Design and Technology

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Design and Technology by Mind Map: Design and Technology

1. Aims/Objectives

1.1. Aim to develop the knowledge, understanding and skills of individual students and collaboration work.

1.1.1. Creative and Innovative while using all technologies and understand development of technology

1.1.2. Engage confidently with technologies

1.1.3. Critique and evaluate technologies and create solutions to their problems

1.1.4. Investigate, design, plan, create, manage, produce and evaluate design technologies

2. Achievement standards

2.1. Across Foundation to Year 10, achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. The sequence of achievement standards in each Technologies subject describes progress in the learning area, demonstrating a broad sequence of expected learning. This sequence provides teachers with a framework of growth and development in each Technologies subject. An achievement standard describes the quality of learning (the depth of conceptual understanding and the sophistication of skills) that would indicate the student is well-placed to commence the learning required at the next level of achievement.

2.1.1. Each year indicates the achievement standards expect for those students

3. Brand Levels

3.1. Foundation - 2

3.2. Year 3 - 4

3.3. Years 5 - 6

3.4. Year 7 - 8

3.5. Year 9 - 10

4. Cross-Curricular Priorities

4.1. Aboriginal and Torres Straight Islanders

4.2. Sustainability

4.3. Asia and Australia's connection with Asia

5. DTM key concepts

5.1. Digital Systems


5.2. Thinking in technologies

5.3. Data collection and representation

6. Rationale:

6.1. The Technologies learning area draws together the distinct but related subjects of Design and Technologies and Digital Technologies. The Australian Curriculum: Technologies will ensure that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. The ubiquity of digital technologies provides new ways of thinking, collaborating and communicating for people of all ages and abilities. A comprehensive education in Technologies provides opportunities for students to progress from creative and directed play through to the consolidation of knowledge, understanding and skills. This learning area provides opportunities for students to apply practical skills and processes when using technologies and resources to create innovative solutions that meet current and future needs

7. Student Diversity

7.1. All students are entitled to rigorous, relevant and engaging learning programs drawn from the Australian Curriculum: Technologies. Teachers take account of the range of their students’ current levels of learning, strengths, goals and interests and make adjustments where necessary. The three-dimensional design of the Australian Curriculum, comprising learning areas, general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students across Australia and to personalise their learning.

7.2. ACARA is committed to developing learning systems that provides equal learning opportunities for all students.

8. Content Descriptions

8.1. Content descriptions are provided for each brand level. They differ each brand and they describe the intended content that teachers should cover during the brand level

9. General Capabilities

9.1. In the Australian Curriculum, the general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty- first century. There are seven general capabilities: • Literacy (LIT) • Numeracy (NUM) • Information and communication technology (ICT) capability • Critical and creative thinking (CCT) • Personal and social capability (PSC) • Ethical understanding (EU) • Intercultural understanding (ICU).