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• Design and Technologies: Level C achievement standards

  By the end of Level C, students use and identify the purpose of familiar designed solutions. They match some designed solutions to a need.

  Students use designed solutions in at least two technologies contexts. With guidance, students reflect on created and produced designed solutions, developing...

  Level description | Technologies | Design and Technologies | Level C

• Design and Technologies: Level C description

  In Level C students explore and investigate technologies, including its purpose and how technologies meet needs.

  Students describe the characteristics and properties of familiar designed solutions from one of the technologies contexts:

  • Engineering principles and systems
  • Food and fibre production
  • Food s...

  Level description | Technologies | Design and Technologies

• Digital Technologies: Level C achievement standards

  By the end of Level C, students explore alternative digital systems to meet a purpose.

  Students collect and sort different data and identify patterns in data through matching. With assistance, they use digital systems to display findings with pictures and symbols.

  Students represent a sequence of...

  Level description | Technologies | Digital Technologies | Level C

• Digital Technologies: Level C description

  In Level C, students intentionally participate in learning experiences and respond more consistently to prompts and simple clear directions from the teacher to support them to learn. They will have opportunities to create a range of digital solutions through structured learning experiences and...

  Level description | Technologies | Digital Technologies

• VCDSCD009

  Examine and indicate how designed solutions are created and produced safely to meet needs

  Elaborations

  • describing opportunities for creating designed solutions, for example, ways to re-use materials
  • communicating why a material was selected or rejected, for example, it was too big and would not fit
  • sharing ideas, with teacher guidance, about a designed solution, for example, expressing likes and dislikes about a design idea
  • using images and objects to indicate tools and equipment, materials and key steps of a process, for example, growing a food product or designing a birthday card

  VCDSCD009 | Technologies | Design and Technologies | Level C | Creating Designed Solutions

• VCDSTC008

  Examine and indicate the characteristics and properties of familiar designed solutions in at least two technologies contexts

  Elaborations

  • beginning to group designed solutions based on similar characteristics, for example, those that make a noise or bounce
  • beginning to identify and describe some familiar plants and animals, for example, plants we eat
  • describing the sensory properties of food according to its colour, taste, texture or smell, for example, green vegetables or sweet foods

  VCDSTC008 | Technologies | Design and Technologies | Level C | Technologies Contexts

• VCDSTS007

  Match familiar designed solutions to the personal needs they meet

  Elaborations

  • making a decision from a variety of options to meet a need, for example, matching kitchen utensils or garden tool to a specific use
  • selecting and using products for a specific need, for example, identifying ways to be shaded from the sun/be sunsafe
  • suggesting ideas about the use of a product and what need it meets, for example, what do you use scissors for?

  VCDSTS007 | Technologies | Design and Technologies | Level C | Technologies and Society

• VCDTCD009

  Follow, and with assistance, represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • re-sequencing a known everyday activity using visual images or verbal cues
  • experimenting with very simple, visual step-by-step procedures to explore using a device or completing a task, for example printing a picture or starting a game
  • identifying sequences of instructions or events that are commonly experienced such as the sequence of traffic lights or instructions for making a sandwich
  • following two to three-step series of instructions to use a piece of hardware or software, for example locating a website by keying in its URL or inserting an image in a file

  VCDTCD009 | Technologies | Digital Technologies | Level C | Creating Digital Solutions

• VCDTDI008

  Collect, sort and recognise simple patterns in data, and assist with the use of digital systems to represent data as pictures and symbols

  Elaborations

  • pairing identical objects from a small collection
  • copying a pattern associated with a familiar activity, for example repeating a movement pattern
  • matching, sorting and organising objects in practical situations
  • sorting objects and events based on easily identified characteristics and using digital systems to represent data, for example sorting objects based on colour or shape and creating a digital drawing
  • assisting to collect and sort data in a structured situation, for example questioning friends about their favourite animal or football team and selecting an image of the most popular response
  • assisting in using common software to present data creatively such as a slideshow, movie or sounds

  VCDTDI008 | Technologies | Digital Technologies | Level C | Data and Information

• VCDTDS007

  Initiate some basic functions on common digital systems (hardware and software components) to meet a purpose

  Elaborations

  • developing motor skills to slide, double tap and beginning to use a mouse to activate or manipulate a game
  • using two switches for two functions
  • exploring various digital systems to operate a program, for example using a keyboard to type, a mouse or stylus to draw and using appropriate pressure to activate a key
  • using devices purposefully, for example scanning and selecting a program or adjusting the volume

  VCDTDS007 | Technologies | Digital Technologies | Level C | Digital Systems