Design, Creativity and Technology – Relationships To Other Domains
Introduction | The Arts | Civics and Citizenship | Communication | English | Health and Physical Education | The Humanities - Economics |The Humanities - Geography | The Humanities - History | Information and Communications Technology | Interpersonal Development | Languages Other Than English | Mathematics | Personal Learning | Science | Thinking Processes | Show All
The advice for this section focuses on the relationships between the domains to provide students with multi domain learning opportunities that will help support their deeper understanding of the essential knowledge and skills.
The Arts and Design, Creativity and Technology (DCT) have a complementary relationship in that they provide students with a range of creating and making experiences.
The design process utilised within the Arts and DCT encourages students to identify and explore ideas. Both domains support flexible and adaptable thinkers who can examine and manipulate ideas, elements and principles, conventions, concepts and possibilities. Designing can be informed through access to diverse sources that require students to interpret, synthesise, implement and evaluate. Students gain knowledge when considering a range of possibilities in order to design the best route to the resolution of their ideas.
Arts practice supports experimentation and creative expression of ideas, allowing for imaginative responses to tasks.
Throughout production, the Arts and DCT stimulates, develops and refines cognitive, affective, creative, technical and kinaesthetic skills as students monitor their progress, refine their planning and apply a range of skills techniques and processes to manipulate and evaluate materials, equipment and technologies.
Civics and Citizenship
The domain of Design, Creativity and Technology can be used to explore possible solutions to a range of issues relevant to Civics and Citizenship. These include environmental issues such as recycling and water saving; health and safety issues such as canteen menus, playground safety and design; and social issues such as transport and child care provision. Through investigating such issues, students identify problems, needs and opportunities, and possible solutions to identified problems. As well, they may develop plans, including outlining the processes involved, to address such issues. They make progressively more realistic and detailed plans and design and make products and systems to achieve their aims, for example, no-dig gardens, worm farms and recycling bins, which are tested and analysed for their social and environmental impact. They assess the benefits to society of their design ideas and products.
In Design, Creativity and Technology, students communicate for many purposes and in a variety of contexts. They are required to be autonomous and creative problem-solvers, as individuals and as members of a team. They learn to develop design briefs to clearly define the idea, problem, need, want or opportunity and requirements for a solution. They use specialised technical language when designing and devise plans to outline processes in a logical order to realise a product. Students learn to describe, analyse and evaluate the impact of their own and others’ technological products, systems, processes and innovations (past, present and predicted future) on the individual, society and culture, the environment and the economy. They provide feedback and present information to others about designs, products and systems.
In English, students use appropriate language for particular purposes and occasions to represent and reflect on ideas, issues, arguments, events, experience and information. In Design, Creativity and Technology, students order information and sequence events in planning to make a product or system. The analysing and evaluating dimension involves students writing and reflecting on the outcomes of design activities, and the impact of students’ own and others’ technological products on the individual, society and culture, the environment and the economy.
Health and Physical Education
Links with Design, Creativity and Technology (DCT), through the study of food, are associated with the Health knowledge and promotion dimension. In DCT students learn about the characteristics and properties of materials, including how foods differ in look, taste, feel and smell. These investigations assist students to make decisions about appropriate ingredients to use for particular food products.
Students analyse and evaluate factors such as social, cultural and economic factors that influence food choices, and the impact of nutritional information provided in advertising and on product labels. They consider how food can be stored and identify safety skills and strategies associated with working with food. Students describe how to prepare and store food hygienically.
The Humanities – Economics
In Economics, students differentiate between wants and needs. They consider their role as producers and consumers and learn about the process of consumption, production and distribution in meeting needs and wants. They understand the need to be informed consumers. Students recognise the role of entrepreneurship and enterprise in the production process to operate a healthy economy. Students understand the use of cost-benefit analyses to consider and solve problems. Students analyse how goods are produced and what it means to be an ethical consumer and producer. These understandings assist students to carefully consider the implications of using material and energy resources when designing and producing products and systems in Design, Creativity and Technology balanced against the important contribution that design and technology make to the economy.
The Humanities – Geography
In the Design, Creativity and Technology (DCT) domain, students develop their spatial awareness, enabling them to visualise and represent design ideas. They investigate issues around the sustainable use and management of world resources when developing designs for products and systems. They consider the impact of using particular materials and energy sources on the environment, and make choices about manufacturing products based on this. Students consider the interrelationship of patterns of distribution and occupation on physical features with human activities such as farming, fishing and manufacturing. In Geography students have the opportunity to use knowledge and understanding and skills developed in DCT while for example, considering proposals and solutions to development issues.
The Humanities – History
The study of History develops key historical concepts and skills that are fundamental to the everyday lives of students. This includes learning about past societies using skills in analysing and evaluating a range of primary sources, including technological artefacts. Students analyse technologies developed and used by societies and how these change over time. This links to Design, Creativity and Technology in the Analysing and evaluating dimension where students evaluate innovative new technology. Old and new technology could be compared and the influence of the technology on people’s lives analysed.
Information and Communications Technology
When investigating new ideas and information about design problems, existing products/systems, materials and production processes, students can use the Internet to locate specific information from websites and to share ideas with other students and experts through emails, blogs and public forums. Students use visualising thinking tools, such as electronic graphic organisers and circuit simulation software, when developing or representing their understandings about new ideas or designs. The flexibility of these Information and Communications Technology (ICT) tools encourages students to experiment with different sets of ideas or figures when trying to determine suitable approaches to solving the problem.
Designs can be created and modified using software such as computer-aided design (CAD) or other drawing tools. In the designing phase students can also use ICT tools to devise the production plans and record progress during the production phase. If students are working in teams, they can access and modify these design and production plans through communication tools such as blogs.
Evaluation reports can be created using software such as word processing and presentation tools such as PowerPoint. Digital images of progress and the finished products can be included in these reports. Students can also include some of these files in their digital portfolio to show how their Design, Creativity and Technology knowledge and skills have been applied to create products or systems that meet the requirements of design briefs.
Students support one another by sharing resources and materials and offering assistance in Design, Creativity and Technology. This links strongly with the lower levels of the Interpersonal Development domain. When investigating and designing, producing, analysing and evaluating they can work in teams, initially in assigned roles and later as self managed teams. Students work cooperatively, exploring the ideas of others and reflecting on the effectiveness of the learning within a team. They provide one another with feedback, suggesting modification, improvements and possible different approaches. Design briefs could be developed to extend knowledge of local and global contexts and beliefs, and the diversity of individuals. There are strong links between the two domains particularly in terms of setting goals, determining timelines and developing action plans.
Language Other Than English (LOTE)
In LOTE students develop their understanding of aspects of different cultures, including how people eat and dress. They consider the place of cultural artefacts in society. They extend their knowledge and understanding of cultural diversity. Through linking LOTE and Design, Creativity and Technology students can further develop these understandings by addressing relevant design briefs that require them to apply their knowledge to design situations. Students can also participate in a range of design and technology activities, such as cooking, games, drawing and puppet making while further developing their language skills.
In Design, Creativity and Technology students apply numbers to everyday situations; they explain and use mental and written algorithms for addition, subtraction, multiplication and division. Students carry out arithmetic computations and choose mathematical models and procedures to apply in the process of designing and making products and systems.
When designing students use drawing tools, accurately drawing two-dimensional and three-dimensional representations. They represent depth in their drawings and describe what can and cannot be seen in simple objects and drawings. They use a variety of forms of representation including oblique, isometric and perspective to visually represent objects and use computer drawing packages and computer aided design/computer-aided manufacturing (CAD/CAM) for two- and three-dimensional representations and analysis of design.
In the process of investigating, designing, making and testing products and systems students measure length, perimeter, area, surface area, angle and time for familiar products. They recognise and use different units of measurement for appropriate contexts and use suitable instruments and procedures to measure, estimate and calculate. In the process they learn to use formulae as appropriate. Students investigate situations and solve problems set in a wide range of practical contexts, for example the design and construction for packaging involving the use of nets for three dimensional shapes.
In Design, Creativity and Technology students set goals and manage time and resources. They plan and implement time management and task completion strategies particularly when working on design and production tasks. There are links between the two domains through the use of complex processes and strategies to address the task or design brief. Students develop evaluation criteria and reflect on and describe their learning and the strategies applied, considering modifications and alternatives to the processes undertaken and products made. Students are able to work independently and co-operatively with their peers, learning from and considering feedback provided by peers and teachers and other adults.
Providing solutions to existing or predicted problems is an important aspect of Science. Solutions to these problems may incorporate many aspects of the Design, Creativity and Technology (DCT) domain, where knowledge and skills related to the design, development, production and evaluation of a product or system may be developed. In order that students construct physical solutions to problems they require an understanding of the properties and behaviour of materials, an appreciation of the operation of everyday devices and the application of scientific principles such as forces and energy transformations in everyday situations. Students should also consider the economic, scientific and social implications of their design solutions in terms of sustainability. The development of Science knowledge, understanding and skills is supported by DCT when students address design briefs, create and develop ideas that have a sound scientific basis of operation and consider sustainability issues, test models, produce and evaluate the final product or system with a focus on safe handling of materials and tools.
Thinking Processes has strong links to Design, Creativity and Technology (DCT), in particular, the use of creative thinking is integral to designing. The application of decision making, problem solving, experimenting, inventing and investigative thinking methods will be required depending on specific tasks. In DCT, students generate and test ideas/options in response to problems or challenges posed. They experiment with ideas, apply imagination and develop innovative solutions. The capacity of students to apply Thinking Processes flexibly, appropriately and comprehensively will in many instances determine the effectiveness of their design and production outcomes. When defining tasks and generating solutions, students increasingly take managed risks. They develop and apply criteria to measure the effectiveness of their solutions and processes. Students reflect on and make decisions about their design ideas and production work often in collaboration with others. As they progress through the levels their decision making processes become more complex. Students develop metacognitive skills by reflecting and articulating their Thinking Processes including changes in their thinking. They consider alternative solutions and processes that could be applied to improve their learning and the product and processes.