australian steiner curriculum … design and ... fine carpentry and furniture), making with bamboo...

© Steiner Education Australia DESIGN AND TECHNOLOGIES CURRICULUM K-10 www.steinereducation.edu.au Version: (ACARA v 8.1) June 2016/ September 2017

STEINER EDUCATION AUSTRALIA

AUSTRALIAN STEINER CURRICULUM FRAMEWORK

DESIGN AND TECHNOLOGIES CURRICULM

(World Crafts to Techné)

Kindergarten/Foundation to Year 10

June 2016

ACARA RECOGNITION GRANTED SEPTEMBER 2017

The Australian Steiner Curriculum: Technologies was developed to meet the recognition and equivalence given to alternate internationally recognised curricula by the Australian Curriculum

Assessment and Reporting Authority (ACARA).


©SEA:ASCF Design and Technologies Curriculum Years K-10 of 40 www.steinereducation.edu.au Version: (ACARAv8.1) June 2016 / September 2017

Revisions included in this document: June 2016 As submitted to ACARA Recognition process (based on ACARA v 8.1) September 2017 ACARA Recognition granted to Curriculum; no amendments



Introduction Rationale Technology has evolved over the ages through the necessity of finding creative solutions to address needs arising from human activity and endeavour.

Students’ creative capacities and will-based intelligence thrive when they use their hands. The intricate fine motor skills that enable them to create are hard won. It takes time and effort to become an artisan such as a knitter, painter, carver or calligrapher.

The Steiner Design and Technologies Curriculum enables students to develop fundamental, practical skills as an artisan before they use complex technologies.

The artistic skills students practise and master, could be replaced by the 'skill' of a machine. A knitting machine, a computer graphics program such as GIMP, a 3D printer, a computer font, all would make their artistry relatively effortless while at the same time abandoning human efficacy.

World Crafts to Techné

After acquiring artistic and technological skills by working with a wide range of world crafts throughout primary school, students are well placed to augment their skills and understanding by adding more complex technologies in high school.

Younger students learn skills and understanding through imitation. Here 'design' is implied, such as the shape and size of bread rolls students are baking in Kindergarten. Students are guided to an understanding of design and function as they get older.



Young children exploring the air with giant wings designed and made in class

The use of real materials and tools such as scissors, needles, knives, saws and just about everything else that children need to, and love to master, allows original and creative exploration which leads to evolving skills and ideas which underpins the Design and Technologies Curriculum.

Children can now cut and paste on a computer, they can design without real materials using computer software. These creative seeds are then taken up, reproduced, mass-produced and disseminated by computer software, photocopiers, 2D and 3D printers, CNC routers and the like. The commercialisation flowing from creative work is important but the grounding in real practical design and technological skills lies at the foundation of the Design and Technologies curriculum to develop creativity, insight and required skills.

Aims The Australian Steiner Curriculum Framework: Design and Technologies aims to foster a love of working with crafts and technologies, where students:

• explore and appreciate the rich culture and history of world crafts and technologies through making and doing - working individually and in groups to explore the impacts of crafts and technologies on society

• develop will-based intelligence engaged in creating a wide range of world crafts and technologies and learn skills by using developmentally appropriate tools and equipment

• develop an understanding of what lies behind crafts and technologies; their origin, use and how they work

• explore sustainable crafts and technologies through making and doing and use materials and processes that are ethical and safe

• explore a wide range of materials through making and doing and develop a practical sense to select the most appropriate tools and materials to complete a design task

• develop a love for making and design useful and beautiful products with their hands, experiencing the satisfaction of completion of a complex task



Structure Design and Technologies covers:

• Kindergarten to Year 2 • Years 3 and 4 • Years 5 and 6 • Years 7 and 8 • Years 9 and 10

Strands

STRANDS Design and Technologies (World Crafts to Techné)

Living Technologies Including:

• Cooking and Nutrition • Plants • Animals

Special Materials Including:

• Fibre and fabrics • Leather • Wood • Metal • General Craft (paper, card, string, glue etc.

The Four Elements (technological transformations, forces of nature)

• Earth, Rock and Soil • Water and Liquids • Air, Sound and Music • Fire, Light and Warmth

Note: ACARA strands are integrated throughout the Design and Technologies Curriculum. They are: Knowledge and Understanding The rich culture and history of world crafts and technologies The impacts of world crafts and technologies on society Working safely with technologies The design and function of artefacts - world crafts and technologies ‘Making’ (processes and production) Making, doing and presenting world crafts and technologies Discussing world craft and technologies through biographies and stories Working together to decide and make world crafts and technologies



Living Technologies

Cooking and Nutrition

Students will develop design and technological skills and understanding through cooking and nutrition lessons starting with bread baking in the early years progressing to safe food handling and kitchen operations in the senior years.

Plants

Students will develop design and technological skills and understanding through gardening and/or farming: plants including flowers (aesthetics), collecting bushcraft objects (leaves, sticks and plant fragments), growing grains and other crops (food production), growing flax, cotton, bamboo, timber and other crops (fibres and craft materials).

Animals

Students will develop design and technological skills and understanding through animal husbandry which may include keeping:

• silk worms - mulberry leaves, silk cocoons • chickens - eggs and manure • sheep/alpaca - wool, and manure • class pets - eg. guinea pigs, • bees - collecting and processing honey, collecting and using beeswax, modelling with coloured

beeswax

Special Materials Including:

General Craft Materials (paper, card, string glue etc.)

Students will develop design and technological skills and understanding through the selection and use of card, paper and other general craft materials e.g. origami, model fabrication (buildings, aeroplanes, containers), presentation and publication tasks.

Fibre and Fabrics

Students will develop design and technological skills and understanding through the selection and use of a variety of fibres and fabrics e.g. spinning (cotton, wool), weaving (wool, flax), knitting (finger, two/three needle, complex pattern), sewing (doll making, cross stitch, garments) and leatherwork (plaiting, embossing, belts bags, footwear).

Wood

Students will develop design and technological skills and understanding through working with timber products eg. collecting sticks and branches (cubby building, musical instruments), making with dressed timber (toys, musical instruments, fine carpentry and furniture), making with bamboo (musical instruments, containers, lantern poles).

Metal

Students will develop design and technological skills and understanding through the use and manufacture of metal tools and artefacts e.g. using needles and scissors (left and right handed), making lanterns from punched copper/brass sheet through to learning blacksmithing, jewellery making and metal fabrication in high school.



The Four Elements

Earth, Rocks and Soil

Students will develop design and technological skills and understanding through working with solid materials e.g. creating forms in soil and/or sand, grinding small rocks to make coloured dust, modelling using clay, carving and shaping stone, building with stone, growing crystals, baking marble to create limestone and mixing concrete.

Water and Liquids

Students will develop technological skills and understanding by engaging with liquid materials such as:

• water – water play in the younger years, water flow through designed sand/soil contours

• ink - making ink for writing using handmade writing implements

• paint - making their own 'whitewash' from lime to paint walls, mixing watercolour paints to consistency

• wax - making plain and coloured candles from liquid beeswax and mixing Biodynamic soil preparations.

Air, Music and Sound

Students will develop technological skills and understanding through working with the air element through making wind chimes, wind whirlers, musical instruments (cupped-hand flute, bull-roarer, song sticks, bamboo flute, Murrumbidgee rattler, bodhran, acoustic guitar), making a Chladni plate and experiencing echo and sound phenomena.

Fire, Warmth and Light

Students will develop technological skills and understanding through working with the fire element through designing and making candles and lanterns, knitting and sewing clothing for warmth and keeping cool, designing and making sundials, making with mirrors (periscope, kaleidoscope), making solar water heating and solar electricity.

Design in chain stitch Festival lanterns designed and made by year 10



Foundation to Year 2

Cooking, measuring and water play

Steiner primary education is a multi-disciplinary, multiple-intelligence, engaging and dynamic experience. It provides a natural and human environment where children learn to observe, question and express themselves fully. An important underpinning philosophy of Steiner education is that young children need to communicate and learn deeply without the mediation of complex technology. This ‘unplugged’ experience is seen as crucial for children to develop an uncluttered self-image as well as the most valuable form of self-efficacy – one they completely own. On the basis of their rich communication skills and ability to produce a wide range of original creative work, students are well placed to master later mechanised and digital technologies. This is a time for children to develop towards a healthy self-image through real relationships and for them to engage in a rich story life through imaginative lessons and whole-body learning. This is an important period in life for young children, one where they begin to develop emotional well-being and resilience to support them in the future. During these early years of education children will explore and value, through story and play, their relationship to time and place. They will learn by direct experience to think and act cooperatively, empathetically and sustainably. They will be guided towards engaging and developing their will, persevering through to finishing each project. They will also explore how technologies extend their ability to do things. They will make and use simple tools to achieve a task. It is important to train the student’s eye for form and shape before any machine operations are introduced in the high school. They are on a journey to become independent, engaged, imaginative and skilled creators, interpreters and actors in the world by using appropriate technologies.



Content Descriptors Content Elaborations 2.1 Living Technologies (including Cooking and Nutrition and working with plants and animals)

Children explore the living world and experience how animal fibres provide for clothes and trees provide timber for shelter. They grow and prepared simple foods for healthy eating. They explore how their hands and bodies are wonderful (tools) for doing things.

2.1.1 Cooking and Nutrition. Children will develop design and technological skills and understanding through cooking and nutrition lessons. They may:

• prepare dough, design and bake bread rolls • plan and prepare a fruit salad using kitchen tools safely and

designing a fruit platter • plan and prepare a soup using kitchen tools safely • know and practice safe food handling by washing hands and

implements

Process - mixing, proving, shaping, baking and eating bread

2.1.2 Plants. Children will develop design and technological skills and understanding through gardening and/or farming activities. They may:

• design and prepare garden beds, planting flowers, herbs and vegetables

• collect bushcraft objects such as leaves, sticks, and plant fragments, creating imaginative worlds using collected materials

• harvest and store mulberry leaves for silkworms • create floral displays or wreaths for festivals • garden sustainably and safely by collecting seeds and using tools

safely



Content Descriptors Content Elaborations 2.1.3 Animals. Children will develop design and technological skills and

understanding through animal husbandry activities such as: • collecting, assessing and storing hens’ eggs • designing, making silkworm boxes, caring for silkworms • using beeswax from school bees, modelling with coloured

beeswax • following safe practices around animals and bees

Learning to work with animals

Design and modelling with naturally coloured beeswax

2.2 Special Materials (traditional materials used in world crafts and technologies may include paper, card, fibres, leather, fabrics, woods and metals)

Children observe, imitate and gain independent skills in what the teacher models, working with special materials (paper, card, fibres, fabrics) tools and techniques such as knitting. Children develop skilful fingers through world crafts including: threading, stitching, knitting and crochet, weaving and winding. They develop a flowing rhythm in their craftwork such as stitching or knitting

2.2.1 General Craft Materials. Children will develop design and technological skills and understanding through the selection and use of card, paper and other general craft materials to:

• make crafts by paper folding • design and make card boxes and containers • cut out paper shapes • design and make sets for drama play and plays • work safely and sustainably by reducing wastage



Content Descriptors Content Elaborations Children engage in sustained projects e.g. making pom-poms and finger knitting in Kindergarten, knitting and flat weaving in Class 1 and knitted dolls, animals, scarves or beanies in Class 2.

2.2.1 Fibre and Fabrics. Children are freely engaged in:

• free stitching on open weave cloth • finger knitting • making simple tied dolls with knotted hands • carding wool and making fleece pictures • dyeing fleece and weaving it • nature weaving • designing by selecting colours and length of wool to make pom-

poms

2.2.2 Fibre and Fabrics. Children will develop design and technological skills and understanding through the selection and use of fibres and fabrics, engaged in activities such as:

• knitting in garter stitch, casting off and following a simple pattern such as pot holder, recorder bag or animal pattern. They learn to cast on stitches in knitting, design striped patterns and make finer wool projects including beanies, simple doll or scarves

• hand spinning fibres using a drop spindle • sewing practical objects for classroom use such as, a crayon or

chair bag with simple sewn design patterns • designing and making small projects such as god’s eyes, Easter

egg baskets or nests • designing and making hobby horses • working safely with all tools



Content Descriptors Content Elaborations 2.2.3 Wood. Children will develop design and technological skills and

understanding through working with timber products. They may: • collect sticks and branches (cubby building, craft table) • sand wooden pieces to make practical objects such as a bread

board • assemble a small boat (use of hammer and nails) • use tools safely • learn about recycled and plantation timber and avoiding waste

Designing and building with wood

2.2.4 Metal. Students will develop design and technological skills and understanding through the use of metal tools and artefacts. They:

• use needles and scissors with safety • learn respect and care for sharp tools, how to store and keep

maintained • use metal garden tools correctly (dig, shovel, pitchfork) • learn safe practices around metal tools including how to hold and

use them 2.3 The Four Elements (Basic Materials and Transformations*)

(*Includes other materials, transformations and technologies: liquids, solids, light, sound and fire)

Children, during unstructured play and activities, create, design and make crafts and technologies from the broad realms of matter: earth, water, air and fire.

Children explore playground project opportunities using creative ideas and processes, planning and working collaboratively

During water and sand play children will create rivers through the sand pit or garden, transforming sand into mud or slurry

2.3.1 Earth, Rocks and Soil. Children will develop design technological skills and understanding through working with solid materials. They are engaged in:

• designing and creating forms and contours in soil and/or sand • grinding small rocks to make coloured dust to use in creative

designs • modelling using clay • careful work practices

Modelling with clay

2.3.2 Water and Liquids. Children will develop technological skills and understanding through working with liquid materials. They may be engaged in:

• water play • creating water flow through designed sand/soil contours • making plain and coloured candles from liquid beeswax



Content Descriptors Content Elaborations which is deposited into streams, lakes and deltas. They may also make simple beeswax candles in winter.

2.3.3 Air, Music and Sound. Children will develop technological skills and understanding through working with the air element. They may be engaged in:

• making cardboard wind whirlers • designing and making a simple kite • using the body as a musical instrument (cupped-hand flute,

various whistling skills, clapping, mouth sounds, stamping) • finding sticks and other objects to use as musical instruments

experiencing air - making and flying a flying horse

2.3.4 Fire, Warmth and Light. Children will develop technological skills and understanding through working with the fire element. They may be engaged in:

• designing and making beeswax candles and lanterns with support • knitting and sewing clothing for keeping warm • experiencing a winter bonfire and making a marshmallow stick for

a small campfire • building a cubby out of coloured silks (a light-filled cubby)

Achievement Standard

Foundation – 2

By the end of Year 2, children have a good understanding of, and are skilled at using a range of world crafts (technologies). They relate to these crafts culturally and they are sensitive to sustainability issues and aesthetic and ethical use of the world’s resources. Children are able to engage and maintain will activity, persevering through to finishing their project. Children can also work together in mutual support or as teams and talk with confidence about the world crafts’ they are working on. They develop subtle understanding materials, process and design, but most importantly they learn to love being creative participants in world crafts. Children learn to work safely.



Years 3 – 4

World houses, designed and made by year 4 students

Children in years 3 and 4 are active learners in their environment which now extends to the larger school gardens, playground building projects, camping trips and farm visits, where they refine their skills in seeing opportunities for creative development and use of items for daily life. They learn to design and create practical objects and are engaged in real activities such as campfire cooking, making bush shelters, props and costumes for dramatic productions and exploring watering methods for the garden without the mediation of complex technologies.

Children are able to produce a wide range of original creative work. They hear rich stories of early civilisations and local farming history, giving them pictures of simple and efficient ways of creating a sustainable life. In this way their imagination is fully engaged to strongly develop thinking, feeling and willing capacities with a sense of integrity and beauty. They develop problem solving abilities, finding alternative solutions to difficulties they encounter in projects, developing perseverance and experiencing the achievement of beautiful and useful finished projects.

During Classes 3 and 4 they will continue to learn by direct experience, building on the values modelled for them and already established in their learning environment. They are guided how to choose an appropriate technology for a task. They will continue to make and use tools to achieve a task and work safely, extending these skills to more structured and larger class and individual projects. They are developing independence, and are engaged, imaginative and skilled creators, using appropriate technologies.




Children explore and experience good practice in food hygiene and nutrition by making simple shared meals such as cooking on a school camp.

They develop skills in the responsibilities of caring for plants, crops and animals through sustainable gardening and farming lessons in production for class and community needs.

Children will learn to use tools and technologies used in traditional and modern societies to support working in gardens and on farms, such as, carding fleece, using shovels, hoes and spades for food production, or learning the complexities of hand milking a goat or cow.

4.1.1 Cooking and Nutrition Children will develop design and technological skills and understanding through cooking and nutrition lessons. They may:

• be engaged in campfire cooking • use knives safely, prepare food and serve • learn about Australian Indigenous technologies through story and

meeting elders from the local area • learn about trades in traditional village such as the miller, and the

baker • make bread • prepare soups and nutritious food from produce they have grown

themselves

4.1.2 Plants Children will develop design and technological skills and understanding through gardening and/or farming:

• growing grains and other crops (food production), • growing flax, cotton, bamboo, papyrus • learn about Australian Indigenous technologies through meeting elders

from the local area. They may experience bush tucker and their uses and build Australian indigenous shelters

• learn about trades in traditional village such as the building with local materials, weaving and basketry

• creating and making floral displays or wreaths for festivals

4.1.3 Animals Children will develop design and technological skills and understanding through animal husbandry which may include:

• keeping chickens (eggs and manure) • keeping sheep/alpaca (wool, and manure) • bees (collecting and processing honey) • collecting and using beeswax, modelling with coloured beeswax • visiting farms • learning about trades in the village such as the farmer, shepherd, and

the making of butter and cheese

Dairy technology - milking practice - Farm excursion



Content Descriptors Content Elaborations 4.2 Special Materials (traditional materials used in world crafts and technologies including: paper, card, fibres, leather, fabrics, woods and metals)

Children learn to apply "making" skills through world crafts projects including more complex stitching, knitting and crochet and weaving with a particular focus on cross stitch sewing

Children in Class 4 are challenged now, by exploring, choosing and using more complex suitable tools, techniques and materials safely, requiring more focus, awareness and refinement of skills.

4.2.1 General Craft Materials (paper, card, string glue etc.)

Children will develop design and technological skills and understanding through the selection and use of card, paper and other general craft materials, engaged in activities such as:

• making origami products • model fabrication (buildings, aeroplanes, containers) • design and making poster presentations and design title pages,

borders and illustrations in main lesson books • designing and making paper, exploring different resources • creating and making sets for drama performance

4.2.2 Fibre and Fabrics

Children will develop design and technological skills and understanding through the selection and use of fibres and fabrics, engaged in activities including:

• spinning (cotton and/or wool) • knotting, plaiting and weaving (wool, flax) • felting wool to make a variety of useful objects, eg. pot holders, small

blankets for dolls, pencil cases • learn about trades in the village such as the tailor, spinner and weaver • knitting (Fair Isle knitting to create for example, a vest, complex

patterns including decreasing purl and stocking stitch) • crochet including chain, simple and double crochet for projects such as

a hat, slippers or table mat • sewing lessons (design of a cross stitch project such as a table runner,

pillows and bags, using a sharp needle and closely woven fabric, sewing seams, embroidery stitches,)

CRAFTS – making complex patterns for functional objects –

pencil cases, bookmarks, clothing



Content Descriptors Content Elaborations 4.2.3 Wood Children will develop design and technological skills and understanding through working with timber products, using knives responsibly and safely. They may also engage in:

• whittling simple animal shapes using pine bark, progressing to timbers such as Poplar or Willow.

• collecting sticks and branches to design and build elaborate cubbies or make simple musical instruments

• creating small toy boats • learn about Australian Indigenous technologies and their use of wood

to make boats, utensils and hunting implements • learn about trades in the village such as the carpenter • designing and making simple wooden toys or percussive instruments • designing and making bamboo musical instruments, useful containers,

lantern or flag poles

4.2.4 Metal Children will develop design and technological skills and understanding through the use and manufacture of metal tools and artefacts. They will engage in:

• using needles and scissors appropriately (left and right handed), • they learn about trades in the village such as the blacksmith • copper work (simple relief working) • making lanterns from punched tin can, copper or brass sheet

punched copper sheeting

Lantern making 4.3 The Four Elements (Basic Materials and Transformations) (Other materials, transformation and technologies: liquids, solids, light, sound and fire)

Children work individually and together to explore, plan, design, create,

4.3.1 Earth, Rocks and Soil

Children will develop design technological skills and understanding through working with solid materials, engage in activities such as:

• modelling using clay • carving and shaping stone • they learn about Australian Indigenous technologies using stone for

digging, hunting implements or to grind food • making and building useful structures (eg. shelters or wood fired oven)

and hand make mud bricks witnessing the transformation from mud to hard bricks through sunshine as in ancient technology



Content Descriptors Content Elaborations and make crafts and technologies experiencing transformations in the broad realms of materials; earth, water, air and fire.

They explore the requirements of each task e.g. (building a model house), develop and draw designs, write a sequenced plan, working collaboratively and individually and caring for tools, materials and the environment.

Pottery from earth 4.3.2 Water and Liquids Children will develop technological skills and understanding through working with liquid materials such as:

• water play, water flow through designed sand/soil contours, • making ink from an ancient ink recipe for writing • making writing implements, in the History of Writing Main Lesson

4.3.3 Air, Music and Sound Children will develop technological skills and understanding through working with the air element engaged in activities such as:

• constructing wind chimes from bamboo sections to harness the wind in the service of sound or even music.

• making wind whirlers/twirlers • making musical instruments

4.3.4 Fire, Warmth and Light

Children will develop technological skills and understanding through working with the fire element through:

• designing and making candles and lanterns • learning about Australian Indigenous technologies and their use of fire,

ceremony, warmth, cooking and clearing the land

dip candles: working with fire, warmth and light




Year 3 – 4

By the end of Year 4, children have a deepening understanding of, and are skilled at using a wide range of world crafts (technologies) including knitting, felting, sewing and bushcrafts. They relate to these crafts through an understanding of different cultures and an experience of Australian Indigenous technologies. They understand traditional trades, knowledge and skills including farming, building and animal husbandry. They demonstrate the values of working co-operatively, ethically and sustainably and as individuals they are developing strong will-based intelligence. They have practical understanding about materials, process and design solutions in a variety of different contexts and can communicate their intentions using sequenced plans, models and drawings with symbols. They know how to work safely and care for the earth using appropriate technologies. They are engaged and creative participants in world crafts. They explore how things are designed to best meet our needs, planning and making a range of world craft (designed solutions). They practice working safely and actively discuss the crafts and products they have made.

Class 3 Building main lesson – plans,

measurements, models at an

architect’s office



Years 5 – 6

Class 6 leather-work: wallet, leather moccasins

Children in years 5 and 6 continue to extend skills in world crafts such as woodwork (bowls, spoons, door stops, toys), fabric toy making, (design and sewing of dolls and felt animals) and other contemporary non-digital technologies such as composting systems, recycling and designing and making scenery and props for drama productions. They continue to build on and refine values and skills of adaptability, resourcefulness and care for the environment, learned in earlier classes without the mediation of complex technology or machines.

Each child continues to develop a healthy self-image through real creative and cooperative relationships, rich imaginative thinking of designs, and the ability to engage and maintain their own will activity while working in the garden, woodwork room, craft area or engaged in classroom projects. They continue to explore and value, through social science, literature, foreign language and science lessons, their relationship to many times and places in the world, as well as their local area. They are grateful for many useful and beautiful objects of daily life made from materials of the local environment.

Through ongoing direct experience, students select and use appropriate technologies and tools for specific design and making tasks. They reflect on their choices, skill development and usefulness of selected tools.

They are developing independence, and are engaged, imaginative and skilled creators, innovators and users of appropriate technologies.

Class 5

At this stage, children begin the accelerated growing of early adolescence. This is supported by introducing activities that bring consciousness through the limbs to the fingertips. Children take on the responsibility of using sharper tools, working with harder materials, requiring increased concentration and skill. The importance of rhythmic activity similar to earlier crafts becomes evident in sawing, rasping, filing, carving and whittling.

In fibre crafts, the more complex designs are created, include 4 needle knitting patterns for socks.

Craft support for associated Class 5 Main Lessons

Ancient Greece - pottery, leather sandals, Greek architectural design. Botany - field trip to school orchard/ a forest/ a plantation etc. and use of timber or grasses gathered, or timber pruned from trees.



Class 6

Handwork becomes more conscious as children in Class 6 create their own designs for useful and practical projects. Children have the task of learning real "work" and apply their will to make projects useful for themselves and others. There is increased focus on design for purpose and the selection of tools, materials and processes such as type of wood, fabric, yarn or stitch for a particular project.

Craft support for associated Class 6 Main Lessons

Rome - shields, swords and mosaics Physics - heat, sound, light, magnetism and electricity - musical instruments. Content Descriptors Content Elaborations 6.1 Living Technologies (including Cooking and Nutrition and working with plants and animals)

Children investigate the production of food and fibres with an emphasis on health and planning for their class and community needs. They will develop food hygiene and nutritional skills and prepare food in association with foreign language or history lessons, e.g. Greek food inspired by a Main Lesson.

Children value sharing food with other classes or with parents at a community gathering. Children will learn about and perhaps practice aspects of farming or agriculture technologies from Ancient Cultures e.g. Greece or Rome.

6.1.1 Cooking and Nutrition

Children will develop design and technological skills and understanding through cooking and nutrition lessons, for example:

• preparing food for a class event • designing menus and creating shopping lists for camp cooking • learning about Colonial period crafts and technologies such as

campfire and cooking implements preparing food for a feast from an ancient culture, and understanding the development of food production in ancient Persia

Camp cooking potatoes

6.1.2 Plants

Children will develop design and technological skills and understanding through gardening and/or farming (see ASCF Science 6.5B). They may:

• learn observation, care and attention to detail in the garden as they work with a practical focus, designing gardens with annual plants (mainly vegetables) and perennial plants such as hedges, natives and strawberries

• learn the care and use of tools, as well as the care of plants • propagate annual seedlings, singling seedlings, labelling and

weeding pots • aesthetically design garden beds using different types of plants • learn about Australian Indigenous technologies and the use of

plants for medicinal purposes



Content Descriptors Content Elaborations

• learn about the use of plants to make cloth, pigments and paints in ancient cultures

• create and make mandalas for festivals

maintaining a class garden

6.2.3 Animals

Children will develop design and technological skills and understanding through animal husbandry which may include:

• keeping chickens (eggs and manure) • keeping sheep/alpaca (wool, and manure) • bees (collecting and processing honey, collecting and using

beeswax, modelling with coloured beeswax

6.2 Special Materials (traditional materials used in world crafts and technologies including: paper, card, fibres, leather, fabrics, woods and metals)

Children apply a wide range of learned skills working with paper, card and fabrics. Students work with more complex stitching and pattern making including developing two dimensional patterns for three dimensional animals and dolls and more complex knitting patterns for socks and Fair Isle knitting.

They start to learn more complex skills for projects for their daily or future needs working with wood.

They use carving tools and fretsaws to make projects


Children will develop design and technological skills and understanding through the selection and use of card, paper and other general craft materials for activities such as:

• making many-step origami objects requiring precision and understanding of order of steps

• designing and creating a variety of media such as camp journal with astronomy observations

• making cardboard or paper lanterns using geometrical nets, requiring accuracy in measurement and the use of appropriate geometrical tools such as compass and straight edge, creating beautiful original designs for surface areas

• drama and plays: set and prop design and making

Making a cardboard star lantern



Content Descriptors Content Elaborations and props relevant to main lessons and drama productions.

Fabric projects may include designing and making costumes for plays, leather work or tapestry work.

Children recognise and review project needs and opportunities develop and communicate creative ideas and design processes. They investigate qualities of and select special materials and equipment, choosing suitable tools and processes and apply safe procedures. They know what a successful outcome involves.

Children work collaboratively and sustainably with gratitude for the materials of the earth and handcrafts around them.


Children will develop design and technological skills and understanding through the selection and use of fibres and fabrics to be used in:

• weaving lessons such as tapestry work • knitting lessons including socks on 4 needles, rib stitch • sewing lessons including, back stitch, blanket stitch used in

making a doll (with a formed head, cloth body, hair stitched in and clothing and accessories made); cloth or felt animal making with a design for three dimensions using gussets (eg. a horse, giraffe, or kangaroo); embroidery stitches such as stem or chain stitch

• leatherwork lessons (plaiting, embossing, belts bags, moccasins)

6.2.3 Wood

Children will develop design and technological skills and understanding working with timber products and engaged in activities such as:

• Class 5 skills, tools and activities: o whittling - Use whittling knives with green

timber/branches, pine bark o design and make individual projects such as talking sticks,

animals, candle sticks o simple wood carving (using convex shapes) o use of rasps, files, saws, abrasive paper o design and make projects such as wooden eggs,

wombats, door stops cows/horses o coping Saw Projects

• Suggested Class 6 skills, tools and activities: o convex and concave wood carving: designing and making

bowls, round or rectangular and eating, cooking or serving utensils such as spoons

o use of the Hand gouge requiring a balance between dominant and non-dominant hands to use these tools correctly

o use of rasps, files and selection of correct abrasive paper for different tasks to achieve desired finish

o projects - kitchen spoon, carved boat



Content Descriptors Content Elaborations o moveable toys – design and make projects that have

moveable parts o use of coping saw, tenon saws, hand drills o use of appropriate tools to make Roman swords and

shields for a class play o wooden Lanterns for the Winter festival o spinning Tops o mono-chord Instrument

carved bowls

6.2.4 Metal

Children will develop design and technological skills and understanding through the use of metal tools and artefacts such as:

• using needles and scissors, compass and straight edge for more precision and accuracy

• learning about Colonial period crafts and technologies such as farming implements and cooking implements

• Use of metal tools for woodwork activities

6.3 The Four Elements (Basic Materials and Transformations

(Other materials, transformation and technologies: liquids, solids, light, sound and fire)

Children design and make artefacts and experience technological transformations as they meet present and future needs. Through the experience of air pressure, mirrors and fire in class activities children experience and observe transformations.

6.3 1 Earth, Rocks and Soil

Children will develop design technological skills and understanding through working with solid materials. They may:

• model using clay using more skilled techniques such as coiling to produce a Grecian urn

• discuss the design and building of Roman roads and arches and build own road designs with stone

• carve and shape soapstone • learning about Colonial period crafts and technologies (Mud

brick, earth kiln) • study Greek temple designs, and other ancient constructions;

draw and create own architectural design then make out of clay or soapstone

• design and construct individual or class mosaic projects • study the effect of air pressure by flying kites • use mirrors and cardboard to construct a periscope • build a cooking fire while on school camp



Content Descriptors Content Elaborations Children explore magnetic and electrostatic force as applied to technology (see Topic 6.8 Science Curriculum - Introduction to Physics: Electrostatics and Magnetism)

6.3.2 Water and Liquids

Children will develop technological skills and understanding through working with liquid materials such as:

• mixing watercolour paints to consistency, learning how to dilute and prepare watercolour paints from colour concentrate

• making an acid base test using red cabbage water

6.3.3 Air, Music and Sound

Children will develop technological skills and understanding through working with the air element through:

• making wind chimes • making musical instruments (bamboo flute, Murrumbidgee

rattler) • building a monochord • designing, making and flying kites

Murrumbidgee rattler and striker


Children will develop technological skills and understanding through working with the fire element through:

• designing and making candles and lanterns, • knitting and sewing clothing for warmth and keeping cool • making projects with mirrors (periscope, kaleidoscope) • cooking on a camp fire • research Australian Indigenous technologies and use of fire to

regenerate bushland 6.3.5 Magnetism and Electrostatics

Children will explore magnets and electrostatics in technology such as: • Magnetic fasteners and door catches • Electrostatic discharge in synthetic clothing and foam soled

shoes, reducing electrostatic discharge in cars




Year 5 - 6

Design and Technology in Steiner education is first and foremost a lived experience. By the end of Year 6, children are effective problem solvers and are highly skilled at using a wide range of technologies and world crafts, including woodworking skills of rasping, filing, sawing and sanding and fibre crafts of doll and toy making, complex knitting patterns and bush and camping crafts. They understand the arise of technologies used in ancient times and are sensitive to aesthetic design, sustainability issues and ethical use of the world’s resources. Each child can focus and creatively apply his or her will individually and also work together in teams and confidently discuss design and technology aspects of their project. They select the appropriate application of a wide range of tools and materials, and understand technique, processes and work safely. They are innovative designers, creative participants and have the perseverance to complete a complex design task. Children explore and discuss the design of products, services and environments, taking into account sustainability and other competing practical considerations, using them to evaluate designs. They describe how design and technologies contribute to meeting present and future needs. They design, make and understand the impact of various features of technologies such as force and movement, food and fibre and special materials in the context of world crafts. They present world crafts to audiences using diagrams, drawings and completed products.



Years 7-8

An iron Viking Trollcross pendant

Class 8 forge work

Students in years seven and eight build on their primary years’ experience of problem solving using technologies. Since Kindergarten, children have actively experienced a historical development of technology. One example is the journey of bread making by growing and harvesting wheat, grinding wheat into flour by hand, mixing dough, proving dough, shaping loaves, baking, slicing and sharing a meal. Students have now become competent and skilled in safe food practices and work creatively in food production from their own extensive biodynamic gardens. They are capable in many areas of design and technology and are enthusiastic participants in technology lessons related to main lesson topics such as in Arthurian studies and the Middle Ages, making stained glass work or shields and working with fibres including the growing of flax as an example of Indigenous studies.

They continue to learn by direct experience and to think and act cooperatively, empathetically and sustainably. They explore more complex technologies, selecting an appropriate technology for a task. This is evident in many lessons, such as studying the history of print and production methods during the printing revolution. Students produce illuminated manuscripts and work with basic mechanical and digital printing technologies. They make and use tools to achieve a task and reflect on how well a selected technology achieves its purpose, such as glass working tools, sextants, looms, telescopes, fine carpentry tools and sewing machines. They are independent, engaged, imaginative and skilled creators and confident users of technology.

Content Descriptors Content Elaborations 8.1 Living Technologies Students investigate and discuss food and fibre production and preparation for healthy living and healthy eating.

They continue to deepen their food and nutrition skills discussing cooking and serving requirements of foods. They may be introduced to technology in the school's commercial kitchen or run a café or canteen.


Students develop design and technological skills and understanding through cooking and nutrition lessons by:

• engaging in safe food handling techniques and serving techniques

• working safely in all kitchen operations and use of commercial appliances

• using a wood fired pizza oven • investigating the mass processing of food advanced by the

Industrial Revolution • discussing the benefits of healthy, non-processed food and

creating balanced, nutritious menus • experiencing historical technologies such as making butter

with a churn, or ice cream with a double chamber churn



Content Descriptors Content Elaborations Students review and research horticulture and agriculture technologies, through historical, practical and cultural studies.

They investigate sustainable farming technologies in indigenous societies and the middle ages

8.1.2 Plants

Students will develop design and technological skills and understanding through practical experiences of gardening and/or farming such as:

• biodynamic farming principals including four-part rotation with mini crops; root, leaf, flower-fruit-seed, fallow section to grain or green manure (Spring/early Autumn / production), rotation according to nutrient needs (see ASCF Science 8.5)

• growing flax, cotton, bamboo, timber and other crops (collecting fibres and craft materials).

• studying the use of large scale cropping with the advent of new technologies during the Industrial Revolution

8.1.3 Animals

Students will develop design and technological skills and understanding through animal husbandry which may include:

• bee keeping - collecting and processing honey, collecting and using beeswax

• looking after larger animals such as goats, sheep or cows • studying the changes in farming techniques in animal

husbandry during the Industrial Revolution such as the evolution from hand milking to machine milking of dairy cows

farming


Through studies of Indigenous Cultures, Feudal life in the Middle Ages, Renaissance times and Human Physiology, students investigate and analyse diverse local, regional and global technologies and how ethical and sustainable

8.2 1 General Craft Materials (paper, card, string, glue etc.)

Students will develop design and technological skills and understanding through the selection and use of card, paper and other general craft materials. They may:

• fabricate models (buildings, aeroplanes, containers) • create elaborate designs in handmade main lesson books,

posters for school events • research printing press technology

research, design and create own illuminated manuscripts and medieval banners

• research inventions of the Renaissance such as those by Leonardo da Vinci and design and make replicas

• create and make sets for drama performance • design and make baskets using grass fibres and cane



Content Descriptors Content Elaborations choices in systems and processes can be made.

Students design and make projects with special materials (paper, card, fibres, fabrics, wood and metal). Students apply a wide range of more complex skills including jewellery, forge work and small items of furniture.

Students design patterns and make their own clothes.

Students determine project needs and opportunities. They investigate materials, equipment and processes to develop creative ideas. They use technical language to share their ideas with others and justify effective and safe designs.

Students reflect, discuss and develop criteria for successful and sustainable design processes

• design and make lanterns using complex geometrical nets of the Platonic solids requiring precision in measurement and accurate use of compass

basket weaving


Students will develop design and technological skills and understanding through the selection and use of fibres and fabrics. They may:

• investigate fibre and fabrics created through the use of new technologies during the Industrial Revolution)

• design a pulley system using ropes as pulleys • design and create illuminated manuscripts • design and sew medieval banners • design and sew garments such as a shirt, pyjamas or

costumes for a play • use leather to design and make belts, bags, pencil cases and

footwear and use plaiting and embossing techniques

plaited belts

8.2.3 Wood

Students will develop design and technological skills and understanding through working with timber products. They may:

• design and create useful objects such as bowls, tools and simple household items in wood carving

• use dressed timber to design and make toys, musical instruments, desk easels and furniture such as book stands, using fine carpentry techniques

• discover the use of wooden levers to move heavy objects in Mechanics lessons



Content Descriptors Content Elaborations

• design and make crafts and technologies such as wooden shields, from the Middle Ages, Arthurian and Renaissance times

• investigate the changes in tools and machinery made during the Industrial Revolution to harvest timber and build furniture

wood carving

8.2.4 Metal

Students will develop design and technological skills and understanding through the use and manufacture of metal tools and artefacts. They may:

• design and make small items in forge work, such as nails or the Troll Cross (Note: More substantial blacksmithing comes in Class 10 as great strength, perseverance and skill is required).

• investigate principles of Mechanics used in lever, axle, and pulley)

• investigate the use of machines and introduction of the railways during the Industrial Revolution and how metals changed the shape of society

• design and make jewellery, particular copper • design and make crafts and technologies such as metal

shields, from the Middle Ages, Arthurian and Renaissance times

• engage in metal fabrication such as sheet metal work to design and make tin cans, cake tins, funnels etc

• design and make bowls or simple utensils using copper beating techniques. (Note: This is very important for this age, to create form from chaos, which occurs when beating copper from a flat to a bowl shape).

8.3 The Four Elements (Basic Materials and Transformations)

(Other materials, transformation and technologies: liquids,


Students will develop design technological skills and understanding through working with solid materials. They may:

• model in clay to make components for architectural models • design and create projects with stone (eg landscaping) • engage in perspective drawing to design models



Content Descriptors Content Elaborations solids, light, sound and fire)

Students, design and make artefacts and experience technological transformations in more complex tasks. They work with stained glass to design and make glass structures such as Platonic solids.

They shape a lens from clear ice to start a fire using sunlight, discuss their observations and record their experience.

Students investigate electrical and mechanical systems and forces

• design and make architectural models such as Mosques or Gothic buildings in the study of classical architecture using soapstone (could be a whole class project)

• grow crystals and record observations, reflecting on and discussing experiences

pottery


Students will develop technological skills and understanding through working with liquid materials. They may:

• investigate the use of water to create power such as the use of steam and its effect of technological advance in the Industrial Revolution and beyond, development of paddle boats and hydro-electric schemes

• create and mix Biodynamic soil preparations for use in the garden

8.3.3 Air, Music and Sound

Students will develop technological skills and understanding through working with the air element. They may:

• design and make a bodhran (Irish frame drum) • design and make a barometer • Making a Celtic drum including motif designs as part of music

studies


Students will develop technological skills and understanding through working with the light and fire elements. They may:

• designing and make candles and more complex lanterns • engage in glass work and design and make stained glass

projects • investigate the use of fire to create the steam engine in the

Industrial Revolution • study the making of the telescope lens) • investigate the making of solar water heating



Year 8 students designing and making with glass


Year 7 - 8

By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They understand and participate in safe food handling practices and engage in food production from garden to plate. They explain the contribution of design and technology innovations and enterprise to society, such as mechanics technology, the lever and pulley, or perspective drawing and design. Students explain how various features of technologies influence design decisions and impact on design. Students create design solutions in a variety of technologies of engineering systems and principles, food and fibre production, food specialisation and materials and technology specialisation based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and design solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences, using appropriate technical terms and a range of technologies and graphical representation techniques. They independently and safely produce effective design solutions for its intended purpose.



Years 9-10 Students in years nine and ten bring a new level of maturity, skill and confidence to design and technology. They build on a range of craft, design and technological skills they have acquired in earlier years with conceptual and theoretical understanding of design technologies. Year 9 and 10 students are confident and capable in many areas of design and technology and are enthusiastic participants in technology lessons, engaging in significant community/school projects in building, landscaping and gardening.

They research technologies and use advanced techniques to design and make a broad range of solutions. They are becoming active citizens in their communities and think and act cooperatively, empathetically and sustainably. They have knowledge and skills in food production and safe food handling as well as sustainability issues around global food production. They now understand how technology extends their ability to do things such as working with sewing machines to produce garments. They learn to choose an appropriate technology for a task.

Students design and produce a range of artefacts, where their aesthetic understanding and understanding of design purpose is expressed through complex design and technology tasks, such as making musical instruments or other fine carpentry or fabric skills. They are skilful in using more complex and advanced technological tools to achieve a task and reflect on how well a technology they had selected and used achieved its purpose. They engage in experiments in chemistry lessons, and copper production technology is discussed and experienced. They are independent, engaged, imaginative and skilled interpreters and actors in the world by using appropriate technologies.

Year 10 students building a concrete path A Local Community project




Students investigate and analyse the ethics and sustainability of food and fibre production including preparation, preservation, presentation and marketing of products.

Students are supported, to create food for a cabaret or other school event. Students engage as a class in community work within Australia or overseas in support of creating positive futures.

Students experience and consider sustainable outcomes of Biodynamic and Organic gardening/farming programs

Students investigate the importance of bees and the global future of bee health. They investigate appropriate methods of honey and wax extract.

Students investigate, make judgments and experience how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create design solutions. They select and prepare food ingredients using appropriate food production equipment, and creatively design and produce elaborate meals.


Students will develop design and technological skills and understanding through cooking and nutrition lessons. They may:

• use safe food handling techniques and be aware of all health and safety requirements for a commercial kitchen

• be responsible for kitchen operations, and safe use of commercial oven and stovetop

• use a wood fired pizza oven • making organic ice cream using the traditional ice/salt process

in a science/nutrition lesson • design and create healthy and nutritious menus and cater for

individuals, family and large groups

making traditional organic ice cream The science of ice, salt and churning dairy

making traditional organic ice cream Good enough to eat



Content Descriptors Content Elaborations 10.1.2 Plants

Students will develop design and technological skills and understanding through gardening and/or farming. They may:

• engage in biodynamic farming techniques, making some of the herbal preparations (e.g. nettle, valerian) laying down 500 preparations in cow horns; students also make hardwood cuttings; make hormone rooting tea; potting on rooted cuttings (rose, elderberry, currants, grape). (see ASCF Science 9.7)

• Engage in landscape design • Design gardens/farms with an emphasis on for maximising,

resources as sun, soil and water availability.

10.2.3 Animals

Students will develop design and technological skills and understanding through animal husbandry which may include:

• study of Ancient Societies and Cultures (and their dependence on animal products such as in Ancient China, the silk trade)


Students design and make projects with a particular emphasis on items they use every day for example bookbinding, shoemaking in order for them to penetrate the process behind the things they use every day.

Students apply a wide range of learned skills and develop new skills including formal blacksmithing skills such as lighting the forge, drawing down and forming a rat tail twist. They use technologies such as the sewing machine to make clothes.

Students recognise, project needs and opportunities and investigate materials,


Students will develop design and technological skills and understanding through the selection and use of card, paper and other general craft materials in activities such as:

• bookbinding or mounting art work • building technical craft items • creating and making elaborate sets for drama performance

a mouse trap racer


Students will develop design and technological skills and understanding through the selection and use of fibres and fabrics in more advanced:

• spinning, weaving or knitting • Societies and Ancient Cultures making of silk fabric from

casings in Ancient China • machine sewing, • leatherwork or other fabric work



Content Descriptors Content Elaborations equipment and processes to develop creative ideas. They use technical language to share their ideas with others and justify effective and safe designs. Students develop criteria for successful and sustainable design processes.

Students appreciate social, ethical and sustainability considerations, that impact on their designed solutions. They include global consideration in their production processes such as in the sourcing of materials in carpentry and fabric work. Students understand ‘change’ as it effects the future of work and technology.

Students work with increasing sophistication, innovation applying enterprise skills and use digital technology in planning and project management (time, cost, risk.)

garment sewing

10.2.3 Wood

Students will develop design and technological skills and understanding through working with timber products such as:

• fine carpentry is used to make a variety of artefacts such as musical instruments, carved pieces and boxes using dovetail joints or similar, independently managing their own design project.

Year 10 students design and build a working rack and pinion gear out of wood



Content Descriptors Content Elaborations 10.2.4 Metal

Students will develop design and technological skills and understanding through the use and manufacture of metal tools and artefacts such as:

• jewellery making • forge work, Class 10 - blacksmithing is a very appropriate

activity, combined with fitting and machining, and Oxy-Acetylene welding, Arc, and MIG welding

• sheet copper/brass work

Year 10 students design and make silver jewellery

10.3 The Four Elements (Basic Materials and Transformations) (Other materials, transformation and technologies: liquids, solids, light, sound and fire)

Students, work individually and in teams to explore technological transformations. For example: extracting metal from ore as an industrial technology or science lesson or revisiting their earlier limestone cycle lesson this time on an industrial scale to create whitewash to paint school building. Students prepare a Biodynamic 500 preparation and application to the school gardens and grounds.


Students will develop design technological skills and understanding through working with solid materials such as:

• modelling using clay and using a potter’s wheel • carving and shaping stone • building with stone • investigating use of jade in Ancient China • baking marble to create limestone to make concrete • extracting copper from copper ore using electrolysis

Year 9 students use electrolysis to extract copper from copper ore



Content Descriptors Content Elaborations Students Investigate and make judgments and experience how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions, such as working with heat to produce concrete from limestone or working with heat and mechanical force in the forging of iron.


Students will develop technological skills and understanding through working with liquid materials such as:

• making 'whitewash' from lime to paint walls, • mixing Biodynamic soil preparations • using electrolysis technology

Extracting solids from a liquid

The electrolysis of copper metal from copper ore

10.3.3 Air, music and Sound

Students will develop technological skills and understanding through working with the air element through:

• making musical instruments such as an acoustic guitar or slot drum.

Wooden slot drum

Made by class 10 student - woodwork and music



Content Descriptors Content Elaborations 10.3.4 Fire, Warmth and Light

Students will develop technological skills and understanding through working with the fire element through:

• designing and making more complex lanterns (Winter Festival) • investigating use of solar energy in heating and power.

Year 10 students design and make lanterns for Winter Festival


Year 9 – 10

By the end of Year 10, students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to design solutions to realise preferred futures they have described. When producing design solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.1 Students create design solutions for one or more of the technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and design solutions and processes. They create and connect design ideas and processes of increasing complexity and justify decisions.

Students apply project management skills to document and use project plans to manage production processes. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.

1 Engineering systems and principles, food and fibre production, food specialisation and materials and technology specialisation

australian steiner curriculum … design and ... fine carpentry and furniture), making with bamboo...

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