Technologies curriculum- SCASA

Get Started. It's Free
or sign up with your email address
Technologies curriculum- SCASA by Mind Map: Technologies curriculum- SCASA

1. Student Diversity

1.1. Students with a disability

1.1.1. - Draw content at different year levels - Adjustments to the delivery of some practical aspects of the lessons will be necessary to ensure students with a physical disability can access, participate, and achieve on the same basis as their peers

1.2. english as a second language or dialect

1.2.1. - Technologies are the same for all students, EAL/D students must achieve the aims whilst learning a new language - They may require additional time and support - Explicit teaching addressing their new language needs

1.3. Gifted and talented studnets

1.3.1. - Teachers can use Technologies flexibly to meet the individual learning needs of gifted and talented students - Provide them with opportunities to work with learning area content in more depth or breadth- use additional content descriptors - Emphasising specific aspects of the general capabilities and focusing on cross curricular priorities - Accelerate student learning by incorporating and drawing from content from higher year levels

2. General Capabilities

2.1. Literacy

2.1.1. In Technologies, students develop literacy as they learn how to communicate ideas, concepts and detailed proposals to a variety of audiences; read and interpret detailed written instructions for specific technologies, often including diagrams and procedural writings such as software user manuals, design briefs, patterns and recipes

2.2. Numeracy

2.2.1. The Technologies curriculum gives students opportunities to interpret and use mathematical knowledge and skills in a range of real-life situations. Students use number to calculate, measure and estimate; interpret and draw conclusions from statistics; measure and record throughout the process of generating ideas; develop, refine and test concepts; and cost and sequence when making products and managing projects.

2.3. Information and communication technology (ICT)

2.3.1. In Digital Technologies, students develop an understanding of the characteristics of data, digital systems, audiences, procedures and computational thinking. They apply this when they investigate, communicate and create digital solutions. In Design and Technologies, key ICT concepts and skills are strengthened, complemented and extended. Students become familiar with and gain skills using a range of software applications and digital hardware that enable them to realise their design ideas.

2.4. Critical and creative thiking

2.4.1. Students think critically and creatively about possible, probable and preferred futures. They consider how data, information, systems, materials, tools and equipment (past and present) impact on our lives, and how these elements might be better designed and managed.

2.5. Personal and social capability

2.5.1. The Technologies learning area enhances students' personal and social capability by developing their social awareness. Students develop understanding of diversity by researching and identifying user needs.

2.6. Ethical understanding

2.6.1. Students develop the capacity to understand and apply ethical and socially responsible principles when collaborating with others and creating, sharing and using technologies – materials, data, processes, tools and equipment. Students learn about safe and ethical procedures for investigating and working with people, animals, data and materials.

2.7. Intercultural understanding

2.7.1. Students consider how technologies are used in diverse communities at local, national, regional and global levels, including their impact and potential to transform people's lives. They explore ways in which past and present practices enable people to use technologies to interact with one another across cultural boundaries.

3. Aims and Objectives

3.1. Design and Technologies

3.1.1. - Produce designed solutions for a range of technologies by selecting and manipulating a range of materials, systems, components, tools, equipment creatively and competently and safety managing processes

3.1.2. - 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. - Use computational thinking and the key concepts of abstraction; data collection representation and interpretation specification, algorithms and implementations to create digital solutions

3.2.2. - Confidently use digital systems to efficiently and effectively transform data into informations and to creatively communicate ideas in a range of settings

3.2.3. - Apply systems thinking to monitor analyse, predict and shape the interactions within and between information systems and understand the impact of these systems on individuals, societies, economies and environment

4. Cross curricular priorities

4.1. Aboriginal and Torres Strait Islander histories and culture

4.1.1. In the Technologies learning area, students explore how Aboriginal and Torres Strait Islander Peoples' capacity for innovation is evident through the incorporation and application of a range of traditional, contemporary and emerging technologies and practices to purposefully build and/or maintain cultural, community and economic capacity

4.2. Asia, and Australia's engagement with Asia

4.2.1. Enables students to recognise that interaction between human activity and the diverse environments of the Asian region continues to create the need for creative solutions and collaboration with others, including Australians, and has significance or the rest of the world.

4.3. Sustainability

4.3.1. The priority of sustainability provides authentic contexts for creating preferred futures. Technologies focuses on the knowledge, understanding and skills necessary to design for effective sustainability.

5. Key concepts and ideas

5.1. Systems thinking

5.1.1. See and make connections between solutions, systems and society. A holistic approach to the identification and solving of problems, where parts and components of a system, their interactions and interrelationships are analysed individually to see how they influence the functioning of the whole system. This approach enables students to understand systems and work with complexity, uncertainty and risk

5.2. Computational thinking

5.2.1. A problem solving method that involves various techniques and strategies that can be implemented by digital systems. Techniques and strategies could include: organising data logically, breaking down problems into parts, defining abstract concepts, and designing and using algorithms, patterns and models.

5.3. Design thinking

5.3.1. Innovation, creativity and problem solving- Use of strategies for understanding design problems and opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that best meet the criteria for success and planning.

6. Strands and Sub strands of the curriculum (SCASA)

6.1. Digital Technologies

6.1.1. Knowledge and understanding Digital systems Representation of data

6.1.2. Process and production skills Collecting, managing and analysing data Digital implementation Creating solutions by.. - Investigating and defining - designing - producing and implementing - Evaluating - collaborating and managing

6.2. Design and technologies

6.2.1. Knowledge and understanding Technologies and society Technologies context

6.2.2. Processes and production skills Creating solutions by..... - Investigating and defining - Designing - Producing and implementing - Evaluating - Collaborating and managing