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• Digital Technologies: Level C description

  In Level C, students intentionally participate in learning experiences and respond more consistently to prompts and simple clear directions from the teacher to support them to learn. They will have opportunities to create a range of digital solutions through structured learning experiences and...

  Level description | Technologies | Digital Technologies

• Technologies | Digital Technologies: Learning in Digital Technologies

  In Digital Technologies, students are actively engaged in the processes of analysing problems and opportunities, designing, developing and evaluating digital solutions, and creating and sharing information that meets a range of current and future needs. Students learn to safely and ethically exploit...

  Overview material | Digital Technologies

• Digital Technologies: Foundation to Level 2 description

  In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.

  Students use...

  Level description | Technologies | Digital Technologies

• Design and Technologies: Level D achievement standards

  By the end of Level D, students describe the purpose of familiar designed solutions and what needs they meet.

  Students use designed solutions in at least two technologies contexts, identifying significant features.

  With guidance, students create designed solutions evaluating their ideas based on...

  Level description | Technologies | Design and Technologies | Level D

• 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

• Design and Technologies: Levels 9 and 10 description

  In Levels 9 and 10, students use design thinking, design and technologies knowledge and understanding, processes and production skills to produce designed solutions to identified needs or opportunities of relevance to individuals, local, national, regional and global communities.

  Students undertake...

  Level description | Technologies | Design and Technologies

• Digital Technologies: Levels 5 and 6 description

  In Levels 5 and 6, students develop an understanding of the role individual components of digital systems play in the processing and representation of data. They acquire, validate, interpret, track and manage various types of data and are introduced to the concept of data states in digital systems...

  Level description | Technologies | Digital Technologies

• Digital Technologies: Levels 7 and 8 description

  In Levels 7 and 8, students analyse the properties of networked systems and their suitability and use for the transmission of data types. They acquire, analyse, validate and evaluate various types of data, and appreciate the complexities of storing and transmitting that data in digital systems.

  Stude...

  Level description | Technologies | 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

• Technologies | Design and 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 | Design and Technologies

• 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

• 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

• Digital Technologies: Levels 9 and 10 description

  In Levels 9 and 10, students apply systems thinking skills when considering how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data...

  Level description | Technologies | Digital Technologies

• Technologies | Digital Technologies: Structure

  Digital Technologies comprises of three related strands: Digital Systems, Data and Information, and Creating Digital Solutions.

  Strands	Digital Systems	Data and Information	Creating Digital Solutions
  	Focuses on the hardware, software and network components of digital systems. Students initially...

  Overview material | Digital Technologies

• 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

• 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

• VCDSCD050

  Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques

  Elaborations

  • using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas
  • considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
  • identifying factors that may hinder or enhance project development, for example intercultural understanding
  • developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
  • producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
  • documenting and communicating the generation of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process

  VCDSCD050 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Generating

• VCDSCD061

  Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication

  Elaborations

  • using techniques including combining and modifying ideas and exploring functionality to generate solution concepts
  • undertaking functional, structural and aesthetic analyses of benefits and constraints of design ideas, for example to different communities and environments including those from the countries of Asia
  • re-imagining designs to feature emerging technologies
  • considering competing variables that may hinder or enhance project development, for example weight, strength and price; laws; social protocols and community consultation processes
  • producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques, digital imaging programs, 3D printers or augmented reality modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs
  • communicating using appropriate technical terms and recording the generation and development of design ideas for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicates each step of a design process

  VCDSCD061 | Technologies | Design and Technologies | Levels 9 and 10 | Creating Designed Solutions | Generating

• 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