1. Learning area overview
This presentation supports understanding of the Australian Curriculum: Technologies from F(Prep)*–Year10. It gives an insight into the position of Technologies within the Australian Curriculum and the structure of the Technologies learning area.
This presentation can be used in your organisation as the basis for professional learning about the Technologies curriculum. It includes information about the key aspects of the curriculum as well as activities that can be used to build familiarity with the curriculum. Opportunities for activities are identified through the use of the icon in the top right corner of the slide. Presenters are encouraged to tailor this presentation to suit the needs of their audience.
The Australian Curriculum content referred to in this presentation is available from:
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2017, Australian Curriculum Version 8 Foundation to Year 10,
*Prep (P) in Queensland is the Foundation Year (F) of the Australian Curriculum and refers to the year before Year 1. Children beginning Prep in January are required to be five years of age by 30 June.
Prep–Year 10 Australian Curriculum: Technologies

2. Learning goals This presentation aims to:
build understanding of the Australian Curriculum: Technologies
provide an overview of the structure of the Technologies learning area.
This presentation aims to:
build understanding of the Australian Curriculum, with particular reference to the Technologies curriculum
provide an overview of the structure of the Technologies learning area, including the curriculum content and achievement standards.

3. Three-dimensional curriculum
The Australian Curriculum is a three-dimensional curriculum made up of:
learning areas
general capabilities
cross-curriculum priorities.
The Australian Curriculum sets the expectations for what all Australian students should be taught and have opportunity to learn as they progress through their school life. In Prep–Year 10, the Australian Curriculum provides teachers, students, and parents with access to the same content, and consistent national standards for determining the progress of student learning.
All Australian students across all education settings and contexts can be supported in their diverse learning needs through the three dimensions of the Australian Curriculum: the learning area content, the general capabilities and the cross-curriculum priorities.
This diagram shows the relationship between these dimensions of the Australian Curriculum. Teachers emphasise one or more dimensions to develop learning programs suited to the strengths, interests and diverse needs of all students.
This presentation provides a brief overview of the general capabilities and cross-curriculum priorities; however, the focus will be on the Technologies learning area.

4. Structure of the Technologies learning area
Introduction
Rationale
Aims
Key ideas
Banded curriculum
Subjects: Design and Technologies, Digital Technologies
Band descriptions
Curriculum content
Strands
Content descriptions
Content elaborations
Achievement standards
The Australian Curriculum sets out what all young people should be taught by specifying the curriculum content, and identifies the learning expected at points in their schooling by specifying the achievement standards. The content and achievement standards are supported by additional information which describe the curriculum intent (rationale), aims of learning (aims), key ideas, and focus for the learning within each band (band descriptions).
The following sections of the presentation will provide an overview of each of these key aspects of the curriculum.

5. Rationale Learning area summary
In Technologies, students will develop the capacity for action to create innovative solutions that improve the lives of people and societies globally, using traditional, contemporary and emerging technologies, to meet current and future needs.
This learning area rationale is complemented with subject-specific rationales.
The rationale defines the learning area and describes the importance of the learning area within the curriculum:
Why is it important?
How is it shaped in the curriculum?
The Technologies rationale promotes:
the ability to make discerning decisions about the development and use of technologies
independent and collaborative problem solving skills to respond creatively to current and future needs
sustainable societies and natural, managed and constructed environments
an ability to learn about and work with traditional, contemporary and emerging technologies that shape the world in which we live
an application of knowledge and practical skills and processes when using technologies
critical and creative thinking, including understanding interrelationships in systems
a systematic approach to experimentation, problem-solving, prototyping, and evaluation and an importance of understanding the value of planning and reviewing processes to realise ideas
a capacity for action and a critical appreciation of the processes through which technologies are developed and how technologies can contribute to societies
an ability to consider the use and impact of technological solutions on equity, ethics, and personal and social values
desirable sustainable patterns of living, and contribute to preferred futures for themselves and others.
The rationale is available under the introduction tab from:
Suggested activity:
Read the learning area rationale. Partner with a colleague to discuss:
What were the key aspects of the rationale?
Why is the learning area important? What important contribution does the learning make to a student’s education?
Which aspects of this rationale matched your current understanding of the learning area? Which aspects were new understandings?
Technologies

6. Rationale: subjects Subject summary
In Design and Technologies, students will develop the capacity for how to enrich and transform societies through creating designed solutions for identified needs and opportunities, considering the economic, environmental and social impacts to contribute to a sustainable future.
In Digital Technologies, students will become creative innovators of digital solutions, influencing how contemporary and emerging information systems and practices are applied to meet current and future needs.
Videos
Introduction to Design and Technologies
Introduction to Digital Technologies
Technologies comprises two subjects:
Design and Technologies
Digital Technologies.
Suggested activity:
Watch and listen to the videos.
What were the guiding principles that informed the development of each subject within the Technologies curriculum?
Are there any messages that you will need to be mindful of when planning Technologies teaching, learning and assessment programs?
Technologies

7. Aims Learning area summary
Learning through Technologies will enable students to:
be confident and responsible when individually and collaboratively creating solutions
make informed and ethical decisions when investigating, designing, planning, managing, and evaluating, for a sustainable economy, environment and society.
These learning area aims are complemented with subject-specific aims.
The aims flow logically from the rationale defining the big picture objectives for the learning area.
The Technologies learning area aims to develop the knowledge, understanding and skills to enable students to:
investigate, design, plan, manage, create and evaluate solutions
create, innovate and enterprise when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time
make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future
engage confidently with and responsibly select and manipulate appropriate technologies such as materials, data, systems, components, tools and equipment, when designing and creating solutions
critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.
The aims are available under the introduction tab from:
Suggested activities:
Prepare a brief statement/overview that would help you describe the aims of the learning area to a parent group.
Identify two or three big ideas in the aims. How do they inform:
your understanding of the learning area?
what is valued in the Australian Curriculum for the learning area?
your teaching and learning approaches?
Technologies

8. Aims: subjects Subject summary: Design and Technologies
Learning through Design and Technologies will enable students to select and manipulate a range of technologies when investigating, generating, evaluating and communicating processes and designed solutions. Students will creatively apply design and systems thinking to produce designed solutions.
Subject summary: Digital Technologies
Learning through Digital Technologies will enable students to apply protocols and confidently use digital systems when designing, creating, managing, communicating and evaluating digital solutions, applying computational and systems thinking to create digital solutions.
Design and Technologies aims for students to:
develop confidence as critical users of technologies, as well as designers and producers of designed solutions
investigate, generate and critique innovative and ethically designed solutions for sustainable futures
use design and systems thinking to generate design ideas and communicate these to a range of audiences
produce designed solutions suitable for a range of technologies contexts by selecting and manipulating a selection of materials, systems, components, tools and equipment creatively, competently and safely; as well as managing processes
evaluate processes and designed solutions, and transfer knowledge and skills to new situations
understand the roles and responsibilities of people in design and technologies occupations, and how they contribute to society.
Digital Technologies aims for students to:
design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs
use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions
confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings
apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences
apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments.
Technologies

9. Key ideas
The key ideas represent key aspects of the learning area content and frame the development of knowledge and skills in the learning area. In Technologies, there are three key ideas:
creating preferred futures
project management
thinking in technologies.
Within the Thinking in Technologies key idea there are three thinking skills:
systems thinking
design thinking
computational thinking.
The key ideas are available from:
Creating preferred futures is an overarching idea for the other two key ideas. The key ideas include:
Creating preferred futures: provides students with opportunities to identify possible, probable and preferred futures, consider how solutions that are created now will be used in the future, allow for critical and creative thinking, to not only weigh up possible short- and long-term impacts but also identify the possible benefits and risks of creating solutions that may, at times, vary and be contested.
Project management: provides students with opportunities to develop skills to manage projects to successful completion through planning, organising, including the monitoring of timelines, activities and the use of resources, to plan for sustainable use of resources when managing projects and take into account ethical, health and safety considerations and personal and social beliefs and values.
Thinking in Technologies: provides students with opportunities to consider the interactions and interrelationships between systems, the design needs that involve students in visualising and generating ideas that best meet a criteria, and organising data logically to break down problems into parts so as to design and implement algorithms. Further information about Thinking in Technologies is available on the next slide.
Suggested activities:
What are the key ideas, and how do they impact on your reading of the content?
How could the key ideas be reflected in your Technologies program?
Technologies

10. Key ideas: Thinking in Technologies
Systems thinking
Provides students with opportunities to consider the interactions and interrelationships between systems.
Design thinking
The design needs that involve students in visualising and generating ideas that best meet a criteria.
Computational thinking
Organising data logically to break down problems into parts so as to design and implement algorithms.
The thinking skills required of the Technologies curriculum underpin the learning area content and frame the development of knowledge and skills in the learning area. In the key idea of thinking in technologies, the three core thinking strategies are:
systems thinking
design thinking
computational thinking.
Systems thinking:
provides students with opportunities to consider the interactions and interrelationships between systems and how they influence the functioning of the entire system
is a holistic approach to the identification and solving of problems where the focal points are treated as components of a system
requires students to recognise the connectedness of and interactions between people, places and events in local and wider world contexts and consider the impact their designs, digital solutions and actions have in a connected world.
For example: students consider the impact of their decisions upon the economic, environmental and social context of the system, the people who use and engage with the system and how this impacts the present or future society.
Design thinking:
looks at the design needs that involve students in visualising and generating ideas that best meet a criteria
requires students to identify and investigate a need or opportunity; generate, plan and realise designed solutions; and evaluate products and processes
requires students to consider how users will be presented with data, the degree of interaction with that data and the various types of computational processing.
For example: designing a maze; writing precise and accurate sequences of instructions to move a robot through the maze or testing the program and modifying the solution.
Computational thinking:
involves organising data logically to break down problems into parts so as to design and implement algorithms
requires students to take an abstract idea and break it down into defined, simple tasks that produce an outcome
allows students to quantify data and solve problems.
For example: analysing trends in data, responding to user input under certain preconditions or predicting the outcome of a simulation, calculating costs, testing materials and components, comparing performance or modelling trends.
In Digital Technologies, key concepts provide a framework for knowledge and practice. The key concepts are presented in further detail within the strands of Digital Technologies.
Suggested activity:
Consider the subject-specific thinking strategies. For each subject, answer the following questions below:
In Design and Technologies, how do thinking strategies —
relate to one another?
apply to curriculum content and achievement standards?
In Digital Technologies, how do thinking strategies —
2. Compare the similarities and differences between the subject-specific thinking strategies.
What similarities do they share in common?
In what ways do they differ?
Technologies

11. Banded curriculum
Each band includes the following structural components:
band description
curriculum content
achievement standards.
The curriculum is developmentally sequenced across the bands.
The Technologies curriculum is structured into bands of year levels for each subject. This means that students will study content descriptions and achievement standards per band. This banded curriculum provides flexibility for the delivery of the subjects across Prep–Year 10.
Suggested activity:
What are the implications of the banded curriculum for the planning of your teaching, learning and assessment program?

12. Band description
The Design and Technologies subject has a unique band description for each band.
Contexts
Each Technologies band description identifies the:
focus of knowledge, understanding and skills for student learning in that band
Design and Technologies contexts relevant to the band
relatedness of the two strands, via two subjects.
Strands

13. Band description
The Digital Technologies subject has a unique band description for each band.
Strands
Key concepts
Each Technologies band description identifies the:
focus of knowledge, understanding and skills for student learning in that band
subject-specific key concepts

14. Curriculum content Content description Content elaborations
The curriculum content is presented as content descriptions which specify the knowledge, understanding and skills that young people are expected to learn and that teachers are expected to teach across the years of schooling.
The content descriptions are accompanied by content elaborations. Content elaborations provide illustrations and/or examples that teachers may choose to use in the classroom or as inspiration for their own activities. The content elaborations are not a mandatory aspect of the curriculum and as such are not required to be taught.
Suggested activities:
Use the Design and Technologies: Sequence of content to build an understanding of the sequence of content of the curriculum across bands:
Use the Digital Technologies: Sequence of content to build an understanding of the sequence of content of the curriculum across bands:
Consider the content descriptions for the band before and following the selected band.
In a small group, discuss how the curriculum develops in increasing complexity of cognition and skills across the bands.

15. Strands Strands Design and Technologies Digital Technologies
Knowledge and understanding
Technologies and society
the use, development and impact of technologies in people’s lives
Technologies contexts
technologies and design across a range of technologies contexts
Digital systems
the components of digital systems: hardware, software and networks and their use
Representation of data
how data are represented and structured symbolically
Processes and production skills
Creating designed solutions by:
investigating and defining
generating and designing
producing and implementing
evaluating
collaborating and managing
Collecting, managing and analysing data
Creating digital solutions by:
In Technologies, the curriculum content is organised through strands. The two strands are (included in the slide in bold):
knowledge and understanding
processes and production skills.
The related nature of the strands means that:
there are opportunities to facilitate an integrated approach so that students may discover the use and design of technologies within society and as part of various contexts
teaching programs should find a balance between the strands as students require the ability to draw upon their understanding of concepts in knowledge and understanding via their application of the processes and production skills.
Suggested activity:
What is the relationship between the content strands of Technologies?

16. Strands In the Technologies learning area:
The knowledge and understanding strand is:
centred around students developing an understanding of the types of technologies such as materials, systems, components, tools and equipment and the relationship between these technologies and society.
The processes and production skills strand is:
centred around creating design and digital solutions via the processes and skills of investigating, defining, generating, designing, producing, implementing, evaluating, collaborating and managing, as well as collecting, maintaining control over and analysing various forms of data.
Knowledge, understanding and skills in each subject of the Technologies learning area are presented through two related stands whereby:
knowledge and understandings differ according to each subject within the Technologies curriculum and relate to the content required of students
the processes and production skills are similar across each subject within the Technologies curriculum and relate to the application of learned skills
teachers can select technologies-specific content from the knowledge and understanding strand and students can apply skills from the processes and production skills strand to that content
the common strand structure provides an opportunity to highlight similarities across the two subjects that will facilitate integrated approaches to teaching.
The knowledge, understanding, and processes and production skills strands are based on key concepts that are interrelated and provide a framework for knowledge and practice.
Technologies

17. Strands: Design and Technologies
Design and Technologies strands
Knowledge and understanding
Processes and production skills
Technologies and society
the use, development and impact of technologies in people’s lives
Technologies contexts
technologies and design across a range of technologies contexts including:
engineering principles and systems
food and fibre production
food specialisations
materials and technologies specialisations.
Types of designed solutions include a product, service and environment
Creating designed solutions by:
investigating and defining
generating and designing
producing and implementing
evaluating
collaborating and managing
In Design and Technologies, the curriculum content is organised through strands. The two strands are (included in the slide in bold):
knowledge and understanding
processes and production skills.
This strand focuses on developing the materials, systems, components, tools and equipment across technologies contexts and developing an understanding of the relationship between technologies and society. Teachers can select technologies-specific content from the knowledge and understanding strand and students can apply skills from the processes and production skills strand to that content. The common strand structure provides an opportunity to highlight similarities across the two subjects that will facilitate integrated approaches to teaching.
Design and Technologies knowledge and understanding is the use, development and impact of technologies and design ideas across a range of technologies contexts. This strand has two more aspects (included in the slide in italics):
technologies and society ― focus upon how people use and develop technologies taking into account social, economic, environmental, ethical, legal, aesthetic and functional factors and how they might impact the system in which they belong
technologies contexts ― focus upon the characteristics and properties of technologies and how they can be used to create innovative designed solutions.
Within the Technologies contexts there are four guiding perspectives or contexts in which students create designed solutions, they include:
engineering principles and systems — an advancement of student knowledge and understanding as to how forces, such as light, sound, heat and movement, can be used to support and control systems and the properties of materials that affect the behaviour and performance of designed solutions, whilst gaining an understanding of how sustainable engineered products, services and environments can be enhanced as resources contract
food and fibre production — students respond to managed systems that produce food and fibre and engage in the challenges by understanding their relative processes and production
food specialisations — an understanding of nutrition principles and the nature of food, safety and preparation, with relation to technology-related food issues that are sustainable in nature
materials and technologies specialisations – the development of confidence to make ethical and sustainable choices about solutions and the steps required to produce them, as well as understanding the properties of a range of materials that are used in production processes e.g. architecture, electronics, graphics technologies or fashion.
In Prep–Year 6, the contexts of food and fibre production, and food specialisations are combined.
Within the four guiding perspectives of the Technologies contexts students have the opportunity to address such contexts by creating different types of designed solutions. The three types of designed solutions within the various Technologies contexts include the creation of:
a product
a service
an environment.
Design and Technologies processes and production skills are based on the major aspects of design thinking, design processes and production processes. The content descriptions in this strand reflect a design process and would typically be addressed through a design brief.
The process and production skills that students will use throughout a design project include and relate to a product, service and environment, allowing for a focus on creating designed solutions by:
investigating and defining ― encouraging students to critique, explore and investigate the needs, opportunities and information in response to task requirements
generating and designing ― involving students in creating and communicating ideas for a range of audiences and purposes
producing and implementing ― requiring an application of skills and techniques to create products, services or environments that meet the specific needs of their user
evaluating ― involving the creation of a criteria for success and the skills required when testing and judging designed solutions and the reflection processes that is essential to enhancing and improving solutions
collaborating and managing ― encouraging students to work collaboratively and manage both their time and resources effectively and progress from the planning steps in a project to more complex project management such as time, cost, risk and quality control.
Suggested activities:
Describe the Technologies contexts and how they might be developed in relation to technologies and society?
What connections are you able to make between the strands within Design and Technologies knowledge and understanding, and the processes and production skills?

18. Strands: Digital Technologies
Digital Technologies strands
Knowledge and understanding
Processes and production skills
Digital systems
the components of digital systems: hardware, software and networks and their use
Representation of data
how data are represented and structured symbolically
Collecting, managing and analysing data
Creating digital solutions by:
investigating and defining
generating and designing
producing and implementing
evaluating
collaborating and managing
In Digital Technologies, the curriculum content in organised through strands. The two strands are (included in the slide in bold):
knowledge and understanding
processes and production skills.
Teachers can select technologies-specific content from the knowledge and understanding strand and students can apply skills from the processes and production skills strand to that content. The common strand structure provides an opportunity to highlight similarities across the two subjects that will facilitate integrated approaches to teaching.
Digital Technologies knowledge and understanding is focused upon developing the foundation for knowledge and understanding of information systems that include digital systems and the representation of data. This strand has two aspects (included in the slide in italics):
Digital systems ― allows students to gain an understanding of the components of digital systems and this includes the hardware (equipment/devices), software (applications/programs) and networks (Internet/collaborative spaces), as well as gaining knowledge in how data is conveyed within a system, and how both the hardware and software interrelate to form a network.
Representation of data ― allows students to gain an understanding of how data is represented within digital systems and may include text, numerical values, images, sound, categorical and relational.
Digital Technologies processes and production skills are based around using digital systems to create ideas and information, and to define, design and implement digital solutions, and evaluate these solutions and existing information systems against a specified criteria. The strand focuses on developing skills in (included in the slide in italics):
collecting, managing and analysing data ― whereby students are involved in the nature and properties of data, how it is collected and interpreted as part of a range of digital systems and devices, as well as how the data might be managed to suit the audience and digital solution.
The process and production skills that students will use should allow for a focus on creating digital solutions by:
investigating and defining ― encouraging students to critique, explore and investigate the needs, opportunities and information in response to task requirements
generating and designing ― involving students in creating and communicating ideas for a range of audiences and purposes
producing and implementing ― requiring an application of skills and techniques to create digital products, services or environments that meet the specific needs of their user, in particular, consideration of the appropriate technical and social protocols
evaluating ― involving the creation of a criteria for success and the skills required when testing and judging digital solutions, and the reflection processes that is essential to enhancing and improving existing information systems and how they might meet current and future needs
collaborating and managing ― encouraging students to work collaboratively and manage both their time and resources effectively and progress from the planning steps in a project to more complex project management strategies that include a spotlight on time, cost, risk and quality control.
Suggested activities:
What connections are you able to make between the strands within Digital Technologies knowledge and understanding, and the processes and production skills?
Identify some similarities and differences between the Design and Technologies and the Digital Technologies subjects? Are there any connections between the two?

19. Strands: Digital technologies
Key concepts
abstraction
data collection, representation and interpretation
specification, algorithms and implementation
digital systems
interactions and impacts
The Digital Technologies curriculum requires students to establish a way of thinking about various problems, circumstances and information systems that require a solution. Therefore, a framework for knowledge and practice is required so as to explore non-digital or digital contexts and provide a language and perspective for when students discuss their ideas in Digital Technologies.
The key concepts include:
abstraction, which underpins all content, particularly the content descriptions relating to the concepts of data representation, and specification, algorithms and implementation
data collection (properties, sources and collection of data), data representation (symbolism and separation) and data interpretation (patterns and contexts)
specification (descriptions and techniques), algorithms (following and describing) and implementation (translating and programming)
digital systems (hardware, software, and networks and the internet)
interactions (people and digital systems, data and processes) and impacts (sustainability and empowerment).
Examples for each of the key concepts are available from:
Technologies

20. Achievement standards
Foundation to Year 2 achievement standard
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.
With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.
Understanding
Skills
The achievement standard is a statement of what students should know and be able to do at the end of the band. In Technologies, the first paragraph of the achievement standard relates to understanding and the second paragraph relates to skills.
In Prep–Year 10, this learning area provides a subject-specific achievement standard for each band.
In Prep–Year 8, this learning area provides a choice between two achievement standards for each band:
subject achievement standard
learning area achievement standard
Work sample portfolios provide examples of student work, which are reflective of achievement levels at, above, and below the achievement standard.
Suggested activities:
Using the Technologies: Sequence of achievement discuss how the evidence that students need to provide of what they know and can do, increases in complexity across the bands, available from:
For a given band, map the achievement standard to the content descriptions.
Technologies

21. Three-dimensional curriculum: General capabilities
Support students to be successful learners
Literacy
Numeracy
Information and communication technology (ICT) capability
Critical and creative thinking
Develop ways of being, behaving and learning to live with others
Personal and social capability
Ethical understanding
Intercultural understanding
The seven capabilities are divided into two groups:
capabilities that support students to be successful learners ― literacy, numeracy, information and communication technology (ICT) capability, and critical and creative thinking
capabilities that develop ways of being, behaving and learning to live with others ― personal and social capability, ethical behaviour and intercultural understanding.
Continua of learning have been developed for each capability to describe the relevant knowledge, understanding and skills at particular points of schooling.
The content outlined in the general capabilities continua is embedded in the content descriptions for each learning area, where appropriate. The icons shown on this slide are used to identify where the general capabilities are embedded in content descriptions.
A summary of the focus of each of the general capabilities in the Technologies learning area is available from:

22. Three-dimensional curriculum: Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and culture Asia and Australia’s engagement with Asia Sustainability
The Australian Curriculum promotes three cross-curriculum priorities that young Australians should learn about. Each of the priorities is represented in learning areas in ways appropriate to that area.
The three priorities are:
Aboriginal and Torres Strait Islander histories and cultures ― to ensure that all young Australians are given the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact that these have had, and continue to have, on our world
Asia and Australia’s engagement with Asia ― to reflect the importance of knowing about Asia and Australia’s engagement with Asia, and to encourage better understanding of the countries and cultures of the Asia region so that young people appreciate the economic, political and cultural interconnections that Australia has with the region
Sustainability ― to allow young people to develop an appreciation of the need for more sustainable patterns of living, and to build capacities for thinking, valuing and acting that are necessary to create a more sustainable future.
Each of the cross-curriculum priorities contains a set of organising ideas. These are consistent across the curriculum and are reinforced in learning areas. Each of the cross-curriculum priorities can be relevant to teaching and learning in Technologies and explicit teaching of the priorities should be incorporated in teaching and learning activities where appropriate.

23. Find out more
Find out more on the QCAA Australian Curriculum webpage at
More information about the implementation of Australian Curriculum in Queensland is available on the QCAA website. In the Australian Curriculum section of the QCAA website, you will find the Learning area overview: Prep‒Year 10 Australian Curriculum — Technologies:
Send any further questions to:
Information about requests for further professional learning is available from:
Suggested activity:
What did I learn?
What was confirmed?
What was new?
What challenged my thinking?
What else do I need to do?
What is our plan as a teaching team?