Curriculum

Do not confine your children to your own learning, for they were born in another time

Chinese Proverb

Curriculum

Week 1 Curriculum

In our first session, we will explore the Australian Curriculum: Technologies, with a focus on the Digital Technologies subject in Bands 7-8 and 9-10; and look at the scope of Digital Technologies activities and project solutions for the junior secondary classroom.

Course Project

simSchool

Digital Technologies L1

Why Digital Technologies?

Coding-and-robotics-booklet.pdf

Curriculum Overview

Australian Curriculum in Queensland (ACiQ) Queensland Curriculum and Assessment Authority (QCAA) Learning Area Overview for the Technologies Learning Area


ac_learning_area_overviews_technologies.pdf
ac_technologies_learning_area_overview.pptx

Minimum hours

Minimum hours for teaching, learning and assessment for the Australian Curriculum Technologies are:

Years 7 & 8

  • at least 74 hours per year where there are 37 teaching weeks available in the year
  • at least 80 hours per year where there are 40 teaching weeks available in the year.

Year 9

  • at least 37 hours per year per Technologies subject where there are 37 teaching weeks available in the year
  • at least 40 hours per year per Technologies subject where there are 40 teaching weeks available in the year.

Year 10

  • at least 35 hours per year per Technologies subject where there are 35 teaching weeks available in the year
  • at least 38 hours per year per Technologies subject where there are 38 teaching weeks available in the year.

ACARA Sequence of Content

ac_tech_digital_p-10_sequence_content.pdf

Sequence of achievement

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 influence design and production decisions.

Students make choices between different types of networks for defined purposes.

Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints.

They collect, authenticate and interpret data from a range of sources to assist in making informed judgements.

Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms.

They independently and safely plan, design, test, modify and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming language.

They plan, document and effectively manage processes and resources to produce designed solutions.

They develop criteria for success, including innovation and sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes.

Students use appropriate protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

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 create interactive information. They define and decompose problems in terms of functional requirements and constraints.

Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions.

They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability.

They analyse and evaluate data from a range of sources to model and create solutions.

They use appropriate protocols when communicating and collaborating online.

Sequence of achievement

In addition, 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 from presentation.

Students plan and manage digital projects using an iterative approach. They define and

decompose complex problems in terms of functional and non-functional requirements.

Students design and evaluate user experiences and algorithms.

They design and implement modular programs, including an object-oriented program, using algorithms and data structures involving modular functions that reflect the relationships of real-world data and data entities.

They take account of privacy and security requirements when selecting and validating data.

Students test and predict results and implement digital solutions.

They evaluate information systems and their solutions in terms of risk, sustainability and potential for innovation and enterprise.

They share and collaborate online, establishing protocols for the use, transmission and maintenance of data and projects.

General Capabilities

ICT General Capability

Critical & Creative Thinking

General Capability