Year 4 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 4 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 4, 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 design and produce products, services and sustainable environments.
Students' sense of ownership of their ideas is further developed and expanded, with a greater focus on community needs when making decisions about designs. They have opportunities to develop a broader understanding of the concept of themselves as consumers. Students begin to explore and learn to harness their creative, innovative and imaginative ideas.
Students become aware of the design characteristics and properties of materials, and the use of components and equipment when planning solutions. They have opportunities to reflect on actions to refine design solutions through the use of decision-making skills. Students engage in learning to explore the social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world. Students explore the role of those working in design and technologies occupations, and how they think about the way a product might change in the future.
Students broaden the techniques they use to clarify and present ideas, such as drawing annotated diagrams 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, including consideration of sustainability (ACTDEK010)
Technologies contexts
Engineering principles and systems
Forces, and the properties of materials, affect the behaviour of a product or system (ACTDEK011)
Food and fibre production
Types of technologies used in food and fibre production or processing, including how they are used to help meet consumer needs (ACTDEK012)
Materials and technologies specialisations
Suitability and safe practice when using materials, systems and components for a range of purposes (ACTDEK013)
Processes and production skills
Creating solutions by:
Investigating and defining
Define a sequence of steps to design a solution for a given task (WATPPS21)
Identify and choose the appropriate resources from a given set (WATPPS22)
Designing
Develop and communicate design ideas and decisions using annotated drawings and appropriate technical terms (WATPPS23)
Producing and implementing
Select, and safely use, appropriate components and equipment to make solutions (WATPPS24)
Evaluating
Use criteria to evaluate and justify simple design processes and solutions (WATPPS25)
Collaborating and managing
Work independently, or collaboratively when required, to plan, safely create and communicate ideas and information for solutions (WATPPS26)
Achievement standard
At Standard, students identify roles people in design and technologies occupations have in the community and ways that products, services and environments are designed and produced to meet community needs, considering sustainability. In Engineering principles and systems, students recognise ways forces and properties of materials, affect the behaviour of a product or system. In Food and fibre production, students identify consumer needs and how technology is used in food and natural fibre production or processing. In Materials and technologies specialisations, students implement safe practices and select suitable materials, systems and components for a range of purposes.
With all Design and Technology contexts, students use sequenced steps to design a solution for a given task. They identify and choose the appropriate resources from a given set. Students develop and communicate design ideas and decisions, using annotated drawings and appropriate technical terms. They select and safely use appropriate components and equipment to make solutions. Students use criteria to evaluate and justify simple design processes and solutions for a given task. They work independently, or collaboratively, to plan, safely create and communicate ideas and information 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 range of concepts, skills and processes developed in previous years.
In Year 4, 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 design and produce products, services and sustainable environments.
Students' sense of ownership of their ideas is further developed and expanded, with a greater focus on community needs when making decisions about designs. They have opportunities to develop a broader understanding of the concept of themselves as consumers. Students begin to explore and learn to harness their creative, innovative and imaginative ideas.
Students become aware of the design characteristics and properties of materials, and the use of components and equipment when planning solutions. They have opportunities to reflect on actions to refine design solutions through the use of decision-making skills. Students engage in learning to explore the social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world. Students explore the role of those working in design and technologies occupations, and how they think about the way a product might change in the future.
Students broaden the techniques they use to clarify and present ideas, such as drawing annotated diagrams for documenting design and production ideas.