1. Victorian Curriculum: Unpacking Design and Technologies
Leanne Compton
Curriculum Manager, Design and Technologies

2. Victorian Curriculum F-10 – by 2017
Learning Areas
Capabilities
The Arts
Dance
Drama
Media Arts
Music
Visual Arts
Visual Communication Design (7–10)
English
Humanities
Civics and Citizenship
Economics and Business
Geography
History
Languages
Health and Physical Education
Mathematics
Science
Technology
Design and Technologies
Digital Technologies
Critical and Creative Thinking
Ethical
Intercultural
Personal and Social

3. Timelines
Implementation of the new Victorian Curriculum can commence in individual schools as soon as they choose, with all schools required to implement the new curriculum from the start of In other words, schools may be already implementing the curriculum now while others may be using 2016 to prepare for full implementation in 2017.
From 2015
AusVELS curriculum available
AusVELS website archived December 2016
Victorian Curriculum available
Full implementation from 2017
Implementation of the new Victorian Curriculum can commence in individual schools as soon as they choose, with all schools required to implement the new curriculum from the start of Many of you may already be implementing the new Victorian Curriculum while others may be preparing for full implementation of the Victorian Curriculum in 2017.

4. Terminology AusVELS - VELS component Victorian Curriculum Domains
Curriculum areas
Dimensions
Strands and sub-strands
Content descriptions
Learning focus
Standards
Achievement standards

5. Components Introduction Curriculum Rationale and aims
Level / band description
Structure
- strands / sub-strands
- placement of standards
Content descriptions
(+ elaborations )
Learning in .. .
Achievement standards
Scope and sequence
Glossary

6. Structure of VC: D&T Band Descriptions
Provides an overview to the content descriptions and achievement standard within the band
Content Descriptions
Specifies the knowledge, understandings and skills students are expected to learn.
Content Elaborations
Illustrations or examples of Content Descriptions (not mandated).
Achievement Standards
Describe what students are typically able to understand and able to do. They describe expected achievement and emphasise the depth of conceptual understanding and the sophistication of skills.
Victorian Curriculum : Design and Technologies curriculum

7. Structure Achievement standards
The first achievement standard at Foundation – Level 2, and then at Levels 4, 6, 8 and 10.
A curriculum for students with disabilities is provided in this learning area. The Level A - D continuum contains one content description for each strand. This provides greater flexibility to schools when developing their teaching and learning programs.
In Design and Technologies, the first achievement standard is at the end o fF-2 and then the end of levels 4, 6, 8 and 10.
There is also an Level A-D continuum for students with disabilities. The continuum contains one content description for each strand.

8. What is Design and Technologies?
Three strands in Design and Technologies
Two curriculum areas
One learning area
Technologies
Design and Technologies
Technologies and Society
Technologies Contexts
Creating Designed Solutions
Digital Technologies

9. Creating Designed Solutions
Based on design thinking,
design processes and
production processes’
typically addressed through a design brief
Technologies and Society
Focuses on how people
use and develop technologies
Design and Technologies involves students creating quality designed solutions across a range of technologies contexts
Technologies Contexts
Focuses on the characteristics
and properties of
four technologies contexts

10. What does Design and Technologies involve?
Considering the economic,
environmental and social impacts
of technological change
and
how the choice and
use of technologies may contribute
to a sustainable future
Creating quality designed solutions
across a range of
technologies contexts
What does Design and Technologies involve?
Taking into account the
ethical, legal, aesthetic and
functional factors that
inform the design processes

11. Organisation of the VC:D&T

12. Design and Technologies Contexts
Engineering principles and systems
Food and fibre production
Food specialisations
Materials and technologies
focuses on food and fibre as human-produced or harvested resources,
and how food and fibre are produced in managed environments such as farms or plantations, or harvested from wild stocks. 
explores the application of nutrition principles and the characteristics and properties of food, food selection and preparation, and contemporary food issues
explores a broad range of traditional, contemporary and emerging materials that involve an extensive use of technologies.
explores how forces can be used to create light, sound, heat, movement, control or support in systems

13. Creating Designed Solutions
Generating
Investigating
Producing
Evaluating
Planning and managing
 developing and communicating ideas for a range of audiences
applying a variety of skills and techniques to make designed solutions to meet specific purposes and user needs
learning to plan and manage time, along with other resources, to effectively create design solutions
making judgements through a design process about the quality and effectiveness of designed solutions
involves critiquing, exploring and investigating needs and opportunities

14. Creating Designed Solutions
Design processes
Production processes

16. Computational thinking
Systems thinking
Generation of ideas and
decisions made throughout
the design processes;
recognition of the connectedness
and interactions
Design thinking
Use of strategies for understanding
design needs and opportunities
Focus on
different types of thinking
Computational thinking
Problem-solving used
e.g. calculating costs, testing materials

17. Focus on sustainability
Environmental
Social
Economic

18. Navigating the Design and Technology curriculum

19. Resources for Design and Technologies

20. Do I have to teach Design and Technologies every year?
School-based decision as to when and how the Design and Technologies curriculum is delivered.
School plans must provide the opportunity for students to study Design and Technologies in each two-year planning cycle.
More information is in the Curriculum Planning and Reporting Guidelines.
Do I have to teach Design and Technologies every year ?
Schools will develop their whole-school curriculum plan in order to deliver the Victorian Curriculum F-10 in a way that is meaningful and relevant to their students.
It is a school-based decision as to when and how the Design and Technologies curriculum is delivered.
For example schools may choose to deliver a concentrated unit of work to Year 3 students in Semester 1 to align with harvesting fresh food from the school garden and in Semester 2 an integrated unit on Machines, and then not teach any component of the Design and Technologies curriculum to students in Year 4.
Schools will report student progress along the continuum when it has been taught. For example if the concentrated unit is taught to Year 3 students in Semester 1, then this will be included on the half yearly Year 3 report accurately representing the level of achievement. 

21. Questions
This session was aimed to give you an overview of the Design and Technologies curriculum.
I would encourage you to explore the resources on the Victorian Curriculum webiste .
Questions?

22. Contact Details Victorian Curriculum and Assessment Authority (VCAA)
Leanne Compton
Curriculum Manager, Design and Technologies
phone: (03)
Here are my contact details