1. 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

2. learning in design and technologies
use of design briefs

3. 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

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

5. 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)

6. 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

7. 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.

8. 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

9. 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)