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||Technologies and Society||Technologies Contexts||Creating Designed Solutions|
|Sub-strands||No sub-strands||Engineering principles and systems||Investigating|
|Food and fibre production||Generating|
|Materials and technologies specialisations||Evaluating|
|Planning and managing|
The Technologies and Society strand focuses on how people use and develop technologies. It takes into account economic, environmental, ethical, legal, aesthetic and functional factors, and the impact of technologies on individuals, families, local, regional and global communities, and the environment.
The Technologies Contexts strand focuses on the characteristics and properties of technologies contexts, and how they can be used to create innovative designed solutions. It explores four particular contexts, organised under the following sub-strands:
The Creating Designed Solutions strand is based on the major aspects of design thinking, design processes and production processes. The content descriptions in this strand reflect a design process and would typically be addressed through a design brief.
Creating Designed Solutions is organised by five sub-strands:
In Design and Technologies, students progress along a curriculum continuum that provides the first achievement standard at Foundation – Level 2, and then at Levels 4, 6, 8 and 10.
A 'Towards Foundation Levels A to D' curriculum is provided for students with disabilities or additional learning needs in this curriculum area.