Learning in Design and Technologies Integrating the strands learning in Technologies and Society, Contexts, and Creating Design Solutions strands is to be mutually supportive, usually within the framework of a real-world situation to be solved Design briefs these statements structure and frame the design process Factors that influence design looking at a wide range of aspects that have an impact on design decisions (economic, environmental, social, ethical, aesthetic, functional, etc.) Planning and managing projects developing students’ ability to plan and manage their project work effectively – logical planning, use of time, equipment, and materials

learning in design and technologies use of design briefs

learning in design and technologies Factors influencing design decisions sustainability and ethics function aesthetics – the appearance of products enterprise and marketing work health and safety

learning in design and technologies Progression of production skills producing designs and products/solutions managing projects and collaboration

Learning in Design and Technologies Design thinking use a strategic process to solve a problem or address a need Safety students learn to work safely with tools, equipment and materials (includes food safety and hygiene), and identify and manage risks teachers manage a potentially hazardous earning environment Animal ethics any animals involved in a Design and Technologies program should be treated appropriately (following guidelines)

Australian Curriculum – useful key ideas Preferred futures students critique, design and make solutions that create the sort of future that is beneficial for all Systems thinking an holistic approach to designing, taking into to account the whole situation, impacts and consequences Designed solutions products, environments and services

designed solutions an environment a product a service a physical or tangible result of a design process that meets a need (e.g. chair, dress, meal, electronic circuit, an app, an advertising pamphlet, etc.) a service the result of a design process that is less tangible – e.g. a maintenance plan, cafe or catering service, communication service or provision, transportation service system, - usually explained through plans, flow charts, diagrams procedures, etc. an environment the result of a design process that is a space or place that can be natural, managed or built, e.g. room interior, garden, cubby house, play area, etc.

So, what does a D&T task look like? The task needs to: be open-ended (or have aspects that are open-ended), the solution shouldn’t be defined, allows for students’ problem-solving, creativity and decision- making have a ‘context’ – a real-life or hypothetical situation be related to the needs of people (individually or communal) be doable should have some tangible result or solution – something that can be tested and evaluated make connections with other learning areas and apply knowledge/skills

So, what does a D&T task look like? The design process is critical Students needs to be able to tease out a situation to work out what is needed, be involved in writing a design brief (investigating) research the situation and the aspects they need to know to come up with a solution (investigating) think about, draw, devise, model, etc. a range of ideas and choose their best (generating) plan the steps needed to ‘realise’ their idea (turn it into a reality) (project management) carry out their plan to make something – e.g. a completed product, a detailed model, a plan, etc. (producing) work safely with others to complete their work (project management) evaluate and make judgements about how successful their solution is (evaluating)