Search results

Result list

• VCDSTC002

  Experience the characteristics and properties of familiar designed solutions in at least one technologies context

  Elaborations

  • experiencing toys and objects and use force to produce movement, sound or light, for example, a fan or pull-along toy
  • reacting to the sensory characteristics of a plant or animal
  • reacting to the sensory properties of different foods
  • experiencing materials characterised by their softness, hardness, flexibility, density

  VCDSTC002 | Technologies | Design and Technologies | Level A | Technologies Contexts

• VCDSTC005

  Explore the characteristics and properties of familiar designed solutions in at least one technologies context

  Elaborations

  • beginning to appropriately push or pull and object to make it work, for example, push a toy car or spin a top
  • learning how to care for a plant or animal
  • beginning to use tools and equipment needed to prepare food
  • discovering the characteristics of materials, for example, materials that float or sink

  VCDSTC005 | Technologies | Design and Technologies | Level B | Technologies Contexts

• Technologies | Design and Technologies: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Design and Technologies

• Technologies | Digital Technologies: Resources

  A range of resources to assist with implementing the Victorian Curriculum F – 10 are available. Please visit the following websites to access these resources (links open in a new window):

  • Victorian Curriculum F – 10 Resources and Support (VCAA)

  Includes general advice and information...

  Overview material | Digital Technologies

• Design and Technologies: Level A achievement standards

  By the end of Level A, students react to significant designed solutions that meet their needs.

  With guidance, students experience designed solutions in at least one technologies context. They begin to communicate their needs and indicate a choice or preference through accept and reject actions.

  Studen...

  Level description | Technologies | Design and Technologies | Level A

• Design and Technologies: Level A description

  In Level A, students are exposed to technologies, including its purpose and how technologies meet every day personal needs.

  Students experience the characteristics and properties of some familiar designed solutions from one of the technologies contexts:

  • Engineering principles and systems
  • Food and...

  Level description | Technologies | Design and Technologies

• Design and Technologies: Level B achievement standards

  By the end of Level B, students are using some familiar designed solutions appropriately to meet their needs.

  With guidance, students explore designed solutions in at least one technologies context. They experience designed solution ideas and select materials and components based on personal preferences.

  Level description | Technologies | Design and Technologies | Level B

• Design and Technologies: Level B description

  In Level B students explore technologies, including its purpose and how technologies meet personal and social needs.

  Students examine the characteristics and properties of some technologies from one of the technologies contexts:

  • Engineering principles and systems
  • Food and fibre production
  • Food specialisations...

  Level description | Technologies | Design and Technologies

• Design and Technologies: Level C description

  In Level C students explore and investigate technologies, including its purpose and how technologies meet needs.

  Students describe the characteristics and properties of familiar designed solutions from one of the technologies contexts:

  • Engineering principles and systems
  • Food and fibre production
  • Food s...

  Level description | Technologies | Design and Technologies

• 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

• Design and Technologies: Level D description

  In Level D students explore and investigate technologies, including its purpose and how technologies meet personal and social needs within local settings.

  Students explore the characteristics and properties of familiar designed solutions from one of the technologies contexts:

  • Engineering principles...

  Level description | Technologies | Design and Technologies

• Design and Technologies: Levels 9 and 10 achievement standards

  By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they...

  Level description | Technologies | Design and Technologies | Levels 9 and 10

• VCDTCD025

  Explain how student-developed solutions and existing information systems meet common personal, school or community needs

  Elaborations

  • investigating how information systems are used in communities and explaining what needs are being met, for example students jointly creating a short survey and collecting data about how many community residents use the online library borrowing system to download e-books and why
  • visiting an online museum, for example accessing an international museum online and being able to zoom in on the textures of historic Asian objects
  • exploring information systems that suit particular home or personal needs, for example using speech recognition software that can help speakers whose language background is not English, or a system to monitor energy or water consumption in the home
  • testing the adequacy of student-developed solutions, for example asking a classmate to review a digital solution and provide feedback

  VCDTCD025 | Technologies | Digital Technologies | Levels 3 and 4 | Creating Digital Solutions

• 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

• 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

• VCDTCD034

  Explain how student-developed solutions and existing information systems meet current and future community and sustainability needs

  Elaborations

  • using sustainability criteria to explain how well a student-developed solution meets its requirements, for example personal data are secured (social) and the solution can only be viewed on screen to avoid printing (environmental)
  • explaining why people interact so readily with touch systems, for example touch input requires less dexterity to issue instructions and is designed to be accessible to users through the use of icons
  • imagining how the functioning of one type of information system could be applied in a new way to meet a community need, for example considering how an electronic tracking system such as a global positioning system (GPS) could be used to find people who are lost
  • comparing past and present information systems in terms of economic, environmental and social sustainability, for example comparing energy levels required to store data and purchase devices
  • exploring the ethics and impact of management practices on the use of communication networks, for example internet censorship from a local, national and global perspective and the impact on freedom of access and expression
  • considering practices to save energy and other resources when using information systems, for example switching off when not in use, ensuring electronic devices are in energy-saving mode

  VCDTCD034 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCDTDS013

  Identify and explore digital systems (hardware and software components) for a purpose

  Elaborations

  • playing with and using different digital systems for transferring and capturing data, for example using a tablet to take a photograph of a grandparent and recording an interview with them about life in the past
  • exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and insert them into a document
  • exploring and identifying hardware and software components of digital systems when creating ideas and information, for example experimenting with different ways of providing instructions to games software using a mouse, touch pad, touch screen, keyboard, stylus
  • recognising and using hardware and software components of digital systems and experimenting with their functions, for example playing with interactive toys and robotic devices to determine which ones can work with other devices
  • recognising that a digital system follows instructions or commands, for example instructing robotic toys to perform a function such as a dance movement
  • constructing a model of a real or imaginary digital systems device for use in role-play scenarios and explaining the features of the device to an adult

  VCDTDS013 | Technologies | Digital Technologies | Foundation to Level 2 | Digital Systems