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• VCDSTC035

  Investigate how and why food and fibre are produced in managed environments

  Elaborations

  • investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability, for example when designing a garden for a community group
  • identifying ways of applying, conserving and recycling nutrients in food and fibre production when designing a sustainable school vegetable garden or cropping area, for example composting and other forms of organic fertilisers
  • considering how low-input sustainable agriculture (LISA) is used in a range of environments including Australia and the countries of Asia
  • describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment
  • sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre
  • investigating the use of technologies including digital technologies in the production of food and fibre
  • exploring and comparing the efficiency of different irrigation methods in plant production systems including the use of digital technologies to improve the effectiveness, for example when designing a sustainable irrigation system to be used in a garden

  VCDSTC035 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Food and fibre production

• VCDSTS013

  Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs

  Elaborations

  • exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events
  • asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing
  • making design decisions based on personal and family needs, for example comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
  • exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest

  VCDSTS013 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies and Society

• VCDSCD021

  Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment

  Elaborations

  • developing criteria for success with teacher guidance including consideration of impact on environment
  • recording a judgment about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
  • reflecting on the processes and challenges of creating a designed solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
  • suggesting areas for design improvement

  VCDSCD021 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Evaluating

• VCDSCD031

  Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities

  Elaborations

  • evaluating designed solution against negotiated criteria for success with class or group members
  • evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
  • evaluating the functional and aesthetic qualities of a designed solution
  • reflecting on the sustainability implications of selected designed solutions
  • comparing the amount of waste that would be produced from different design options and the potential for recycling waste
  • reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria

  VCDSCD031 | Technologies | Design and Technologies | Levels 3 and 4 | Creating Designed Solutions | Evaluating

• VCDSTC046

  Analyse how food and fibre are produced when creating managed environments and how these can become more sustainable

  Elaborations

  • comparing land and water management methods in contemporary Australian food and fibre production with traditional Aboriginal systems and countries of Asia, for example minimum-tillage cropping, water-efficient irrigation
  • investigating the management of plant and animal growth through natural means and with the use of chemical products like herbicides and medicines when producing food and fibre products
  • recognising the need to increase food production using cost efficient, ethical and sustainable production techniques
  • describing physical and chemical characteristics of soil and their effects on plant growth when producing food and fibre products
  • investigating different animal feeding strategies such as grazing and supplementary feeding, and their effects on product quality, for example meat tenderness, wool fibre diameter (micron), milk fat and protein content when producing food and fibre products
  • recognising the importance of food and fibre production to Australia’s food security and economy including exports and imports to and from Asia when critiquing and exploring food and fibre production

  VCDSTC046 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies Contexts | Food and fibre production

• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• Digital Technologies: Foundation to Level 2 achievement standards

  By the end of Level 2, students identify how common digital systems are used to meet specific purposes.

  Students use digital systems to represent simple patterns in data in different ways and collect familiar data and display them to convey meaning.

  Students design solutions to simple problems...

  Level description | Technologies | Digital Technologies | Foundation to Level 2

• Design and Technologies: Foundation to Level 2 achievement standards

  By the end of Level 2, students describe the purpose of familiar designed solutions and how they meet the needs of users and affect others and environments. They identify the features and uses of some technologies for each of the prescribed technologies contexts.

  With guidance, students create...

  Level description | Technologies | Design and Technologies | Foundation to Level 2

• Design and Technologies: Levels 3 and 4 achievement standards

  By the end of Level 4 students explain how solutions are designed to best meet needs of the communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to create designed solutions...

  Level description | Technologies | Design and Technologies | Levels 3 and 4

• Design and Technologies: Foundation to Level 2 description

  In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions...

  Level description | Technologies | Design and Technologies

• Digital Technologies: Levels 3 and 4 description

  In Levels 3 and 4, students explore digital systems in terms of their components and peripheral devices such as digital microscopes, cameras and interactive whiteboards. They collect, manipulate and interpret data, developing an understanding of the characteristics of data and their representation.

  S...

  Level description | Technologies | Digital Technologies

• Technologies | Digital Technologies: Rationale and Aims

  The VCAA has published the Victorian Curriculum F–10 Version 2.0. To view the curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
  
  Go to the VCAA website to explore the timeline for familiarisation and implementation of...

  Overview material | Digital Technologies

• Technologies | Design and Technologies: Structure

  The Design and Technologies curriculum is organised by the three related strands of Technologies and Society, Technological Contexts, and Creating Design Solutions. The Technological Contexts and Creating Design Solutions strands are further organised by sub-strands, as set out below.

  Strands	Technolo...

  Overview material | Design and Technologies

• Design and Technologies: Levels 3 and 4 description

  In Levels 3 and 4, students develop ways of thinking about their peers and communities and as consumers and a sense of self and ownership of their ideas. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed solutions. They do...

  Level description | Technologies | Design and Technologies

• Design and Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students investigate and select from a range of technologies. They consider the ways characteristics and properties of technologies can be combined to create designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental...

  Level description | Technologies | Design and Technologies

• VCDSCD053

  Use project management processes to coordinate production of designed solutions

  Elaborations

  • explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
  • organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
  • investigating the time needed for each step of production
  • identifying and managing risks in the development of various projects, for example assessing uncertainty and risk in relation to long-term health and environmental impacts

  VCDSCD053 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Planning and managing

• VCDSCD020

  Use materials, components, tools, equipment and techniques to produce designed solutions safely

  Elaborations

  • using and playing with everyday materials in new ways or re-using discarded materials, for example, using discarded materials to make a constructed environment
  • learning and safely practising a range of technical skills using tools and equipment, for example joining techniques when making products, watering and mulching gardens, preparing food, using software to design an environment
  • assembling components of systems and checking they function as planned, for example when making a musical instrument

  VCDSCD020 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Producing

• VCDSCD039

  Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques

  Elaborations

  • generating a range of design ideas for products, services or environments using prior knowledge, skills and research
  • developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
  • analysing and modifying design ideas to enhance and improve the sustainability of a product, service, environment or system
  • representing and communicating design ideas using modelling and drawing standards including the use of digital technologies, for example scale; symbols and codes in diagrams; pictorial maps and aerial views using web mapping service applications
  • experimenting with materials, tools and equipment to refine design ideas, for example considering the selection of materials and joining techniques to suit the purpose of a product

  VCDSCD039 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Generating

• 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