1.2. identify possible benefits and risks of creating solutions. Use critical and creating thinking to weigh up possible short- and long-term impacts

8.2. Project Management

8.2.1. develop skills to manage project to successful completion through planning, organising and monitoring timelines, activities and the use of resources.

8.2.1.1. considering resources and constraints to develop, resources, finance, work and time plans

8.2.1.2. asssessing and managing risks

8.2.1.3. making decisions

8.2.1.4. controlling quality

8.2.1.5. evaluating processes and collaborating and communicating with others at different stages of the process.

8.3. Thinking in Technologies

8.3.1. Systems Thinking

8.3.2. Design Thinking

8.3.3. Computational Thinking

8.4. Information and communication technology in the Australian Curriculum

8.4.1. Students become effective developers of digital solutions

8.5. Safety

8.5.1. Identifying and managing risks

8.6. Animal ethics

8.6.1. Australian code of practice for the care and use of animals for scientific purposes

9. Achievement Standards

9.1. Foundation to Year 2

9.1.1. students identify how common digital systems (hardware and software) are used to meet specific purposes

9.1.2. use digital systems to represent simple patterns in data in different ways

9.1.3. design solutions to simple problems using a sequence of steps and decisions

9.1.4. collect familiar data and display them to convey meaning

9.1.5. create and organise ideas and information using information systems, and share information in safe online environments.

9.2. Year 3 and 4

9.2.1. describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes

9.2.2. explain how the same data sets can be represented in different ways

9.2.3. define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input

9.2.4. explain how the solutions meet their purposes

9.2.5. collect and manipulate different data when creating information and digital solution

9.2.6. safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used

9.3. Year 5 and 6

9.3.1. explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks

9.3.2. explain how digital systems use whole numbers as a basis for representing a variety of data types

9.3.3. define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems

9.3.4. ncorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program

9.3.5. explain how information systems and their solutions meet needs and consider sustainability

9.3.6. manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols

10. Content Descriptions

10.1. describe what is to be taught and what students are expected to learn. Content descriptions include knowledge, understanding and skills, described at a year level or band of years.

10.1.1. Content elaborations: optional, and are provided to give teachers ideas about how they might teach the content.

11. Work Sample Portfolios

11.1. Design and Technology

11.1.1. Foundation to Year 2

11.1.2. Years 3 and 4

11.1.3. Years 5 and 6

11.1.4. Design a Classroom – Lisa Castleden

11.2. Digital Technologies

11.2.1. Foundation to Year 2

11.2.2. Years 3 and 4

11.2.3. Years 5 and 6

11.2.4. Ozobots – Lisa Castleden