Year 2 SyllabusTest
- Rationale
- Aims
- Organisation
- Student Diversity
- Ways of Teaching
- Ways of Teaching Video
- Ways of Assessing
- General Capabilities
- Cross-Curriculum Priorities
- Glossary
- Technologies Glossary
- Technologies Scope and Sequence
Technologies Scope and Sequence- ABLEWA Technologies Scope & Sequence
- ABLEWA Technologies Scope & Sequence
Year 2 Syllabus
The syllabus is based on the requirement that all students will study both Technologies subjects from Pre-primary to Year 8.
Year Level Description
Learning in Design and Technologies builds on the dispositions developed in the early years. Learning focuses on practical and applied knowledge and understanding of process and production skills.
In Year 2, students have opportunities to create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production (includes Food specialisations in this year); and Materials and technologies specialisations. Students experience designing and producing products, services and environments.
Students have opportunities to investigate technologies: materials, systems, components, tools and equipment, including their purpose and how they meet personal and social needs within local settings. They develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate and judge designed solutions using questions such as 'How does it work?', 'What purpose does it meet?', 'Who will use it?', 'What do I like about it?' or 'How can it be improved?' They are encouraged to make judgments about the design solutions in order to solve problems in their own design ideas.
Students begin to consider the impact of their decisions, and of technologies, on others and the environment, including in relation to preferred futures. They have opportunities to reflect on their participation in a design process. With support, students develop new strategies and engage in different ways of evaluating and judging products, services and environments based on personal preferences.
Using a range of techniques, including a variety of graphical representations to communicate, students draw, model and explain design ideas; label drawings; draw products and simple environments; and verbalise design ideas.
Knowledge and understanding
Technologies and society
People design and produce familiar products, services and environments to meet local and community needs (ACTDEK001)
Technologies contexts
Engineering principles and systems
Forces create movement in objects (ACTDEK002)
Food and fibre production
Food and fibre choices for healthy living (ACTDEK003)
Materials and technologies specialisations
Characteristics and properties of materials and individual components that are used to produce design solutions (ACTDEK004)
Processes and production skills
Creating solutions by:
Investigating and defining
Explore design to meet needs or opportunities (WATPPS11)
Designing
Develop, communicate and discuss design ideas through describing, drawing, modelling and/or a sequence of steps (WATPPS12)
Producing and implementing
Use components and given equipment to safely make solutions (WATPPS13)
Evaluating
Use simple criteria to evaluate the success of design processes and solutions (WATPPS14)
Collaborating and managing
Work independently, or collaboratively when required, to organise information and ideas to safely create and share sequenced steps for solutions (WATPPS15)
Achievement standard
At Standard, students identify and exemplify roles of people that design and produce products, services and environments within the community. In Engineering principles and systems, students use a range of forces to move objects and observe the reactions. In Food and fibre production, students make simple connections between healthy living, food and fibre choices. In Materials and technologies specialisations, students develop ideas and make design decisions, considering both the characteristics and properties of materials.
With all Design and Technology contexts, students explore design to meet needs or opportunities. They develop, communicate and discuss design ideas through describing, drawing, modelling and/or sequenced steps. Students use components and given equipment to safely make solutions. They use simple criteria to evaluate the success of design processes and solutions. Students work independently, or collaboratively, to organise information and ideas to safely create and share sequenced steps for solutions.
The syllabus is based on the requirement that all students will study both Technologies subjects from Pre-primary to Year 8.
Year Level Description
Learning in Design and Technologies builds on the dispositions developed in the early years. Learning focuses on practical and applied knowledge and understanding of process and production skills.
In Year 2, students have opportunities to create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production (includes Food specialisations in this year); and Materials and technologies specialisations. Students experience designing and producing products, services and environments.
Students have opportunities to investigate technologies: materials, systems, components, tools and equipment, including their purpose and how they meet personal and social needs within local settings. They develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. Students evaluate and judge designed solutions using questions such as 'How does it work?', 'What purpose does it meet?', 'Who will use it?', 'What do I like about it?' or 'How can it be improved?' They are encouraged to make judgments about the design solutions in order to solve problems in their own design ideas.
Students begin to consider the impact of their decisions, and of technologies, on others and the environment, including in relation to preferred futures. They have opportunities to reflect on their participation in a design process. With support, students develop new strategies and engage in different ways of evaluating and judging products, services and environments based on personal preferences.
Using a range of techniques, including a variety of graphical representations to communicate, students draw, model and explain design ideas; label drawings; draw products and simple environments; and verbalise design ideas.