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.

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.

Content:

Students will complete between 2-4 design projects from at least two different context areas listed below:

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 *