Technology

Product Design & Technology

Description

Students are engaged in the design and development of a product that meets the needs and expectations of a client and/or an end-user, developed through a design process and influenced by a range of complex factors. In the initial stage of the product design process a design brief is prepared. It outlines the context or situation around the design problem and describes the needs and requirements in the form of constraints or considerations.

Students commence the application of the product design process for a product in Unit 3, using materials, tools, equipment and machines. They record and monitor the production processes and modifications to the production plan and product which will be completed and evaluated in Unit 4.

Areas of Study & Learning Outcomes

Unit 3: Applying the Product design process

• Designing for end user/s

• Product development in industry

• Designing for others

Unit 4: Product development and evaluation

• Product analysis and comparison

• Product manufacture

• Product evaluation

Assessment

The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In VCE Product Design and Technology students’ level of achievement will be determined by schoolassessed coursework, a school-assessed task and an end-of-year examination.

Percentage contributions to the study score in VCE Product Design and Technology are as follows: •

Pathways

Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education.

VCE Product Design and Technology prepares students for careers in design and manufacturing through a university or TAFE vocational study pathway, employment, apprenticeships and traineeships.

Study and pathways from certificate to PhD include Bachelor of Design (Industrial Design), Bachelor of Design (Interior Architecture) and Bachelor of Engineering (Product Design Engineering).

Software Development

Description

Software development focuses on the skills to create solutions using C#. Students use a programming language to create working software modules. The second focus is on how the information needs of individuals and organisations are met through the creation of software solutions in a networked environment.

Areas of Study

• Using software design and development to create modules using C#. Students examine software design representations and interpret these when applying specific functions of a programming language.

• Analyse a need or opportunity, plan and design a solution and develop computational, design and systems thinking skills.

• Student learn computational thinking skills by transforming their detailed designs into a software solution. They evaluate the efficiency and effectiveness of the solution in meeting needs or opportunities in conjunction with project planning.

• Students apply systems thinking skills when explaining the relationship between two information systems that share data and how that dependency affects the performance of the systems.

Learning Standards

• Interpret designs and apply a range of functions and techniques using a programming language.

• Analyse and document a preferred solution design and formulate a project plan.

• Apply stages of the problem-solving methodology to create a solution using Python and use project planning.

• Analyse and explain the dependencies between two information systems and evaluate security measures.

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Pathways

Computer Science, Information Systems, Business, Systems Engineering, Robotics, Linguistics, Logistics, Database Management and Software Development, Careers in Digital Technologies based in areas such as Information Architecture, Web Design, Business Analysis and Project Management.

Systems Engineering

Description

Students study the engineering principles that are used to explain the physical properties of integrated systems and how they work. In addition to designing and planning operational, mechanical-electrotechnology integrated and controlled systems they also learn about the technologies used to harness energy sources to provide power for engineered systems.

Areas of Study & Learning Outcomes

Unit 3: Integrated Systems Engineering and Energy

• Integrated and controlled systems design

• Clean energy technologies

Unit 4: Systems Control and New and Emerging Technologies

• Producing, testing and evaluating integrated technological systems

• New and emerging technologies

Assessment

The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In VCE Systems Engineering students’ level of achievement will be determined by school- assessed coursework, a School-assessed Task and an end-of-year examination.

Percentage contributions to the study score in VCE Systems Engineering are as follows:

Pathways

Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education.

VCE Systems Engineering prepares students for careers in engineering, manufacturing and design through a university or TAFE vocational study pathway, employment, apprenticeships and traineeships.

Study and pathways from Certificate to PhD courses include various Engineering courses from:

• Architectural and building engineering

• Civil engineering

• Electrical and electronic engineering

• Mechanical engineering