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Introduction

The Australian Curriculum: Technologies describes two distinct but related subjects: Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities Digital …

Introduction | Technologies | F-10 curriculum

Key ideas

Overarching idea: Creating preferred futures The Technologies curriculum provides students with opportunities to consider how solutions that are created now will be used in the future. Students will identify the possible benefits and risks of creating …

Key ideas | Technologies | F-10 curriculum

Years 3 and 4 Design and Technologies

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 4 students will have had the opportunity to create designed …

Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum

Years 9 and 10 Design and Technologies

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 10 students will have had the opportunity to design and produce …

Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum

Years 9 and 10 Digital Technologies

Learning in Digital Technologies focuses on further developing understanding and skills in computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. It also focuses on engaging students …

Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum

Structure Design and Technologies

The Australian Curriculum: Design and Technologies (F–10) comprises two related strands: Design and Technologies knowledge and understanding – the use, development and impact of technologies and design ideas across a range of technologies contexts Design …

Structure | Design and Technologies | Technologies | F-10 curriculum

Elaboration (1) ACTDEP009

using lists or storyboarding when planning and making, for example when planning an electronic planting calendar

Elaboration (4) ACTDEP015

planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document

Elaboration ACTDEP018

determining planning processes as a class, for example recording a procedure or creating time plans

Elaboration ACTDEP027

independently and collaboratively identifying criteria for success, processes and planning, for example using visual representations such as a flowchart

Elaboration ACTDEP028

examining the essential features of existing processes to inform project planning including safe work practices that minimise risk

Elaboration (3) ACTDEP028

outlining the planning and production steps needed to produce a product, service or environment using digital technologies

Elaboration ACTDEK033

planning and making quality, safe and nutritious food items, using a range of food preparation tools, equipment and techniques

Elaboration ACTDEP039

explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes

Elaboration (2) ACTDEP039

identifying risks and how to avoid them when planning production

Elaboration ACTDEP052

producing, explaining and interpreting drawings; and planning production timelines using digital technologies

Elaboration (1) ACTDIP006

planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story

Elaboration (2) ACTDIP013

organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation, and sharing it online with students from another school

Elaboration (1) ACTDIP020

planning and implementing a solution using a visual programming language, for example designing and creating a simple computer game involving decisions and repetitions, suitable for younger children, that requires user input to make selections, taking …

Elaboration (4) ACTDIP032

documenting and sequencing the tasks that need to be done, and the resources that are needed to collaboratively create solutions including organising the timeline, devising file naming conventions and planning backup measures

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities