Design and Technologies
Foundation to Year 2
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.
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 2017 | Curriculum Version: 8.1
Page 1 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Road map
Annotations
1
2
Annotation 1
Illustrates the process from seed to
food product
3
1
4
6
5
2
Annotation 2
Lists plant growth requirements
3
Annotation 3
Identifies parts of the wheat plant
7
Annotation 4
Identifies a technology (machine)
used to harvest wheat
4
8
5
Annotation 5
Identifies where food crops are
stored
Annotation 6
Identifies
the
processes grains into flour
6
service
that
Annotation 7
Identifies the service where flour is
used to produce bread
7
8
Annotation 8
Illustrates the purpose of a familiar
product
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 2017 | Curriculum Version: 8.1
Page 2 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Design portfolio excerpts
Annotations
Annotation 1
Communicates design ideas for
their hothouse using labelled drawing
1
Annotation 2
Identifies materials to be used in
designed solution (hothouse for lettuce
seedling)
2
1
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 2017 | Curriculum Version: 8.1
Page 3 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Annotations
Annotation 1
Produces an
support seedling growth
1
environment
to
1
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 2017 | Curriculum Version: 8.1
Page 4 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Annotations
Annotation 1
Records observations about plant
growth over time
1
1
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 2017 | Curriculum Version: 8.1
Page 5 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Sandwich worksheet
Annotations
1
Annotation 1
Sequences steps in the correct
order
1
Annotation 2
Prepares a sandwich with one
nutritious filling ingredient
2
3
Annotation 3
Inserts photos into a document
2
3
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 2017 | Curriculum Version: 8.1
Page 6 of 20
Design and Technologies
Foundation to Year 2
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.
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 2017 | Curriculum Version: 8.1
Page 7 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Design portfolio
1
Annotations
Annotation 1
Explores
and
communicates
design ideas through labelled front and
back view drawings
1
1
Annotations
Annotation 1
Communicates selected
ideas using labelled drawings
1
2
design
Annotation 2
Identifies recycled materials and
equipment used to produce designed
solution (costume)
2
3
4
Annotation 3
Uses a recycled material to create
the effect of scales for the designed solution
(costume)
3
Annotation 4
Suggests how the designed
solution (costume) could be improved
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 2017 | Curriculum Version: 8.1
Page 8 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Annotations
Annotation 1
Uses
the designed
(costume) for its purpose
1
solution
1
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 2017 | Curriculum Version: 8.1
Page 9 of 20
Design and Technologies
Foundation to Year 2
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.
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 2017 | Curriculum Version: 8.1
Page 10 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Design portfolio
Annotations
Annotation 1
Communicates design ideas with a
simple drawing
1
1
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 2017 | Curriculum Version: 8.1
Page 11 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Annotations
Annotation 1
Evaluates designed solution (toy)
using personal preferences
1
1
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 2017 | Curriculum Version: 8.1
Page 12 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Annotations
Annotation 1
Describes an engineering principle
and gives examples orally for recording by
the teacher
1
1
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 2017 | Curriculum Version: 8.1
Page 13 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Annotations
Annotation 1
Categorises
push
products correctly
1
and
pull
1
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 2017 | Curriculum Version: 8.1
Page 14 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Annotations
Annotation 1
Produces a designed solution (toy)
using provided engineering system (wheels
and axles)
1
1
Annotation 2
Shows how the designed solution
(toy) can be pulled
2
2
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 2017 | Curriculum Version: 8.1
Page 15 of 20
Design and Technologies
Foundation to Year 2
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.
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 2017 | Curriculum Version: 8.1
Page 16 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Blog: washing
Annotations
Annotation 1
Sequences the steps for washing
hands before preparing and eating food
1
Annotation 2
States one reason why hands
should be washed before touching food
2
1
2
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 2017 | Curriculum Version: 8.1
Page 17 of 20
Foundation to Year 2
Design and Technologies
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 2017 | Curriculum Version: 8.1
Page 18 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Blog: using tools

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 2017 | Curriculum Version: 8.1
Page 19 of 20
Foundation to Year 2
Design and Technologies
Satisfactory
Blog: gluing
Annotations
Annotation 1
Sequences most steps for using a
hot glue gun safely in the correct order
1
1
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 2017 | Curriculum Version: 8.1
Page 20 of 20