Year 3 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 3 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 range of concepts, skills and processes developed in previous years.
In Year 3, students have opportunities to learn about technologies in society as they 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 are provided with opportunities to produce products and develop an understanding that designs for services and environments meet community needs.
Students have opportunities to develop self-ownership of their ideas. They explore creative, innovative and imaginative ideas and approaches to achieve solutions. Students begin thinking about their peers, their communities and themselves as consumers, and explore the need for services and environments within both the local and broader community.
Students plan with an awareness of the characteristics and properties of materials, and the use of tools and equipment. They have opportunities to reflect on their actions, and develop decision-making skills. Students explore aspects of the social implications of existing products and processes to develop an understanding of their place in the world.
Students communicate using a range of techniques for documenting design and production ideas.
Knowledge and understanding
Technologies and society
Role of people in design and technologies occupations (ACTDEK010)
Ways products, services and environments are designed to meet community needs (ACTDEK010)
Technologies contexts
Engineering principles and systems
Forces, and the properties of materials, affect the behaviour of objects (ACTDEK011)
Food and fibre production
Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them (ACTDEK012)
Materials and technologies specialisations
Suitability and safe practice when using materials, tools and equipment for a range of purposes (ACTDEK013)
Processes and production skills
Creating solutions by:
Investigating and defining
Create a sequence of steps to solve a given task (WATPPS16)
Designing
Develop and communicate ideas using labelled drawings and appropriate technical terms (WATPPS17)
Producing and implementing
Select, and safely use, appropriate components with given equipment to make a solution (WATPPS18)
Evaluating
Use criteria to evaluate design processes and solutions developed (WATPPS19)
Collaborating and managing
Work independently, or collaboratively when required, to plan, safely create and communicate sequenced steps (WATPPS20)
Achievement standard
At Standard, students identify roles people in design and technology have in the community and explore design development processes of products, services and environments. In Engineering principles and systems, students observe and recognise ways applied forces and properties of materials affect the behaviour of objects. In Food and fibre production, students identify equipment and simple processes used in food and fibre production from a range of environments, cultures or time periods. In Materials and technologies specialisations, students select and safely use suitable materials, tools and equipment to create design solutions.
With all Design and Technology contexts, students create a sequence of steps to solve a given task. They develop and communicate ideas using labelled drawings and appropriate technical terms. Students select and safely use appropriate components with given equipment to make a solution. They use criteria to evaluate design processes and solutions developed. Students work independently, or collaboratively to plan, safely create and communicate sequenced steps.
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 range of concepts, skills and processes developed in previous years.
In Year 3, students have opportunities to learn about technologies in society as they 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 are provided with opportunities to produce products and develop an understanding that designs for services and environments meet community needs.
Students have opportunities to develop self-ownership of their ideas. They explore creative, innovative and imaginative ideas and approaches to achieve solutions. Students begin thinking about their peers, their communities and themselves as consumers, and explore the need for services and environments within both the local and broader community.
Students plan with an awareness of the characteristics and properties of materials, and the use of tools and equipment. They have opportunities to reflect on their actions, and develop decision-making skills. Students explore aspects of the social implications of existing products and processes to develop an understanding of their place in the world.
Students communicate using a range of techniques for documenting design and production ideas.