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• VCDSTC034

  Investigate how forces or electrical energy can control movement, sound or light in a designed product or system

  Elaborations

  • deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design
  • investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example directing light through a maze using mirrors
  • investigating how biomimicry can be used by engineers and designers, for example the ways plant and animal adaptations can be copied to solve human challenges, for example the Japanese building Sendai Mediatheque based on seaweed-like tubes
  • recognising the need to carefully plan and select components for a system to perform a specific task
  • producing models using materials, tools and equipment to show how to control movement, sound or light in structures, for example the design of a house with passive solar; the use of optical fibre in directing sunlight; acoustics of recording studios
  • investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings

  VCDSTC034 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Engineering principles and systems

• Design and Technologies: Levels 5 and 6 description

  In Levels 5 and 6, students critically examine technologies that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics and social and environmental sustainability factors. Students consider why and for whom technologies were developed.

  Level description | Technologies | Design and Technologies

• VCDSCD038

  Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions

  Elaborations

  • exploring the steps involved in the process to satisfy a design brief, need or opportunity
  • investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
  • identifying the importance of complementary parts of working, everyday systems by deconstructing the components, structure and purpose of products, services or environments
  • testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make designed solutions, for example, a moving vehicle
  • investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment

  VCDSCD038 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Investigating

• VCDSCD041

  Negotiate criteria for success that include consideration of environmental and social sustainability to evaluate design ideas, processes and solutions

  Elaborations

  • independently and collaboratively using criteria for success to evaluate processes and planning in regard to sustainability considerations
  • evaluating the suitability of materials, tools and equipment for specific purposes
  • reflecting on how well their designed solutions ensure safety and wellbeing of users and consumers and meet the needs of communities and different cultures
  • considering the criteria for success in relation to the benefits and costs of production processes, the environmental impact, future use and application, and social values and ethics of clients
  • evaluating designed solutions from a range of technologies contexts with consideration of ethics and sustainability

  VCDSCD041 | Technologies | Design and Technologies | Levels 5 and 6 | Creating Designed Solutions | Evaluating

• Design and Technologies: Levels 5 and 6 achievement standards

  By the end of Level 6 students describe some competing considerations in the design of solutions taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions...

  Level description | Technologies | Design and Technologies | Levels 5 and 6

• 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

• 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

• VCDSTC036

  Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene

  Elaborations

  • using the Australian Guide to Healthy Eating food model and government-endorsed food policies to plan food choices
  • describing and using safety guidelines for food storage and preparation at home and school, for example, use and care of chopping boards, methods of preparing and storing fruits and vegetables to ensure optimum quality and nutrient content, identifying food safety considerations when bring lunches from home to school
  • experimenting with tools, equipment, combining ingredients and techniques to create food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
  • considering traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods
  • identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when creating a food product, for example, washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refrigerated storage of highly perishable foods

  VCDSTC036 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Food specialisations

• 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