Year 6 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 6 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
In Year 6, students further develop understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. They will have opportunities to create a range of solutions, such as quizzes and interactive stories and animations that involves more than one branching solution (choice of options).
Students consolidate their understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data, and begin to explain the concept of data states in digital systems and how data are transferred between systems.
Students learn to further develop abstractions by identifying common elements across similar problems and systems and make connections between models and the real-world systems they represent.
When creating solutions, students further refine their skills to identify and use appropriate data and requirements. They increase the sophistication of their algorithms by identifying repetition. They learn to incorporate repeat instructions or structures when implementing their solutions through visual programming environments, such as reading user input until an answer is guessed correctly in a quiz.
Students critique design solutions and examine the sustainability of their own, and existing, information systems.
Students develop strategies to communicate information and ideas using agreed social, ethical and technical protocols, taking into account the safety aspects of working in digital environments.
Knowledge and understanding
Digital systems
Digital systems have components with basic functions and interactions that may be connected together to form networks which transmit different types of data (ACTDIK014)
Representation of data
Whole numbers are used to represent data in a digital system (ACTDIK015)
Processes and production skills
Collecting, managing and analysing data
Collect, sort, interpret and visually present different types of data using software to manipulate data for a range of purposes (ACTDIP016)
Digital implementation
Design, modify, follow and represent both diagrammatically, and in written text, simple algorithms (sequence of steps) involving branching (decisions) and iteration (repetition) (ACTDIP019)
Implement and use simple visual programming environments that include branching (decisions), iteration (repetition) and user input (ACTDIP020)
Manage the creation and communication of information, including online collaborative projects, using agreed social, ethical and technical protocols (ACTDIP022)
Creating solutions by:
Investigating and defining
Define a problem, and a set of sequenced steps, with users making decisions to create a solution for a given task (WATPPS33)
Identify available resources (WATPPS34)
Designing
Design, modify, follow and represent both diagrammatically, and in written text, alternative solutions using a range of techniques, appropriate technical terms and technology (WATPPS35)
Producing and implementing
Select, and apply safe, procedures when using a variety of components and equipment to make solutions (WATPPS36)
Evaluating
Develop collaborative criteria to evaluate and justify design processes and solutions (WATPPS37)
Collaborating and managing
Work independently, or collaboratively when required, considering resources, to plan, develop and communicate ideas and information for solutions (WATPPS38)
Achievement standard
At Standard, students outline interactions between components and basic functions within digital systems and how they transmit different types of data to form networks. They make a connection between whole numbers being used to represent data within a digital system. They use software to collect, sort, interpret, visually present and manipulate data for a range of purposes. Students use simple visual programming environments to design, modify, follow and represent both diagrammatically, and in written text, algorithms (sequence of steps), involving branching (decisions), iteration (repetition) and consider user input. Students manage, create and communicate information for online collaborative projects, using agreed social, ethical and technical protocols.
In Digital Technologies, students identify available resources to design a solution for a given digital task, outlining problem-solving decisions, using algorithms (sequenced steps). Students develop alternative solutions by designing, modifying and following both diagrammatically and in written text, using a range of appropriate technical terms, technologies and techniques. They select and apply safe procedures when using a variety of components and equipment to make solutions. Students develop criteria collaboratively to evaluate and justify design processes and solutions. They work independently, or collaboratively, considering resources and safety to plan, develop 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
In Year 6, students further develop understanding and skills in computational thinking such as identifying similarities in different problems and describing smaller components of complex systems. They will have opportunities to create a range of solutions, such as quizzes and interactive stories and animations that involves more than one branching solution (choice of options).
Students consolidate their understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data, and begin to explain the concept of data states in digital systems and how data are transferred between systems.
Students learn to further develop abstractions by identifying common elements across similar problems and systems and make connections between models and the real-world systems they represent.
When creating solutions, students further refine their skills to identify and use appropriate data and requirements. They increase the sophistication of their algorithms by identifying repetition. They learn to incorporate repeat instructions or structures when implementing their solutions through visual programming environments, such as reading user input until an answer is guessed correctly in a quiz.
Students critique design solutions and examine the sustainability of their own, and existing, information systems.
Students develop strategies to communicate information and ideas using agreed social, ethical and technical protocols, taking into account the safety aspects of working in digital environments.