Years 3 to 4
Technologies
ASTECY34
Years 3 to 4 Technologies (all subjects) Achievement Standard
9 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 4 students describe how people design products, services and environments to meet the needs of people, including sustainability. They process and represent data for different purposes, follow and describe simple algorithms involving branching and iteration, and implement them as visual programs. For each of the 2 prescribed technologies contexts they describe the features and uses of technologies and create designed solutions. Students select design ideas against design criteria. Students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data. They communicate design ideas using models and drawings including annotations and symbols. Students plan and sequence steps and use technologies and techniques to safely produce designed solutions. They use the core features of common digital tools to plan, create, locate and share content, and to collaborate, following agreed behaviours. Students identify their personal data stored online and its risks.
The 9 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 4 students describe how people design products, services and environments to meet the needs of people, including sustainability.
Content descriptorAC9TDE4K01 Knowledge and understanding
examine design and technologies occupations and factors including sustainability that impact on the design of products, services and environments to meet community needs
Elaborations (6)
- Elaboration exploring how many First Nations Australians were and continue to be recognised for their specialist skills in designing and producing products made from local materials and providing related services, using sustainable practices to ensure future access to meet community needs, for example traditional adhesives
- Elaboration exploring how design and technologies occupations in the local area (urban, suburban, regional or rural) meet community needs, for example bakers, builders, engineers, farmers, seafood industry workers, mechanics, radiographers, textile designers and others in science, technology, engineering and mathematics roles
- Elaboration examining the suitability of a service or system and proposing improvements, for example a water-saving system for a bathroom at home or school, traffic management systems to reduce traffic jams around the school, remote and regional services including medical services
- Elaboration exploring how Australian designers consider sustainability when designing products, services or environments, for example designing products from 100% recycled materials, designing services that use minimal energy, or designing landscapes that require minimal water
- Elaboration examining products and environments to discover the factors that may have influenced the design and, choice of technologies used, for example discussing energy-efficient cooking with a wok, or sustainable wood products for home use including furniture made from plantation timbers, bamboo toothbrushes or coconut shell bowls
- Elaboration conducting a survey to identify a community need that involves accessibility and social sustainability, for example design features that improve access to the school
They process and represent data for different purposes, follow and describe simple algorithms involving branching and iteration, and implement them as visual programs.
Content descriptorAC9TDI4K03 Knowledge and understanding
recognise different types of data and explore how the same data can be represented differently depending on the purpose
Elaborations (4)
- Elaboration describing different types of data and how they can be used, for example numbers, letters, symbols and pictures
- Elaboration explaining how the same data can be represented in different ways and why some representations are better than others in certain contexts, for example four vs 4 vs IV vs I I I I vs quatre and that numerals are better for calculation than words
- Elaboration explaining that the same information can be represented differently, for example the term ‘stop’ can also be represented with an octagon-shaped red sign or a hand icon
- Elaboration identifying rock paintings and other cultural expressions to understand that images are used to encode and represent ethnobotanical knowledge, for example the representation of plant use in the Kimberley cave paintings and ancient engravings including important data on medicinal and food plant classification and their usable parts
Content descriptorAC9TDI4P02 Processes and production skills
follow and describe algorithms involving sequencing, comparison operators (branching) and iteration
Elaborations (5)
- Elaboration following the steps and decisions of algorithms and knowing what step they are up to, for example following rules to form the past tense of regular verbs such as ‘create’ to ‘created’, ‘try’ to ‘tried’ and ‘cook’ to ‘cooked’ and checking off items on a list as they are completed
- Elaboration describing algorithms using representations such as a list of steps or a diagram, for example drawing a diagram of a recipe involving decisions
- Elaboration understanding there can be more than one sequence of steps to solve a problem, some are better than others, and the steps should be unambiguous, for example describing 2 different ways to get to the same location
- Elaboration describing the decisions needed to solve a problem, including numerical and text comparisons, for example if the UV index is above 3, put on sunscreen and a hat
- Elaboration describing algorithms that repeat steps a fixed number of times, for example calculating multiplication using repeated addition, where the sum changes in each iteration
Content descriptorAC9TDI4P04 Processes and production skills
implement simple algorithms as visual programs involving control structures and input
Elaborations (6)
- Elaboration writing and editing programs to solve simple problems using branching and simple iteration in a visual programming environment, for example helping a user understand multiplication by displaying the repeated addition in order
- Elaboration writing programs that take input from the user or environment, for example asking the user for their name and displaying it or sensing the temperature from the environment to make a decision
- Elaboration writing programs that make decisions involving comparison, for example comparing whether the temperature is above 25 degrees Celsius to label the weather hot or cold
- Elaboration writing programs that repeat one or more steps a fixed number of times, for example writing a program that displays repetitive song lyrics, such as in ‘Ten in the bed’
- Elaboration running and testing a program to check it performs as expected, for example a character: 1. moves forward 2. turns left 3. moves forward
- Elaboration implementing a program that demonstrates the strict routines and techniques followed by First Nations Australian ranger groups when caring for or handling specific native animals, for example using IF and THEN statements to create a training manual, such as: IF <insert animal name> is injured THEN the ranger will <insert action>
For each of the 2 prescribed technologies contexts they describe the features and uses of technologies and create designed solutions.
Content descriptorAC9TDE4K02 Knowledge and understanding
describe how forces and the properties of materials affect function in a product or system
Elaborations (5)
- Elaboration researching how First Nations Australians consider buoyant forces as they select materials for watercraft, for example making bark or dugout canoes
- Elaboration looking at models to identify how materials are used and movement is created, for example in the design of a toy with wheels or moving parts
- Elaboration exploring through play how movement can be started by combining materials and using forces, for example releasing a wound rubber band to propel a model boat, how different materials may impact a marble roll speed, or how various surfaces from carpet to grass to concrete might affect a robot’s movement
- Elaboration deconstructing a product or system to identify how motion and forces affect performance, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
- Elaboration identifying engineered systems and experimenting with available local materials, tools and equipment to solve problems, for example designing a container or parachute that will keep an egg intact when dropped from a height; a pop-up card; a tower; or a vehicle
Content descriptorAC9TDE4K03 Knowledge and understanding
describe the ways of producing food and fibre
Elaborations (4)
- Elaboration researching food and fibre production techniques and technologies developed by First Nations Australians, such as burning, tilling, planting, transplanting, watering, irrigating, weeding, thinning, cropping, storing and trading food
- Elaboration describing tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing environments such as a glasshouse (protected cropping) or animal housing including safe chicken shelters
- Elaboration comparing farming methods for food in Australia and a country in Asia, for example the use of different types of plants and animals and how diverse technologies are used to produce them
- Elaboration researching how animal fibres (for example wool, alpaca) and plant fibres (for example timber, cotton, bamboo) are produced in Australia, for example how production of plantation timbers may be different from bamboo production
Content descriptorAC9TDE4K04 Knowledge and understanding
describe the ways food can be selected and prepared for healthy eating
Elaborations (5)
- Elaboration exploring how First Nations Australians consider the nutrient content of seasonal foods as a means of maintaining a balanced diet
- Elaboration recognising the benefits food technologies provide for health and food safety and to ensure that a wide variety of food is available and can be prepared for healthy eating, for example pasteurisation of milk for food safety and freezing of vegetables to retain nutrients and reduce food waste
- Elaboration exploring the differences between fresh food and processed food by researching nutrient content of fresh food using a nutrition calculator app and examining nutrition information labels on processed foods for nutritional values
- Elaboration considering creative ways foods can be prepared for maximum taste and appeal, for example locating and discussing images online that show colourful or fun ways to present food that might encourage healthy eating
- Elaboration describing foods using the senses, for example describing the colour, aroma, sound, texture and taste of the ingredients in a salad or stir-fry and how our senses influence what we select to eat
Content descriptorAC9TDE4P01 Processes and production skills
explore needs or opportunities for designing, and test materials, components, tools, equipment and processes needed to create designed solutions
Elaborations (5)
- Elaboration exploring the designs and performance of models of First Nations Australians’ watercraft, and the opportunities for their designs to inform the design of a floating toy
- Elaboration examining the production of local products, services and environments to enhance their own design ideas, for example discussing the processes and systems that might be used to distribute hot food to a large number of people at a community event
- Elaboration selecting and making judgements about appropriate joining techniques for materials to produce designs, prototypes, structures or working models, for example joining fabric, paper or cardboard in various ways
- Elaboration exploring and testing a range of materials under different conditions for suitability including sustainability considerations, for example the compostability of paper-based materials or the strength and durability of natural materials
- Elaboration exploring the different uses of materials in a range of products, including those from a country in Asia, to inform design decisions, for example in shelters, boats, handmade tools, baskets, wooden items, musical instruments, clothing and fabric
Students select design ideas against design criteria.
Content descriptorAC9TDE4P04 Processes and production skills
use given or co-developed design criteria including sustainability to evaluate design ideas and solutions
Elaborations (4)
- Elaboration developing design criteria with others including considering universal design principles to address social sustainability, for example a criterion that specifies flexible or intuitive use or low physical effort
- Elaboration using design criteria to evaluate, revise and select design ideas, for example when designing an e-textile toy for a young child to ensure it will be safe
- Elaboration comparing the amount of waste that would be produced from different design ideas and the potential for recycling waste, for example exploring the choice of materials to construct a toy and whether these materials are repairable or able to be recycled once the toy breaks or is no longer wanted
- Elaboration reflecting on how well their designed solution meets design criteria, such as ensuring safety and wellbeing of users and meeting the needs of communities or different cultures, for example reviewing and discussing the choice of fabrics used to make re-usable bags and how they could be made more appealing to all cultural groups by considering modifications to style
Content descriptorAC9TDI4P01 Processes and production skills
define problems with given design criteria and by co-creating user stories
Elaborations (5)
- Elaboration recognising a range of familiar problems and defining achievable solutions using given design criteria, for example buying presents for family members within a specified budget
- Elaboration using responses to guiding questions to write a user story, for example a family member wants a way of entertaining their puppy when they are at school to stop it digging holes
- Elaboration co-creating a user story using a template such as ‘A <type of user> has <some goal> so that <some reason>’, for example ‘a sports team wants to access league rankings online so that they can see their progress’
- Elaboration developing a problem statement for collecting and managing information, for example how First Nations Australians rangers could monitor animal populations, such as local marine turtles, using global positioning systems (GPS)
- Elaboration co-creating user stories about exploring hard-to-reach locations, for example a school student wants to explore neighbouring countries classified as remote to compare how people live
Content descriptorAC9TDI4P05 Processes and production skills
discuss how existing and student solutions satisfy the design criteria and user stories
Elaborations (4)
- Elaboration describing the way familiar digital systems allow the user to perform tasks, for example discussing how a family member could place an order online for something they cannot buy locally
- Elaboration discussing how a digital solution meets the different needs of users, for example how maps help people to locate places in the community or interactive store directories help shoppers to find a particular store in a shopping centre
- Elaboration making judgements on their digital solutions against the design criteria and user stories, for example how high their friends score in the game they created to help them learn what is recyclable
- Elaboration reflecting on how the systems in the school help it run, for example how the librarian keeps track of books borrowed
Students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data.
Content descriptorAC9TDI4K01 Knowledge and understanding
explore and describe a range of digital systems and their peripherals for a variety of purposes
Elaborations (3)
- Elaboration experimenting with a range of peripherals to perform input, output and storage, for example a keyboard, touch screen, mouse, camera and microphone; a monitor, projector, printer or 3D printer; or speaker; or USB drive
- Elaboration adding peripherals to a digital system to expand its functionality, for example connecting a headset to a digital system to participate in an online lesson more effectively
- Elaboration exploring how they can use digital systems differently depending on the task, recognising that many digital systems can perform multiple tasks, for example a student can use a tablet to take photos, record audio and find information to create a presentation
Content descriptorAC9TDI4K02 Knowledge and understanding
explore transmitting different types of data between digital systems
Elaborations (2)
- Elaboration exploring examples of different types of data that can be transferred between digital systems, for example streaming music or making a video call to a friend using a smartphone
- Elaboration exploring how data (video call) can be transmitted from a remote community to a city location, for example looking at how many First Nations Australian communities in areas classified as remote rely on 3G network coverage, limiting the use of video calls
Content descriptorAC9TDI4P08 Processes and production skills
access their school account using a memorised password and explain why it should be easy to remember, but hard for others to guess
Elaborations (3)
- Elaboration recalling their school username and password from memory to login to a school laptop or desktop
- Elaboration explaining how keeping a password secret prevents others from accessing their data, for example how their work is saved in their account and can only be accessed using their secret password
- Elaboration exploring techniques to create an easy to remember and hard to guess password, for example creating a password using 3 unrelated but easy to remember words
They communicate design ideas using models and drawings including annotations and symbols.
Content descriptorAC9TDE4P02 Processes and production skills
generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools
Elaborations (4)
- Elaboration visualising innovative design ideas by producing thumbnail sketches, models and labelled drawings to explain features and modifications, for example drawing one or more designs for a machine to collect waste, and including labels and descriptions to explain materials used, their properties and the intended function of components or the whole system
- Elaboration planning, sharing and documenting creative designs, ideas and processes using digital tools and appropriate terms and privacy considerations, for example a class blog or collaborative document that has been selectively shared with peers
- Elaboration communicating design ideas using annotated diagrams, for example labelling a diagram for a pushcart with technical terms and explanations about components such as the chassis, axle, wheels and steering
- Elaboration generating design ideas for solutions using Safety by Design principles, for example designing communication that is accessible for all parents and carers
Content descriptorAC9TDI4P03 Processes and production skills
generate, communicate and compare designs
Elaborations (3)
- Elaboration brainstorming possible design ideas and discussing these with their peers, for example sketching different ideas for a computer game
- Elaboration discussing whether the needs identified from the user story are met by generated design ideas, for example comparing design ideas in pairs for encouraging people to recycle
- Elaboration ideating multiple design ideas and comparing them against user stories, for example as a class, discussing the needs identified from the user story and brainstorming multiple design ideas (accepting all suggestions as possibilities)
Students plan and sequence steps and use technologies and techniques to safely produce designed solutions.
Content descriptorAC9TDE4P03 Processes and production skills
select and use materials, components, tools, equipment and techniques to safely make designed solutions
Elaborations (5)
- Elaboration exploring ways of joining, connecting and assembling components that ensure success including the impact digital tools have on these processes, for example using virtual reality or simulations to experience assembling materials or using tools
- Elaboration using tools and equipment accurately when measuring, marking and cutting, for example when creating a template or pattern, measuring ingredients in a recipe or preparing a garden bed for sowing seeds
- Elaboration explaining the importance of safe, responsible, inclusive and cooperative work practices when designing and making, for example when handling sharp equipment such as knives and scissors
- Elaboration selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process, for example considering how packaging and offcuts could be recycled or used for other purposes before choosing materials for a project
- Elaboration using appropriate technologies terms to describe and share with other students the procedures and techniques for making, for example how to safely make an engineered solution such as a robotic device
Content descriptorAC9TDE4P05 Processes and production skills
sequence steps to individually and collaboratively make designed solutions
Elaborations (3)
- Elaboration determining planning processes as a class, for example recording when parts of a project need to be completed on a timeline, in a spreadsheet, calendar or list
- Elaboration discussing the importance of managing time and resource allocation throughout production, for example discussing the roles different people might take in a team and identifying the tasks they will complete and the resources they will each need
- Elaboration identifying the steps in a mass production process, for example drawing a flowchart or making a video recording of a procedure for packing identical boxes of food for community members in need, where each student in a group has a separate task as part of the production process
They use the core features of common digital tools to plan, create, locate and share content, and to collaborate, following agreed behaviours.
Content descriptorAC9TDI4P06 Processes and production skills
use the core features of common digital tools to create, locate and communicate content, following agreed conventions
Elaborations (4)
- Elaboration discussing and creating as a class a set of steps they need to follow to safely find information online
- Elaboration using an online search engine to find suitable sources to create and communicate information, following agreed steps, for example creating a presentation on life cycles
- Elaboration grouping, naming and itemising objects using a logical hierarchy, for example creating a section of a virtual library or virtual supermarket using folders and files
- Elaboration using autocomplete features in text authoring tools; for example, using suggestions in a word processor to complete words or sentences, or using predictive text in SMS or messaging apps
Content descriptorAC9TDI4P07 Processes and production skills
use the core features of common digital tools to share content, plan tasks, and collaborate, following agreed behaviours, supported by trusted adults
Elaborations (5)
- Elaboration using an agreed folder to make it easy for students to collaborate on shared content in a group project
- Elaboration demonstrating safe sharing of content with a select audience, for example sharing a holiday adventure without revealing exact dates, specific names or other personal information
- Elaboration listening to others when participating in online environments to share content, for example respecting the rights of others by taking turns to suggest and add words or images to a factual slide deck to share with the teacher
- Elaboration interacting cooperatively in a group in an online environment to plan and complete a task, for example writing and responding to others’ views on canteen products
- Elaboration using digital tools to plan an event as a class, for example jointly creating a class survey to help plan an end-of-year party, where responses conform to the class's accepted behavioural expectations
Students identify their personal data stored online and its risks.
Content descriptorAC9TDI4P09 Processes and production skills
identify what personal data is stored and shared in their online accounts and discuss any associated risks
Elaborations (2)
- Elaboration identifying the personal data stored in accounts they use at school and at home and who has access to it, for example documents in their school cloud storage are accessible by the teacher, or their nickname in their online gaming accounts is visible to all players
- Elaboration discussing how personal data stored in online accounts forms a person’s digital identity and can reveal detailed information about people, for example looking at photographs of themselves, friends or fictional characters that reveal details about a person's location, habits or home
This achievement standard describes the expected learning for Years 3 to 4 Technologies (all subjects). Use it to plan teaching and assessment with the Australian Curriculum v9.
Subject standards for Years 3 to 4
This standard covers the whole learning area. Each subject also has its own standard:
ASTECTDEY34 Years 3 to 4 Design and Technologies Achievement Standard ASTECTDIY34 Years 3 to 4 Digital Technologies Achievement StandardAt a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Knowledge and understanding | Technologies and society | 1 | 6 |
| 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 | 9 |
| Processes and production skills | Investigating and defining | 2 | 10 |
| Processes and production skills | Generating and designing | 3 | 12 |
| Processes and production skills | Producing and implementing | 2 | 11 |
| Processes and production skills | Evaluating | 2 | 8 |
| Processes and production skills | Collaborating and managing | 3 | 12 |
| Knowledge and understanding | Digital systems | 2 | 5 |
| Knowledge and understanding | Data representation | 1 | 4 |
| Processes and production skills | Privacy and security | 2 | 5 |
| Total | 21 | 87 | |
Frequently Asked Questions
What should students know by the end of Years 3 to 4 Technologies (all subjects)?
By the end of Year 4 students describe how people design products, services and environments to meet the needs of people, including sustainability. Read the full standard
How many Content Descriptors support this standard?
21 Content Descriptors support this Achievement Standard (Knowledge and understanding: 7, Processes and production skills: 14).
How does this compare to Years 1 to 2?
The Years 1 to 2 Technologies (all subjects) standard (ASTECY12) covers the preceding curriculum level. Standards build progressively, with Years 3 to 4 expectations extending what was introduced in Years 1 to 2.
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.