Activity Introduction


Subjects: Design and Technology 

Year Levels: 9 & 10

Topics: Sustainability, critical and creative thinking, Regenerating Australia.

Teaching Time: 120 mins (best completed over a couple of lessons).

Quick summary: In this design lesson, students will research and apply sustainability and the concept of regeneration to retrofit a room. They will use their critical and creative thinking skills and Regenerative Design fact sheet to apply the best solution with minimal environmental impact. 

Learning intentions:

  • Students understand that sustainability is a broad concept that is applied depending on the context
  • Students will learn to apply creative and critical thinking to make sound judgements around solutions.

21st-century skills: 

  Critical Thinking Creative Thinking  CommunicatingProblem Solving

Australian Curriculum Mapping

Content descriptions: 

Years 9 & 10 Design and Technology :

  • Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex design and production processes involved (ACTDEK040)
  • Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046).

Year 9 Geography:

  • The perceptions people have of place, and how these influence their connections to different places (ACHGK065).

Year 10 Geography:

  • Human-induced environmental changes that challenge sustainability (ACHGK070).

Syllabus outcomes: D&T5.3.1, D&T5.4.1.

General capabilities: Literacy, Critical and Creative Thinking, Ethical Understanding, Intercultural Understanding, Personal and Social Capability

Cross-curriculum priority: Sustainability, Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s engagement with Asia.

Relevant parts of Year 9 & 10 Design and Technology achievement standards: 

Students consider factors that impact on design decisions and the technologies used to produce products, services and environments. They identify the changes necessary to designed solutions to realise preferred futures they have described. When producing designed solutions for identified needs or opportunities, students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.

Students create designed solutions based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. Students communicate and document projects, including marketing for a range of audiences.

Level of teacher scaffolding: Medium level of scaffolding due to information students need to retain regarding sustainability. You may need to model examples of drawing types ie sketch or provide examples of what a mood board looks like.

Resources required:

  • Materials: Sketchbooks, A3 paper, grey lead pencils, erasers, rulers, coloured pencils, glue (fine liner pens, smartphones, and the photocopier is optional)
  • Regenerative Design fact sheet (one per student)
  • Student worksheets
  • Video access to the film Regenerating Australia.

Keywords: Sustainability, regeneration, collaboration, research and planning.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


Teacher Worksheet

Regen_LessonFrame Teacher Preparation

Learning intentions: Students will...

  • ...understand the various aspects of sustainability and apply them meaningfully in a relevant context.

Success criteria: Students can…

  • ...apply sustainability and regeneration concepts to a context that is relevant to them
  • …understand the difference between sustainability and regeneration
  • able to make sound decisions regarding the use of materials, technologies and application of regeneration/sustainability concepts relevant to a context.

Teacher content information:

This lesson focuses on giving students an introduction to the application of sustainability in the home while introducing concepts of regeneration. . The Regenerative Design fact sheet will help discuss various aspects of this. The links guide students to reach a more in-depth understanding if they wish to teach sustainability concepts and extend this lesson. This task can be followed to completion over 120 minutes and developed further t

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Student Worksheet

Thought-starter: "The ultimate power to change the world does not reside in technologies. It relies on reverence, respect and compassion – for ourselves, for all people and for all life. This is regeneration.” – Paul Hawken

Task Requirement:

You are going to investigate various aspects of sustainability and regeneration in relation to building design. You will then use this information to retrofit a room in a building of your choice ie home, school or sporting club. Consider transforming a space that you like to visit, somewhere that holds meaning to you and your group. 


1. Organise yourselves into groups of three or four. For about 5 minutes, brainstorm and write down any sustainable products you have seen before. Share one product and tell the class why it is sustainable and how the concept of regeneration applies. 

Product: Why is it sustainable? How does the concept of regeneration apply?

Some example examples of regeneration:


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