Consumer and financial literacy: Design and Technologies
The Australian Curriculum: Technologies has a significant role in developing consumer and financial literacy in young people. The Design and Technologies subject supports the development of the dimensions of consumer and financial literacy as shown in …
Consumer and financial literacy: Design and Technologies | Subjects | Dimensions | Curriculum connections | Resources
Food and fibre: F-6/7 Humanities and Social Sciences
The Australian Curriculum: F–6/7 HASS/Geography identifies the concepts of place, space, environment, interconnection, sustainability, scale and change as integral to the development of geographical understanding. These are high-level ideas or ways of …
Food and fibre: F-6/7 Humanities and Social Sciences | Subjects | Dimensions | Curriculum connections | Resources
Food and fibre: Geography
The Australian Curriculum: Geography identifies the concepts of place, space, environment, interconnection, sustainability, scale and change, as integral to the development of geographical understanding. These are high-level ideas or ways of thinking …
Food and fibre: Geography | Subjects | Dimensions | Curriculum connections | Resources
Outdoor learning: Geography
Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world. Outdoor learning programs provide opportunities for students to learn to question why the world is the way it is, reflect …
Outdoor learning: Geography | Subjects | Dimensions | Curriculum connections | Resources
Respect matters: Design and Technologies
Through the Design and Technologies curriculum, students develop knowledge, understanding and skills that can play a role in enriching and transforming societies. They become discerning decision makers and develop critical thinking skills as they create …
Respect matters: Design and Technologies | Subjects | Dimensions | Curriculum connections | Resources
Years 7 and 8 Chinese
The nature of the learners Students understand the ways in which they use more than one language in their daily lives. They understand the differences between the Chinese and English oral and written language systems and begin to extend their knowledge …
Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum
Learning Area Achievement Standard Design and Technologies Years 3 and 4
By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital …
Learning Area Achievement Standard | Achievement Standards | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum
Achievement Standard Design and Technologies Years 3 and 4
By the end of Year 4, students explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the …
Achievement Standard | Achievement Standards | Years 3 and 4 | Design and Technologies | Technologies | F-10 curriculum
Learning Area Achievement Standard Design and Technologies Years 5 and 6
By the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions …
Learning Area Achievement Standard | Achievement Standards | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum
Achievement Standard Design and Technologies Years 5 and 6
By the end of Year 6, students describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students …
Achievement Standard | Achievement Standards | Years 5 and 6 | Design and Technologies | Technologies | F-10 curriculum
Learning Area Achievement Standard Design and Technologies Years 7 and 8
By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies …
Learning Area Achievement Standard | Achievement Standards | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
Achievement Standard Design and Technologies Years 7 and 8
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain …
Achievement Standard | Achievement Standards | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
Achievement Standard Design and Technologies Years 9 and 10
By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary …
Achievement Standard | Achievement Standards | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
Learning Area Achievement Standard Digital Technologies Years 3 and 4
By the end of Year 4, students describe how social, technical and sustainability factors influence the design of solutions to meet present and future needs. They describe features of technologies that influence design decisions and how a range of digital …
Learning Area Achievement Standard | Achievement Standards | Years 3 and 4 | Digital Technologies | Technologies | F-10 curriculum
Learning Area Achievement Standard Digital Technologies Years 5 and 6
By the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions …
Learning Area Achievement Standard | Achievement Standards | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum
Achievement Standard Digital Technologies Years 5 and 6
By the end of Year 6, students explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing …
Achievement Standard | Achievement Standards | Years 5 and 6 | Digital Technologies | Technologies | F-10 curriculum
Learning Area Achievement Standard Digital Technologies Years 7 and 8
By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies …
Learning Area Achievement Standard | Achievement Standards | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum
Achievement Standard Digital Technologies Years 7 and 8
By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems. Students plan and manage digital projects to …
Achievement Standard | Achievement Standards | Years 7 and 8 | Digital Technologies | Technologies | F-10 curriculum
Achievement Standard Digital Technologies Years 9 and 10
By the end of Year 10, students explain the control and management of networked digital systems and the security implications of the interaction between hardware, software and users. They explain simple data compression, and why content data are separated …
Achievement Standard | Achievement Standards | Years 9 and 10 | Digital Technologies | Technologies | F-10 curriculum
Exploring different cultural perspectives through two-way teaching
Medina Primary School is a government school located 39km south of the Perth CBD on the traditional lands of the Whadjuk People. The school has an enrolment of 231 students, of whom 28% are Aboriginal. In this illustration of practice, Years 5 and 6 …
Exploring different cultural perspectives through two-way teaching | Illustrations of practice | Aboriginal and Torres Strait Islander Histories and Cultures | Resources