Years 1 to 2
Technologies
ASTECTDEY12
Years 1 to 2 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 Year 2 students describe the purpose of familiar products, services and environments. For each of the 2 prescribed technologies contexts they describe the features and uses of technologies and create designed solutions. Students select design ideas based on their personal preferences. They communicate design ideas using models and drawings and follow sequenced steps to safely produce designed solutions.
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 Year 2 students describe the purpose of familiar products, services and environments.
Content descriptorAC9TDE2K01 Knowledge and understanding
identify how familiar products, services and environments are designed and produced by people to meet personal or local community needs and sustainability
Elaborations (5)
- Elaboration exploring how First Nations Australians have long understood their dependence on living systems to meet their local and community needs, for example exploring the material culture of the Ngarrindjeri Peoples who sustainably make woven items from a grass-like sedge
- Elaboration exploring how particular services meet different needs of people in the community, for example describing why doctors provide medical care to people in many ways including by phone, video conference, plane, car or outdoor clinic
- Elaboration asking questions about the design of a range of shelters provided for the public and how they meet the needs of people in the community, for example the structures of a school or local sportsground or how to improve accessibility
- Elaboration exploring how local products are designed, for example brainstorming the materials and processes needed to create a costume for a school or community event including using recycled clothing or components to minimise waste
- Elaboration exploring how people come up with new ideas or modify existing designs, for example preventing water wastage when caring for plants
For each of the 2 prescribed technologies contexts they describe the features and uses of technologies and create designed solutions.
Content descriptorAC9TDE2K02 Knowledge and understanding
explore how technologies including materials affect movement in products
Elaborations (5)
- Elaboration investigating First Nations Australians’ instructive toys and how such toys are designed and made to produce movement, for example propeller toys made from pandanus across northern Australia
- Elaboration selecting materials to show how material properties are appropriate for particular designed solutions, for example materials that enable sliding, floating or flying
- Elaboration exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats or a kite that flies
- Elaboration exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that by combining materials with forces movement can be created
- Elaboration testing materials to see how they affect movement and speed, for example the movement of a wheeled toy on different surfaces such as timber, carpet, rubber and plastic
Content descriptorAC9TDE2K03 Knowledge and understanding
explore how plants and animals are grown for food, clothing and shelter
Elaborations (5)
- Elaboration exploring how First Nations Australians grow plants and animals for food, for example how land is transformed through the construction of terraces at Wagadagam on Mabuiag Island in the Torres Strait, or how the Kombumerri Peoples of South East Queensland developed an important aquaculture industry farming mangrove worms
- Elaboration identifying which plants and animals can provide food or materials for clothing and shelter, for example looking at a range of items and sorting them according to plant or animal source
- Elaboration exploring where plants and animals are grown for food, clothing and shelter in Australia, for example citrus fruit in South Australia; cotton in New South Wales, which is harvested and made into yarn and fabric for clothing; or timber for building homes from sustainable forests in Tasmania
- Elaboration identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns
- Elaboration considering a range of tools and equipment that can be used to grow plants for a purpose and their suitability, for example naming and describing tools such as a spade or rake used to cultivate or mulch a home vegetable garden, or equipment such as a seed spreader or global positioning system (GPS) tractor to sow wheat, or a tubestock planting tool and drones to manage forestry plantations
Content descriptorAC9TDE2K04 Knowledge and understanding
explore how food can be selected and prepared for healthy eating
Elaborations (5)
- Elaboration identifying a wide range of foods, categorising them into food groups according to the Australian Guide to Healthy Eating and discussing ways to eat a variety of food groups, including cooking methods, tools and equipment needed to prepare them for healthy eating
- Elaboration exploring how people including peoples from the countries of Asia design and produce food for healthy eating based on the available plants and animals in their region, the influence of cultural practices, and locally available tools and equipment
- Elaboration exploring the Australian Guide to Healthy Eating and the Aboriginal and Torres Strait Islander Guide to Healthy Eating and identifying foods in each of the 5 food groups which contribute to health and wellbeing, for example choosing foods from each of the 5 food groups which they are familiar with and designing a menu for a day
- Elaboration exploring the local supermarket to observe the variety of foods and the placement of foods on shelves, in aisles and displays; and considering how their design may influence the purchase of foods for healthy food eating
- Elaboration exploring different ways of preparing the products from the school kitchen garden, farmers’ market or supermarket, for example preparing vegetables for a salad, steaming or roasting vegetables and noticing the changes in flavour and texture
Students select design ideas based on their personal preferences.
Content descriptorAC9TDE2P03 Processes and production skills
evaluate the success of design ideas and solutions based on personal preferences and including sustainability
Elaborations (4)
- Elaboration reflecting on and recording a judgement about design ideas, for example describing how design ideas meet the needs of those who will use the solution using audio-recording or video-recording software
- Elaboration sharing design strengths and weaknesses, for example explaining how the equipment in a playground might be unsuitable for some children to use and suggesting areas for design improvement
- Elaboration reflecting on the environmental impacts of the production of a solution and considering alternative approaches that would minimise future negative impacts, for example identifying the negative environmental impacts of different food packaging and how these could be minimised
- Elaboration reflecting on the challenges of designing and producing a solution and recording these reflections, for example when growing a food product, designing a structure to take a load or making a nutritious snack
They communicate design ideas using models and drawings and follow sequenced steps to safely produce designed solutions.
Content descriptorAC9TDE2P01 Processes and production skills
generate and communicate design ideas through describing, drawing or modelling, including using digital tools
Elaborations (4)
- Elaboration comparing and contrasting features of existing products to develop new ideas, for example designing and making a puppet with a movable part after experimenting with other toys with several movable parts
- Elaboration communicating design ideas by modelling or producing and labelling 2-dimensional drawings using a range of technologies, for example designing a new environment such as a cubbyhouse or animal shelter and showing different views (top view and side view) with descriptions of materials and features
- Elaboration communicating an opinion about their design ideas, for example expressing own likes and dislikes about a design idea for felt finger puppets including how they have made changes to their design ideas
- Elaboration describing the results from exploring design ideas, for example recording the results from people taste-testing a food product
Content descriptorAC9TDE2P02 Processes and production skills
use materials, components, tools, equipment and techniques to safely make designed solutions
Elaborations (3)
- Elaboration exploring how available materials can be used or re-used in construction play, for example using used wrapping paper and gift cards to design and make decorations or signage for the classroom or a school event to minimise waste
- Elaboration practising a range of technical skills using tools and equipment safely, for example joining techniques when making products, watering and mulching gardens, preparing a recipe using a knife safely
- Elaboration assembling components and checking they function as planned, for example containers, contents and joining materials when making musical shakers
Content descriptorAC9TDE2P04 Processes and production skills
sequence steps for making designed solutions cooperatively
Elaborations (3)
- Elaboration using lists or storyboarding when planning and making, for example when creating an electronic planting calendar
- Elaboration recording the procedure for making a product, for example the ordered steps for making a salad, instructions for making a container or bag
- Elaboration identifying roles for each member of a group when working cooperatively, for example when making a number of items for a school fete
This achievement standard describes the expected learning for Years 1 to 2 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 |
| Knowledge and understanding | Technologies context: Engineering principles and systems; Materials and technologies specialisations | 1 | 5 |
| Knowledge and understanding | Technologies context: Food and fibre production; Food specialisations | 2 | 10 |
| Processes and production skills | Generating and designing | 1 | 4 |
| Processes and production skills | Producing and implementing | 1 | 3 |
| Processes and production skills | Evaluating | 1 | 4 |
| Processes and production skills | Collaborating and managing | 1 | 3 |
| Total | 8 | 34 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Design and Technologies?
By the end of Year 2 students describe the purpose of familiar products, services and environments. For each of the 2 prescribed technologies contexts they describe the features and uses of technologies and create designed solutions. Students select design ideas based on their personal preferences. Read the full standard
How many Content Descriptors support this standard?
8 Content Descriptors support this Achievement Standard (Knowledge and understanding: 4, Processes and production skills: 4).
How does this compare to Foundation?
The Foundation Design and Technologies standard (ASTECTDEFY) covers the preceding curriculum level. Standards build progressively, with Years 1 to 2 expectations extending what was introduced in Foundation.
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.