Bound for Success Scope and Sequence Statements

TECHNOLOGYSystemsSystems are created from a series of interrelated components that work together.ConceptIn Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:Students identify anddescribe systems thatare appropriate toachieve solutions totechnology challenges.• Identifies and describessome of the features ofsystems which exist intheir local environment(e.g. says “wateringsystems have pipes, valvesand taps”).• Designs and creates simplesystems to undertakefamiliar tasks within theclassroom and school (e.g.designs and creates aclassroom roster to waterthe plants in the room).• Explains the operationalsequence of familiarsystems (e.g. says “whendad was making thesandwich, he first put thebread out, then he butteredit, then he put meat andlettuce on the bottom bit;then he put mayonnaise onthe other piece of breadand put it on top”).• Describes the componentsof familiar systems, howsome of their majorelements operate and whothey are designed for. (e.g.says “my mum uses a faxmachine for work, sheloads the paper here, theprinting cartridge hereand the fax comes outhere”).• Draws and labels simplediagrams of some ofobvious elements ofsystems created by others(e.g. students draw thefeatures of a simpleplumbing system such astaps, pipes and drains andsuggest how a filter couldbe added to trickle thewater onto plants).• Knows that simplesystems are made up ofpeople and parts andidentifies these (e.g. says“the watering system ismade up of a tap, a hose,some sprinklers and needsa person to switch it on”).• Describes and draws flowcharts of the inputs,processes and outputs ofsystems. (e.g. describeshow a production line -such as food line or avehicle manufacturing line- works and the stepsinvolved).• Describes the relationshipbetween the inputs,processes and outputs ofsystems and considerswhat might happen if onepart of the process ismodified or breaks down(e.g. says “We could addlaundry water to ourirrigation system butwould need a differentfilter and a tank to controlthe flow of water from thewashing machine to thetrickle pipes”).• Identifies subsystemswithin a system and thesequencing of theiroperation within thesystem (e.g. knows thatwhen building a house theelectrical appliances areinstalled after the buildingis finished and each ofthese are constructed offsite as part of a separatesystem).• Identifies theinterdependence of allelements of a system (e.g.crop production system:light, water, nutrients,plant support andprotection) and recognisesthe significance of theirapplication through subsystemssuch as irrigationand disease control).• Understands that theelements, structure,sequences, operation andcontrol of systemsinfluence the ways thatsystems interact withpeople and theenvironment (e.g.describes the impact onthe community and themanufacturer whenforeign material such asmetal is found in amanufactured item such asa packaged cake).Students design, adaptand use systems thatare appropriate toachieve solutions totechnology challenges.• Draws a simple diagram(or sequence of diagrams)depicting the cause andeffect notion of a system(e.g. diagram 1 ofsomeone turning on a tap,diagram 2 of water comingfrom a sprinkler anddiagram 3 of grass andtrees growing).• Designs and carries out asimple operationalsequence to produce aproduct (e.g. makes asandwich using a system;establishes an in-classmailing system).• Creates a simple system -with three or more parts -to undertake a task aroundthe home or school (e.g.creates a cooling systemusing a fan, spray bottleand water).• Suggests ideas forimprovement andautomation of everydaysystems, some viable andothers not so viable (e.g.says “traffic lights couldbe modified with musicsystems so that peoplecould listen to music whilethey wait for the lights togo green”) and discusseswhy some design ideas areviable and some aren’t.• Organises and participatesin a simple system such asa production line to makea class product (e.g. helpsto design a better sportsequipment borrowingsystem or creates a foodmanufacturing system fora charity fund-raisingevent).• Identifies a fault in asystem and acts to fix it(e.g. sees that the screenprinting system isproducing a ‘bleed’ in thefinished print and mendsthe tear in the wire mesh,or notices that their solarpoweredcar isn’t going asfast as it should and cleansthe cells).• Knows that systems canbe combined in new waysto create better or morerefined systems andsubsystems ( e.g.combines a torch and fanto create a device that willgive light and keep themcool when camping).• Creates systems (oftencalled protocols) to ensurethat all parts of the systemcontinue to work well (e.g.when using a sewingmachine they design asystem to ensure thequality of the finishedgarment - first check thebobbin, then the tension,then that the machine isthreaded correctly andthen sew a sample.• Examines the systems ofothers (e.g. looks atprocesses used to makeburgers in a fast foodchain) to identify the‘quality assurance’processes.• Selects and safely usesprocedures and techniquesappropriate to safetystandards and workplacedesign to monitor andmaintain sub-systemswhile adhering toenvironmental and/orhealth and safety standards(e.g. chooses to use anorganic pest controlmethod to get rid of snailsin the school garden andjustifies their decision).Bound for Success Scope and Sequence Statements V2 Page 83 Working Document Semester One 2007