Year 10
Digital Technologies
| Digital Technologies focuses on developing computational thinking such as precisely and accurately describing problems and the use of modular approaches to solutions. By the end of Year 10, students will have had opportunities to analyse problems and design, implement and evaluate a range of digital solutions. | - Big Data, Privacy and Cybersecurity
- Web Design
- Robotics
- Web-based Media (Video Editing)
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| Engineering Principles and Systems | Engineering Principles and systems elective offers students the opportunity to learn through project- based learning. Students investigate and design projects based on engineering principles and systems. | - Safety in the workplace
- Selection and application of hand tools
- Projects - Catapults, Levers and Cams
- Principles and Systems
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| Food Specialisation | Year 10 Food Specialisation Students design solution to a defined problem. They investigate the characteristics and properties of food and how tools and equipment can be used to create the solutions. Students work through the design process to evaluate their solution against determined criteria for success. | - Units Studied:
- Developing Diets
- Food Preservation
- The Wonders of Baking
- High Tea
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| Material Specialisation | The Materials specialisation elective offers students the opportunity to undertake a range of tasks within the context of various materials. The delivery of this strand is ideally suited to project- based activities, and key elements will be linked together in the context of projects which reflect manufacturing practice. | - Safety in the workplace
- Selection and application of hand tools
- Materials
- Projects - Additive Manufacturing, Recycled Materials
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Year 11 & 12
Engineering provides students with an opportunity to experience, first-hand and in a practical way, the exciting and dynamic work of real-world engineers.
Students who study Engineering develop technical knowledge and problem-solving skills that enable them to respond to and manage ongoing technological and societal change. The problem-solving process in Engineering involves the practical application of science, technology, engineering and mathematics (STEM) knowledge to develop sustainable products, processes and services. Engineers use their technical and social knowledge to solve problems in ways that meet the needs of today's individuals, communities, businesses and environments, without compromising the potential needs of future generations.
Engineering includes the study of mechanics, materials science and control technologies through real-world engineering contexts where students engage in problem-based learning.
Students learn to explore complex, open-ended problems and develop engineered solutions.
They recognise and describe engineering problems, determine solution success criteria, develop and communicate ideas and predict, generate, evaluate and refine prototype solutions. Students justify their decision-making and acknowledge the societal, economic and environmental sustainability of their engineered solutions. The problem-based learning framework in Engineering encourages students to become self-directed learners and develop beneficial collaboration and management skills.
Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities.
Designing is a complex and sophisticated form of problem-solving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas.
Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design.
Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives.
Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.
Industrial Graphics Skills focuses on the underpinning industry practices and drafting processes required to produce the technical drawings used in a variety of industries, including building and construction, engineering and furnishing. It provides a unique opportunity for students to experience the challenge and personal satisfaction of producing technical drawings and models while developing beneficial vocational and life skills.
The subject includes two core topics — 'Industry practices' and 'Drafting processes'. Industry practices are used by manufacturing enterprises to manage the manufacturing of products from raw materials. Drafting processes combine drawing skills and procedures with knowledge of materials and tools to produce industry-specific technical drawings. Students explore the knowledge, understanding and skills of the core topics through selected industry-based electives in response to local needs, available resources and teacher expertise.
By doing drafting and modelling tasks, students develop transferrable skills relevant to a range of industry-based electives and future employment opportunities. They understand industry practices, interpret technical drawings, demonstrate and apply safe practical modelling procedures with tools and materials, communicate using oral and written modes, organise and produce technical drawings and evaluate drawings using specifications.
Industrial Technology Skills subject focuses on the underpinning industry practices and production processes required to manufacture products in industries, including Engineering and building and construction. It provides a unique opportunity for students to experience the challenge and personal satisfaction of undertaking practical work while developing beneficial vocational and life skills.
The subject includes two core topics — 'Industry practices' and 'Production processes'. Industry practices are used by manufacturing enterprises to manage the manufacturing of products from raw materials. Production processes combine the production skills and procedures required to create products.
Students explore the knowledge, understanding and skills of the core topics through selected industry-based electives in response to local needs, available resources and teacher expertise.
By doing manufacturing tasks, students develop transferable skills relevant to a range of industry-based electives and future employment opportunities. They understand industry practices, interpret specifications, including technical drawings, demonstrate and apply safe practical production processes with hand/power tools and machinery, communicate using oral, written and graphical modes, organise, calculate and plan production processes and evaluate the products they create using predefined specifications.