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• 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 | 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 7 and 8 achievement standards

  By the end of Level 8 students explain factors that influence the design of solutions to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and...

  Level description | Technologies | Design and Technologies | Levels 7 and 8

• 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

• 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

• VCDSTS023

  Recognise the role of people in design and technologies occupations and explore factors, including sustainability, that impact on the design of solutions to meet community needs

  Elaborations

  • exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
  • examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
  • investigating materials, components, tools and equipment, including by using digital technologies, to discover their characteristics and properties, how they can be used more sustainably and their impact in the future
  • considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
  • exploring and testing factors that impact on design decisions, for example considering the demographics of an area or the impact of natural disasters on design of constructed environments such as the structural design of buildings in Japan to withstand earthquakes
  • critiquing designed solutions to establish the factors that influence the design and use of common technologies, for example the characteristics that contribute to energy-efficient cooking such as wok cooking; the suitability and sustainable use of particular timbers

  VCDSTS023 | Technologies | Design and Technologies | Levels 3 and 4 | 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

• VCDSTC026

  Investigate food preparation techniques used in modern or traditional societies

  Elaborations

  • recognising the benefits of technologies that provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating
  • investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
  • exploring tools, equipment and procedures to promote healthy eating, for example ways to include vegetables in the diet
  • using the Australian Guide to Healthy Eating food model to discuss healthy food choices

  VCDSTC026 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Food specialisations

• 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

• 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

• VCDSCD063

  Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability

  Elaborations

  • using specific criteria for success for evaluating designed solutions
  • evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example farming methods in South-East Asia
  • evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
  • evaluating projects for their long-term application, functionality and impact
  • reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects

  VCDSCD063 | Technologies | Design and Technologies | Levels 9 and 10 | Creating Designed Solutions | Evaluating

• 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

• 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

• 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

• VCDSTC025

  Investigate food and fibre production used in modern or traditional societies

  Elaborations

  • exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters
  • identifying and describing the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas
  • describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability

  VCDSTC025 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Food and fibre production

• 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

• VCDSTC017

  Explore the characteristics and properties of materials and components that are used to create designed solutions

  Elaborations

  • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces
  • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
  • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access
  • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area
  • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters

  VCDSTC017 | Technologies | Design and Technologies | Foundation to Level 2 | Technologies Contexts | Materials and technologies specialisations

• VCDSTS004

  Explore the use of familiar designed solutions to meet their needs

  Elaborations

  • visiting and using designed solutions, for example, parks, gardens, playgrounds
  • selecting an appropriate tool to meet a need, for example, a spoon to eat or stir a mixture
  • exploring and selecting a product based on personal need,for example, a toy to play with

  VCDSTS004 | Technologies | Design and Technologies | Level B | Technologies and Society

• VCDSTS007

  Match familiar designed solutions to the personal needs they meet

  Elaborations

  • making a decision from a variety of options to meet a need, for example, matching kitchen utensils or garden tool to a specific use
  • selecting and using products for a specific need, for example, identifying ways to be shaded from the sun/be sunsafe
  • suggesting ideas about the use of a product and what need it meets, for example, what do you use scissors for?

  VCDSTS007 | Technologies | Design and Technologies | Level C | 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