top of page
This site was designed with the
.com
website builder. Create your website today.Start Now

Year 5/6 teaching resource

 

 

EDP4130- James Strybos

 

Australian Curriculum: Design and Technology

Content Descriptors

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
​
Cross-curricular Priorities
 Literacy

  • Comprehend texts

  • Navigate, read and view learning area texts

  • Interpret and analyse learning area texts

  • Compose texts

  • Compose spoken, written, visual and multimodal learning area texts

  • Use knowledge of text structures

  • Understand learning area vocabulary

  • Understand how visual elements create meaning

  •  Critical and Creative Thinking

  • Identify and clarify information and ideas

  • Organise and process information

  • Imagine possibilities and connect ideas

  • Seek solutions and put ideas into action

  • Personal and Social Capability

  • Develop self-discipline and set goals

  • Work independently and show initiative

  • Become confident, resilient and adaptable

  • Work collaboratively

  • Make decisions

  • Develop leadership skills

​

 

 

Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy(ACTDEK021)
​
Cross-curricular Priorities
Critical and Creative Thinking

  • Pose questions

  • Identify and clarify information and ideas

  • Organise and process information

  • Consider alternatives

  • Seek solutions and put ideas into action

  • Apply logic and reasoning

  • Reflect on processes

practice_areas
Processes and Production
Knowledge and Understanding

Years 5 and 6 Achievement Standard

By the end of Year 6, students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs. They explain how the features of technologies influence design decisions and how digital systems are connected to form networks.

Students describe a range of needs, opportunities or problems and define them in terms of functional requirements. They collect and validate data from a range of sources to assist in making judgements. Students generate and record design ideas for specified audiences using appropriate technical terms, and graphical and non-graphical representation techniques including algorithms. They plan, design, test, modify and create digital solutions that meet intended purposes including user interfaces and a visual program. Students plan and document processes and resources and safely produce designed solutions for each of the prescribed technologies contexts. They negotiate criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use ethical, social and technical protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.

​

Processes and Production Skills

  • E

  • Elaborations

  •  

  • - Examining the essential features of existing processes to inform project planning including safe work practices that minimise risk

  • - setting milestones for production processes and allocating roles to team members

  • - Identifying when materials, tools and equipment are required for making the solution

  • - Outlining the planning and production steps needed to produce a product, service or environment using digital technologies

  • - Reflecting on planned steps to see if improvements can be made

     

     

     

     

     

     

     

     

     

our_vision
Farms have distinctive features video- 

Knowledge and Understanding

Elaborations

  • investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example when designing a sustainable school vegetable garden or cropping area

    • Sustainability

  • describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment

  • sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre

  • using current food guides and government-endorsed food policies to plan food choices

  • experimenting with tools, equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits

  • considering traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods

  • identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable food.

ATTORNEYS

Discover Dairy: it's a changing world

Resource and links

Food and Fibre Unit 

​

Australian Curriculum Plan

contact
bottom of page