Technological and applied studies

The Technology course engages students in project and problem-based learning. The context areas studied are Digital Technologies, Agriculture and Food Technologies, Engineered Systems and Material Technologies. Students explore real world problems and opportunities considering functional, economic, environmental, social, technical and/or usability constraints. They investigate, select, justify and safely use a range of tools, materials, components, equipment and processes to develop, test and communicate design ideas using appropriate technical terms and technologies. Students plan, manage and evaluate the production of design solutions.

The aim of the Technology course is to enable students to:

·         develop knowledge and skills to enhance creativity and innovation in technologies

·         become safe and responsible users of technologies and materials

·         develop skills using technologies to design, produce and evaluate creative solutions

·         understand the interrelationships between sustainability, technology, materials and the environment.

The organisation of outcomes and content for Technology illustrates the important role of practical experiences and design and production processes in the development of technological knowledge, understanding and skills.

The Computing Technology course enables students to develop skills in the specific application of computing technologies and to develop digital solutions applicable to a range of industrial, commercial and recreational contexts. The course focuses on computational, design and systems thinking. It also develops data analysis and programming (coding) skills. The knowledge and skills developed in the course enable students to contribute to an increasingly technology-focused world.

The aim of Computing Technology course is to enable students to:

• become safe and responsible users of computing technologies and developers of innovative digital solutions
• develop an understanding of the interrelationships between technical knowledge, social awareness and project management
• develop their ability to think creatively to produce and evaluate products
• develop skills through practical application and design to produce and evaluate creative solutions using a range of computing technologies.

The organisation of outcomes and content for Computing Technology illustrates the important role of systems thinking and computational thinking in the development of Design thinking through projects.

The Design and Technology course allows students to develop their knowledge and understanding of a broad range of design concepts. Students will develop the skills to effectively design and produce solutions and engage in projects that involve real-world contexts and challenges.

Students work individually and collaboratively to develop functional and creative design solutions through iterative design processes. They identify needs and opportunities, gather information, research existing solutions, generate and evaluate ideas, prototype, produce solutions and manage projects.

The aim of the Design and Technology course is to enable students to:

• become safe, skilful and responsible users of technologies to design, produce and evaluate creative solutions

• apply design knowledge and skills to creatively solve problems and innovate using technologies

• develop an understanding of the interrelationships between design, sustainability, technology, materials and the environment

• apply practical knowledge and skills, including project management techniques, across a range of technological contexts.

  

The Engineering Technology course enables students to create solutions to solve problems applying engineering, scientific and mathematical processes. Students develop knowledge and practical skills to deepen their understanding of engineering principles, materials and mechanical analysis.

The exploration of engineering knowledge, principles and practices encourages students to investigate the social, ethical, and legal responsibilities inherent in the use of engineering processes to develop specialised solutions. Students learn to make informed, responsible decisions about the use of current and emerging technologies in engineering, with a focus on improving people's access to and participation in society.

The aim of the Engineering Technology course is to enable students to:

• become safe, skilful and responsible users of technology who can design and produce engineered solutions

• apply engineering knowledge and skills to creatively produce engineered solutions and innovate using technologies, tools and equipment

• develop an understanding of the interrelationships between engineering, materials, technologies, society and the environment

• apply knowledge and skills of engineering across a range of practical and technological contexts.

The organisation of the content and outcomes for the Engineering Technology course are delivered through the four focus areas: Structures, Mechanisms, Control systems, and Engineering specialisation.

The Food Technology course enables students to develop the knowledge, understanding and skills needed to design, produce and evaluate contemporary food products and solutions. Students engage in food preparation practices independently and collaboratively and build their confidence in using a range of ingredients, techniques, equipment and processes. Students are enabled to generate food ideas and solutions that are creative, nutritious and suitable for diverse consumers and contexts. Students investigate the interrelationships between food production systems and sustainability in society. They explore how food can address real-world challenges, including sustainability, global food security, and health and nutrition in local communities.

The aim of the Food Technology course is to enable students to:

·         become safe, skilful and responsible users of technologies to design, communicate, produce and evaluate contemporary food solutions

·         apply knowledge and skills to evaluate the relationships between food, nutrition and health, and wellbeing

·         develop an understanding of the interrelationships between technologies, food production systems, sustainability and society

·         apply knowledge and skills to enhance creativity in food design and food product development.

The organisation of outcomes and content for Food Technology illustrates the important role of practical experiences and food design and production processes in the development of technological knowledge, understanding and skills.

The study of Graphics Technology provides students with knowledge of the techniques and technologies used to graphically convey technical and non-technical ideas and information. Students are introduced to the significance of graphical communication as a universal language and develop the ability to read, interpret and produce graphical presentations that communicate information using a variety of techniques and media.

Students learn to design, prepare and develop graphical presentations using both instrument drawing and computer-aided design (CAD). They learn to interpret and analyse graphical images and presentations to develop an understanding of the use of graphics in industrial, commercial and domestic applications.

The aim of the Graphics Technology course is to enable students to:

·         develop knowledge, understanding and skills to visualise, sketch and accurately draw shapes and objects to communicate information to specific audiences

• develop knowledge and understanding to interpret, design, produce and evaluate a variety of graphical presentations using a range of manual and digital media and techniques
• develop knowledge, understanding and skills to use graphics conventions, standards and procedures in the design, production and interpretation of a range of manual and digital graphical presentations
• develop knowledge, understanding and skills to select and apply techniques in the design and creation of digital presentations and simulations to communicate information
• develop knowledge and understanding to apply Work Health and Safety (WHS) practices and risk management techniques to the work environment
• investigate the role of graphics in industry and the relationships between graphics technology, the individual, society and the environment.

The Industrial Technology course develops students’ knowledge and practical skills through the processes of design, project development and production. Creative exploration of industrial processes encourages students to embrace an understanding of cultural and social diversity in the practice and application of industrial technologies.

Students engage in projects that involve real-world concepts and challenges. They learn about the interaction between technology, industry, society and the environment, including improving access and participation. Students learn to make informed, responsible decisions about the safe use of current and emerging technologies that improve production processes and foster innovation.

The aim of the Industrial Technology course is to enable students to:

• become safe, skilful and responsible users of materials, tools, machines and technologies
• apply production knowledge and skills in a specific industrial context
• develop an understanding of the interrelationships between production, materials, technologies, society and the environment
• apply practical knowledge and skills, including project development techniques to design, make, produce and evaluate quality projects.

The focus area offered as an elective is dependent upon student choice and teacher expertise.

Community and Family Studies course is designed to develop an understanding of the diverse nature and interdependence of families and communities within Australian society. The course enables students to plan and manage resources effectively in order to address contemporary issues facing families and communities.

The aim of the CAFS course is to enable students to develop:

• knowledge and understanding about resource management and its role in ensuring individual, group, family and community wellbeing
• knowledge and understanding about the contribution positive relationships make to individual, group, family and community wellbeing
• knowledge and understanding about the influence of a range of societal factors on individuals and the nature of groups, families and communities
• knowledge and understanding about research methodology and skills in researching, analysing and communicating
• skills in the application of management processes to meet the needs of individuals, groups, families and communities
• skills in critical thinking and the ability to take responsible action to promote wellbeing
• an appreciation of the diversity and interdependence of individuals, groups, families and communities.

Preliminary course

·         Resource Management: Basic concepts of the resource-management process

·         Individuals and Groups: The individual's roles, relationships and tasks within and between groups

·         Families and Communities: Family structures and functions, and the interaction between family and community

HSC course

·         Research Methodology: Research methodology and skills culminating in the production of an Independent Research Project

·         Groups in Context: The characteristics and needs of specific community groups

·         Parenting and Caring: Issues facing individuals and groups who adopt roles of parenting and caring in contemporary society

HSC modules

And ONE of the following modules:

• Family and Societal Interactions: Government and community structures that support and protect family members throughout their lifespan
• Social Impact of Technology: The impact of evolving technologies on individuals and lifestyle
• Individuals and Work: Contemporary issues confronting individuals as they manage roles within both their family and work environments

The Engineering Studies course is directed towards the development and application of mathematical, scientific and technological skills. It provides students with skills, knowledge and understanding associated with a study of engineering, its practices and associated methodologies. The subject promotes environmental, economic and global awareness, problem-solving ability, engagement with information technology, self-directed learning, communication, management and skills in working as a team.

The aim of the Engineering Studies course is to enable students to develop:

• an understanding of the scope of engineering and the role of the engineer

• knowledge and understanding of engineering principles and an appreciation of the responsibilities of engineers in society

• communication skills appropriate to engineering practices

• knowledge and understanding of developments in technology and an appreciation of their influence on people and engineering practice

• management and problem-solving skills in engineering contexts

• skills in the application of engineering methodology.

  

The Design and Technology course is designed to develop students’ confidence, competence and responsibility in designing, producing and evaluating to meet both needs and opportunities, and to understand the factors that contribute to successful design and production.

Design and Technology is inclusive of the needs, interests and aspirations of all students. It provides opportunities for students to develop design projects in areas of individual interest, to discuss equity issues related to design, production and manufacturing in the Australian society and to consider careers in the fields of design and manufacturing.

The course has a unique focus on creativity, innovation and the successful implementation of innovative ideas. Through the completion of quality design projects, students are provided with the opportunity to develop specific production and manufacturing skills.

The aim of the Design and Technology course is to enable students to develop:

·         knowledge and understanding about design theory and design processes in a range of contexts

• knowledge, understanding and appreciation of the interrelationship of design, technology, society and the environment
• communication skills appropriate to engineering practices
• creativity and an understanding of innovation and entrepreneurial activity in a range of contexts
• skills in the application of design processes to design, produce and evaluate quality design projects that satisfy identified needs and opportunities
• skills in research, communication and management in design and production
• knowledge and understanding about current and emerging technologies in a variety of settings.

Preliminary course

A minimum of two design projects must be produced. The projects will develop skills and knowledge to be further developed in the HSC course. Design projects must involve the design, production and evaluation of a product, system or environment.

HSC course

The HSC course requires the development and realisation of the major design project, and a case study of an innovation. The major design project involves students selecting and applying appropriate design, production and evaluation skills to a product, system or environment which satisfies an identified need or opportunity. The case study involves the critical analysis of an innovation.

The Industrial Technology course will develop a student's knowledge and understanding of a selected industry and its related technologies, highlighting the importance of design, management and production through practical experiences.

In the Preliminary course, students must design, develop and construct a number of projects. Each project will include a management folio. Each project may emphasise different areas of the Preliminary course content. Students also undertake the study of an individual business within a focus area industry.

In the HSC course, students design, develop and construct a Major Project with a management folio. They will also undertake a study of the overall industry related to the specific focus area industry.

The aim of the Industrial Technology course is to enable students to develop:

• knowledge and understanding of the focus area industry and of manufacturing processes and techniques used by industry
• knowledge and understanding of safe and cooperative work practices and of the need for a safe and cooperative work environment
• competence in designing, managing and communicating within a relevant industry context
• knowledge and skills in producing quality products
• knowledge and skills in communication and information processing related to the industry focus area
• an appreciation of quality products and the principles of quality control
• an appreciation of the relationships between technology, the individual, society and the environment.

Preliminary course

The following sections are taught on the relevant focus area:

·         Industry Study (15%)

·         Design (10%)

·         Management and Communication

·         Production

·         Industry Related Manufacturing Technology

HSC course

The following sections are taught on the relevant focus area through the development of a Major Project and a study of the relevant industry:

·         Industry Study

·         Major Project

o    Design, Management and Communication

o    Production

·         Industry Related Manufacturing Technology

Software Engineering course enables students to develop an understanding of software engineering as a facet of computer science. Students have the opportunity to develop knowledge and understanding of software engineering, hardware and software integration, and the development, implementation and evaluation of computer programs. They focus on a systematic approach to problem-solving when designing and developing creative software solutions. The

The aim of Software Engineering is to enable students to develop:

• a capacity to think creatively to develop and program software solutions
• an ability to apply knowledge, understanding and thinking skills to develop and communicate solutions to real-world problems.

The Year 11 course provides students with opportunities to develop and apply an understanding of the fundamental elements involved in creating software.

The Year 12 course provides students with opportunities to extend their knowledge, understanding and skills in the development of software. A major software engineering project provides students with the opportunity to further develop project management skills.

Certificate II in Construction Pathways

Industry curriculum frameworks (Frameworks) provide students with the opportunity to gain industry-recognised national vocational qualifications under the Australian Qualifications Framework (AQF) as part of their NSW Higher School Certificate (HSC).

The Construction Curriculum Framework mandatory focus areas are:

Safety

Skills in construction

Tools of the trade

Working in the industry

White card

Work placement

Work placement is a mandatory HSC requirement in this course. A minimum of 70 hours must be completed to successfully meet the requirements for the HSC VET Construction course.

HSC Examination

This Framework includes an HSC exam, which provides the opportunity for students to have this HSC exam mark contribute to the calculation of their Australian Tertiary Admission Rank (ATAR).To qualify for an ATAR in VET Construction students must complete the HSC examination.

Certificate II in Food and Beverage

Course Structure

Work placement

Work placement is a mandatory HSC requirement in this course. A minimum of 70 hours must be completed to successfully meet the requirements for the HSC VET Construction course.

HSC Examination

This Framework includes an HSC exam, which provides the opportunity for students to have this HSC exam mark contribute to the calculation of their Australian Tertiary Admission Rank (ATAR).To qualify for an ATAR in VET Construction students must complete the HSC examination.

A holistic approach is taken when assessing and awarding grades in Years 7-9 in the TAS faculty. Assessment is ongoing and is conducted throughout the course. Students are assessed using a range of formal and informal assessment activities, these include practical projects and activities, project management folios, workbooks, coursework, tests and teacher observations. Student achievement is measured against the syllabus outcomes and grades are awarded in align with the Common Grade Scale (A–E). Teachers use the course performance descriptors to make a professional, on- balance judgement, based on available assessment information (both formal and informal), to match each student’s achievement to a grade.

In Year 10, students may complete practical and theory-based tasks as part of the assessment strategy. Assessment tasks may include practical projects, project management folios, case studies, engineering reports, workbooks, coursework, tests and examinations. The number of tasks and the weightings vary for each course. An assessment grade is awarded when the relevant tasks and weightings have been calculated for that assessment period.

In the Year 11 courses students complete three assessment tasks. The assessment method and type of task may vary with each course. Assessment tasks may include practical projects, project management folios, case studies, engineering reports, workbooks, coursework, tests and examinations.

In the Year 12 courses students complete four assessment tasks. The assessment method and type of task may vary with each course. Assessment tasks may include practical projects, project management folios, case studies, engineering reports, workbooks, coursework, tests and examinations.

Some courses have mandated assessment requirements. Refer to the course outlines or the relevant syllabus for these requirements.

In years 10 and 11 teachers are required to determine a RoSA grade for each student. A RoSA grade is allocated to each student based on their course grade, assessment data and the teacher’s holistic assessment of their performance and achievement in the course. Teachers use the course performance descriptors to make a professional, on- balance judgement, based on available assessment information (both formal and informal), to match each student’s achievement to a grade.