Students at FNPS attend Technologies as a specialist class each week.  The Technologies curriculum draws from Design and Technologies and Digital Technologies in the Victorian Curriculum.

Below is an overview of the learning across each year level.

Prep students will be:

• exploring how different objects move
• exploring materials, tools and equipment through play in order to construct their own toys
• investigating toys with several moving parts, for example a simple puppet
• exploring opportunities around the school for designed solutions
• following steps and make decisions when taking and editing photos/video footage
• exploring and investigate commonly experienced sequences, such as traffic lights or how their lunch order is taken and delivered
• instructing robotic toys to perform a series of dance moves, to better understand how digital systems follow commands
• constructing a model of a real or imaginary digital system and explain some of the features of the device in a role play setting
• communicating design ideas, using modelling and simple drawings
• participating in conversations about how we could improve school play areas
• experimenting with appropriate building materials that would promote safety and sustainability
• exploring which tools, equipment and techniques to use with selected materials
• recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement
• using hardware and software components of digital systems and experimenting with their functions
• experimenting with very simple, step-by-step procedures to explore programmable devices, such as Beebot or Cubetto
• following a series of instructions to use a piece of hardware or software, for example storing or editing a photograph

Year 1 students will be

• exploring cyber safety, the importance of online privacy as well as practising logging into devices/coding accounts using picture passwords
• experimenting with different ways of providing instructions to game software (using a mouse, touch pad, touch screen, keyboard etc.) in order to solves puzzles
• following a series of software instructions to create an iMovie, for example taking a photograph, editing and storing it to include slow motion
• constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult
• participating and contributing to a multimedia class profile (photo's, personal voice recordings and written messages
• following steps and make decisions when taking and editing photos/video footage
• exploring and investigate commonly experienced sequences, such as traffic lights or how their lunch order is taken and delivered
• instructing robotic toys to perform a series of dance moves, to better understand how digital systems follow commands
• participating in conversations about how we could improve school play areas
• experimenting with appropriate building materials that would promote safety and sustainability
• communicating design ideas through the use of modelling and labelling two-dimensional drawings using a range of techniques to show different views (top view and side view)
• reflecting on the processes and challenges of creating a designed solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
• using different types of data such as images, sound and text to create information for sharing online
• using common software to present data creatively, for example presentation software to create a slideshow, movie, sounds, image, word art, posters or drawing
• exploring creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
• recognising and discussing the need for cyber-safety when using online information systems

Year 2 students will be:

• exploring cyber safety, the importance of online privacy as well as practising logging into devices/coding accounts using picture passwords
• experimenting with different ways of providing instructions to game software (using a mouse, touch pad, touch screen, keyboard etc.) in order to solves puzzles
• following a series of software instructions to create an iMovie, for example taking a photograph, editing and storing it to include slow motion
• constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult
• participating and contributing to a multimedia class profile (photo's, personal voice recordings and written messages
• following steps and make decisions when taking and editing photos/video footage
• exploring and investigate commonly experienced sequences, such as traffic lights or how their lunch order is taken and delivered
• instructing robotic toys to perform a series of dance moves, to better understand how digital systems follow commands
• participating in conversations about how we could improve school play areas
• experimenting with appropriate building materials that would promote safety and sustainability
• communicating design ideas through the use of modelling and labelling two-dimensional drawings using a range of techniques to show different views (top view and side view)
• reflecting on the processes and challenges of creating a designed solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
• using different types of data such as images, sound and text to create information for sharing online
• using common software to present data creatively, for example presentation software to create a slideshow, movie, sounds, image, word art, posters or drawing
• exploring creating graphs to represent classroom data, for example collecting data on the country of birth of each student and presenting the results as a picture graph
• recognising and discussing the need for cyber-safety when using online information systems

Year 3 students will be:

• exploring through play how movement can be initiated, by combining materials and using natural forces, for example constructing a boat that is propelled by as rubber band
• identifying and exploring properties of things that have been constructed and designed in a particular way to serve a particular purpose, for example a bridge that can carry a load
• conducting experiments in order to test designed solutions, for example constructing a container which can safely carrier a raw egg
• repurposing discarded materials in order to solve local problems
• exploring codes and symbols for representing data, for example Morse Code
• creating a sequence of steps and decisions involving branching, for example preparing a chart to show the order of events in a game and the decisions that a player must make
• experimenting with different ways of describing a set of instructions (coding), for example two versions of instructions for a programmable robotic device
• organising and creating different types of information for sharing and collaborating online
• exploring, playing with and testing materials for their appropriateness, when creating sun shades
• investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school related design solution
• considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
• demonstrating safe, responsible and cooperative work practices when making designed solutions
• considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses etc.
• exploring less common codes and symbols that are representations of data such as semaphore
• developing a simple interactive digital solution using a visual program language, for example creating a website based on a personal passion
• exploring common elements of standard user interfaces that are familiar and appeal to users, such as navigation links at the top of web pages

Year 4 students will be:

• exploring through play how movement can be initiated, by combining materials and using natural forces, for example constructing a boat that is propelled by as rubber band
• identifying and exploring properties of things that have been constructed and designed in a particular way to serve a particular purpose, for example a bridge that can carry a load
• conducting experiments in order to test designed solutions, for example constructing a container which can safely carrier a raw egg
• repurposing discarded materials in order to solve local problems
• exploring codes and symbols for representing data, for example Morse Code
• creating a sequence of steps and decisions involving branching, for example preparing a chart to show the order of events in a game and the decisions that a player must make
• experimenting with different ways of describing a set of instructions (coding), for example two versions of instructions for a programmable robotic device
• organising and creating different types of information for sharing and collaborating online
• exploring, playing with and testing materials for their appropriateness, when creating sun shades
• investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school related design solution
• considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
• demonstrating safe, responsible and cooperative work practices when making designed solutions
• considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses etc.
• exploring less common codes and symbols that are representations of data such as semaphore
• developing a simple interactive digital solution using a visual program language, for example creating a website based on a personal passion
• exploring common elements of standard user interfaces that are familiar and appeal to users, such as navigation links at the top of web pages

Year 5 students will be:

• exploring the steps involved in a process in order to satisfy a design brief
• modifying existing designed ideas in order to improve the sustainability of the product
• testing a range of materials, components and tools in order to determine the appropriate technologies needed to make a vehicle
• programming a robot or visual program as way of modelling a completed product
• investigating and experimenting with binary code
• using ‘IF’ statements to indicate making a choice between two different outcomes (robotic devices/video game characters)
• creating a quiz that provides feedback on responses and allows users to try again
• applying the principles of design in order to modify photographs, posters, web pages etc.
• producing models using materials, tools and equipment to show how to control movement, sound or light in structures, for example the design of a house with passive solar; the use of optical fibre in directing sunlight; acoustics of recording studios
• investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example directing light through a maze using mirrors
• investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
• developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas.
• using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications and mismatches of data
• describing in simple terms the nature of a specific problem and what the solution needs to achieve
• applying the principles and elements of design in order to produce a user interface system that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer's attention
• generating alternative design ideas for a user interface e.g. interfaces for people with visibility loss

Year 6 students will be:

• exploring the steps involved in a process in order to satisfy a design brief
• modifying existing designed ideas in order to improve the sustainability of the product
• testing a range of materials, components and tools in order to determine the appropriate technologies needed to make a vehicle
• programming a robot or visual program as way of modelling a completed product
• investigating and experimenting with binary code
• using ‘IF’ statements to indicate making a choice between two different outcomes (robotic devices/video game characters)
• creating a quiz that provides feedback on responses and allows users to try again
• applying the principles of design in order to modify photographs, posters, web pages etc.
• producing models using materials, tools and equipment to show how to control movement, sound or light in structures, for example the design of a house with passive solar; the use of optical fibre in directing sunlight; acoustics of recording studios
• investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example directing light through a maze using mirrors
• investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
• developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas.
• using and interpreting data, establishing the root cause of a problem, for example using an annotated diagram to identify omissions, duplications and mismatches of data
• describing in simple terms the nature of a specific problem and what the solution needs to achieve
• applying the principles and elements of design in order to produce a user interface system that addresses an identified need, for example to emphasise or highlight an area of the screen to draw the viewer's attention
• generating alternative design ideas for a user interface e.g. interfaces for people with visibility loss