Foundation
Technologies
ASTECTDEFY
Foundation Design and Technologies Achievement Standard
4 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution.
The 4 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Foundation students identify familiar products, services and environments.
Content descriptorAC9TDEFK01 Knowledge and understanding
explore how familiar products, services and environments are designed by people
Elaborations (5)
- Elaboration identifying how First Nations Australians have long designed and produced domestic items including clothing, tools and shelter, for example the Lamalama Peoples of the eastern Cape York Peninsula weave the reddish coloured fibres from Acacia latifolia alternately with white coloured fibres from Brachychiton diversifolium to produce a striped woven bag
- Elaboration exploring how local delivery services meet different needs of people, for example describing how gift packages can be sent to and from people who live in different locations and how online shopping items arrive at a person’s home
- Elaboration exploring how an environment such as a local playground may have shade structures to protect users and be designed to allow access for all
- Elaboration describing how community gardens, public swimming pools and parks are designed to help people stay healthy
- Elaboration asking questions about the design of products from the local store, for example why certain packaging materials might have been selected, and how people design the text and images on the packaging to attract people’s attention
They create a designed solution for a school-selected context.
Content descriptorAC9TDEFP01 Processes and production skills
generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose
Elaborations (6)
- Elaboration identifying a purpose for designing and making a solution, for example the sand keeps blowing out of the sandpit, the birds keep flying into the waste bin and taking food scraps or people with disability need to know where they can park at school
- Elaboration exploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view
- Elaboration evaluating what they have made using personal preferences, for example using a smiley face Likert scale
- Elaboration exploring how available materials can be used or re-used in construction play, for example using blocks and rain gutters or cardboard to make a ramp to roll a ball or toy car down
- Elaboration practising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants
- Elaboration assembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging
Students create, communicate and choose design ideas.
Content descriptorAC9TDEFP01 Processes and production skills
generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose
Elaborations (6)
- Elaboration identifying a purpose for designing and making a solution, for example the sand keeps blowing out of the sandpit, the birds keep flying into the waste bin and taking food scraps or people with disability need to know where they can park at school
- Elaboration exploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view
- Elaboration evaluating what they have made using personal preferences, for example using a smiley face Likert scale
- Elaboration exploring how available materials can be used or re-used in construction play, for example using blocks and rain gutters or cardboard to make a ramp to roll a ball or toy car down
- Elaboration practising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants
- Elaboration assembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging
They follow steps and use materials and equipment to safely make a designed solution.
Content descriptorAC9TDEFP01 Processes and production skills
generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose
Elaborations (6)
- Elaboration identifying a purpose for designing and making a solution, for example the sand keeps blowing out of the sandpit, the birds keep flying into the waste bin and taking food scraps or people with disability need to know where they can park at school
- Elaboration exploring ideas by drawing or modelling and choosing the most suitable idea, for example drawing or modelling designs for bee hotels to attract native bees to the school garden and choosing one to make, and changing perspectives from front view to plan view
- Elaboration evaluating what they have made using personal preferences, for example using a smiley face Likert scale
- Elaboration exploring how available materials can be used or re-used in construction play, for example using blocks and rain gutters or cardboard to make a ramp to roll a ball or toy car down
- Elaboration practising a range of technical skills safely using equipment, for example joining techniques when making a product from materials, such as a greenhouse to keep a seedling warm or a trellis for holding up tomato plants
- Elaboration assembling components of systems and checking they function as planned, for example making and testing a bowling, stacking or obstacle game with discarded food containers or packaging
This achievement standard describes the expected learning for Foundation Design and Technologies. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Knowledge and understanding | Technologies and society | 1 | 5 |
| Processes and production skills | Designing and making | 1 | 6 |
| Total | 2 | 11 | |
Frequently Asked Questions
What should students know by the end of Foundation Design and Technologies?
By the end of Foundation students identify familiar products, services and environments. They create a designed solution for a school-selected context. Students create, communicate and choose design ideas. They follow steps and use materials and equipment to safely make a designed solution. Read the full standard
How many Content Descriptors support this standard?
2 Content Descriptors support this Achievement Standard (Knowledge and understanding: 1, Processes and production skills: 1).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.