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 Digital Technologies builds on the dispositions developed in the early years. Learning focuses on broadening students prior skills in computational thinking and providing opportunities for engaging in personal and social experiences when using digital systems.
In Year 2, students have opportunities to create a range of solutions through guided learning and collaboration with peers.
Students explore common digital systems and patterns that exist within data they collect. They build their skills to organise, manipulate and present the data in creative ways, including numerical, categorical, text, image, audio and video data, to create meaning and communicate ideas.
Students begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process, or controlling robotic devices.
Students explore how information systems meet information, communication and/or recreational needs. They build on their understanding of aspects of online safety when engaging with digital technologies.
Processes and production skills
Collecting, managing and analysing data
Present data using a variety of digital tools (ACTDIP003)
Digital implementation
Use data to solve similar tasks/problems (ACTDIP003)
Share and publish information in a safe online environment, with known people (ACTDIP006)
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 create and safely share sequenced steps for solutions (WATPPS15)
Achievement standard
At Standard, students use digital systems for a specific purpose making connections between software and hardware. They identify patterns within data to make simple conclusions. Students select, present and use data using a variety of digital tools in an online environment.
In Digital Technologies, 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 Digital Technologies builds on the dispositions developed in the early years. Learning focuses on broadening students prior skills in computational thinking and providing opportunities for engaging in personal and social experiences when using digital systems.
In Year 2, students have opportunities to create a range of solutions through guided learning and collaboration with peers.
Students explore common digital systems and patterns that exist within data they collect. They build their skills to organise, manipulate and present the data in creative ways, including numerical, categorical, text, image, audio and video data, to create meaning and communicate ideas.
Students begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process, or controlling robotic devices.
Students explore how information systems meet information, communication and/or recreational needs. They build on their understanding of aspects of online safety when engaging with digital technologies.