Design and Technologies
Foundation to Year 2
Above satisfactory
Portfolio summary
This portfolio of student work shows that the student can describe the purpose of familiar products, services and environments and how they meet the needs
of users and affect others and environments (WS1, WS2, WS3). The student identifies the features and uses of technologies for each of the prescribed
technologies contexts (WS1, WS2, WS3).
With guidance, the student creates designed solutions for each of the prescribed technologies contexts (WS1, WS2, WS3). They describe given needs or
opportunities (WS1, WS2, WS3). The student creates and evaluates their ideas and designed solutions based on personal preferences (WS1, WS2, WS3).
They communicate design ideas for their designed products, services and environments using modelling and simple drawings (WS1, WS2, WS3). The
student follows sequenced steps (WS1, WS2, WS3) and demonstrates safe use of tools and equipment when producing designed solutions (WS1, WS4).
Work sample 1:
Design project: Seed to sandwich
Work sample summary
Students explored requirements for plant growth and the production and processing steps to get from a wheat seed to a food product (loaf of bread). They
created a visual representation (road map) to plot the steps from a wheat seed to a loaf of bread. Students designed and produced an environment to
improve the production of a lettuce seedling for planting in the school vegetable garden. They evaluated their design, and suggested improvements where
necessary, giving reasons. Students sequenced the steps in making a nutritious sandwich. They selected ingredients and prepared a sandwich for healthy
eating and service.
The focus of this task was for students to design and produce an environment and a product for a service for the technologies context food and fibre
production/food specialisations.
Foundation to Year 2 subject achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others
and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.
With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students
create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services
and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing
designed solutions.
Foundation to Year 2 learning area achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list
the features of technologies that influence design decisions and identify how digital systems are used.
Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range of sources and recognise
patterns in data. Students record design ideas using techniques including labelled drawings, lists and sequenced instructions. They design solutions to
simple problems using a sequence of steps and decisions. With guidance, students produce designed solutions for each of the prescribed technologies
contexts. Students evaluate their ideas, information and solutions on the basis of personal preferences and provided criteria including care for the
environment. They safely create solutions and communicate ideas and information face-to-face and online.
Road map
Copyright
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for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 1 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Road map
1
2
3
4
5
6
9
7
8
10
11
Annotations
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 2 of 25
Design and Technologies
Foundation to Year 2
Above satisfactory
Annotations
Annotation 1
Illustrates the process from seed to food product
Annotation 2
Lists plant growth requirements
Annotation 3
Labels parts of the seedling
Annotation 4
Illustrates how the seedling puts down a root system to grow
Annotation 5
Labels parts of the wheat plant
Annotation 6
Identifies a step in the production of wheat
Annotation 7
Identifies and labels where food crops are stored
Annotation 8
Identifies and labels the service that processes grains into flour
Annotation 9
Identifies and labels the service where flour is used to produce bread
Annotation 10
Identifies the service (shop) where bread is purchased
Annotation 11
Illustrates the purpose of a familiar product (bread) – making a sandwich at home for a healthy school lunch
Design portfolio excerpts
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 3 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Design portfolio excerpts
1
2
3
Annotations
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 4 of 25
Design and Technologies
Foundation to Year 2
Above satisfactory
Annotations
Annotation 1
Communicates design ideas for their hothouse using labelled drawing
Annotation 2
Identifies materials to be used in designed solution – hothouse for lettuce seedling
Annotation 3
Produces an environment to support seedling growth (adding plastic roof after data logger is set up)
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 5 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
1
Annotations
Annotation 1
Produces an environment to support seedling growth (adding plastic roof after data logger is set up)
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 6 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
1
2
Annotations
Annotation 1
Records observations about plant growth over time, including dates
Annotation 2
Draws and labels diagrams to explain observations of plants growing
Audio
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 7 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Audio

Sandwich worksheet
Copyright
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for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 8 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Sandwich worksheet
1
2
3
4
Annotations
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 9 of 25
Design and Technologies
Foundation to Year 2
Above satisfactory
Annotations
Annotation 1
Sequences steps in the correct order
Annotation 2
Prepares a sandwich with two nutritious filling ingredients
Annotation 3
Records a number of the steps for making a sandwich
Annotation 4
Inserts photos into a document in the correct order
Work sample 2:
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 10 of 25
Design and Technologies
Foundation to Year 2
Above satisfactory
Work sample 2:
Design project: Rainbow costumes
Work sample summary
Students designed and produced costumes for a performance based on the book The Rainbow Fish by Marcus Pfister. They gathered information on
materials, colours, special effects and design features. They generated and evaluated ideas for their costumes. Students used a range of skills including
cutting from a template, sewing, and using a hot glue gun (under supervision) to add two-dimensional shapes (scales) to a T-shirt. Students were challenged
to source materials without spending much money to develop some understanding of recycling and re-using materials. They reflected on the product and the
processes used, looking at ways to improve the product or strategies to work more effectively.
The focus of this task was to design a product for the technologies context materials and technologies specialisations.
Foundation to Year 2 subject achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others
and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.
With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students
create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services
and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing
designed solutions.
Foundation to Year 2 learning area achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list
the features of technologies that influence design decisions and identify how digital systems are used.
Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range of sources and recognise
patterns in data. Students record design ideas using techniques including labelled drawings, lists and sequenced instructions. They design solutions to
simple problems using a sequence of steps and decisions. With guidance, students produce designed solutions for each of the prescribed technologies
contexts. Students evaluate their ideas, information and solutions on the basis of personal preferences and provided criteria including care for the
environment. They safely create solutions and communicate ideas and information face-to-face and online.
Design portfolio
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 11 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Design portfolio
1
2
Annotations
Annotation 1
Explores and communicates design ideas through labelled drawings, including front, back and side views
Annotation 2
States personal opinion (likes) about designed solution
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 12 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
1
2
3
4
Annotations
Annotation 1
Communicates selected design ideas using labelled drawings
Annotation 2
Identifies recycled materials used to produce designed solution
Annotation 3
Explains and justifies the variety of recycled materials used to produce the designed solution
Annotation 4
Evaluates costume and suggests how designed solution could be improved
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 13 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
1
Annotations
Annotation 1
Uses a variety of recycled materials to create the effect of scales for the designed solution (costume)
Annotations Overview
Created a designed solution for materials and technologies specialisations (designing and producing a costume)
Work sample 3:
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 14 of 25
Design and Technologies
Foundation to Year 2
Above satisfactory
Work sample 3:
Design project: Push pull toy
Work sample summary
Students explored forces of push and pull on the ground, in the air and in the water. They focused on the toys that they use but also learned about toys from
other cultures. Students designed their own toys, and safely produced a toy using materials, components, tools and equipment.
The focus of this task was to design a product for the technologies context engineering principles and systems.
Foundation to Year 2 subject achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others
and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.
With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students
create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services
and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing
designed solutions.
Foundation to Year 2 learning area achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list
the features of technologies that influence design decisions and identify how digital systems are used.
Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range of sources and recognise
patterns in data. Students record design ideas using techniques including labelled drawings, lists and sequenced instructions. They design solutions to
simple problems using a sequence of steps and decisions. With guidance, students produce designed solutions for each of the prescribed technologies
contexts. Students evaluate their ideas, information and solutions on the basis of personal preferences and provided criteria including care for the
environment. They safely create solutions and communicate ideas and information face-to-face and online.
Design portfolio
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 15 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Design portfolio
1
Annotations
Annotation 1
Communicates design ideas with a labelled drawing
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 16 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
1
2
Annotations
Annotation 1
Evaluates designed solution (toy) using personal preferences
Annotation 2
Suggests how toy can be improved
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 17 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
1
Annotations
Annotation 1
Describes an engineering principle and gives well considered examples orally for recording by the teacher
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 18 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
1
Annotations
Annotation 1
Categorises push and pull products correctly
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 19 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
1
2
Annotations
Annotation 1
Shows how the designed solution (toy) is both a push and pull toy
Annotation 2
States that the toy can be pulled and pushed
Work sample 4:
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 20 of 25
Design and Technologies
Foundation to Year 2
Above satisfactory
Work sample 4:
Blog: Working safely
Work sample summary
Students, with teacher assistance, have collected evidence of safe and skilful use of technologies in a range of design tasks, and recorded this in a blog.
Foundation to Year 2 subject achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others
and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.
With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students
create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services
and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing
designed solutions.
Foundation to Year 2 learning area achievement standard
The parts of the achievement standard targeted in the assessment task are highlighted.
By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet a range of present needs. They list
the features of technologies that influence design decisions and identify how digital systems are used.
Students identify needs, opportunities or problems and describe them. They collect, sort and display familiar data from a range of sources and recognise
patterns in data. Students record design ideas using techniques including labelled drawings, lists and sequenced instructions. They design solutions to
simple problems using a sequence of steps and decisions. With guidance, students produce designed solutions for each of the prescribed technologies
contexts. Students evaluate their ideas, information and solutions on the basis of personal preferences and provided criteria including care for the
environment. They safely create solutions and communicate ideas and information face-to-face and online.
Blog: washing
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 21 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Blog: washing
1
2
Annotations
Annotation 1
Sequences the steps for washing hands before preparing and eating food
Annotation 2
Explains why hands should be washed before touching food
Annotations Overview
Students demonstrate working safely to produce designed solutions.
Blog: gardening
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 22 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Blog: gardening

Annotations Overview
Students demonstrate working safely to produce designed solutions.
Blog: using tools
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 23 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Blog: using tools

Annotations Overview
Students demonstrate working safely to produce designed solutions.
Blog: gluing
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 24 of 25
Foundation to Year 2
Design and Technologies
Above satisfactory
Blog: gluing
1
Annotations
Annotation 1
Sequences steps for using a hot glue gun safely in the correct order
Annotations Overview
Students demonstrate working safely to produce designed solutions.
Copyright
You may view, download, display, print, reproduce (such as by making photocopies) and distribute these materials in unaltered form only for your personal, non-commercial educational purposes or
for the non-commercial educational purposes of your organisation. For further information, refer to (www.australiancurriculum.edu.au/copyright).
Published: Jun 2016 | Curriculum Version: 8.1
Page 25 of 25