Design and Technologies
Design and Technologies
Embedded Files
Food Studies
Unit 1: Food Origins
Areas of Study:
Food around the world
Food in Australia
Topics Studied:
Focus on food from historical and cultural perspectives, and investigate the origins and roles of food through time and across the world
Explore how humans have historically sourced their food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food
Consider the origins and significance of food through inquiry into one particular food- producing region of the world
Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration
Cuisines that are part of Australia’s culinary identity today and the concept of an Australian cuisine
The influence of innovations, technologies and globalisation on food patterns
Complete topical and contemporary practical activities to enhance, demonstrate and share their learning with others
Unit 2: Food Makers
Areas of Study:
Australia’s food systems
Food in the home
Topics Studied:
Food systems in contemporary Australia
Commercial food production industries
Food production in domestic and small-scale settings, as both a comparison and complement to commercial production
The significance of food industries to the Australian economy and the capacity of industry to provide safe, high-quality food that meets the needs of consumers
Use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products
The effective provision and preparation of food in the home, and the benefits and challenges of developing and using practical food skills in daily life
In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances
They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.
Assessment (Covers Units 1 & 2):
A range of practical activities, with records that reflect on two of the practical activities that use ingredients indigenous to Australia and/or ingredients introduced through migration
An oral presentation: face-to-face or recorded as a video or podcast
A practical demonstration: face-to-face or recorded as a video or podcast
A short written report: research inquiry or historical timeline
Design and produce a practical food solution in response to an opportunity or a need in the food industry or school community
Design and produce a practical food solution in response to an opportunity or a need in a domestic or small-scale setting.
Cost: $ (resources and materials)
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Unit 3: Food in Daily Life
Areas of Study:
The science of food
Food choices, health and wellbeing.
Topics Studied:
The many roles and everyday influences of food
The science of food: our physical need for it and how it nourishes and sometimes harms our bodies
The science of food appreciation, the physiology of eating and digestion, and the role of diet on gut health
The scientific evidence, including nutritional rationale, behind the healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating (see www.eatforhealth.gov.au), and develop an understanding of diverse nutrient requirements
Food choices: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments
The role of food in shaping and expressing identity and connectedness, and the ways in which food information can be filtered and manipulated
Behavioural principles that assist in the establishment of lifelong, healthy dietary patterns
Practical activities enable students to understand how to plan and prepare food to cater for various dietary needs through the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns
Unit 4: Food Issues, Challenges and Futures
Areas of Study:
Navigating food information
Environment and ethics
Topics Studied:
Examine debates about Australia’s food systems as part of the global food systems and describe key issues relating to the challenge of adequately feeding a rising world population
Individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices
The relationship between food security, food sovereignty and food citizenship
Assess information and draw evidence-based conclusions, and apply this methodology to navigate contemporary food fads, trends and diets
Practise and improve food selection skills by interpreting food labels and analysing the marketing terms used on food packaging
Issues about the environment, climate, ecology, ethics, farming practices, including the use and management of water and land, the development and application of innovations and technologies, and the challenges of food security, food sovereignty, food safety and food wastage
Research a selected topic, seeking clarity on current situations and points of view, considering solutions and analysing work undertaken to solve problems and support sustainable futures
The focus of this unit is on food issues, challenges and futures in Australia
Practical activities provide students with opportunities to apply their responses to environmental and ethical food issues, reflect on healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating, and consider how food selections and food choices can optimise human and planetary health
Assessment (Covers Units 3 & 4):
Assessment for Units 3 & 4 Food Studies is selected from the following:
A range of practical activities and records of practical activities
An annotated visual report
An oral presentation: face-to-face or recorded as a video or podcast
A practical demonstration: face-to-face or recorded as a video or podcast
A short-written report: media analysis, research inquiry or case study analysis
A research inquiry report
Cost: $ (resources and materials)
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Contact Teacher: Ms Teresa La
Product Design & Technology
Unit 1: Design Practices
Areas of Study:
Developing and conceptualising designs
Generating, designing and producing
Topics Studied:
The work of designers across relevant specialisations in product design
Explore how designers collaborate and work in teams; consider the processes that designers use to conduct research and the techniques they employ to generate ideas and design products
In doing this, students practise using their critical, creative and speculative thinking strategies
When creating their own designs, students use appropriate drawing systems – both manual and digital – to develop graphical product concepts
Experiment with materials, tools and processes to prototype and propose physical product concepts
Analyse and evaluate existing products and current technological innovations in product design
Achieve this through understanding the importance of a design brief, learning about factors that influence design, and using the Double Diamond design approach as a framework
In their practical work, explore and test materials, tools and processes available in order to work technologically, and practise safe skill development when creating an innovative product
This is achieved through the development of graphical product concepts and the use of prototypes to explore and propose physical product concepts
Unit 2: Positive Impacts for End Users
Areas of Study:
Opportunities for positive impacts for end users
Designing for positive impacts for end users
Cultural influences on design
Topics Studied:
Designers should look outward, both locally and globally, to research the diverse needs of end users They should explore how inclusive product design solutions can support belonging, access, usability and equity
Students specifically examine social and/or physical influences on design
Formulate a profile of an end user(s), research and explore the specific needs or opportunities of the end user(s) and make an inclusive product that has a positive impact on belonging, access, usability and/or equity
Also explore cultural influences on design
Develop an awareness of how Aboriginal and Torres Strait Islander peoples design and produce products, how sustainable design practices care for Country, and how traditions and culture are acknowledged in contemporary designs
Have opportunities to make connections to personal or other cultural heritages
Assessment (Covers Unit 1 & 2):
A multimodal record of evidence of research, development and conceptualisation of products as well as a reflection on collaboration, teamwork and ways to improve in the future
Practical work: a demonstration of graphical and physical product concepts including prototyping and making final proof of concept along with a finished product
A multimodal record of evidence of research, development and conceptualisation of products addressing a need or opportunity related to positive impacts for the end user(s)
Practical work: demonstration of graphical and physical product concepts including prototyping and making final proof of concept along with the finished product addressing a need or opportunity related to positive impacts for the end user(s)
Case study analysis or research inquiry of a designer and end user(s) that explores the influence of culture in product design
Cost: $ (resources and materials)
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Unit 3: Ethical Product Design and Development
Areas of Study:
Influences on design, development and production of products
Investigating opportunities for ethical design and production
Developing a final proof of concept for ethical production
Topics Studied:
Research a real personal, local or global need or opportunity with explicit links to ethical considerations
Product designers respond to current and future social, economic, environmental or other ethical considerations
This unit focuses on the analysis of available materials in relation to sustainable practices, tensions between manufacturing and production, modern industrial and commercial practices, and the lifecycles of products from sustainability or worldview perspectives
Plan to develop an ethical product through a problem-based design approach
The design brief, product concepts and the final proof of concept are developed through the Double Diamond design approach, generate product concepts and a final proof of concept for a product solution that addresses the need(s) or opportunities of the end user(s)
Undertake the role of a designer to generate, analyse and critique product concepts, with the chosen product concept becoming the final proof of concept
Learn about ethical research methods when investigating and defining their design need and/or opportunity and generating and designing their product concepts
Examine a range of factors that influence the design, development and production of products within industrial settings
Research and investigate designs across a range of specialisations that include historical iconic designs that have stood the test of time; designs with inbuilt obsolescence; products that are fast to the market; products that are designed to last its lifetime; products that have a second life through disassembly and reuse and/or designs in and with nature
Consider influences on product design when addressing ethical considerations for end users
Generate, evaluate and critique graphical product concepts (visualisations, design options and working drawings) related to ethical product design
Explore the physicality of product concepts through developing prototypes to select and justify the chosen product concept and a final proof of concept
Develop a scheduled production plan to manage the resources in a design process and implement this scheduled production plan to make a product safely
Unit 4: Production and Evaluation of Ethical Designs
Areas of Study:
Managing production for ethical designs
Evaluation and speculative design
Topics Studied:
Continue to work as designers throughout the production process
Observe safe work practices in chosen design specialisations by refining production skills using a range of materials, tools and processes
Collect, analyse, interpret and present data, use ethical research methods and engage with end user(s) to gain feedback and apply their research and findings to the production of their designed solution
Focus on how speculative design thinking can encourage research, product development and entrepreneurial activity through the investigation and analysis of examples of current, emerging and future technologies and market trends
Continue to make the product designed in Unit 3, using materials, tools and processes safely and responsibly
Throughout the production process, monitor and record progress during implementation of the scheduled production plan and justify decisions and modifications, if and when necessary
Evaluate your product and a range of existing products using criteria, data and feedback
Speculate on how designers can be future-focused, innovative and entrepreneurial by suggesting and justifying possible product enhancements and/or improvements based on this evaluation
Assessment (Covers Unit 3 & 4):
Case study analysis
Research inquiry
Data analysis
Product analysis
Multimodal record of evidence that records:
formulation of a design brief and gathering evidence of research that explores market needs or opportunities
generation, design and evaluation of product concepts
justification of final proof of concept
scheduled production plan, including progress during the production process and decisions and modifications made to the scheduled production plan
Practical work that demonstrates:
use of technologies to develop physical product concepts including prototypes and finished product
management of time and other resources
Cost: $ (resources and materials)
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Contact Teacher: Ms Teresa La
Systems Engineering
Unit 1: Electrotechnological Systems Design
Areas of Study:
Electrotechnological systems design and society
Creating electrotechnological systems design
Topics Studied:
Explore the evolution of engineering in electrotechnology
Investigate electrotechnological engineering and explore fundamental engineering principles to understand the concepts and components essential for designing and producing electrotechnological systems with sustainable design concepts
Fundamental physics and theoretical underpinnings
Creating operational systems through a systems engineering process that incorporates sustainable design concepts
Electrotechnological engineering concepts and principles such as feedback systems, sensors, circuit diagrams, microcontrollers and programming
Engage in hands-on creation of operational systems using the systems engineering process, with a specific emphasis on electrotechnological systems, which may also incorporate mechanical components
Build technical expertise and develop project management skills, as students learn to plan, organise resources, and carry out projects within specified timelines
Investigate energy usage and conversion
Develop essential skills in problem-solving, design thinking, and collaboration and teamwork
Unit 2: Mechanical Systems Design
Areas of Study:
Evolution of mechanical systems design
Creating mechanical systems
Topics Studied:
Explore developments in mechanical systems engineering, incorporating the histories, cultures and perspectives of Aboriginal and Torres Strait Islander peoples
Examine fundamental mechanical engineering principles, concepts and components, as they relate to systems that include the 6 simple machines (lever; inclined plane; pulley; screw; wedge; and wheel and axle)
Analyse the components and materials essential for operational, controlled mechanical systems
Create mechanical systems that reflect inclusive design principles
Mechanical engineering principles, including mechanical subsystems and devices, their motions, and fundamental physics and applied mathematical calculations
Learn to explain the physical characteristics of these systems
Address inclusive design problems, which support communities and improve people’s lives, by creating operational systems using the systems engineering process
Inclusive design concepts emphasise creating systems that consider the diverse needs of all people
Fundamental mechanical engineering systems with an emphasis on understanding how to create operational mechanical systems, with the potential inclusion of some electrotechnological components
Research and quantify how these systems use or convert supplied energy.
Assessment (Covers Units 1 & 2):
A short written report: case study analysis, data analysis, media analysis or research inquiry
An oral presentation: video or podcast
A visual presentation: graphic organiser, concept/mind map, annotated poster, or multimedia presentation
A multimodal record of evidence that documents activities within the systems engineering process
Cost: $ (resources and materials)
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Unit 3: Ethical Systems Design
Areas of Study:
Integrated and controlled system principles and design
Clean energy technologies
Topics Studied:
Study engineering principles to explain physical properties and functionality of integrated and controlled systems
Design and plan an operational, mechanical and electrotechnological integrated and controlled system that considers ethical design
Learn about the technologies used to harness energy sources to power engineered systems
Commence work on a project to create an integrated and controlled system that considers ethical design, using the systems engineering process. This project emphasises innovation, design, production, testing and evaluation
Manage the project, considering factors that will influence the creation and use of their system
An understanding of fundamental physics and applied mathematics underpins the systems engineering process, providing a comprehensive understanding of mechanical and electrotechnological systems and their functions
Learn about energy sources and types that enable engineered technological systems to function
Compare the use and impacts of renewable and non-renewable energy sources
Develop an understanding of systems designed to capture and store renewable energy, and explore technological developments aimed at improving the sustainability of non-renewable energy sources
Unit 4: Systems Production and Innovative Technologies
Areas of Study:
Producing and evaluating integrated and controlled systems
New and emerging technologies
Topics Studied:
Complete the creation of mechanical and electrotechnological integrated and controlled systems that consider ethical design. Students researched, designed, planned and began production of these systems in Unit 3
Investigate new and emerging technologies, consider reasons for their development and speculate on their potential future impacts
Continue to use the systems engineering process to produce their mechanical and electrotechnological integrated and controlled system that considers ethical design
Develop an understanding of the open-source model in the development of integrated and controlled systems, and attribute and document its use in designs
Document the use of project and risk management methods throughout the creation of the system
Use a range of materials, tools and components
Test, diagnose and analyse the performance of the system, and evaluate the system
Broaden understanding of emerging developments and innovations by investigating and analysing the processes, components and products in a range of engineered systems, including their impacts.
Assessment (Covers both units 3 & 4):
A multimodal record of evidence of:
Investigation, design, planning and production
Preliminary production work to create a mechanical and electrotechnological integrated and controlled system
Completion of production work accompanied by a record of evidence of progress and modifications (images, video, audio, text, checklists)
A record of diagnostic testing and performance data
A report that evaluates and suggests improvements to the system, with reference to the factors that influenced its creation, and to the student’s use of the systems engineering process
Cost: $ (resources and materials)
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Contact Teacher: Ms Teresa La
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