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• 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

• 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

• 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

• 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

• 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: 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: 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

• 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

• 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

• VCDSCD019

  Visualise, generate, and communicate design ideas through describing, drawing and modelling

  Elaborations

  • comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part
  • communicating design ideas by modelling, and producing and labelling two-dimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter
  • identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
  • describing how design ideas meet the needs of those who will use the solution

  VCDSCD019 | Technologies | Design and Technologies | Foundation to Level 2 | Creating Designed Solutions | Generating

• 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

• 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

• VCDSTS054

  Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved

  Elaborations

  • evaluating design and technology professions and their contributions to society locally, nationally, regionally and globally, for example Aboriginal designers collaborating with international craftspeople for local enterprises
  • recognising the impact of past designed solutions and possible future decisions in relation to creating preferred futures, for example the design of public transport systems that use renewable energy and the design of rural communities to reduce fire risk
  • considering the factors that influence design and professional designers and technologists, including time, access to skills, knowledge, finance, expertise, for example Australian designers working with rapid prototyping manufacturers in China
  • explaining how product life cycle thinking can influence decision-making related to design and technologies, for example rethinking products to provide for re-use, selecting a material for a product that has a lower carbon footprint
  • critiquing mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product

  VCDSTS054 | Technologies | Design and Technologies | Levels 9 and 10 | Technologies and Society

• VCDSTC024

  Investigate how forces and the properties of materials affect the behaviour of a designed solution

  Elaborations

  • examining models to identify how forces and materials are used in the design of a toy
  • exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
  • conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
  • deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
  • identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load
  • experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height

  VCDSTC024 | Technologies | Design and Technologies | Levels 3 and 4 | Technologies Contexts | Engineering principles and systems

• VCDSCD064

  Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes

  Elaborations

  • producing, explaining and interpreting drawings; and planning production timelines using digital technologies
  • creating production flow charts using digital technologies to ensure efficient, safe and sustainable sequences
  • establishing materials and equipment needs using digital technologies such as spreadsheets
  • collaborating to develop production plans for equitable distribution of work
  • investigating manufacturing processes to identify strategies to enhance production

  VCDSCD064 | Technologies | Design and Technologies | Levels 9 and 10 | Creating Designed Solutions | Planning and managing

• 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

• VCDSTS010

  Explore how people create familiar designed solutions and identify their ability to meet personal and local community needs

  Elaborations

  • making design decisions in everyday activities, for example, what should we cook today and why?
  • exploring what technologies they use in their daily life, for example, what tools and equipment do we need to grow vegetables?
  • exploring how and why their local environment has changed over time, for example, new buildings or play equipment

  VCDSTS010 | Technologies | Design and Technologies | Level D | Technologies and Society

• 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

• 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

• 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