Years 9–10
Technologies
ASTECTDEY910
Years 9–10 Design and Technologies Achievement Standard
7 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 10 students explain how people consider factors that impact on design decisions and the technologies used to design and produce products, services and environments for sustainable living. They explain the contribution of innovation, enterprise skills and emerging technologies to global preferred futures. For one or more of the technologies contexts, students explain the features of technologies and their appropriateness for purpose, and create designed solutions based on an analysis of needs or opportunities. Students create, adapt and refine design ideas, processes and solutions and justify their decisions against developed design criteria that include sustainability. They communicate design ideas, processes and solutions to a range of audiences, including using digital tools. Students independently and collaboratively develop and apply production and project management plans, adjusting processes when necessary. They select and use technologies skilfully and safely to produce designed solutions.
The 7 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 10 students explain how people consider factors that impact on design decisions and the technologies used to design and produce products, services and environments for sustainable living.
Content descriptorAC9TDE10K01 Knowledge and understanding
analyse how people in design and technologies occupations consider ethical, security and sustainability factors to innovate and improve products, services and environments
Elaborations (7)
- Elaboration examining sustainability factors influencing the design and production of a solution developed by First Nations Australians, such as the sustainable production of culturally significant pigments, for example in many places throughout Australia white and red pigments are not freely available and must be manufactured through a complex process of calcination by firing rocks or clays in a kiln
- Elaboration analysing design and technologies professions and their contributions to society, for example engineers working in disaster recovery or empowering communities to improve access to clean, safe energy
- Elaboration recognising the impact of past designed solutions when creating solutions for preferred futures, for example the design of public transport systems that use renewable energy and are accessible, and the design of rural community environments to reduce fire risk
- Elaboration considering the factors that influence design and manufacture, and the work of professional designers, engineers and technologists, including time, access to skills, knowledge, finance, expertise in global engineering and manufacturing, for example Australian designers and engineers working with rapid prototyping manufacturers in a country in Asia or the significance of the collaboration between Australia and Vietnam on the development of the Cao Lanh Bridge
- Elaboration explaining how product life cycle thinking can influence decision-making related to design and technologies, for example rethinking products to provide for re-use, selecting a material for a product that has a lower carbon footprint
- Elaboration examining mass production systems taking into account ethics and sustainability considerations, for example the mass production of food, clothing and shoes and why manufacturers produce different versions of the same product and support complete product life cycle strategies
- Elaboration explaining the consequences of ethical and sustainability decisions for products, services and environments, for example the accessibility of a managed public environment, the design of roads to include aerial bridges for wildlife and signage powered with solar technologies
They explain the contribution of innovation, enterprise skills and emerging technologies to global preferred futures.
Content descriptorAC9TDE10K02 Knowledge and understanding
analyse the impact of innovation, enterprise and emerging technologies on designed solutions for global preferred futures
Elaborations (4)
- Elaboration investigating how the knowledges of First Nations Australians have led to the discovery of potential innovative solutions, for example biodegradable polymers using spinifex grass to reduce landfill and strengthen latex, plastics and concrete
- Elaboration exploring the ways commercial enterprises respond to the challenges and opportunities of technological change, for example e-commerce, and considering their carbon footprint
- Elaboration investigating scenarios of how the future may unfold and what opportunities and impacts there may be for society and particular groups in a preferred future, for example by using forecasting and backcasting techniques
- Elaboration examining real-world problems and understanding basic needs when considering designed solutions, for example students collaborating to design solutions to challenges in the Asia region; or artists from a country in South-East Asia creating posters for the world to take action in a pandemic
For one or more of the technologies contexts, students explain the features of technologies and their appropriateness for purpose, and create designed solutions based on an analysis of needs or opportunities.
Content descriptorAC9TDE10K03 Knowledge and understanding
analyse and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to control engineered systems
Elaborations (6)
- Elaboration investigating the engineering innovations of First Nations Australians, such as spearthrowers and bow and arrow, and how the characteristics and properties of materials are used, such as rigidity, flexibility and hardness
- Elaboration explaining the way common machines or engineered systems interact and combine properties of materials, force, motion and energy efficiently, for example examining the structure and function of cranes on building sites or in a system, or examining the structure and function of car safety features such as seatbelts, airbags and crumple zones
- Elaboration calculating forces, reactions and loads in structures and analysing the relationship between materials of properties, forces and safety in engineered systems such as bridges
- Elaboration critiquing the effectiveness of the combinations of materials, forces, energy and motion in an engineered system such as a 3D printer
- Elaboration investigating how the placement of wind turbines in a wind farm affects their performance, for example designing a layout to maximise the productivity of a wind farm within a given space
- Elaboration investigating the main types of chargers for electric vehicles (EV) and their capabilities, for example making a recommendation for the best charger for an EV owner who uses their vehicle for commuting to work
Content descriptorAC9TDE10K04 Knowledge and understanding
analyse and make judgements on the ethical, secure and sustainable production and marketing of food and fibre enterprises
Elaborations (6)
- Elaboration analysing grain sources used by First Nations Australians, such as acacia, for their nutrient content, including energy, fat and protein and suitability as a sustainable food source in drought or famine-prone, semi-arid, and tropical regions, as compared with cereal crops such as wheat and rice
- Elaboration examining emerging production technologies and methods in terms of productivity, profitability and sustainability, for example taking account of animal welfare considerations in food and fibre production enterprises, protected cropping, hydroponics or aquaculture
- Elaboration investigating how digital tools could be used to enhance food production systems, for example global positioning systems (GPS) for managing animals, crop sensors, automated animal-feeding or milking systems, or drones for locating and managing weeds
- Elaboration investigating the interdependence of plants and animals and comparing the environmental impacts of intensive and extensive production systems and their contribution to food and fibre production, for example the impact of pesticide use on bee populations or comparing caged and free-range chicken production
- Elaboration considering the meaning of food and water security and how they may influence design decisions for creating preferred futures, for example using water-efficient irrigation, protected cropping where crops are grown under cover to increase production over a longer period or choosing drought-resistant varieties of plants and animals
- Elaboration examining the marketing chain of a range of agricultural products and outlining the effect of product processing and advertising on demand and price including the impact of cash crops on communities
Content descriptorAC9TDE10K05 Knowledge and understanding
analyse and make judgements on how the sensory and functional properties of food influence the design and preparation of sustainable food solutions for healthy eating
Elaborations (7)
- Elaboration analysing how First Nations Australians have long understood techniques to turn plant products into food sources with high nutritional value, for example throughout much of northern Australia, cycad nuts have been detoxified to prepare them for safe consumption
- Elaboration experimenting with food preservation methods such as freezing and dehydrating to determine changes to food structure and how these impact on designing healthy food solutions, for example dehydrating fruit for a lunchbox
- Elaboration conducting sensory and nutritional assessment testing of a range of foods to determine how these characteristics might be used to enhance food solutions, for example taste-testing a variety of milks, comparing freshly squeezed juice with commercial juices or locally grown fruit with imported fruit
- Elaboration determining how the causes of food spoilage can be addressed when preparing, cooking, presenting and storing food items, for example developing a comprehensive checklist of considerations for safe and hygienic food storage and preparation including danger-zone temperatures for a food service
- Elaboration reflecting on food trends and how they may influence choosing food or designing food solutions for healthy eating, for example choosing organic ingredients or plant-based foods to reduce environmental impact, food delivery systems, insect protein or non-dairy milk or virtual cooking classes
- Elaboration investigating ways innovations may influence human health and sustainability, for example 3D printing of foods, Internet of Things (IoT) network in the food supply chain or use of augmented reality (AR) in food labelling
- Elaboration considering factors that influence the preparation and presentation of foods using a range of techniques to ensure optimum nutrient content, flavour, texture and visual appeal, for example designing and producing a healthy snack for the canteen and using food photography and digital tools to promote the item in a healthy eating campaign
Content descriptorAC9TDE10K06 Knowledge and understanding
analyse and make judgements on how characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions
Elaborations (7)
- Elaboration analysing how First Nations Australians identified the superior thermal properties of possum fur in their development of products such as cloaks and blankets including making judgements on how these fibres are sourced, and how these knowledges continue to be used today as seen in the emerging market of high-performance thermal clothing made from blended possum and wool fibre
- Elaboration critiquing the design of an existing product to identify environmental consequences of material selection and investigating emerging materials and their impact on design decisions, for example examining the properties of common plastic bags and researching innovative materials that could be used as a sustainable alternative such as bioplastics or renewable materials such as seaweed
- Elaboration justifying decisions when selecting from a broad range of technologies − tools, equipment, processes, materials, systems and components, for example selecting low-emission paints and locally sourced materials such as bamboo for cross-laminated timbers (CLT)
- Elaboration analysing and explaining the ways in which the properties and characteristics of materials have been considered in the design of a product with specific requirements, such as minimising weight to reduce transport costs in rural Australia
- Elaboration investigating emerging materials and their impact on design decisions, for example researching products such as sustainable bioplastic material made from discarded potato peels which can be used for a variety of applications including buttons and eyeglasses
- Elaboration investigating fibre-based medical textile products and structures used in a medical environment for treatment of an injury or the clinical treatment of a wound or an illness, for example collagen fibre used as a suture is as strong as silk and biodegradable
- Elaboration investigating soft robotics including nanomaterials which enable them to function like human muscles
Content descriptorAC9TDE10P01 Processes and production skills
analyse needs or opportunities for designing; develop design briefs; and investigate, analyse and select materials, systems, components, tools and equipment to create designed solutions
Elaborations (6)
- Elaboration analysing First Nations Australians’ traditional grains for their potential for providing nutritional and commercial solutions and developing a design brief to highlight the materials, systems, components and tools or equipment needed
- Elaboration analysing the design of new products to identify how well design ideas respond to sustainability issues, for example swimming pool covers, ultraviolet lights and lamps for disinfection, or disposable household products
- Elaboration developing design briefs that take into consideration the needs of users, for example considering universal design principles or Safety by Design principles to improve accessibility and safety
- Elaboration analysing a range of design and technologies ideas, for example assessing those that draw on the intellectual property of others, including Indigenous cultural and intellectual property rights
- Elaboration considering the needs of community groups to identify rich design tasks, for example interviewing community members about accessibility requirements to develop the initial brief and then during specific phases of the design process to determine the best possible designed solution for the community
- Elaboration examining tools, techniques, equipment and relationships of properties for complementary materials for product development, for example examining compressive and tensile strengths of materials
Students create, adapt and refine design ideas, processes and solutions and justify their decisions against developed design criteria that include sustainability.
Content descriptorAC9TDE10P02 Processes and production skills
apply innovation and enterprise skills to generate, test, iterate and communicate design ideas, processes and solutions, including using digital tools
Elaborations (6)
- Elaboration using techniques including combining and modifying ideas and exploring functionality to generate solution concepts and reimagining designs to feature emerging technologies, for example designing wearable technology that could help or give independence to elderly people, such as wearable blood glucose monitors
- Elaboration undertaking functional, structural and aesthetic analysis of benefits and constraints of design ideas, for example assessing how a design is suitable for different communities and environments including a country in Asia, for example the design of skyscrapers in Japan to withstand earthquakes
- Elaboration considering competing variables that may hinder or enhance project development, for example weight, strength and price of materials; laws; sustainability; accessibility; social protocols, user needs and community consultation processes
- Elaboration producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques (for example perspective and orthogonal drawings), digital imaging programs, 3D printers or augmented reality (AR) modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs
- Elaboration communicating using appropriate technical terms and recording the generation and development of design ideas and processes for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicate each step of a design process
- Elaboration using design thinking and enterprise skills to create innovative approaches to processes and solutions, for example brainstorming novel ideas inspired by nature or transforming a solution into an enterprise for a target market
Content descriptorAC9TDE10P04 Processes and production skills
develop design criteria independently including sustainability to evaluate design ideas, processes and solutions
Elaborations (4)
- Elaboration establishing specific design criteria for evaluating designed solutions, for example determining necessary function of a product, service or environment such as an acceptable load for an engineered structure to carry and making a judgement about whether these have been met after stress testing or user testing
- Elaboration evaluating and justifying the use and best combination of traditional, contemporary and emerging technologies during project development, including consideration of sustainability, for example considering farming methods that improve soil quality including those methods used in South-East Asia
- Elaboration reflecting on learning including processes or choices made at various stages of a design process and modifying plans when needed with consideration of design criteria
- Elaboration responding creatively to evaluation feedback to iterate and modify design ideas and processes to improve sustainability measures, for example considering opportunities to use sustainable materials, such as plant-based timber oils or bioplastics
They communicate design ideas, processes and solutions to a range of audiences, including using digital tools.
Content descriptorAC9TDE10P02 Processes and production skills
apply innovation and enterprise skills to generate, test, iterate and communicate design ideas, processes and solutions, including using digital tools
Elaborations (6)
- Elaboration using techniques including combining and modifying ideas and exploring functionality to generate solution concepts and reimagining designs to feature emerging technologies, for example designing wearable technology that could help or give independence to elderly people, such as wearable blood glucose monitors
- Elaboration undertaking functional, structural and aesthetic analysis of benefits and constraints of design ideas, for example assessing how a design is suitable for different communities and environments including a country in Asia, for example the design of skyscrapers in Japan to withstand earthquakes
- Elaboration considering competing variables that may hinder or enhance project development, for example weight, strength and price of materials; laws; sustainability; accessibility; social protocols, user needs and community consultation processes
- Elaboration producing drawings, models and prototypes to explore design ideas, for example using technical drawing techniques (for example perspective and orthogonal drawings), digital imaging programs, 3D printers or augmented reality (AR) modelling software; producing multiple prototypes that show an understanding of key aesthetic considerations in competing designs
- Elaboration communicating using appropriate technical terms and recording the generation and development of design ideas and processes for an intended audience including justification of decisions, for example developing a digital portfolio with images and text which clearly communicate each step of a design process
- Elaboration using design thinking and enterprise skills to create innovative approaches to processes and solutions, for example brainstorming novel ideas inspired by nature or transforming a solution into an enterprise for a target market
Students independently and collaboratively develop and apply production and project management plans, adjusting processes when necessary.
Content descriptorAC9TDE10P05 Processes and production skills
develop project plans for intended purposes and audiences to individually and collaboratively manage projects, taking into consideration time, cost, risk, processes and production of designed solutions
Elaborations (3)
- Elaboration producing, explaining and interpreting drawings and planning production timelines using digital tools, for example establishing materials and equipment needs using spreadsheets, or creating production flowcharts to ensure efficient, safe and sustainable workflows
- Elaboration collaborating to develop production plans for equitable distribution of work including discussing roles, tasks and deadlines and considering flexibility and contingencies
- Elaboration investigating manufacturing processes to identify strategies to enhance production, for example identifying techniques to reduce use, cut costs, speed up processes or to form beneficial partnerships with others in production
They select and use technologies skilfully and safely to produce designed solutions.
Content descriptorAC9TDE10P03 Processes and production skills
select, justify, test and use suitable technologies, skills and processes, and apply safety procedures to safely make designed solutions
Elaborations (5)
- Elaboration refining technical skills and using production skills with independence to produce quality designed solutions and reducing risks in production with appropriate, safe working practices required for a specific design project, for example independently setting up a lathe and wearing appropriate personal protective equipment (PPE) to produce a part to specified dimensions
- Elaboration using materials, components, tools, equipment and techniques safely and considering alternatives to maximise sustainability, for example using timber because it stores carbon and offsets the demand for alternative products
- Elaboration experimenting with innovative combinations and ways of manipulating traditional and contemporary materials, components, tools, equipment and techniques, and recording findings in a collaborative space to debate the merits of each with peers
- Elaboration modifying production processes to respond to opportunities, risks or unforeseen challenges, for example when producing bulk quantities of recipes in terms of workload and coordination, the impact of lower-than-average rainfalls on crop growth or using materials with unexpected faults
- Elaboration experimenting with the functional and sensory properties of food to determine the most successful approach, for example preparing vegetables 3 different ways to maximise colour, flavour and nutritive value
This Achievement Standard describes the expected learning for Years 9–10 Design and Technologies. Use it to design assessment, collect a body of evidence and keep planning aligned with the Australian Curriculum v9.
What this means for planning
ASTECTDEY910 is a broad end of band standard. It combines explanation of design influences and technologies with the creation, refinement, communication and safe production of designed solutions. A useful assessment plan gathers evidence across the design process instead of relying only on the finished product.
A practical planning sequence
- Unpack the standard: Group the expectations into knowledge, analysis of needs or opportunities, design development, justification, communication, project management and production.
- Map evidence across the project: Decide where students will explain decisions, create and refine ideas, use criteria, manage production and demonstrate safe practical skills.
- Check the complete body of evidence: Review whether the task reveals both the quality of the designed solution and the reasoning and processes that produced it.
Evidence to look for
- A needs or opportunity analysis linked to research and relevant design factors.
- Design criteria, annotated ideas, testing records and justified refinements that show decision making over time.
- A completed solution supported by communication, project management evidence and records of skilful and safe production.
See the complete curriculum context
Open the achievement standard and all linked content descriptors together in the Years 9–10 Design and Technologies curriculum map.
A TeaCheese planning example
Use ASTECTDEY910 in a TeaCheese planning brief to map evidence checkpoints across a design project rather than generating one final assessment prompt.
Planning guides: What achievement standards mean for planning and assessment · Plan from the achievement standard using backward design · Write a marking guide aligned to the Australian Curriculum
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Knowledge and understanding | Technologies and society | 2 | 11 |
| Knowledge and understanding | Technologies context: Engineering principles and systems | 1 | 6 |
| Knowledge and understanding | Technologies context: Food and fibre production | 1 | 6 |
| Knowledge and understanding | Technologies context: Food specialisations | 1 | 7 |
| Knowledge and understanding | Technologies context: Materials and technologies specialisations | 1 | 7 |
| Processes and production skills | Investigating and defining | 1 | 6 |
| Processes and production skills | Generating and designing | 1 | 6 |
| Processes and production skills | Producing and implementing | 1 | 5 |
| Processes and production skills | Evaluating | 1 | 4 |
| Processes and production skills | Collaborating and managing | 1 | 3 |
| Total | 11 | 61 | |
Frequently Asked Questions
What should students know by the end of Years 9–10 Design and Technologies?
By the end of Year 10 students explain how people consider factors that impact on design decisions and the technologies used to design and produce products, services and environments for sustainable living. Read the full standard
How many Content Descriptors support this standard?
11 Content Descriptors support this Achievement Standard (Knowledge and understanding: 6, Processes and production skills: 5).
How does this compare to Years 7 to 8?
The Years 7 to 8 Design and Technologies standard (ASTECTDEY78) covers the preceding curriculum level. Standards build progressively, with Years 9–10 expectations extending what was introduced in Years 7 to 8.
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.