Bound for Success Scope and Sequence Statements

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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
TECHNOLOGYInformationMany forms of media are designed by people for particular social and commercial purposes. Each is designed using the same technology processes that are used to create all products of technology.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:Information…knows aboutmethods, techniquesand purposes ofinformation.• Explores and describesways in which informationis passed on (e.g. aninvitation to a party tellspeople when and where itis; the news on TV tellspeople what is happeningin the world).• Explores and compareshow information can bepresented and used indifferent ways and fordifferent audiences (e.g.compares different formsof advertising for the sameproduct and says “the flyerisn’t as good as the posterbecause it is hard to readand doesn’t have brightcolours”).• Investigates techniquespeople use to makeadvertising interesting fordifferent audiences.• Explores and describesrelated forms of media andhow they are used bydifferent people, (e.g.examines newspapers, TVnews and radio news asways of spreading thenews about a specifictopic). N• Knows that informationcan be stored andtransmitted in differentways within thecommunity (e.g. soundsand pictures can be storedon CDs in a standardformat for sharing;information on foodpackets indicate what is inthe packet; labels on seedpackets displayinformation about seedsand how to plant them).• Knows and describes theways information is used,created and presented indifferent ways forparticular audiences (e.g.says “I have used a posterinstead of a brochurebecause it is larger andmore people can see itfrom a distance”).• Describes the advantagesand disadvantages ofdifferent forms ofinformation (e.g. says“Billboards are designedto be large so that theycan easily be seen whiledriving but they maydistract drivers causingaccidents”).• Identifies differentfeatures of informationproducts that suggest thetarget audiences andpurposes of eachinformation product (e.g.examines the language andgenre to decide the agegroup that a narrative ispitched at; examines theway graphs and tables areincluded in reports andpictures of people areselected and used inadvertising).• Knows that there aredifferent forms, standardsand conventions used inparticular informationproducts and processes(e.g. knows that labelsshowing type and quantityof ingredients are requiredon food packaging, andexamines various junkmail comparing size ofphotos and aspects ofphotography). N• Knows that the use ofinformation has changedover time and that newtechnologies haveincreased the impact onusers, the speed ofdissemination ofinformation (e.g.compares radioadvertising with TVadvertising and the humansenses that are influencedin marketing; compares a1940’s newscast with ablog to consider howinformation impacts onand changes society).• Knows that variousmethods and strategies inadvertising are used toinfluence buyers (e.g.identifies the use of aloud, fast voice inadvertising furniture orcars and knows that thiscreates a sense of urgency,or identifies the use ofcolour on food packagingfor children).• Knows that control anddissemination ofinformation can be used toinfluence society (e.g. useof propaganda to influencevoters; targeting fast foodadvertisements at youngchildren).…uses methods,techniques andpurposes ofinformation.• Uses informationtechnologies tocommunicate simplemessages (e.g. designs aparty invitationconsidering importantdesign factors such as fontsize).• Designs simpleinformation products witha particular audience inmind (e.g. an informationbrochure for parents onhealthy eating, or a posterfor others in the school).• Creates classroom displayson current classroomtopics (e.g. make a posterto promote healthy eating).• Uses simple techniques toaccess, record and presentinformation (e.g. operatesa DVD player or iPOD,and presents theinformation gathered in adifferent form using wordsor pictures).• Creates simple advertisingproducts using existingadvertising as a model(e.g. makes a poster toadvertise a public displayof their insect-catchingdevices). N• Designs and generates arange of informationproducts for real life andlife-like purposes (e.g.prepares a two-pageadvertising brochure tomarket their desktoporganiser to other classes).M• Designs and generatesseveral related informationproducts for a specificevent (e.g. designs posters,business cards andbrochures to highlight thelocal festival). N• Transforms informationfrom one form to anotherfor a different purpose oraudience and recogniseswhen this has been done(e.g. re-writes a brochurereducing its complexityfor a younger audience, ordevelops a web pagetutorial using a technicalmanual as their source;creates a brochureincorporating tables andgraphs). N• Designs their ownadvertising material orproduct label such as a CDlabel or food-productlabel, using standards andconventions. N• Selects and usesprocedures, conventionsand language to create arange of informationproducts (e.g. develops astep-by-step set ofinstructions to set a videotimer or program an MP3player; develops a criteriasheet to be used to awardmarks for their ownassessment; developsadvertising materials foran election campaign). N• Manipulates, transformsand creates information toachieve particular effects(e.g. uses colour anddesign when serving foodin order to make it lookmore appetising anddescribes how and whythey have done this, ordesigns a brochure onrecycling, promoting thehealth benefits rather thanjust the technical aspects).N• Analyses issues related tocopyright of packagingideas and control ofinformation related to foodstandards (e.g. nutritionpanel labellingrequirements according toFSANZ) to identifyrequirements on thepackaging for an ‘eatinggreen’ product they havedeveloped.Bound for Success Scope and Sequence Statements V2 Page 84 Working Document Semester One 2007
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ENGLISHReading, Viewing and Interpr
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ENGLISHReading, Viewing and Interpr
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ENGLISHWriting Imaginative TextsIn
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ENGLISHWriting Information and Argu
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ENGLISHSpeaking and ListeningIn Yea
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SPELLINGAbout spellingWhile English
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SPELLINGYear One Year Two Year Thre
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Vowel patterns inunaccented syllabl
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HEALTH AND PHYSICAL EDUCATIONPromot
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HEALTH AND PHYSICAL EDUCATIONPerson
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MATHEMATICSWorking Mathematically(N
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MATHEMATICSSpaceConcept In Year 1th
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MATHEMATICSNumberConcept In Year 1t
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