Year 7
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.
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 use their understandings of the relationships between technology and society to consider the roles people play in shaping products and processes. They use their imagination and creativity to investigate and identify needs, wants, design specifications and constraints. They understand the characteristics of a range of resources (information, materials and/or systems) and assess their suitability for a specific purpose and context. They compare and describe the characteristics of Australian and imported resources, investigating their impact on Australian technological processes and products. They investigate design challenges and consider the roles that people play in shaping technologies to meet changing needs and wants and preferred futures.
They recognise the many different fields of technology and the people who work in occupations that use technology to design solutions for community needs.
Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They individually and
collaboratively develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet specifications.
They analyse and respond to decisions about technology and its impact on people, their environments and their communities. They reflect on their learning and
evaluate the suitability of products and processes and recommend improvements.
Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They make use of the potential that ICTs provide 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_yr7.pdf
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 use their understandings of the relationships between technology and society to consider the roles people play in shaping products and processes. They use their imagination and creativity to investigate and identify needs, wants, design specifications and constraints. They understand the characteristics of a range of resources (information, materials and/or systems) and assess their suitability for a specific purpose and context. They compare and describe the characteristics of Australian and imported resources, investigating their impact on Australian technological processes and products. They investigate design challenges and consider the roles that people play in shaping technologies to meet changing needs and wants and preferred futures.
They recognise the many different fields of technology and the people who work in occupations that use technology to design solutions for community needs.
Students use the essential processes of Ways of working to develop and demonstrate their Knowledge and understanding. They individually and
collaboratively develop their ability to work technologically by generating, assessing and communicating design ideas and by selecting and using resources, tools and techniques, to design and make products to meet specifications.
They analyse and respond to decisions about technology and its impact on people, their environments and their communities. They reflect on their learning and
evaluate the suitability of products and processes and recommend improvements.
Students select and use tools and technologies, including information and communication technologies (ICTs), in purposeful ways. They make use of the potential that ICTs provide 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_yr7.pdf