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Overview

Technologies across Foundation to Year 10

All young Australians are entitled to engage with the Australian Curriculum: Technologies to provide a balanced and substantial foundation in the knowledge and skills of each subject.

Complementing the band descriptions of the curriculum, the following advice describes the nature of learners and the curriculum across the following year-groupings:

  • Foundation – Year 2: typically students from 5 to 8 years of age
  • Year 3 – 6: typically students from 8 to 12 years of age
  • Year 7 – 10: typically students from 12 to 16 years of age.

Foundation – Year 2

Students bring to school diverse backgrounds and a range of experiences with technologies. The Technologies curriculum builds on these as rich resources for further learning in each of the Technologies subjects.

In Foundation – Year 2, the Technologies curriculum builds on the Early Years Learning Framework and its key learning outcomes: children have a strong sense of identity; children are connected with, and contribute to, their world; children have a strong sense of wellbeing; children are confident and involved learners; and children are effective communicators.

In the early years students are curious about their world and are interested in exploring it. In Technologies, students have opportunities to learn through purposeful and directed play to develop attitudes of care about the places and resources they use. Through these processes they identify relationships between imagined and virtual worlds and the real world, between people and products, and between resources and environments (systems thinking). They explore materials, tools and equipment and use drawing and modelling to communicate their design ideas. Students learn about and experience connections between technologies and the designed world (design thinking). They begin to learn the importance of preparing precise instructions when solving problems using digital systems (computational thinking), creating ideas and information and sharing them online with known people.

In Design and Technologies and Digital Technologies children create imaginary situations in which they change the meaning of objects and actions as they invent new ideas and engage in futures thinking (for them). They also explore real-world concepts, rules and events as they role-play what is familiar and of interest to them.

Year 3 – 6

Through the primary years, students draw on their growing experience of family, school and the wider community to develop their understanding of the world and their relationships with others. During these years of schooling, students’ thought processes become more complex and consistent, and they gradually become more independent. Students also develop their capacity to work in teams. They develop a sense of social, ethical and environmental responsibility and are interested in and concerned about the future (systems thinking). Students may share changes in their own thinking and making, giving reasons for their actions and explaining and demonstrating their organisation and sequence of ideas. They begin to recognise and appreciate the different ways in which others think and respond to problems and situations, including those with a regional perspective. They respond resourcefully to a range of design and computing problems and situations using creative and innovative ideas to realise solutions. They communicate and record their ideas in diagrams and drawings using a range of technologies. They explain the main functions of their solutions and the systems, materials, tools and equipment which could be used.

In these years, learning in Technologies occurs through integrated curriculum and Technologies subject-specific approaches. Students’ activities in the early years develop into an interest in learning technologies thinking, processes and production. Students increasingly recognise the connections between Technologies and other learning areas.

Year 7 – 10

As students move into adolescence, they undergo a range of important physical, cognitive, emotional and social changes. Students often begin to question established community conventions, practices and values. Their interests extend well beyond their own communities and they develop their concerns about wider social, ethical and sustainability issues. Students in this age range increasingly look for and value learning they perceive as relevant, consistent with personal goals, and leading to important outcomes. Increasingly they analyse and work with more abstract concepts, consider the implications of individual and community actions and are keen to examine evidence prior to developing ideas.

In the Technologies learning area, students use technologies knowledge and understanding; technologies processes and production skills; and systems, design, and/or computational thinking to solve and produce creative solutions to problems, needs or opportunities. They communicate and record their ideas using a range of media and technologies. These specialised problem-solving activities will be sophisticated, acknowledge the complexities of contemporary life and may make connections to related specialised occupations and further study.

Students develop a global perspective; they have opportunities to understand the complex interdependencies involved in the development of technologies and between the developer and user in their solutions, and how these can contribute to preferred futures. Students develop an understanding of the interdependence of technologies development, values, beliefs and environment (systems thinking). Through undertaking technologies processes students develop systems, design and computational thinking; and organisational and project management skills.

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