Content Descriptions Investigate how people in design and technologies occupations address competing considerations, including sustainability, in the design of solutions for current and future use Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques Design Technologies Level 4 Achievement Example of Indicative Progress toward Level 6 Achievement Standard Design Technologies Level 6 Achievement Standard Standard By the end of Level 4: In Design Technologies, indicative progression towards the Level 6 By the end of Level 6: Students explain how solutions are designed to achievement standard may be when students: Students describe some competing considerations in best meet needs of the communities and their the design of solutions taking into account Explain the different types of irrigation and identify environmental environments. sustainability. sustainability issues. They describe contributions of people in design They describe how design and technologies contribute and technologies occupations. to meeting present and future needs. Contribute to group research on what types of irrigation will best met Students describe how the features of Students explain how the features of technologies future needs. technologies can be used to create designed impact on designed solutions for each of the solutions for each of the prescribed technologies prescribed technologies contexts. In groups, refer to a design brief related to irrigating a school garden contexts. Students create designed solutions for each of the to identify possible materials and processes using models and Students create designed solutions for each of the prescribed technologies contexts, suitable for identified drawings. prescribed technologies contexts. needs or opportunities. They explain needs or opportunities and evaluate They suggest criteria for success, including ideas and designed solutions against identified sustainability considerations and use these to evaluate criteria for success, including sustainability their ideas and designed solutions. considerations. They combine design ideas and communicate these to They develop and expand design ideas and audiences using graphical representation techniques communicate these using models and drawings and technical terms. including annotations and symbols. Students record project plans including production Students plan and sequence major steps in design processes. and production. They select and use appropriate technologies and They identify appropriate technologies and techniques correctly and safely to produce designed techniques and demonstrate safe work practices solutions. when creating designed solutions. CURRICULUM AREA Technologies/Design Technologies – Context: Students modify an existing recipe to make it healthier based on the Australian Guide to Healthy Eating. In groups they produce their modified recipe. The technologies context in the teaching and learning plan is Food specialisations.
Content Descriptions Investigate how people in design and technologies occupations address competing considerations, including sustainability, in the design of solutions for current and future use Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques Design Technologies Level 4 Achievement Standard Example of Indicative Progress toward Level 6 Achievement Standard Design Technologies Level 6 Achievement Standard By the end of Level 4: Students explain how solutions are designed to best meet needs of the communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to create designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when creating designed solutions. In Design Technologies, indicative progression towards the Level 6 achievement standard may be when students: Explain the different types of irrigation and identify environmental sustainability issues. Contribute to group research on what types of irrigation will best met future needs. In groups, refer to a design brief related to irrigating a school garden to identify possible materials and processes using models and drawings. By the end of Level 6: Students describe some competing considerations in the design of solutions taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts. Students create designed solutions for each of the prescribed technologies contexts, suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions. CURRICULUM AREA – Technologies/Design Technologies Context: Students modify an existing recipe to make it healthier based on the Australian Guide to Healthy Eating. In groups they produce their modified recipe. The technologies context in the teaching and learning plan is Food specialisations.
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