technologies and technologies and society focuses on how people use and develop technologies society taking into account social, economic, environmental, ethical, legal, aesthetic and functional factors and the impact of technologies on individuals; families; local, (knowledge and regional and global communities; the economy; and the environment and understanding − now into the future; strand) in Years 3 and 4, students: critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved; explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions technologies in Design and Technologies, these are the contexts that students can focus on contexts when using processes and production skills to design and produce products, services and environments; (knowledge and understanding in Years 3 and 4, the prescribed technologies contexts are: strand) engineering principles and systems food and fibre production food specialisations materials and technologies specialisations technologies the processes that allow the creation of a solution for an audience (end user, processes client or consumer) and involve the purposeful use of and other resources and appropriate consideration of impact when creating and using solutions; ( strand) typically require critical and creative thinking such as: computational, design or systems thinking in Design and Technologies, technologies processes involve: technologies-specific technologies the materials, data, systems, components, tools and equipment used to create solutions for identified needs and opportunities, and the knowledge, understanding and skills used by people involved in the selection and use of these use to operate or put into effect
technologies and society (knowledge and understanding strand) technologies and society focuses on how people use and develop technologies taking into account social, economic, environmental, ethical, legal, aesthetic and functional factors and the impact of technologies on individuals; families; local, regional and global communities; the economy; and the environment − now and into the future; in Years 3 and 4, students: critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved; explain how products, services and environments evolve with consideration of preferred futures and the impact of emerging technologies on design decisions technologies contexts (knowledge and understanding strand) in Design and Technologies, these are the contexts that students can focus on when using processes and production skills to design and produce products, services and environments; in Years 3 and 4, the prescribed technologies contexts are: engineering principles and systems food and fibre production food specialisations materials and technologies specialisations technologies processes ( strand) the processes that allow the creation of a solution for an audience (end user, client or consumer) and involve the purposeful use of and other resources and appropriate consideration of impact when creating and using solutions; typically require critical and creative thinking such as: computational, design or systems thinking in Design and Technologies, technologies processes involve: technologies-specific technologies the materials, data, systems, components, tools and equipment used to create solutions for identified needs and opportunities, and the knowledge, understanding and skills used by people involved in the selection and use of these use to operate or put into effect