Years 1 to 2
Technologies
ASTECY12
Years 1 to 2 Technologies (all subjects) Achievement Standard
6 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, including digital systems. They represent and process data in different ways and follow and describe basic algorithms involving a sequence of steps and branching to show how simple digital solutions meet a need for known users. For each of the 2 prescribed technologies contexts they identify the features and uses of technologies and create designed solutions. Students select design ideas based on their personal preferences. They access and use the basic features of common digital tools to create, locate and share content, and collaborate and communicate design ideas using models and drawings. Students safely produce designed or digital solutions and recognise that digital tools may store their personal data online.
The 6 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, including digital systems.
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
Content descriptorAC9TDI2K01 Knowledge and understanding
identify and explore digital systems and their components for a purpose
Elaborations (3)
- Elaboration exploring digital systems to better understand how they are used to provide communities with essential services, for example looking at the systems and components that allow First Nations Australians in communities classified as remote to watch their favourite television shows
- Elaboration naming and using digital systems that they interact with at home and school, for example using a touchpad to move the cursor on a laptop, or the keyboard to type a simple message on a tablet
- Elaboration using different digital systems to explore what they do and how to use them, for example selecting the camera icon allows them to take photos of things that are a familiar shape
They represent and process data in different ways and follow and describe basic algorithms involving a sequence of steps and branching to show how simple digital solutions meet a need for known users.
Content descriptorAC9TDI2K02 Knowledge and understanding
represent data as pictures, symbols, numbers and words
Elaborations (3)
- Elaboration recognising that letter combinations represent different phonemes and that words are spelled the same way regardless of the accent of the speaker
- Elaboration recognising the equivalence of different representations of numbers, including words, digits and tally marks
- Elaboration recognising that pictures in First Nations Australians’ seasonal calendars are used to represent and communicate data, such as how the appearance of a flower can signify a connected event or a resource availability, for example how the Gulumoerrgin Peoples from the Darwin region of the Northern Territory understand that the fruiting of freshwater mangrove signifies it is time to harvest magpie geese
Content descriptorAC9TDI2P02 Processes and production skills
follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition)
Elaborations (6)
- Elaboration following a short, ordered sequence of steps and making decisions to solve a simple problem, for example follow a recipe or directions to reach a location
- Elaboration describing the steps and decisions (in the correct order) needed to solve a simple problem, for example writing, saying, drawing or photographing the steps needed to make a sandwich
- Elaboration rearranging into the correct order a series of mixed-up pictures that describe a story, for example stories authored and published by First Nations Australians
- Elaboration identifying the steps needed to solve a problem, and understanding when their order is important, for example socks must be put on before shoes but a jumper can be put on before or after shoes
- Elaboration identifying the decisions needed to solve a problem and the next steps to follow in each case, for example if it is raining, take a raincoat, otherwise take a hat
- Elaboration following algorithms that repeat a single step a fixed number of times, for example practise spelling a word 5 times or throw and catch a ball with a partner 10 times
Content descriptorAC9TDI2P03 Processes and production skills
discuss how existing digital systems satisfy identified needs for known users
Elaborations (4)
- Elaboration describing how familiar digital systems meet the needs of individuals, for example how different family members use a tablet for different needs – to play videos, read the news or follow a recipe
- Elaboration discussing how we use digital systems to store and access information, and how that information helps us learn about our environment, interactions and leisure activities, for example how interactive versions of stories authored and published by First Nations Australians preserve important cultural expressions
- Elaboration sharing ideas about how digital systems are used at school for learning, for example sharing a student's work with the class on an interactive display screen to provide class feedback on their writing
- Elaboration sharing and describing ways that common digital systems can be used to meet communication needs, for example tablets can be used as phones and tools for communication between families living in different locations
For each of the 2 prescribed technologies contexts they identify 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 access and use the basic features of common digital tools to create, locate and share content, and collaborate and communicate design ideas using models and drawings.
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 descriptorAC9TDI2P04 Processes and production skills
use the basic features of common digital tools to create, locate and communicate content
Elaborations (5)
- Elaboration using familiar digital systems to create content with others, for example using presentation software to retell a story
- Elaboration taking, storing safely and presenting photos of class work, for example locating photos they took of their work to show to parents or carers or for the teacher to upload to the class shared folder
- Elaboration finding images of (local) Australian flora and fauna or places for use in a story and including First Nations Australians’ names for the items
- Elaboration using a camera or drawing app to create a picture, for example making a card for a family member that includes a photo and short message
- Elaboration creating individual pieces of work that contribute to a group task, for example each student contributes a recipe and photo of their favourite food to create a class recipe book
Content descriptorAC9TDI2P05 Processes and production skills
use the basic features of common digital tools to share content and collaborate demonstrating agreed behaviours, guided by trusted adults
Elaborations (3)
- Elaboration taking and sharing photos of class work with parents or carers using classroom messaging software with teacher guidance
- Elaboration applying agreed standards of behaviour when sharing content with classmates, for example using language that is considered by all students and the teacher to be appropriate when they are writing messages to each other
- Elaboration considering the need for online safety when sharing information, for example recognising that personal information such as a photo can be used inappropriately
Content descriptorAC9TDI2P06 Processes and production skills
access their school account with a recorded username and password
Elaborations (1)
- Elaboration using username and password recorded in a private place to access a digital system, for example logging into a school computer using details given on a card by the teacher
Students safely produce designed or digital solutions and recognise that digital tools may store their personal data online.
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
Content descriptorAC9TDI2P07 Processes and production skills
discuss that some websites and apps store their personal data online
Elaborations (2)
- Elaboration sharing examples of the data collected by apps and websites they commonly use, for example usernames and email addresses used by school websites and games to log in
- Elaboration discussing the importance of asking permission from a parent or carer before entering personal details online such as address, phone number and date of birth
This achievement standard describes the expected learning for Years 1 to 2 Technologies (all subjects). Use it to plan teaching and assessment with the Australian Curriculum v9.
Subject standards for Years 1 to 2
This standard covers the whole learning area. Each subject also has its own standard:
ASTECTDEY12 Years 1 to 2 Design and Technologies Achievement Standard ASTECTDIY12 Years 1 to 2 Digital Technologies Achievement StandardAt 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 | 2 | 10 |
| Processes and production skills | Producing and implementing | 1 | 3 |
| Processes and production skills | Evaluating | 2 | 8 |
| Processes and production skills | Collaborating and managing | 3 | 11 |
| Knowledge and understanding | Digital systems | 1 | 3 |
| Knowledge and understanding | Data representation | 1 | 3 |
| Processes and production skills | Privacy and security | 2 | 3 |
| Total | 16 | 61 | |
Frequently Asked Questions
What should students know by the end of Years 1 to 2 Technologies (all subjects)?
By the end of Year 2 students describe the purpose of familiar products, services and environments, including digital systems. Read the full standard
How many Content Descriptors support this standard?
16 Content Descriptors support this Achievement Standard (Knowledge and understanding: 6, Processes and production skills: 10).
How does this compare to Foundation?
The Foundation Technologies (all subjects) standard (ASTECFY) 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.