3D Printing in Education
  • Home
  • For Teachers
    • Introduction to 3D printing
    • Rationale
    • The Horizon Report
    • Printing Process and types of printers
    • Choosing a 3D printer
  • Curriculum Links
    • ISTE Standards
  • Learning Modules
    • Subjects Applications of 3D printing >
      • Architecture
      • Geography / Geology
      • Mathematics
      • Science
    • Module One >
      • Introduction to 3D Printing
      • About 3D printers - Make your own Moby
    • Module Two - Printing 3D >
      • Finding the right 3D Model - Lesson Plan
    • Module Three >
      • 123D Catch
  • Resource Links
    • Infographics about 3D Printing
    • Thingiverse
    • Maker's Empire
    • NIH 3D Print Exchange
    • Yobi3D
    • Yeggi
    • Instructables - 3D printing
  • Video Library
  • Image Gallery
  • 4D Printing
  • Now thats a good idea

3D Printing in the Australian Curriculum

While 3D printing can be applied cross the curriculum there are two main areas of focus:
  • The Technologies Curriculum
  • The ICT General Capabilities

The ICT General Capabilities

Students develop capability in using ICT for tasks associated with information access and management, information creation and presentation, problem-solving, decision-making, communication, creative expression and empirical reasoning. This includes conducting research, creating multimedia information products, analysing data, designing solutions to problems, controlling processes and devices, and supporting computation while working independently and in collaboration with others.
Students develop knowledge, skills and dispositions around ICT and its use, and the ability to transfer these across environments and applications. They learn to use ICT with confidence, care and consideration, understanding its possibilities, limitations and impact on individuals, groups and communities.
Picture

LEVEL 3
Typically by the end of Year 4, students:
LEVEL 4
Typically by the end of Year 6, students:
LEVEL 5
Typically by the end of Year 8, students:

Applying social and ethical protocols and practices when using ICT
Recognise intellectual property
​acknowledge when they use digital products created by someone else, and start to indicate the source   

Identify the impacts of ICT in society
identify the value and role of ICT use at home and school   ​
Recognise intellectual property
​identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions   

Identify the impacts of ICT in society
explain the main uses of ICT at school, home and in the local community, and recognise its potential positive and negative impacts on their lives   ​
Recognise intellectual property
​apply practices that comply with legal obligations regarding the ownership and use of digital products resources   

Identify the impacts of ICT in society
explain the benefits and risks of the use of ICT for particular people in work and home environments   

Investigating with ICT
​Define and plan information searches
use ICT to plan an information search or generation of information, recognising some pattern within the information,
Locate, generate and access data and information
locate, retrieve or generate information from a range of digital sources

Select and evaluate data and information
explain why located data or information was selected   
​Define and plan information searches
use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information
Locate, generate and access data and information
locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways
Select and evaluate data and information
assess the suitability of data or information using a range of appropriate given criteria   
​Define and plan information searches
use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation
Locate, generate and access data and information
locate, retrieve or generate information using search facilities and organise information in meaningful ways
Select and evaluate data and information
assess the suitability of data or information using appropriate own criteria   

Creating with ICT
​Generate ideas, plans and processes
use ICT to generate ideas and plan solutions
Generate solutions to challenges and learning area tasks
create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes   
​Generate ideas, plans and processes
use ICT effectively to record ideas, represent thinking and plan solutions
Generate solutions to challenges and learning area tasks
independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes   
​Generate ideas, plans and processes
use appropriate ICT to collaboratively generate ideas and develop plans
Generate solutions to challenges and learning area tasks
design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions   

Managing and operating ICT
​Select and use hardware and software
identify and independently operate a range of devices, software, functions and commands, taking into consideration ergonomics when operating appropriate ICT systems, and seek solutions when encountering a problem
Understand ICT systems
identify and compare the use of the main components of different ICT systems
Manage digital data
manage and maintain digital data using common methods   
​Select and use hardware and software
select from, and safely operate, a range of devices to undertake specific tasks and use basic troubleshooting procedures to solve routine malfunctions
Understand ICT systems
identify, compare and classify basic ICT system components
Manage digital data
manage and maintain data on different storage mediums – locally and on networks   
​Select and use hardware and software
independently select and operate a range of devices by adjusting relevant software functions to suit specific tasks, and independently use common troubleshooting procedures to solve routine malfunctions
Understand ICT systems
identify and compare networked ICT system components including between hardware, software and data
Manage digital data
manage and maintain data for groups of users using a variety of methods and systems   

Technologies Curriculum

Aims
Australian Curriculum: Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:
  • investigate, design, plan, manage, create and evaluate solutions
  • are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time
  • make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future
  • engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions
  • critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.

Design and Technology 
Year 3 / 4
Knowledge and Understanding
​
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 (ACTDEK010)

Investigate how forces and the properties of materials affect the behaviour of a product or system (ACTDEK011)

Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
Processes and production Skills
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 (ACTDEP014)

Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015)

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016)

Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment (ACTDEP017)

Plan a sequence of production steps when making designed solutions individually and collaboratively (ACTDEP018)
Year 5/6
Knowledge and Understanding

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 (ACTDEK019)

Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023)
Processes and Production Skills
Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (ACTDEP024)

Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025)

Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026)

Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions (ACTDEP027)

Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
Year 7/8
Knowledge and Understanding

Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development of technologies and designed solutions for preferred futures (ACTDEK029)

Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment (ACTDEK034)
Processes and Production Skills
Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas (ACTDEP035)
Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)

Select and justify choices of materials, components, tools, equipment and techniques to effectively and safely make designed solutions (ACTDEP037)

Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)

Digital Technologies
Year 3/4
Knowledge and Understanding
​I
dentify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)

Recognise different types of data and explore how the same data can be represented in different ways (ACTDIK008)
Processes and production Skills
Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)
Year 5/6
Knowledge and Understanding

Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information (ACTDIP016)

Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017)

Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021)

Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)
Processes and production Skills
​Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014)

Examine how whole numbers are used to represent all data in digital systems (ACTDIK015)
Year 7/8
Knowledge and Understanding

Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)

Design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)

Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability (ACTDIP031)

Plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)
Processes and production Skills
Investigate how data is transmitted and secured in wired, wireless and mobile networks, and how the specifications affect performance (ACTDIK023)
​
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  • Home
  • For Teachers
    • Introduction to 3D printing
    • Rationale
    • The Horizon Report
    • Printing Process and types of printers
    • Choosing a 3D printer
  • Curriculum Links
    • ISTE Standards
  • Learning Modules
    • Subjects Applications of 3D printing >
      • Architecture
      • Geography / Geology
      • Mathematics
      • Science
    • Module One >
      • Introduction to 3D Printing
      • About 3D printers - Make your own Moby
    • Module Two - Printing 3D >
      • Finding the right 3D Model - Lesson Plan
    • Module Three >
      • 123D Catch
  • Resource Links
    • Infographics about 3D Printing
    • Thingiverse
    • Maker's Empire
    • NIH 3D Print Exchange
    • Yobi3D
    • Yeggi
    • Instructables - 3D printing
  • Video Library
  • Image Gallery
  • 4D Printing
  • Now thats a good idea