Western Australian Curriculum: Technologies

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Western Australian Curriculum: Technologies by Mind Map: Western Australian Curriculum: Technologies

1. Rationale

1.1. Provides an overview of the intentions and thought processes that the two strands (digital technologies and design and technologies) aim to provoke in students. The rationale provides a comprehensive framework that promotes critical thinking, computational thinking and in both independent and collaborative environments. The rationale ideally supports students to become interactive citizens who are able to contribute to the digital society.

1.2. This rationale follows many similar threads to the Western Australia curriculum, with the similar emphasis being on developing skills to enable the student to create solutions to problems using technologies.

2. Design and technologies

2.1. Aims

2.1.1. The aim is for students to provide solutions to problems, potential barriers and challenges through designing technology or extending existing technological equipment. In doing so, they so acknowledge the importance of design and technology to everyday life and the broader society.

2.2. Knowledge and understanding

2.2.1. Technology and society

2.2.1.1. Understanding how technologies impact on society and everyday life

2.2.2. Technologies contexts

2.2.2.1. Engineering principles and systems

2.2.2.2. Food and fiber production

2.2.2.3. Food specilisations

2.2.2.4. Materials and technologies specialisations

2.3. Processes and production skills

2.3.1. Creating design solutions by

2.3.1.1. Collaborating and managing

2.3.1.2. Evaluating

2.3.1.3. Producing and implementating

2.3.1.4. Designing

2.3.1.4.1. Generating and designing

2.3.1.5. Investigating and defining

3. Digital technologies

3.1. Aims

3.1.1. The aim is for students to extend their computational thinking, to develop their digital competency and to show this learning in a range of creative settings. They will also be encouraged to identify the importance of digital technologies in future jobs and in the broader society.

3.2. Knowledge and understanding

3.2.1. Digital systems

3.2.1.1. The components of digital systems (such as software, hardware, networks and how these are used.

3.2.2. Representation of data

3.2.2.1. How data is presented sand structured symbolically,

3.3. Processes and production skills

3.3.1. Collecting, analysing and managing data

3.3.1.1. The nature and the properties of data, including how these are gathered and understood.

3.3.2. Digital implementation

3.3.2.1. The process of implementing digital solutions.

3.3.3. Creating solutions

3.3.3.1. Evaluating

3.3.3.2. Producing and implemening

3.3.3.3. Investigating and defining

3.3.3.4. Designing

3.3.3.4.1. Aus Cur: Generating and designing

3.3.3.5. Collaborating and managing

3.3.4. Creating digital solutions by

3.3.5. Collecting and managing data

4. Overview of aims

4.1. The aims for technologies blends the two strands together, as students are encouraged to follow inquiry based thought processes to carry our investigations, explore, evaluate and question the technologies of the past, present and future.These aims include the designing process,, understanding how technologies have and will develop over time, making ethical and sustainable decisions regarding current and future technologies, developing confidence when using a variety of technologies and identify problems to create technological solutions. These aims could ideally be achieved by utilising Bloom's Taxonomy, as it appeals to the higher order thinking found in this framework.

4.2. ACARA and SCSA have the same aims for technologies, although i find that SCSA elaborate on these in more detail.

5. Organisation

5.1. Students will study both subjects (design and technology and digital technology) from Pre- Primary- Year eight. Each year, students should be able to investigate at least one of the four contexts of design and technology, although the study of all four contexts is preferable. Design and technologies becomes optional in years 9 and 10 (SCSA, 2014).

6. Key terms

6.1. Western Australian Curriculum

6.1.1. Computational thinking, constructed environments, creativity, design thinking, design process, digital citizenship, digital solutions, futures thinking, information systems, investigate, innovation, production process, systems thinking and sustainability, manipulate, responsible, manipulate technologies, engage, motivation, critique, evaluate andcreative solutions.

6.2. Australian Curriculum

6.2.1. Preferred futures, project management, systems thinking, computational thinking, design thinking, generating solutions, holistic approach, connectedness, interaction, design thinking, design process.

7. Links to other STEM learning areas

7.1. Mathematics- Exploring the subject of technologies give students the opportunity to apply mathematical skills in real life situations. The skills strengthened by the application of maths in technologies include estimation, recording, refining and re-evaluating solutions to reach their goal. Students are also exposed to measurement and geometry concepts.

7.2. Engineering- Students are encouraged to engage in computational thinking as well as systems thinking. Both of these though processes ask for creativity and critical thinking, which are important components to engineering, The mathematical benefits mentioned above will also help to support the students to create engineering bases solutions to problems, as they use creativity and initiative to engage in engineering based, production based, problem solving activities.

7.3. Science- Technologies studies will hep to support the students in much the same way that mathematics does, providing the students with the ability to plan, carry out and reevaluate investigations using their scientific knowledge.

8. PP

8.1. Design and technology

8.1.1. Characteristics of materials can be explored using senses (ACTDEK004)

8.1.2. Plant and animal products are used in everyday life for food, clothing and shelter (ACTDEK003)

8.1.3. Ways in which objects move: push, pull, bounce, slide, fall, spin, float (ACTDEK002)

8.1.4. People produce familiar products to meet personal and community needs (ACTDEK001)

8.2. Digital technologies

8.2.1. Digital systems (hardware and software) are used at home, in the school and in the community (ACTDIK001)

8.2.2. Data can have patterns and can be represented as pictures and symbols (ACTDIK002)

8.3. Achievement standards

8.3.1. "At Standard, students identify people that produce familiar objects within the community and some simple stages of the production process. In Engineering principles and systems, students move objects in a range of ways and observe their reactions. In Food and fibre production, students connect plant and animal products to their use as food, clothing and/or shelter. In Materials and technologies specialisations, students explore and select materials to use for construction, considering the materials’ characteristics. With all Design and Technology contexts, students explore needs for designing simple solutions. They generate and record design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps. Students safely use given components and equipment, to make simple solutions and evaluate their success using personal preferences" (SCASA, 2014)

9. Year 1

9.1. Design and technology

9.1.1. People produce familiar products and services to meet personal and community needs (ACTDEK001)

9.1.2. Ways objects can be moved using technology (ACTDEK002)

9.1.3. Plants and animals used for production have basic needs, such as food/nutrients, water, space, protection (ACTDEK003)

9.1.4. Characteristics and behaviours of individual materials used in products (ACTDEK004)

9.2. Digital technologies

9.2.1. Digital systems (hardware and software) are used in everyday life and have specific features (ACTDIK001)

9.2.2. Data can have patterns and can be represented as pictures, symbols and diagrams (ACTDIK002)

9.3. Achievement standards

9.3.1. "At Standard, students identify people that produce familiar products and services and recall some simple stages of the production process. In Engineering principles and systems, students use technology to move objects and observe the reactions. In Food and fibre production, students identify plants and animals used for production and their basic needs. In Materials and technologies specialisations, students observe, explore and select materials to use for construction based on materials’ characteristics and behaviours. With all Design and Technology contexts, students explore opportunities when designing products or solutions. They develop and communicate design ideas through describing, drawing, modelling and/or a sequence of written or spoken steps. Students use given components and equipment and work safely to make solutions. They develop personal preferences to evaluate the success of design processes. Students work independently, or with others, to safely create and share sequenced steps for solutions" (SCASA, 2014).

10. Year 2

10.1. Design and technology

10.1.1. People design and produce familiar products, services and environments to meet local and community needs (ACTDEK001)

10.1.2. Forces create movement in objects (ACTDEK002)

10.1.3. Food and fibre choices for healthy living (ACTDEK003)

10.1.4. Characteristics and properties of materials and individual components that are used to produce design solutions (ACTDEK004)

10.2. Digital technologies

10.2.1. Digital systems (hardware and software) are used for an identified purpose (ACTDIK001)

10.2.2. Data can have patterns and can be represented and used to make simple conclusions (ACTDIK002)

10.3. Achievement standards

10.3.1. "At Standard, students identify and exemplify roles of people that design and produce products, services and environments within the community. In Engineering principles and systems, students use a range of forces to move objects and observe the reactions. In Food and fibre production, students make simple connections between healthy living, food and fibre choices. In Materials and technologies specialisations, students develop ideas and make design decisions, considering both the characteristics and properties of materials. With all Design and Technology contexts, students explore design to meet needs or opportunities. They develop, communicate and discuss design ideas through describing, drawing, modelling and/or sequenced steps. Students use components and given equipment to safely make solutions. They use simple criteria to evaluate the success of design processes and solutions. Students work independently, or collaboratively, to organise information and ideas to safely create and share sequenced steps for solutions" (SCASA, 2014).

11. Year 3

11.1. Design and technologies

11.1.1. Role of people in design and technologies occupations (ACTDEK010)

11.1.2. Ways products, services and environments are designed to meet community needs (ACTDEK010)

11.1.3. Forces, and the properties of materials, affect the behaviour of objects (ACTDEK011)

11.1.4. Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them (ACTDEK012)

11.1.5. Suitability and safe practice when using materials, tools and equipment for a range of purposes (ACTDEK013)

11.2. Digital technologies

11.2.1. Digital systems and peripheral devices are used for different purposes (ACTDIK007)

11.2.2. Different types of data can be represented in different ways (ACTDIK008)

11.3. Achievement standards

11.3.1. "At Standard, students identify roles people in design and technology have on the community and explore design development processes of products, services and environments. In Engineering principles and systems, students observe and recognise ways applied forces and properties of materials affect the behaviour of objects. In Food and fibre production, students identify equipment and simple processes used in food and fibre production from a range of environments, cultures or time periods. In Materials and technologies specialisations, students select and safely use suitable materials, tools and equipment to create design solutions. With all Design and Technology contexts, students create a sequence of steps to solve a given task. They develop and communicate ideas using labelled drawings and appropriate technical terms. Students select and safely use appropriate components with given equipment to make a solution. They use criteria to evaluate design processes and solutions developed. Students work independently, or collaboratively to plan, safely create and communicate sequenced steps" (SCASA, 2014).

12. Year 4

12.1. Design and technologies

12.1.1. Role of people in design and technologies occupations (ACTDEK010)

12.1.2. Ways products, services and environments are designed to meet community needs, including consideration of sustainability (ACTDEK010)

12.1.3. Forces, and the properties of materials, affect the behaviour of a product or system (ACTDEK011)

12.1.4. Types of technologies used in food and fibre production or processing, including how they are used to help meet consumer needs (ACTDEK012)

12.1.5. Suitability and safe practice when using materials, systems and components for a range of purposes (ACTDEK013)

12.2. Digital technologies

12.2.1. Digital systems and peripheral devices are used for different purposes and can store and transmit different types of data (ACTDIK007)

12.2.2. Data can be represented in different ways (ACTDIK008)

12.3. Achievement standards

12.3.1. "At Standard, students identify roles people in design and technologies occupations have in the community and ways that products, services and environments are designed and produced to meet community needs, considering sustainability. In Engineering principles and systems, students recognise ways forces and properties of materials, affect the behaviour of a product or system. In Food and fibre production, students identify consumer needs and how technology is used in food and natural fibre production or processing. In Materials and technologies specialisations, students implement safe practices and select suitable materials, systems and components for a range of purposes. With all Design and Technology contexts, students use sequenced steps to design a solution for a given task. They identify and choose the appropriate resources from a given set. Students develop and communicate design ideas and decisions, using annotated drawings and appropriate technical terms. They select and safely use appropriate components and equipment to make solutions. Students use criteria to evaluate and justify simple design processes and solutions for a given task. They work independently, or collaboratively, to plan, safely create and communicate ideas and information for solutions "(SCASA, 2014).

13. Year 5

13.1. Design and technologies

13.1.1. How people address competing considerations when designing products, services and environments (ACTDEK019)

13.1.2. Forces can control movement, sound or light in a product or system (ACTDEK020)

13.1.3. People in design and technologies occupations aim to increase efficiency of production systems, or consumer satisfaction of food and natural fibre products (ACTDEK021)

13.1.4. Food safety and hygiene practices (ACTDEK022)

13.1.5. Characteristics and properties of a range of materials and components, and the suitability and safe practice of their use (ACTDEK023)

13.2. Digital technologies

13.2.1. Digital systems have components with basic functions that may connect together to form networks which transmit data (ACTDIK014)

13.2.2. Data is represented using codes (ACTDIK015)

13.3. Achievement standards

13.3.1. "At Standard, students identify ways people address and overcome competing considerations when designing products, services and environments. In Engineering principles and systems, students distinguish various ways forces control movement, sound or light in a product or system. In Food and fibre production, students identify ways people in design and technology occupations aim to increase the efficiency of production systems or consumer satisfaction of food and natural fibre products. In Food specialisations, students identify and implement a variety of food and hygiene practices. In Materials and technologies specialisations, students outline and apply suitable and safe practices and are able to classify the characteristics and properties of a range of materials and components. With all Design and Technology contexts, students define a problem, identify available resources and create sequenced steps to assist in decision making for a given task. They develop and communicate alternative solutions, and use annotated diagrams, storyboards and appropriate technical terms when following design ideas. Students select and apply safe procedures when using components and equipment. They develop negotiated criteria to evaluate and justify design processes and solutions. Students work independently, or collaboratively, to plan, safely develop and communicate ideas and information" (SCASA, 2014).

14. Year 6

14.1. Design and technologies

14.1.1. How people address competing considerations, including sustainability when designing products, services and environments for current and future use (ACTDEK019)

14.1.2. Electrical energy and forces can control movement, sound or light in a product or system (ACTDEK020)

14.1.3. Past performance, and current and future needs are considered when designing sustainable food and fibre systems for products (ACTDEK021)

14.1.4. Principles of food preparation for healthy eating (ACTDEK022)

14.1.4.1. New node

14.1.5. Characteristics, properties and safe practice of a range of materials, systems, tools and equipment; and evaluate the suitability of their use (ACTDEK023)

14.2. Digital technologies

14.2.1. Digital systems have components with basic functions and interactions that may be connected together to form networks which transmit different types of data (ACTDIK014)

14.2.2. Whole numbers are used to represent data in a digital system (ACTDIK015)

14.3. Achievement standards

14.3.1. "At Standard, students identify how people address and overcome competing considerations, including sustainability, when designing products, services and environments for current and future use. In Engineering principles and systems, students connect ways electrical energy and forces can control movement, sound or light in a product or system. In Food and fibre production, students investigate and determine what past, current and future needs are to be considered when designing sustainable food and natural fibre systems for products. In Food specialisations, students identify and consider principles of food preparation and benefits of healthy eating. In Materials and technologies specialisations, students consider suitability of use when defining characteristics, properties and safe handling practices of a range of materials, systems, tools and equipment. With all Design and Technology contexts, students identify available resources to design a solution for a given task, outlining problem-solving decisions, using sequenced steps. Students develop alternative solutions by designing, modifying and following both diagrammatically and in written text, using a range of appropriate technical terms, technologies and techniques. They select and apply safe procedures when using a variety of components and equipment to make solutions. Students develop criteria collaboratively to evaluate and justify design processes and solutions. They work independently, or collaboratively, considering resources and safety to plan, develop and communicate ideas and information for solutions" (SCASA, 2014).

15. Student diversity

15.1. "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" (ACARA, 2013).

15.1.1. "While the aims of the Australian Curriculum: 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. These students may require additional time and support, along with teaching that explicitly addresses their language needs. Students who have had no formal schooling will need additional time and support in order to acquire skills for effective learning in formal settings"(ACARA, 2013).

15.1.2. Gifted and Talented students: "Teachers can enrich student learning by providing students with opportunities to work with learning area content in more depth or breadth; emphasising specific aspects of the general capabilities learning continua (for example, the higher-order cognitive skills of the Critical and creative thinking capability); and/or focusing on cross-curriculum priorities. Teachers can also accelerate student learning by drawing on content from later band levels in the Australian Curriculum: Technologies and/or from local state and territory teaching and learning materials" (ACARA 2013).

15.1.3. Students with disability: "Teachers can draw from content at different levels along the Foundation to Year 10 sequence. Teachers can also use the extended general capabilities learning continua in Literacy, Numeracy and Personal and social capability to adjust the focus of learning according to individual student need"(ACARA, 2013).

16. General capabilities

16.1. "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)." (ACARA, 2013)

17. Cross curricular priorities

17.1. There are three cross-curriculum priorities in the Australian Curriculum: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability. The cross-curriculum priorities are embedded in the curriculum and will have a strong but varying presence depending on their relevance to each of the learning areas.

18. Resources

18.1. Additional resources

18.1.1. My Edublog permalinks

18.1.1.1. CODE Artist

18.1.1.1.1. http://dtm4260.edublogs.org/2017/01/10/code-artist/

18.1.1.2. Easy Origami for kids-paper folding crafts

18.1.1.2.1. http://dtm4260.edublogs.org/2017/01/11/easy-origami-for-kids-paper-folding-crafts-for-children/

18.1.2. Edublog