The VCE Systems Engineering Study Design outlines the nature and sequence of learning and teaching necessary for students to demonstrate achievement of the outcomes specified within each unit. The areas of study describe the specific knowledge and skills required to demonstrate each outcome. Teachers are required to develop a program for their students that meets the requirements of the study design, including the areas of study, outcome statements, key knowledge and key skills.

The study aims to introduce engineering concepts and principles associated with electrical and mechanical systems, with a focus on ethical, including sustainable, design. It provides students with opportunities to develop the practical, research, design, and project management skills that engineers require when designing complex systems.

Teachers should use the study design in conjunction with these support materials to develop a program that includes appropriate learning activities, enabling students to build the knowledge and skills identified in the outcomes for each unit, while incorporating the cross-study specifications where appropriate. Each unit of VCE Systems Engineering should incorporate elements of the cross-study specifications described in pages 13‒29 of the study design.

Unit 1: Electrotechnological systems design 

This unit explores the evolution and fundamentals of electrotechnological engineering, guiding students through the systems engineering process to design and build sustainable, operational systems while developing technical, project management, and problem-solving skills. 

Unit 2: Mechanical systems design 

This unit focuses on the evolution and principles of mechanical systems, guiding students to apply the systems engineering process to design inclusive, operational systems that integrate fundamental physics, simple machines, and energy concepts while considering cultural influences and diverse user needs.

Unit 3: Ethical systems design

This unit explores mechanical and electrotechnological engineering principles through the development of integrated, controlled systems. It uses a project-based learning approach within the systems engineering process to identify a problem that addresses an ethical issue. Hands-on activities support applied learning in physics and mathematics, reinforcing real-world understanding and technological advancements. Students also investigate both renewable and non-renewable energy sources, examining their capture, storage and sustainability. They compare different energy types to understand their benefits and impacts, considering ethical, including sustainable, considerations.

Unit 4: Systems production and innovative technologies 

This unit builds on the integrated and controlled system developed in Unit 3, maintaining a focus on project-based learning and the systems engineering process. Students continue developing their electrotechnological mechanical system through production, testing and evaluation, applying physics principles, design thinking and practical skills. Real-world engineering contexts help enhance engagement and deepen understanding. Student also investigate new and emerging technologies and analyse and critique their likely impacts.

School-assessed coursework

There is School-assessed coursework (SAC) associated with one outcome in Unit 3 and one outcome in Unit 4. All SACs must be completed in the same year in which the student is enrolled in Units 3 and 4.

School-assessed task

The School-assessed task (SAT) addresses content from Outcome 1 of both Unit 3 and Unit 4. Teachers should allocate sufficient time across the academic year to support students in completing the SAT, including maintaining a multimodal record of evidence and practical work commenced in Unit 3. Some components of the SAT will be assessed at the conclusion of Unit 3, while others will be assessed at the end of Unit 4. Teachers should plan a timeline that allows students adequate time to complete all components of the SAT. 

It is essential that the content from Unit 3 Outcome 1 and Unit 4 Outcome 1 is taught before students undertake the related parts of the assessment, and students must have a sound understanding of course content prior to assessment. It is also important to teach all required content from Unit 3 and Unit 4, as students may not have completed Unit 1 and Unit 2.

Before beginning work on the assessment components of the SAT, students should have an established understanding of underpinning concepts including the systems engineering process, identifying problems that consider ethical design, and the development of design briefs.

All School-assessed tasks (SATs) must be completed in the same year in which the student is enrolled in Units 3 and 4.

Records of evidence for the assessment of the School-assessed task may be created in a physical or digital format, or a combination of these mediums. Physical records of evidence can be any size (such as A4 or A3). There are many different platforms that students can use for developing digital records of evidence. Popular platforms include Canva, Evernote, Google Slides, OneNote (part of the Microsoft Office suite), PowerPoint, Publisher, Weebly, WordPress, Wix or a similar online platform.

The VCE Systems Engineering Study Design from 2026 provides students with the opportunity to engage in a range of learning activities. In addition to demonstrating their understanding and mastery of the content and skills specific to the study, students may also develop employability skills through their learning activities.

The nationally agreed employability skills* are Communication; Planning and organising; Teamwork; Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.

The table below links the types of assessments commonly undertaken within VCE Systems Engineering with facets of employability skills that may be understood and applied in a school or non-employment-related setting. 

*The employability skills are derived from the Employability Skills Framework (Employability Skills From Framework to Practice, 2006), developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published in 2006 by the Department of Education, Science and Training.

The system to be created in Unit 1 is a controlled, operational electrotechnological system that is built to address a problem related to sustainability. 

In Unit 2, the system to be designed and produced is an operational mechanical system that addresses a problem related to inclusive design.

In Units 3 and 4, the School-assessed task (SAT) should address the curriculum requirements relating to both Unit 3 Outcome 1 and Unit 4 Outcome 1. 

Please note that some of these suggested systems would need further development with additional testing to satisfy the appropriate ANZ standard before a full-scale device could be produced. A proof-of-concept approach should be considered if the student wishes to construct their system, especially in relation to projects undertaken across Units 3 and 4.