year 7 – 12 design and digital · 2020-07-20 · folio the folio is the student’s of the design...

2021

YEAR 7 – 12

DESIGN AND DIGITAL TECHNOLOGIES

Westminster School Alison Avenue, Marion SA 5043 T: +61 8 8276 0276, F: +61 8 8276 0277 [email protected] www.westminster.sa.edu.au

YEAR 7 - 2021

THE FUTURE IS US (FUSS) – Compulsory Course This is a full year subject.

STUDY DESCRIPTION

This brand new, exciting course will provide engaging and dynamic experiences that focus on problem solving and innovation. In the spirit of dealing with the “tricky” VUCAi world – this course is designed to help students to approach problems and be resilient. The course is co-constructed during a consultative process with students to tackle the issues they want to make a fuss about!

The course will enable students to:

• Develop Learnability ii skills • Develop their learning agility iii • Develop Critical and Creative thinking skillsiv

COURSE CONTENT

• Structured collective research and experimentation • Clusters of practical “mission” projects to create new solutions to solve larger Challenges • Knowledge, starting with the basic skills of literacy and numeracy, moving on to knowledge of core

content and then to higher-order concepts and thinking skills, to challenge, question and adapt knowledge.

• Personal strengths and character development, including helping students find a sense of purpose and ambition, and to build their resilience and persistence.

• Social experiences so they deepen their relationships with others, learn through dialogue and collaboration, and take action together to make and do things, for and with other people.

• Activities that give students a strong sense of agencyv, so that they learn how to turn knowledge and ideas into action, to see that they can make a difference to the world.

OUTCOMES

Students will:

• explain the context and relevance of the Global Goals for Sustainable Development and how they relate to themselves and society

• provide solutions to a diverse range of topic and project options that will require interdisciplinary and collaborative learning alongside mastery of discipline-based knowledge.

• be able to link their learning experiences to the real world and have a sense of purpose in their learning.

• develop learnability skills such as willingness to try new things; grasping new ideas; experimenting, testing out new ideas; performance risk taking; dealing with challenge; interpersonal risk asking for help; collaborating; leveraging the skills of others; information gathering; asking for feedback and reflecting.

ASSESSMENT

The assessment of progress in Year 7 is continuous and teachers will use a variety of assessment methods. The assessment tasks will measure each student's knowledge, skills and understanding based on the Australian Curriculum Achievement Standards in the following Learning Areas:

• Technologies • The Arts

Year 8 -2013

https://www.weforum.org/agenda/2016/08/this-little-known-skill-will-save-your-job-and-your-company?utm_content=bufferf315e&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

https://www.weforum.org/agenda/2016/08/this-little-known-skill-will-save-your-job-and-your-company?utm_content=bufferf315e&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

https://www.psychologytoday.com/us/blog/spotting-opportunity/201707/how-thrive-in-vuca-world

https://www.psychologytoday.com/us/blog/spotting-opportunity/201707/how-thrive-in-vuca-world

YEAR 7 - 2021

i VUCA ii the desire and capability to develop in-demand skills to be employable for the long-term iii learning agility is made up of nine dimensions or behaviour patterns. They include: Flexibility – Willingness to try new things; Speed – Rapidly grasping new ideas; Experimenting – Testing out new ideas; Performance Risk Taking – Taking on challenges; Interpersonal Risk Taking – Asking others for help; Collaborating – Leveraging the skills of others; Information Gathering – Increasing your knowledge; Feedback Seeking – Asking for feedback; and Reflecting – Taking time to reflect on your effectiveness. iv https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

v Agency: Students should emerge from their schooling as purposeful, reflective, responsible agents, investing themselves actively to achieve goals they devise and endorse to shape the future for the better (Charles Leadbeater)

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

YEAR 8 - 2021

DESIGN - VISUAL COMMUNICATION – Elective subject This subject is a one semester course. STUDY DESCRIPTION Design introduces students to the design thinking processes and programs designers use in tertiary education and industry today. Through critical and creative thinking, students produce original and creative ideas related to the projects brief, then develop and present these using appropriate media and computer programs. Students learn about the design processes and techniques used in Visual Communication (Graphic) and Environmental Design (Architecture). This subject gives students an insight into the world of architects, and graphic designers. The study of Design in Year 9 supports future study in Year 10 Design: Visual Communication. Students will:

• create works that embody conceptual and problem-solving processes in their chosen media, through the use of design thinking

• develop a critical understanding of design as an aesthetic and cultural body of knowledge. • develop skills using 2D and 3D computer programs used in industry and at tertiary level • learn how to draw for design using traditional media and new technologies e.g., perspective for

architecture, illustration for graphics, concept folio drawings • understand designs historical, theoretical, social and material contexts and critique their own design

works within these knowledge frameworks • understand cultural forms and practices in historical and contemporary contexts, and respond with

specific design conventions and terminologies • explore and investigate materials through critical selection and manipulation of a range of media and

technologies

COURSE CONTENT

This course consists of three major components which are worked on concurrently throughout the semester. Practical Students will work in the following Design specialties: Architecture and Graphics

- Graphic/ Visual communication: Illustration and lay out techniques, motion graphics in commercial media - Environmental Design: How to design and problem solve like an architect

Students will produce major practical works from each of these disciplines. Folio The folio is the student’s record of the design thinking process which includes the Design Brief, Research (collection of visual information with analysis), Idea Generation (range of developing concepts), Testing of solutions and Evaluation of final product. This process is not a linear process but rather a circular process that considers how concepts develop throughout the life of the project. Regular exercises in skill development, techniques and media will also be recorded in this folio.

YEAR 8 - 2021

Visual Study The Visual Study is research-based analysis of the work of other designers and design movements. Students explore the ideas and themes of designers and/or movements that are connected to topics covered in the practical. OUTCOMES

Students will extend their learning through demonstrations and discussions relating to: • the design intentions of designers and their work • extending their vocabulary of Design language to aid critical analysis and evaluation of concepts, materials

and technologies • developing greater control and confidence and skill in the handling of techniques and media to present

their ideas • developing creativity, imagination and individuality • developing greater awareness of the design thinking processes in the planning and designing of their ideas • extending their aesthetic judgment • developing a greater awareness of design in their world and that of others past and present

ASSESSMENT

The assessment of progress in Years 9-10 is continuous and teachers will use a variety of assessment methods. During the course of the semester, the assessment tasks will measure each student's knowledge, skills and understanding against the ACARA Achievement Standards. Assessment may take the form of continuous formative assessment and/or summative tasks.

By the end of Year 10, students evaluate how representations communicate artistic/design/craft intentions in art/design/craft works they make and view. They evaluate art/design/craft works and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify influences of other artists/designers/craftspeople on their own art/design/craft works. Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their art/design/craft works. Students will demonstrate evidence of their learning through the following assessment types:

• Practical – completion of two major products 40% • Folio – creative problem solving, documentation of visual thinking 40% • Visual Study – critical analysis and research skills 20%

LEVY INFORMATION

This subject has a levy of $25.

YEAR 8 - 2021

DESIGN AND TECHNOLOGIES – FASHION – Elective subject This subject is a one semester course. STUDY DESCRIPTION The aim of this course is to introduce students to the design process and its application to fashion and textile design, through the investigation, development and evaluation of fashion design. Students will also develop their knowledge and understanding of fabrics; their properties, characteristics and suitable end use. They will develop skills in various garment construction techniques and the safe and appropriate use of specialised equipment. The study of Fashion in Year 8 directly flows onto and supports the study of this subject in Years 9, 10, 11 and 12. COURSE CONTENT

This course consists of three major components which are worked on concurrently throughout the semester. Product • Students are introduced to the design process through the research, development and evaluation of ideas

and the construction and evaluation of a product • Develop, communicate and evaluate their ideas through the production of a variety of fashion illustration • Students develop a working pattern and use appropriate techniques to construct a final garment • Students evaluate the final outcome in terms of construction and aesthetic appeal Practical skills • Students develop skills in pattern drafting through the use of pattern blocks on simple pattern drafting

techniques • Students develop an understanding of various fabric types and construction techniques • Explore various technological innovations and their application to fashion and textiles Investigation Students study various fabrics and technological innovations, investigating their application and social impact. • Students develop independent research and analytical skills • Students develop a understanding of the cultural, social and environmental impact of fashion on the

individual and community OUTCOMES

Students will learn to: • use the design process to research, generate, and develop ideas for fashion and textile design • communicate ideas in a visual, written and oral manner • use equipment and apply construction techniques to produce quality Fashion and Textile products • appreciate and understand various fabrics and technological innovations and their environmental and

social impact • use pattern blocks and simple drafting techniques to create their own patterns

Year 8 -2013

YEAR 8 - 2021

ASSESSMENT

The assessment of progress in Years 8-10 is continuous and teachers will use a variety of assessment methods. During the course of the semester, the assessment tasks will measure each student's knowledge, skills and understanding against the Australian Curriculum Achievement Standards. Assessment may take the form of continuous formative assessment and/or summative tasks.

• Product 70% • Practical Skills 20% • Investigation 10% By the end of Year 10, students explain how people working in design and technologies occupations 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 for one or more of the technologies contexts 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. They create and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.

LEVY INFORMATION


http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Explain


http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Design




http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Identify


http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Evaluate






http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Justify


http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Apply


http://www.australiancurriculum.edu.au/glossary/popup?a=F10AS&t=Select


YEAR 8 - 2021

DESIGN AND TECHNOLOGIES – FOOD TECHNOLOGY – Elective subject This subject is a one semester course. STUDY DESCRIPTION This course is a Design Technologies food specialization that has a practical food focus. Students prepare a range of healthy food items whilst developing safe and hygienic work habits. Students design, create and evaluate solutions to authentic design needs. Students will develop food literacy skills to identify and prepare food that is sustainable and will keep them healthy.

COURSE CONTENT

Taste Australia and Taste the world

Students explore street food from around the world and design their own versions.

Food Designers – Re-imaging family favorites

Students will learn to adapt and design healthy sustainable options of various family favorite dishes.

Topics covered in both units include:

• safe food handling and kitchen terminology • following recipes and using technology safely in the kitchen • fresh healthy food from multicultural Australia • planning, organising and collaborating

OUTCOMES

Students will be able to:

• Identify how the characteristics of food impacts on its preparation and presentation • Use a broad range of equipment safely and effectively • Design, prepare and evaluate solutions for various food types • Identify the criteria for success • Investigate and evaluate a range of health information about healthy eating and apply to own behavior

and the family

ASSESSMENT

The Australian Curriculum achievement standards for HPE and Technologies will form the basis for all assessment.

LEVY INFORMATION


Year 8 -2013

YEAR 8 - 2021

DESIGN AND TECHNOLOGIES – FORMULA ONE IN SCHOOLS – Elective subject

This subject is a one semester course.

STUDY DESCRIPTION

Year 9 Design and Technologies offers a one semester engineering principles and systems course based around the popular international competition, The F1 in Schools™ Technology Challenge. It is the world’s largest secondary school technology program and involves over nine million students from 17,000 schools across the world who undertake a range of science, technology, engineering and mathematics tasks based around designing, manufacturing and racing a miniature ‘car’. Design and Technologies helps to foster personal confidence and self-reliance. Satisfaction is derived from solving practical problems, working co-operatively with others and the production of well-designed and useful articles. Within this course students develop personal qualities of self-reliance, co-operation, concentration, persistence and a methodical approach to work. Students will acquire knowledge, attitudes and skills that may be put to use in leisure time, employment, community service or in the home. This course has direct pathways to Year 10 Design and Technology Materials and/or Engineering. COURSE CONTENT

Operating under the Australian Design Technologies Curriculum including integration with other STEM disciplines, students undertake the initial design and construction phases of this competition. Following completion of the semester course, students may elect to maintain an involvement in the co-curricular based Westminster School F1 in Schools Team.

The elective course concentrates on the design process and provides experience in designing and testing a product using computer aided design software. Students then develop their designs through fabrication in the prescribed materials utilizing their knowledge of the particular material and the development of skills and techniques and the process in fabricating a product.

OUTCOMES

• Develop skills and attributes to identify, create, initiate, and successfully manage the development of products, processes, or systems

• Develop the skills and knowledge to use tools, materials, and systems appropriately, safely, and competently to complete a product

• Apply technological processes to complete a product as individuals and/or in teams • To be able to communicate ideas using technical terms and simple sketches or drawings, and follow plans

ASSESSMENT

During the course, a range of varying assessment tasks will measure each student’s knowledge, skills and understanding against the Australian Curriculum Achievement Standards.

LEVY INFORMATION


Year 8 -2013

YEAR 8 - 2021

DESIGN AND TECHNOLOGIES – MATERIALS – Elective subject This subject is a one semester course.

STUDY DESCRIPTION

Year 8 Design and Technologies offers a materials specialisation focusing on creating solutions out of materials like wood, metal and plastics. It may even incorporate electronics, polymers or composites. Through focusing on the activities in the workshop, students will progressively develop skills, knowledge and understanding of the characteristics and properties of materials either discretely in the development of products or through producing designed solutions. Design and Technologies helps to foster personal confidence and self-reliance. Satisfaction is derived from solving practical problems, working co-operatively with others and the production of well-designed and useful articles. Within this course students develop personal qualities of self-reliance, co-operation, concentration, persistence and a methodical approach to work. Students will acquire knowledge, attitudes and skills that may be put to use in leisure time, employment, community service or in the home. The majority of this course is practical based in our new workshops in the Inquiry and Innovation Hub. This subject has pathways to Year 9 and 10 Design and Technology electives in Materials and/or Engineering. COURSE CONTENT

Students approach the study of Design and Technologies - Materials through examining design, materials, processes and graphic communication as detailed in the Australian Curriculum. They develop an understanding of the properties of materials and become familiar with basic tools and gain experience with machines and construction procedures. Safety and safe working habits are emphasised. Students develop skills in problem-solving, decision making, researching and the application of information in order to carry out practical tasks. This elective concentrates on the design process and provides experience in computer aided design software. Students will design and create unique solutions to a range of problems like a collaboration with Food Technology to develop international serving products, or solving biological issues like creating homes for wildlife, or even toys and puzzles for children. Projects vary according to current issues and students’ interests.

OUTCOMES



• Apply technological processes to complete a product as individuals and/or in teams • To be able to follow technical plans • To be able to communicate ideas using technical terms and simple sketches or drawings

ASSESSMENT


LEVY INFORMATION


Year 8 -2013

YEAR 8 - 2021

DIGITAL TECHNOLOGIES – Compulsory subject This subject is a full year subject.

STUDY DESCRIPTION This course covers the compulsory Digital Technologies learning requirements as specified in the Australian Curriculum: Technologies and also includes elements of the Australian Curriculum General Capabilities - ICT. In Digital Technologies, students develop an understanding of the characteristics of data, digital systems, audiences, procedures and computational thinking. They apply this when they investigate, communicate and create digital solutions. Students learn to formulate problems, logically organise and analyse data and represent them in abstract forms. They automate solutions through algorithmic logic. Students decide the best combinations of data, procedures and human and physical resources to generate efficient and effective digital solutions. They create digital solutions that consider economic, environmental and social factors. By the end of Year 8, students will have had opportunities to create a range of digital solutions, such as interactive web applications or programmable multimedia assets or simulations of relationships between objects in the real world. A full assessment of student learning is made at the end of each semester

OUTCOMES

Students: • Investigate how data are transmitted and secured in wired, wireless and mobile networks, and how

the specifications of hardware components impact on network activities • Investigate how digital systems represent text, image and audio data in binary • Acquire data from a range of sources and evaluate authenticity, accuracy and timeliness • Analyse and visualise data using a range of software to create information, and use structured data to

model objects or events • Define and decompose real-world problems taking into account functional requirements and

economic, environmental, social, technical and usability constraints • Design the user experience of a digital system, generating, evaluating and communicating alternative

designs • Design algorithms represented diagrammatically and in English, and trace algorithms to predict output

for a given input and to identify errors • Implement and modify programs with user interfaces involving branching, iteration and functions in a

general-purpose programming language • Evaluate how well developed solutions and existing information systems meet needs, are innovative

and take account of future risks and sustainability • Create and communicate interactive ideas and information collaboratively online, taking into account

social contexts • Plan and manage projects, including tasks, time and other resources required, considering safety and

sustainability

Year 8 -2013

YEAR 8 - 2021

COURSE DETAILS

The course conducted over two semester includes the following units of work:

Units Typically Include:

• Our Digital Systems at Westminster School - Students examine our School systems like Inspire and SEQTA, OneDrive to understand their structure, purpose and function.

• Ethics In Our Online World – Students examine the ethical implications of information systems, especially as represented in their favourite apps and online existence.

• Keeping Ourselves Safe Online – Students examine Cyber Safety concepts and principles and develop an education program for others

• That’s How You Do It - Students examine the concepts associated with computational thinking and programming to develop their own software solutions to a range of problems.

• Big and Not So Big Data - Students develop skills in a range of software to manipulate and analyse data to solve a range of real world problems.

• Taking Control - Students design and implement a range of programs to allow them to take control of their world. This may include design and prototyping solutions controlled by a micro-controller.

• Out Of The Box – Students examine and manipulate a range of real life solutions (like Minecraft Education and currently popular examples of digital technology)

ASSESSMENT

The assessment of progress in Years 8 and 9 Digital Technology is continuous and teachers will use a variety of assessment methods. During the course of the year, the assessment tasks will measure each student’s knowledge, skills and understanding against the ACARA Achievement Standards.

Assessment may take the form of continuous formative assessment, summative class topics, investigations, quizzes, written tests, orals, reports developed from practicals, presentations (oral and multimedia), and research tasks. Students are expected to maintain a OneNote journal of their class learning. Parents are invited to monitor progress in SEQTA.

YEAR 9 - 2021

DESIGN - VISUAL COMMUNICATION – Elective subject This subject is a one semester course. STUDY DESCRIPTION Design introduces students to the design thinking processes and programs designers use in tertiary education and industry today. Through critical and creative thinking, students produce original and creative ideas related to the projects brief, then develop and present these using appropriate media and computer programs. Students learn about the design processes and techniques used in Visual Communication (Graphic) and Environmental Design (Architecture). This subject gives students an insight into the world of architects, and graphic designers. The study of Design in Year 9 supports future study in Year 10 Design: Visual Communication. Students will:

• create works that embody conceptual and problem-solving processes in their chosen media, through the use of design thinking

• develop a critical understanding of design as an aesthetic and cultural body of knowledge. • develop skills using 2D and 3D computer programs used in industry and at tertiary level • learn how to draw for design using traditional media and new technologies e.g., perspective for

architecture, illustration for graphics, concept folio drawings • understand designs historical, theoretical, social and material contexts and critique their own design


specific design conventions and terminologies • explore and investigate materials through critical selection and manipulation of a range of media and

technologies

COURSE CONTENT

This course consists of three major components which are worked on concurrently throughout the semester. Practical Students will work in the following Design specialties: Architecture and Graphics

- Graphic/ Visual communication: Illustration and lay out techniques, motion graphics in commercial media - Environmental Design: How to design and problem solve like an architect

Students will produce major practical works from each of these disciplines. Folio The folio is the student’s record of the design thinking process which includes the Design Brief, Research (collection of visual information with analysis), Idea Generation (range of developing concepts), Testing of solutions and Evaluation of final product. This process is not a linear process but rather a circular process that considers how concepts develop throughout the life of the project. Regular exercises in skill development, techniques and media will also be recorded in this folio.

YEAR 9 - 2021

Visual Study The Visual Study is research-based analysis of the work of other designers and design movements. Students explore the ideas and themes of designers and/or movements that are connected to topics covered in the practical. OUTCOMES

Students will extend their learning through demonstrations and discussions relating to: • the design intentions of designers and their work • extending their vocabulary of Design language to aid critical analysis and evaluation of concepts, materials

and technologies • developing greater control and confidence and skill in the handling of techniques and media to present

their ideas • developing creativity, imagination and individuality • developing greater awareness of the design thinking processes in the planning and designing of their ideas • extending their aesthetic judgment • developing a greater awareness of design in their world and that of others past and present

ASSESSMENT



• Practical – completion of two major products 40% • Folio – creative problem solving, documentation of visual thinking 40% • Visual Study – critical analysis and research skills 20%

LEVY INFORMATION


YEAR 9 - 2021

DESIGN AND TECHNOLOGIES – FASHION – Elective subject This subject is a one semester course. STUDY DESCRIPTION

The aim of this course is to introduce students to the design process and its application to fashion and textile design, through the investigation, development and evaluation of fashion design. Students will also develop their knowledge and understanding of fabrics; their properties, characteristics and suitable end use. They will develop skills in various garment construction techniques and the safe and appropriate use of specialised equipment. The study of Fashion in Year 9 directly flows onto and supports the study of this subject in Years 10, 11 and 12. COURSE CONTENT

This course consists of three major components which are worked on concurrently throughout the semester. Product • Students are introduced to the design process through the research, development and evaluation of ideas

and the construction and evaluation of a product • Develop, communicate and evaluate their ideas through the production of a variety of fashion illustration • Students develop a working pattern and use appropriate techniques to construct a final garment • Students evaluate the final outcome in terms of construction and aesthetic appeal Practical skills • Students develop skills in pattern drafting through the use of pattern blocks on simple pattern drafting

techniques • Students develop an understanding of various fabric types and construction techniques • Explore various technological innovations and their application to fashion and textiles Investigation Students study various fabrics and technological innovations, investigating their application and social impact. • Students develop independent research and analytical skills • Students develop a understanding of the cultural, social and environmental impact of fashion on the

individual and community OUTCOMES

Students will learn to: • use the design process to research, generate, and develop ideas for fashion and textile design • communicate ideas in a visual, written and oral manner • use equipment and apply construction techniques to produce quality Fashion and Textile products • appreciate and understand various fabrics and technological innovations and their environmental and

social impact • use pattern blocks and simple drafting techniques to create their own patterns

Year 8 -2013

YEAR 9 - 2021

ASSESSMENT




LEVY INFORMATION






















YEAR 9 - 2021

DESIGN AND TECHNOLOGIES – FOOD TECHNOLOGY – Elective subject This subject is a one semester subject.

STUDY DESCRIPTION

This course is a Design Technologies food specialization that has a practical food focus. Students prepare a range of healthy food items whilst developing safe and hygienic work habits. Students design, create and evaluate solutions to authentic design needs. Students will develop food literacy skills to identify and prepare food that is sustainable and will keep them healthy.

COURSE CONTENT

Taste Australia and Taste the world

Students explore street food from around the world and design their own versions.

Food Designers – Re-imaging family favorites

Students will learn to adapt and design healthy sustainable options of various family favorite dishes.

Topics covered in both units include:

• safe food handling and kitchen terminology • following recipes and using technology safely in the kitchen • fresh healthy food from multicultural Australia • planning, organising and collaborating

OUTCOMES


• Identify how the characteristics of food impacts on its preparation and presentation • Use a broad range of equipment safely and effectively • Design, prepare and evaluate solutions for various food types • Identify the criteria for success • Investigate and evaluate a range of health information about healthy eating and apply to own behavior

and the family

ASSESSMENT

The Australian Curriculum achievement standards for HPE and Technologies will form the basis for all assessment.

LEVY INFORMATION


Year 8 -2013

YEAR 9 - 2021

DESIGN AND TECHNOLOGIES – FORMULA ONE IN SCHOOLS – Elective subject


STUDY DESCRIPTION

Year 9 Design and Technologies offers a one semester engineering principles and systems course based around the popular international competition, The F1 in Schools™ Technology Challenge. It is the world’s largest secondary school technology program and involves over nine million students from 17,000 schools across the world who undertake a range of science, technology, engineering and mathematics tasks based around designing, manufacturing and racing a miniature ‘car’. Design and Technologies helps to foster personal confidence and self-reliance. Satisfaction is derived from solving practical problems, working co-operatively with others and the production of well-designed and useful articles. Within this course students develop personal qualities of self-reliance, co-operation, concentration, persistence and a methodical approach to work. Students will acquire knowledge, attitudes and skills that may be put to use in leisure time, employment, community service or in the home. This course has direct pathways to Year 10 Design and Technology Materials and/or Engineering. COURSE CONTENT

Operating under the Australian Design Technologies Curriculum including integration with other STEM disciplines, students undertake the initial design and construction phases of this competition. Following completion of the semester course, students may elect to maintain an involvement in the co-curricular based Westminster School F1 in Schools Team.

The elective course concentrates on the design process and provides experience in designing and testing a product using computer aided design software. Students then develop their designs through fabrication in the prescribed materials utilizing their knowledge of the particular material and the development of skills and techniques and the process in fabricating a product.

OUTCOMES



• Apply technological processes to complete a product as individuals and/or in teams • To be able to communicate ideas using technical terms and simple sketches or drawings, and follow plans

ASSESSMENT


LEVY INFORMATION


Year 8 -2013

YEAR 9 - 2021

DESIGN AND TECHNOLOGIES – MATERIALS – Elective subject This subject is a one semester course.

STUDY DESCRIPTION

Year 9 Design and Technologies offers a materials specialisation focusing on creating solutions out of materials like wood, metal and plastics. It may even incorporate electronics, polymers or composites. Through focusing on the activities in the workshop, students will progressively develop skills, knowledge and understanding of the characteristics and properties of materials either discretely in the development of products or through producing designed solutions. Design and Technologies helps to foster personal confidence and self-reliance. Satisfaction is derived from solving practical problems, working co-operatively with others and the production of well-designed and useful articles. Within this course students develop personal qualities of self-reliance, co-operation, concentration, persistence and a methodical approach to work. Students will acquire knowledge, attitudes and skills that may be put to use in leisure time, employment, community service or in the home. The majority of this course is practical based in our new workshops in the Inquiry and Innovation Hub. This subject has pathways to Year 10 Design and Technology electives in Materials and/or Engineering. COURSE CONTENT

Students approach the study of Design and Technologies - Materials through examining design, materials, processes and graphic communication as detailed in the Australian Curriculum. They develop an understanding of the properties of materials and become familiar with basic tools and gain experience with machines and construction procedures. Safety and safe working habits are emphasised. Students develop skills in problem-solving, decision making, researching and the application of information in order to carry out practical tasks. This elective concentrates on the design process and provides experience in computer aided design software. Students will design and create unique solutions to a range of problems like a collaboration with Food Technology to develop international serving products, or solving biological issues like creating homes for wildlife, or even toys and puzzles for children. Projects vary according to current issues and students’ interests.

OUTCOMES



• Apply technological processes to complete a product as individuals and/or in teams • To be able to follow technical plans • To be able to communicate ideas using technical terms and simple sketches or drawings

ASSESSMENT


LEVY INFORMATION


Year 8 -2013

YEAR 9 - 2021

DIGITAL TECHNOLOGIES – Compulsory Subject This is a full year subject. STUDY DESCRIPTION This course covers the learning requirements as specified in the Australian Curriculum: Digital Technologies and also includes elements of the Australian Curriculum General Capabilities - ICT. Digital Technologies empowers students to shape change, by influencing how contemporary and emerging information systems and practices are applied to meet current and future needs. A deep knowledge and understanding of information systems enables students to be creative and discerning decision-makers when they select, use and manage data, information, processes and digital systems to meet needs and shape preferred futures. Digital Technologies provides students with practical opportunities to use design thinking and to be innovative developers of digital solutions and knowledge. The subject helps students to become innovative creators of digital solutions, effective users of digital systems, and critical consumers of information conveyed by digital systems. It provides students with authentic learning challenges that foster curiosity, confidence, persistence, innovation, creativity, respect and cooperation. These are all necessary when using and developing information systems to make sense of complex ideas and relationships in all areas of learning. Digital Technologies helps students to be regional and global citizens capable of actively and ethically communicating and collaborating. In the Australian Curriculum, general capabilities refer to a set of knowledge, skills, behaviours and dispositions that can be developed and applied across the curriculum to help students become successful learners, confident and creative individuals and active and informed citizens. Throughout their schooling, students develop and use these capabilities across all learning areas, in co-curricular programs such as sport, school camps and drama productions, and in their lives outside school. There are seven general capabilities in the Australian Curriculum: Literacy, Numeracy, Information and Communication Technology Competence, Critical and Creative Thinking, Personal and Social Competence, Ethical Behaviour, and Intercultural Understanding. Learning tasks are undertaken to develop these capabilities, focusing on ICT Competence. Assessment is competency based and tied to the Australian Curriculum achievement standard.

The knowledge, understanding, process and production skills include:

• Investigate the role of hardware and software in managing, controlling and securing the movement of and access to data in networked digital systems

• Analyse simple compression of data and how content data are separated from presentation • Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range

of sources, considering privacy and security requirements • Analyse and visualise data to create information and address complex problems, and model processes,

entities and their relationships using structured data • Precisely define and decompose real-world problems, taking into account functional and non-

functional requirements and including interviewing stakeholders to identify needs • Design the user experience of a digital system, evaluating alternative designs against criteria including

functionality, accessibility, usability, and aesthetics

Year 8 -2013

YEAR 9 - 2021

• Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases

• Implement modular programs, applying selected algorithms and data structures including using an object-oriented programming language

• Critically evaluate how well developed solutions and existing information systems and policies take account of future risks and sustainability and provide opportunities for innovation and enterprise

• Create interactive solutions for sharing ideas and information online, taking into account social contexts and legal responsibilities

• Plan and manage projects using an iterative and collaborative approach, identifying risks and considering safety and sustainability

COURSE DETAILS

The course conducted over two semesters includes the following units of work:

Units Typically Include:

• Digital Systems - Students examine a range of digital systems to understand their structure, purpose and function. This leads to looking at ciphers and codes and their role in network systems.

• Ethics In Our Online World – Students examine the ethical implications of information systems, especially as represented in protection of personal privacy and how this is impacted by tracking software in mobile devices and loyalty schemes.

• Garbage In Means Garbage Out - Students examine the concepts of information and data, and develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements. They will then analyse and visualise this data to create information and address complex problems.

• There’s An App For That - Students use mark-up language and style sheets to design and create a prototype data-driven web app to solve an identified problem

• Taking Control - Students design and implement a range of programs to allow their microcontroller to complete a range of tasks. This will flow into other control technologies that may include the use of Arduinos or similar technologies.

• AR – VR -RU? – Students investigate the reality of their world and how Augmented and Virtual Reality systems and scenarios play a growing role in society. From this investigation, students develop an AR solution.

• How Connected Are You? – Students investigate the concepts and application of computer networking in their lives from their home to the wider world.

ASSESSMENT

The assessment of progress in Years 8 and 9 Digital Technology is continuous and teachers will use a variety of assessment methods. During the course of the year, the assessment tasks will measure each student’s knowledge, skills and understanding against the ACARA Achievement Standards.

Assessment may take the form of continuous formative assessment, summative class topics, investigations, quizzes, written tests, orals, reports developed from practicals, presentations (oral and multimedia), and research tasks. Parents are invited to monitor progress in SEQTA.

YEAR 10 - 2021

DESIGN – VISUAL COMMUNICATION – Elective subject

This subject can be studied as a one semester course or for a full year.

Unit A will cover Visual Communication/ Graphics and Motion Graphics. Unit B will cover Architecture, 3D virtual model, 3D Balsa wood model, and 2d visualization techniques.

STUDY DESCRIPTION

Design is about learning how to think creatively to resolve real issues culminating in innovative solutions. This course encourages students to think divergently and apply a variety of analytical and psychology based thinking techniques to solve design problems. Using industry processes and programs students experience the techniques used in Graphic and Environmental Design. This subject gives them an insight into the world of architecture, graphic design, animated graphics and character design.

The study of Design in Year 10 supports future learning in Stage 1 & 2 Visual Arts – Design and in the area of Stage 2 Creative Arts, where students can specialise to further explore their chosen Design field. Students will:

• through the use of design thinking create works that embody conceptual and problem-solving processes of work in their chosen discipline

• work with images, type and visual form to develop visual communication techniques leading to diverse ideas, function and identity.

• develop a critical understanding of design as an aesthetic, functional and cultural body of knowledge • explore and investigate materials through critical selection and manipulation of a range of media and

technologies, (i.e. Adobe Photoshop, Illustrator, and InDesign; 3D architectural modeling software) • understand designs historical, theoretical, social and material contexts and evaluate their own design


specific design conventions and terminologies • develop skills using 2D and 3D computer programs used in industry and at tertiary level. • learn how to draw for design using traditional media and new technologies e.g., perspective and

isometric for architecture, illustration for graphics, concept folio drawings • explore and investigate materials through critical selection and manipulation of a range of media and

technologies.

COURSE CONTENT

This course consists of three major components: Practical, Folio and Visual Study which are worked on concurrently throughout the semester. The specific tasks in Semester 1 and 2 differ, enabling students the opportunity to study Design for a full year. Practical Students produce two major works from the following disciplines: • Environmental Design: How to design and problem solve like an architect/interior or urban designer • Graphic/ Visual communication: Illustration and lay out techniques in commercial media, and moving

graphics. This allows for the broadest possible base for discovery of new knowledge. Students who elect to study Design for a full year will cover all studio areas.

Year 8 -2013

YEAR 10 - 2021

Folio The folio will record the design process which includes the Design Brief, Research (collection of visual information) Idea Generation (range of developing concepts) Evaluation of final product. The folio is a record of a student’s creative and analytical thinking and experiments associated with their projects.

Compulsory Inclusions: • Skills development with 2D and 3D computer programs used in the design industry • Drawing for designers using traditional media and new technologies e.g., perspective for architecture,

illustration for graphics, concept folio drawings

Visual Study The Visual Study is a research based task involving analysis and critical reflection of the work of other designers and design movements. Students explore the ideas and themes of designers and/or movements that are similar to topics covered in the practical. OUTCOMES

Students will extend their learning through demonstrations and discussions relating to: • the design intentions of designers and their work • extending their vocabulary of Design language to aid critical analysis and evaluation of concepts,

materials and technologies • developing greater control, confidence and skill in the handling of techniques and media to present their

ideas • developing individuality, imagination and creativity • developing greater awareness of the design processes in the planning and designing of their ideas • extending their aesthetic judgment • developing a greater awareness of design in their world and that of others past and present

ASSESSMENT



• Practical – completion of two major products 40% • Folio – creative problem solving, documentation of visual thinking 40% • Visual Study – critical analysis and reflection of practitioners and styles 20%

LEVY INFORMATION


YEAR 10 - 2021

DESIGN AND TECHNOLOGIES – DIGITAL COMMUNICATIONS – Elective subject STUDY DESCRIPTION Year 10 Design and Technologies – Digital Communications offers a pathway to Stage 1 and Stage 2 Digital Communication Solutions from Year 9 Digital Technologies that incorporates Information and Communication Technology capabilities

For students who can’t keep off their social networking, love creating their latest Tik Tok, or just enjoy creating content or being in-front of (or behind) a camera, this subject is for you. Living in a multi-media world, where digital content creation is required in nearly every profession and industry, this course allows students to develop the necessary Digital Technology skills to create content and introduces students to Design and Technology processes utilised in industry. Students focus on digital literacy to expand their knowledge of a range of genres including broadcasting, influencing and advertising while developing skills in collaboration, critical and creative thinking, cultural and social understanding, e-safety and communication. COURSE CONTENT

This course will be based in our new Inquiry and Innovation Hub and utilise our new media studio.

It is a practical based course with students assessed on a range of practical projects and accompanying folios. The course will include a range of the projects outlined below:

Project 1: Digital Communication Basics - in this project, students develop and evaluate effective uses of video-shoot techniques and build a video sequence whilst learning a range of foundation skills and understandings.

Project 2: Action Events - in this project, students shoot an event and then edit their action footage to create a short video, developing an understanding of pre-production, production, and post-production workflows.

Project 3: News Stories - in this project, students work in teams to select a subject, conduct an interview, and report a story. They learn about specific video elements in news stories such as interviews and narration. Their work is submitted for inclusion in Westminster School’s online platforms.

Project 4: Public Service Announcements/Infomercial/Commercial - in this project, students plan, shoot, edit, and produce a public service announcement/commercial designed to influence behaviour. This is produced in our broadcasting studio and based on a client brief.

Projects 5: Portfolios - in this project, students create a portfolio of their work and explore career opportunities in the video and audio production fields. It allows them to create a modern CV/resume to support their future.

Project 6: Mini-documentaries - in this project, students work in teams to create a mini-documentary, identifying the theme, audience, and goals for a particular topic.

Project 7: Live Broadcasting - in this project, students work as a broadcast team to deliver an online product of a Westminster School event like a music concert, sporting event etc.

Project 8: Student Options - there is the scope to develop additional projects to include current community and student interests.

One project will be developed into a major solution and completed collaboratively with all students responsible for their component of the solution.

Year 8 -2013

YEAR 10 - 2021

OUTCOMES

Students will learn to: • develop skills and attributes to identify, create, initiate, and successfully manage the development of

products, processes, or systems • develop the skills and knowledge to use tools, materials, and systems appropriately, safely, and

competently to complete a product • apply the design process to complete a product as individuals and/or in teams • critically analyse the impacts of technology, including social, environmental, and sustainable consequences • develop digital literacy in a range of applications ASSESSMENT

• Specialised Skills Tasks (10% per project) • Major Solution (40%) - Students produce a solution designed in meet a brief and it must incorporate a range

of skills and processed incorporated in the course. They produce a journal/folio documenting the production process, and evaluate the product against the design brief, suggesting improvements

LEVY INFORMATION

There is no levy for this subject.

YEAR 10 - 2021

DESIGN AND TECHNOLOGIES – ENGINEERING – Elective subject This is a one semester course. STUDY DESCRIPTION Engineering principles and systems focuses on how forces can be used to create light, sound, heat, movement, control or support in systems. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions. Students need to understand how sustainable engineered products, services and environments can be designed and produced as resources diminish. Students will progressively develop knowledge and understanding of how forces and the properties of materials affect the behaviour and performance of designed engineering solutions. The Design and Technologies Engineering strand focuses on creating designed solutions by:

• investigating and defining • generating and designing • producing and implementing • evaluating • collaborating and managing.

Design and Technologies helps to foster personal confidence and self-reliance and the experience of satisfaction, which comes from solving practical problems, working co-operatively with others and the production of well-designed and useful articles. Within this course students develop personal qualities of self-reliance, cooperation, concentration, persistence and a methodical approach to work. Students will acquire knowledge, attitudes and skills that may be put to use in leisure time, employment, community service or in the home. It flows in the pathway of Year 9 Engineering (F1 in Schools) or Year 9 Materials and leads to Stage 1 Design, Technology, and Engineering — Industry and Entrepreneurial Solutions or Material Solutions COURSE CONTENT

Do you like designing structures, ‘modding’ products to make them function better, entering engineering competitions or evening designing architectural constructions? This then subject is for you! Whether you want to follow a design, construction or engineering future, it makes no difference as you will enjoy the relevance and practical nature of Design and Technologies – Engineering.

Engineering principles and systems provides an exciting opportunity for students to investigate, plan, produce and evaluate an engineering project of the class’s choice. Over recent years this has included Bridge Design, Developing Better Bus Shelters, Cranes and RC Cars. Often it all comes down to the testing, as part of a collaborative in class competition to see which team has mastered these principles to achieve the best functional design.

In addition, each student will have the opportunity to use exciting contemporary CAD/CAM technology including 3D printers, Laser Cutting/Engraving, CNC Machinery to create and test their design. They will use Industry standard 3D modelling software to design and create a Rendered view of the Final Design. An exciting new program that incorporates a STEAM focus to deliver a range of learning outcomes. This course suits those who enjoy practical activities and/or wish to follow an engineering pathway.

Year 8 -2013

YEAR 10 - 2021

In 2021, students will use our exciting new Inquiry and Innovation Hub that incorporates a hi-tech FAB Lab.

OUTCOMES



competently to complete a product • apply the design process to complete a product as individuals and/or in teams • critically analyse the impacts of technology, including social, environmental, and sustainable consequences ASSESSMENT

• Skills and Applications Tasks (20%) • Produce a product from a working drawing • Investigate the properties and characteristics of existing materials, products, production methods and the

impact of the products, processes, or systems on the individual, society, or the environment • Folio (20%) - Using ideas from their product investigation, students develop a design brief for a product they

wish to fabricate • Product (60%) - Students produce the item designed in the Folio. They produce a report documenting the

production process, and evaluate the product against the design brief, suggesting improvements LEVY INFORMATION

Design and Technologies – Engineering has a levy of $65.

YEAR 10 - 2021

DESIGN AND TECHNOLOGIES – FASHION – Elective subject This subject can be studied as a one semester course or for a full year. STUDY DESCRIPTION

The aim of this course is to give students the opportunity to express their individuality in a creative and functional manner. Students develop their understanding, confidence and proficiency using the design process through designing, producing and evaluating fashion items. They apply a variety of analytical and design techniques to solve problems. They develop an understanding and appreciation of society and the environment through studying fashion in both contemporary and historical settings, and the impact of technology, including social, environmental consequences. The study of Fashion in Year 10 directly flows onto and supports the study of this subject at Stage 1 and Stage 2. COURSE CONTENT

This course consists of three major components which are worked on concurrently throughout the semester. The specific components studied in Semester 1 and 2 differ, enabling students the opportunity to study Fashion for a full year. Product: Students peruse and develop individual ideas and themes in negotiation with the teacher for their major assignment. • Students use the design process to investigate and develop a range of design ideas in connection to their

chosen theme • Students produce detailed plans for the production of a garment through the investigation,

experimentation and evaluation of possible solutions • students develop a working pattern and use appropriate techniques to construct a final garment • students evaluate the final outcome in terms on construction and aesthetic appeal Practical Skills: • students investigate and develop their understanding of a range of garment construction techniques • investigate and develop a range of pattern drafting techniques • develop skills in fashion illustration, rendering and technical drawing Investigation • students study, research and analyse various aspects of fashion and textile designs and its social,

economic and environmental impact on the individual and community

YEAR 10 - 2021

OUTCOMES

Students will learn to:

• use the design process to research and develop ideas for fashion and textile design • communicate ideas in a visual, written and oral manner • apply and use equipment and construction techniques to produce quality Fashion/ Textile products • appreciate and understand the cultural, historical and social significance of Fashion and Textiles in society • use various mediums to develop and produce fashion illustrations and technical drawings • use pattern blocks and drafting techniques to create their own patterns ASSESSMENT




LEVY INFORMATION






















YEAR 10 - 2021

DESIGN AND TECHNOLOGIES – FOOD TECHNOLOGY – Elective subject This subject can be studied as one or two semester subject. STUDY DESCRIPTION

In Year 10 students use design and technologies knowledge and understanding, processes and production skills and design thinking to produce food solutions to authentic identified needs or opportunities of relevance to individuals and regional and global communities. Students work independently and collaboratively.

Food literacy skills related to identifying what constitutes healthy eating will be developed through practical activities in this course. Students will be involved in the design, preparation and presentation of a wide range of foods that reflect modern Australian cuisine. They will implement appropriate food safety practices and investigate issues aimed at enhancing community health and the sustainability of the environment.

COURSE CONTENT

Course A Minor

SNAP, CRACKLE, POP – Using technology to add the WOW factor to the kitchen. THE GREAT ‘WESTIE’ BAKE-OFF’ - Bringing reality TV to the kitchen Course B Major

RUNNING A CAFÉ – exploring and designing café style food and beverages. Students will work towards attaining a Safe Food Handlers Certificate.

OUTCOMES


• Apply decision-making and problem solving skills when creating meals to enhance health • Consider factors that impact on designing meals for healthy futures • Evaluate designed ideas, processes and solutions against comprehensive criteria for success recognising

the need for sustainability • Work flexibly to safely test, select, justify and use appropriate technologies and processes to make a range

of food solutions

ASSESSMENT

The Australian Curriculum achievement standards for Health and Physical Education and Technologies will form the basis for all assessment.

LEVY INFORMATION


Year 8 -2013

YEAR 10 - 2021

DESIGN AND TECHNOLOGIES – MATERIALS – Elective subject STUDY DESCRIPTION Year 10 Design and Technologies offers students to develop skills through a range of material solutions that incorporate skills and processes in:

• Metal (based on the Materials context in the Australian Curriculum – Design Technologies) • Wood (based on the Materials context in the Australian Curriculum – Design Technologies) • Other materials such as plastics, polymers and may incorporate electronic elements • CAD Engineering and Systems (based on Engineering Principles and Systems in the Australian

Curriculum)

Design and Technologies helps to foster personal confidence and self-reliance and the experience of satisfaction, which comes from solving practical problems, working co-operatively with others and the production of well-designed and useful articles. Within this course students develop personal qualities of self-reliance, cooperation, concentration, persistence and a methodical approach to work. Students will acquire knowledge, attitudes and skills that may be put to use in leisure time, employment, community service or in the home. COURSE CONTENT

In the Materials Specialisation, students develop an understanding of the properties and uses of a broad range of materials, become familiar with basic tools and gain experience with machines and construction procedures. Safety and safe working habits are emphasised in all facets of Design and Technologies. Students will develop skills in problem-solving, decision making, researching and the application of information in order to carry out practical tasks. Some of the general themes that form the frame-work to Year 10 Design and Technologies are the nature of wood processing, the application of machines and processes to man-made materials, Australian drawing standards, and elementary production techniques including gas and MIG welding and machining practices related to metal working lathes. A new feature in 2021 will be the use of CNC production machinery to generate solutions (like laser cutters, lathes, plasma cutters and routers. Student projects will be based on the topics of ‘Hobbies’ and ‘At Home’. In Hobbies, students may undertake a project like designing and creating a music instrument like a guitar or build a gaming station. In the ‘At Home’ topic students create solutions to improve their bedroom or a special place at home. It could be a piece of furniture or even a BBQ or fire-pit. This course suits those who enjoy practical activities and/or wish to follow an engineering or materials pathway. Students have the opportunity to take home their creations.

OUTCOMES



competently to complete a product • apply the design process to complete a product as individuals and/or in teams • critically analyse the impacts of technology, including social, environmental, and sustainable consequences

Year 8 -2013

YEAR 10 - 2021

ASSESSMENT

• Skills and Applications Tasks (20%) • Produce a product solution from a working drawing • Investigate the properties and characteristics of existing materials, products, production methods and the

impact of the products, processes, or systems on the individual, society, or the environment • Folio (20%) - Using ideas from their product solution investigation, students develop a design brief for a

product solution they wish to fabricate • Product Solution (60%) - Students produce the item designed in the Folio. They produce a report

documenting the production process, and evaluate the product against the design brief, suggesting improvements

LEVY INFORMATION

Design and Technologies – Materials has a levy to cover material costs.

YEAR 10 - 2021

DIGITAL TECHNOLOGIES – Elective subject This subject is a one semester course

STUDY DESCRIPTION

Digital Technologies provides industry-related topics that use computers and associated technologies to solve problems and promote creativity. Each topic aims to build practical skills in using digital technologies and the associated software and develop an understanding of the relationship between technology and its rapidly increasing function within our society. Studying Digital Technologies at Westminster School provides an excellent launch-pad for any students who are interested in pursuing any ICT or Design and Technology related course or who just want to gain generic skills that will enable them to become more confident users of contemporary technologies that are now immersed into every imaginable career from law to medicine to farming. COURSE CONTENT

Year 10 Digital Technologies is offered as a one semester course that focuses on developing digital solutions in a range of student selected topics. In the first term, students investigate five digital technology solutions (listed below) and expand their level of skills and knowledge in each. In the second term, students specialize in one topic and then develop, create and market a business consultancy solution. Students will celebrate their learning through sharing their solutions with a wider audience. Topics May Include (Selected on student interest): Topic 1: Desktop Publishing Solutions Students explore desktop publishing through Adobe’s InDesign, Photoshop and similar software. Following a short intensive skills course, students have the opportunity to print their creation on our large format printer. Topic 2: Web Publishing Solutions Students explore web publishing through looking at solutions like blogs and wikis, examining how they function and their key design principles. Students will work within one of these possibilities to publish online. Topic 3: Digital Animation For Game Creation Students explore digital animation through Animate to create their own simple animation. They develop skills in the basic principles of frames, timelines and animation in a series of short tutorials used to create game. These graphic skills are applied in creating User Experience solutions for software. Topic 4: After Effects and 3D Students explore the world of Adobe’s AfterEffects. One of the key software programs for the creation of 2D and 3D text and video special effects. Students create their own motion graphic for use online. Topic 6: Robotics and RoboWars Students design, code and modify their entrant in a RoboWars competition! Topic 7: How Computers Work Students explore under the bonnet of a typical desktop PC to build understanding of the function of various componentry. The skill challenge is to make sure it all works again afterwards!

Year 8 -2013

YEAR 10 - 2021

Topic 8: Create A Video Game Students design, code and create a computer game and in the process discover the main programming and User Experience constructs and concepts behind gaming. Topic 9: Is This World For Real? Students experiment and explore the worlds of augmented and virtual reality to see what is possible. A simple AR solution is created and evaluated. Topic 10: Microcontrollers Rule The World Students create a program using an Arduino or similar to solve a real world problem. Topic 11: There Is An App For That? Students use app development software to create a useful app and install it on an android or iOS device. Topic 12: Your Ideas Are Better Than Our Ideas! Students are invited to submit their own ideas for a topic. The only rule is that it utilizes digital technology. OUTCOMES • develop the skills necessary to become competent, confident, responsible, creative and discriminating as

users of computers • ability to identify and solve problems by using an appropriate systems development life cycle • practical skills, knowledge and understanding related to the design, use and management of systems • awareness of the impact that technology has had, and will continue to have, on individuals, groups,

communities, businesses and society local and global • skills of communication, management, learning and collaboration as individuals and as members of a team • experiences that may form a preparation for the workplace and/or a basis for further learning • awareness of the range and variety of technology industry environments ASSESSMENT 50% Involvement and completion of the five introductory topics tasks (10% each) 20% Folio 20% Business Consultancy Solution (individual choice based on a passion project) 10% Presentation of their Solution (used for selection of the Hurd Prize) Each year, a student studying Year 10 Digital Technology is chosen to receive the Hurd Prize. The recipient of this award will be a Year 10 Digital Technology student who demonstrates the qualities of passion, persistence and dedication in pursuit of innovation and technology excellence. The recipient exhibits the following qualities:

i. A passion for innovation and technology ii. Outstanding grades for Year 10 Digital Technologies

iii. Consistent dedication toward achieving goals in Digital Technologies iv. Appreciation for Innovation and Technology

YEAR 11 - 2021

DESIGN AND TECHNOLOGY – DIGITAL COMMUNICATION SOLUTIONS (Incorporating Film Making, Broadcasting, Multimedia Production, Video Game Creation, Website Development, Graphics, Virtual Reality, Sound, App Development or any option associated with the manipulation of digital communication media)


ASSUMED PRIOR KNOWLEDGE

Nil PATHWAYS

Stage 2 Design and Technology – Digital Communication Solutions STUDY DESCRIPTION

Do you have a passion for Online Influencing, Film Making, TV Broadcasting, Video Game Design and Production, Website Development, Special FX or App Creation? This course allows students to develop skills and knowledge in creating digital communication solutions through a personal choice of context areas that incorporate the manipulation of digital communication media. It is structured to suit the student who likes the practical aspects of designing and creating products. Students who prefer programming are better suited to the Digital Technology subject. In the first term, students’ focus will be on undertaking a series of specialised skills tasks to develop skills, understanding and knowledge in readiness for completion of their major solution in the second half of the course. Major solutions are student driven to account for individual passions. For the purpose of this booklet, the digital video course is outlined as an example, however students interested in other digital communication solutions are invited to discuss their passion with Mr McLachlan. The Stage 1 course is very practical and focuses on developing the required skills to create their desired communication solution. As an example, Digital Video has been designed to enable students to develop an understanding and appreciation of the digital video production and the various processes involved in planning, capturing and editing digital media. Students will investigate production processes relevant to the digital media industry as well as apply the design process to explore individual themes to develop and present a “Pitch” (short film/documentary concept) to the group. The most comprehensive and well thought out ideas will then be realized through small production groups (to be negotiated with the students and teacher) to cater for personal interests and various abilities. In 2021, this course will feature the use of the workshops and studio in the Innovation and Inquiry Hub.

Year 8 -2013

YEAR 11 - 2021

COURSE CONTENT (DIGITAL VIDEO EXAMPLE)

• Develop skills and technical knowledge in using the relevant technologies to assist the completion of a series of prescribed video production tasks. Includes skills and techniques in camera, lighting and sound.

• Undertake a specialised skills study in non-linear editing using Adobe Premiere CC or appropriate software • Undertake a specialised skills study in a topic such as special effects, foley, live multi-camera mixing etc • Work in a range of environments including on location, theatre and studio • Students research, plan, develop and present a detailed concept (‘A Pitch’) for a short film/

documentary/multimedia application that communicates the student’s concept/ideas • Students will work in small production teams to realise a pitched concept. A short report evaluating the

product development and success against the design brief will be required OUTCOMES

In this subject, students engage in the design and realisation process and are expected to: 1. review design features, processes, materials, and production techniques and apply creative thinking to

the design of a solution 2. plan and develop design concepts, and communicate potential features of - and solutions to - a problem

or challenge 3. apply knowledge and understanding of skills, engineering procedures, and techniques, using

technology to realise the solution 4. evaluate processes used in design development and solution realisation 5. research and discuss ethical, legal, economic, and/or sustainability issues related to technology,

materials selected, processes used, and/or solution design. ASSESSMENT

• Assessment Type 1: Specialised Skills Tasks 40% • Students develop knowledge and skills through completing specialised skills tasks. They apply the

skills, processes, and techniques in the related context. This informs the design development for a solution in Assessment Type 2. Students evaluate and assess the development of their own skills in this assessment task. They review how these processes and techniques may influence their solution.

• Students and teachers negotiate whether it would be appropriate to demonstrate these processes and techniques in a single session, or over a more extended period of time. This assessment could consist of one activity or a series of activities.

• Assessment Type 2: Design Process and Solution 60% Part 1 — Design Development • Students show evidence of key design phases of investigation and analysis, design development, and

planning. For investigation and analysis, students need to review design features, and research and discuss issues. This could be completed individually or as part of a collaborative task. Evidence for the design development should be a maximum of 1000 words or the equivalent in multimodal form.

Part 2 — Solution Realisation • Students create and evaluate the solution. The student provides evidence of the solution as a video

recording and evaluates the completed solution indicating how well the requirements of the design brief have been met, including what worked well, what did not go according to plan, and what was learnt. Students consider possible modifications to improve the outcome and discuss how the solution is to be used. Evidence for the solution realisation should be a maximum of 500 words.

YEAR 11 - 2021

DESIGN AND TECHNOLOGY – MATERIAL SOLUTIONS – FASHION This subject can be studied as a one semester or a full year course.


Nil PATHWAYS

Stage 2 Design and Technology – Material Solutions: Fashion STUDY DESCRIPTION

Fashion is a practical based subject which enables students to explore and express their individuality through the fashion and textile medium. It emphasises the creative use of textiles and the development and communication of ideas through the design process. Students will: • develop confidence and proficiency in applying the design process to design, produce and evaluate

individual and original fashion and textile products • investigate and develop an understanding of the properties, performance and construction requirements

of textiles • undertake the links between post and present fashion styles, ideas and techniques, including the

technological, social and environmental consequences COURSE CONTENT

In the first half of the semester, students’ focus will be on undertaking a series of specialised skills tasks to develop skills, understanding and knowledge in readiness for completion of their major solution in the second half of the course. Major solutions are student driven to account for individual passions. In Stage 1 students use the design and realisation process. They learn to create a design brief that provides the basis for the development of potential solutions to design problems and challenges, and review design features, processes, materials, and production techniques to assist with the realisation of the solution. In this subject, a ‘solution’ is an outcome of the design and realisation process in relation to the chosen context. A solution could be fully realised or a model, prototype, system, part, process (i.e. procedures to output a product), or product. Students analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues. They consider the practical implications of these issues on society or on design solutions. Students apply appropriate skills, processes, procedures, and techniques whilst implementing safe work practices when creating the solution.

Year 8 -2013

YEAR 11 - 2021

OUTCOMES

In this subject, students engage in the design and realisation process and are expected to: 1. review design features, processes, materials, and production techniques and apply creative thinking

to the design of a solution 2. plan and develop design concepts, and communicate potential features of —and solutions to — a

problem or challenge 3. apply knowledge and understanding of skills, engineering procedures, and techniques, using


materials selected, processes used, and/or solution design. In 2021, this course will feature the use of the workshops in the Innovation and Inquiry Hub. ASSESSMENT







recording and evaluates the completed solution indicating how well the requirements of the design brief have been met, including what worked well, what did not go according to plan, and what was learnt. Students consider possible modifications to improve the outcome, and discuss how the solution is to be used. Evidence for the solution realisation should be a maximum of 500 words.

LEVY INFORMATION

This subject has a materials levy.

YEAR 11 - 2021

DESIGN AND TECHNOLOGY – MATERIAL SOLUTIONS This subject is a one semester course.


Nil, however, it would be ideal for students to have a background in Design and Technology up to Year 10 level. PATHWAYS

Stage 2 Design and Technology – Material Solutions STUDY DESCRIPTION

Do you have a passion for making things, or getting on the tools and working with a range of materials to create something new? Design and Technology – Material Solutions, utilizing wood, metal and other materials, is a practical-based course that is perfect for students looking for a hands-on subject. This context involves the use of a diverse range of manufacturing technologies such as tools, machines, and/or systems to create a solution using appropriate materials. Students produce outcomes that demonstrate the knowledge and skills associated with using systems, processes, and materials such as metals, wood, plastics, and composites. COURSE CONTENT

• Designing and constructing solutions made from a range of materials • Use of a range of tools, machines and processes as appropriate to creating the material solution • Precision machining techniques that also involves computer-controlled (CNC) processes In the first term, students’ focus will be on undertaking a series of specialised skills tasks to develop skills, understanding and knowledge in readiness for completion of their major solution in the second half of the course. Major solutions are student driven to account for individual passions. In Stage 1 students use the design and realisation process. They learn to create a design brief that provides the basis for the development of potential solutions to design problems and challenges, and review design features, processes, materials, and production techniques to assist with the realisation of the solution. In this subject, a ‘solution’ is an outcome of the design and realisation process in relation to the chosen context. A solution could be fully realised or a model, prototype, system, part, process (i.e. procedures to output a product), or product. Students analyse influences on a product or system including ethical, legal, economic, and/or sustainability issues. They consider the practical implications of these issues on society or on design solutions. Students apply appropriate skills, processes, procedures, and techniques whilst implementing safe work practices when creating the solution. In 2021, this course will feature the use of the workshops in the Innovation and Inquiry Hub.

YEAR 11 - 2021

OUTCOMES












recording and evaluates the completed solution indicating how well the requirements of the design brief have been met, including what worked well, what did not go according to plan, and what was learnt. Students consider possible modifications to improve the outcome and discuss how the solution is to be used. Evidence for the solution realisation should be a maximum of 500 words.

LEVY INFORMATION


YEAR 11 - 2021

DESIGN, TECHNOLOGY AND ENGINEERING – INDUSTRY AND ENTREPRENEURIAL SOLUTIONS (Incorporating Advanced Manufacturing, Engineering and Industrial Design) This subject is a one semester course. ASSUMED PRIOR KNOWLEDGE Nil, however, it would be ideal for students to have a background in Design and Technology up to Year 10 level. PATHWAYS

Stage 2 Design Technology and Engineering – Industry and Entrepreneurial Solutions STUDY DESCRIPTION

Do you love designing or engineering solutions to problems? Design, Technology and Engineering – Industry and Entrepreneurial Solutions Systems is a practical based subject that is perfect for students looking for a hands-on subject that integrates the use of technology, CNC machinery, and engineering concepts to solve and create solutions to the world’s problems. It provides the perfect practical base for students looking to also study engineering and physics based courses and careers. COURSE CONTENT

This subject involves designing solutions to meet industry requirements, or the invention of an entrepreneurial product that meets a need or solves a problem. This could be achieved using design programs such as computer-aided design to develop prototypes or products. Students demonstrate knowledge and skills associated with systems, processes, and materials appropriate for the prototype and final solution. Examples of contexts for industry or entrepreneurial design solutions include:

• aerospace • agricultural equipment • architecture • CAD/CAM • construction • health and aged care equipment • industrial design • maritime equipment • product design

In the first term, students’ focus will be on undertaking a range of specialised skills tasks to develop skills, understanding and knowledge in readiness for completion of their major solution in the second half of the course. Major solutions are student driven to account for individual passions. In 2021, this course will feature the use of the workshops in the Innovation and Inquiry Hub.

YEAR 11 - 2021

OUTCOMES












recording and evaluates the completed solution indicating how well the requirements of the design brief have been met, including what worked well, what did not go according to plan, and what was learnt. Students consider possible modifications to improve the outcome, and discuss how the solution is to be used. Evidence for the solution realisation should be a maximum of 500 words.

LEVY INFORMATION


YEAR 11 - 2021

DIGITAL TECHNOLOGIES This subject can be taken as a single semester course or combined to make up a full year of study.


Nil, however it would be an advantage for a student to have completed a Year 10 Digital Technology Solutions elective. PATHWAYS

Stage 2 Digital Technologies. For students interested in creating digital communication solutions, but may not feel overly confident with their programming, Stage 2 Digital Communication Solutions may be a good choice as this subject focuses on making products like computer games rather than the computing science and programming of Digital Technologies. STUDY DESCRIPTION

Stage 1 Digital Technology comprises four focus areas. • Focus Area 1: Programming - students identify and deconstruct a problem, and develop and use code

to design and test possible solutions. • Focus Area 2: Advanced Programming - students extend their programming skills with a particular focus

on problem solving. • Focus Area 3: Data Analytics - students apply their computational thinking skills to analyse relationships

in data sets, identify and scope problems, and create solutions. • Focus Area 4: Exploring Innovations - students apply their creativity and critical thinking skills to explore

developments in digital innovations, develop ideas, and create digital solutions. This course can be studied for a full year covering all four topics, or a single semester covering two. Digital Technologies A covers Programming and Data Analytics while B covers Advanced Programming and Exploring Innovations. Ideally students study both A and B, however students may choose either course. Students need to be aware is Advanced Programming is more a practical application of programming so can be chosen with limited programming skills as it is linked with Innovations as a practical collaborative project. ASSESSMENT

The following assessment types enable students to demonstrate their learning in Stage 1 Digital Technologies. Students provide evidence of their learning through four assessments. Each assessment type should have a weighting of at least 20% and one must involve student collaboration.

• Assessment Type 1: Project Skills (at least two project skills tasks) • Assessment Type 2: Digital Solution (at least one digital solution)

Year 8 -2013

YEAR 11 - 2021

FOOD AND HOSPITALITY This subject can be studied as a one semester course or for a full year.


Nil PATHWAYS

Stage 2 Food and Hospitality STUDY DESCRIPTION In Food and Hospitality students examine some of the factors that influence people’s food choices and the health implications of those choices. Students develop skills in using technology and safe work practices in the preparation, storage and handling of food, complying with current health and safety legislation. This subject integrates active problem-solving approaches to learning. Students participate in collaborative activities that support healthy eating practices. COURSE CONTENT

Each 10 point unit will take topics from each of the areas of study outlined below: • Running a catering enterprise using commercial standard equipment in the new Food Technology

facility. • Investigating issues found in the hospitality industry locally and globally. • Designing and planning and creating healthy food options that reflects current trends in casual and

formal dining. • Considering sustainable issues when designing food solutions for the individual and the family. • Exploring new and diverse cultures and their influence on the foods we eat. • Developing skills in creative food presentation.

LEARNING REQUIREMENTS

In this subject students are expected to: • Apply knowledge and problem-solving skills to practical activities in Food and Hospitality and reflect on

processes and outcomes • Develop and implement practical skills, including management skills, in an individual or a collaborative

context • Make and justify decisions about issues related to Food and Hospitality • Select and use appropriate technology to prepare and serve food, applying safe food-handling practices • Investigate and reflect on contemporary issues related to the Food and Hospitality industry or to Food

and Hospitality in family and community settings • Work individually and collaboratively to prepare and present activities that support healthy eating

practices • Reflect on the impact of technology on Food and Hospitality

Year 8 -2013

YEAR 11 - 2021

ASSESSMENT

In each 10 point unit students will complete: • Assessment Type 1: Practical Activity (2) 60% • Assessment Type 2: Group Activity (1) 20% • Assessment Type 3: Investigation (1) 20%

LEVY INFORMATION


YEAR 12 - 2021

DESIGN AND TECHNOLOGY – DIGITAL COMMUNICATION SOLUTIONS (Incorporating Film Making, Broadcasting, Multimedia Production, Video Game Creation, Website Development, Graphics, Virtual Reality, Sound, App Development or any option associated with the manipulation of digital communication media)


This subject has no pre-requisites however the completion of Stage 1 Digital Communication Solutions or Stage 1 Digital Technology is an advantage. STUDY DESCRIPTION

Do you have a passion for Online Influencing, Film Making, TV Broadcasting, Video Game Design and Production, Website Development, Special FX or App Creation? This course allows students to develop skills and knowledge in creating digital communication solutions through a personal choice of context areas that incorporate the manipulation of digital communication media. It is structured to suit the student who likes the practical aspects of designing and creating products. Students who prefer programming are better suited to the Digital Technology subject. The course has been designed to allow each student to achieve success relevant to their own area of interest and ability in one of the options provided. Skills tasks and major solutions are designed to build a progression of technological knowledge, skills and understanding of the design process to prepare them for the design and development of their own digital media solution such as a multimedia game, interactive website, an animation or short film. The theme for each student is to be negotiated between the student and the teacher. Students with previous experience can try more advanced techniques, whilst students new to the subject are able to develop their skills and produce a product according to their ability. Design Technology – Digital Communication Solutions provides an excellent foundation for students and the modern multimedia dominated workplace or those keen to pursue a specialised career in design, the multimedia industry, information technology, or the film and media industry. Studying Digital Communication Solutions will help students develop a range of useful skills (technical, organisational and creative) that are useful for any future tertiary studies regardless of the field being pursued. COURSE CONTENT

Working in their chosen context area, students consider a passion project they would like to explore. It may be to create a short film and enter it into the Bond University Film Festival, BUFTA. Perhaps the dream is to create a television show or broadcast a school event online? It may be to design and create a computer game or develop an app to support a hobby or interest? Having decided on their dream, students first determine what skills they will require or develop for their solutions successful creation. This forms their first two, individually focused, specialised skills tasks completed in the first part of the year. Following this, students undertake a Resource Study that informs their processes and an Issues Exploration on how a relevant world issue will impact their solution or its creation. Finally, for about half of the year, students then proceed to investigate, design, plan, create and evaluate their personal solution.

Year 8 -2013

Year 8 -2013

YEAR 12 - 2021

OUTCOMES

In this subject, students engage in the design and realisation process and are expected to: 1. investigate and analyse design features, processes, materials, and production techniques and

apply creative thinking to the design of a solution 2. plan, develop, and test design concepts, and communicate potential features of, and solutions to,

a problem or challenge 3. apply knowledge and understanding of skills, processes, engineering procedures, and techniques,

using technology to realise the solution 4. evaluate the solution with reference to the design brief, and reflect on processes used in design

development and realisation 5. analyse ethical, legal, economic, and/or sustainability issues related to technology, materials

selected, processes used, and/or solution design.

ASSESSMENT

The following assessment types enable students to demonstrate their learning in Stage 2 Material Solutions. School assessment (70%)

• Assessment Type 1: Specialised Skills Task (20%) o Students undertake two practical specialised skills tasks designed to support their chosen

final solution. These tasks are tailored to the individual needs of the student to create their solution.

• Assessment Type 2: Design Process and Solution (50%) o Students undertake one individually chosen major product design and the creation of this

solution. Accompanying this solution, is a document/folio that details their journey through the stages of design process:

Investigation and Analysis Design Development and Planning Production Evaluation.

External assessment (30%)

• Assessment Type 3: Resource Study (30%) o Students undertake two tasks that comprise the Resource Study.

1. Resource Investigation: Students investigate and analyse the functional characteristics and properties of two or more materials or components that they are considering for use in the creation of their solution.

2. Issue Exploration: Students investigate and analyse ethical, legal, economic, and/or sustainability issues related to their solution

LEVY INFORMATION

This subject does not have a materials levy.

YEAR 12 - 2021

DESIGN AND TECHNOLOGY – MATERIAL SOLUTIONS – FASHION ASSUMED PRIOR KNOWLEDGE

There is no SACE pre-requisite. STUDY DESCRIPTION

If you are interested in fashioning your future, have a passion for style and enjoy creating unique and individual looks, then Materials Solutions – Fashion is definitely for you. Stage 2 Materials Solutions: Fashion provides a flexible framework that promotes individualized and inquiry-based learning in the area of fashion, its design and creation. It encourages students to be creative, innovative, and enterprising by applying critical thinking and problem-solving skills. Students apply the design process, incorporating new and emerging technologies to produce individual design ideas and solutions. Using an iterative design process, students explore possible solutions to a problem or opportunity. They investigate and analyse the purpose, design features, materials, and production techniques used in diverse situations including industry, community, and tertiary organisations. This information is used to create a design brief that provides the basis for the development of potential solutions. The importance of the design process as a preliminary to the realisation process is emphasised, as is ongoing evaluation of the solution and vice versa. In this subject, a ‘solution’ is an outcome of the design and realisation process in relation to the chosen context, fashion. Final solutions are paraded at the end of the course as a celebration of the student’s work. This subject will have the opportunity to work in our new Fashion Studio in the Inquiry and Innovation Hub. COURSE CONTENT

Topics covered include: • Design process • Pattern drafting and garment construction • Application of emerging technologies • The application of digital media • Social environmental and ethical issues related to the fashion industry

In this subject, students engage in the design and realisation process and are expected to:

1. investigate and analyse design features, processes, materials, and production techniques and apply creative thinking to the design of a solution

2. plan, develop, and test design concepts, and communicate potential features of, and solutions to, a problem or challenge

3. apply knowledge and understanding of skills, processes, engineering procedures, and techniques, using technology to realise the solution

4. evaluate the solution with reference to the design brief, and reflect on processes used in design development and realisation

5. analyse ethical, legal, economic, and/or sustainability issues related to technology, materials selected, processes used, and/or solution design.

Year 8 -2013

YEAR 12 - 2021

ASSESSMENT

The following assessment types enable students to demonstrate their learning in Stage 2 Material Solutions: Fashion. School assessment (70%)

• Assessment Type 1: Specialised Skills Task (20%) o Students undertake two practical specialised skills tasks designed to support their chosen final

solution. These tasks are tailored to the individual needs of the student to create their solution. • Assessment Type 2: Design Process and Solution (50%)

o Students undertake one individually chosen major product design and the creation of this solution. Accompanying this solution, is a document/folio that details their journey through the stages of design process:






LEVY INFORMATION


YEAR 12 - 2021

DESIGN AND TECHNOLOGY – MATERIAL SOLUTIONS


There is no SACE pre-requisite. Ideally students will have completed Stage 1 Design and Technology – Material Solutions in either Wood or Metal. STUDY DESCRIPTION

Do you love getting on the tools in mainly practical lessons and creating something of your design? Do you like the idea of creating solutions to problems using wood, metal, plastics or composites? Does the sound of taking something home at the end of the year for your own use sound appealing? Then Material Solutions is definitely for you.

Stage 2 Materials Solutions provides a flexible framework that promotes individualized and inquiry-based learning, and the design and creation of hand and machine crafted product solutions. It encourages students to be creative, innovative, and enterprising by applying critical thinking and problem-solving skills. Students apply the design process, incorporating new and emerging technologies to produce individual design ideas and solutions. This focus area involves the use of a diverse range of manufacturing technologies such as tools, machines, and/or systems to convert resistant materials into useful products. Students produce outcomes that demonstrate the knowledge and skills associated with using systems, processes, and resistant materials such as metals and wood.

• Design and Technology is relevant to a broad range of employment opportunities • Provides students with real-life problem solving skills • Assists in developing appreciation of manufacturing technology in society • Helps to develop an appreciation of ‘quality’ in manufactured products • Provides students with confidence to tackle day to day practical tasks

COURSE CONTENT

Students develop design briefs, demonstrating their design and technological ability through activities in contexts that have a practical outcome. They make sound decisions about materials and techniques, based on their testing and understanding of the physical properties and working characteristics of materials. Students identify product characteristics and make critical judgments about the design and creation of solutions.

They work with a range of tools, materials, equipment, and components to a high degree of precision, while implementing safe working practices. They demonstrate an understanding of the needs and values of a range of users to design and create solutions or systems that fit an identified design brief. They develop their ability to evaluate outcomes against the design brief.

Students investigate and critically analyse a range of products, processes, and production techniques used in industrial situations. They identify demands on their design, taking cost, ethical, cultural, and environmental issues into account. Students explain how their ideas address these demands, and use their analysis to produce proposals for the present and future.

The learning requirements for Stage 2 Design and Technology emphasise the importance of the design process as a preliminary to the realisation process.

Year 8 -2013

YEAR 12 - 2021

OUTCOMES







ASSESSMENT

The following assessment types enable students to demonstrate their learning in Stage 2 Material Solutions. School assessment (70%)










LEVY INFORMATION


YEAR 12 - 2021

DESIGN, TECHNOLOGY AND ENGINEERING – INDUSTRY AND ENTREPRENEURIAL SOLUTIONS (Incorporating Advanced Manufacturing, Engineering and Industrial Design) ASSUMED PRIOR KNOWLEDGE No SACE pre-requisites. Ideally, students will have completed a Stage 1 Design and Technology subject.

STUDY DESCRIPTION

Do you love designing or engineering solutions to problems? Design, Technology and Engineering – Industry and Entrepreneurial Solutions Systems is a practical based subject that is perfect for students looking for a hands-on subject that integrates the use of technology, CNC machinery, and engineering concepts to solve and create solutions to the world’s problems. It provides the perfect practical base for students looking to also study engineering and physics-based courses and careers. This subject involves the use of devices such as electrical, electronic, mechanical, pneumatic, hydraulic, and interface components, including programmable control devices (CAD/CAM/CNC manufacturing), to design and make systems and solutions. Students produce outcomes that demonstrate the knowledge and skills associated with using control systems, processes, and materials. Industry and Entrepreneurial Solutions aims to develop enterprising skills and attributes that equip students to identify, create, initiate, and successfully manage the development of products, processes, or systems. They will learn to reflect on, evaluate, and build on their achievements. This course is designed to give students the skills and knowledge to use tools, materials, and systems safely and competently, and to apply technological processes, software and technology equipment to investigate, design, develop and evaluate a product. It also provides students the opportunity to explore and develop technologies and demonstrate insight into the future uses of this technology. They will critique issues and the impacts of technology, including social and environmental outcomes. COURSE CONTENT

This subject involves designing solutions to meet industry requirements, or the invention of an entrepreneurial product that meets a need or solves a problem. This could be achieved using design programs such as computer-aided design to develop prototypes or products. Students demonstrate knowledge and skills associated with systems, processes, and materials appropriate for the prototype and final solution. Examples of contexts for industry or entrepreneurial design solutions include:

• aerospace • agricultural equipment • architecture • CAD/CAM • construction • health and aged care equipment • industrial design • maritime equipment • product design

Year 8 -2013

YEAR 12 - 2021

OUTCOMES







ASSESSMENT

The following assessment types enable students to demonstrate their learning in Stage 2 Design, Technology and Engineering – Industry and Entrepreneurial Solutions. School assessment (70%)










LEVY INFORMATION


YEAR 12 - 2021

DIGITAL TECHNOLOGIES ASSUMED PRIOR KNOWLEDGE

It is assumed that students undertaking this subject will have completed at least 10 credits of Stage 1 Digital Technologies or have some prior experience in programming. STUDY DESCRIPTION

The past 40 years has seen a strong digital technology revolution. We have rapidly become a digital society where computer-related technology is embedded in most aspects of our daily lives. Computers are now commonplace in work, leisure, and education, and the dependence that society places on these digital systems will continue to increase as the technology becomes more sophisticated and new human-computer interactions are made more effective and natural. Students create practical, innovative solutions to problems of interest. By extracting, interpreting, and modelling real-world data sets, students identify trends to examine sustainable solutions to problems in, for example, business, industry, the environment and the community. They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations, including relevance, originality, appropriateness, and sustainability. COURSE CONTENT

The course consists of four focus areas: computational thinking, design and programming, data analytics and iterative project development.

• In Focus area 1: Computational thinking, students develop and extend their computational thinking skills and strategies to identify, deconstruct, and solve problems of interest. These strategies include pattern recognition, abstraction, and algorithm design.

• In Focus area 2: Design and programming, students analyse a problem, and design, write the code for, test, and implement a solution.

• In Focus area 3: Data analytics, students analyse data sets in order to understand a problem, test a hypothesis, and draw conclusions from which to make decisions.

• In Focus area 4: Iterative project development, students’ scope problems, plan a project, clarify project features, and develop and evaluate appropriate code.

ASSESSMENT

Students should provide evidence of their learning through six assessments, including the external assessment component. Students undertake:

School assessment (70%) • Assessment Type 1: Project Skills (50%) through four project skills tasks • Assessment Type 2: Collaborative Project (20%) through one collaborative project

External assessment (30%) • Assessment Type 3: Individual Digital Solution (30%)

Year 8 -2013

YEAR 12 - 2021

FOOD AND HOSPITALITY ASSUMED PRIOR KNOWLEDGE

There is no assumed prior knowledge, however some experience in this subject area would be beneficial. STUDY DESCRIPTION

Students develop an understanding of contemporary approaches and issues related to Food and Hospitality. They work independently and collaboratively to achieve common goals. Students develop skills and safe work practices in the preparation, storage and handling of food, complying with current health and safety legislation. They investigate and debate contemporary Food and Hospitality issues and current management practices. COURSE CONTENT

Assignments are based on problem solving and could include: Group Tasks 20%

• Create a breakfast that reflects current trends in healthy eating and serve to guests. • Create a range of meals suitable for sale in a food truck or street food environment and run a catering

event. Individual Tasks 50%

• Create a signature cake • Use authentic ingredients to create a meal that reflects Australia’s multicultural heritage • Showcase sustainable seafood • Present finger food for an Art Show Opening

Investigation 30%

• In investigation into a contemporary issue related to the Food and Hospitality industry. LEARNING REQUIREMENTS

The learning requirements summarise the knowledge, skills and understanding that students are expected to develop and demonstrate through their learning.

• Apply knowledge and problem-solving skills to practical activities in Food and Hospitality and evaluate the processes and outcomes

• Apply management, organisational and problem-solving skills that demonstrate an understanding of contemporary issues in the Food and Hospitality industry

• Make and justify decisions about issues related to Food and Hospitality • Select and use appropriate technology to prepare and serve food, applying safe-food handling

practices • Investigate, critically analyse and evaluate contemporary trends and/or issues related to Food and

Hospitality

Year 8 -2013

YEAR 12 - 2021

• Work individually and collaboratively to prepare and present activities that support healthy eating practices

• Evaluate the impact of technology, and/or sustainable practices or globalisation, on the Food and Hospitality industry

ASSESSMENT

School-based Assessment 70% • Assessment Type 1: Practical Activity (4) (50%) • Assessment Type 2: Group activity (2) (20%) External Assessment 30% • Assessment Type 3: Investigation (1) (30%) LEVY INFORMATION


year 7 – 12 design and digital · 2020-07-20 · folio the folio is the student’s of the design...

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