technology – vce


Unit 1:

Area of Study 1 – Data Analysis. After an introduction to the problem solving methodology, students use skills in database and spreadsheet software to analyse data before presenting their findings as a creative data visualisation.

Area of Study 2 – Programming. In this unit, students develop skills of programming using the popular Python language (no prior experience necessary). Applying the problem solving methodology, including project management skills, they create working software solutions which are tested and debugged to ensure they function as intended.

Unit 2:

Area of Study 1 – Innovative Solutions. Working with peers in a small group, students follow their interests to develop a product or prototype to provide an innovative digital solution. Topic areas may include artificial intelligence, game development, VR and AR, blockchain or any other emerging technology.

Area of Study 2 – Network Security. How do computer networks work? Students look at a range of network types to investigate how they function and the hardware and software components required. They also investigate cybersecurity threats, considering criminal behaviours and impacts of data breaches, and identify strategies to reduce risks to systems and data.

Unit 3:

Area of Study 1 – Data Analytics. After learning advanced skills with database software, spreadsheet software and data visualisation software, students apply their skills to analyse specified data, test their data and present their findings in line with requirements set.

Area of Study 2 – Data Analytics (Analysis and Design). The outcome for the unit is in the form of a SAT (school assessed task) which incorporates the first two stages of the problem solving methodology. Students, choose a research area, propose a research question and collect and analyse relevant data from a range of sources. They also generate design ideas and justify a final design choice.

Unit 4:

Area of Study 1 – Data Analytics (Development and Evaluation). Continuing from Unit 3, AoS2, students create their preferred designs in line with their plans, incorporating verification and validation checks in addition for formal testing. They evaluate their final solution (infographic or dynamic data visualisation) against the solution requirements and review their project plans.

Area of Study 2: Cybersecurity. This unit looks at how organisations collect, store, communicate and dispose of data and information within and across computer networks. Students investigate threats to networks and security strategies that could be used. Assessment is through a written response to a case study, where students analyse the practices of an organisation, identify potential vulnerabilities and make recommendations to improve security considering possible ethical and legal consequences.


This course helps you learn how to design, build, and fix cool technology systems. You’ll get to work on hands-on projects that will help you think outside the box and solve problems following the design process. You’ll also learn about different types of energy production, new & emerging technologies, and how we can design for a greener/cleaner future. Throughout the course, you’ll use math, science, and technical skills to complete practical tasks. It’s a fun way to become more tech-savvy and explore new ideas!

Unit 1:

Mechanical Engineering: In this first unit, you’ll learn the basics of mechanical engineering. You’ll explore how simple machines work and discover the principles behind more complex devices. You’ll also study how physics and maths can help explain the physical characteristics of these machines.
The best part is that you’ll get to use this knowledge to design and build your very own functional systems like:

  • trebuchets
  • can crushers
  • catapults
  • fishing reels
  • lock boxes

So get ready to roll up your sleeves and get hands-on with mechanical engineering!

Unit 2:

Electro-Technology: In this unit, you’ll learn about electrical and electronic circuits, which are collectively known as electro-technology. You’ll gain a solid understanding of the fundamental principles behind these systems, and you’ll learn how to apply your knowledge to create basic operational systems like:

  • Bluetooth speakers
  • Keyboards
  • guitar pedals
  • Furbies
  • disco lights
  • video game controllers
  • VR Headsets

Units 3 & 4:

Integrated Systems: In these units, you’ll learn about how different types of technologies can work together to create amazing machines and devices. We’ll focus on how mechanical systems electronic systems can be combined to make something really cool! You’ll have the chance to work on a big project across both units. Previous students have made:

  • Prosthetic limbs
  • Animatronic puppets
  • RC Cars
  • RC Planes
  • Drones
  • Electric Guitars

You’ll also learn about different types of energy production, new & emerging technologies, and how we can design for a greener/cleaner future. Get ready to see how different technologies can come together to make something really awesome!

Career Options:

There are so many cool career options in the field of technology and engineering! You could become an engineer and design amazing machines and structures. You could work in robotics, automation, or control technologies and create robots that can do all sorts of things. Or maybe you’re interested in energy management and want to help find new ways to power our world. If you love aviation, you could work in the aviation industry and design planes or maintain them. You could also work as an industrial engineer or in theatre and special effects to create amazing visual experiences. There are also many trades to explore, like electrical trades, electro-technology, hydraulics and pneumatics, mechanical work, diesel technician, automotive industry, telecommunications industry, refrigeration and air conditioning, and maintenance fitting. The possibilities are endless!


Unit 2:

Collaborative design In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including end-user/s’ needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also use digital technologies to facilitate teams to work collaboratively online. In this unit students gain inspiration from an historical or a contemporary design movement or style and its defining factors such as ideological or technological change, philosophy or aesthetics. In Area of Study 1, students work both individually and as members of a small design team to address a problem, need or opportunity and consider user-centred design factors. They design a product within a range, based on a theme, or a component of a group product. They research and refer to a chosen design style or movement. In Area of Study 2 the finished product is evaluated.


Completing VCE food studies enables students to:

• develop as informed, discerning and capable food citizens
• build practical food skills in the planning, preparation, evaluation and enjoyment of food
• apply principles of nutrition, food science and sensory evaluation to food planning and preparation
• extend understanding of food origins, cultures, customs and behaviours
• understand global and local systems of food production, distribution and governance
• develop awareness of a diverse range of influences on food choices
• research and discuss issues relating to sustainability, and the legal, economic, psychological, sociocultural, health, ethical and political dimensions of our food systems
• analyse and draw evidence-based conclusions in response to food information, food advertising
and current food trends.

Unit 1

Food around the world:

In this area of study students explore the origins and cultural roles of food, from early civilisations through
to today’s industrialised and global world. Through an overview of the earliest food production regions and systems, students gain an understanding of the natural resources, climatic influences and social circumstances that have led to global variety in food commodities, cuisines and cultures, with a focus on
one selected region other than Australia. Through practical activities, students explore the use of ingredients available today that were used in earlier cultures. These activities provide opportunities for students to extend and share their research into the world’s earliest food-producing regions, and to demonstrate and reflect on adaptations of selected food from earlier cuisines.

Food in Australia:

In this area of study 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 consider the development of food production, processing and manufacturing industries and how Australian food producers and consumers today have been influenced by immigration and other cultural factors. Students conduct research into foods and food preparation techniques introduced by immigrants over time and consider the resurgence of interest in indigenous food practices, while reflecting on whether Australia has developed a distinctive cuisine of its own. Students explore trends in food practices and food subcultures in Australia and their impact on health.
Practical activities enable students to demonstrate, observe and reflect on the use of ingredients indigenous to Australia. These activities also provide students with opportunities to extend and share their research into a selected cuisine brought by migrants to Australia.

Unit 2

Australia’s food systems:

In this area of study 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.
Students explore the ever-changing and dynamic nature of our food industries and their ongoing importance to Australia’s economy. They investigate the characteristics of the various food industries and analyse current and future challenges and opportunities, including the importance of food citizenship.
Students reflect on the sustainability of Australia’s food industry, including the impact on food security and food sovereignty. They consider the influences on food industries and, in turn, how the food industries influence people. Students investigate new food product development and innovations, and the processes
in place to ensure a safe food supply.
Through practical activities, students create new food products using design briefs, and apply commercial principles such as research, design and innovations, product testing, production, evaluation and marketing.

Food in the home:

In this area of study 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.
Students learn and apply food science terminology relating to physical and chemical changes that occur during food preparation and cooking, and undertake hands-on experimentation to demonstrate techniques and effects. Through practical activities, students design and adapt recipes, encompassing a range of dietary requirements commonly encountered by the food service sector and within families. Students propose and test ideas for applying their food skills to entrepreneurial projects that potentially may move their products from a domestic or small-scale setting to a commercial context.

Unit 3

The science of food:

In this area of study students focus on the science of food, underpinned by practical activities. They investigate the science of food appreciation, physiology of digestion, absorption and utilisation of macronutrients: carbohydrates, including dietary fibre, fats and proteins. Students develop their capacity to analyse advice on food choices through investigating food allergies and intolerances, and the science behind the nutritional rationale and evidence-based recommendations of the Australian Dietary Guidelines. They apply this knowledge in the exploration of diets, which cater for a diverse range of needs, and in the analysis of practical activities. They explain the influence of diet on gut microbiota and how gut health contributes to overall health and wellbeing.

Food choices, health and wellbeing:

In this area of study students focus on patterns of eating in Australia and the influences on the food we eat. Students look at relationships between social factors and food access and choices, as well as the social and emotional roles of food in shaping and expressing identity and how food may link to psychological factors. They inquire into the role of politics and media as influences on the formation of food habits, beliefs and food sovereignty. Students investigate the principles of encouraging healthy food patterns in children and undertake practical activities to develop a repertoire of healthy meals suitable for children and families.

Unit 4

Navigating food information:

In this area of study students focus on food information and misinformation and the development of food knowledge, skills and habits. Students learn to assess information and draw evidence-based conclusions
to navigate contemporary food fads, trends and diets. They reflect on a selected food fad, trend or diet and assess its credibility and the reliability of its claims, taking into consideration the principles of evidence-based research and healthy eating recommendations that support the Australian Dietary Guidelines and the Australian Guide to Healthy Eating. Students practise and improve their food selection skills by interpreting the claims of food labels and interrogating the marketing terms on food packaging. Practical activities provide opportunities for students to extend their understandings about food selections and repertoires that reflect the healthy eating recommendations of Australian Dietary Guidelines.

Environment and ethics:

In this area of study students address debates concerning Australian and global food systems, relating to issues on the environment, ethics, innovations and technologies, food access, food safety, and the use of agricultural resources. Students explore a range of debates through identifying issues, forming an understanding of current situations and considering possible futures. They research one selected debate
in depth, seeking clarity on disparate points of view, considering proposed solutions and analysing work undertaken to solve problems and support sustainable futures. Students will consider environmental and ethical issues relating to the selected debate and apply their responses in practical ways.