Context for Year 9 and 10 students. In Woodwork, students learn about the properties of wood and the techniques required to work with it to design and produce a variety of different wooden projects.

Context for Year 9 and 10 students. In Metalwork, students learn a variety of different skills ranging from handling sheet metal to welding to machining. They apply knowledge on the properties of metals to design and produce a range of different projects.

Subject for Year 11 and 12 students. This subject has an emphasis on product design, teaching students to read and create technical drawings, sketching, designing to suit client needs and developing materials lists and procedures for their designs. Students learn to use and care for a variety of tools and machinery when producing their design.

Context for Year 9 and 10 Students. Students will learn how to design, produce, and evaluate pieces of jewellery. The students will explore the world of pop culture and create a contemporary piece of wearable art that combines metal and acrylic or wood.

Context for Year 9 and 10 students. Students learn to be creative with sewing machines and overlocker to produce their own designs including cushion covers and bags. Students will design, produce and evaluate a functional textile fashion item and develop a skills portfolio along the way.

Context for Year 9 and 10 students. Students cover the basic skills of food and nutrition, exploring the use of modern gadgets and comparing processed and home made food, socialising with food and international foods.

Subjects for Year 11 and 12 students. Do you have a passion for food and cooking for yourself and others? Or do you just enjoy eating? These courses have a hospitality focus which provides a basic introduction to the food industry, leading to employment in such areas as a chef or baker, as well as providing independent cooking skills for the future.

Context for Year 9 and 10 students. Students learn how to care for babies and children, as well as complete practical projects that demonstrate an understanding of the needs of babies and children. Year 10 students take part in the virtual babies’ program where they get to take home a pretend baby for a weekend. This is a valuable learning experience and provides practical skills for the future.

Subjects for Year 11 and 12 students. These courses are particularly suited to students who enjoy being with children, wish to have a career in childcare or merely wanting to gain information which may help them as a future parent.

Information Technologies encompasses a range of contexts that can be studied individually. These include Computing, CAD Drawing and Computer Science/Applied Information Technology. Year 7 and 8 students will study a mix of the different contexts available to year 9 and 10 students.

Context for Year 9 and 10 students. Students explore different Microsoft products as well as a variety of programming tools to create a variety of digital products.

Subject for Year 11 and 12 students. Students learn skills relating to the use of Microsoft and Adobe products, and apply these skills to design and create websites. Students also learn about website production to suit client needs.

GENERAL APPLIED INFORMATION TECHNOLOGY (YEAR 11)

Code:
GEAIT (G1AIT, G2AIT)

External Exam:
No

Pathway:
Year 11 – G1AIT, G2AIT / Year 12 – G3AIT, G4AIT

Pre-requisites:
Nil

Other Information:
The Year 11 syllabus is divided into two units, each of one semester duration that are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Content:
Unit 1 – G1AIT – Personal communication
The focus of this unit is to enable students to use technology to meet personal needs. Students develop a range of skills that enable them to communicate using appropriate technologies and to gain knowledge that assists in communicating within a personal context.

Unit 2 – G2AIT – Working with others
The focus of this unit is to enable students to use a variety of technologies to investigate managing data, common software applications and wireless network components required to effectively operate within a small business environment. They examine the legal, ethical and social impacts of technology within society.

GENERAL APPLIED INFORMATION TECHNOLOGY (YEAR 12)

Code:
GTAIT (G3AIT, G4AIT)

External Exam:
External Assessment in Year 12

Pathway:
Year 11 – G1AIT, G2AIT / Year 12 – G3AIT, G4AIT

Pre-requisites:
Nil

Other Information:

Content:
Unit 3 – G3AIT – Media information and communication technologies
The emphasis of this unit is on the use of digital technologies to create and manipulate digital media. Students use a range of applications to create visual and audio communications. They examine trends in digital media transmissions and implications arising from the use of these technologies.

Unit 4 – G4AIT – Digital technologies in business
The emphasis of this unit is on the skills, principles and practices associated with various types of documents and communications. Students identify the components and configuration of networks to meet the needs of a business. Students design digital solutions for clients, being mindful of the various impacts of technologies within legal, ethical and social boundaries.

GENERAL ENGINEERING STUDIES (YEAR 11)

Code:
GEEST (G1EST, G2EST)

External Exam:
A common assessment task will be delivered in semester one of year 12, under examination conditions that will contribute to the marks in this course.

Pathway:
Year 11 – G1EST, G2EST / Year 12 – G3EST, G4EST

Pre-requisites:
Nil

Other Information:
The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Content:
Unit 1- G1EST
In this unit, students develop an understanding of the engineering design process. They study and interpret a given design brief, learn a range of research skills and devising methods to develop concepts, then plan and communicate proposed solutions to the given design brief. They study core engineering theory and relevant theory of their chosen specialist area, and learn to integrate and use this knowledge to develop and present proposals for practical solutions. Students calculate requirements, prepare drawings and produce lists of materials and components and then follow a given timeline to produce, test and evaluate the finished product.

Unit 2- G2EST
In this unit, students focus on the topics of automation and technical innovation. They investigate engineering examples within these themes and the impact these technologies have on society. Students study and interpret a given design brief. They develop responses to the brief through a process that requires them to engage in a range of activities including: researching similar existing engineered products; sketching, drawing and annotating concepts; and choosing the preferred concept for production as a prototype or working model. Students finalise their chosen design by documenting its specifications in the form of appropriate drawings and lists of materials and components. They follow a given timeline to undertake tasks required to produce, test, and evaluate the product. Core and specialist area theory continues to be studied to forge greater understanding of the scientific, mathematical and technical concepts that explain how engineered products function.

GENERAL ENGINEERING STUDIES (YEAR 12)

Code:
GTEST (G3EST, G4EST)

External Exam:
A common assessment task will be delivered in semester one of year 12, under examination conditions that will contribute to the marks in this course.

Pathway:
Year 11 – G1EST, G2EST / Year 12 – G3EST, G4EST

Pre-requisites:
Nil

Other Information:

Content:
The Year 12 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 3 – G3EST
In the development of an engineering project, students study core engineering theory and theory in their chosen specialist area. They develop an understanding of the different forms of energy, uses of these different forms and sources of renewable and nonrenewable energy. In this unit, students also develop a greater understanding of the engineering design process and learn and apply more complex theory and understanding to a student developed design brief. Given guidelines and a context, students develop and respond to the design brief, through a process that requires them to investigate existing products, construction materials and components. Design ideas are developed through annotated sketches and concept drawings. Students select and analyse the most suitable concept for production as a prototype or working model. Students finalise their chosen design by documenting its specifications in the form of appropriate orthographic drawings and lists of materials and components. They calculate the cost of the prototype or model. They then follow a given timeline to undertake the tasks required to produce, test and evaluate the product.

Unit 4 – G4EST
In this unit, students develop their understanding of core and specialist area theory to better understand the scientific, mathematical and technical concepts that explain how engineered products function. They study the impact of the different forms of obsolescence in engineering products on society, business and the environment. Students refine their understanding of the engineering design process. Students develop a design brief and respond to the brief through a process that requires them to engage in a range of activities, and investigate construction constraints, materials and components. Design ideas are developed through annotated sketches and concept drawings. Students select and analyse the most suitable concept for production as a prototype or working mode.

GENERAL CHILD, FAMILY AND COMMUNITY (YEAR 11)

Code:
GECFC (G1CFC, G2CFC)

External Exam:

Pathway:
Year 11 – G1CFC, G2CFC / Year 12 – G3CFC, G4CFC

Pre-requisites:
Nil

Other Information:

Content:

Unit 1 – G1CFC
Families and relationships
This unit focuses on family uniqueness. Students examine the role of families and the relationships between individuals, families and their communities. Through an understanding of growth and development, students recognise the characteristics of individuals and families and that development is affected by biological and environmental influences. They identify roles and responsibilities of families, and examine their similarities and differences, the issues that arise from family interactions and the influence of attitudes, beliefs and values on the allocation of resources to meet needs and wants.
Students make decisions, examine consequences and develop skills to accommodate actions that impact themselves or others. Skills, processes, understandings and knowledge are developed through individual and group experiences. Students design and produce products and services that meet the needs of individuals, families and communities.

Unit 2 – G2CFC
Our community
This unit focuses on families, relationships and living in communities. The influence of biological and environmental factors, lifestyle behaviours and health status on growth and development is studied. Students explore the health of individuals and communities and the protective and preventative strategies that impact on growth and development.
Students examine the roles and responsibilities of particular groups, networks, and services, and the impact of attitudes, beliefs and values on the management of resources. Students engage in shared research practice, communicate information, use decision-making, goal setting, self-management and cooperation skills when creating products, services or systems that will assist individuals, families and communities to achieve their needs and wants.

FOOD SCIENCE AND TECHNOLOGY (Year 11)

Code:
GEFSC (G1FSC, G2FSC)

External Exam:
No

Pathway:
Year 11 GEFSC (G1FSC, G2FSC) / Year 12 (G3FSC, G4FSC)

Pre-requisites:
Nil

Other Information:

Content:
Food impacts every aspect of daily life and is essential for maintaining overall health and wellbeing. The application of science and technology plays an important role in understanding how the properties of food are used to meet the needs of consumers and producers. Food laws and regulations govern the production, supply and distribution of safe foods. Students develop practical food-related skills, understandings and attitudes that enhance their problem-solving abilities and decision-making skills.
In the Food Science and Technology General course, students develop their interests and skills through the design, production and management of food-related tasks. They develop knowledge of the sensory, physical, chemical and functional properties of food and apply these in practical situations. Students explore innovations in science and technology and changing consumer demands. New and emerging foods encourage the design, development and marketing of a range of products, services and systems.
Food and allied health sectors represent a robust and expanding area of the Australian and global employment markets. The Food Science and Technology General course enables students to connect with further education, training and employment pathways and enhances employability and career opportunities in areas that include nutrition, health, food and beverage manufacturing, food processing, community services, hospitality, and retail.
This course is organised into a Year 11 syllabus and a Year 12 syllabus. The cognitive complexity of the syllabus content increases from Year 11 to Year 12.
The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1 – Food choices and health
This unit focuses on the sensory and physical properties of food that affect the consumption of raw and processed foods. Students investigate balanced diets, the function of nutrients in the body and apply nutrition concepts that promote healthy eating. They study health and environmental issues that arise from lifestyle choices and investigate factors which influence the purchase of locally produced commodities.
Students devise food products, interpret and adapt recipes to prepare healthy meals and snacks that meet individual needs. They demonstrate a variety of mise-en-place and precision cutting skills, and processing techniques to ensure that safe food handling practices prevent food contamination. Students recognise the importance of using appropriate equipment, accurate measurement and work individually, and in teams, to generate food products and systems.

Unit 2 – Food for communities
This unit focuses on the supply of staple foods and the factors that influence adolescent food choices and ethical considerations. Students recognise factors, including processing systems, that affect the sensory and physical properties of staple foods. They explore food sources and the role of macronutrients and water for health, and nutrition-related health conditions, such as coeliac and lactose intolerance, which often require specialised diets. Students consider how food and beverage labelling and packaging requirements protect consumers and ensure the supply of safe, quality foods.

Students work with a range of staple foods, adapt basic recipes and apply the technology process to investigate, devise, and produce food products to achieve specific dietary requirements. They evaluate food products and demonstrate a variety of safe workplace procedures, processing techniques and food handling practices.

Each unit includes:

• a unit description – a short description of the focus of the unit
• unit content – the content to be taught and learned.

FOOD SCIENCE AND TECHNOLOGY

Code:
GTFSC (G3FSC, G4FSC)

External Exam:
No

Pathway:
Year 11 GEFSC (G1FSC, G2FSC) / Year 12 (G3FSC, G4FSC)

Pre-requisites:
Nil

Other Information:

Content:
The Year 12 syllabus is divided into two units which are delivered as a pair. The notional time for the pair of units is 110 class contact hours.

Unit 3 – Food science
This unit explores the societal, lifestyle and economic issues that influence food choices. Students research the effect of under-consumption and over-consumption of nutrients on health and investigate a range of diet-related health conditions that affect individuals and families.
Using scientific methods, students examine the functional properties that determine the performance of food and apply these in the planning and preparation of food products and processing systems.
Students develop their expertise with technology and communication skills to implement strategies to design food products and processing systems. They select resources to meet performance requirements and use evaluation strategies to monitor and maintain optimum standards. Students follow occupational safety and health requirements, implement safe food handling practices and use a variety of foods and processing techniques to produce safe, quality food products.

Unit 4 – The undercover story
This unit focuses on food spoilage and contamination and explores reasons for preserving food. Students investigate food processing techniques and the principles of food preservation. They examine the regulations which determine the way food is packaged, labelled and stored and how the principles of the Hazard Analysis Critical Control Point (HACCP) system are administered and implemented to guide the production and provision of safe food.
Students investigate the food supply chain and value-adding techniques applied to food to meet consumer and producer requirements. Food choices are often determined by location, income, supply and demand and the environmental impact of food provision. Students examine influences on the nutritional wellbeing of individuals that arise from lifestyle and cultural traditions. They implement principles of dietary planning and adapt recipes and processing techniques when considering specific nutritional needs of demographic groups.
Students apply the technology process to address a product proposal and produce a preserved food product. They justify the equipment, resources and processing techniques used, and evaluate sensory properties. Students show the use of the preserved food product in another food product.

GENERAL MATERIALS, DESIGN AND TECHNOLOGY – Metals (YEAR 11)

Code:
GEMDTM (G1MDTM, G2MDTM)

External Exam:
No

Pathway:
Year 11 – G1MDTM, G2MDTM / Year 12 – G3MDTM, G4MDTM

Pre-requisites:
Nil

Other Information:

Content:
The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1- G1MDTM
Students interact with a variety of items that have been specifically designed to meet certain needs. Students are introduced to the fundamentals of design. They learn to communicate various aspects of the technology process by constructing what they design.
Throughout the process, students learn about the origins, classifications, properties and suitability for purpose of the materials they are using, and are introduced to a range of production equipment and techniques. They develop materials manipulation skills and production management strategies, and are given the opportunity to realise their design ideas through the production of their design project.

Unit 2- G2MDTM
Students interact with products designed for a specific market. They use a range of techniques to gather information about existing products and apply the fundamentals of design. Students learn to conceptualise and communicate their ideas and various aspects of the design process within the context of constructing what they design. Throughout the process, students learn about the origins, classifications, properties and suitability for end use of materials they are working with. Students are introduced to a range of technology skills and are encouraged to generate ideas and realise them through the production of their design projects. They work within a defined environment and learn to use a variety of relevant technologies safely and effectively.

GENERAL MATERIALS, DESIGN AND TECHNOLOGY – Metals (YEAR 12)

Code:
GTMDTM (G3MDTM, G4MDTM)

External Exam:
Yes

Pathway:
Year 11 – G1MDTM, G2MDTM / Year 12 – G3MDTM, G4MDTM

Pre-requisites:
Nil

Other Information:

Content:

Unit 3 – G3MDTM
Students extend their understanding of design aesthetics through the application of the elements and principles of design and the use of creative and critical thinking strategies. Students work with an open and self-directed design brief to manage a project to design products to meet needs. Students investigate a range of materials and analyse the molecular structure, relating material characteristics and properties, and methods of processing and finishing, appropriate to their application and use.
Students identify and manage risks, and select and use appropriate methods for communicating ideas and design development. Students develop competence with production processes and learn to manage projects to determined design specifications.

Unit 4 – G4MDTM
Students investigate and analyse cultural and social factors which may have influenced historical and contemporary design. Students extend their understanding of design aesthetics by using creative and critical thinking strategies. They critically examine current products and explore how emerging materials and technologies may affect, and be incorporated into, the design and development of future products.
Students incorporate a wide range of design concepts and apply sophisticated conceptualisation skills and production processes to realising design ideas that reflect their personal influences in combination with the style and tastes of a target audience/market.

GENERAL MATERIALS, DESIGN AND TECHNOLOGY – Wood (YEAR 12)

Code:
GTMDTW (G3MDTW, G4MDTW)

External Exam:
Yes

Pathway:
Year 11 – G1MDTW, G2MDTW / Year 12 – G3MDTW, G4MDTW

Pre-requisites:
Preference will be given to students who have studied Year 11 MDTW

Other Information:

Content:

Unit 3 – G3MDTM
Students extend their understanding of design aesthetics through the application of the elements and principles of design and the use of creative and critical thinking strategies. Students work with an open and self-directed design brief to manage a project to design products to meet needs. Students investigate a range of materials and analyse the molecular structure, relating material characteristics and properties, and methods of processing and finishing, appropriate to their application and use.
Students identify and manage risks, and select and use appropriate methods for communicating ideas and design development. Students develop competence with production processes and learn to manage projects to determined design specifications.

Unit 4 – G4MDTM
Students investigate and analyse cultural and social factors which may have influenced historical and contemporary design. Students extend their understanding of design aesthetics by using creative and critical thinking strategies. They critically examine current products and explore how emerging materials and technologies may affect, and be incorporated into, the design and development of future products.
Students incorporate a wide range of design concepts and apply sophisticated conceptualisation skills and production processes to realising design ideas that reflect their personal influences in combination with the style and tastes of a target audience/market.

GENERAL MATERIALS, DESIGN AND TECHNOLOGY – Wood (YEAR 11)

Code:
GEMDTW (G1MDTW, G2MDTW)

External Exam:
No

Pathway:
Year 11 – G1MDTW, G2MDTW / Year 12 – G3MDTW, G4MDTW

Pre-requisites:
Nil

Other Information:

Content:

Unit 1- G1MDTW
Students interact with a variety of items that have been specifically designed to meet certain needs. Students are introduced to the fundamentals of design. They learn to communicate various aspects of the technology process by constructing what they design.
Throughout the process, students learn about the origins, classifications, properties and suitability for purpose of the materials they are using, and are introduced to a range of production equipment and techniques. They develop materials manipulation skills and production management strategies, and are given the opportunity to realise their design ideas through the production of their design project.

Unit 2- G2MDTW
Students interact with products designed for a specific market. They use a range of techniques to gather information about existing products and apply the fundamentals of design. Students learn to conceptualise and communicate their ideas and various aspects of the design process within the context of constructing what they design. Throughout the process, students learn about the origins, classifications, properties and suitability for end use of materials they are working with. Students are introduced to a range of technology skills and are encouraged to generate ideas and realise them through the production of their design projects. They work within a defined environment and learn to use a variety of relevant technologies safely and effectively.
Students, in consultation with teachers, select projects of interest and then design and make products suitable for a specific market.