Teaching Resource
Class 'We Can' Statements - Technology and Technologies (Middle Primary)
A set of 7 class ‘We can’ statement cards linked to the Australian Digital Technologies Curriculum.
This set of class ‘We can’ statement cards are designed to help students develop their Technology and Technologies skills.
Print, laminate and stick a small magnetic strip to the back so they can be stuck on to your classroom whiteboard. Blank cards are also included for personalised class ‘We can’ statements.
How to use this resource:
- Use the ‘We can’ statements as weekly classroom goals. Once the class has achieved their ‘We can’ statement, stick all of the statements on a display board as a reminder of the goals they have achieved.
- Use the ‘We can’ statements during small group activities. Each group will have a ‘We can’ statement they are working towards.
Statements include those from the:
- ACARA Technologies Sequence of Achievement
- ACARA Digital Technologies Sequence of Achievement
- ACARA Design and Technologies Sequence of Achievement
NSW Curriculum alignment
- ST2-1WS-S
Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations
- ST2-2DP-T
Selects and uses materials, tools and equipment to develop solutions for a need or opportunity
- ST2-3DP-T
Defines problems, describes and follows algorithms to develop solutions
- ST2-5LW-T
Describes how agricultural processes are used to grow plants and raise animals for food, clothing and shelter
- ST2-11DI-T
Describes how digital systems represent and transmit data
Victorian Curriculum alignment
- VCDSTS023
Recognise the role of people in design and technologies occupations and explore factors, including sustainability, that impact on the design of solutions to meet community needs
- VCDSTC024
Investigate how forces and the properties of materials affect the behaviour of a designed solution
- VCDSCD028
Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to create designed solutions
- VCDTDS019
Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data
- VCDTDI020
Recognise different types of data and explore how the same data can be represented in different ways
- VCDTCD023
Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them
- VCDSTC025
Investigate food and fibre production used in modern or traditional societies
- VCDSCD029
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques
- VCDTDI021
Collect, access and present different types of data using simple software to create information and solve problems
- VCDSCD030
Select and use materials, components, tools and equipment using safe work practices to produce designed solutions
- VCDTDI022
Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols
- VCDTCD025
Explain how student-developed solutions and existing information systems meet common personal, school or community needs
- VCDSTC027
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes
- VCDSCD031
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities
- VCDSCD032
Plan a sequence of production steps when making designed solutions
Australian Curriculum alignment
- ACTDEP014
Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to produce designed solutions
- ACTDEK010
Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs
- ACTDEK019
Examine how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use
- ACTDIK007
Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data
- ACTDIP009
Collect, access and present different types of data using simple software to create information and solve problems
- ACTDEK011
Investigate how forces and the properties of materials affect the behaviour of a product or system
- ACTDEP015
Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques
- ACTDIK008
Recognise different types of data and explore how the same data can be represented in different ways
- ACTDIP010
Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them
- ACTDEK012
Investigate food and fibre production and food technologies used in modern and traditional societies
- ACTDEP016
Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions
- ACTDIP011
Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input
- ACTDEK013
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes
- ACTDEP017
Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
- ACTDIP012
Explain how student solutions and existing information systems meet common personal, school or community needs
- ACTDIP013
Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols
- ACTDEP018
Plan a sequence of production steps when making designed solutions individually and collaboratively
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TechnologyGoals and FeedbackVisible LearningI Can StatementsDigital Learning
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