Introduction

The K–10 curriculum

The NSW Education Standards Authority (NESA) syllabuses are developed with respect to some overarching views about education. These include the NESA K–10 Curriculum Framework (March 2002) and Statement of Equity Principles and the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

NESA syllabuses include agreed Australian Curriculum content and content that clarifies the scope, breadth and depth of learning. The Australian Curriculum achievement standards underpin the syllabus outcomes and the Stage statements for Early Stage 1 to Stage 5.

In accordance with the NESA K–10 Curriculum Framework and the Statement of Equity Principles, the syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It outlines clear standards of what students are expected to know and be able to do in Years 7–10. It provides structures and processes by which teachers can provide continuity of study for all students.

The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes essential for all students in all learning areas to succeed in and beyond their schooling.

The continued relevance of the NESA K–10 Curriculum Framework is consistent with the intent of the Melbourne Declaration on Educational Goals for Young Australians (December 2008), which sets the direction for Australian schooling. There are two broad goals:

• Goal 1: Australian schooling promotes equity and excellence
• Goal 2: All young Australians become successful learners, confident and creative individuals, and active and informed citizens.

The way in which learning in the Design and Technology Years 7–10 Syllabus contributes to the curriculum, and to students’ achievement of the broad learning outcomes, is outlined in the syllabus rationale.

Diversity of learners

NSW syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate teaching approaches that support student diversity, including students with disability, gifted and talented students, and students learning English as an additional language or dialect (EAL/D). Students may have more than one learning need.

Students with disability

All students are entitled to participate in and progress through the curriculum. Under the Disability Standards for Education 2005, schools are required to provide additional support or adjustments to teaching, learning and assessment activities for some students with disability. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with disability to access syllabus outcomes and content and demonstrate achievement of outcomes.

Students with disability can access outcomes and content from Years 7–10 syllabuses in a range of ways. Students may engage with:

• syllabus outcomes and content from their age-appropriate Stage with adjustments to teaching, learning and/or assessment activities; or
• selected syllabus outcomes and content from their age-appropriate Stage, relevant to their learning needs; or
• syllabus outcomes from an earlier Stage, using age-appropriate content; or
• selected Years 7–10 Life Skills outcomes and content from one or more syllabuses for students in Stages 4 and 5.

Decisions regarding curriculum options, including adjustments, should be made in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals to ensure that syllabus outcomes and content reflect the learning needs and priorities of individual students.

Further information can be found in support materials for:

• Technologies
• Special Education
• Life Skills.

Gifted and talented students

Gifted and talented students have specific learning needs that may require adjustments to the pace, level and content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted and talented students.

Generally, gifted and talented students demonstrate the following characteristics:

• the capacity to learn at faster rates
• the capacity to find and solve problems
• the capacity to make connections and manipulate abstract ideas.

There are different kinds and levels of giftedness and talent. Gifted and talented students may also have learning disabilities and/or English as an additional language or dialect. These needs should be addressed when planning appropriate teaching, learning and assessment activities.

Curriculum strategies for gifted and talented students may include:

• differentiation: modifying the pace, level and content of teaching, learning and assessment activities
• acceleration: promoting a student to a level of study beyond their age group
• curriculum compacting: assessing a student’s current level of learning and addressing aspects of the curriculum that have not yet been mastered.

School decisions about appropriate strategies are generally collaborative and involve teachers, parents/carers and students, with reference to documents and advice available from NESA and the education sectors.

Gifted and talented students may also benefit from individual planning to determine the curriculum options, as well as teaching, learning and assessment strategies, most suited to their needs and abilities.

Students learning English as an additional language or dialect (EAL/D)

Many students in Australian schools are learning English as an additional language or dialect (EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard Australian English and who require additional support to assist them to develop English language proficiency.

EAL/D students come from diverse backgrounds and may include:

• overseas and Australian-born students whose first language is a language other than English, including creoles and related varieties
• Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including Kriol and related varieties.

EAL/D students enter Australian schools at different ages and stages of schooling and at different stages of English language learning. They have diverse talents and capabilities and a range of prior learning experiences and levels of literacy in their first language and in Standard Australian English. EAL/D students represent a significant and growing percentage of learners in NSW schools. For some, school is the only place they use Standard Australian English.

EAL/D students are simultaneously learning a new language and the knowledge, understanding and skills of a syllabus through that new language. They require additional time and support, along with informed teaching that explicitly addresses their language needs, and assessments that take into account their developing language proficiency.

The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide information about the English language development phases of EAL/D students. These materials and other resources can be used to support the specific needs of EAL/D students and to assist students to access syllabus outcomes and content.

Design and Technology Key

The following codes and icons are used in the Design and Technology Years 7–10 Syllabus.

Outcome coding

Syllabus outcomes are coded in a consistent way. The code identifies the subject, Stage, outcome number and the way content is organised.

Stage 4, Stage 5 and Life Skills are represented by the following codes:

Stage	Code
Stage 4	4
Stage 5	5
Life Skills	LS

In the Design and Technology syllabus, outcome codes indicate subject, Stage and outcome number. For example:

[FIGURE]

Outcome code	Interpretation
DT4-1	Design and Technology, Stage 4 – Outcome number 1
DTLS-3	Design and Technology, Life Skills – Outcome number 3

Coding of Australian Curriculum content

The syllabus includes Australian Curriculum content for Design and Technologies with Australian Curriculum codes in brackets at the end of each content description, for example:

• 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 (ACTDEK040)

[FIGURE]

Where a number of content descriptions are jointly represented, all description codes are included, eg (ACTDEK040, ACTDEP049).

For example:

• explore the implications of design practices and factors that affect a project’s development, for example: (ACTDEK040, ACTDEP049) Critical and creative thinking
  • the design and production of project solutions, eg function, form, aesthetics, quality, trends and timing

Learning across the curriculum icons

Learning across the curriculum content, including the cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the syllabus.

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia Asia and Australia’s engagement with Asia

Sustainability Sustainability

General capabilities

Critical and creative thinking Critical and creative thinking

Ethical understanding Ethical understanding

Information and communication technology capability Information and communication technology capability

Intercultural understanding Intercultural understanding

Literacy Literacy

Numeracy Numeracy

Personal and social capability Personal and social capability

Other learning across the curriculum areas

Civics and citizenship Civics and citizenship

Difference and diversity Difference and diversity

Work and enterprise Work and enterprise

Rationale

People interpret and alter products, systems and environments in an attempt to improve the quality of their lives. Technologies are constantly emerging and evolving to the extent that they have an impact on the environment and most aspects of society. As well as a need to maintain and continually develop contemporary technological skills, the capacity to adapt to rapid change, collaborate and develop creative ideas are the foundations of learning in design and technology, and skills needed for future success.

Australia needs future generations who understand the holistic nature of design and technology. Applying a design process to develop solutions to meet identified needs and opportunities encourages an active, integrated contribution to our society and Australia’s economic future. Students are challenged to participate in projects related to real-world contexts which provide a rich setting for individuals and groups to develop holistic solutions and to discover underlying principles for quality design applications. Students investigate processes of design and technology in a responsible, safe, ethical and collaborative manner and in a range of design fields. Contemporary and emerging technologies, innovation, enterprise and exploring preferred futures are considered in relation to their impact on society and environments.

Design and Technology provides a broad range of opportunities and experiences that reinforces and integrates knowledge and understanding from other subjects in the Years 7–10 curriculum. The design and production of quality projects gives students the opportunity to identify problems and opportunities, research and investigate existing solutions, analyse data and information, generate, justify and evaluate ideas, and experiment with technologies to manage and produce design projects. The diverse learning experiences encourage both independent and collaborative learning and the development of skills in designing, planning, managing and evaluating, which are transferable across the curriculum. The diversity of approaches to design projects provides the scope to develop thinking skills and caters for a variety of student needs, abilities and interests where students are encouraged to take risks and experiment with resources when developing projects. Design and Technology builds on the Technology Mandatory Years 7–8 Syllabus and provides broad experiences in a range of contexts that are further explored in Technology courses available in Years 11 and 12.

The study of Design and Technology assists students to appreciate and explore a range of careers in the field of design and technological innovation. Students critically analyse and reflect on the implications of design in order to develop understanding of why some designs, technologies and processes perform better than others in meeting their intended purpose. Students develop knowledge, appreciation and applied skills for understanding the interrelationships of design, technology, society, the individual and the environment for an increasingly knowledge-based economy and lifestyle.

The Place of the Design and Technology Years 7–10 Syllabus in the K–12 Curriculum

[FIGURE]

Aim

The aim of the Design and Technology Years 7–10 Syllabus is to engage students in technological innovation and the world of design while exploring the impact on individuals, society and environments.

Objectives

Knowledge, understanding and skills

Students develop:

• knowledge and understanding of design concepts and processes
• understanding of the impact of past, current and emerging technologies on the individual, society and environments
• knowledge and understanding of the work of designers and the issues and trends that influence their work
• knowledge and understanding of and skills in innovation, creativity and enterprise
• skills in communicating design ideas and solutions
• knowledge and understanding of and skills in managing resources and producing quality design solutions.

Values and attitudes

Students:

• appreciate the contribution of entrepreneurship and the impact of innovation and technologies now and in the future
• appreciate the dynamic nature of design and how a process can be used to develop solutions to personal, social and global issues
• appreciate the finite nature of some resources and the impact of their use on the environment and society
• value the development of skills and gain satisfaction from their use to solve problems and create quality products.

Outcomes

Table of objectives and outcomes – continuum of learning

Knowledge, understanding and skills

Objective

Students develop:

• knowledge and understanding of design concepts and processes

Stage 4 outcomes A student:	Stage 5 outcomes A student:
DT4-1 identifies and describes a range of design concepts and processes	DT5-1 analyses and applies a range of design concepts and processes
DT4-2 describes and follows a process of design when developing design ideas and solutions	DT5-2 applies and justifies an appropriate process of design when developing design ideas and solutions

Objective

Students develop:

• understanding of the impact of past, current and emerging technologies on the individual, society and environments

Stage 4 outcome A student:	Stage 5 outcome A student:
DT4-3 describes the impact of past, current and emerging technologies on the individual, society and environments	DT5-3 evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments

Objective

Students develop:

• knowledge and understanding of the work of designers and the issues and trends that influence their work

Stage 4 outcomes A student:	Stage 5 outcomes A student:
DT4-4 describes the work and responsibilities of designers and the factors affecting their work	DT5-4 analyses the work and responsibilities of designers and the factors affecting their work
DT4-5 describes designed solutions that consider preferred futures, the principles of appropriate technology, and ethical and responsible design	DT5-5 evaluates designed solutions that consider preferred futures, the principles of appropriate technology, and ethical and responsible design

Objective

Students develop:

• knowledge and understanding of and skills in creativity, innovation and enterprise

Stage 4 outcome A student:	Stage 5 outcome A student:
DT4-6 identifies creative, innovative, and enterprising design ideas and solutions	DT5-6 develops and evaluates creative, innovative and enterprising design ideas and solutions

Objective

Students develop:

• skills in communicating design ideas and solutions

Stage 4 outcome A student:	Stage 5 outcome A student:
DT4-7 communicates design ideas and solutions using a range of techniques	DT5-7 uses appropriate techniques when communicating design ideas and solutions to a range of audiences

Objective

Students develop:

• knowledge and understanding of and skills in managing resources and producing quality design solutions

Stage 4 outcomes A student:	Stage 5 outcomes A student:
DT4-8 uses management strategies when developing design solutions	DT5-8 selects and applies management strategies when developing design solutions
DT4-9 applies risk management practices and works safely in developing quality design solutions	DT5-9 applies risk management practices and works safely in developing quality design solutions
DT4-10 uses a range of technologies appropriately and safely in the development of quality design solutions	DT5-10 selects and uses a range of technologies competently in the development and management of quality design solutions

Stage 4 outcomes have been provided to assist the assessment and reporting of student achievement in those schools that choose to begin elective study before Year 9. Teachers are advised to select from the syllabus content to target the specific needs of students who commence study in Stage 4.

Stage Statements

Stage statements are summaries of the knowledge, understanding, skills, values and attitudes that have been developed by students as a result of achieving the outcomes for the relevant Stage of learning.

Prior-to-school learning

Students bring to school a range of knowledge, understanding and skills developed in the home and prior-to-school settings. The movement into Early Stage 1 should be seen as a continuum of learning and planned for appropriately.

The Early Years Learning Framework for Australia describes a range of opportunities for students to learn and develop a foundation for future success in learning.

The Early Years Learning Framework for Australia has five learning outcomes that reflect contemporary theories and research evidence about children’s learning. The outcomes are used to guide planning and to assist all children to make progress.

The outcomes are:

• 1. Children have a strong sense of identity.
• 2. Children are connected with and contribute to their world.
• 3. Children have a strong sense of wellbeing.
• 4. Children are confident and involved learners.
• 5. Children are effective communicators.

In addition, teachers need to acknowledge the learning that children bring to school, and plan appropriate learning experiences that make connections with existing language and literacy development, including language used at home.

Stage 4 – Technology Mandatory

By the end of Stage 4, students explore problems and opportunities considering functional, economic, environmental, social, technical and/or usability constraints. They investigate, select, justify and safely use a range of tools, materials, components, equipment and processes to develop, test and communicate design ideas using appropriate technical terms and technologies. Students plan, manage and evaluate the production of design solutions. They develop thinking skills to communicate the development of digital and non-digital solutions.

Students investigate how managed systems are used to sustainably produce food and fibre. They explain food selection and preparation, food safety, and make informed and healthy food choices. Students collect and interpret data from a range of sources to assist in making informed judgements. They explain how data is represented in digital systems, and transmitted and secured in networks.

Students explain how force, motion and energy can be used in systems, machines and structures. They investigate characteristics and properties of a range of materials, develop skills and techniques in the use of a broad range of tools and safely apply them in the production of projects.

Students are responsible users of technology, capable of designing and producing solutions to identified needs or opportunities. They develop an appreciation of the contribution of technologies on their lives now and the impact of innovations for creating preferred futures. They develop an appreciation of the dynamic nature of design and production processes and how thinking skills are used to develop solutions to personal, social and global issues.

Stage 4 – Design and Technology

By the end of Stage 4, students consider how designers respond ethically and responsibly to design issues when developing design solutions. They describe designed solutions with consideration of trends and preferred futures. Students demonstrate creativity when developing and realising their own design solutions.

Stage 5 – Design and Technology

By the end of Stage 5, students investigate, analyse and apply a range of design concepts and design processes. They apply and evaluate a process of design when developing design ideas and solutions. Through engagement with project work, students develop skills to manage time as they sequence, produce and evaluate in relation to a design process.

Students develop knowledge, understanding and appreciation of the relationship between past, present and emerging technologies and innovation activities, and evaluate and explain the impact of these on the individual, on society and on environments.

Students demonstrate knowledge and understanding of the work and responsibilities of Australian and overseas designers and analyse factors that affect their work. Students work responsibly as they evaluate designed solutions that reflect preferred futures, the principles of appropriate technology and ethical and responsible design.

Students demonstrate skills in innovation and enterprise in their project work. They communicate ideas about designed solutions to a range of audiences. They apply technological skills to select computing software applications in order to develop documentation for project work and to communicate designed solutions.

Students apply risk management strategies and safe work practices when selecting and using a range of appropriate technologies to competently develop quality design solutions.

Content

For Kindergarten to Year 10, courses of study and educational programs are based on the outcomes of syllabuses. The content describes in more detail how the outcomes are to be interpreted and used, and the intended learning appropriate for the Stage. In considering the intended learning, teachers will make decisions about the sequence, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The knowledge, understanding and skills described in the outcomes and content provide a sound basis for students to successfully move to the next stage of learning.

Organisation of content

The following diagram provides an illustrative representation of elements of the course and their relationship.

[FIGURE]

Course structure and requirements

Design and Technology Years 7–10 is an elective course designed to build upon the Technology Mandatory Years 7–8 course. Outcomes for Stage 4 have been included to allow flexibility for those schools who wish to offer the course in Years 7 and 8.

Students engage in a range of practical activities as they design, manage, produce and evaluate quality designed solutions.

Core content

The following areas must be integrated when developing units of work:

• A Holistic Approach
• Design Processes
• Activity of Designers

Students undertaking the 100-hour course complete core content as selected by their teacher. Teachers select essential content from the core content to meet the course outcomes appropriate to the context areas studied.

Students undertaking the 200-hour course must complete all core content.

Units of work

Design and Technology is delivered through units of work that integrate core content with project work in the creation and documentation of designed solutions. During the study of each unit students are required to undertake practical activities designed to refine and enhance student knowledge, understanding and skills. Units of work are developed to meet student needs and interests.

Each unit of work must align with one of the context areas and explore a focus area of design.

Students undertaking the 100-hour course are required to address at least two contexts and complete between two and four units of work.

Students studying the 200-hour course are required to address at least three contexts and complete between four and eight units of work.

Design project

A design project is the main learning activity of students during a unit of work and culminates in the designed solution and documentation. The design project should be relevant to student needs and interests. It is expected that there will be greater opportunities offered to students in successive design projects to enhance the development of knowledge, understanding and skills.

Design and production folios reinforce and document student learning. Documentation provides the student with a means of recording all aspects of the design process used, evaluating and justifying the reasons for the decisions made. Design and production folios will provide evidence of the design process used in the development and the realisation of a project.

Contexts and focus areas of design

The focus areas of design provide meaningful contexts for design project work and support the development of knowledge and understanding of the various stages in the approach to designing, producing and evaluating. The focus areas of design provide the context for designing, producing and evaluating projects. The focus areas and contexts for learning are:

Context	Focus area of design
Agriculture	animal enterprise environmental plant enterprise student-negotiated focus area of design *
Digital Technologies	automated systems control systems software solutions student-negotiated focus area of design *
Engineered Systems	aeronautical environmental mechatronic medical structural transport systems student-negotiated focus area of design *
Food Technologies	food food packaging food presentation nutrition student-negotiated focus area of design *
Information and Communication Technologies	3D modelling/animation architecture desktop publishing graphics marketing multimedia student-negotiated focus area of design *
Material Technologies	electronics jewellery metals packaging polymers textiles timber student-negotiated focus area of design *

* A student-negotiated focus area of design provides for flexibility and allows students to develop a design project of interest and personal significance.

100-hour course delivery
Students must undertake a range of practical experiences that occupy the majority of course time. A minimum of two context areas must be addressed. 2–4 units of work must be delivered.

200-hour course delivery
Students must undertake a range of practical experiences that occupy the majority of course time. A minimum of three context areas must be addressed. 4–8 units of work must be delivered.

Practical experiences

To satisfy the requirements of the Design and Technology Years 7–10 Syllabus students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences allow students to develop skills and confidence in the use of a range of technologies and equipment. Student capability, confidence and expertise at their current stage of development are important considerations in determining the teaching and learning sequences in the course.

Students with disability may require adjustments and/or additional support in order to engage in practical experiences.

Safety

Schools have a legal obligation in relation to safety. Teachers need to ensure that they comply with relevant legislation as well as system and school requirements in relation to safety and risk management when implementing their programs. This includes legislation and guidelines relating to Work Health and Safety, and the handling and storage of chemicals and dangerous goods. Teachers need to be aware of activities that may require notification, certification, permission, permits and licences.

Schools need to be aware of legal, ethical and cyber security considerations of digital solutions, including copyright and intellectual property, cultural considerations, accessibility, privacy issues and digital footprints.

Teachers need to be aware that students may have food or other allergies that can result in anaphylaxis, a severe and sometimes sudden allergic reaction which is potentially life-threatening and always requires an emergency response. This is an important consideration in selecting foods or other resources.

Learning across the curriculum

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the NESA K–10 Curriculum Framework and Statement of Equity Principles, and in the Melbourne Declaration on Educational Goals for Young Australians (December 2008).

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face.

The cross-curriculum priorities are:

• Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia Asia and Australia’s engagement with Asia
• Sustainability Sustainability

General capabilities encompass the knowledge, skills, attitudes and behaviours to assist students to live and work successfully in the 21st century.

The general capabilities are:

• Critical and creative thinking Critical and creative thinking
• Ethical understanding Ethical understanding
• Information and communication technology capability Information and communication technology capability
• Intercultural understanding Intercultural understanding
• Literacy Literacy
• Numeracy Numeracy
• Personal and social capability Personal and social capability

NESA syllabuses include other areas identified as important learning for all students:

• Civics and citizenship Civics and citizenship
• Difference and diversity Difference and diversity
• Work and enterprise Work and enterprise

Learning across the curriculum content is incorporated, and identified by icons, in the content of the syllabus in the following ways.

Aboriginal and Torres Strait Islander histories and cultures Aboriginal and Torres Strait Islander histories and cultures

The syllabus provides students with opportunities to learn about how Aboriginal and Torres Strait Islander Peoples have developed and refined knowledge about the world through observation, making predictions, testing and responding to environmental factors within specific contexts. It emphasises the relationships people have with places and their interconnectedness with the environments in which they live. Students learn about Aboriginal and Torres Strait Islander Peoples' understanding of the environment and the ways that traditional knowledge and Western knowledge can be complementary. Students learn that there are different ways of interacting with the environment and how this can influence sustainability.

When planning and programming content relating to Aboriginal and Torres Strait Islander histories and cultures, teachers are encouraged to:

• involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed publications
• read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres Strait Islander histories and cultures and the involvement of local Aboriginal communities.

Asia and Australia’s engagement with Asia Asia and Australia’s engagement with Asia

Students have opportunities to explore the links that exist between Australia and Asia and appreciate how our interactions help to shape Australia’s economy, areas of research and technological advancement. Students identify how the Asia region plays an important role in research and technological developments in areas such as medicine, natural resource management and natural disaster prediction and management.

Sustainability Sustainability

Sustainability content is focused on renewable resources, the protection of the environment and sustainable patterns of living and requires consideration of environmental, social, cultural and economic systems and their interdependence. Students learn about the actions required to improve sustainability, helping them to take a more active role in shaping preferred futures. Students investigate the relationships between system components, consider how systems respond to change and develop an appreciation of the impact that design solutions can have on the Earth’s resources.

Critical and creative thinking Critical and creative thinking

Critical thinking is at the core of most activities where students recognise or develop an argument, use evidence in support of an argument, draw reasoned conclusions, and use information to solve problems. Students are provided with opportunities to generate and apply new ideas in specific contexts, view existing situations in a new way, identify alternative explanations, and make links that generate a positive outcome. The skills and processes of design and production provide critical and creative thinking opportunities as students pose questions, make predictions, engage in firsthand investigations, design projects, solve problems and make evidence-based decisions.

Ethical understanding Ethical understanding

Students develop capacity to behave ethically as they identify and investigate ethical concepts, values and principles, and understand how reasoning can assist ethical judgement. The syllabus provides opportunities for students to form and make ethical judgements in relation to design solutions, codes of practice, use of ICT and online collaborative environments. They apply ethical guidelines as they design projects, particularly when considering the implications for others and the environment. Students are encouraged to demonstrate ethical digital citizenship, follow social and ethical protocols and understand the need to protect data and intellectual property.

Information and communication technology capability Information and communication technology capability

Students engage with ICT when they research, develop design ideas and solutions, solve problems, collaborate online and communicate information and ideas. ICT, through animations and simulations, provides opportunities to view phenomena, test predictions and visualise designs that cannot be investigated or produced through practical experiences in the classroom, and may enhance students' understanding and engagement with technology.

ICT assist students to achieve outcomes more efficiently and with greater quality through the development of analytical, organisational and problem-solving skills necessary to cope with expanding access to digital information. The ICT capability enables students to become effective users of information and communication technologies.

Intercultural understanding Intercultural understanding

Students develop intercultural understanding and value their own culture and those of others as they engage with people from diverse cultural backgrounds in ways that recognise similarities and differences, create connections and cultivate respect. The syllabus provides opportunities for students to appreciate the contribution that diverse cultural perspectives have made to the development, breadth and diversity of technological knowledge and its applications.

Students learn about and engage with issues requiring cultural sensitivity and recognise that people in technology-related professions work in culturally diverse teams. They learn about the interactions between technologies and society, and are provided with opportunities to take responsibility for securing positive outcomes for members of all cultural groups.

Literacy Literacy

The syllabus provides students with opportunities to develop skills in literacy to effectively communicate and comprehend using a variety of modes and media. Being 'literate' is more than the acquisition of technical skills – it includes the ability to identify, understand, interpret, create and communicate effectively using written, visual and/or digital forms of expression. The language of technology is often technical and includes specific terms for concepts, processes and features of the world. Students use subject-specific vocabulary to describe, develop and present design solutions. They develop an understanding that technological information can be presented in a variety of forms including drawings, diagrams, infographics, flow charts, models, tables and graphs. Project work and the associated documentation provides an authentic context for development of literacy skills, particularly technological literacy.

Numeracy Numeracy

Real-world numeracy connections are formed when numerical data is collected and manipulated and numeracy concepts, such as size, proportion and measurement, are used by students as tools in the design and production process. An appreciation of the fundamental importance of numeracy in everyday life is fostered as students develop an understanding of how numeracy is essential to a variety of technologies, such as the functionality of ICT and the importance of accurate measurement in the production of quality products

As they develop design projects and solutions, students are provided with opportunities to estimate, measure and calculate quantities, manage time and costs, interpret and represent statistical information, create technical drawings and digital models.

Personal and social capability Personal and social capability

Students develop personal and social capability as they learn to understand and manage themselves, their relationships and their lives more effectively. This provides students with opportunities to establish positive relationships, work effectively both individually and collaboratively, and resolve difficult situations. The syllabus encourages students to explore, question, solve problems and develop skills in communication, display initiative, set goals and make responsible decisions.

Civics and citizenship Civics and citizenship

The syllabus provides students with opportunities to become self-reliant and active members of a society driven by change, emerging technologies and increasingly sophisticated communication and information systems. Students broaden their understanding of civics and citizenship in relation to the application of technological advances and the development of environmental and sustainable practices. Students have opportunities to develop a sense of local responsibility and global citizenship as they improve and advance Australia through their investigations and future-focused solutions.

Students demonstrate an awareness and understanding of the relationship between Design and Technology and civics through a growing recognition of their own values and ethics, and factors in relation to technological choices and decisions that impact on the economy, society and the environment.

Difference and diversity Difference and diversity

Difference and diversity comprises gender, ethnicity, ability and socioeconomic circumstances. The syllabus provides students with opportunities to develop their awareness, understanding and appreciation of difference and diversity within their lives and the wider community. Students have opportunities to work collaboratively and develop an appreciation of the values and ideas of all group members. This also enables them to identify individual rights, challenge stereotypes and engage with opinions different to their own.

Work and enterprise Work and enterprise

Students develop an understanding of careers associated with technology and learn skills relevant to work and leisure activities. Students are provided with opportunities to learn about careers in a broad range of fields related to technology occupations and study issues related to work and employment. Students are provided with opportunities to safely manage and produce projects, and to appreciate quality of work. The application of design and production processes can provide students with work-related skills, including individual and collaborative work practices. Students are encouraged to develop initiative, and to become independent thinkers and confident communicators.

Content for Years 7–10

Core: A Holistic Approach

Outcomes

A student:

• analyses and applies a range of design concepts and processes DT5-1
• evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments DT5-3
• analyses the work and responsibilities of designers and the factors affecting their work DT5-4
• evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design DT5-5

Related Stage 4 outcomes: DT4-1, DT4-3, DT4-4, DT4-5

Related Life Skills outcomes: DTLS-1, DTLS-2, DTLS-4

Content focus

A holistic approach to design and technology provides a framework for the understanding of the concepts of design, and for design decisions and reflection. An awareness of the interdisciplinary nature of design provides students with opportunities to consider a broader perspective of the interrelationship of design with other areas of study. Students engage in a range of practical activities during the development of a design project.

Content

The concepts of design

Students:

• demonstrate an understanding of design, technology and appropriate technology, for example: (ACTDEP048)
  • define the terms ‘design’, ‘technology’ and ‘appropriate technology’
  • apply design, technology and appropriate technology principles in the process of developing quality design solutions
• identify the purpose of design across a number of focus areas of design Critical and creative thinking
• outline, apply and reflect on a variety of collaborative and interdisciplinary methods when developing design solutions, for example: Personal and social capability
  • the impact of other disciplines when developing project ideas and designing solutions
  • the interdisciplinary nature of design which draws on disciplines of mathematics, sciences, engineering, fine art and humanities
• analyse the interrelationship of design with technology, for example: (ACTDEP048) Aboriginal and Torres Strait Islander histories and cultures Critical and creative thinking
  • Aboriginal and/or Torres Strait Islander design solutions
  • consider how a designed solution is affected by the technologies and tools used in its development
• apply the principles of design to new situations, scenarios, problems and projects, for example: Critical and creative thinking
  • reflect on and document the application of design principles
  • use a variety of communication techniques to provide ongoing feedback

Factors affecting a holistic approach to design and production

Students:

• explore the implications of design practices and factors that affect a project’s development, for example: (ACTDEK040, ACTDEP049) Critical and creative thinking
  • the design and production of project solutions, eg aesthetics, ergonomics, form, function, quality, trends and timing
• investigate the impact of historical and contemporary design solutions Critical and creative thinking Information and communication technology capability
• understand ethical responsibilities surrounding Indigenous cultural and intellectual property, for example: Aboriginal and Torres Strait Islander histories and cultures
  • protection of Aboriginal and/or Torres Strait Islander cultural knowledge and heritage
  • protocols for consultation with Aboriginal and/or Torres Strait Islander knowledge holders/custodians and communities
• apply a holistic approach by considering the factors affecting design and production in a design project
• describe how industrial practices and workplace legislation have an impact on design and production, for example: Literacy Work and enterprise
  • anti-discrimination legislation
  • Equal Employment Opportunity
  • Work Health and Safety
• analyse the importance of environmental sustainability practices as a design ideal in design projects, for example: Sustainability
  • alternative energy sources
  • recycled or reclaimed materials
  • zero waste living
• select, justify and use appropriate technologies and available resources in the development of design projects, for example: Critical and creative thinking Information and communication technology capability
  • data analysis and presentation
  • skills, materials, tools and techniques
  • time and finance

Influence of design on the individual, society and environments

• analyse the needs of a design project and end-user aspirations (ACTDEK041) Critical and creative thinking
• investigate human, technical and environmental factors affecting design and production in design projects, for example: (ACTDEK047, ACTDEP049) Sustainability Intercultural understanding Difference and diversity
  • human capital, eg knowledge, skills and techniques
  • sustainability
  • values and ethics
• explain how the needs of individuals and society influence the development of a design project, for example: Ethical understanding Difference and diversity
  • ergonomic requirements
  • accessibility requirements
• predict the outcome of a project and its effect on preferred futures (ACTDEK040) Sustainability Critical and creative thinking

Core: Design Processes

Outcomes

A student:

• applies and justifies an appropriate process of design when developing design ideas and solutions DT5-2
• develops and evaluates creative, innovative and enterprising design ideas and solutions DT5-6
• uses appropriate techniques when communicating design ideas and solutions to a range of audiences DT5-7
• selects and applies management strategies when developing design solutions DT5-8
• applies risk management practices and works safely in developing quality design solutions DT5-9
• selects and uses a range of technologies competently in the development and management of quality design solutions DT5-10

Related Stage 4 outcomes: DT4-2, DT4-6, DT4-7, DT4-8, DT4-9, DT4-10

Related Life Skills outcomes: DTLS-1, DTLS-2, DTLS-5, DTLS-6, DTLS-7, DTLS-8, DTLS-9, DTLS-10, DTLS-11

Content focus

This area of core content provides a framework for the application of an appropriate design process, to produce quality designed solutions. Each phase of the design process should be applied in varying depths appropriate to the design project.

Content

Identification of needs and opportunities

Students:

• identify opportunities for new and better solutions (ACTDEK045, ACTDEP048) Critical and creative thinking Civics and citizenship
• consider the requirements of end users and stakeholders (ACTDEP048, ACTDEP051) Critical and creative thinking Intercultural understanding Civics and citizenship
• establish and document the requirements and design considerations for a design project Information and communication technology capability
• evaluate the quality of a designed solution against criteria for success (ACTDEP051) Sustainability Critical and creative thinking

Management

Students:

• implement and evaluate a process of design, for example: (ACTDEP051, ACTDEP052) Critical and creative thinking Information and communication technology capability
  • prepare and implement time and action plans for design projects
• calculate financial costs of design projects Numeracy
• manage materials, tools and techniques when developing a design project (ACTDEP050) Personal and social capability Information and communication technology capability
• evaluate the role of project management when developing a design project
• maintain a safe work environment when producing a design project, for example: (ACTDEP050) Personal and social capability
  • use personal protective equipment (PPE)
  • identify and respond to warning and safety signage
  • adhere to exclusion zones in workshops
  • implement risk management strategies and practices

Creative and innovative idea-generation

Students:

• generate ideas, research solutions and employ collaborative techniques when developing creative design ideas, for example: (ACTDEP049) Critical and creative thinking Information and communication technology capability Personal and social capability
  • use cognitive thinking tools, eg mind maps, concept sketches, SWOT analysis
  • undertake primary and secondary research
  • work collaboratively and share ideas
  • develop models and prototypes of design solutions
• apply design thinking when developing and producing design projects for preferred futures Critical and creative thinking
• develop criteria for success for design projects

Research and exploration

Students:

• access, identify and summarise information and data, for example: Information and communication technology capability Literacy Numeracy
  • spreadsheets
  • websites, eg Australian Bureau of Statistics
  • databases
• interpret and manipulate data to aid the development of design ideas (ACTDEK047) Information and communication technology capability Literacy Numeracy
• research appropriate materials, processes and production methods for design projects Information and communication technology capability
• apply and communicate research findings to design projects Literacy Numeracy
• analyse the social, financial and environmental impact of design projects (ACTDEK040) Sustainability Critical and creative thinking

Experimentation

Students:

• undertake tests and experiments to develop design ideas (ACTDEK046, ACTDEP050) Critical and creative thinking Personal and social capability
• assess the suitability of design ideas by testing and experimenting Critical and creative thinking
• refine design ideas to address needs and opportunities
• experiment to optimise solutions for design projects, for example:
  • prototypes
  • develop models using software

Communication and presentation techniques

Students:

• develop a range of appropriate techniques to communicate and present design ideas to a targeted audience, for example: (ACTDEP049) Critical and creative thinking Information and communication technology capability Literacy Numeracy Personal and social capability
  • communicate research findings and design ideas in visual, graphical, written, oral or digital forms
  • create spreadsheets and databases to interpret and manipulate data
  • develop models or prototypes to communicate design ideas and solutions
  • develop, present and justify a marketing strategy for the designed solution
• design and produce solutions using ICT as appropriate, for example: (ACTDEP052) Information and communication technology capability
  • employ desktop publishing software and multimedia applications to document design processes
  • use web-based tools to collaborate on design projects

Realisation of design ideas

Students:

• employ technological processes commonly used in commercial enterprises to develop design projects, for example: (ACTDEK047, ACTDEP050) Critical and creative thinking Work and enterprise
  • advanced manufacturing, eg laser cutting, CNC milling
  • rapid prototyping, eg 3D printing
  • computer modelling, eg design software
• calculate material and resource requirements Numeracy
• select and use a variety of materials, techniques, tools and equipment appropriate to the focus area of design (ACTDEK043, ACTDEK046)
• justify techniques and resources being used in the creation of products, systems and environments for a preferred future Critical and creative thinking
• design and produce practical projects in a safe manner (ACTDEP050) Personal and social capability

Evaluating

Students:

• document and evaluate design processes and solutions against criteria for success (ACTDEK046, ACTDEP051) Critical and creative thinking Information and communication technology capability Literacy
• justify and document decisions made during development of design projects (ACTDEP049) Critical and creative thinking Information and communication technology capability Personal and social capability
• self-assess and peer-assess design processes and solutions Critical and creative thinking Personal and social capability
• evaluate the short and long-term consequences of design projects on the individual, society and the environment (ACTDEK040) Sustainability Critical and creative thinking Ethical understanding Intercultural understanding Civics and citizenship

Core: Activity of Designers

Outcomes

A student:

• evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments DT5-3
• analyses the work and responsibilities of designers and the factors affecting their work DT5-4
• evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design DT5-5
• develops and evaluates creative, innovative and enterprising design ideas and solutions DT5-6

Related Stage 4 outcomes: DT4-3, DT4-4, DT4-5, DT4-6

Related Life Skills outcomes: DTLS-3, DTLS-4, DTLS-5

Content focus

This area of core content examines the activities of designers over time and across a range of focus areas. The interrelationship of enterprising activity with innovation is explored to give insights into trends and preferred futures. Problem-solving techniques that are used by designers can be applied by students to their designed solutions. The impact of technologies is investigated and evaluated as they affect individuals, society and environments.

Content

The work of past and current designers across a range of settings

Students:

• explore the work of past and current designers in commercial, historical and industrial settings from different focus areas of design, for example: (ACTDEK040, ACTDEK041) Critical and creative thinking Information and communication technology capability Civics and citizenship Work and enterprise
  • describe the contributions of individuals and collaborative teams to design industries
  • explain the impact of cultural factors affecting design
  • investigate the diversification of design over time
• investigate the design practices and solutions developed by Aboriginal and/or Torres Strait Islander People and other Indigenous Peoples Aboriginal and Torres Strait Islander histories and cultures
• investigate career opportunities and pathways in design manufacture Information and communication technology capability Work and enterprise

Trends in technology and design

Students:

• evaluate the impact of trends on society, for example: (ACTDEK041) Intercultural understanding Civics and citizenship Difference and diversity
  • explain the impact of commercial and industrial practices on design projects
  • analyse the impact of entrepreneurial activity on design industries
• identify how designers use ICT and emerging technologies in their work, for example: Information and communication technology capability
  • describe the changing nature of work due to designed solutions and technological advances
  • model designs, eg 3D printing, rapid prototyping
  • use ICT when collaborating and developing design solutions

Creativity and problem-solving techniques

Students:

• identify creativity and problem-solving techniques used by designers in their work, for example: Critical and creative thinking Work and enterprise
  • needs and opportunity analysis, eg SWOT – strengths, weaknesses, opportunities and threats
  • constraints analysis
  • collaboration
  • research and exploration

Enterprising activity

Students:

• define and describe enterprising activity
• initiate and manage action to successful completion in response to needs and opportunities when developing design projects (ACTDEK047, ACTDEP050, ACTDEP052)
• investigate enterprising activity as related to designers and their work within a focus area of design, for example: Information and communication technology capability Work and enterprise
  • decision-making in the development of design solutions
  • relationships between designer and client
  • project management strategies

Ethical and responsible design

Students:

• investigate how designers respond ethically and responsibly to design issues when they develop design ideas and solutions, for example: (ACTDEK040, ACTDEK041) Sustainability Ethical understanding Intercultural understanding Civics and citizenship
  • research an example of an ethical and responsible design in a focus area of design
  • analyse the life cycle of a product in terms of sustainability and environmental impact of resources being used
• understand ethical responsibilities surrounding intellectual property, trademarks and copyright, for example: Aboriginal and Torres Strait Islander histories and cultures Ethical understanding Information and communication technology capability
  • protection of Aboriginal and/or Torres Strait Islander cultural knowledge and heritage
  • protection of creative, intellectual, scientific and industrial activity, eg inventions, logos, brand names
• develop design ideas and solutions considering ethical and responsible design practices (ACTDEK040) Critical and creative thinking Sustainability Ethical understanding Intercultural understanding Civics and citizenship
• evaluate and explain the impact of past, current and emerging technologies on the individual, society and environments, for example: (ACTDEK041) Aboriginal and Torres Strait Islander histories and cultures Sustainability Intercultural understanding Difference and diversity
  • Aboriginal and/or Torres Strait Islander Peoples
  • Indigenous Peoples
  • people with disability
  • unique environments

Preferred futures

Students:

• define preferred futures
• explore the possibilities for preferred futures given the constraints of our current thinking, available technologies and resources (ACTDEK040, ACTDEK041) Sustainability Critical and creative thinking Ethical understanding Intercultural understanding Civics and citizenship
• identify visions and specific examples of preferred futures, for example: (ACTDEK040) Ethical understanding Personal and social capability
  • lifestyle choices
  • financial considerations
• justify design solutions with consideration of preferred futures (ACTDEK041) Sustainability Critical and creative thinking Ethical understanding Intercultural understanding Civics and citizenship
• identify what changes would need to occur to achieve preferred futures (ACTDEK040)
• analyse some exemplary designed solutions and predict future directions for a designed solution (ACTDEP051) Sustainability Critical and creative thinking Ethical understanding Intercultural understanding Civics and citizenship

Innovation

Students:

• define and describe innovation
• outline types and examples of innovation
• identify the impact of past, current and emerging technologies and innovations across a range of focus areas (ACTDEK040, ACTDEK041, ACTDEK047) Sustainability Ethical understanding Intercultural understanding Civics and citizenship
• assess the impact of past, current and emerging technologies and innovation on society and environments (ACTDEK040, ACTDEK041) Sustainability Critical and creative thinking Ethical understanding Intercultural understanding Civics and citizenship Difference and diversity Work and enterprise
• demonstrate design ideas and solutions that are innovative and enterprising (ACTDEP049, ACTDEP050) Critical and creative thinking

Years 7–10 Life Skills Outcomes and Content

The Years 7–10 Life Skills outcomes and content are developed from the objectives of the Design and Technology Years 7–10 Syllabus.

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the regular course outcomes. This assistance may include a range of adjustments to teaching, learning and assessment activities.

If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and Stage 5 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and content. This decision should be made through the collaborative curriculum planning process involving the student and parent/carer and other significant individuals. School principals are responsible for the management of the collaborative curriculum planning process.

The following points need to be taken into consideration:

• students are required to demonstrate achievement of one or more Life Skills outcomes
• specific Life Skills outcomes should be selected based on the needs, strengths, goals, interests and prior learning of each student
• achievement of an outcome may be demonstrated through selected Life Skills content
• outcomes may be demonstrated independently or with support.

Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found in support materials for:

• Technologies
• Special Education
• Life Skills.

Years 7–10 Life Skills Outcomes

Table of objectives and outcomes

Knowledge, understanding and skills

Objective

Students develop:

• knowledge and understanding of design concepts and processes

Life Skills outcomes A student:
DTLS-1 identifies that a process is used to develop design solutions DTLS-2 considers factors that influence design

Objective

Students develop:

• understanding of the impact of past, current and emerging technologies on the individual, society and environments

Life Skills outcome A student:
DTLS-3 explores the impact of past, current and emerging technologies

Objective

Students develop:

• knowledge and understanding of the work of designers and the issues and trends that influence their work

Life Skills outcome A student:
DTLS-4 explores the work of designers in terms of the benefits to the individual, society and environments

Objective

Students develop:

• knowledge and understanding of and skills in creativity, innovation and enterprise

Life Skills outcomes A student:
DTLS-5 participates in developing creative, innovative and/or enterprising design solutions

Objective

Students develop:

• skills in communicating design ideas and solutions

Life Skills outcomes A student:
DTLS-6 gathers and uses information to generate design solutions DTLS-7 uses a variety of techniques to present design solutions

Objective

Students develop:

• knowledge and understanding of and skills in managing resources and producing quality design solutions

Life Skills outcomes A student:
DTLS-8 selects and uses appropriate processes and techniques in the context of producing design projects DTLS-9 participates in producing design projects DTLS-10 demonstrates safe practices in the use of equipment and the implementation of techniques DTLS-11 cares for materials, tools and equipment

Values and attitudes

Students:

• appreciate the contribution of entrepreneurship and the impact of innovation and technologies now and in the future
• appreciate the dynamic nature of design and how a process can be used to develop solutions to personal, social and global issues
• appreciate the finite nature of some resources and the impact of their use on the environment and society
• value the development of skills and gain satisfaction from their use to solve problems and create quality products.

Years 7–10 Life Skills and Related Syllabus Outcomes

Knowledge, understanding and skills

Objective

Students develop:

• knowledge and understanding of design concepts and processes

Life Skills outcomes A student:	Related Stage 4 and 5 outcomes A student:
DTLS-1 identifies that a process is used to develop design solutions DTLS-2 considers factors that influence design	DT4-1 identifies and describes a range of design concepts and processes DT4-2 describes and follows a process of design when developing design ideas and solutions DT5-1 analyses and applies a range of design concepts and processes DT5-2 applies and justifies an appropriate process of design when developing design ideas and solutions
DTLS-1 identifies that a process is used to develop design solutions DTLS-2 considers factors that influence design	DT4-1 identifies and describes a range of design concepts and processes DT4-2 describes and follows a process of design when developing design ideas and solutions DT5-1 analyses and applies a range of design concepts and processes DT5-2 applies and justifies an appropriate process of design when developing design ideas and solutions

Objective

Students develop:

• understanding of the impact of past, current and emerging technologies on the individual, society and environments

Life Skills outcome A student:	Related Stage 4 and 5 outcomes A student:
DTLS-3 explores the impact of past, current and emerging technologies	DT4-3 describes the impact of past, current and emerging technologies on the individual, society and environments DT5-3 evaluates and explains the impact of past, current and emerging technologies on the individual, society and environments

Objective

Students develop:

• knowledge and understanding of the work of designers and the issues and trends that influence their work

Life Skills outcome A student:	Related Stage 4 and 5 outcomes A student:
DTLS-4 explores the work of designers in terms of the benefits to the individual, society and environments	DT4-4 describes the work and responsibilities of designers and the factors affecting their work DT4-5 describes designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design DT5-4 analyses the work and responsibilities of designers and the factors affecting their work DT5-5 evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design
DTLS-4 explores the work of designers in terms of the benefits to the individual, society and environments	DT4-4 describes the work and responsibilities of designers and the factors affecting their work DT4-5 describes designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design DT5-4 analyses the work and responsibilities of designers and the factors affecting their work DT5-5 evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design
DTLS-4 explores the work of designers in terms of the benefits to the individual, society and environments	DT4-4 describes the work and responsibilities of designers and the factors affecting their work DT4-5 describes designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design DT5-4 analyses the work and responsibilities of designers and the factors affecting their work DT5-5 evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design
DTLS-4 explores the work of designers in terms of the benefits to the individual, society and environments	DT4-4 describes the work and responsibilities of designers and the factors affecting their work DT4-5 describes designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design DT5-4 analyses the work and responsibilities of designers and the factors affecting their work DT5-5 evaluates designed solutions that consider preferred futures, the principles of appropriate technology and ethical and responsible design

Objective

Students develop:

• knowledge and understanding of and skills in creativity, innovation and enterprise

Life Skills outcome A student:	Related Stage 4 and 5 outcomes A student:
DTLS-5 participates in developing creative, innovative and/or enterprising design solutions	DT4-6 identifies creative, innovative and/or enterprising design ideas and solutions DT5-6 develops and evaluates creative, innovative and enterprising design ideas and solutions
DTLS-5 participates in developing creative, innovative and/or enterprising design solutions	DT4-6 identifies creative, innovative and/or enterprising design ideas and solutions DT5-6 develops and evaluates creative, innovative and enterprising design ideas and solutions

Objective

Students develop:

• skills in communicating design ideas and solutions

Life Skills outcomes A student:	Related Stage 4 and 5 outcomes A student:
DTLS-6 gathers and uses information to generate design solutions DTLS-7 uses a variety of techniques to present design solutions	DT4-7 communicates design ideas and solutions using a range of techniques DT5-7 uses appropriate techniques when communicating design ideas and solutions to a range of audiences
DTLS-6 gathers and uses information to generate design solutions DTLS-7 uses a variety of techniques to present design solutions	DT4-7 communicates design ideas and solutions using a range of techniques DT5-7 uses appropriate techniques when communicating design ideas and solutions to a range of audiences

Objective

Students develop:

• knowledge and understanding of and skills in managing resources and producing quality design solutions

Life Skills outcomes A student:	Related Stage 4 and 5 outcomes A student:
DTLS-8 selects and uses appropriate processes and techniques in the context of producing design projects DTLS-9 participates in producing design projects DTLS-10 demonstrates safe practices in the use of equipment and the implementation of techniques DTLS-11 cares for materials, tools and equipment	DT4-8 uses management strategies when developing design solutions DT4-9 applies risk management practices and works safely in developing quality design solutions DT4-10 uses a range of technologies appropriately and safely in the development of quality design solutions DT5-8 selects and applies management strategies when developing design solutions DT5-9 applies risk management practices and works safely in developing quality design solutions DT5-10 selects and uses a range of technologies competently in the development and management of quality design solutions
DTLS-8 selects and uses appropriate processes and techniques in the context of producing design projects DTLS-9 participates in producing design projects DTLS-10 demonstrates safe practices in the use of equipment and the implementation of techniques DTLS-11 cares for materials, tools and equipment	DT4-8 uses management strategies when developing design solutions DT4-9 applies risk management practices and works safely in developing quality design solutions DT4-10 uses a range of technologies appropriately and safely in the development of quality design solutions DT5-8 selects and applies management strategies when developing design solutions DT5-9 applies risk management practices and works safely in developing quality design solutions DT5-10 selects and uses a range of technologies competently in the development and management of quality design solutions
DTLS-8 selects and uses appropriate processes and techniques in the context of producing design projects DTLS-9 participates in producing design projects DTLS-10 demonstrates safe practices in the use of equipment and the implementation of techniques DTLS-11 cares for materials, tools and equipment	DT4-8 uses management strategies when developing design solutions DT4-9 applies risk management practices and works safely in developing quality design solutions DT4-10 uses a range of technologies appropriately and safely in the development of quality design solutions DT5-8 selects and applies management strategies when developing design solutions DT5-9 applies risk management practices and works safely in developing quality design solutions DT5-10 selects and uses a range of technologies competently in the development and management of quality design solutions
DTLS-8 selects and uses appropriate processes and techniques in the context of producing design projects DTLS-9 participates in producing design projects DTLS-10 demonstrates safe practices in the use of equipment and the implementation of techniques DTLS-11 cares for materials, tools and equipment	DT4-8 uses management strategies when developing design solutions DT4-9 applies risk management practices and works safely in developing quality design solutions DT4-10 uses a range of technologies appropriately and safely in the development of quality design solutions DT5-8 selects and applies management strategies when developing design solutions DT5-9 applies risk management practices and works safely in developing quality design solutions DT5-10 selects and uses a range of technologies competently in the development and management of quality design solutions

Years 7–10 Life Skills Content

The Years 7–10 Life Skills content is suggested.

Content describes the intended learning for students as they work towards achieving one or more of the Life Skills outcomes. It provides the foundations for students to progress to the next stage of schooling or post-school opportunities.

Teachers make decisions about the choice of outcomes and selection of content regarding the sequence, emphasis and any adjustments required based on the needs, strengths, goals, interests and prior learning of students. Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

The Years 7–10 Life Skills content has been organised around the areas of:

• A Holistic Approach
• Design Processes
• Activity of Designers

The areas provide possible frameworks for addressing the Life Skills outcomes and are suggestions only. Teachers have the flexibility to develop units of work that will meet the needs, strengths, goals, interests and prior learning of their students.

Design projects

Students should have opportunities to participate in design projects as they progress through the content of the course. Design projects involve the design, production, presentation and evaluation of quality solutions that meet identified needs or opportunities. Design projects should be relevant to students’ strengths, needs and interests and may be integrated into one or more of the following suggested technology contexts:

• Agriculture
• Digital Technologies
• Engineered Systems
• Food Technologies
• ICT
• Material Technologies

A Holistic Approach

Outcomes

A student:

• identifies that a process is used to develop design solutions DTLS-1
• considers factors that influence design DTLS-2
• explores the impact of past, current and emerging technologies DTLS-3
• explores the work of designers in terms of the benefits to the individual, society and environments DTLS-4

Related Stage 4/5 outcomes: DT4-1, DT4-3, DT4-4, DT4-5, DT5-1, DT5-3, DT5-4, DT5-5

Content focus

A holistic approach to design and technology provides a framework for students to develop their understanding of the principles and concepts of design. Students have opportunities to engage with project work that encourages them to make design decisions and apply critical and creative thinking skills when solving problems.

Content

The concepts of design

Students:

• identify and communicate ideas about elements and principles of design, for example: Critical and creative thinking
  • line
  • colour
  • shape
  • texture
  • pattern
• explore the steps in a design process used to create projects, for example: Critical and creative thinking Literacy Work and enterprise
  • identification of a problem
  • investigation of a problem
  • management of a project’s development
  • idea-generation and solution development
  • documentation and presentation of information
  • evaluation of a project
• communicate ideas about the design process using a range of strategies, for example: Information and communication technology capability Literacy
  • collect ideas to create a digital collage
  • portfolios
  • sketches
• explore examples of design solutions with personal, local and/or cultural significance Aboriginal and Torres Strait Islander histories and cultures Difference and diversity
• investigate vocational opportunities related to design industries, for example: Work and enterprise
  • industrial design
  • creative design
  • multimedia design
  • landscape design

Factors affecting a holistic approach to design and production

Students:

• investigate factors that influence a design solution, for example: Critical and creative thinking Information and communication technology capability Personal and social capability Difference and diversity
  • function and purpose
  • materials
  • tools, technologies and techniques
  • appearance and appeal
• investigate the relationship of design with technology, for example: Critical and creative thinking
  • the use of technology in everyday contexts
  • the impact of technology on design solutions
• explore a range of sustainability practices used in the production of a design solution, for example: Sustainability Work and enterprise
  • recycled or reclaimed materials
  • renewable sources of materials
  • alternative energy sources
  • reduction or recycling of waste materials
• explore Aboriginal ownership of cultural knowledge, for example: Aboriginal and Torres Strait Islander histories and cultures
  • images
  • artworks

Influence of design on the individual, society and environments

Students:

• explore the role of design in meeting the needs of individuals and groups, for example: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Personal and social capability Difference and diversity
  • Aboriginal and/or Torres Strait Islander Peoples
  • cultural communities, eg Kurdish, Māori
  • people with disability
  • people with specific health needs
  • young children
• explore industrial and workplace practices and legislation that impact on design and production, for example: Personal and social capability Work and enterprise
  • work health and safety
  • environmental protection
  • disposal of hazardous waste materials

Design Processes

Outcomes

A student:

• identifies that a process is used to develop design solutions DTLS-1
• considers factors that influence design DTLS-2
• participates in developing creative, innovative and/or enterprising design solutions DTLS-5
• gathers and uses information to generate design solutions DTLS-6
• uses a variety of techniques to present design solutions DTLS-7
• selects and uses appropriate processes and techniques in the context of producing design projects DTLS-8
• participates in producing design projects DTLS-9
• demonstrates safe practices in the use of equipment and the implementation of techniques DTLS-10
• cares for materials, tools and equipment DTLS-11

Related Stage 4/5 outcomes: DT4-2, DT4-6, DT4-7, DT4-8, DT4-9, DT4-10, DT5-2, DT5-6, DT5-7, DT5-8, DT5-9, DT5-10

Content focus

Students have opportunities to investigate the process of design in a range of fields. Students are encouraged to develop both independent and collaborative skills in designing, producing, presenting and evaluating quality design solutions that meet identified needs. Emphasis is placed on the practical application of the design process, related to real-world contexts.

Content

Identification of needs and opportunities

Students:

• explore the relationship between design and function, for example: Critical and creative thinking
  • chair designs, eg comfort versus appearance
  • packaging solutions, eg convenience versus biodegradability
  • toy design, eg appeal versus safety requirements
• identify the requirements of end users in relation to a design project, for example:
  • needs, eg who will use the object?
  • end use, eg what do the users need the object to do?
  • skills, eg how will the users operate or use the object?
• investigate factors that influence the design process, for example: Sustainability Intercultural understanding Personal and social capability Civics and citizenship Difference and diversity
  • function
  • aesthetics
  • available resources
  • cultural and social considerations
  • environmental impact
  • audience
  • accessibility
  • standards and regulations
• identify opportunities for design solutions within a local context

Management

Students:

• explore factors of the design process in the preparation of a selected project, for example: Critical and creative thinking Numeracy
  • key actions in the design and production of a project
  • time allocations for required actions
  • financial costs associated with the design project
  • availability of materials and resources required
• select and use technology to communicate design planning ideas, for example: Information and communication technology capability Literacy
  • graphic organisers
  • electronic project schedules, eg Gantt charts
• identify tools, materials and equipment appropriate to the production of a design project
• identify features of tools, materials and equipment that make them hazardous, for example: Personal and social capability Work and enterprise
  • sharpness
  • toxicity
  • temperature
  • movement
• identify potential risks in the production of a design project and suggest ways to improve safety, for example: Personal and social capability Work and enterprise
  • the use of personal protective equipment (PPE)
  • identifying and responding to warning and safety signage
  • adhering to exclusion zones in workshops
• identify safe working practices in the handling, maintaining and storing of materials, tools and equipment Personal and social capability Work and enterprise

Creative and innovative idea-generation

Students:

• select from a range of strategies to communicate ideas about potential design solutions, for example: Information and communication technology capability Literacy
  • collect images
  • sketches
  • digital scrapbooks
  • portfolios
  • multimedia presentations
• investigate ways to modify existing designs in order to develop an innovative solution, for example: Critical and creative thinking
  • personalise existing designs
  • adding or removing materials
  • changing shape or texture
• explore techniques to design and test prototypes Critical and creative thinking Information and communication technology capability

Skills in research and experimenting

Students:

• collect information from a range of sources to communicate ideas about design ideas, for example: Information and communication technology capability Literacy
  • electronic media
  • print media
  • libraries
• explore existing design solutions within a local context Civics and citizenship
• investigate methods to collect and interpret data to aid the development of design ideas Information and communication technology capability Literacy Numeracy
• work collaboratively to undertake tests and experiments to develop design ideas, for example: Critical and creative thinking Personal and social capability Work and enterprise
  • communicating ideas and responding to the ideas of others

Communication and presentation techniques

Students:

• select from a range of strategies to present design solutions, for example: Information and communication technology capability Literacy
  • digital images
  • multimedia presentations
  • sketches
  • portfolios
  • animations
  • annotations or notes

Realisation of design ideas

Students:

• follow a sequence in the production of a design project Personal and social capability Work and enterprise
• select and apply a variety of techniques to produce a design project Literacy Numeracy Work and enterprise
• select and safely use materials, tools and equipment appropriate to the production of a design project Personal and social capability
• select and apply safe working practices during the development of a project, for example: Personal and social capability Work and enterprise
  • select and use PPE
  • identify and respond to safety warnings
  • respond to accidents and faulty equipment
• manage resources and time to produce a design solution Personal and social capability Work and enterprise

Evaluating

Students:

• reflect on a design solution, for example: Aboriginal and Torres Strait Islander histories and cultures Sustainability Intercultural understanding Personal and social capability Civics and citizenship Difference and diversity
  • appeal and aesthetics
  • cultural and/or social appropriateness
  • fit for purpose
  • impact of a design solution on the individual, society and environments
  • sustainability
• collect information from a range of sources to evaluate a design solution, for example: Information and communication technology capability Personal and social capability
  • feedback from peers, surveys or interviews
• evaluate their design and production skills, for example: Critical and creative thinking Information and communication technology capability
  • decisions made during the design process
  • time management
  • collaboration
  • selection of materials, tools and equipment
  • safe working practices

Activity of Designers

Outcomes

A student:

• explores the impact of past, current and emerging technologies DTLS-3
• explores the work of designers in terms of the benefits to the individual, society and environments DTLS-4
• participates in developing creative, innovative and/or enterprising design solutions DTLS-5

Related Stage 4/5 outcomes: DT4-3, DT4-4, DT4-5, DT4-6, DT5-3, DT5-4, DT5-5, DT5-6

Content focus

This area of content examines the activities of designers over time and across a range of focus areas. Students investigate the interrelationship of enterprising activity with innovation and explore past, present and future trends. Problem-solving techniques that are used by designers can be applied by students to their designed solutions. The impact of technologies on individuals, society and environments is investigated.

Content

The work of past and current designers across a range of settings

Students:

• explore the work of past and present designers, for example: Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability Intercultural understanding Civics and citizenship Difference and diversity
  • historical and contemporary design examples
  • design of products in Australia and those from different cultures
• investigate design practices developed by Aboriginal and/or Torres Strait Islander Peoples Aboriginal and Torres Strait Islander histories and cultures
• investigate the impact of new or emerging technologies on design processes, for example: Information and communication technology capability Personal and social capability Difference and diversity Work and enterprise
  • collaboration through information communication technologies
  • new materials and techniques

Trends and futures in technology and design

Students:

• explore the impact of emerging technologies on individuals, society and environments, for example: Sustainability Intercultural understanding Personal and social capability Civics and citizenship Difference and diversity Work and enterprise
  • contributions of individuals and collaborative teams in the development of design solutions
  • individual lifestyle factors that affect design
  • ways emerging technologies may affect people and the environment
• consider personal preferences and possibilities for future technologies and design solutions Critical and creative thinking

Creativity and problem-solving

Students:

• identify strategies for collaboration used by designers in their work, for example: Personal and social capability Difference and diversity Work and enterprise
  • considering different perspectives
• explore ways designers respond critically and creatively to design problems, for example: Critical and creative thinking
  • considering needs and opportunities
  • exploring relationships to other concepts or ideas
  • testing and using prototypes
  • collecting feedback

Ethical and responsible design

Students:

• evaluate a design product in relation to costs and benefits, for example: Sustainability Ethical understanding Intercultural understanding
  • determine a product, system or environment’s ability to be used or consumed in a safe manner
  • consider usefulness, quality and durability
• investigate the impact of a design solution on the environment, for example: Sustainability
  • modification to an existing design to reduce pollution
  • recycling of waste materials from the production processes of a product
  • development of public access facilities within a natural environment
• consider ethical issues and responsible design when creating projects, for example: Aboriginal and Torres Strait Islander histories and cultures Sustainability Ethical understanding Intercultural understanding
  • investigating the user of a design project and their needs
  • explore the life cycle of a product in terms of the environmental impact on natural resources
  • recognise and acknowledge influences on designs, including Aboriginal ownership of cultural knowledge

Innovation and enterprise

Students:

• explore past, current and emerging innovative design solutions across a range of focus areas, for example: Aboriginal and Torres Strait Islander histories and cultures Critical and creative thinking Civics and citizenship
  • environmental, eg use of fire by Aboriginal Peoples
  • mechatronics, eg factory production lines
  • software solutions, eg cloud storage
  • textiles, eg clothing range
• explore the impact of past, current and emerging technologies and innovation on individuals and groups, for example: Personal and social capability Difference and diversity
  • people with disability
  • people with specific health needs
• explore examples of enterprising activity with local, personal or cultural significance Critical and creative thinking

Assessment

Standards

The NSW Education Standards Authority (NESA) K–10 Curriculum Framework is a standards-referenced framework that describes, through syllabuses and other documents, the expected learning outcomes for students.

Standards in the framework consist of three interrelated elements:

• outcomes and content in syllabuses showing what is to be learned
• Stage statements that summarise student achievement
• samples of work on the NESA website that provide examples of levels of achievement within a Stage.

Syllabus outcomes in Design and Technology contribute to a developmental sequence in which students are challenged to acquire new knowledge, understanding and skills.

Assessment

Assessment is an integral part of teaching and learning. Well-designed assessment is central to engaging students and should be closely aligned to the outcomes within a Stage. Effective assessment increases student engagement in their learning and leads to enhanced student outcomes.

Assessment for Learning, Assessment as Learning and Assessment of Learning are three approaches to assessment that play an important role in teaching and learning. The NESA Years K–10 syllabuses particularly promote Assessment for Learning as an essential component of good teaching.

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Further advice on programming and appropriate assessment practice is provided on the NESA website. This support material provides general advice on assessment as well as strategies to assist teachers in planning education programs.

Assessment for students with disability

Some students with disability will require adjustments to assessment practices in order to demonstrate what they know and can do in relation to syllabus outcomes and content. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity. These may be:

• adjustments to the assessment process, for example scaffolded instructions, additional guidance provided, highlighted key words or phrases, the use of specific technology, extra time in an examination
• adjustments to assessment activities, for example rephrasing questions, using simplified language, fewer questions or alternative formats for questions
• alternative formats for responses, for example written point form instead of essays, scaffolded structured responses, short objective questions or multimedia presentations.

It is a requirement under the Disability Standards for Education 2005 for schools to ensure that assessment tasks are accessible to students with disability. Schools are responsible for any decisions made at school level to offer adjustments to coursework, assessment activities and tasks, including in-school tests. Decisions regarding adjustments should be made in the context of collaborative curriculum planning.

Further examples of adjustments to assessment for students with disability and information on assessment of students undertaking Life Skills outcomes and content can be found in support materials for:

• Technologies
• Special Education
• Life Skills.

Reporting

Reporting is the process of providing feedback to students, parents/carers and other teachers about student progress.

Teachers use assessment evidence to extend the process of Assessment for Learning into their Assessment of Learning. In a standards-referenced framework, teachers make professional judgements about student achievement at key points in the learning cycle. These points may be at the end of a Year or Stage, when schools may wish to report differentially on the levels of knowledge, understanding and skills demonstrated by students.

Descriptions of student achievement provide schools with a useful tool to report consistent information about student achievement to students and parents/carers, and to the next teacher to help plan the future steps in the learning process.

The A–E grade scale or equivalent provides a common language for reporting by describing observable and measurable features of student achievement at the end of a Stage, within the indicative hours of study. Teachers use the descriptions of the standards to make a professional, on-balance judgement, based on available assessment information, to match each student’s achievement to a description. Teachers use the Common Grade Scale (A–E) or equivalent to report student levels of achievement from Stage 1 to Stage 5.

For students with disability, teachers may need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement. It may be deemed more appropriate for students with disability to be reported against outcomes or goals identified through the collaborative curriculum planning process. There is no requirement for schools to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking Life Skills outcomes and content.

Glossary

Glossary term	Definition
Aboriginal and Torres Strait Islander Peoples	Aboriginal Peoples are the first peoples of Australia and are represented by over 250 language groups, each associated with a particular Country or territory. Torres Strait Islander Peoples are represented by five major island groups, and are associated with island territories to the north of Australia’s Cape York which were annexed by Queensland in 1879. An Aboriginal and/or Torres Strait Islander person is someone who: is of Aboriginal and/or Torres Strait Islander descent identifies as an Aboriginal person and/or Torres Strait Islander person, and is accepted as such by the Aboriginal and/or Torres Strait Islander community(ies) in which they live.
accessibility	The extent to which a system, environment or object may be used irrespective of a user’s capabilities or abilities. For example, the use of assistive technologies to allow people with disability to use computer systems, or the use of icons in place of words to allow young children to use a system.
aesthetics	Aesthetics is concerned with the appearance and visual impact or appeal of a product or environment and is influenced by social, emotional and demographic factors.
collaboration	Working with others towards a shared goal, through a variety of modes of communication. This may be achieved using a range of technologies, tools and processes.
concept	An abstract idea that can be developed into a product, system or environment through the process of design.
copyright	The protection provided to the creators of original works that offers a legal framework for the control and reproduction or transmission of their creations. Copyright protects written works, computer programs and artistic works such as architecture, broadcasts, computer programs, drawings, films, music, paintings, photographs, sound recordings and videos.
criteria	A descriptive list of essential features against which success can be measured and evaluated.
data	Data is the facts, figures or details from which information is derived. For data to become information, it needs to be put into context. For example, a list of temperatures recorded in a city for the past ten years is data but it does not provide any information until it is analysed so that patterns are visible and conclusions can be drawn.
design thinking	Thought process involved in understanding and developing solutions to design needs and opportunities.
designed solution	A product, service or environment that has been created for a specific purpose or intention as a result of design thinking, and design and production processes.
designing	The development of a solution to an identified need or opportunity. Designing involves research and investigation with consideration of human, technical and environmental factors, available resources and time frames. Designs should be tested and evaluated against predetermined criteria.
disability	An umbrella term for any or all of the following components: impairments: challenges in body function or structure activity limitations: difficulties in executing activities participation restrictions: challenges an individual may experience in involvement in life situations.
diversity	Differences that exist within a group, eg age, sex, gender, gender expression, sexuality, ethnicity, ability/disability, body shape and composition, culture, religion, learning differences, socioeconomic background, values and experience.
emerging technology	New technologies that are still immature or will be developed over the next five to ten years, which may deliver significant value and substantially alter the business and social environment.
enterprise	A business or company undertaking projects for financial gain or social benefit.
entrepreneurship	Taking on financial, personal and corporate risk in the hope of profit.
environment	The surroundings or conditions in which a person, animal or plant lives or operates. An environment may also be natural, managed, constructed or digital.
ergonomics	The study of people's physical relationship to their built environment and tools which affect their health and efficiency to perform the task.
ethics	Moral principles that govern the development of design ideas.
evaluate	Make a judgement by assessing performance against predetermined criteria.
function	The way a product, system or environment is intended to work.
historical	The development of design ideas due to past events or experiences.
holistic	The belief that the parts of the design process are intimately interconnected and explicable only by referencing the whole design process.
impact	The influence or effect of one entity on another.
Indigenous	Internationally recognised term for the first people of a land. In New South Wales the term ‘Aboriginal person/Peoples’ is preferred.
Indigenous cultural and intellectual property	Includes objects, sites, cultural knowledge, cultural expression and the arts, that have been transmitted or continue to be transmitted through generations as belonging to a particular Indigenous group or Indigenous people as a whole or their territory (see intellectual property).
innovation	The action or process of developing new items or changing existing products, systems or environment in order to improve their function, aesthetics or environmental impact.
intellectual property	Non-material assets such as forms of cultural expression that belong to a particular individual or community. Intellectual property rights refer to the rights that the law grants to individuals for the protection of creative, intellectual, scientific and industrial activity, such as inventions (see Indigenous cultural and intellectual property, and copyright).
management	The process of dealing or controlling the development of a project to completion.
marketing	Commonly used within the field of design with terms like ‘strategies’ or ‘research’ to indicate communication with consumers of available products and services.
material	A physical or virtual substance from which something can be made. Materials can be manipulated and are used to create products or environments.
models	A mathematical, conceptual or physical representation that describes, simplifies, clarifies or provides an explanation of the structure, workings or relationships within an object, system or idea. Models can provide a means of testing and predicting behaviour within limited conditions. Models may be physical or exist in digital form.
multimedia	The use of ICT to present combinations of text, graphics, video, animation and/or sound in an integrated way. Where there is facility for a user to interact with multimedia, the term ‘interactive multimedia’ may be used. Examples include interactive games, media-rich websites, electronic books (eBooks) and animated films.
need	A circumstance in which something is necessary in order to survive or be successful.
opportunities	A set of circumstances that make it possible to expand the initial use or ideals of a product in order to expand its appeal, functional ability or consumer market.
preferred futures	A selected future used to inform the creation and evaluation of designed solutions to ensure a positive outcome on the individual, society and/or the environment.
producing	Actively realising (making) designed solutions, using appropriate resources and means of production.
product	The tangible end results of natural, human, mechanical, manufacturing, electronic or digital production and processes.
project	An individual or collaborative problem-solving activity undertaken by students that is planned to achieve an articulated aim.
project management	The process of planning, organising, controlling resources, monitoring timelines and actions, and completing a project to achieve a goal that meets identified criteria.
prototype	A trial product or model built to test an idea or process to inform further design development. Its purpose is to see if and how well the design works and is tested by users and systems analysts. A prototype can be both a physical object or exist in digital form (see models).
realisation	The achievement or completion of a design project through the process of design.
research	The systematic investigation into and study of materials and resources in order to establish facts and develop new ideas.
society	People living together in a more or less ordered community.
solution	The answer to a stipulated problem. In the case of design, the final project being presented in response to a stated need.
stakeholder	A person with an interest or concern in a developing design idea.
sustainability	Supporting the needs of the present without compromising the ability of future generations to meet their needs.
technology	Any system, tool or material that can be used to produce a design solution.