Year 5 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 5 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 5, students have opportunities to learn about technologies in society through different technology contexts as they create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production; Food specialisations; 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 explore technologies that incorporate materials, components, and equipment used in the home and wider community. They continue to consider society, cultural needs and environmental factors, paying attention to sustainable practices. Students question why and for whom technologies are developed.
Students begin to engage with ideas beyond the familiar, exploring how the people working in a range of technologies contexts contribute to society. They are provided with opportunities to explore innovative design solutions that build on their own design capabilities.
Using a range of techniques, students explore how to represent objects and ideas in a variety of forms, such as thumbnail sketches, models, drawings, diagrams and storyboards to communicate the development of designed solutions.
Knowledge and understanding
Technologies and society
How people address competing considerations when designing products, services and environments (ACTDEK019)
Technologies contexts
Engineering principles and systems
Forces can control movement, sound or light in a product or system (ACTDEK020)
Food and fibre production
People in design and technologies occupations aim to increase efficiency of production systems, or consumer satisfaction of food and natural fibre products (ACTDEK021)
Food specialisations
Food safety and hygiene practices (ACTDEK022)
Materials and technologies specialisations
Characteristics and properties of a range of materials and components, and the suitability and safe practice of their use (ACTDEK023)
Processes and production skills
Creating solutions by:
Investigating and defining
Define a problem, and set of sequenced steps, with users making a decision to create a solution for a given task (WATPPS27)
Identify available resources (WATPPS28)
Designing
Develop and communicate alternative solutions, and follow design ideas, using annotated diagrams, storyboards and appropriate technical terms (WATPPS29)
Producing and implementing
Select, and apply, safe procedures when using components and equipment to make solutions (WATPPS30)
Evaluating
Develop negotiated criteria to evaluate and justify design processes and solutions (WATPPS31)
Collaborating and managing
Work independently, or collaboratively when required, to plan, safely develop and communicate ideas and information for solutions (WATPPS32)
Achievement standard
At Standard, students identify ways people address and overcome competing considerations when designing products, services and environments. In Engineering principles and systems, students distinguish various ways forces control movement, sound or light in a product or system. In Food and fibre production, students identify ways people in design and technology occupations aim to increase the efficiency of production systems or consumer satisfaction of food and natural fibre products. In Food specialisations, students identify and implement a variety of food and hygiene practices. In Materials and technologies specialisations, students outline and apply suitable and safe practices and are able to classify the characteristics and properties of a range of materials and components.
With all Design and Technology contexts, students define a problem, identify available resources and create sequenced steps to assist in decision making for a given task. They develop and communicate alternative solutions, and use annotated diagrams, storyboards and appropriate technical terms when following design ideas. Students select and apply safe procedures when using components and equipment. They develop negotiated criteria to evaluate and justify design processes and solutions. Students work independently, or collaboratively, to plan, safely develop and communicate ideas and information.
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 5, students have opportunities to learn about technologies in society through different technology contexts as they create solutions in at least one of the following technologies contexts: Engineering principles and systems; Food and fibre production; Food specialisations; 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 explore technologies that incorporate materials, components, and equipment used in the home and wider community. They continue to consider society, cultural needs and environmental factors, paying attention to sustainable practices. Students question why and for whom technologies are developed.
Students begin to engage with ideas beyond the familiar, exploring how the people working in a range of technologies contexts contribute to society. They are provided with opportunities to explore innovative design solutions that build on their own design capabilities.
Using a range of techniques, students explore how to represent objects and ideas in a variety of forms, such as thumbnail sketches, models, drawings, diagrams and storyboards to communicate the development of designed solutions.