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• VCDSTC037

  Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use

  Elaborations

  • identifying the properties of materials for the design and construction of a sustainable household item, for example a product for storing harvested water
  • evaluating the functional properties of a specific-purpose household system, for example a security system
  • examining the materials and systems used in a public use system that affect the way people live, for example a community exercise environment or arts facility, water treatment, garbage collection
  • comparing tools, equipment and techniques to select those most appropriate for a given purpose
  • evaluating the use of computer-aided manufacturing in terms of cost and impacts on local and regional designers, producers and enterprises
  • comparing the design and production of products, services and environments in Australia and a country in the Asia region

  VCDSTC037 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Materials and technologies specialisations

• VCDSTS043

  Examine and prioritise competing factors including social, ethical, economic and sustainability considerations in the development of technologies and designed solutions to meet community needs for preferred futures

  Elaborations

  • considering factors that influence the selection of appropriate materials, components, tools and equipment, for example Aboriginal and Torres Strait Islander Peoples’ sustainable practices, custodianship and connection to Country
  • investigating how ethics, social values, profitability and sustainability considerations impact on design and technologies, for example animal welfare, intellectual property, off-shore manufacturing in Asia
  • analysing an environment to decide if it meets personal or community needs, for example consulting with family members when designing an enhancement to an indoor or outdoor home environment
  • critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
  • investigating the ethics of using surveillance systems while balancing privacy, security and safety concerns

  VCDSTS043 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies and Society

• VCHPEP126

  Investigate and select strategies to promote health, safety and wellbeing

  Elaborations

  • investigating reasons why young people choose to use or not use drugs, and proposing strategies to make informed choices
  • researching a variety of snack and lunch options, and evaluating nutritional value, value for money and sustainability impacts to create a weekly menu plan
  • researching opportunities in the local community to participate in regular physical activity and examining how accessible these opportunities are for students
  • proposing and practising strategies for celebrating safely, including assertiveness, refusal skills, planning travel arrangements and contingency plans
  • examining strategies for safe practices in different environments, including home, transport and aquatic environments

  VCHPEP126 | Health and Physical Education | Levels 7 and 8 | Personal, Social and Community Health | Being healthy, safe and active

• VCDSTS033

  Investigate how people in design and technologies occupations address competing considerations, including sustainability, in the design of solutions for current and future use

  Elaborations

  • reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms
  • evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others
  • considering the impact designed solutions have in relation to sustainability and also on local, national, regional and global communities, including Aboriginal and Torres Strait Islander communities and countries in the Asia region
  • reflecting on the importance of aesthetics, function and sustainability in designed solutions, for example, a textile product that gives protection and is appealing, a motor that moves a vehicle and uses a sustainable power source
  • identifying the components of a service or system that contribute to its success and assessing potential risk or failure, for example, communication in the school or communication of a message to a wide audience; a system that manages an aspect of the environment; a campaign such as Clean Up Australia Day in different communities
  • identifying the impact of the designed features of an environment , for example a modification to a home to reduce environmental impact; restoring a natural environment and retaining access for the public

  VCDSTS033 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies and Society

• VCDSTC017

  Explore the characteristics and properties of materials and components that are used to create designed solutions

  Elaborations

  • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
  • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
  • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
  • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
  • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

  VCDSTC017 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Materials and technologies 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

• VCDSTS055

  Explain how designed solutions evolve with consideration of preferred futures and the impact of emerging technologies on design decisions

  Elaborations

  • considering how creativity, innovation and enterprise contribute to how products, services and environments evolve
  • exploring the ways commercial enterprises respond to the challenges and opportunities of technological change, for example e-commerce, and carbon footprint
  • explaining the consequences of social, ethical and sustainability decisions for designed solutions, for example, a managed public environment such as a theme park
  • predicting the impact of emerging technologies for preferred futures
  • constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures
  • recognising real-world problems and understanding basic needs when considering designed solutions, for example Engineers Without Borders High School Outreach Program allows students to design solutions to problems in a country in Asia

  VCDSTS055 | Technologies | Design and Technologies | Levels 9 and 10 | Technologies and Society

• 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

• VCELC154

  Initiate and sustain interactions, face-to-face or online, to share information, ideas, thoughts and opinions about people, objects, places and events

  Elaborations

  • interacting with peers, face-to-face or online, to describe everyday aspects of own environment, lifestyles and routines, and making comparisons with those of students in different cultural contexts, for example, school holidays in Australia compared to Greece and Cyprus
  • exchanging personal information such as languages spoken, family and friends, routines and immediate environment with peers in their class and further afield, using H καταγωγή μου είναι από, Tα ενδιαφέροντά μου είναι ... and other verbs such as Aσχολούμαι με ...
  • sharing views about favourite forms of entertainment, celebrities and other significant figures, expressing preferences, feelings and opinions, for example, Μου αρέσει, Λατρεύω το ποδόσφαιρο, νομίζω, αισθάνομαι, προτιμώ
  • recounting events and describing activities and personal experiences, for example, Πού πήγες; Τι έκανες; Σου αρέσει η μαγειρική; Πάμε σινεμά;

  VCELC154 | Languages | Modern Greek | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCGGC087

  Describe and explain interconnections within places and between places, and the effects of these interconnections

  Elaborations

  • researching connections between Australia and countries in the Asia region, for example, in terms of trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia
  • explaining the impacts of fire on Australian vegetation and the significance of fire damage to human communities
  • comparing how people have responded to climatic conditions in similar and different places and factors that may have influenced this such as culture and technology
  • exploring the extent of change in the local environment over time, through for example, vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining
  • researching the changes made by people to a particular environment in one region in Europe or North America and comparing findings with other regions researched by students

  VCGGC087 | The Humanities | Geography | Levels 5 and 6 | Geographical Concepts and Skills | Place, space and interconnection

• VC2M2A01

  recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern

  Elaborations

  • creating a pattern sequence with materials, writing the associated number sequence, and then describing the sequence so someone else can replicate it with different materials; for example, using matchsticks or toothpicks to create a growing pattern of triangles – using 3 for one triangle, 5 for 2 triangles, 7 for 3 triangles – and describing the pattern as ‘Start with 3 and add 2 each time’
  • recognising patterns in the built environment to locate additive pattern sequences (for example, responding to ‘How many windows in one train carriage, 2 train carriages, 3 train carriages …?’ or ‘How many wheels on one car, 2 cars, 3 cars …?’) and recording the results in a diagram or table
  • recognising the constant term being added or subtracted in an additive pattern and using it to identify missing elements in the sequence
  • recognising additive patterns in the environment on Country/Place and in Aboriginal and/or Torres Strait Islander material culture; and representing these patterns using drawings, coloured counters and numbers

  VC2M2A01 | Mathematics | Mathematics Version 2.0 | Level 2 | Algebra

• VCADRR024

  Respond to drama, expressing what they enjoy and why, and why people in their local area make and perform drama, including drama of Aboriginal and Torres Strait Islander peoples

  Elaborations

  • identifying where they might experience drama in their community, for example, sharing experiences of attending a Tanderrum, or taking part in a drama performance in their community and considering how drama sustains and communicates cultural knowledge
  • talking about how voices, movement and space are used in drama they make and see
  • connecting to and sharing drama experiences through available digital access
  • discussing ways drama can show people’s different feelings about the world, based on their experiences of the environment and other people

  VCADRR024 | The Arts | Drama | Levels 1 and 2 | Respond and Interpret

• VCADRR012

  Share responses to drama by answering yes/no questions and explore where and why people make drama

  Elaborations

  • responding to a dramatization
  • participating as an audience by modelling the clapping of others
  • communicating about aspects of their own performance, by pointing to them self, pointing to and name some of their costumes or characters
  • participating in class discussion about how voices and movement were used in a drama
  • experiencing drama that show that people have different feelings about the world based on their experiences of the environment and other people

  VCADRR012 | The Arts | Drama | Level C | Respond and Interpret

• VCAMAM006

  Use media technologies to select images and sounds for a story

  Elaborations

  • experiencing and encourage to react to the making and sharing of media artworks using story principles, sound and technologies
  • co-actively exploring and use a camera or other photographic device
  • experimenting with sound recording technology and found objects to create and record sound effects to support a photo story or represent their environment
  • experiencing images that represent an object or place
  • selection and arranging images, sounds to represent an idea or story

  VCAMAM006 | The Arts | Media Arts | Level B | Media Arts Practices

• VCAVAE017

  Explore ideas, experiences, observations and imagination to create visual artworks

  Elaborations

  • viewing a range of artworks with a common theme or subject matter, and make their own interpretations based on their experiences, observations and/or imagination
  • observing and recording their daily experiences in a range of visual forms
  • drawing, photographing and making images and objects related to self, others and personal environments in different art forms
  • identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, and styles from Aboriginal and Torres Strait Islander Peoples, and Asia

  VCAVAE017 | The Arts | Visual Arts | Foundation Level | Explore and Express Ideas

• VCCCC027

  Examine how national identity can shape a sense of belonging and examine different perspectives about Australia’s national identity, including Aboriginal and Torres Strait Islander peoples' perspectives

  Elaborations

  • investigating representations of Australian identity evident in national day events (such as Anzac Day), and in the media and popular culture, to analyse different perspectives on the interpretation of national identity
  • explaining contemporary influences on the shaping of Australian national identity, such as the natural environment, immigration, attitudes to Asia and Reconciliation between Aboriginal and Torres Strait Islander peoples and other Australians
  • using personal stories to explore how individuals relate to national identity and how it impacts on their sense of belonging in the Australian community
  • investigating the extent of ethnic diversity in Australia

  VCCCC027 | The Humanities | Civics and Citizenship | Levels 7 and 8 | Citizenship, Diversity and Identity

• VCCCC017

  Examine the concept of global citizenship

  Elaborations

  • identifying the obligations people may consider they have as global citizens, such as an awareness of human rights issues, concern for the environment and sustainability, and being active and informed about global issues
  • describing dual citizenship and its implications for identity and belonging
  • using a current global issue, such as immigration across borders and clearing native forests to establish palm oil plantations, to discuss the concept of global citizenship

  VCCCC017 | The Humanities | Civics and Citizenship | Levels 5 and 6 | Citizenship, Diversity and Identity

• VCCCTR015

  Investigate why and when the consequences of a point of view should be considered

  Elaborations

  • discussing consequences of different alternatives and why doing this is useful, for example, to enable a plan to minimise negative impacts on people or the environment
  • considering when consequences of actions might need to be explicitly deliberated, for example when actions affect more than one group or individual; or, could involve risk or harm; or, are aimed at achieving a specific goal or design solution
  • distinguishing between good and bad consequences from different points of view

  VCCCTR015 | Capabilities | Critical and Creative Thinking | Levels 3 and 4 | Reasoning

• VCDSCD042

  Develop project plans that include consideration of resources when making designed solutions

  Elaborations

  • examining the essential features of existing processes to inform project planning including safe work practices that minimise risk
  • setting milestones for production processes and allocating roles to team members
  • identifying when materials, tools and equipment are required for making the solution
  • outlining the planning and production steps needed to produce a product, service or environment using digital technologies

  VCDSCD042 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Planning and managing

• 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