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• 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

• Digital Technologies: Levels 9 and 10 description

  In Levels 9 and 10, students apply systems thinking skills when considering how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. They interrogate security practices and techniques used to compress data...

  Level description | Technologies | Digital Technologies

• VCDSTC035

  Investigate how and why food and fibre are produced in managed environments

  Elaborations

  • investigating and experimenting with different tools, equipment and methods of preparing soil and the effect on soil quality and sustainability, for example when designing a garden for a community group
  • identifying ways of applying, conserving and recycling nutrients in food and fibre production when designing a sustainable school vegetable garden or cropping area, for example composting and other forms of organic fertilisers
  • considering how low-input sustainable agriculture (LISA) is used in a range of environments including Australia and the countries of Asia
  • describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment
  • sequencing the process of converting ‘on-farm’ food or fibre products into a product suitable for retail sale, that is, the ‘paddock to plate’ supply chain, or when making yarn or fabric from fibre
  • investigating the use of technologies including digital technologies in the production of food and fibre
  • exploring and comparing the efficiency of different irrigation methods in plant production systems including the use of digital technologies to improve the effectiveness, for example when designing a sustainable irrigation system to be used in a garden

  VCDSTC035 | Technologies | Design and Technologies | Levels 5 and 6 | Technologies Contexts | Food and fibre production

• VCDSCD051

  Effectively and safely use a broad range of materials, components, tools, equipment and techniques to produce designed solutions

  Elaborations

  • using technical production skills and safe working practices with independence to produce quality solutions designed for sustainability
  • practising techniques to improve expertise, for example handling animals, cutting and joining materials
  • developing innovative ways of manipulating technologies using traditional and contemporary materials, components, tools, equipment and techniques and considering alternatives including emerging technologies that could be substituted to reduce waste or time

  VCDSCD051 | Technologies | Design and Technologies | Levels 7 and 8 | Creating Designed Solutions | Producing

• 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

• 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

• 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

• 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

• 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

• VCDTCD017

  Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • experimenting with very simple, step-by-step procedures to explore programmable devices, for example providing instructions to physical or virtual objects or robotic devices to move in an intended manner
  • jointly writing and entering a simple set of instructions to sequence events and actions, for example scanning personal photographs and collating and ordering significant personal events or milestones and describing the steps involved in the process
  • presenting a sequence of instructions or events in a series of slides or screens with text and pictures
  • recognising sequences of instructions or events that are commonly experienced such as the sequence of traffic lights, or how their lunch order is taken and delivered
  • following a series of instructions to use a piece of hardware or software, for example taking a photograph, editing and storing it to include in a slow motion

  VCDTCD017 | Technologies | Digital Technologies | Foundation to Level 2 | Creating Digital Solutions

• VCDTDI020

  Recognise different types of data and explore how the same data can be represented in different ways

  Elaborations

  • recognising that numbers, text, images, sounds, animations and videos are all forms of data when stored or viewed using a digital system
  • using a table to reorganise information that includes sentences, and/or words, and/or numbers and/or images
  • recognising representations of different types of data such as waves for sound
  • exploring codes and symbols that are representations of data, for example morse code and semaphore and how similar symbols in Aboriginal and Torres Strait Islander art can represent different concepts depending on the context, for example three circles, drawn as lines, can represent ants, fruit, flowers or eggs depending on the art region

  VCDTDI020 | Technologies | Digital Technologies | Levels 3 and 4 | Data and Information

• VCDSTC045

  Analyse how motion, force and energy are used to manipulate and control electromechanical systems when creating simple, engineered solutions

  Elaborations

  • investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
  • experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength
  • calculating an engineered system’s outputs, for example speed, brightness of light, volume of sound
  • producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
  • using code to control systems, for example code to program a microcontroller or a simple, object-based coding application to program a system such as a remote-controlled car or simple robotic arm
  • investigating components, tools and equipment for example testing the durability of batteries, determining the effective range of wireless devices

  VCDSTC045 | Technologies | Design and Technologies | Levels 7 and 8 | Technologies Contexts | Engineering principles and systems

• VCDSTC058

  Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating

  Elaborations

  • experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for the lunch box
  • conducting sensory evaluations of a range of foods to determine how these characteristics might be used to enhance food solutions, for example taste testing a variety of grains, comparing home-produced foods to commercial foods
  • determining how the causes of food spoilage can be addressed when preparing, cooking, presenting and storing food items, for example developing a comprehensive checklist of considerations for safe and hygienic food storage and preparation including danger zone temperatures for a food product or service
  • preparing and presenting foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal, for example, creating a healthy snack for the canteen and using food photography and digital technologies to promote the item in a healthy eating campaign

  VCDSTC058 | Technologies | Design and Technologies | Levels 9 and 10 | Technologies Contexts | Food specialisations

• VCDTDI016

  Independently and with others create and organise ideas and information using information systems, and share these with known people in safe online environments

  Elaborations

  • using different types of data such as images, sound and text to create information for sharing online, for example creating a multimedia class profile that includes a photo of each student, a personal audio recording and a written message
  • planning and creating text, drawings and sound files to share online, for example jointly creating a photo story to illustrate a fable or fairy-tale from the Asia region or a local Aboriginal and Torres Strait Islander community story
  • making ethical decisions when using images for public viewing and using the work of others, for example asking the question ‘What is fair and just?’ to compare images of events or activities and decide whether or not to publish
  • participating in safe online environments, for example sharing ideas and information through intranets, messaging only to people they know, bookmarked websites and moderated online spaces

  VCDTDI016 | Technologies | Digital Technologies | Foundation to Level 2 | Data and Information

• 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

• 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

• 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

• VCDTCD054

  Evaluate critically how well student-developed solutions and existing information systems and policies take account of future risks and sustainability and provide opportunities for innovation

  Elaborations

  • investigating actions, devices and events that are potential risks to information systems, for example losing portable storage devices containing important files, deliberately infecting systems through malware, and power surges
  • investigating techniques used by people and organisations to shape how information systems are used, for example refusing to use innovations, using social media to advocate behaviours, purchasing devices, withdrawing previous processes that can now only be performed by an information system
  • investigating the impact and opportunities created through the practice of planned obsolescence, for example discussing the benefits and risks to users, the creators and the environment of information systems having a defined life span, taking into account costs, research and resource extraction
  • examining the ICT policy for schooling and evaluating the impact on education
  • reviewing the ‘terms of use’ policies on social media networks and predicting ways in which these can support advocacy of change and protection of individuals and societies
  • reviewing state, national and regional policies and analysing the potential impact of each. Examples of policies include: Australian Government Protective Security Policy Framework, the Australian Government ICT Sustainability Plan 2010–2015; the Green Growth Policy in Korea and the Korean National Strategy for Sustainable Development

  VCDTCD054 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions