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• VCDSCD032

  Plan a sequence of production steps when making designed solutions

  Elaborations

  • determining planning processes as a class, for example, recording a procedure, writing a production plan or creating time plans
  • managing time and resource allocation throughout production, for example materials, tools, equipment and people
  • identifying the steps in a mass production process
  • sequencing steps to collaboratively produce a designed solution

  VCDSCD032 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Planning and managing

• VCDSCD030

  Select and use materials, components, tools and equipment using safe work practices to produce designed solutions

  Elaborations

  • using appropriate technologies terms to confidently describe and share with others procedures and techniques for making, for example cutting and joining materials
  • exploring ways of joining, connecting and assembling components that ensure success, and the impact digital technologies have had on these processes
  • using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when creating designed solutions, for example, creating a template, measuring ingredients in a recipe, sowing seeds
  • selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process
  • demonstrating safe, responsible and cooperative work practices when making designed solutions

  VCDSCD030 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Producing

• VCDSCD029

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

  Elaborations

  • exploring ways of joining, connecting and assembling components that ensure success
  • generating a range of design ideas for intended products, services, environments
  • identifying the properties of materials needed for the designed solution
  • visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications
  • planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document

  VCDSCD029 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Generating

• VCDSTC026

  Investigate food preparation techniques used in modern or traditional societies

  Elaborations

  • recognising the benefits of technologies that provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating
  • investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
  • exploring tools, equipment and procedures to promote healthy eating, for example ways to include vegetables in the diet
  • using the Australian Guide to Healthy Eating food model to discuss healthy food choices

  VCDSTC026 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Food specialisations

• VCDSTC027

  Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes

  Elaborations

  • conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
  • investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
  • investigating the suitability of technologies (materials, systems, components, tools and equipment) when creating a designed solution, for example, a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
  • comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
  • investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
  • analysing designed solutions from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment

  VCDSTC027 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Materials and technologies specialisations

• VCDSTC025

  Investigate food and fibre production used in modern or traditional societies

  Elaborations

  • exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters
  • identifying and describing the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas
  • describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability

  VCDSTC025 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Food and fibre production

• VCDSTC024

  Investigate how forces and the properties of materials affect the behaviour of a designed solution

  Elaborations

  • examining models to identify how forces and materials are used in the design of a toy
  • exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
  • conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
  • deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
  • identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load
  • experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height

  VCDSTC024 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Engineering principles and systems

• VCDSTS023

  Recognise the role of people in design and technologies occupations and explore factors, including sustainability, that impact on the design of solutions to meet community needs

  Elaborations

  • exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
  • examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
  • investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
  • considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
  • exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
  • critiquing designed solutions to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers

  VCDSTS023 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies and Society

• VCDTCD024

  Develop simple solutions as visual programs

  Elaborations

  • designing and developing a simple interactive digital solution using a visual programming language, for example preparing the content and design of a simple guessing game that provides options in English and an Asian language
  • exploring common elements of standard user interfaces that are familiar and appeal to users, for example navigation links on the left and top of web pages to help users interact with the site
  • developing programs that make decisions on the basis of user input or choices such as through selecting a button, pushing a key or moving a mouse to ‘branch’ to a different segment of the solution
  • creating options for users to make choices in solutions, for example a user input and branching mechanism such as buttons in a slideshow to allow users to make choices

  VCDTCD024 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• VCDTCD025

  Explain how student-developed solutions and existing information systems meet common personal, school or community needs

  Elaborations

  • investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why
  • visiting an online museum, for example accessing an international museum online and being able to zoom in on the textures of historic Asian objects
  • exploring information systems that suit particular home or personal needs, for example using speech recognition software that can help speakers whose language background is not English, or a system to monitor energy or water consumption in the home
  • testing the adequacy of student-developed solutions, for example asking a classmate to review a digital solution and provide feedback

  VCDTCD025 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• VCDTCD023

  Define simple problems, and describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them

  Elaborations

  • stating the nature of the problem and some of its features, such as what need is associated with the problem, who has the problem and why does the problem exist
  • describing, using drawings, pictures and text, the sequence of steps and decisions in a solution, for example preparing a chart to show the order of events in a game and the decisions that a player must make
  • experimenting with different ways of describing a set of instructions, for example writing two versions of the same simple set of instructions for a programmable robotic device
  • explaining to others how to follow technical instructions, for example demonstrating how to capture and download images from a mobile device
  • defining and describing the sequence of steps needed to incorporate multiple types of data in a solution, for example charting the sequence of steps in selecting and downloading images and sound to create a book trailer

  VCDTCD023 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• VCDTDI021

  Collect, access and present different types of data using simple software to create information and solve problems

  Elaborations

  • selecting appropriate formats or layout styles to present data as information depending on the type of data and the audience, for example graphs suit data that shows trends or comparisons; lists suit text data that needs to be presented in alphabetical order; animations suit images that show actions and relationships
  • using different techniques to present data as information, for example creating a column chart in a spreadsheet by colouring cells to represent different items
  • improving the appearance and usability of data, for example using colour, headings and labelling of images to organise and accurately identify data
  • using software to sort and calculate data when solving problems, for example sorting numerical data in ascending or descending order and automating simple arithmetic calculations using nearby cells and summing cell ranges in spreadsheet or database software
  • exploring different online sources to access data, for example using online query interfaces to select and retrieve data from an online database such as a library catalogue or weather records
  • recognising that all types of data are stored in digital systems and may be represented in different ways such as files and folders with names and icons

  VCDTDI021 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCDTDI020

  Recognise different types of data and explore how the same data can be represented in different ways

  Elaborations

  • recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system
  • using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
  • recognising representations of different types of data such as waves for sound
  • exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region

  VCDTDI020 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCDTDI022

  Individually and with others, plan, create and communicate ideas and information safely, applying agreed ethical and social protocols

  Elaborations

  • considering ways of managing the use of social media to maintain privacy needs, for example activating privacy settings to avoid divulging personal data such as photographs, addresses and names, and recognising that all digital interactions are difficult to erase (digital footprints)
  • using a range of online tools to share information and being aware that information may be received at different times, for example adding entries to a class blog, participating in a web conference or online chat with an author, or participating in a forum on a specific topic
  • organising and creating different types of information for sharing and collaborating online, for example planning the sequence and appearance of an animation and sharing it online with students from another school
  • managing a project that involves students working together to publish online, for example identifying how group members can help each other to avoid delays in finishing the project
  • discussing digital citizenship rules and behaviours for participating in an online environment, for example not using all capital letters when expressing a strong viewpoint about a contentious matter and ensuring that the audience is aware of your identity
  • making ethical decisions when faced with reporting inappropriate online behaviour or acknowledging digital products created by others, for example making a decision based on how individuals would like to be treated by others

  VCDTDI022 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCDTDS019

  Explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data

  Elaborations

  • using different peripheral devices to display information to others, for example using a mobile device, interactive whiteboard or a data projector to present information
  • using specific peripheral devices to capture different types of data, for example using a digital microscope to capture images of living and non-living things
  • experimenting with different types of digital system components and peripheral devices to perform input, output and storage functions, for example, a keyboard, stylus, touch screen, switch scan device or joystick to input instructions; a monitor, printer or tablet to display information; or a USB flash drive and external hard drive as storage peripheral devices
  • recognising that images and music can be transferred from a mobile device to a computer, for example using a cable to connect a camera and computer to upload images for a photo story

  VCDTDS019 | Technologies | Digital Technologies | Levels 3 and 4 | Digital Systems

• VCECD007

  Explore how apparently wrong actions can sometimes lead to good outcomes and the reverse

  Elaborations

  • using examples to show how an act could lead to good or bad outcomes, or both, such as an act of generosity (for example sharing lunch, helping a friend with homework, providing welfare) or selfishness or greed; or an act of apparent duty (for example keeping a promise or being respectful, or honest)
  • evaluating the consequences of responses to problems and whether these were intended or foreseeable, for example, playing a prank on someone
  • researching changes of opinion before, during and after a development in the local community

  VCECD007 | Capabilities | Ethical Capability | Levels 3 and 4 | Decision Making and Actions

• VCECD008

  Discuss the role of personal values and dispositions in ethical decision-making and actions

  Elaborations

  • exploring, as part of a character analysis in a narrative such as Harry Potter or Aesop’s fables, questions such as: What do characters say and do that might suggest their dispositions? To what extent are dispositions such as being honest, cautious, persistent, selfish, proud, or empathetic necessary for ethical decision-making? Can someone be honest and brave and yet make the wrong choice? Are there some dispositions that are more important than others?
  • undertaking research to identify dispositions and values commonly associated with significant community leaders, heroes, sport champions and celebrities and discussing what counts as a desirable disposition and reasons for disagreements
  • discussing the actions of a character over time, for example, the father or friends in the book/film 'How to Train Your Dragon', to determine the values implicit or explicit in decision-making and what may cause personal values to be questioned

  VCECD008 | Capabilities | Ethical Capability | Levels 3 and 4 | Decision Making and Actions

• VCECU004

  Explore the contested meaning of concepts including fairness and harm and how they can seem to differ in different situations

  Elaborations

  • testing a proposed definition of fairness as equal treatment by considering whether an older sibling should do more at home or whether there should be special parking places
  • testing a proposed definition of harm as involving a deliberate intention that caused mental or physical suffering, by considering whether an accidental injury to someone on the playground is harmful or whether taking offence to teasing or a joke is a choice
  • exploring the concept of fairness by setting a task where resources are distributed unevenly and reflecting on the desirability of the outcomes

  VCECU004 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCECU006

  Discuss the ways to identify ethical considerations in a range of problems

  Elaborations

  • considering questions such as ‘does this matter and why?’, ‘is this about something where the outcome can be judged good, bad, right or wrong?’ for usefulness in identifying an ethical problem
  • identifying an ethical problem, such as whether to help a friend or stranger first and considering questions such as ‘Who is involved and how are they likely to be affected?’ and ‘Does this involve breaking a rule or other commitment?’
  • using if…then reasoning to identify possible consequences as an ethical consideration in a situation, for example, if animals thought to be cuter were protected ahead of other animals then…

  VCECU006 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts

• VCECU005

  Explore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, better or worse, and explain why

  Elaborations

  • inquiring into a proposal and examining reasons for a range of views on its desirability, for example, proposals to improve sustainability or resolve a local civic issue
  • investigating whether there are differences over time in views about issues such as treatment of animals in zoos and reasons for this
  • comparing different responses to a problem and classifying them as better or worse using a thinking tool and comparing the classifications with others and how the judgements were reached

  VCECU005 | Capabilities | Ethical Capability | Levels 3 and 4 | Understanding Concepts