In the Australian Curriculum: Technologies the two strands, Knowledge and understanding and Processes and production skills, are interrelated and inform and support each other. When developing teaching and learning programs, teachers combine aspects of the strands within a subject in different ways to provide students with learning experiences that meet their needs and interests. There are also opportunities for integration of learning between the Technologies subjects and with other learning areas.
While content descriptions do not repeat key skills across the bands, many aspects of Technologies curriculum are recursive, and teachers need to provide opportunity for ongoing practice and consolidation of previously introduced knowledge and skills. The content descriptions in the Australian Curriculum: Technologies enable teachers to develop a variety of learning experiences that are relevant, rigorous and meaningful and allow for different rates of development, in particular for younger students and for those who need extra support.
Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning and achievement and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students. This takes into account that in each class there may be students with a range of prior achievement (below, at or above the year level expectations) and that teachers plan to build on current learning. Organisation of the curriculum in band levels provides an extra level of flexibility that supports teachers to plan and implement learning programs that are appropriate for all students and make best possible use of available resources.
Assessment of the Australian Curriculum: Technologies takes place at different levels and for different purposes, including:
Identifying and managing risk in Technologies learning addresses the safe use of technologies as well as risks that can impact on project timelines. It covers all necessary aspects of health, safety and injury prevention and, in any technologies context, the use of potentially dangerous materials, tools and equipment. It includes ergonomics, safety including cyber safety, data security, and ethical and legal considerations when communicating and collaborating online.
Technologies learning experiences may involve the use of potentially hazardous substances and/or hazardous equipment. It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students and that school practices meet the requirements of the Work Health and Safety Act 2011, in addition to relevant state or territory health and safety guidelines.
In implementing projects with a focus on food, care must be taken with regard to food safety and specific food allergies that may result in anaphylactic reactions. The Australasian Society of Clinical Immunology and Allergy has published guidelines for prevention of anaphylaxis in schools, preschools and childcare. Some states and territories have their own specific guidelines that should be followed.
When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will include more specific advice on safety.
For further information about relevant guidelines, contact your state or territory curriculum authority.
Any teaching activities that involve caring, using, or interacting with animals must comply with the Australian code of practice for the care and use of animals for scientific purposes in addition to relevant state or territory guidelines.
When state and territory curriculum authorities integrate the Australian Curriculum into local courses, they will include more specific advice on the care and use of, or interaction with, animals.
For further information about relevant guidelines or to access your local animal ethics committee, contact your state or territory curriculum authority.