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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

• Technologies | Design and Technologies: Learning in Design and Technologies

  In Design and Technologies, students are actively engaged in the processes of creating designed solutions for personal, domestic and global settings for a sustainable future. For younger children, this usually involves personal and family settings, where there is an immediate, direct and tangible...

  Overview material | Design and Technologies

• VCDSCD062

  Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions

  Elaborations

  • refining technical skills and using production skills with independence to produce quality designed solutions and to reduce risks in production
  • using materials, components, tools, equipment and techniques safely and considering alternatives to maximise sustainability, for example using timber because it stores carbon and offsets the demand for alternative products
  • experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
  • explaining safe working practices required for a specific classroom design project for individual or community use
  • modifying production processes to respond to unforeseen challenges or opportunities, for example when producing bulk quantities of recipes, lower than average rainfall and impacts on growth, materials with unexpected faults

  VCDSCD062 | Technologies | Design and Technologies | Levels 9 and 10 | Creating Designed Solutions | Producing

• VCDSCD049

  Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop design ideas

  Elaborations

  • considering community needs when identifying opportunities for designing, for example gardens for a community centre, cost effective food service for a sport club
  • experimenting with traditional and contemporary technologies when developing designs, and discovering the advantages and disadvantages of each approach
  • investigating emerging technologies and their potential impact on design decisions, for example flame retardant fabrics or smart materials such as self-healing materials, digital technologies and agriculture
  • examining, testing and evaluating a variety of suitable materials, components, tools and equipment for each design project, for example the differences between natural hardwood and plantation softwood timbers, which determine their suitability for particular uses related to durability, for example interior or exterior use
  • evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries
  • selecting appropriate materials to acknowledge sustainability requirements by using life cycle thinking

  VCDSCD049 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Investigating

• VCDSCD018

  Explore needs or opportunities for designing, and the technologies needed to realise designed solutions

  Elaborations

  • identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend
  • exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the school canteen menu to identify healthy food options and suggesting changes to promote good health
  • discussing possible designed solutions based on experience and some research, for example asking adults for advice
  • considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution
  • exploring which tools, equipment and techniques to use with selected materials

  VCDSCD018 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Investigating

• 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

• VCDSTS044

  Investigate the ways in which designed solutions evolve locally, nationally, regionally and globally through the creativity, innovation and enterprise of individuals and groups

  Elaborations

  • exploring how designed solutions have changed over time and predicting future developments, for example home entertainment, communications or food packaging
  • considering the rights and responsibilities of those working in design and technologies occupations, for example consideration of Aboriginal and Torres Strait Islander protocols
  • exploring the use and development of systems for navigating unfamiliar environments, for example a service to help tourists engage with a heritage area
  • investigating traditional and contemporary design and technologies, including from Asia, and predicting how they might change in the future in response to factors such as social change and the need for more sustainable patterns of living
  • identifying needs and new opportunities for design and enterprise, for example promotion and marketing of designed solutions
  • investigating how developments in materials, tools and equipment influence designed solutions

  VCDSTS044 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies and Society

• VCDSTC048

  Analyse ways to create designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment

  Elaborations

  • investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
  • investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
  • considering the ways in which the characteristics and properties of technologies will impact on designed solutions, for example the choice of building materials and housing design in Australia and the countries of Asia; the properties of textile fibres and fabrics determine end use
  • considering safe work practices, for example producing a safety information video that details risk management practices for using a piece of equipment in the classroom or within a community
  • evaluating designed solutions for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area
  • evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders

  VCDSTC048 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies Contexts | Materials and technologies specialisations