Australian Curriculum Review – the process
In preparing for the Review, ACARA:
- considered the latest research and international developments; and
- consulted with practising teachers, curriculum experts, key academics and professional associations.
We formed the Technologies Curriculum Reference Group and Teacher Reference Group to provide advice and feedback, with members nominated by state and territory education authorities and non-government sectors.
We also wanted a specific focus on primary schools, so we created the Primary (F–6) Curriculum Reference Group and Teacher Reference Group. These groups helped give advice and feedback on how we could improve the curriculum for our youngest students.
From this research, teacher feedback and our work with the reference groups, we identified some key areas where the Technologies Curriculum could be improved.
How to have your say
Provide your feedback through our survey, which will ask you to respond to statements about the revised curriculum. You can see a copy of the survey questions before you begin to give your feedback.
For further information on the survey, including how to save and return to it, refer to the survey information sheet.
The consultation version of the Australian Curriculum: Technologies includes the following key changes:
- Key ideas have been replaced with core concepts that underpin each subject within the Technologies curriculum Design and Technologies, and Digital Technologies.
- New Foundation year content has been developed for both subjects to better support learning in the early years.
- The number of Technologies contexts in F–4 Design and Technologies has been reduced to improve manageability of content in primary years.
- Content in F–6 Digital Technologies has been reduced by removing duplication of content with Mathematics about data.
- The Digital Technologies curriculum has been aligned to the revised ICT Capability, now known as ‘Digital Literacy’; this includes developing a new sub-strand called considering privacy and security, to provide an explicit place in the curriculum for students to develop these important skills
- Digital Technologies content descriptions have been unpacked to provide greater clarity to teachers about what to teach.
- Achievement standards have been refined to highlight the relationship between the knowledge and understanding strand, and the processes and production skills strand.
- Cognitive alignment has been strengthened between content descriptions and achievement standards.
- Content elaborations have been improved to show suggestions for authentic and meaningful alignment to general capabilities and cross-curriculum priorities.
Why have the content descriptions in F–6 about acquiring, managing and analysing data been removed from Digital Technologies?
Digital Technologies has a strong connection to the Mathematics learning area, in particular, a shared focus on ‘data’. To avoid duplication and provide primary teachers with authentic content links, learning about acquiring, managing and analysing data is included in content descriptions in the Mathematics curriculum under the statistics strand.
Engineering is addressed across the Australian Curriculum through Science, Technologies and Mathematics, and in a dedicated content description focusing on engineering principles and systems at each band in Design and Technologies from Year 1 to Year 10.
Why is Foundation separated from Years 1–2 for both Design and Technologies, and Digital Technologies?
An important change in Technologies is the identification of content for the Foundation year, separate from Years 1–2, in both subjects. This provides a clear set of expectations for the Foundation year, allows for improved alignment of content across all learning areas in Foundation and reduces duplication with other learning areas.
There is no prescribed technologies context in Foundation Design and Technologies to provide flexibility for schools to select context that is most relevant for their school situation.
The Technologies contexts for Years 1–4 have been reduced to remove duplication of materials with Science and The Arts, and to contribute to a reduced Foundation – Year 4 curriculum.
Why is there a new sub-strand of considering privacy and security in the Digital Technologies curriculum?
This new sub-strand has been added following the structural changes to the Digital Literacy general capability. Students learn whom they can trust with their information online. Development of these privacy and security skills can help set a strong foundation for students’ future digital lives.
There are many authentic opportunities for teaching about cybersecurity in Digital Technologies. Cybersecurity in the Digital Technologies curriculum involves understanding how digital systems collect, manage, transmit and protect data, and the development and application of digital information security practices and user protocols. Through the content descriptions in multiple sub-strands, students can explore this content and find practical application opportunities.
There are multiple opportunities in the Australian Curriculum: Digital Technologies to explore concepts of AI in Foundation – Year 10. The elaborations have been strengthened to include more detailed illustrations of AI contexts and to demonstrate how the core concepts of data, systems, algorithms and abstraction support the understanding of AI in today’s society.
STEM is addressed across the Australian Curriculum through Science, Technologies and Mathematics, and in a dedicated content description focusing on engineering principles and systems at each band in Design and Technologies from Year 1 to Year 10.