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Victorian Curriculum and Assessment Authority

Design and Technologies

  1. Introduction
  2. Curriculum
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  1. A
  2. B
  3. C
  4. D  
  5. F-2
  6. 3-4
  7. 5-6
  8. 7-8
  9. 9-10

Level A (Towards Foundation)

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 fibre production
  • Food specialisations
  • Materials and technologies specialisations.

Students are exposed to designed solutions that meet their needs.

Level A Content Descriptions

Technologies and Society

  1. Experience how people create familiar designed solutions to meet their needs (VCDSTS001)
    Elaborations
    1. experiencing designed solutions such as harvesting products from the school garden
    2. being exposed to people making design decisions based on personal needs. For example, the types of tools and equipment used in the school garden
    3. experiencing the use and impact of technologies in their life such as types of outdoor play equipment

Technologies Contexts

  1. Experience the characteristics and properties of familiar designed solutions in at least one technologies context (VCDSTC002)
    Elaborations
    1. experiencing toys and objects and use force to produce movement, sound or light, for example, a fan or pull-along toy
    2. reacting to the sensory characteristics of a plant or animal
    3. reacting to the sensory properties of different foods
    4. experiencing materials characterised by their softness, hardness, flexibility, density

Creating Designed Solutions

  1. React to a designed solution that has been created and produced safely to meet their needs (VCDSCD003)
    Elaborations
    1. communicating simple choices through accept or reject actions as they experience making, doing and drawing
    2. learning to indicate what they like when prompted
    3. experiencing the production of a designed solution, for example, tasting fruit salad
    4. experiencing being part of a group design process

Level A Achievement Standard

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.

Students react to the use of tools and equipment and experience the sequenced steps involved in producing a designed solution.

Level B (Towards Foundation)

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
  • Materials and technologies specialisations.

With teacher support, students communicate simple design ideas.

Students experience how designed solutions meet their needs.

Level B Content Descriptions

Technologies and Society

  1. Explore the use of familiar designed solutions to meet their needs (VCDSTS004)
    Elaborations
    1. visiting and using designed solutions, for example, parks, gardens, playgrounds
    2. selecting an appropriate tool to meet a need, for example, a spoon to eat or stir a mixture
    3. exploring and selecting a product based on personal need,for example, a toy to play with

Technologies Contexts

  1. Explore the characteristics and properties of familiar designed solutions in at least one technologies context (VCDSTC005)
    Elaborations
    1. beginning to appropriately push or pull and object to make it work, for example, push a toy car or spin a top
    2. learning how to care for a plant or animal
    3. beginning to use tools and equipment needed to prepare food
    4. discovering the characteristics of materials, for example, materials that float or sink

Creating Designed Solutions

  1. Experience and explore how designed solutions are created and produced safely to meet personal needs (VCDSCD006)
    Elaborations
    1. communicating a design idea by selecting and indicating materials, for example, identifying what ingredients to put in a sandwich
    2. collecting, giving and sharing materials when prompted
    3. working with others by helping hold, wait, stick, join and put materials together

Level B Achievement Standard

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.

Students follow a design process step by step and use tools safely when prompted.

Level C (Towards Foundation)

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 specialisations
  • Materials and technologies specialisations.

With teacher support, students communicate simple design ideas. Students are introduced to different forms of evaluating designed solutions based on personal preferences.

Students, with teacher support, follow directions to complete their own or group design ideas or projects.

Level C Content Descriptions

Technologies and Society

  1. Match familiar designed solutions to the personal needs they meet (VCDSTS007)
    Elaborations
    1. making a decision from a variety of options to meet a need, for example, matching kitchen utensils or garden tool to a specific use
    2. selecting and using products for a specific need, for example, identifying ways to be shaded from the sun/be sunsafe
    3. suggesting ideas about the use of a product and what need it meets, for example, what do you use scissors for?

Technologies Contexts

  1. Examine and indicate the characteristics and properties of familiar designed solutions in at least two technologies contexts (VCDSTC008)
    Elaborations
    1. beginning to group designed solutions based on similar characteristics, for example, those that make a noise or bounce
    2. beginning to identify and describe some familiar plants and animals, for example, plants we eat
    3. describing the sensory properties of food according to its colour, taste, texture or smell, for example, green vegetables or sweet foods

Creating Designed Solutions

  1. Examine and indicate how designed solutions are created and produced safely to meet needs (VCDSCD009)
    Elaborations
    1. describing opportunities for creating designed solutions, for example, ways to re-use materials
    2. communicating why a material was selected or rejected, for example, it was too big and would not fit
    3. sharing ideas, with teacher guidance, about a designed solution, for example, expressing likes and dislikes about a design idea
    4. using images and objects to indicate tools and equipment, materials and key steps of a process, for example, growing a food product or designing a birthday card

Level C Achievement Standard

By the end of Level C, students use and identify the purpose of familiar designed solutions. They match some designed solutions to a need.

Students use designed solutions in at least two technologies contexts. With guidance, students reflect on created and produced designed solutions, developing ideas based on personal preferences. They begin to follow simple sequenced steps and teacher direction to use tools and equipment safely when producing designed solutions.

Level D (Towards Foundation)

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 and systems
  • Food and fibre production
  • Food specialisations
  • Materials and technologies specialisations.

With teacher support, students communicate simple design ideas and begin to evaluate designed solutions based on personal preferences.

Students begin to plan their design idea with teacher support, and follow simple steps and directions to complete their own or group design ideas or projects.

Level D Content Descriptions

Technologies and Society

  1. Explore how people create familiar designed solutions and identify their ability to meet personal and local community needs (VCDSTS010)
    Elaborations
    1. making design decisions in everyday activities, for example, what should we cook today and why?
    2. exploring what technologies they use in their daily life, for example, what tools and equipment do we need to grow vegetables?
    3. exploring how and why their local environment has changed over time, for example, new buildings or play equipment

Technologies Contexts

  1. Explore and communicate the characteristics and properties of familiar designed solutions in at least two technologies contexts (VCDSTC011)
    Elaborations
    1. experimenting with materials and techniques to make movement, for example, to roll or float
    2. exploring the safe use of tools in the care and use of plants and animals
    3. using tools and equipment safely and hygienically to prepare simple, healthy food
    4. discovering uses for materials and components, for example, how household packaging can be used to represent other objects

Creating Designed Solutions

  1. Explore and communicate how designed solutions are generated and produced to meet needs (VCDSCD012)
    Elaborations
    1. using a common testing method and recording results, for example, taste-testing comparison of food products and recording results as a happy or sad face
    2. identifying the jobs or roles of each member of the groups when completing a task
    3. gathering and using materials, tools and equipment to make a designed solution, for example, watering and mulching garden
    4. following steps to assemble a system and checking that it functions as planned, for example, following instructions to build a spaceship using building blocks

Level D Achievement Standard

By the end of Level D, students describe the purpose of familiar designed solutions and what needs they meet.

Students use designed solutions in at least two technologies contexts, identifying significant features.

With guidance, students create designed solutions evaluating their ideas based on personal preferences. They select materials based on some understanding of their properties and characteristics. They follow simple sequenced steps to create a designed solution and demonstrate safe use of tools and equipment.

Foundation to Level 2

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. They begin to consider the impact of their decisions and of technologies on others and the environment...

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Foundation to Level 2 Content Descriptions

Technologies and Society

  1. Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs (VCDSTS013)
    Elaborations
    1. exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events
    2. asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing
    3. making design decisions based on personal and family needs, for example comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen
    4. exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest

Technologies Contexts

Engineering principles and systems Elaborations
  1. Explore how technologies use forces to create movement in designed solutions (VCDSTC014)
    1. exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur
    2. identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
    3. selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating
    4. exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that movement can be created by combining materials with forces
    5. combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
    6. exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves
Food and fibre production Elaborations
  1. Explore how plants and animals are grown for food, clothing and shelter (VCDSTC015)
    1. exploring which plants and animals can provide food or materials for clothing and shelter and what basic needs those plants and animals have
    2. identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers
    3. considering the suitability of a range of tools when cultivating gardens, mulching and building garden structures
Food specialisations Elaborations
  1. Explore how food is selected and prepared for healthy eating (VCDSTC016)
    1. exploring the tools, equipment and techniques used to prepare food safely and hygienically for healthy eating
    2. identifying and categorising a wide range of foods, including Aboriginal bush foods, into food groups and describing tools and equipment needed to prepare these for healthy eating
    3. exploring how people from different cultures including those of Asia design and produce different cuisines based on the plants and animals in their region and available tools and equipment
Materials and technologies specialisations Elaborations
  1. Explore the characteristics and properties of materials and components that are used to create designed solutions (VCDSTC017)
    1. 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
    2. developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects
    3. 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
    4. 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
    5. 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

Creating Designed Solutions

Investigating Elaborations
  1. Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (VCDSCD018)
    1. identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend
    2. 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
    3. discussing possible designed solutions based on experience and some research, for example asking adults for advice
    4. considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution
    5. exploring which tools, equipment and techniques to use with selected materials
Generating Elaborations
  1. Visualise, generate, and communicate design ideas through describing, drawing and modelling (VCDSCD019)
    1. 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
    2. 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
    3. identifying one common testing method, and recording results, for example taste-testing comparisons of a food product and recording results in a digital form
    4. describing how design ideas meet the needs of those who will use the solution
Producing Elaborations
  1. Use materials, components, tools, equipment and techniques to produce designed solutions safely (VCDSCD020)
    1. using and playing with everyday materials in new ways or re-using discarded materials, for example, using discarded materials to make a constructed environment
    2. learning and safely practising a range of technical skills using tools and equipment, for example joining techniques when making products, watering and mulching gardens, preparing food, using software to design an environment
    3. assembling components of systems and checking they function as planned, for example when making a musical instrument
Evaluating Elaborations
  1. Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (VCDSCD021)
    1. developing criteria for success with teacher guidance including consideration of impact on environment
    2. recording a judgment about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea
    3. reflecting on the processes and challenges of creating a designed solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack
    4. suggesting areas for design improvement
Planning and managing Elaborations
  1. Sequence steps for making designed solutions (VCDSCD022)
    1. checking that key features have been included in design plans and drawings by referring to identified criteria for success
    2. using lists or storyboarding when planning and making, for example, using an electronic planting calendar
    3. recording the procedure for making a product, for example, writing a list of key steps for making a recipe or writing instructions for making a container

Foundation to Level 2 Achievement Standard

By the end of Level 2, students describe the purpose of familiar designed solutions and how they meet the needs of users and affect others and environments. They identify the features and uses of some technologies for each of the prescribed technologies contexts.

With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed solutions, using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

Levels 3 and 4

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 this through planning and awareness of the characteristics and properties of materials and the use...

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Levels 3 and 4 Content Descriptions

Technologies and Society

  1. 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 (VCDSTS023)
    Elaborations
    1. exploring, playing with and testing materials for their appropriateness, for example materials for a new sun-shade product
    2. examining the suitability of a service or everyday system and proposing improvements, for example a water saving system for a bathroom at home
    3. 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
    4. considering the impact of environments on users, for example a school vegetable garden, a protected outdoor play area
    5. 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
    6. 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

Technologies Contexts

Engineering principles and systems Elaborations
  1. Investigate how forces and the properties of materials affect the behaviour of a designed solution (VCDSTC024)
    1. examining models to identify how forces and materials are used in the design of a toy
    2. 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
    3. 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
    4. 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
    5. 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
    6. 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
Food and fibre production Elaborations
  1. Investigate food and fibre production used in modern or traditional societies (VCDSTC025)
    1. 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
    2. 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
    3. 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
Food specialisations Elaborations
  1. Investigate food preparation techniques used in modern or traditional societies (VCDSTC026)
    1. 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
    2. investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels
    3. exploring tools, equipment and procedures to promote healthy eating, for example ways to include vegetables in the diet
    4. using the Australian Guide to Healthy Eating food model to discuss healthy food choices
Materials and technologies specialisations Elaborations
  1. Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (VCDSTC027)
    1. conducting experiments and tests to understand the properties of materials, for example strength, durability, warmth, elasticity
    2. investigating the mass production of products to ensure standardisation, for example students setting up a production line to produce a product for a school fete
    3. investigating the suitability of technologies (materials, systems, components, tools and equipment) when creating a designed solution, for example, a toy for a young child, a composting system for household waste management, raised garden beds for improved access, weaving nets, bags or baskets
    4. comparing how different components interrelate and complement each other in a finished designed solution, for example investigating and playing with joining processes for a variety of materials in the production of common products
    5. investigating local constructed environments to compare how buildings were constructed in the past and in the present and noting innovations
    6. analysing designed solutions from a range of technologies contexts with consideration of possible innovative solutions and impacts on the local community and the sustainability of its environment

Creating Designed Solutions

Investigating Elaborations
  1. Critique needs or opportunities for designing and explore and test a variety of materials, components, tools and equipment and the techniques needed to create designed solutions (VCDSCD028)
    1. exploring the different uses of materials in a range of products, including those from Aboriginal and Torres Strait Islander communities and countries of Asia
    2. critiquing and selecting appropriate joining techniques for materials to produce working models
    3. exploring and testing a range of materials under different conditions for suitability including sustainability considerations and identifying appropriate tools, equipment and techniques
    4. examining the structure and production of everyday products, services and environments to enhance their own design ideas
    5. exploring the properties of materials to determine suitability, for example the absorbency of different fabrics or the strength of different resistant materials
Generating Elaborations
  1. Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (VCDSCD029)
    1. exploring ways of joining, connecting and assembling components that ensure success
    2. generating a range of design ideas for intended products, services, environments
    3. identifying the properties of materials needed for the designed solution
    4. visualising and exploring innovative design ideas by producing thumbnail drawings, models and labelled drawings to explain features and modifications
    5. planning, sharing and documenting creative ideas and processes using digital tools such as a class blog or collaborative document
Producing Elaborations
  1. Select and use materials, components, tools and equipment using safe work practices to produce designed solutions (VCDSCD030)
    1. using appropriate technologies terms to confidently describe and share with others procedures and techniques for making, for example cutting and joining materials
    2. exploring ways of joining, connecting and assembling components that ensure success, and the impact digital technologies have had on these processes
    3. using tools and equipment accurately when measuring, marking and cutting; and explaining the importance of accuracy when creating designed solutions, for example, creating a template, measuring ingredients in a recipe, sowing seeds
    4. selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process
    5. demonstrating safe, responsible and cooperative work practices when making designed solutions
Evaluating Elaborations
  1. Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment and communities (VCDSCD031)
    1. evaluating designed solution against negotiated criteria for success with class or group members
    2. evaluating, revising and selecting design ideas, based on criteria for success and including consideration of ethics, social values and sustainability
    3. evaluating the functional and aesthetic qualities of a designed solution
    4. reflecting on the sustainability implications of selected designed solutions
    5. comparing the amount of waste that would be produced from different design options and the potential for recycling waste
    6. reflecting on designed solutions to critique and assess suitability, sustainability and enterprise opportunities and determine how well they meet success criteria
Planning and managing Elaborations
  1. Plan a sequence of production steps when making designed solutions (VCDSCD032)
    1. determining planning processes as a class, for example, recording a procedure, writing a production plan or creating time plans
    2. managing time and resource allocation throughout production, for example materials, tools, equipment and people
    3. identifying the steps in a mass production process
    4. sequencing steps to collaboratively produce a designed solution

Levels 3 and 4 Achievement Standard

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 for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Students plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when creating designed solutions.

Levels 5 and 6

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.

Students engage with ideas beyond the familiar, exploring how design and technologies and...

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Levels 5 and 6 Content Descriptions

Technologies and Society

  1. Investigate how people in design and technologies occupations address competing considerations, including sustainability, in the design of solutions for current and future use (VCDSTS033)
    Elaborations
    1. reflecting on the features of designed solutions that ensure safety and wellbeing of users, for example smoke alarms
    2. evaluating the sustainability implications of materials, systems, components, tools and equipment, for example materials can be recycled or re-used to reduce waste; systems may benefit some, but disadvantage others
    3. considering the impact designed solutions have in relation to sustainability and also on local, national, regional and global communities, including Aboriginal and Torres Strait Islander communities and countries in the Asia region
    4. reflecting on the importance of aesthetics, function and sustainability in designed solutions, for example, a textile product that gives protection and is appealing, a motor that moves a vehicle and uses a sustainable power source
    5. identifying the components of a service or system that contribute to its success and assessing potential risk or failure, for example, communication in the school or communication of a message to a wide audience; a system that manages an aspect of the environment; a campaign such as Clean Up Australia Day in different communities
    6. identifying the impact of the designed features of an environment , for example a modification to a home to reduce environmental impact; restoring a natural environment and retaining access for the public

Technologies Contexts

Engineering principles and systems Elaborations
  1. Investigate how forces or electrical energy can control movement, sound or light in a designed product or system (VCDSTC034)
    1. 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
    2. 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
    3. 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
    4. recognising the need to carefully plan and select components for a system to perform a specific task
    5. 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
    6. 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
Food and fibre production Elaborations
  1. Investigate how and why food and fibre are produced in managed environments (VCDSTC035)
    1. 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
    2. 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
    3. considering how low-input sustainable agriculture (LISA) is used in a range of environments including Australia and the countries of Asia
    4. describing the relationship between plant types and animal breeds and their environmental suitability when selecting suitable plants or animals for an environment
    5. 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
    6. investigating the use of technologies including digital technologies in the production of food and fibre
    7. 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
Food specialisations Elaborations
  1. Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene (VCDSTC036)
    1. using the Australian Guide to Healthy Eating food model and government-endorsed food policies to plan food choices
    2. 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
    3. 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
    4. considering traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods
    5. 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
Materials and technologies specialisations Elaborations
  1. Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (VCDSTC037)
    1. identifying the properties of materials for the design and construction of a sustainable household item, for example a product for storing harvested water
    2. evaluating the functional properties of a specific-purpose household system, for example a security system
    3. examining the materials and systems used in a public use system that affect the way people live, for example a community exercise environment or arts facility, water treatment, garbage collection
    4. comparing tools, equipment and techniques to select those most appropriate for a given purpose
    5. evaluating the use of computer-aided manufacturing in terms of cost and impacts on local and regional designers, producers and enterprises
    6. comparing the design and production of products, services and environments in Australia and a country in the Asia region

Creating Designed Solutions

Investigating Elaborations
  1. Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions (VCDSCD038)
    1. exploring the steps involved in the process to satisfy a design brief, need or opportunity
    2. investigating designed solutions from around the world to make suitable, quality decisions that meet the design brief, challenge or scenario
    3. identifying the importance of complementary parts of working, everyday systems by deconstructing the components, structure and purpose of products, services or environments
    4. testing a range of materials, components, tools and equipment to determine the appropriate technologies needed to make designed solutions, for example, a moving vehicle
    5. investigating how to minimise material use and manage waste by critiquing the environmental and social impacts of materials, components, tools and equipment
Generating Elaborations
  1. Generate, develop, communicate and document design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (VCDSCD039)
    1. generating a range of design ideas for products, services or environments using prior knowledge, skills and research
    2. developing alternative design ideas and considering implications for the future to broaden the appeal and acceptance of design ideas
    3. analysing and modifying design ideas to enhance and improve the sustainability of a product, service, environment or system
    4. 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
    5. 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
Producing Elaborations
  1. Apply safe procedures when using a variety of materials, components, tools, equipment and techniques to produce designed solutions (VCDSCD040)
    1. matching material and joining techniques to the design intention, for example accurately cutting and sewing the fabric pieces to make a community banner or joining components to produce an electric circuit
    2. working safely, responsibly and cooperatively to ensure safe work areas, for example the safe use of equipment when making a water-resistant, floating craft or a model of an environmentally sensitive outdoor shelter
    3. using appropriate personal protective equipment required for the use of some tools and equipment, for example protective eyewear
    4. manipulating materials with appropriate tools, equipment and techniques, for example when preparing food, cultivating garden beds, constructing products
Evaluating Elaborations
  1. Negotiate criteria for success that include consideration of environmental and social sustainability to evaluate design ideas, processes and solutions (VCDSCD041)
    1. independently and collaboratively using criteria for success to evaluate processes and planning in regard to sustainability considerations
    2. evaluating the suitability of materials, tools and equipment for specific purposes
    3. reflecting on how well their designed solutions ensure safety and wellbeing of users and consumers and meet the needs of communities and different cultures
    4. considering the criteria for success in relation to the benefits and costs of production processes, the environmental impact, future use and application, and social values and ethics of clients
    5. evaluating designed solutions from a range of technologies contexts with consideration of ethics and sustainability
Planning and managing Elaborations
  1. Develop project plans that include consideration of resources when making designed solutions (VCDSCD042)
    1. examining the essential features of existing processes to inform project planning including safe work practices that minimise risk
    2. setting milestones for production processes and allocating roles to team members
    3. identifying when materials, tools and equipment are required for making the solution
    4. outlining the planning and production steps needed to produce a product, service or environment using digital technologies

Levels 5 and 6 Achievement Standard

By the end of Level 6 students describe some competing considerations in the design of solutions taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs. Students explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts, suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Students record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.

Levels 7 and 8

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 and social sustainability factors. Students use creativity, innovation and enterprise skills...

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Levels 7 and 8 Content Descriptions

Technologies and Society

  1. 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 (VCDSTS043)
    Elaborations
    1. 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
    2. 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
    3. 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
    4. critiquing competing factors that influence the design of services, for example a natural disaster warning system for a community
    5. investigating the ethics of using surveillance systems while balancing privacy, security and safety concerns
  2. Investigate the ways in which designed solutions evolve locally, nationally, regionally and globally through the creativity, innovation and enterprise of individuals and groups (VCDSTS044)
    Elaborations
    1. exploring how designed solutions have changed over time and predicting future developments, for example home entertainment, communications or food packaging
    2. considering the rights and responsibilities of those working in design and technologies occupations, for example consideration of Aboriginal and Torres Strait Islander protocols
    3. exploring the use and development of systems for navigating unfamiliar environments, for example a service to help tourists engage with a heritage area
    4. 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
    5. identifying needs and new opportunities for design and enterprise, for example promotion and marketing of designed solutions
    6. investigating how developments in materials, tools and equipment influence designed solutions

Technologies Contexts

Engineering principles and systems Elaborations
  1. Analyse how motion, force and energy are used to manipulate and control electromechanical systems when creating simple, engineered solutions (VCDSTC045)
    1. 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
    2. experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength
    3. calculating an engineered system’s outputs, for example speed, brightness of light, volume of sound
    4. producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
    5. 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
    6. investigating components, tools and equipment for example testing the durability of batteries, determining the effective range of wireless devices
Food and fibre production Elaborations
  1. Analyse how food and fibre are produced when creating managed environments and how these can become more sustainable (VCDSTC046)
    1. 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
    2. 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
    3. recognising the need to increase food production using cost efficient, ethical and sustainable production techniques
    4. describing physical and chemical characteristics of soil and their effects on plant growth when producing food and fibre products
    5. 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
    6. 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
Food specialisations Elaborations
  1. Analyse how characteristics and properties of food determine preparation techniques and presentation when creating solutions for healthy eating (VCDSTC047)
    1. examining the relationship between food preparation techniques and the impact on nutrient value, for example steaming or frying vegetables
    2. investigating how a recipe can be modified to enhance nutrient benefits, and justifying decisions, for example by replacing animal fats with vegetable fats
    3. 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
    4. 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
Materials and technologies specialisations Elaborations
  1. Analyse ways to create designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment (VCDSTC048)
    1. investigating aspects of technologies specialisations, for example in architecture, critiquing the design of an existing building to identify features of passive design or in fashion, evaluating the sustainability of different fibres
    2. investigating and selecting from a broad range of technologies − materials, systems, components, tools and equipment − when designing for a range of technologies contexts
    3. considering the ways in which the characteristics and properties of technologies will impact on designed solutions, for example the choice of building materials and housing design in Australia and the countries of Asia; the properties of textile fibres and fabrics determine end use
    4. considering safe work practices, for example producing a safety information video that details risk management practices for using a piece of equipment in the classroom or within a community
    5. evaluating designed solutions for the individual and the community considering ethics and social factors, for example a short video encouraging individuals to increase their use of public transport in the local area
    6. evaluating environments that have been designed in consultation with community groups, for example a bush tucker community garden developed in consultation with local Elders

Creating Designed Solutions

Investigating Elaborations
  1. 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 (VCDSCD049)
    1. considering community needs when identifying opportunities for designing, for example gardens for a community centre, cost effective food service for a sport club
    2. experimenting with traditional and contemporary technologies when developing designs, and discovering the advantages and disadvantages of each approach
    3. 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
    4. 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
    5. evaluating the viability of using different techniques and materials in remote, isolated areas, or less developed countries
    6. selecting appropriate materials to acknowledge sustainability requirements by using life cycle thinking
Generating Elaborations
  1. Generate, develop and test design ideas, plans and processes using appropriate technical terms and technologies including graphical representation techniques (VCDSCD050)
    1. using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas
    2. 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
    3. identifying factors that may hinder or enhance project development, for example intercultural understanding
    4. developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
    5. 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
    6. 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
Producing Elaborations
  1. Effectively and safely use a broad range of materials, components, tools, equipment and techniques to produce designed solutions (VCDSCD051)
    1. using technical production skills and safe working practices with independence to produce quality solutions designed for sustainability
    2. practising techniques to improve expertise, for example handling animals, cutting and joining materials
    3. 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
Evaluating Elaborations
  1. Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (VCDSCD052)
    1. developing criteria for success to assess the success of designed solutions in terms of aesthetics, functionality and sustainability
    2. considering how to improve technical expertise
    3. evaluating designed solutions and processes and transferring new knowledge and skills to future design projects
Planning and managing Elaborations
  1. Use project management processes to coordinate production of designed solutions (VCDSCD053)
    1. explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
    2. organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment
    3. investigating the time needed for each step of production
    4. identifying and managing risks in the development of various projects, for example assessing uncertainty and risk in relation to long-term health and environmental impacts

Levels 7 and 8 Achievement Standard

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 influence design decisions for each of the prescribed technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purpose.

Levels 9 and 10

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 problem-solving activities that acknowledge the complexities of contemporary life and make connections...

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Levels 9 and 10 Content Descriptions

Technologies and Society

  1. 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 (VCDSTS054)
    Elaborations
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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
  2. Explain how designed solutions evolve with consideration of preferred futures and the impact of emerging technologies on design decisions (VCDSTS055)
    Elaborations
    1. considering how creativity, innovation and enterprise contribute to how products, services and environments evolve
    2. exploring the ways commercial enterprises respond to the challenges and opportunities of technological change, for example e-commerce, and carbon footprint
    3. explaining the consequences of social, ethical and sustainability decisions for designed solutions, for example, a managed public environment such as a theme park
    4. predicting the impact of emerging technologies for preferred futures
    5. constructing scenarios of how the future may unfold (forecasting) and what impacts there may be for society and particular groups, and back casting from preferred futures
    6. recognising real-world problems and understanding basic needs when considering designed solutions, for example Engineers Without Borders High School Outreach Program allows students to design solutions to problems in a country in Asia

Technologies Contexts

Engineering principles and systems Elaborations
  1. Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions (VCDSTC056)
    1. explaining the way common machines combine properties of materials and force, motion and energy in, for example, cranes on building sites
    2. examining and explaining the interaction between material properties and function of a common system, such as car brakes
    3. analysing the relationship between materials of properties, forces and safety in engineered systems such as bridges
    4. critiquing the effectiveness of the combinations of materials, forces, energy and motion in an engineered system such as a 3D printer
    5. calculating forces, reactions and loads in structures
Food and fibre production Elaborations
  1. Investigate and make judgements on the ethical and sustainable production and marketing of food and fibre (VCDSTC057)
    1. examining emerging production technologies and methods in terms of productivity, profitability and sustainability, for example vertical farming, recirculation technologies in aquaculture
    2. investigating how digital technologies could be used to enhance food production systems, for example global positioning system (GPS) for managing animals, crop sensors or automated animal feeding or milking
    3. comparing the environmental impacts of intensive and extensive production systems and their contribution to food and fibre production
    4. investigating the interdependence of plants and animals in food and fibre production
    5. examining the marketing chain of a range of agricultural products and outlining the effect of product processing and advertising on demand and price
    6. taking account of animal welfare considerations in food and fibre production enterprises
Food specialisations Elaborations
  1. 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 (VCDSTC058)
    1. 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
    2. 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
    3. 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
    4. 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
Materials and technologies specialisations Elaborations
  1. Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (VCDSTC059)
    1. critiquing the design of an existing product to identify environmental consequences of material selection
    2. justifying decisions when selecting from a broad range of technologies − materials, systems, components, tools and equipment, for example selecting low-emission paints and locally sourced materials
    3. analysing and explaining the ways in which the properties and characteristics of materials have been considered in the design of a product with specific requirements such as reduced weight to reduce transport costs in rural Australia
    4. investigating emerging materials and their impact on design decisions

Creating Designed Solutions

Investigating Elaborations
  1. Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas (VCDSCD060)
    1. critiquing the design of new products to identify how well design ideas respond to sustainability issues
    2. critiquing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, exploring how well the ideas respond to international and Australian standards
    3. considering the needs of community groups to identify rich design tasks
    4. examining relationships of properties for complementary materials for products, for example examining compressive and tensile strengths of materials
    5. identifying appropriate tools, equipment, techniques and safety procedures for each process and evaluating production processes for accuracy, quality, safety and efficiency
Generating Elaborations
  1. Apply design thinking, creativity, innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication (VCDSCD061)
    1. using techniques including combining and modifying ideas and exploring functionality to generate solution concepts
    2. 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
    3. re-imagining designs to feature emerging technologies
    4. considering competing variables that may hinder or enhance project development, for example weight, strength and price; laws; social protocols and community consultation processes
    5. 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
    6. 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
Producing Elaborations
  1. Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions (VCDSCD062)
    1. refining technical skills and using production skills with independence to produce quality designed solutions and to reduce risks in production
    2. using materials, components, tools, equipment and techniques safely and considering alternatives to maximise sustainability, for example using timber because it stores carbon and offsets the demand for alternative products
    3. experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
    4. explaining safe working practices required for a specific classroom design project for individual or community use
    5. modifying production processes to respond to unforeseen challenges or opportunities, for example when producing bulk quantities of recipes, lower than average rainfall and impacts on growth, materials with unexpected faults
Evaluating Elaborations
  1. Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability (VCDSCD063)
    1. using specific criteria for success for evaluating designed solutions
    2. 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
    3. evaluating choices made at various stages of a design process and modifying plans when needed with consideration of criteria for success
    4. evaluating projects for their long-term application, functionality and impact
    5. reflecting on learning, evaluating processes and transferring new knowledge and skills to future design projects
Planning and managing Elaborations
  1. Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, cost, risk and production processes (VCDSCD064)
    1. producing, explaining and interpreting drawings; and planning production timelines using digital technologies
    2. creating production flow charts using digital technologies to ensure efficient, safe and sustainable sequences
    3. establishing materials and equipment needs using digital technologies such as spreadsheets
    4. collaborating to develop production plans for equitable distribution of work
    5. investigating manufacturing processes to identify strategies to enhance production

Levels 9 and 10 Achievement Standard

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 have described. When creating designed solutions for identified needs or opportunities students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They generate and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce quality designed solutions suitable for the intended purpose.

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