Senior Technologies

Year 10 - Focus on Food

Overview

In Focus on Food, students discover a wide range of career paths available in the Food Industry. They have an opportunity to assess their own skills and their suitability in the range of food careers available. This study supports students in developing knowledge and skills in safe use of tools & equipment; food safety & hygiene; methods of cookery; functional properties of food; styles of food preparation & the design process. Students will also explore the environmental issues associated with food production and sustainability, with a focus on minimizing food waste and food security.

Units / Topics	Types of Assessment
Safe work practices (hygiene, methods of food preparation and storage)	Weekly participation in kitchen production lessons
Careers in food and hospitality industry	Satisfactory completion of selected Workflow Plans
Developing food products	Research Task
Making sustainable choices with food production	Design Tasks
Design process	Practical skills test
Functional properties of food	Examination
Methods of cookery

Future Directions
Satisfactory completion of a Year 10 Food Studies elective subject is highly recommended for students wishing to proceed to VCE Food Studies or VET Certificate II in Cookery.

Year 10 - International Cuisine

Overview

In International Cuisine students discover cuisines from around the world. Students will work with a range of ingredients and food from various countries while gaining an appreciation and understanding of how the Australian eating pattern has evolved from the influences of different countries. This study also supports students in developing knowledge and skills in safe use of tools & equipment; food safety & hygiene; styles of food preparation, the design process, food choices to promote good health and wellbeing, and the benefits of consuming seasonal produce.

Units / Topics	Types of Assessment
Food from around the world, including Indigenous food	Weekly participation in kitchen production lessons
Safe work practices, hygienic methods of food preparation and storage.	Satisfactory completion of selected Workflow Plans/Annotated Recipes
Developing food products	Test – Safety and hygiene
Design process	Research Task
Eating well, living well	Design Tasks
Dietary requirements and meal planning	Practical skills test
	Examination

Future Directions
Satisfactory completion of a Year 10 Food Studies elective subject is highly recommended for students wishing to proceed to VCE Food Studies or VET Certificate II in Cookery.

Year 10 - Digital Technologies: General

Overview

This course is designed as a foundation for the VCE computing courses (Computing 1 and 2, Data Analytics 3 and 4). It will give students a solid understanding of spreadsheets, databases and web design. In the context of business tasks, students will build spreadsheets with formulae and charts. They will design and create databases with a suitable menu structure, reports and underlying queries. This will include programming of buttons and some data analysis. They will learn how to create a full web site on a popular platform ready for business use.

Units / Topics	Types of Assessment
Using Excel Spreadsheets and Charts	Practical assessments using applications
Creating Websites	Practical Computing Examination
Evaluating and Creating Databases

Future Directions
Satisfactory completion of this subject will provide a sound foundation for students to proceed to VCE Computing Units 1 -2 and VCE Applied Computing: Data Analytics.

Year 10 - Digital Technologies: Programming

Overview

This course is an introduction to object-oriented event driven computer programming. The projects in the course involve making educational and recreational computer applications.
Students learn event-driven programming skills in various integrated development environments (IDEs) such as Visual Studio and Python. Students are introduced to basic programming skills and concepts through the development of programs using Microsoft Visual Studio. They will be given the opportunity to develop their design skills, problem solving skills, program development and foundation constructs (sequence, selection and iteration) as well as debugging and testing. Educational games and applications for retail business are developed and evaluated to determine their suitability for the desired purpose.

Units / Topics	Types of Assessment
Game Review Report	Folio of tasks using applications
Programming in Python – Graphics and Applications	Examination
Programming in Visual Studio

Future Directions
Satisfactory completion of this subject will provide a sound foundation for students to proceed to VCE Computing Units 1 -2 and VCE Applied Computing: Data Analytics.

Year 10 - Product Design and Technology: Textiles

Overview

Student’s design and create a textiles product, usually a garment based on the needs of an end user. Students investigate and make judgements on how the characteristics and properties of materials influence design solutions. They analyse factors that impact on environmental and social sustainability in design and materials. After some investigation and research of similar products, students will create a design brief that typically identifies the user, the needs, criteria for success, constraints for the project. Students create designed solutions based on these needs, generating annotated rendered options.

Units / Topics	Types of Assessment
Materials Availability Investigation	Design folio
Environmental Impact of Textiles manufacture & production	Practical production of garments
Fashion illustration rendering
Characteristics of Materials study
Designing for an End User
Production of a product

Future Directions
Satisfactory completion of this subject will provide a sound foundation for students to proceed to Unit 1 & 2 Product Design and Technology with a view to proceed to Unit 3 & 4 of same unit study.

Year 10 - Product Design and Technology: Wood

Overview

Students plan and manage projects from conception to realisation. They apply design and systems thinking and design processes to investigate ideas, generate and refine ideas, plan, and manage, produce, and evaluate designed solutions. Students will gain experience in the safe and competent use of a range of hand and power tools and some larger wood working machinery and will learn the Product Design process.

Units / Topics	Types of Assessment
Hand and Power Tools Research	Investigative Research Task
Product Design Folio	Design Folio
Practical application - item of furniture to be constructed	Written Examination
Developing Evaluation Criteria	Practical Project realisation
Design Brief development
Designing with 2D CAD
OnGuard OHS training modules
Safety walk and talk in workshop
• Machinery and power tools demonstrations and competency

Future Directions
Satisfactory completion of this subject will provide a sound foundation for students to proceed to VCE Product Design and Technology: Wood.

Year 10 - Systems Engineering

Overview

Year 10 Systems Engineering utilises mechanical and electro-technological principles to create a working project. Basic skills in the use of tools, equipment and machines are essential, although due to advancements in technology, students will be using CAD to generate 3D models and laser cutting plastics to produce a working model. Students will gain skills such as soldering, CAD drawing and component identification as well as electrical theory and circuit construction.

Units / Topics	Types of Assessment
Hybrid Vehicles Investigation	Investigative Research Task
E-Booklet development	eBook
Electro-Mechanical project	Written Examination
Developing Evaluation Criteria	Practical Project realisation
Design Brief development
Designing with 2D CAD
OnGuard OHS training modules
Safety walk and talk in workshop
Hand soldering techniques and practices

Future Directions
Satisfactory completion of this subject will provide a sound foundation for students to proceed to VCE Units 1 & 2 Systems Engineering.

VCE Units 1 & 2 - Food Studies

Overview

VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge and skills, and building individual pathways to health and wellbeing through the application of practical food skills. VCE Food Studies provides a framework for informed and confident food selection and food preparation within today’s complex architecture of influences and choices.

Unit 1 – Food Origins

In this unit students focus on food from historical and cultural perspectives and investigate the origins and roles of food through time and across the world. Students explore how humans have historically sourced their food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food.

Areas of Study:

1. Food around the world– Students explore the origins and cultural roles of food, from early civilisations through to today’s industrialised and global world.
2. Food in Australia – Students focus on the history and culture of food in Australia. They look at indigenous food prior to European settlement and the attempts of the first non-indigenous settlers to establish a secure and sustainable food supply. Students explore trends in food practices and food subcultures in Australia and their impact on health.

Unit 2– Food Makers

In this unit students investigate food systems in contemporary Australia. Students focus on commercial food production industries and look at food production in domestic and small-scale settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers.

Areas of Study:

1. Australia’s food systems – Students focus on commercial food production in Australia, encompassing components of the food systems that include primary food production, processing and packaging, distribution and access through the retail and food service sectors, media and marketing, consumption and waste management.
2. Food in the home– Students further explore food production, focusing on domestic and small-scale food production. They compare similar food products prepared in different settings and evaluate them using a range of measures. They consider the influences on the effective provision and preparation of food in the home.

Forms of Assessment

Production SACs, Oral presentations, Design brief, End of year exam

Prerequisites and Corequisites

None

Link to Study Design

VCE Food Studies 2023-2027 Study Design

VCE Units 1 & 2 - Product Design and Technology: Wood or Textiles

Overview

In VCE Product Design and Technologies students are designer-makers who design solutions that are innovative and ethical. As designer-makers, they learn about the design industry, teamwork and the collaborative nature of teams, entrepreneurial activities, innovative technologies and enterprise. The development of designed solutions requires speculative, critical and creative thinking, problem-solving, numeracy, literacy, and technacy. Students participate in problem-based design approaches that trial, test, evaluate, critique and iterate product solutions. Students prototype and test using a variety of materials, tools and processes. Throughout the process of designing and testing, students learn that innovative and ethical solutions come from constructive failure and intentional evaluation.

Unit 1: Design Practices

In this area of study, students focus on the first diamond in the Double Diamond design approach to investigate and define needs and/or opportunities. They propose graphical product concepts using visualisations, design options and working drawings. This gives them the opportunity to demonstrate design thinking that incorporates critical, creative and speculative thinking.

Areas of Study:

1. Developing and conceptualising designs
2. Generating, designing and producing

Unit 2: Positive impacts for end users

In this area of study, student engage with a variety of human and/or non-human end user scenarios and research current products that cater for the specific needs of end users. They explore opportunities to work collaboratively with end users to create positive impacts and minimise harm by supporting increased belonging, access, usability and/or equity through inclusive product design.

Areas of Study:

1. Opportunities for positive impacts for end users
2. Designing for positive impacts for end users
3. Cultural influences on design

Forms of Assessment

Compiling and developing a SAT folio based on Double Dimond design approach, Producing a practical project based on the SAT folio

Prerequisites and Corequisites

Students would be expected to have satisfied the work requirements of one Year 10 Design and Technology subject.

Future Directions

Satisfactory completion of this subject will provide a sound foundation for students to proceed to VCE Units 3 & 4 Product Design & Technology

Link to Study Design

VCE Product Design and Technologies 2024-2028 Study Design

VCE Units 1 & 2 - Systems Engineering

Overview

VCE Systems Engineering involves the design, production, operation, evaluation and iteration of integrated systems, which mediate and control many aspects of human experience. Integral to VCE Systems Engineering is the identification and quantification of systems goals, the generation of system designs, trial and error, justified design trade-offs, selection and implementation of the most appropriate design. Students test and verify that the system is well-built and integrated. They evaluate how well the completed system meets the intended goals and reflect on the systems engineering process to create a satisfactory design outcome

Unit 1 Mechanical Systems

This Unit focuses on engineering fundamentals as the basis of understanding concepts, principles and components that operate in mechanical systems.  The term ‘mechanical systems’ includes systems that utilise all forms of mechanical components and their linkages.  Students create an operational system using the systems engineering process.

Areas of Study:

1. Mechanical System Design – Fundamental mechanical engineering principles and the components required when producing an operational system
2. Producing and Evaluating Mechanical Systems – Produce, test and evaluate an operational mechanical system. Students make a model or develop a prototype to test aspects of their design.

Unit 2 Electrotechnological systems

In this unit students study fundamental electrotechnological engineering principles. The term ‘electrotechnological’ encompasses systems that include electrical/electronic circuitry including microelectronic circuitry. Through the application of the systems engineering process, students create operational electrotechnological systems, which may also include mechanical components or electro-mechanical subsystems.

Areas of Study:

1. Electrotechnological Systems Design – Electrotechnological engineering principles and the components and materials that make operational electrotechnological systems.
2. Producing and Evaluating Electrotechnological Systems – Produce, test, diagnose and evaluate operational electrotechnological systems.

Forms of Assessment

• Theory of Electrotechnology set tasks
• Folio and Journal
• Individual Project
• Investigation Tasks
• Final Exam

Prerequisites and Corequisites

Students would benefit from having completed Year 10 Systems Engineering.

Link to Study Design

VCE Systems Engineering 2019-2015 Study Design

VCE Units 1 & 2 - Applied Computing

Overview

In Units 1 and 2 Applied Computing, students apply the stages of the problem-solving methodology to create data visualisations, with focus on how data can be used within software tools such as databases and spreadsheets, and the use of an object-oriented programming (OOP) language to develop a working software solution. They will also be developing an innovative solution to a problem, need or opportunity that they have identified, and develop an understanding of network environments, cyber security risks, threats to networks and strategies to reduce the risks to data and information.

Unit 1 – Applied Computing

After completing Unit 1, student should be able to interpret teacher-provided solution requirements and designs, analyse data and develop (i) data visualisations to present findings and (ii) software solutions using an object-oriented programming language.

Area of Study

1. Data analysis – Acquired skills in using software tools to create data visualisations in response to teacher-provided solution requirements, designs and data, and create infographics to present findings.
2. Programming – Applied knowledge of an appropriate OOP language to create a working software solution in response to teacher-provided solution requirements, which can include a graphical user interface, and develop testing and debugging techniques to ensure software solution works as intended.

Unit 2 – Applied Computing

After completing Unit 2, students will have developed an innovative solution to a problem, need or opportunity that they have identified, and develop an understanding of network environments, cyber security risks, threats to networks and strategies to reduce the risks to data and information.

Areas of Study

1. Innovative solutions – Ability to work collaboratively to design and develop an innovative solution to an identified problem, need or opportunity.
2. Cyber security – Acquired knowledge to apply computational, design and systems thinking skills when analysing network vulnerabilities and proposing strategies for reducing security risks.

Forms of Assessment

Teacher-provided case studies, tests and exams.

Prerequisites and Corequisites

None.

Link to Study Design

VCE Applied Computing 2025-2029 Study Design

VCE Units 3 & 4 - Food Studies

Overview

Units 3 & 4 Food Studies teaches students important life skills such as understanding how our body utilises food and what constitutes a healthy diet. They gain an understanding of many factors that influence our food choices and how healthy eating behaviours are developed early on in life. Students also gain an insight into the relationship between food security, sovereignty and citizenship. They then focus on a particular issue with the current food system related to the environment or ethics and explore this is detail seeking clarity on the current situation and consider potential solutions to support a sustainable future.

Unit 3 – Food in Daily Life

In this unit students investigate the many roles and everyday influences of food including the science of food and our physical need for it. How it nourishes our body and sometimes harms. They also focus the influences on food choices and how our eating patterns have changed over time.

Areas of Study

1. The Science of Food: Students look at the physiology of digestion and utilisation of macronutrients. Students develop their capacity to analyse food choices and the nutritional rational behind the Australian Dietary Guidelines. They will explore diets which cater for diverse needs through practical activities.
2. Food choices, health and wellbeing: Students focus on the patterns of eating in Australia. They look at the relationships between social factors and food access and choices. They look at the social and emotional role of food and inquire into the role of media as an influence and formation of food habits. Students investigate the principles of healthy eating in children and participate in practical activities to develop a healthy repertoire of healthy meals.

Unit 4 – Food issues, challenges and futures

Students examine debates about Australia’s food systems as part of the global food systems and address key issues relating to the challenges of feeding a rising world population. Students develop skills in reading and assessing food information to make discerning food choices.

Areas of Study

1. Navigating Food Information: Students focus on food information and draw evidence-based conclusions using food labels and the principle of the Australian Dietary Guidelines to navigate contemporary food trends and diets.
2. Environment and Ethics: Students address debates concerning Australian and Global food systems relating to issues on the environment and ethics. They research one selected topic in depth and consider proposed solutions to support a sustainable future.

Forms of Assessment

A range of practical activities, Annotated reports, Written reports, Case Study analysis, Research inquiry report, End of Year exam

Prerequisites and Corequisites

Unit 1 and 2 Food Studies is encouraged but not required.

Link to Study Design

VCE Food Studies 2023-2027 Study Design

VCE Units 3 & 4 - Product Design & Technology: Wood or Textiles

Overview

In VCE Product Design and Technologies students are designer-makers who design solutions that are innovative and ethical. As designer-makers, they learn about the design industry, teamwork and the collaborative nature of teams, entrepreneurial activities, innovative technologies and enterprise. The development of designed solutions requires speculative, critical and creative thinking, problem-solving, numeracy, literacy, and technacy. Students participate in problem-based design approaches that trial, test, evaluate, critique and iterate product solutions. Students prototype and test using a variety of materials, tools and processes. Throughout the process of designing and testing, students learn that innovative and ethical solutions come from constructive failure and intentional evaluation.

Unit 3: Ethical product design and development

Students plan to develop an ethical product through a problem-based design approach, starting with a need or opportunity and using a design process and testing to problem-solve. The design brief, product concepts and the final proof of concept are developed through the Double Diamond design approach, using design thinking. Students undertake the role of a designer to generate, analyse and critique product concepts, with the chosen product concept becoming the final proof of concept. Throughout a design process, the product concepts and the final proof of concept are evaluated using relevant factors that influence product design, and shaped using design thinking. Students learn about ethical research methods when investigating and defining their design need and/or opportunity and generating and designing their product concepts.

Areas of Study:

1. Influences on design, development and production of products
2. Investigating opportunities for ethical, design and production
3. Developing a final proof of concept for ethical production

Unit 4: Production and evaluation of ethical designs

Students collect, analyse, interpret and present data, use ethical research methods and engage with end user(s) to gain feedback and apply their research and findings to the production of their designed solution. Students also focus on how speculative design thinking can encourage research, product development and entrepreneurial activity through the investigation and analysis of examples of current, emerging and future technologies and market trends.

Areas of Study:

1. Managing production for ethical designs
2. Evaluation and speculative design

Forms of Assessment

• Short answer tests
• Folio design, evaluation and realisation of Production project

Prerequisites and Corequisites

Students would be expected to have satisfied the work requirements of Units 1 & 2 Product Design and Technology.

Link to Study Design

VCE Product Design and Technologies 2024-2028 Study Design

VCE Units 3 & 4 - Systems Engineering

Overview

VCE Systems Engineering involves the design, production, operation, evaluation and iteration of integrated systems, which mediate and control many aspects of human experience. Integral to VCE Systems Engineering is the identification and quantification of systems goals, the generation of system designs, trial and error, justified design trade-offs, selection and implementation of the most appropriate design. Students test and verify that the system is well-built and integrated. They evaluate how well the completed system meets the intended goals and reflect on the systems engineering process to create a satisfactory design outcome.

Unit 3 Integrated and Controlled Systems

In this unit students study engineering principles used to explain physical properties of integrated systems and how they work. Students design and plan an operational, mechanical and electrotechnological integrated and controlled system. They learn about the technologies used to harness energy sources to provide power for engineered systems.

Areas of Study:

1. Integrated and controlled systems design – Engineering knowledge associated with the integration, calibration and control of mechanical and electrotechnological systems, how they work and can be adjusted, as well as how their performance can be calculated and represented diagrammatically in a range of forms.
2. Clean energy technologies – Energy sources and the application of technologies to convert energy sources into power for engineered systems.

Unit 4 Systems control

In this unit students complete the creation of the mechanical and electrotechnological integrated and controlled system they researched, designed, planned and commenced production of in Unit 3. Students investigate new and emerging technologies, consider reasons for their development and analyse their impacts.

Areas of Study:

1. Producing and evaluating integrated and controlled systems – Continue the development of the integrated and controlled system they researched, designed, planned and commenced production of in Unit 3, Area of Study 1.
2. New and Emerging technologies – on new or emerging systems engineering technologies and processes that have been developed within the last eight years preceding the year of study, or that are in the developmental stages and may not yet be commercially available. Students source recent publications and/or undertake site visits to assist their research of new and emerging systems.

Forms of Assessment

Mechanical/Electro technological Theory Tasks, Personalised Individual Projects SAT FOLIO, Investigation SAC, Final Exam

Prerequisites and Corequisites

Students would be expected to have satisfied the work requirements of VCE Units 1 & 2 Systems Engineering.

Link to Study Design

VCE Systems Engineering 2019-2015 Study Design

VCE Units 3 & 4 - Applied Computing (Data Analytics)

Overview

In Units 3 and 4 Applied Computing (Data Analytics), students apply the problem-solving methodology to analyse data using software tools such as database, spreadsheet and data visualisation software to create data visualisations. Their focus will be on determining the findings of a research question by developing infographics and/or dynamic data visualisations based on large complex data sets, consider data breaches and investigate the security strategies used by an organisation to protect data and information from cyber security threats.

Unit 3 – Applied Computing (Data Analytics)

After completing Unit 3, students will be able to apply the problem-solving methodology to create infographics or dynamic data visualisations to present analysis of complex data sets from large data repositories. They will be equipped with skills to manipulate, cleanse, analyse data and develop data visualisations using software tools.

Area of Study

1. Data analytics – Acquired skills to identify, select and extract authentic data from large repositories, and manipulate the data to present findings as data visualisations in response to teacher-provided solution requirements and designs.
2. Data analytics (analysis and design) – Acquired techniques to determine and propose a research question and collect and analyse data from both primary and secondary sources.

Unit 4 – Applied Computing (Data Analytics)

After completing Unit 4, students gain skills to develop infographics and/or dynamic data visualisations based on large complete data sets, consider data breaches and investigate the security strategies used by an organisation to protect data and information from cyber security threats.

Areas of Study

1. Data analytics: development and evaluation – Acquired skills to develop design into infographics and/or dynamic data visualisations that addressed a research question.
2. Cyber security (data security) – Apply systems thinking skills to investigate data and information security strategies within an organisation, and when recommending strategies to reduce threats to data and information.

Forms of Assessment

Teacher-provided case studies, tests and end of year exam.

Prerequisites and Corequisites

None.

Link to Study Design

VCE Applied Computing 2025-2029 Study Design