Learning area overview
Prep–Year 10 Australian Curriculum: Technologies
Learning goals
This presentation aims to:
• build understanding of the Australian Curriculum:
Technologies
• provide an overview of the structure of the Technologies learning area.
Three-dimensional curriculum
The Australian Curriculum is a three-dimensional curriculum made up of:
• learning areas
• general capabilities
• cross-curriculum priorities.
• Introduction
• Rationale
• Aims
• Key ideas
• Banded curriculum
− Subjects: Design and Technologies, Digital Technologies
− Band descriptions
• Curriculum content
− Strands
− Content descriptions
− Content elaborations
• Achievement standards
Structure of the Technologies learning area
Rationale
Learning area summary
In Technologies, students will develop the capacity for
action to create innovative solutions that improve the lives of people and societies globally, using traditional,
contemporary and emerging technologies, to meet current and future needs.
This learning area rationale is complemented with subject- specific rationales.
Rationale: subjects
Subject summary
In Design and Technologies, students will develop the capacity for how to enrich and transform societies through creating designed solutions for identified needs and opportunities, considering the economic,
environmental and social impacts to contribute to a sustainable future.
Subject summary
In Digital Technologies, students will become creative innovators of digital solutions, influencing how contemporary and emerging
information systems and practices are applied to meet current and future needs.
Videos
Introduction to Design and Technologies
www.australiancurriculum.edu.au/technologies/introduction Introduction to Digital Technologies
www.australiancurriculum.edu.au/technologies/introduction Technologies
Aims
Learning area summary
Learning through Technologies will enable students to:
• be confident and responsible when individually and collaboratively creating solutions
• make informed and ethical decisions when
investigating, designing, planning, managing, and evaluating, for a sustainable economy, environment and society.
These learning area aims are complemented with subject-specific aims.
Aims: subjects
Subject summary: Design and Technologies
Learning through Design and Technologies will enable
students to select and manipulate a range of technologies when investigating, generating, evaluating and
communicating processes and designed solutions. Students will creatively apply design and systems thinking to produce designed solutions.
Subject summary: Digital Technologies
Learning through Digital Technologies will enable students to apply protocols and confidently use digital systems when
designing, creating, managing, communicating and evaluating digital solutions, applying computational and systems thinking to create digital solutions.
Technologies
Key ideas
Key ideas: Thinking in Technologies
Systems thinking
Provides students with opportunities to consider the interactions and interrelationships between systems.
Design thinking
The design needs that involve students in visualising and generating ideas that best meet a criteria.
Computational thinking
Organising data logically to break down problems into parts so as to design and implement algorithms.
Technologies
Banded curriculum
Each band includes the following structural components:
• band description
• curriculum content
• achievement standards.
The curriculum is developmentally sequenced across the bands.
Band description
The Design and Technologies subject has a unique band description for each band.
Contexts
Strands
Band description
The Digital Technologies subject has a unique band description for each band.
Strands
Key concepts
Curriculum content
Content description
Content elaborations
Strands
Strands
Design and Technologies Digital Technologies
Knowledge and understanding Knowledge and understanding Technologies and society
• the use, development and impact of technologies in people’s lives
Technologies contexts
• technologies and design across a range of technologies contexts
Digital systems
• the components of digital systems: hardware, software and networks and their use
Representation of data
• how data are represented and structured symbolically
Processes and production skills Processes and production skills Creating designed solutions by:
• investigating and defining
• generating and designing
• producing and implementing
• evaluating
• collaborating and managing
Collecting, managing and analysing data Creating digital solutions by:
•investigating and defining
•generating and designing
•producing and implementing
Strands
In the Technologies learning area:
The knowledge and understanding strand is:
• centred around students developing an understanding of the types of technologies such as materials, systems, components, tools and equipment and the relationship between these
technologies and society.
The processes and production skills strand is:
• centred around creating design and digital solutions via the processes and skills of investigating, defining, generating,
designing, producing, implementing, evaluating, collaborating and managing, as well as collecting, maintaining control over and
analysing various forms of data.
Technologies
Strands: Design and Technologies
Design and Technologies strands
Knowledge and understanding Processes and production skills Technologies and society
• the use, development and impact of technologies in people’s lives
Technologies contexts
• technologies and design across a range of technologies contexts including:
o engineering principles and systems o food and fibre production
o food specialisations
o materials and technologies specialisations.
Types of designed solutions include a product, service and environment
Creating designed solutions by:
• investigating and defining
• generating and designing
• producing and implementing
• evaluating
• collaborating and managing
Strands: Digital Technologies
Digital Technologies strands
Knowledge and understanding Processes and production skills Digital systems
• the components of digital systems:
hardware, software and networks and their use
Representation of data
• how data are represented and structured symbolically
Collecting, managing and analysing data
Creating digital solutions by:
• investigating and defining
• generating and designing
• producing and implementing
• evaluating
• collaborating and managing
Strands: Digital technologies
Key concepts
• abstraction
• data collection, representation and interpretation
• specification, algorithms and implementation
• digital systems
• interactions and impacts
Achievement standards
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.
Technologies
Understanding
Skills
Support students to be successful learners Literacy
Numeracy
Information and communication technology (ICT) capability Critical and creative thinking
Develop ways of being, behaving and learning to live with others
Personal and social capability Ethical understanding
Three-dimensional curriculum:
General capabilities
Aboriginal and Torres Strait Islander histories and culture Asia and Australia’s engagement with Asia
Sustainability
Three-dimensional curriculum:
Cross-curriculum priorities
Find out more
Find out more on the QCAA Australian Curriculum webpage at www.qcaa.qld.edu.au/p-10/aciq
