During these years of schooling, students’ thought processes become more complex and consistent, and they gradually become more independent. Students also develop their capacity to work in teams. They develop a sense of social, ethical and environmental responsibility and are interested in and concerned about the future (systems thinking).
In Years 5 and 6, students develop their ability to take positive action for their own and others’ health and wellbeing; relate and communicate well with others; pose questions and solve problems; make informed decisions; and act responsibly. The focus of personal and social skill development broadens to working effectively with others, understanding and valuing diversity to enhance health and wellbeing.
Through learning about food and wellbeing, students may critically examine technologies that are used in the home and in local, national, regional or global communities, with consideration of society, ethics, and social and environmental sustainability factors. Students may consider why and for whom technologies involved in the preparation of food in the home and in mass production were developed.
By the end of Year 6, students will have had the opportunity to create designed solutions at least once in Design and Technologies for the food and fibre production and food specialisations technologies context. Students identify, plan and maintain safety standards and practices when making designed solutions, such as when selecting and preparing food to enable people to grow, be healthy and be physically active.