Year 5
In Years 5–6 (typically 10–12 years of age), students broaden the scope of their investigations to consider the safe and ethical use of technologies,
including the reach of these technologies across local and global settings for a range of purposes and audiences, end-users, clients or consumers.
http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf
Students explore the designed world and recognise that they can be both users and creators of technology. They identify and understand the characteristics
of a range of resources (information, materials and/or systems) and assess their suitability for a specific purpose and context. They investigate the
characteristics of Australian resources and their impact on technology products and processes of the past and present. They understand
that technology can contribute to many different kinds of activities, including work and leisure. They are aware that people of all ages and backgrounds choose to work in
technology-related fields.
Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop their ability
to work technologically by generating, assessing and communicating design ideas and by selecting, manipulating and processing resources, to individually and collaboratively design and make products. They analyse how technology and its products and processes impact on people, their environments and local communities. They reflect on their learning and evaluate products and processes.
Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They use ICTs as an integral component of their learning, 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_yr5.pdf
including the reach of these technologies across local and global settings for a range of purposes and audiences, end-users, clients or consumers.
http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf
Students explore the designed world and recognise that they can be both users and creators of technology. They identify and understand the characteristics
of a range of resources (information, materials and/or systems) and assess their suitability for a specific purpose and context. They investigate the
characteristics of Australian resources and their impact on technology products and processes of the past and present. They understand
that technology can contribute to many different kinds of activities, including work and leisure. They are aware that people of all ages and backgrounds choose to work in
technology-related fields.
Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They develop their ability
to work technologically by generating, assessing and communicating design ideas and by selecting, manipulating and processing resources, to individually and collaboratively design and make products. They analyse how technology and its products and processes impact on people, their environments and local communities. They reflect on their learning and evaluate products and processes.
Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They use ICTs as an integral component of their learning, 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_yr5.pdf