Design in technology refers to the practice undertaken to create a technological outcome as well as to the description of the physical and functional nature of that outcome.
Students come to understand design in technology as both a verb, “to design”, and noun, a “design”.
Indicators of progression have been developed for each design in technology component.
These describe the achievement objective, offer teacher guidance, and provide indicators of expected student performance/understanding at levels 6, 7, and 8.
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Knowledge of design focuses on understanding the way informed, creative, and critical development of new ideas is achieved and how ideas are realised in feasible outcomes
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Human factors in design refer to ergonomic and aesthetic factors that influence the design of products, systems, and environments. These factors are supported by the use of anthropometric, psychological, and sensory data gathering and analysis techniques.
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Systems used in manufacturing are often categorised in terms of division and type.
Divisions of manufacturing include: heavy, light, and hi-tech.
Types of manufacturing systems include: one-off custom design manufacturing, intermittent manufacturing, continuous manufacturing (or assembly line manufacture), flexible manufacturing, and batch manufacturing.
Students develop knowledge and practice in manufacturing quality outcomes.
Indicators of progression have been developed for each manufacturing component.
These describe the achievement objective, offer teacher guidance, and provide indicators of expected student performance/understanding at levels 6, 7, and 8.
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This component focuses on understanding concepts and techniques associated with manufactured products.
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This component requires students to employ processes and quality assurance procedures to produce multiple copies of a product.
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Construction and mechanical technologies focuses on: the knowledge and skills associated with working resistant materials and textiles to create technological outcomes; understanding structures and machines; and modifying and creating patterns.
Students develop and understandings and skills related to constructing a quality outcome.
Indicators of progression have been developed for each construction and mechanical technologies component.
These describe the achievement objective, offer teacher guidance, and provide indicators of expected student performance/understanding at levels 6, 7, and 8.
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Constructing a resistant materials product requires students to implement procedures and tests to make specified products using resistant materials.
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Constructing a textiles product requires students to implement techniques and procedures and tests to make specified products using textile materials.
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Resistant materials refer to materials that are grouped together because they show certain common characteristics. These are broadly categorised as wood, metal, ceramics, plastics, glass, and their composites. The characteristics determine how a resistant material can be used in construction.
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Textile materials refer to materials that are grouped together because they show certain common characteristics. These materials include, but are not limited to: natural and synthetic fibres, yarns, knits, and woven fabrics. The characteristics determine how a textile material can be used in construction.
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A structure refers to a framework that is used to support a load or loads. A framework is comprised of structural members that are assembled using pin or fixed joints.
The integrity of a framework is reliant on the strength, weight, material, and profile of its structural members; the combination and means of joining structural members; and the safety factors applied to the structure.
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Machines consist of fixed and moving parts that modify mechanical energy and transmit it in a more useful form.
Simple machines are designed to make work easier by creating a large force from the application of a small one. Examples of simple machines include: levers, inclined planes and wedges, screws, wheels and axles, and pulleys.
Complex machines are made up of more than one simple machine that work together to achieve a desired mechanical advantage and/or motion. Sewing machines, water pumps, and bicycles are examples of complex machines.
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Pattern making refers to adaptation and/or drafting of patterns to ensure that a textile product provides the correct fit for a body or item without compromising its design features.
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Design and visual communication focuses on understanding and applying drawing techniques and design practice to communicate design ideas. Students enhance their ability to conceptualise, develop, and communicate design ideas and potential outcomes, and their skill to interpret graphical information.
Indicators of progression have been developed for each design and visual communication component.
These describe the achievement objective, offer teacher guidance, and provide indicators of expected student performance/understanding at levels 6, 7, and 8.
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Visual communication refers to the effective communication and presentation of design ideas using modelling and graphic design techniques.
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Graphics practice refers to the creative application of drawing and design knowledge and techniques to develop conceptual outcomes that address a brief, or to a technological outcome of a graphical nature.
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Design practice focuses on developing conceptual designs in response to a brief. Knowledge of design practice includes understanding that designers identify the qualities and potential of design ideas in terms of the broad principles of design (aesthetics and function) and of sustainability, and that they are influenced by societal, environmental, historical, and technological factors.
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Digital technologies focus on understanding, developing and using digital software, hardware and electronic systems across a range of contexts including school, the home and wider community settings. Students develop understandings and skills related to producing quality digital outcomes or environments.
Indicators of progression have been developed for each digital technologies component.
These describe the achievement objective, offer teacher guidance, and provide indicators of expected student performance/understanding at levels 6, 7, and 8.
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This component focuses on the knowledge, skills, and competencies that people need to locate, evaluate, and present digital information efficiently, effectively, and ethically.
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This component requires students to manipulate and combine data using information management tools to create an outcome.
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Digital media focuses students on understanding how different media types integrate to create digital content for the web, interactive digital platforms, and print.
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This component requires students to construct a digital media outcome that integrates media types and incorporates original content.
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This component focuses on the concepts and tools that are needed to write programs that run quickly, are easy to use, and produce effective output. It also requires an understanding of the limitations of computers.
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Designing a software program structure requires students to apply software practices to construct an algorithm to achieve an outcome.
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Constructing a software program requires student to develop, test, and debug a software program that achieves the tasks describe by an algorithm.
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Knowledge of electronic environments focuses on the integration of electronic components and techniques to design electronic environments.
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This component requires students to integrate electronic components and techniques to assemble and test an electronic environment.
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This component requires students to create a specified system by successfully integrating hardware and software, and applying testing and debugging techniques.
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Knowledge of digital infrastructure focuses on how to build, install, maintain, and support computers, networks, and systems so that they are secure and efficient. It includes understanding how the physical components of a system, the security of the system, and the processes and technologies work together to allow people and organisations to use the system.
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Designing a digital infrastructure system requires student to use techniques to select, assemble, configure, and install hardware and software components for a specified purpose.
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Processing technology focuses on formulating, and knowing how to formulate, processed products.
Processing is relevant to food technology, biotechnology, chemical technology, and agricultural technologies.
Students develop understanding and skill in the combining of materials/ingredients to formulate a new product.
Indicators of progression have been developed for each processing technologies component.
These describe the achievement objective, offer teacher guidance, and provide indicators of expected student performance/understanding at levels 6, 7, and 8.
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This component requires student to combine materials/ingredients to formulate a food, chemical, or biotechnological product.
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This component focuses on understanding how materials/ingredients are combined and/or manipulated to make a processed food, chemical, or biotechnological product.
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This component focuses on how concepts and techniques are applied in product preservation, packaging, and storage. This knowledge includes understanding the influence of such things as: combinations of decay mechanisms, legal and marketing requirements, storage to maintain product integrity, and economic and cultural factors.
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Last updated July 25, 2019