Secondary
The transition from primary to secondary school coincides with a range of significant personal, biological and social changes. Students often
begin to question established conventions, practices and values. Their interests extend well beyond their own communities and they develop
concerns about wider issues. The middle and upper secondary years of schooling can be seen as a period of transition to adulthood. Students have
a clearer sense of their strengths, interests and goals. They begin to see themselves as active players in community life and are often concerned
about major social and environmental issues and the ethical implications of human activity and knowledge.
In Years 7–8 (typically 12–14 years of age), the focus of the curriculum will be on the personal and local community with opportunities for national and global
perspectives. The focus will be on developing students’ capacities to think and act technologically, and to solve problems that move progressively from individual interests to addressing problems of wider community concern. They will develop increasing independence in thinking and skill application, and have more of an awareness of safety issues.
http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf
Students explore the role of technology in society from a range of perspectives. They use their imagination and creativity to develop design solutions and
make design and production decisions that demonstrate consideration of the context, specifications, constraints and management requirements.
They understand how information, materials and systems can be combined in innovative ways in response to real-world situations. They understand the
importance of matching characteristics of resources to detailed specifications and standards.
They investigate the contributions, past and present, of technological processes and products within local, national and global markets. They recognise
that technology has a rich history and has developed into a large number of increasingly overlapping fields that provide career opportunities.
Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. When thinking and
working technologically, they individually and collaboratively select tools and implement techniques to manipulate and process, and
control and manage, information, materials and/or systems components. They make products to detailed specifications and
standards. They analyse the role of technology and its impacts and consequences for people, their environments and their communities in
local and global contexts.
They reflect on their learning and evaluate the suitability of their own and others’ products and processes and recommend improvements.
Students select and use a range of tools and technologies, including information communication technologies (ICTs). They routinely demonstrate an autonomous
and purposeful use of ICTs to inquire, create and communicate within technology contexts.
Students demonstrate evidence of their learning over time in relation to the following assessable elements:
• knowledge and understanding
• investigating and designing
• producing
• evaluating
•reflecting
http://www.qsa.qld.edu.au/downloads/p_10/qcar_el_technology_yr9.pdf
begin to question established conventions, practices and values. Their interests extend well beyond their own communities and they develop
concerns about wider issues. The middle and upper secondary years of schooling can be seen as a period of transition to adulthood. Students have
a clearer sense of their strengths, interests and goals. They begin to see themselves as active players in community life and are often concerned
about major social and environmental issues and the ethical implications of human activity and knowledge.
In Years 7–8 (typically 12–14 years of age), the focus of the curriculum will be on the personal and local community with opportunities for national and global
perspectives. The focus will be on developing students’ capacities to think and act technologically, and to solve problems that move progressively from individual interests to addressing problems of wider community concern. They will develop increasing independence in thinking and skill application, and have more of an awareness of safety issues.
http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf
Students explore the role of technology in society from a range of perspectives. They use their imagination and creativity to develop design solutions and
make design and production decisions that demonstrate consideration of the context, specifications, constraints and management requirements.
They understand how information, materials and systems can be combined in innovative ways in response to real-world situations. They understand the
importance of matching characteristics of resources to detailed specifications and standards.
They investigate the contributions, past and present, of technological processes and products within local, national and global markets. They recognise
that technology has a rich history and has developed into a large number of increasingly overlapping fields that provide career opportunities.
Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. When thinking and
working technologically, they individually and collaboratively select tools and implement techniques to manipulate and process, and
control and manage, information, materials and/or systems components. They make products to detailed specifications and
standards. They analyse the role of technology and its impacts and consequences for people, their environments and their communities in
local and global contexts.
They reflect on their learning and evaluate the suitability of their own and others’ products and processes and recommend improvements.
Students select and use a range of tools and technologies, including information communication technologies (ICTs). They routinely demonstrate an autonomous
and purposeful use of ICTs to inquire, create and communicate within technology contexts.
Students demonstrate evidence of their learning over time in relation to the following assessable elements:
• knowledge and understanding
• investigating and designing
• producing
• evaluating
•reflecting
http://www.qsa.qld.edu.au/downloads/p_10/qcar_el_technology_yr9.pdf