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• 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

• VCDSTC047

  Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating

  Elaborations

  • examining the relationship between food preparation techniques and the impact on nutrient value, for example steaming or frying vegetables
  • investigating how a recipe can be modified to enhance nutrient benefits, and justifying decisions, for example by replacing animal fats with vegetable fats
  • analysing food preparation techniques used in different cultures including those from the Asia region and the impact of these on nutrient retention, aesthetics, taste and palatability, for example stir-frying or steaming
  • explaining how food preparation techniques impact on the sensory properties (flavour, appearance, texture, aroma) of food, for example the browning of cut fruit, the absorption of water when cooking rice

  VCDSTC047 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies Contexts | Food specialisations

• 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

• 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

• VCDTCD040

  Define and decompose real-world problems taking into account functional requirements and sustainability (economic, environmental, social), technical and usability constraints

  Elaborations

  • determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
  • investigating types of environmental constraints on solutions, for example reducing energy consumption and on-screen output of solutions
  • identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
  • starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of development

  VCDTCD040 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTCD043

  Develop and modify programs with user interfaces involving branching, iteration and functions using a general-purpose programming language

  Elaborations

  • developing and modifying digital solutions by implementing instructions contained in algorithms using a programming language
  • developing a digital game that manipulates models of real-world objects
  • programming a robot to recognise particular objects and to treat them differently, for example to choose objects based on colour
  • creating digital solutions that provide user navigation and prompts with controlled repetitions, for example an information kiosk that has layers of buttons and prompts the user three times before returning to the beginning

  VCDTCD043 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTCD041

  Design the user experience of a digital system, generating, evaluating and communicating alternative designs

  Elaborations

  • designing the user interface of a solution using a range of design tools, for example using a storyboard to explain the stages of a game, and wire-frames and mock-ups to describe the appearance of a solution
  • identifying features that make an effective game, such as storyline, goal, reward, gameplay and environment
  • identifying similar digital systems and their user interfaces, assessing whether user interface elements can be re-used
  • devising criteria and comparing alternative design ideas that address a problem, for example evaluating two design outlines on the basis of attractiveness, ergonomics, ease of use, emotional satisfaction and accessibility
  • applying the principles and elements of design to a series of solutions to evaluate the success of each solution in holding the viewer’s attention, for example identifying which colour combinations or framing of visual elements keep different audiences engaged with on-screen activity

  VCDTCD041 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTCD042

  Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors

  Elaborations

  • investigating and designing some common algorithms, such as to search, sequence, sort, merge and control data structures
  • checking the accuracy of an algorithm before it is implemented, for example desk checking it with test data to see if the instructions produce the expected results
  • using diagrams to describe key decisions, for example creating flowcharts using digital systems to describe a set of computational instructions
  • using structured English to express algorithmic instructions, for example using conventional statements such as ‘while’ and ‘endwhile’ in a ‘while loop’ when describing interactive instruction

  VCDTCD042 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTCD044

  Evaluate how well student-developed solutions and existing information systems meet needs, are innovative and take account of future risks and sustainability

  Elaborations

  • comparing student-developed solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
  • judging the quality of a student-developed solution based on specific criteria such as meeting an economic need or contributing to social sustainability
  • investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
  • evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
  • considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region
  • comparing cloud-based information systems to client-based information systems on the basis of security of transmitted and stored data and energy costs

  VCDTCD044 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCDTDI037

  Acquire data from a range of sources and evaluate their authenticity, accuracy and timeliness

  Elaborations

  • designing a search engine query to find specific information on the web and checking its accuracy against information contained in other sources, for example entering instructions such as intitle: and inurl: prefixes to find information within a general directory, and comparing the results with information found in a wiki
  • acquiring data from a range of sources, for example people, websites, books, mobile phones, radiofrequency identification (RFID) and data repositories such as the Australian Bureau of Statistics datasets, and compiling these data into a digital format
  • checking authenticity of data, for example ensuring the source or author is a reliable individual or organisation
  • using techniques to locate data that are timely, for example using a filtering function to specify the timeframe, such as years, for the required data

  VCDTDI037 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTDI039

  Manage, create and communicate interactive ideas, information and projects collaboratively online, taking safety and social contexts into account

  Elaborations

  • discussing how different social contexts affect participation in global virtual spaces, for example considering the use of language, acronyms and humour, and providing opportunities for each team member to express their opinions on their own terms
  • organising the instructions and files in readiness for the development of a solution, for example applying a file name convention such as author initials, version and date to all data files that are going to be used to create solutions
  • creating a web-based project that involves modifying an existing website template or writing HTML and cascading style sheets (CSS), for example using web-authoring software and CSS to create a website that allows customers to interact with an enterprising solution, such as purchasing an item
  • devising and applying protocols to manage the collaborative creation of solutions, for example planning to use cloud computing to store common files and establishing virtual meetings that acknowledge time zone differences
  • organising the timeline, resources, file naming conventions, back-up measures and sequence of tasks required to collaboratively create solutions that meet specified needs

  VCDTDI039 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTDI038

  Analyse and visualise data using a range of software to create information, and use structured data to model objects or events

  Elaborations

  • using features and functions of software to summarise data to create information, for example calculating a simple budget of income and payments and creating a summary table for analysis
  • visualising data to create information, for example displaying geocoded data on a map
  • applying a set of conditions to a spreadsheet to organise and filter data, for example using conditional formatting to highlight the state of particular cells, and filtering and sorting categorical data using column filters
  • querying an existing database to extract data for analysis, for example devising multiple selection criteria or using simple structured query language (SQL) SELECT statements to select records and retrieve specified fields
  • describing the attributes of complex objects, for example defining the records, fields, formats and relationships of a simple dataset
  • modelling the attributes of real-world objects for a computer game

  VCDTDI038 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTDI036

  Investigate how digital systems represent text, image and sound data in binary

  Elaborations

  • explaining that characters in text correspond to numbers defined by the character set, for example ‘A’ corresponds to 65 in the ASCII and Unicode character sets
  • recognising that Unicode attempts to represent the written symbols of every language; and using Unicode charts to look up characters from Asian writing systems
  • investigating the different representation of bitmap and vector graphics and its consequences, for example pixelation in magnified bitmap and vector images
  • investigating how colours are represented in images and videos, for example manipulating red, green and blue (RGB) colours in an image editor
  • converting between decimal and 8-bit (1 byte) unsigned binary, covering whole numbers typically used for characters and RGB, for example 65 in decimal is 01000001 in 8-bit binary
  • explaining ways media elements are presented, for example the difference between embedded and linked media elements

  VCDTDI036 | Technologies | Digital Technologies | Levels 7 and 8 | Data and Information

• VCDTDS035

  Investigate how data is transmitted and secured in wired, wireless and mobile networks

  Elaborations

  • explaining that networks have components that control the movement of data, for example routers, hubs, switches and bridges manage data traffic and that the characteristics of these components impact on the operation (speed and security) of networks
  • explaining how cellular radio towers (transceivers) and mobile phones work together to create mobile networks
  • comparing the reliability and speed of transmitting data through wireless, wired and mobile networks
  • recognising that there are different communications protocols for transmitting data in networks, for example hypertext transfer protocol (HTTP) is used for transferring web page files in a browser, file transfer protocol (FTP) is used for sending and receiving any files over a network and transmission control protocol/internet protocol (TCP/IP) is used for controlling file transfers over the internet

  VCDTDS035 | Technologies | Digital Technologies | Levels 7 and 8 | Digital Systems

• VCEBB015

  Explore and observe the characteristics of entrepreneurs and successful businesses

  Elaborations

  • investigating well-known entrepreneurs and identifying the behaviours and skills that they bring to their business, for example, establishing a shared vision, demonstrating initiative, innovation and enterprise
  • observing local businesses to identify factors that contribute to their success, for example, location, quality of service, a high-quality product, sound management practices

  VCEBB015 | The Humanities | Economics and Business | Levels 7 and 8 | The Business Environment

• VCEBC014

  Explain the reasons why and the ways in which individuals and businesses set, prioritise and plan to achieve financial and organisational goals

  Elaborations

  • prioritising short-term personal financial objectives and identifying how these objectives can be achieved, for example, through developing a budget and having a savings plan
  • explaining the need for setting long-term personal financial objectives and listing ways of achieving these objectives, for example, investment, superannuation or savings
  • explaining how financial records such as income statements, budgets and cash flow inform business decision-making

  VCEBC014 | The Humanities | Economics and Business | Levels 7 and 8 | Consumer and Financial Literacy

• VCEBC013

  Investigate the rights and responsibilities of consumers and businesses in terms of financial and economic decision making

  Elaborations

  • creating a list of the rights of consumers and businesses to compare with the responsibilities of consumers and businesses
  • investigating the ways the rights of consumers are protected through the law, for example, warranties, cooling-off periods
  • identifying examples of how businesses are required by government to protect the safety of consumers, for example, mandatory and voluntary standards, product safety recalls

  VCEBC013 | The Humanities | Economics and Business | Levels 7 and 8 | Consumer and Financial Literacy

• VCEBE019

  Identify relationships and trends, and generate a range of alternatives for an economic or business issue or event, evaluating the potential costs and benefits of each alternative and the consequences of proposed actions

  Elaborations

  • interpreting tables, charts and graphs containing economic or business data to identify trends and using the data to make predictions about future trends, for example, trends in online shopping
  • examining the trade-offs involved in making choices
  • investigating how businesses identify opportunities in the market
  • undertaking a cost-benefit analysis of alternatives proposed and making a decision about which one to recommend
  • discussing the consequences of an economic or business decision, and reflecting on whether this was the ‘best’ decision and what might be the effect of alternative actions
  • developing skills to contest and debate ideas and to express opinions on economics and business issues that interest and/or affect them or society

  VCEBE019 | The Humanities | Economics and Business | Levels 7 and 8 | Economic and Business Reasoning and Interpretation

• VCEBN018

  Explain the role of enterprising behaviours and capabilities in the work environment and explore how individuals and businesses can use them

  Elaborations

  • exploring types of enterprising behaviours and capabilities and how they are used in businesses
  • recording the enterprising behaviours and capabilities used during the day and analysing how they might be improved
  • identifying the enterprising behaviours and capabilities used by entrepreneurs and successful businesses and comparing these to behaviours of ‘not so successful’ businesses

  VCEBN018 | The Humanities | Economics and Business | Levels 7 and 8 | Enterprising Behaviours and Capabilities

• VCEBR012

  Identify why and how markets may be influenced by government

  Elaborations

  • identifying different types of markets that operate in Australia such as retail markets, labour markets, financial markets, stock markets
  • identifying examples of government involvement in the market where some types of goods and services are not provided sufficiently, for example, healthcare and social security

  VCEBR012 | The Humanities | Economics and Business | Levels 7 and 8 | Resource Allocation and Making Choices