Years 5 to 6
Technologies
ASTECY56
Years 5 to 6 Technologies (all subjects) Achievement Standard
8 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 6 students explain how people design products, services and environments to meet the needs of communities, including sustainability. For each of the 3 prescribed technologies contexts students explain how the features of technologies impact on design decisions and they create designed solutions. They process data and show how digital systems represent data, design algorithms involving complex branching and iteration, and implement them as visual programs including variables. They select and justify design ideas and solutions against design criteria. Students share and communicate ideas or content to an audience using technical terms, graphical representation techniques and appropriate digital tools. They develop project plans, including production processes, and select technologies and techniques to safely produce designed or digital solutions. Students securely access and use multiple digital systems and describe their components and how they interact to process and transmit data. They identify their digital footprint and recognise its permanence.
The 8 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 6 students explain how people design products, services and environments to meet the needs of communities, including sustainability.
Content descriptorAC9TDE6K01 Knowledge and understanding
explain how people in design and technologies occupations consider competing factors including sustainability in the design of products, services and environments
Elaborations (6)
- Elaboration investigating how First Nations Australians have long considered competing factors especially those related to sustainability in the design of fish harvesting technologies, for example fish traps and fish poisons that allow for selective harvesting and release of bycatch, as compared with high-yield, non-selective harvesting practices such as trawling
- Elaboration describing the impact and sustainability implications of designed products, services or environments on local, regional and global communities, for example the emergence of small businesses that are recycling materials, such as plastic tags and bottle tops into prosthetics
- Elaboration explaining the importance of aesthetics, function and sustainability in product design, for example a textile product that gives ultraviolet protection and is appealing; an odour-fighting wool fabric that minimises washing; a motor that moves a vehicle and uses a sustainable power source; a modification to a home to reduce environmental impact; restoring a natural environment and enabling low-impact access for the public such as boardwalks in fragile wet heath or swamp ecosystems
- Elaboration identifying the components of a service that contribute to its success and assessing potential risk or failure, for example a community service announcement to communicate a message in the school or to a wide audience; a service that manages an aspect of the environment such as Clean Up Australia Day in different communities
- Elaboration considering how engineers resolve competing factors to produce innovative solutions, for example experimenting with novel ideas such as biomimicry to engineer a solution such as a soft robotic device
- Elaboration considering how Safety by Design principles have been used in the design of products, services or environments, for example considering how prevention, protection and proactive change can be used to improve safety of designed solutions
For each of the 3 prescribed technologies contexts students explain how the features of technologies impact on design decisions and they create designed solutions.
Content descriptorAC9TDE6K02 Knowledge and understanding
explain how electrical energy can be transformed into movement, sound or light in a product or system
Elaborations (5)
- Elaboration investigating how automated, labour-saving photovoltaic systems are expected to provide opportunities for First Nations Australians to expand their aquaculture industries in coastal regions of northern Australia
- Elaboration explaining how sun tracking of solar panels assists renewable energy production in communities classified as remote
- Elaboration describing the process needed to carefully plan and select components for a system to perform a specific task, for example planning the arrangement of switches, light globes and a power source in a lighting design
- Elaboration producing models using materials, tools and equipment to show how to control movement, sound or light, for example constructing an automation or lifting system including a pulley to raise a bucket or toy
- Elaboration deconstructing a product or system to discover how movement, sound or light can be controlled, for example taking apart a torch or buzzer, or exploring circuit design in a security system and investigating the properties of materials to solve problems including the amount of light reflected from different surfaces to control a sensor
Content descriptorAC9TDE6K03 Knowledge and understanding
explain how and why food and fibre are produced in managed environments
Elaborations (5)
- Elaboration exploring how before colonisation, First Nations Australians lived in discrete communities that cared for, protected and sustainably harvested food and fibre resources, some of which are now cultivated to meet domestic and international demand, for example bunya nuts, macadamia and finger limes
- Elaboration investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability including conserving and recycling nutrients, for example building a food composting system, including mulch when designing a sustainable school vegetable garden or cropping area
- Elaboration describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment, for example growing tropical fruits in northern Australia due to higher temperature, and raising sheep in the cooler regions of Australia
- Elaboration sequencing the process of converting on-farm food or fibre products into a product suitable for retail sale, for example creating a digital flowchart to record a paddock-to-plate supply chain, or the fibre-to-garment life cycle (fibre, yarn, fabric, garment)
- Elaboration visiting a farm or participating in a virtual tour to ask questions about how and why food and fibre are produced in that environment
Content descriptorAC9TDE6K04 Knowledge and understanding
explain how the characteristics of foods influence selection and preparation for healthy eating
Elaborations (6)
- Elaboration investigating how First Nations Australians have long selected and prepared foods for healthy eating, for example based on their nutritional value, availability, spoilage, preparation and processing requirements
- Elaboration using the Australian Dietary Guidelines to determine the recommended number of serves for an individual, for example describing and planning a healthy meal or lunchbox for a particular individual with recommended serving sizes to inform choices and then explaining the characteristics of the selected foods
- Elaboration experimenting with tools, equipment, ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits, for example experimenting with preserving techniques including pickling, fermentation, air drying or sun drying and presenting information on the benefits for an audience
- Elaboration exploring a variety of tastes and how they may influence the selection or preparation of food, for example the sour, salty, sweet, spicy and umami flavours of many foods from countries across Asia
- Elaboration developing strategies to communicate healthy choices based on the Australian Dietary Guidelines, for example designing a website with food preparation tips for healthy eating for pre-teens
- Elaboration exploring the food service options of a local restaurant, café, fast food or takeaway establishment and identifying the food preparation skills needed to prepare food for healthy eating
Content descriptorAC9TDE6K05 Knowledge and understanding
explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions
Elaborations (6)
- Elaboration investigating how First Nations Australians have long used material science knowledge to identify materials and preparation techniques to meet performance needs, for example twining techniques of string and rope fibres to ensure suitability for use in wet, dry, freshwater and saltwater applications
- Elaboration identifying and describing the properties of materials for the design and construction of a household product or system to improve household sustainability, for example a product for storing harvested water or reducing energy consumption
- Elaboration describing the materials and systems used in public places and facilities that benefit the way people live, for example a community exercise environment, arts facility, water treatment plant or garbage collection service
- Elaboration comparing and describing the tools, equipment and techniques used to manufacture products in factories with those used by local and regional enterprises including cost and impacts, for example clothing made in factories compared with local handmade garments
- Elaboration comparing the design and production of products, services or environments in Australia and a country in Asia, for example comparing the diversity, availability and properties of preferred materials and the design of public shelters and housing in Indonesia and Australia
- Elaboration investigating the properties of fibres and how these are used to create products, for example designing an experiment to test which fabrics are warmest and explaining how those properties influence what they are used for
Content descriptorAC9TDE6P01 Processes and production skills
investigate needs or opportunities for designing, and the materials, components, tools, equipment and processes needed to create designed solutions
Elaborations (6)
- Elaboration investigating First Nations Australians’ traditional fibre sources as potential commercial solutions for biodegradable string or rope, and researching the materials, systems, components, tools and equipment needed
- Elaboration surveying people in the school community about their needs in order to design an appropriate product, service or environment that addresses the need, for example planning the requirements for a community meal, creating more shade in the school by determining where trees could be planted or designing a security system for the community garden
- Elaboration investigating designed solutions from around the world to make suitable, quality decisions that meet needs or opportunities, for example locating information online about small-space gardening ideas from different countries and judging their suitability for the local environment
- Elaboration investigating the importance of complementary parts of working systems by deconstructing the components, structure and purpose of products, services or environments, for example labelling a diagram of a robotic weeder or vacuum cleaner and explaining the function of parts
- Elaboration testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make products, services or environments, for example the materials for a product such as a rubber-band-powered vehicle or item of protective clothing
- Elaboration investigating how to minimise material use and manage waste by comparing the environmental and social impacts of materials, components, tools and equipment, for example comparing the cost and environmental impact of repurposing an old item of clothing to create a carry bag with buying a new one, or using vegetable scraps to make a healthy soup versus buying takeaway soup
They process data and show how digital systems represent data, design algorithms involving complex branching and iteration, and implement them as visual programs including variables.
Content descriptorAC9TDI6K03 Knowledge and understanding
explain how digital systems represent all data using numbers
Elaborations (2)
- Elaboration representing data using whole numbers and recognising this is how digital systems represent data, for example converting letters in a message to numbers using their position in the alphabet
- Elaboration explaining how the data type used to represent data changes the operations that can be performed on it, for example adding numbers performs addition whereas adding strings joins them
Content descriptorAC9TDI6K04 Knowledge and understanding
explore how data can be represented by off and on states (zeros and ones in binary)
Elaborations (3)
- Elaboration making collaboratively a long thread with beads representing binary for the letters that spell the Country/Place name in the local First Nations language and English, and could be displayed as a ‘binary banner’ as an Acknowledgement of Country that we are on the Traditional Lands of the <insert name> Peoples
- Elaboration demonstrating that an on/off state in a circuit can represent the digits one and zero, and this is how digital systems represent data
- Elaboration recognising how the answer to a yes/no question can be represented using on/off states, for example switching a light on or off in a circuit or a long or short dash (beep) in Morse code
Content descriptorAC9TDI6P02 Processes and production skills
design algorithms involving multiple alternatives (branching) and iteration
Elaborations (6)
- Elaboration designing an algorithm or understanding and modifying an existing algorithm to fix an error or change functionality, for example exploring issues in drought-prone areas to decide when to water a garden, taking into account humidity as well as soil moisture level
- Elaboration creating the steps, decisions and loops in algorithms and knowing what step they are up to, for example repeating the steps to add 2 digits for each column in multi-digit addition, knowing which column they are adding and when to stop
- Elaboration constructing more than one sequence of steps that solve the same problem and explaining why one is better than the other, for example specifying the exact route through a maze versus using the right-hand rule that works for all mazes
- Elaboration modelling a decision that has more than 2 options to select the next step, for example selecting transport IF distance is less than 2 km THEN walk, ELSE IF the distance is less than 5 km THEN ride a bike, ELSE catch the bus
- Elaboration planning algorithms that repeat until a condition is met, for example keep mixing UNTIL the ingredients are combined or subtracting a number UNTIL the result reaches zero
- Elaboration designing an algorithm including branching and iteration which responds to data, for example how First Nations Australian rangers use structured procedures to respond to live tracking data that indicates feral buffalo are approaching an environmentally or culturally significant site
Content descriptorAC9TDI6P05 Processes and production skills
implement algorithms as visual programs involving control structures, variables and input
Elaborations (6)
- Elaboration writing and editing programs to solve problems using branching, iteration and variables in a visual programming environment, for example writing a program to draw a rotated shape a given number of times using Turtle Graphics
- Elaboration writing programs that take input from the user or environment and storing that input in a variable for later use, for example asking the user how many shapes to draw in a circle and using that to calculate the number of iterations and angle to rotate each time
- Elaboration writing programs that make decisions involving multiple alternatives, for example an interactive quiz that checks if the answer is correct, gives feedback and updates the score, or gives a final grade based on the score
- Elaboration writing programs that repeat multiple steps based on the user's input, for example repeatedly drawing a shape a given number of times, shifting the position between each iteration
- Elaboration stating the expected behaviour of a program, running the program to check it is correct and fixing any errors, for example 'when I press the left arrow key, the cat should move left, finding the cat moves right, and fixing it by changing the 10 to -10 to alter the direction'
- Elaboration programming digital systems to perform automated tasks, such as closing gates, for example simulating the work of First Nations Australian rangers attempting to lure and capture feral animals
They select and justify design ideas and solutions against design criteria.
Content descriptorAC9TDE6P04 Processes and production skills
negotiate design criteria including sustainability to evaluate design ideas, processes and solutions
Elaborations (5)
- Elaboration deciding on design criteria collaboratively for a designed solution, for example including an environmental sustainability criterion such as product should be recyclable
- Elaboration developing design criteria with others to evaluate the suitability of materials, tools and equipment for specific purposes, for example considering the most suitable fabric, tools and equipment needed to make beeswax wraps
- Elaboration iterating and modifying design ideas based on evaluation to improve solutions, for example modifying the sensitivity of sensors in the design of an automated light
- Elaboration evaluating their designed solutions including considering the benefits and costs of production processes and the environmental impact, for example for the production of an animal shelter
- Elaboration reflecting on designed solutions to evaluate and assess suitability and sustainability and determine how well they meet design criteria, for example gathering relevant data to make judgements about a school or community fundraising event in relation to waste reduction, attendance and funds raised, and considering how these aspects could be handled in future events
Content descriptorAC9TDI6P01 Processes and production skills
define problems with given or co-developed design criteria and by creating user stories
Elaborations (3)
- Elaboration using provided stimulus to identify an issue and writing a user story in groups, for example using a newspaper article to develop a user story, such as: a family in a bushfire or flood-prone environment needs a way to ensure they are prepared in case of an emergency
- Elaboration discussing possible design criteria based on a stimulus, for example the cost, sustainability and timeliness for a roadside bushfire or flood risk rating system
- Elaboration investigating the impact that feral animals have on native flora and fauna and how this problem has led to economic development opportunities for groups such as the Arnhem Land Progress Aboriginal Corporation
Content descriptorAC9TDI6P03 Processes and production skills
design a user interface for a digital system
Elaborations (3)
- Elaboration designing a user interface on paper or using digital tools, for example drawing the designed layout of the landing page of an app to order lunches from the school canteen
- Elaboration designing a user interface to address an identified need, for example including customisable font size and colour contrast to help users who are visually impaired
- Elaboration modelling how user interfaces allow people from different cultures and language backgrounds to access information, for example using consistent symbols to represent common actions such as copy, paste and save
Content descriptorAC9TDI6P06 Processes and production skills
evaluate existing and student solutions against the design criteria and user stories and their broader community impact
Elaborations (4)
- Elaboration evaluating the effectiveness of their own solutions to address the identified problem from the user stories, for example checking if the information created for the local interactive history walk is relevant and meets the council's needs
- Elaboration evaluating how an existing solution provides users with safety tools and features such as those described in the Safety by Design Vision for Young People, for example having a clearly visible button to easily report and block inappropriate behaviour in an app or on a website
- Elaboration reflecting on the many systems that are used in the wider community to address a range of problems, for example timetables to manage transport and other services through to details such as storing licence information so that police can enforce road rules
- Elaboration verifying the correctness of AI-generated content against information known to be factually accurate; for example, comparing the output from a generative text model providing a biography of a local leader with the data published on their official website or other authoritative source
Students share and communicate ideas or content to an audience using technical terms, graphical representation techniques and appropriate digital tools.
Content descriptorAC9TDE6P02 Processes and production skills
generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, including using digital tools
Elaborations (6)
- Elaboration generating a range of design ideas for products, services or environments using prior knowledge, skills and research, for example a security system for a community garden, a product made from a repurposed item of clothing, a permaculture vegetable patch or a healthy meal for a family picnic
- Elaboration analysing, modifying and developing design ideas to enhance and improve the sustainability of the product, service, environment or system, for example analysing eco-friendly alternatives to non-recyclable decorations for a community event or replacing paper-based newsletters with online formats
- Elaboration representing and communicating design ideas using modelling and drawing standards including the use of digital tools, for example including scale, symbols and codes in plans and diagrams; using pictorial maps and aerial views; and using digital mapping applications or infographics to present research and ideas to others
- Elaboration developing and using models to iterate and improve design ideas, for example using modelling applications to design the layout and features of an enclosure for a chosen animal
- Elaboration experimenting with materials, tools and equipment to refine design decisions and processes, for example considering the selection of materials and joining techniques to suit the purpose of a product, such as a pop-up book, a fabric bag or an electric circuit
- Elaboration considering the social values and ethics of clients when designing an environment, for example interviewing users of a space or seeking permission to use designs or images created by others including respect of cultural and intellectual property
Content descriptorAC9TDI6P04 Processes and production skills
generate, modify, communicate and evaluate designs
Elaborations (2)
- Elaboration ideating a range of possible design ideas, discussing them and judging them against the design criteria and user stories, for example using the design criteria to put design ideas in order of preference in a group discussion
- Elaboration suggesting modifications to the preferred design idea if it does not satisfy all design criteria and user stories, for example modifying a game or game controller so that it can be used by a wider range of players
Content descriptorAC9TDI6P07 Processes and production skills
select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions
Elaborations (5)
- Elaboration creating achievable steps and timeframes and identifying digital tools needed to produce a solution to a given problem, for example planning what they need to do to create a report on the effectiveness of the school's recycling initiatives
- Elaboration locating content through search engines and in documents by revising queries and using required search terms, for example reviewing search results and modifying search terms to make the query more accurate
- Elaboration creating appropriate content that reflects planning as well as new external factors, for example uploading a draft of a report on a local government issue to the teacher for feedback as part of an iterative process
- Elaboration creating content for a school celebration, for example designing a collaborative spreadsheet that can be used by a small group to plan and cost their graduation party, together with a folder of tagged resources which support the planning
- Elaboration judging the tone and appropriateness for the intended audience of text generated using autocomplete; for example, deciding that the predictive text was too formal for a conversation with a friend and rewriting it in more casual language
Content descriptorAC9TDI6P08 Processes and production skills
select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours
Elaborations (5)
- Elaboration following a previously created plan to report back to the class on a given problem, using digital tools, for example small groups reporting on the best location for a new skate park in the local government area
- Elaboration defining and acting collectively using online community standards and valuing the work of others, for example moderating language and behaviour in an online class forum, not deleting the work of collaborators, and respecting others’ intellectual property
- Elaboration naming, organising and storing files in a way that allows for easy retrieval of shared content, for example labelling the main folders by topic, such as school garden project, and then creating sub-folders for each section of the project, such as 'plans', 'designs' and 'implementation'
- Elaboration demonstrating agreed behaviours; following cultural protocols, including relevant permissions and attributions; acknowledging diversity, capability and strength; and addressing risks and responsibilities such as privacy, security, and accuracy of data; for example when sharing images of First Nations Australians' cultural artefacts
- Elaboration using a range of communication tools to share ideas and information with stakeholders, for example presenting content for a school celebration such as a graduation celebration with the parents and citizens association or school executive in an online forum
They develop project plans, including production processes, and select technologies and techniques to safely produce designed or digital solutions.
Content descriptorAC9TDE6P03 Processes and production skills
select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions
Elaborations (4)
- Elaboration matching material and joining techniques to the design intention, for example accurately and safely cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit
- Elaboration using appropriate personal protective equipment (PPE) required for the use of some tools and equipment, for example protective eyewear and working safely, responsibly and cooperatively to ensure safe work areas, for example the safe use of equipment when making a water-resistant, floating craft
- Elaboration choosing appropriate materials, tools, equipment and techniques for a specific purpose, for example when safely and hygienically preparing food, cultivating garden beds or constructing electronic products
- Elaboration identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods, being aware of food allergies
Content descriptorAC9TDE6P05 Processes and production skills
develop project plans that include consideration of resources to individually and collaboratively make designed solutions
Elaborations (3)
- Elaboration setting milestones for production processes and allocating roles to team members, for example using a cloud-based or server-based document or spreadsheet to list tasks, deadlines and roles for team members working on a project collaboratively, including setting document sharing permissions with selected people
- Elaboration identifying the human resources, materials, tools and equipment that will be needed to make the designed solution as part of the project plan and specifying when these will be needed, for example access to a wildlife expert at the planning stage and scheduling access to shared tools when building a habitat for local animals
- Elaboration planning production steps needed to produce a product, service or environment using digital tools, for example making a flowchart or using a digital planner to record the sequence of tasks and deadlines needed to complete a project
Content descriptorAC9TDI6P07 Processes and production skills
select and use appropriate digital tools effectively to create, locate and communicate content, applying common conventions
Elaborations (5)
- Elaboration creating achievable steps and timeframes and identifying digital tools needed to produce a solution to a given problem, for example planning what they need to do to create a report on the effectiveness of the school's recycling initiatives
- Elaboration locating content through search engines and in documents by revising queries and using required search terms, for example reviewing search results and modifying search terms to make the query more accurate
- Elaboration creating appropriate content that reflects planning as well as new external factors, for example uploading a draft of a report on a local government issue to the teacher for feedback as part of an iterative process
- Elaboration creating content for a school celebration, for example designing a collaborative spreadsheet that can be used by a small group to plan and cost their graduation party, together with a folder of tagged resources which support the planning
- Elaboration judging the tone and appropriateness for the intended audience of text generated using autocomplete; for example, deciding that the predictive text was too formal for a conversation with a friend and rewriting it in more casual language
Content descriptorAC9TDI6P08 Processes and production skills
select and use appropriate digital tools effectively to share content online, plan tasks and collaborate on projects, demonstrating agreed behaviours
Elaborations (5)
- Elaboration following a previously created plan to report back to the class on a given problem, using digital tools, for example small groups reporting on the best location for a new skate park in the local government area
- Elaboration defining and acting collectively using online community standards and valuing the work of others, for example moderating language and behaviour in an online class forum, not deleting the work of collaborators, and respecting others’ intellectual property
- Elaboration naming, organising and storing files in a way that allows for easy retrieval of shared content, for example labelling the main folders by topic, such as school garden project, and then creating sub-folders for each section of the project, such as 'plans', 'designs' and 'implementation'
- Elaboration demonstrating agreed behaviours; following cultural protocols, including relevant permissions and attributions; acknowledging diversity, capability and strength; and addressing risks and responsibilities such as privacy, security, and accuracy of data; for example when sharing images of First Nations Australians' cultural artefacts
- Elaboration using a range of communication tools to share ideas and information with stakeholders, for example presenting content for a school celebration such as a graduation celebration with the parents and citizens association or school executive in an online forum
Students securely access and use multiple digital systems and describe their components and how they interact to process and transmit data.
Content descriptorAC9TDI6K01 Knowledge and understanding
investigate the main internal components of common digital systems and their function
Elaborations (3)
- Elaboration explaining how digital systems are made up of parts that perform specific functions, for example the processor controls the tablet, performs calculations and manipulates data
- Elaboration exploring how the central processing unit (CPU), memory and input/output components work together to perform a simple calculation
- Elaboration investigating the main components in a video conferencing system and their functions, for example a telehealth system used to access ultrasound and other imagery services by communities in areas classified as remote such as those of some First Nations Australians
Content descriptorAC9TDI6K02 Knowledge and understanding
examine how digital systems form networks to transmit data
Elaborations (3)
- Elaboration explaining how separate systems can be connected in different ways to exchange data, for example how a laptop can be connected to a network via a cable or radio waves
- Elaboration describing the way data is structured and transmitted through a network, for example broken up into packets (small pieces) and passed from the source, through multiple devices, to the destination
- Elaboration investigating the use of satellite phones where mobile phone networks are not available, inaccessible or unreliable, for example many homeland communities of Arnhem Land have limited access to mainstream communication networks
Content descriptorAC9TDI6P09 Processes and production skills
access multiple personal accounts using unique passphrases and explain the risks of password re-use
Elaborations (2)
- Elaboration using multiple accounts, each with different passphrases, to access each website or app used for school and home, for example having a different username and password combination for school, gaming and music accounts
- Elaboration explaining why re-using a password is risky when one of them is found out, for example how a compromised password from one social media account might be able to be used to access their bank or school account if the password is the same and other details are also compromised
They identify their digital footprint and recognise its permanence.
Content descriptorAC9TDI6P10 Processes and production skills
explain the creation and permanence of their digital footprint and consider privacy when collecting user data
Elaborations (3)
- Elaboration describing scenarios where data, images or both that have been posted online can lead to information being resurfaced at a later date, for example how a comment made on a social media post or video associates a person with both their comment and the content
- Elaboration explaining why collecting the smallest amount of data needed for a purpose is important to protect someone's privacy, for example how choosing not to collect information about someone's birthdate when it is not necessary ensures that private data cannot be stolen in a cyber attack
- Elaboration understanding the implications of how personal data can be used to train generative AI models; for example, sharing personal information increases the likelihood that private information is revealed through AI outputs now and in the future
This achievement standard describes the expected learning for Years 5 to 6 Technologies (all subjects). Use it to plan teaching and assessment with the Australian Curriculum v9.
Subject standards for Years 5 to 6
This standard covers the whole learning area. Each subject also has its own standard:
ASTECTDEY56 Years 5 to 6 Design and Technologies Achievement Standard ASTECTDIY56 Years 5 to 6 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 | 1 | 5 |
| Knowledge and understanding | Technologies context: Food and fibre production; Food specialisations | 2 | 11 |
| Knowledge and understanding | Technologies context: Materials and technologies specialisations | 1 | 6 |
| Processes and production skills | Investigating and defining | 2 | 9 |
| Processes and production skills | Generating and designing | 4 | 17 |
| Processes and production skills | Producing and implementing | 2 | 10 |
| Processes and production skills | Evaluating | 2 | 9 |
| Processes and production skills | Collaborating and managing | 3 | 13 |
| Knowledge and understanding | Digital systems | 2 | 6 |
| Knowledge and understanding | Data representation | 2 | 5 |
| Processes and production skills | Privacy and security | 2 | 5 |
| Total | 24 | 102 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 Technologies (all subjects)?
By the end of Year 6 students explain how people design products, services and environments to meet the needs of communities, including sustainability. Read the full standard
How many Content Descriptors support this standard?
24 Content Descriptors support this Achievement Standard (Knowledge and understanding: 9, Processes and production skills: 15).
How does this compare to Years 3 to 4?
The Years 3 to 4 Technologies (all subjects) standard (ASTECY34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 4.
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.