VCE Design & Technologies
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Applied Computing
Course Description
VCE Applied Computing focuses on the strategies and techniques for creating digital solutions. Specifically using programming languages, coding techniques and software tools to meet specific needs or project outcomes. For example, analysing data sets for patterns and presenting interpreted information in a highly visual format to make it easy to interpret and understand. There is a strong emphasis on developing coding capability to design and develop real-world software applications while managing threats to data and information through software security and best practices. VCE Applied Computing is underpinned by four key concepts: digital systems, data and information, approaches to problem solving, and interactions and impact. Students will be provided with opportunities to acquire and apply knowledge and technical skills to use digital systems efficiently, effectively and innovatively when creating digital solutions or software. Digital solutions are produced by following a design process which involves analysis, design, development and evaluation.
VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in critical and creative thinking. Students will apply algorithmic thinking to write code for teacher provided problems, and to code applications of their own choosing.
VCE Applied Computing provides a pathway to further studies in areas such as business analysis, computer science, cybersecurity, data analytics and data science, data management, games development, ICT, networks, robotics, software engineering and telecommunications, and other careers relating to digital technologies.
Unit 1 – Applied Computing (Data Analysis / Programming)
In this unit students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions.
Unit 2 – Applied Computing (Student Projects / Network Security)
In this unit students focus on developing innovative solutions to needs or opportunities that they have identified and propose strategies for reducing security risks to data and information in a networked environment. Students work collaboratively and select a topic for further study to create an innovative solution in an area of interest. The innovative solution can be presented as a proof of concept, a prototype or a product. As an introduction to cybersecurity, students investigate networks and the threats, vulnerabilities and risks to data and information.
Units 3 & 4 Information
Units 3 and 4 Computing is offered as two streams; Data Analytics and Software Development. Students should select one stream only, with the expectation that they may be enrolled in the other stream based upon overall student enrolment numbers. Software Development should be considered for those students who want to further develop their computational thinking and programming capability.
https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/computing/Pages/index.aspx
VCE SOFTWARE DEVELOPMENT STREAM
Unit 3 Details - Software Development: Programming / Analysis / Design
Students will continue to develop coding skills by following formal teacher-led processes and undertaking their own investigation into programming techniques. Specific techniques are demonstrated in order to make code more efficient and flexible, with the view to make code as reusable as possible and highly organised and structured. Students will learn how to apply universally accepted algorithms for searching and sorting along with techniques to store, retrieve and process data. Students will commence their self-managed software project intended to benefit a real-world client of their choosing using formal design processes of analysis, design, development / testing and evaluation.
In Area of Study 1, students respond to teacher-provided solution requirements and designs and develop a set of working modules through the use of a programming language. Students examine a simple software requirements specification and a range of software design tools in order to apply specific processing features of a programming language to create working modules. In Area of Study 2 students analyse a need or opportunity, select an appropriate development model, prepare a project plan, develop a software requirements specification and design a software solution. Area of Study 2 forms the first part of the School-assessed Task (SAT) that is completed in Unit 4, Area of Study 1.
Unit 4 Details - Software Development: Development and Evaluation / Cybersecurity
Students will continue to develop skills in programming / coding by adopting more sophisticated techniques, such as connecting to a database via server or using object oriented modelling and programming. Unit 4 provides students with time to develop their software project for their client. The other focus in this Unit is to develop skills and strategies to mitigate risks to data and information from unauthorised access, deliberate, accidental or technical malfunctions.
In Area of Study 1, students apply the problem-solving stages of development and evaluation to develop their preferred design prepared in Unit 3, Area of Study 2, into a software solution and evaluate the solution, chosen development model and project plan. Area of Study 1 forms the second part of the School-assessed Task (SAT).
In Area of Study 2, students examine the security practices of an organization and the risks to software and data during the development and use of the software solutions. Students evaluate the current security practices and develop a risk management plan.
VCE DATA ANALYTICS STREAM
Unit 3 Details - Data Analytics: Analysis and Design
In this unit, students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology.
In Area of Study 1, students respond to teacher-provided solution requirements and designs. Students develop data visualisations and use appropriate software tools to present findings. Appropriate software tools include database, spreadsheet and data visualisation software.
In Area of Study 2, students propose a research question, prepare a project plan, collect and analyse data, and design infographics or dynamic data visualisations. Area of Study 2 forms the first part of the School-assessed Task (SAT) that is completed in Unit 4, Area of Study 1.
Unit 4 Details - Data Analytics: Development and Evaluation
In this unit, students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats.
In Area of Study 1, students apply the problem-solving stages of development and evaluation to develop their preferred design prepared in Unit 3, Area of Study 2, into infographics or dynamic data visualisations, and evaluate the solutions and project plan. Area of Study 1 forms the second part of the School-assessed Task (SAT).
In Area of Study 2, students investigate security practices of an organisation. They examine the threats to data and information, evaluate security strategies and recommend improved strategies for protecting data and information.
For further information: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/computing/Pages/index.aspx
Food Studies
Course Description
VCE Food Studies takes an interdisciplinary approach to the exploration of food, with an emphasis on extending food knowledge, 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. Students explore food from a wide range of perspectives. They study past and present patterns of eating with a large focus on Indigenous Australian foods and global food production systems and the many physical and social functions and roles of food. They research economic, environmental, and ethical dimensions of food and critically evaluate information, marketing messages and new trends.
Practical work is integral to Food Studies and includes cooking, demonstrations, responding to design briefs, dietary analysis, food sampling and taste-testing, sensory analysis, product analysis and scientific experiments.
Unit 1
Students focus on food from historical and cultural perspectives and investigate the origins and roles of food through time and across the world.
In Area of Study 1 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. Students consider the origins and significance of food through inquiry into one particular food-producing region of the world.
In Area of Study 2 students focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine.
Students consider the influence of innovations, technologies and globalisation on food patterns. Throughout this unit they complete topical and contemporary practical activities to enhance, demonstrate and share their learning with others.
Unit 2
Students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks 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.
Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.
Unit 3
This unit focuses on the science of food and how it nourishes and sometimes harms our bodies. We investigate the physiology of eating food and analyse Australian Government food selection resources and develop an understanding of nutrient requirements. We also focus on how people change their eating patterns over time and how our food values and behaviours develop within social environments. Students also inquire into the role of food in shaping and expressing identity and connectedness and the ways in which food information can be manipulated. We investigate behaviours that assist in the establishment of healthy dietary patterns. The practical component enables students to understand food science terminology and to apply specific techniques to the production of everyday food that encourages sustainable meal patterns.
Unit 4
This unit focuses on issues including the environment, ecology, ethics, farming practices, the development and application of technologies and the challenges of food security, food safety, food wastage, and the use of water and land. Students research a selected topic and analyse work undertaken to solve problems that support sustainable futures. There is also a focus on food information and misinformation and the development of food knowledge, skills, and habits to empower consumers to make discerning food choices. We study contemporary food fads, trends, and diets, and improve food selection skills by interpreting food labels and analyse the marketing terms used on food packaging. The practical component provides students with opportunities to apply their responses to environmental and ethical related topics linked to food sustainability and food sovereignty.
Year 11 students may apply for acceleration into Units 3 and 4.
Subject to a materials charge. Please refer to the Materials Charges document for indicative costs.
https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/foodstudies/Pages/index.aspx
Product Design & Technology: Resistant Materials
Course Description
Product design is a solution-focused approach that engages with the diverse needs and opportunities of individuals, society and the environment in which we live. Product designers aim to improve welfare, which includes quality of life, by designing innovative and ethical solutions. Product design is enhanced through knowledge of social, technological, economic, historical, ethical, legal, environmental and cultural factors. These factors influence the form, function and aesthetics of products.
Central to VCE Product Design and Technologies is a design process that encourages divergent and convergent thinking while engaging with a problem. The design brief identifies a real need or opportunity and provides scope for designing, making and evaluating. Investigation and research inform and aid the development of designed solutions that take the form of physical, three-dimensional products.
Unit 1 - Design Practices
This unit will investigate the following Areas of Study:
- Developing and conceptualising designs
- Generating, designing and producing.
Unit 2 - Positive impacts for end users
This unit will investigate the following Areas of Study:
- Opportunities for positive impacts for end users.
- Designing for positives impacts for end users
- Cultural influences on design.
Unit 3 - Ethical product design and development
In this unit students research a real personal, local or global need or opportunity with explicit links to ethical considerations. They conduct research to generate product concepts and a final proof of concept for a product solution that addresses the need(s) or opportunities of the end user(s).
This unit will investigate the following areas of study:
Influences on design, development and production of products
Investigating opportunities for ethical design and production
Developing a final proof of concept for ethical production
Unit 4 - Production and Evaluation of Ethical Designs
In this unit students continue to work as designers throughout the production process. They observe safe work practices in their chosen design specialisations by refining their production skills using a range of materials, tools and processes.
This unit will investigate the following areas of study:
Managing production for ethical designs
Evaluation and speculative design
Subject to a materials charge. Please refer to the Materials Charges document for indicative costs.
For further information: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/productdesign-and-technology/Pages/Index.aspx
Product Design & Technology: Textiles
Course Description
Product design is a response to changing needs and to improve quality of life by designing creative, innovative and sustainable products. Product design is enhanced through knowledge of social, technological, economic, historical, ethical, legal, environmental and cultural factors. These factors influence the aesthetics, form and function of products.
Central to VCE Product Design and Technology is design thinking, which is applied through the product design process providing a structure for creative problem solving. The design process involves identification of a real need, problem or opportunity that is then articulated in a design brief. The need, problem or opportunity is investigated and informed by research to aid the development of solutions that take the form of physical, three-dimensional products. Development of these solutions requires the application of technology and a variety of cognitive and physical skills, including design thinking, drawing and computer-aided design, testing processes and materials, planning, construction, fabrication and evaluation.
For VCE Product Design and Technology Textiles students assume the role of a designer-maker. In adopting this role, they develop and apply knowledge of factors that influence design and address the design factors relevant to their design situation.
Unit 1 - Sustainable Product Redevelopment
This unit will investigate the following Areas of Study:
- Sustainable redevelopment of a textiles product
- Producing and evaluating a redeveloped textiles product
Unit 2 - Collaborative Design
This unit will investigate the following Areas of Study:
- Designing within a team
- Producing and evaluating within a team
Unit 3 - Applying the Product Design Process
This unit will investigate the following areas of study:
- Designing for end-user/s
- Product development in the textiles industry
- Designing for others
Unit 4 - Product Development & Evaluation
This unit will investigate the following areas of study:
- Textiles product analysis and comparison
- Product manufacture
- Product evaluation
Subject to a materials charge. Please refer to the Materials Charges document
For further information: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/productdesign-and-technology/Pages/Index.aspx
Systems Engineering
Course Description
VCE Systems Engineering promotes innovative systems thinking and problem-solving skills through the application of the systems engineering process. The study is based on integrated mechanical and electrotechnological engineered systems. The study provides opportunities for students to learn about and engage with systems from a practical and purposeful perspective. Students gain knowledge and understanding about technological systems and their applications. VCE Systems Engineering integrates aspects of designing, planning, producing, testing and evaluating in a project management process. It prepares students for careers in engineering, manufacturing and design through a university or TAFE vocational study pathway, employment, apprenticeships and traineeships. The study provides a rigorous academic foundation and a practical working knowledge of design strategies, production processes and evaluation practices. People with these skills, and the ability to apply systems engineering processes, are in increasing demand as participants in teams that are engaged with complex and multidisciplinary projects.
Unit 1 - Mechanical Systems
Outcome One:
On completion of this unit the student should be able to describe and apply basic engineering concepts and principles, and use components to design and plan a mechanical system using the systems engineering process.
Key Skills include the ability to:
- Describe and explain how basic mechanical systems function, using appropriate engineering terms for the components and operational processes that make up these systems and subsystems
- Identify and represent individual components and mechanical systems in symbolic form, using IPO diagrams, and simulation software
- Identify and select appropriate components and subsystems that will form operational systems
- Measure system parameters using appropriate measuring/testing equipment, and interpret results
- Perform basic calculations on linkages, gear ratios and pulleys
- Apply the Systems Engineering Process and identify relevant influencing factors on the development and use of a system to research, design and plan a functional mechanical or electro-mechanical system
- Develop criteria to evaluate the finished operational system
- Develop a suitably detailed work plan and components/materials list for the construction of a system using appropriate communication techniques.
Outcome Two:
On completion of this unit the student should be able to produce, test, diagnose and evaluate a mechanical system using the systems engineering process.
Key Skills include the ability to:
- Select components, elements and materials that are appropriate for the system
- Use a range of processes to implement the workplan to make the system and to meet the requirements of the design brief
- Implement risk assessment and management processes
- Correctly select and safely use tools, equipment and machines in the production processes in accordance with OH&S requirements
- Undertake finishing techniques and processes
- Manage all aspects of the production process through to completion of the system, using ongoing evaluation; and record decision making, relevant data, changes and modifications
- Test, measure and record appropriate system parameters to evaluate system performance
- Use and evaluate the Systems Engineering Process.
Unit 2 - Electrotechnological Systems
Outcome One:
On completion of this unit the student should be able to investigate, represent, describe and use basic electrotechnological and basic control engineering concepts, principles and components, and design and plan an electrotechnological system using the systems engineering process.
Key Skills include the ability to:
- Describe the operation of basic electrotechnology systems, open and closed loop systems and subsystems using appropriate engineering terminology
- Identify and represent electrotechnology systems in diagrammatic and symbolic forms such as flow charts, block diagrams, open and closed loop diagrams, and commonly used electronic components in symbolic form as used in a circuit schematic diagram
- Select appropriate electrotechnology subsystems, and electronic and mechanical components that will form operational systems and subsystems
- Measure, test and evaluate electrotechnology system parameters using appropriate measuring/ testing equipment; measure voltage, current and resistance and interpret the results
- Apply formulas to solve and calculate electrical circuit parameters using Ohm’s Law and power calculations
- Use information and communications technology, and simulation and demonstration software to represent and demonstrate electrotechnology principles
- Read and interpret the resistor values in four and five colour band resistors with reference to a colour code chart
- Describe the factors that influence the design, planning, production and use of their electrotechnology system
- Apply the Systems Engineering Process to research, design and plan an operational electrotechnology system
- Develop criteria to evaluate the finished functional system
- Develop a suitably detailed workplan and components/materials list for the construction of a system using appropriate communication techniques.
Outcome Two:
On completion of this unit the student should be able to produce, test and evaluate an electrotechnological system, using the systems engineering process.
Key Skills include the ability to:
- Identify and select components, elements and materials that are appropriate for the system
- Use printed circuit boards and soldering and a range of other processes to implement the workplan to make the system
- Implement risk assessment and management processes
- Select, and correctly and safely use, materials, tools, equipment and machines in the production process in accordance with OH&S requirements
- Undertake finishing techniques and processes
- Manage all aspects of the manufacturing process through to completion of the system, using ongoing evaluation; and record decision making, relevant data, changes and modifications Monitor quality related to the system and undertake appropriate repair and maintenance procedures
- Test, measure and record appropriate system parameters to evaluate system performance Evaluate the use of the Systems Engineering Process, and the system produced through interpretation of measurements and use of the previously established evaluation criteria Suggest modifications and improvements; and identify how the factors that influenced the development and use of the system have been taken into account.
Unit 3 - Integrated and Controlled Systems
Outcome 1:
On completion of this unit the student should be able to investigate, analyse and apply concepts and principles, and use components to design, plan and commence production of an integrated and controlled mechanical and electrotechnological system using the systems engineering process.
Key Skills include the ability to:
- Apply Ohm’s Law to calculate voltage, current and resistance
- Calculate power using voltage and current
- Describe the operation of mechanical and electrotechnological systems using appropriate engineering terminology
- Identify and represent mechanical and electrotechnological systems in diagrammatic and symbolic forms
- Select appropriate mechanical and electrotechnological subsystems, materials and components and produce operational systems and subsystems
- Measure and diagnose mechanical and electrotechnological system parameters using appropriate measuring and testing equipment
- Construct and interpret circuit diagrams, schematics, PCB artwork, breadboard and Veroboard representations of electrical circuits, and transform one representation into another
- Apply formulas to calculate mechanical and electrical parameters, work done, mechanical advantage, pressure, efficiency, Ohm’s Law and power calculations on DC, or purely resistive AC circuits
- Use digital technologies to simulate and demonstrate mechanical and electrotechnological principles
- Interpret the resistor values in four and five colour band resistors with reference to a colour code chart and interpret component data sheets
- Explain factors that influence the creation and use of the integrated system
- Apply the systems engineering process to:
- Identify and document the problem, need, opportunity or situation
- Research, design, plan and commence production of the operational integrated and controlled system.
Outcome 2:
On completion of this unit, the student should be able to discuss the advantages and disadvantages of renewable and non-renewable energy sources, and analyse and evaluate the technology used to harness, generate and store non-renewable and renewable energy.
Key Skills include the ability to:
- Describe forms of non-renewable and renewable energy sources
- Discuss advantages and disadvantages of non-renewable energy sources and renewable energy sources, including cradle-to-cradle analysis
- Explain recent technological developments to improve environmental credentials of non-renewable resources
- Evaluate the technologies and processes used to harness, generate and store renewable energy sources
- Describe factors that determine the efficiency of energy conversion
- Evaluate solar and wind power technologies and compare these methods of harnessing energy with non-renewable energy methods.
Unit 4 - Systems Control
Outcome 1:
On completion of this unit, the student should be able to finalise production, test and diagnose a mechanical and electrotechnological integrated and controlled system using the systems engineering process, and manage, document and evaluate the system and the process, as well as their use of it.
Key Skills include the ability to:
- apply the systems engineering process to produce, test, diagnose, evaluate and report on the system by:
- implementing the work plan using a range of production processes
- implementing and documenting risk assessment and management processes
- selecting and using materials, tools, equipment and machines compliant with OH&S obligations
- interpreting circuit diagrams, schematics, PCB artwork, breadboard and Veroboard representations of electrical circuits, and transforming one representation into another
- managing production of the system, using ongoing reflection and evaluation, and documenting decision making, relevant data, changes and modifications
- testing, measuring, diagnosing, repairing or modifying and recording appropriate system parameters to monitor quality and optimise system and subsystem performance
- interpreting measurements and using previously established criteria
- suggesting modifications and improvements
- identify how the factors that influenced the creation of the system and its use have been taken into account
- evaluate the use of the systems engineering process.
Outcome 2:
On completion of this unit the student should be able to evaluate a range of new or emerging systems engineering technologies and analyse the likely impacts of a selected technology.
Key Skills include the ability to:
- Research and evaluate the operations and applications of new and emerging developments in systems engineering processes and products
- Explain reasons for and drivers of the development of new and emerging technologies
- Analyse impacts and the potential of the new and emerging developments
Present and analyse information about a specific new or emerging systems engineering innovation.
For further information: https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/systemsengineering/Pages/Index.aspx