The Technologies

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The Technologies by Mind Map: The Technologies

1. Digital Technologies

1.1. Knowledge & Understanding

1.1.1. Digital Systems

1.1.1.1. Components of digital systems e.g., hardware, software and networks.

1.1.2. Representation of Data

1.1.2.1. How data is structured and presented symbolically.

1.2. Processes & Production Skills

1.2.1. Collecting, managing and analysing data. Creating digital solutions by:

1.2.1.1. Investigating/Defining

1.2.1.2. Generating/Designing

1.2.1.3. Producing/Implementing

1.2.1.4. Evaluating

1.2.1.5. Collaborating/Managing

2. Design & Technology

2.1. Knowledge & Understanding

2.1.1. Technologies & Society

2.1.1.1. The use, development and impact of technology in peoples lives.

2.1.2. Technologies Contexts

2.1.2.1. Technology and design across a range of contexts.

2.2. Processes & Production Skills

2.2.1. Creating designed solutions by:

2.2.1.1. Investigation/Defining

2.2.1.2. Generating/Designing

2.2.1.3. Producing/Implementing

2.2.1.4. Evaluating

2.2.1.5. Collaborating/Managing

2.3. Engineering principals and systems; Food and fibre productions; Food specialisations and Materials and technologies specialisations (contexts).

3. Aims

3.1. To develop the knowledge, understanding and skills that ensue that students can both individually and collaboratively do the following:

3.1.1. Investigate, design, plan, manage, create and evaluate solutions.

3.1.2. Are creative, innovative and enterprising hen using a variety of technologies whilst understanding technologies development over time.

3.1.3. Make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future.

3.1.4. Engage confidently with technologies and responsibly select and manipulate technologies when designing and creating solutions.

3.1.5. Critique, analyse and evaluate problems, needs and/or opportunities to identify and produce solutions.

4. General Capabilities

4.1. Literacy: developed as students learn to communicate ideas, concepts and proposals to different audience types.

4.2. Numeracy: developed as students are provided with opportunities to interpret and apply mathematical knowledge to real life scenarios.

4.3. ICT: developed as students investigate, communicate and create digital solutions.

4.4. Critical & Creative Thinking: developed as students think critically and creatively about possible, probable and preferred futures.

4.5. Personal & Social Capability: developed as students consider and demonstrate their social awareness.

4.6. Ethical Understanding: developed as students understand apply ethical and social responsibility when creating, sharing and utilising technologies.

4.7. Intercultural Understanding: developed as students consider the use of technologies at a local, nationals, regional and global level.

5. Student Diversity

5.1. Students with Disability: requiring the use of modified tools, materials or equipment to create solutions.

5.2. EAL/EALD: requiring the use of additional time, support and explicit teaching that address language needs.

5.3. Gifted & Talented: requiring the use of more in depth content - including later band levels.

6. Cross-curriculum Priorities

6.1. Aboriginal & Torres Strait Islander histories & cultures: students identify and explore the knowledge and understanding of technologies utilised by these groups in past, present and future.

6.2. Asia & Australia's engagement with Asia: students explore the traditional, contemporary and emerging technological achievement in Asian countries.

6.3. Sustainability: students are provided with the opportunity to be active citizens and create sustainable and preferred futures.

7. Band Levels/Years & Achievement Standards

7.1. Digital

7.1.1. F-2: identify/use common digital systems to represent patterns, design solution using a sequence and create/organise ideas.

7.1.2. 3-4: describe different purposes of digital systems, explain different representations of data, design solutions, explain how purposes are met, collect/manipulate data and describe information systems.

7.1.3. 5-6: explain digital system components/use of whole numbers in data types, design solutions and explain information systems/solutions purpose and sustainability.

7.1.4. 1: identify features of digital systems, represent data and follow strategies to stay safe online.

7.1.5. 2: use systems for specific purposes, identify patterns in data and select/present and use data using various digital tools.

7.1.6. 3: explore/recognise differences in purposes of digital systems, present data in various ways, develop ideas with algorithms/branching and create/communicate ideas.

7.1.7. 4: identify different purpose for digital systems/devices, recognise storage/transmission techniques, use visual programming and create/communicate ideas using agreed upon protocols.

7.1.8. 5: identify components of digital systems, represent data using code, create data solutions for user interface and create online collaborative projects.

7.1.9. 6: outline interactions between components/functions of digital systems, make connections between whole numbers in data, use software/visual programming and create online collaborative projects.

7.2. Design

7.2.1. F-2: describe purpose of familiar products, identify features/use of technologies, create/evaluate ideas and demonstrate safe use of equipment.

7.2.2. 3-4: explain how products meet needs, describe contributions of people in design, evaluate/develop/design ideas and identify appropriate technologies and techniques.

7.2.3. 5-6: describe how design and technologies contribute to present/future needs, evaluate their ideas/solutions and select/use appropriate technologies safely in their designed solutions.

7.2.4. 1: identify people that produce familiar products and their process, use technology to move objects, identify plants/animals used for production, observe/explore/select materials to use for constructions, develop ideas and use equipment safely.

7.2.5. 2: identify roles of people that design/produce products, use range of forces to move objects, make connections between healthy living/food and fibre and develop idea to make design decisions.

7.2.6. 3: identify roles people in D&T have on the community, observe/recognise ways forces/materials affect objects, identify equipment/processes used in food and fibre and safely use materials/tools and equipment to create design solutions.

7.2.7. 4: identify roles of people in D&T and their effect on community needs/sustainability, recognise how forces/properties affect materials, identify consumer needs and implement safe practices when selecting materials.

7.2.8. 5: identify how to overcome competitors when designing products, distinguish how forces control movement/sound or light, identify how D&T workers aim to increase efficiency/satisfaction of products, implement food/hygiene practice and apply safe practices to a range of materials/components.

7.2.9. 6: identify how to overcome competing considerations including sustainability, connect ways electrical energy/forces control movement, determine past/current and future considerations when designing food/fibre systems, identify principles of food preparation and consider suitable uses of designs.

8. References: *all burgundy font reflects SCSA content

8.1. School Curriculum and Standards Authority, Government of Western Australia, 2014

8.2. Australian Curriculum, Assessment and Reporting Authority, 2016

9. Creating Preferred Futures:

9.1. Design Thinking

9.2. Computational Thinking

9.3. Systems Thinking

9.4. Critical & Creative Thinking

10. http://dtm4260.edublogs.org/2017/01/10/present-ideas-in-1-2-3-with-prezi/

11. http://dtm4260.edublogs.org/2017/01/10/get-optismistic-with-bit-the-ozobot/