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• Design and Technologies: Level D achievement standards

  By the end of Level D, students describe the purpose of familiar designed solutions and what needs they meet.

  Students use designed solutions in at least two technologies contexts, identifying significant features.

  With guidance, students create designed solutions evaluating their ideas based on...

  Level description | Technologies | Design and Technologies | Level D

• Design and Technologies: Level D description

  In Level D students explore and investigate technologies, including its purpose and how technologies meet personal and social needs within local settings.

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

  • Engineering principles...

  Level description | Technologies | Design and Technologies

• Digital Technologies: Level D achievement standards

  By the end of Level D, students use key functions of digital systems and indicate their purpose.

  Students collect, sort and recognise, with assistance different types of patterns in data. They use digital systems to display results using pictures, symbols and diagrams.

  Students use a sequence of...

  Level description | Technologies | Digital Technologies | Level D

• Digital Technologies: Level D description

  In Level D, students are building their independence and participating cooperatively in group learning activities. They combine and sequence key words and images to communicate personal interest and significant experiences and are beginning to reflect on their own behaviour and learning. They...

  Level description | Technologies | Digital Technologies

• VCDSCD012

  Explore and communicate how designed solutions are generated and produced to meet needs

  Elaborations

  • using a common testing method and recording results, for example, taste-testing comparison of food products and recording results as a happy or sad face
  • identifying the jobs or roles of each member of the groups when completing a task
  • gathering and using materials, tools and equipment to make a designed solution, for example, watering and mulching garden
  • following steps to assemble a system and checking that it functions as planned, for example, following instructions to build a spaceship using building blocks

  VCDSCD012 | Technologies | Design and Technologies | Level D | Creating Designed Solutions

• VCDSTC011

  Explore and communicate the characteristics and properties of familiar designed solutions in at least two technologies contexts

  Elaborations

  • experimenting with materials and techniques to make movement, for example, to roll or float
  • exploring the safe use of tools in the care and use of plants and animals
  • using tools and equipment safely and hygienically to prepare simple, healthy food
  • discovering uses for materials and components, for example, how household packaging can be used to represent other objects

  VCDSTC011 | Technologies | Design and Technologies | Level D | Technologies Contexts

• VCDSTS010

  Explore how people create familiar designed solutions and identify their ability to meet personal and local community needs

  Elaborations

  • making design decisions in everyday activities, for example, what should we cook today and why?
  • exploring what technologies they use in their daily life, for example, what tools and equipment do we need to grow vegetables?
  • exploring how and why their local environment has changed over time, for example, new buildings or play equipment

  VCDSTS010 | Technologies | Design and Technologies | Level D | Technologies and Society

• VCDTCD012

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

  Elaborations

  • taking and using photos to represent the sequence of events, for example placing in order photos of buildings/rooms that need to be passed when getting from the classroom to the front school gate
  • viewing a game and listing the number of levels within it
  • writing a simple set of instructions to sequence events, for example the processes involved in making toast with jam
  • recognising sequences of instructions or events that are commonly experienced such as crossing a road that has traffic lights

  VCDTCD012 | Technologies | Digital Technologies | Level D | Creating Digital Solutions

• VCDTDI011

  Collect, sort, and recognise, with assistance, different types of patterns in data, and use digital systems to represent data as pictures, symbols and diagrams

  Elaborations

  • collecting, sorting and displaying data in a personally meaningful way, for example collecting leaves, sorting them into groups based on size, shape or colour and using a drawing program to represent the findings
  • sorting like objects based on a given classification, for example group shoes based on colour or size and presenting the findings
  • examining and continuing a simple repeated pattern with given objects, movement or sounds
  • using common software to present ideas creatively, for example creating a slideshow, poster, drawing or image about a wishful holiday destination

  VCDTDI011 | Technologies | Digital Technologies | Level D | Data and Information

• VCDTDS010

  Carry out some key functions on digital systems (hardware and software components) to meet a purpose

  Elaborations

  • identifying and using different techniques to carry out an instruction, for example a control key or mouse to close a file, or a mouse or hand movement to resize an image, or a stylus or selecting an existing object to create a shape
  • using some features of a computer to carry out a number of functions, for example saving work, moving the cursor and scrolling within a file
  • using icons to operate familiar software such as Save, Favourites, Home

  VCDTDS010 | Technologies | Digital Technologies | Level D | Digital Systems