Design and Technologies

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  • Foundation to Year 10 Curriculum
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Foundation to Year 2  

Foundation to Year 2 Description

Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed. By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems;

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Learning in Design and Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework, revisiting, strengthening and extending these as needed.

By the end of Year 2 students will have had the opportunity to create designed solutions at least once in each of the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments. This may occur through integrated learning.

In Foundation to Year 2 students explore and investigate technologies - materials, systems, components, tools and equipment - 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. Students evaluate designed solutions using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’ They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures. They reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing products, services and environments based on personal preferences.

Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.

They plan (with teacher support) simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when making designed solutions

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A Catholic Perspective emphasizes the importance of, and the needs of families, places and the environment. Students consider the concept of stewardship of God's creation as they explore and investigate technologies that meet the needs of the Common Good with an early understanding of a preferred future for God's Creation.

Foundation to Year 2 Content Descriptions

Design and Technologies Knowledge and Understanding

Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs


Explore howuse forces to create movement in products


Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for


Explore theand properties of materials andthat are used to produce designed solutions

Design and Technologies Processes and Production Skills

Explore needs or opportunities for designing, and theneeded to realise designed solutions


Generate, develop and record design ideas through describing, drawing and modelling


Use materials, components, tools,and techniques to safely make designed solutions


Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for


Sequence steps for making designed solutions and working collaboratively

Foundation to Year 2 Achievement Standard

By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of 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 products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

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Foundation Year Work Sample Portfolios

 

Years 3 and 4  

Years 3 and 4 Description

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food speci

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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 4 students will have had the opportunity to create designed solutions at least once in the following technologies contexts: Engineering principles and systems; Food and fibre production and Food specialisations; and Materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.

In Year 3 and 4 students develop a sense of self and ownership of their ideas and thinking about their peers and communities and as consumers. Students explore and learn to harness their creative, innovative and imaginative ideas and approaches to achieve designed products, services and environments. They do this through planning and awareness of the characteristics and properties of materials and the use of tools and equipment. They learn to reflect on their actions to refine their working and develop their decision-making skills. Students examine social and environmental sustainability implications of existing products and processes to raise awareness of their place in the world. They compare their predicted implications with real-world case studies including those from the Asia region, and recognise that designs and technologies can affect people and their environments. They become aware of the role of those working in design and technologies occupations and how they think about the way a product might change in the future.

Using a range of technologies including a variety of graphical representation techniques to communicate, students clarify and present ideas, for example by drawing annotated diagrams; modelling objects as three-dimensional images from different views by visualising rotating images and using materials. Students recognise techniques for documenting design and production ideas such as basic drawing symbols, and use simple flow diagrams.

Students become aware of the appropriate ways to manage their time and focus. With teacher guidance, they identify and list criteria for success including in relation to preferred futures and the major steps needed to complete a design task. They show an understanding of the importance of planning when designing solutions, in particular when collaborating. Students identify safety issues and learn to follow simple safety rules when producing designed solutions.

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A Catholic Perspective acknowledges that people are consumers. Students are encouraged to make good choices as consumers. As students move beyond their understanding of their local community they can begin to see the wondrous diversity of all of God's creation and their special place in it. Students recognise, use and reflect upon their giftedness and creativity to produce design solutions.

Years 3 and 4 Content Descriptions

Design and Technologies Knowledge and Understanding

Recognise the role of people in design andoccupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs


Investigate how forces and the properties of materials affect the behaviour of aor


Investigate food andproduction and foodused in modern and traditional societies


Investigate the suitability of materials, systems, components, tools andfor a range of purposes

Design and Technologies Processes and Production Skills

Critique needs or opportunities forand explore and test a variety of materials, components, tools andand the techniques needed to produce designed solutions


Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques


Select and use materials, components, tools,and techniques and use safe work practices to make designed solutions


Evaluate design ideas, processes and solutions based ondeveloped with guidance and including care for the


Plan a sequence of production steps when making designed solutions individually and collaboratively

Years 3 and 4 Achievement Standard

By the end of Year 4, students explain how products, services and environments are designed to best meet needs of 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 produce 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 environmental 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 producing designed solutions.

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Year 3 Work Sample Portfolios

 

Years 5 and 6  

Years 5 and 6 Description

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three technologies contexts: engineering principles and systems, food and fibre production and food specialisati

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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 6, students will have had the opportunity to create designed solutions at least once in three technologies contexts: engineering principles and systems, food and fibre production and food specialisations; and materials and technologies specialisations. Students should have opportunities to experience designing and producing products, services and environments.

In Years 5 and 6, students critically examine technologies − materials, systems, components, tools and equipment − 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 the people working in a range of technologies contexts contribute to society. They seek to explore innovation and establish their own design capabilities. Students are given new opportunities for clarifying their thinking, creativity, analysis, problem-solving and decision-making. They explore trends and data to imagine what the future will be like and suggest design decisions that contribute positively to preferred futures.

Using a range of technologies including a variety of graphical representation techniques to communicate, students represent objects and ideas in a variety of forms such as thumbnail sketches, models, drawings, diagrams and storyboards to illustrate the development of designed solutions. They use a range of techniques such as labelling and annotating sequenced sketches and diagrams to illustrate how products function; and recognise and use a range of drawing symbols in context to give meaning and direction.

Students work individually and collaboratively to identify and sequence steps needed for a design task. They negotiate and develop plans to complete design tasks, and follow plans to complete design tasks safely, making adjustments to plans when necessary. Students identify, plan and maintain safety standards and practices when making designed solutions.

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A Catholic Perspective emphasises Catholic Social Teaching on Human dignity, Common Good, Preferential Option for Poor & Vulnerable Subsidiarity and Participation and Stewardship of Creation as students critically examine technologies and design solutions for a preferred future. Students understand their participation to society as a responsible citizen is a virtue and a moral obligation. Students recognise and use their giftedness and creativity thinking, creativity, analysis, problem-solving and make decisions and choices around ethical design solutions.

Years 5 and 6 Content Descriptions

Design and Technologies Knowledge and Understanding

Examine how people in design andoccupations address competing considerations, including sustainability in the design of products, services, and environments for current and future use


Investigate how electrical energy can control movement, sound or light in a designedor


Investigate how and why food andare produced in managed environments and prepared to enable people to grow and be healthy


Investigateand properties of a range of materials, systems, components, tools andand evaluate the impact of their use

Design and Technologies Processes and Production Skills

Critique needs or opportunities for designing, and investigate materials, components, tools,and processes to achieve intended designed solutions


Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques


Select appropriate materials, components, tools,and techniques and apply safe procedures to make designed solutions


Negotiatethat include sustainability to evaluate design ideas, processes and solutions


Developplans that include consideration ofwhen making designed solutions individually and collaboratively

Years 5 and 6 Achievement Standard

By the end of Year 6, students describe competing considerations in the design of products, services and environments, 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.

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Year 5 Work Sample Portfolios

 

Years 7 and 8  

Years 7 and 8 Description

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food spe

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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 8 students will have had the opportunity to create designed solutions at least once in the following four technologies contexts: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. Students should have opportunities to design and produce products, services and environments.

In Year 7 and 8 students investigate and select from a range of technologies − materials, systems, components, tools and equipment. They consider the ways characteristics and properties of technologies can be combined to design and produce sustainable 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 with increasing independence and collaboration.

Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They investigate design and technology professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise. Students evaluate the advantages and disadvantages of design ideas and technologies.

Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and clarify ideas through sketching, modelling, perspective and orthogonal drawings. They use a range of symbols and technical terms in a range of contexts to produce patterns, annotated concept sketches and drawings, using scale, pictorial and aerial views to draw environments.

With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions.

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Students engage with Catholic Social Teaching to design solutions to problems for individuals and the community, considering society and ethics factors, and economic justice, environmental and social sustainability, Integral ecology and global solidarity.

Years 7 and 8 Content Descriptions

Design and Technologies Knowledge and Understanding

Investigate the ways in which products, services and environments evolve locally, regionally and globally and how competing factors including social, ethical and sustainability considerations are prioritised in the development ofand designed solutions for


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


Analyse how food andare produced whenmanaged environments and how these can become more


Analyse howand properties of food determine preparation techniques and presentation whensolutions for


Analyse ways to produce designed solutions through selecting and combiningand properties of materials, systems, components, tools and

Design and Technologies Processes and Production Skills

Critique needs or opportunities forand investigate, analyse and select from a range of materials, components, tools,and processes to develop design ideas


Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms andincluding graphical representation techniques


Select and justify choices of materials, components, tools,and techniques to effectively and safely make designed solutions


Independently developto evaluate design ideas, processes and solutions and their sustainability


Useprocesses when working individually and collaboratively to coordinate production of designed solutions

Years 7 and 8 Achievement Standard

By the end of Year 8, students explain factors that influence the design of products, services and environments 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.

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Year 7 Work Sample Portfolios

 

Years 9 and 10  

Years 9 and 10 Description

Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed. By the end of Year 10 students will have had the opportunity to design and produce at least four designed solutions focused on one or more of the five technologies contexts content descriptions. There is one optional co

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Learning in Design and Technologies builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and extend these as needed.

By the end of Year 10 students will have had the opportunity to design and produce at least four designed solutions focused on one or more of the five technologies contexts content descriptions. There is one optional content description for each of the following: Engineering principles and systems, Food and fibre production, Food specialisations and Materials and technologies specialisations. There is an additional open content description to provide flexibility and choice. Students should have opportunities to experience creating designed solutions for products, services and environments.

In Year 9 and 10 students use design and technologies knowledge and understanding, processes and production skills and design thinking to produce designed solutions to identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively. Problem-solving activities acknowledge the complexities of contemporary life and make connections to related specialised occupations and further study. Increasingly, study has a global perspective, with opportunities to understand the complex interdependencies involved in the development of technologies and enterprises. Students specifically focus on preferred futures, taking into account ethics; legal issues; social values; economic, environmental and social sustainability factors and using strategies such as life cycle thinking. Students use creativity, innovation and enterprise skills with increasing confidence, independence and collaboration.

Using a range of technologies including a variety of graphical representation techniques to communicate, students generate and represent original ideas and production plans in two and three-dimensional representations using a range of technical drawings including perspective, scale, orthogonal and production drawings with sectional and exploded views. They produce rendered, illustrated views for marketing and use graphic visualisation software to produce dynamic views of virtual products.

Students identify the steps involved in planning the production of designed solutions. They develop detailed project management plans incorporating elements such as sequenced time, cost and action plans to manage a range of design tasks safely. They apply management plans, changing direction when necessary, to successfully complete design tasks. Students identify and establish safety procedures that minimise risk and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success. They learn to transfer theoretical knowledge to practical activities across a range of projects.

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Students engage in rich dialogue to inform the production of design solutions for individual, regional and global problems that leave a legacy and are life-giving. These design solutions should consider the complex interdependencies of society and ethical factors i.e. moral conscience, freedom of responsibility, moral decision making, and opting for humanity that is truly good Other factors include; economic justice, environmental and social sustainability, Integral ecology and global solidarity.

Years 9 and 10 Content Descriptions

Design and Technologies Knowledge and Understanding

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


Explain how products, services and environments evolve with consideration ofand the impact of emergingon design decisions


Investigate and make judgments on how theand properties of materials are combined with force, motion and energy to create engineered solutions