Don't limit a child to your own learning, for he was born in another time.Rabindranath Tagore
As a teacher, you need to have a good understanding of the content detailed by the curriculum in order to support your students in their learning. Much of the content in Technologies Education was not taught in schools when you completed your schooling and it will be new to you. This means that in addition to learning how to teach Technologies Education, you will need to learn about the concepts and skills involved yourself.
In this course we cannot teach you all of the content detailed in the curriculum - this amounts to at minimum 260 hours over years F-6 and we have only 36 hours, and that includes time to teach you how to teach the content. We will however spend as much time as possible exploring some of the content, sufficient to enable you to continue your own learning when in schools.
This week we will be exploring the content of the Technologies learning area.
Lecture Slideshows will be available after the lecture
Digital Technologies Scope and Sequence
Knowledge and Understanding
Processes and Production Skills
Design and Technologies Scope and Sequence
Knowledge and Understanding
Processes and Production Skills
Digital Technologies Knowledge and Understanding Content Descriptions
Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)
- using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
- using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
- experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; a USB flash drive and external hard drive as storage peripheral devices
- recognising that images and music can be transferred from a mobile device to a computer, for example using a cable to connect a camera and computer to upload images for a photo story
Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
- recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system
- using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
- recognising representations of different types of data such as waves for sound
- exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region
Digital Technologies Processes and Production Skills Content Descriptions
Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
- selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example lists, tables, graphs, animations, info graphics and presentations
- using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items
- improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
- using software to sort and calculate data when solving problems, for example sorting numerical and categorical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
- exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records
- recognising that all types of data are stored in digital systems and may be represented in different ways such as files and folders with names and icons
Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)
- explaining what the problem is and some features of the problem, such as what need is associated with the problem, who has the problem and why
- describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example to show the order of events in a game and the decisions that a player must make
- experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
- explaining to others how to follow technical instructions, for example how to capture and download images from a mobile device
- defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example sequencing the steps in selecting and downloading images and audio to create a book trailer
Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)
- designing and implementing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
- using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes
- exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top of web pages to help users interact with the site
- implementing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution
- creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow
Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)
- investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why they do or do not
- imagining and considering alternative uses and opportunities for information systems used in the classroom, for example visiting a virtual museum and being able to feel the texture of historical Asian objects or to view Aboriginal and Torres Strait Islander artworks
- exploring information systems that suit particular home or personal needs, for example using speech recognition software that can help speakers whose language background is not English, or a system to monitor energy or water consumption in the home
- testing the adequacy of student solutions, for example asking a classmate to review a digital solution and provide feedback
Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)
- considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses, and names and recognising that all digital interactions are difficult to erase (digital footprints)
- using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
- 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
- managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project
- discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
- making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for example making a decision based on how individuals would like to be treated by others
Scope and Sequence Example Years 3 and 4
Design and Technologies Knowledge and Understanding Content Descriptions
Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
- exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
- examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
- investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
- considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
- exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
- critiquing designed products, services and environments to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers
Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)
- examining models to identify how forces and materials are used in the design of a toy
- exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
- conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
- deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
- identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load
- experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height
Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
- exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters
- identifying the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas
- describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability
- recognising the benefits food technologies provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating
- investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
- conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
- investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
- investigating the suitability of technologies − materials, systems, components, tools and equipment − when designing and making a product, service or environment, for example a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
- comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
- investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
- analysing products, services and constructed environments from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment
Design and Technologies Processes and Production Skills Content Descriptions
Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions (ACTDEP014)
- exploring the different uses of materials in a range of products, including those from Aboriginal and Torres Strait Islander communities and countries of Asia
- critiquing and selecting appropriate joining techniques for materials to produce working models
- exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques
- examining the structure and production of everyday products, services and environments to enhance their own design ideas
- exploring the properties of materials to determine suitability, for example the absorbency of different fabrics or the strength of different resistant materials
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)
- exploring ways of joining, connecting and assembling components that ensure success
- generating a range of design ideas for intended products, services, environments
- identifying the properties of materials needed for the designed solution
- visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications
- planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document
Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)
- using appropriate technologies terms to confidently describe and share with others procedures and techniques for making, for example cutting and joining materials
- exploring ways of joining, connecting and assembling components that ensure success, and the impact digital technologies have had on these processes
- using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when designing and making, for example creating a template, measuring ingredients in a recipe, sowing seeds
- selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process
- demonstrating safe, responsible and cooperative work practices when making designed solutions
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)
- negotiating criteria for success with class or group members
- evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
- evaluating the functional and aesthetic qualities of a designed solution
- reflecting on the sustainability implications of selected designed solutions
- comparing the amount of waste that would be produced from different design and development options and the potential for recycling waste
- reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria
Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
- determining planning processes as a class, for example recording a procedure or creating time plans
- managing time and resource allocation throughout production, for example materials, tools, equipment and people
- identifying the steps in a mass production process
- sequencing steps to collaboratively produce a designed solution
Types of Solutions
Across each band, students will have the opportunity to produce at least three types of designed solutions (product, service and environment) through the technologies contexts identified for a band.
These different designed solutions have been specified to give students opportunities to engage with a broad range of design thinking and production skills. For example, in Year 5−6 students may design and produce an engineered product, a food and fibre production/food specialisations environment and a materials or technologies specialisations service. Whereas in another school students may design and produce an engineered environment, a food and fibre production/food specialisations service, and a materials and technologies specialisation product. The combination of contexts and types of designed solutions is a school decision.
Provide Feedback on Lesson Plans
In tutorial small groups you will provide feedback on the lesson plans shared this week.
Submit a brief summary of the feedback you received and provided during the tutorial by the next tutorial. You can use dot points. It counts 0.5% towards your Log of Learning Activities.
Simulate your lesson plans
In tutorial you will use simSchool to simulate your lesson plans and reflect on how effective your sequencing, timing and activities were to engage and support the learning of your simulated students.
Simulation feedback reports provided by the simulation may assist you in your Tutorial Reflection.
Digital Technologies Activity
In tutorial this week we will be exploring the use of robotic devices to assist in the learning of Digital Technologies concepts. While many such devices are available for use in schools, we will be exploring the use of Ozobots to explore a range of programming and computational thinking concepts.
Design and Technologies Activity
In tutorial this week we will be exploring the use of design challenges to assist in the learning of Design and Technologies concepts. You will engage with a design challenge to solve the problem of emergency accommodation in the event of a natural disaster.
Preparation for Week 3
Create two lessons plans, one for Design & Technologies and one for Digital Technologies. You will share these in tutorial next week and conduct simulated teaching of your lessons. Together, these count 1% to your Log of Learning Activities if submitted before the start of next weeks tutorial.
While you are free to develop Lesson Plans on any Australian Curriculum: Technologies topics you wish, if you are stuck for ideas, prepare a Digital Technologies lesson to teach Year 2 students to Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004), using Ozobot robots, and/or a Design and Technologies lesson to teach Year 4 students to Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011), using a Shelter Design task.
Week 3 Digital Technologies Lesson Plan
In tutorial small groups you will share the Digital Technologies lesson plan you have developed for next week.
Submit your Digital Technologies lesson plan developed for the Week 3 tutorial by the start of next weeks tutorial. It counts 0.5% towards your Log of Learning Activities.
Week 3 Design and Technologies Lesson Plan
In tutorial small groups you will share the Design and Technologies lesson plan you have developed for next week.
Submit your Design and Technologies lesson plan developed for the Week 3 tutorial by the start of next weeks tutorial. It counts 0.5% towards your Log of Learning Activities.