Year 8 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 8 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 concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend them as needed.
In Year 8, students have opportunities to learn about technologies in society at least once in 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 design and produce products, services and environments.
Students have opportunities to investigate and select from a range of technologies, materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to produce sustainable solutions. Considering society and ethics; and economic, environmental and social sustainability factors is of increasing importance in this year. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.
Students have the opportunity to respond to feedback from others and evaluate their design processes and solutions. They investigate design and technology professions and the contributions that each makes to society through creativity, innovation and enterprise. Students are expected to evaluate the advantages and disadvantages of design ideas and technologies.
Students have the opportunity to engage with a range of technologies, including a variety of graphical representation techniques, to generate and clarify ideas through annotated sketches, modelling and scaled drawings.
Students identify the sequences and steps involved in design tasks. They have opportunities to develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with consideration to safety and efficiency, when making solutions.
Knowledge and understanding
Technologies and society
Social, ethical and sustainability considerations, in the development of technologies and designed solutions, to meet community needs for economic, environmental and social sustainability (ACTDEK029)
Development of products, services and environments through the creativity, innovation and enterprise of individuals and groups (ACTDEK030)
Technologies contexts
Engineering principles and systems
The design of simple solutions using motion, force and energy, to manipulate and control electromechanical and mechanical systems (ACTDEK031)
Food and fibre production
Sustainable production systems are subject to competing demands (social, environmental, economic) and how these factors influence their design (ACTDEK032)
Food specialisations
Sensory properties of food to create healthy eating solutions (ACTDEK033)
Materials and technologies specialisations
The process for the selection and combination of materials, systems, components, tools and equipment (ACTDEK034)
Processes and production skills
Creating solutions by:
Investigating and defining
Investigate a given need or opportunity for a specific purpose (WATPPS46)
Evaluate and apply a given brief (WATPPS47)
Consider components/resources to develop solutions, identifying constraints (WATPPS48)
Designing
Design, develop, evaluate and communicate alternative solutions, using appropriate technical terms and technology (WATPPS49)
Produce a simple plan designed to solve a problem, using a sequence of steps (WATPPS50)
Producing and implementing
Safely apply appropriate techniques to make solutions using a range of components and equipment (WATPPS51)
Evaluating
Develop contextual criteria independently to assess design processes and solutions (WATPPS52)
Collaborating and managing
Work independently, and collaboratively when required, to plan, develop and communicate ideas and information when managing projects (WATPPS53)
Achievement standard
At Standard, students outline the creativity, innovation and enterprise of individuals and groups that develop products, services and environments. They consider social, ethical and sustainability factors in the design and development of technologies. In Engineering principles and systems, students identify and use the design of simple solutions using motion, force and energy, to manipulate and control electromechanical and mechanical systems. In Food and fibre production, students provide information on how competing social, environmental and economic demands influence the design of sustainable food and fibre production systems. In Food specialisations, students explore and identify sensory properties of foods used in creating healthy eating solutions. In Materials and technologies specialisations, students identify decision making demands of selecting and combining materials, systems, components, tools and equipment.
With all Design and Technology contexts, students investigate a given need or opportunity for a specific purpose. They evaluate and apply a given design brief, using some examples. Students consider and select components/resources to develop solutions, identifying constraints. They use appropriate technical terms and technology to design, develop, evaluate and communicate alternative design solutions. Students develop sequenced steps to produce a simple, problem-solving plan. They apply safe and appropriate techniques to make solutions, using a range of components and equipment. Students independently develop contextual criteria to assess design processes and solutions. They work independently, and collaboratively, to plan, develop and communicate ideas and information when managing projects.
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 concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend them as needed.
In Year 8, students have opportunities to learn about technologies in society at least once in 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 design and produce products, services and environments.
Students have opportunities to investigate and select from a range of technologies, materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to produce sustainable solutions. Considering society and ethics; and economic, environmental and social sustainability factors is of increasing importance in this year. Students use creativity, innovation and enterprise skills with increasing independence and collaboration.
Students have the opportunity to respond to feedback from others and evaluate their design processes and solutions. They investigate design and technology professions and the contributions that each makes to society through creativity, innovation and enterprise. Students are expected to evaluate the advantages and disadvantages of design ideas and technologies.
Students have the opportunity to engage with a range of technologies, including a variety of graphical representation techniques, to generate and clarify ideas through annotated sketches, modelling and scaled drawings.
Students identify the sequences and steps involved in design tasks. They have opportunities to develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with consideration to safety and efficiency, when making solutions.