Learning Area: Technology

Subject Description

In Technology students learn how to develop solutions to design and technology contexts. They learn how design elements and principles can enhance their work. Students refer to design briefs to consider and investigate aspects of function and aesthetics. They also consider how social, cultural, economic and environmental factors influence the development of their design ideas. They trial and make products and systems based on their design concepts, justifying changes in their thinking as they design, develop and evaluate products and systems. In Years 7 and 8, students have the opportunity to undertake design, production and evaluation in materials (Food, Textiles and Wood), Systems.

In Food students apply the design process to a breakfast assignment which involved investigating what is a healthy breakfast, designing healthy muesli, producing the muesli, and evaluating their finished product. The students learn the fundamentals of safety and hygiene in the kitchen and the use of tools and equipment and developed skills in food preparation, and food processes. Students make minestrone soup which involves many key cooking processes as well as a chicken burger to emphasise the importance of ensuring there is no cross-contamination in cooking.

In Systems students apply the design process to making a chaotic critter, a novelty toy of their own design. In creating their critter students have learn to plan and develop their design with respect to available materials, tools, skills and time. Students demonstrate safe working practices in the workshop environment, they develop their skills working with tools to cut and shape plastic, solder circuits, bend copper wire, drill and tap holes and assemble components. Students record their work in a digital portfolio that includes a reflection on what they learn. Each student completes a competency test in the use of a drill press to drill small holes in plastic and in the use of a soldering iron to tin wires and build simple circuits.

In Textiles students are introduced to safety issues and need to produce a ‘Picollage’ of ten textile items from around the home. After researching different cushion designs, students write about aspects relating to taste, design and function. Students learn how to thread and use a sewing machine with a basic straight stitch in preparation for the production of the cushion with a design in the centre. Analysing and evaluating is the final component where each student reflects on the tools used, the processes and the quality of the final product.

In Wood students design and make a key tag and a wooden container. In tackling these projects students are introduced to a range of tools and processes comprising, tenon and coping saws, files, hammers and sanding; and a variety of materials including pine, plywood and plastic. Students use iPad Apps throughout the design process to create simple sketches, communicate ideas and explain their reasons for choosing a design option. Each completed product is evaluated against its design brief.

Areas of Study

  • Development of safe skills in a specialized area
  • Use of appropriate equipment
  • Introduction to design briefs
  • Product Development
  • Product Evaluation

AusVELS Dimensions

Investigating and Designing
Analysing and Evaluating


Design Brief
Practical Exercises
Product and Evaluation