TAS

Technology Mandatory engages students in design and production activities as they develop solutions to identified needs and opportunities. Through the practical application of knowledge and understanding they learn about Agriculture and Food Technologies, Digital Technologies, Engineered Systems and Material Technologies.

Technology encompasses a diverse collection of knowledge, skills and processes that people use to satisfy their needs and to extend human capabilities. Technology Mandatory is a rich and complex subject that provides students with opportunities to become technologically literate individuals capable of developing creative solutions to identified problems and situations.

People can expect to work and live in environments requiring highly developed levels of computing and technological literacy. Current technologies are becoming obsolete at a rapid rate and new generations will need to be flexible to accommodate changes as they emerge. It is important that students learn about, choose and use appropriate information and software technology and develop an informed awareness of its capacities, scope, limitations and implications. Technological competence in the rapidly evolving area of information and software technology will require lifelong learning.

The study of Food Technology provides students with a broad knowledge and understanding of food properties, processing, preparation and their interrelationships, nutritional considerations and consumption patterns. It addresses the importance of hygiene and safe working practices and legislation in the production of food. It also provides students with a context through which to explore the richness, pleasure and variety food adds to life. This knowledge and understanding is fundamental to the development of food-specific skills, which can then be applied in a range of contexts enabling students to produce quality food products. Students develop practical skills in preparing and presenting food that will enable them to select and use appropriate ingredients, methods and equipment.

The major emphasis of ‘Show Time Design’ is on students exploring design challenges. This is a practical based subject where students will create documentation and design solutions to a range of projects. This subject is based on the Design and Technology syllabus and aims to capitalise on our unique school experience here at WHSPA. The focus of the design challenges for Show Time Design will explore those found in the Performing Arts Industry and utilise a range of technologies and manufacturing processes.

Allows students develop knowledge relating to current and emerging technologies in industrial and domestic settings. Students study the interrelationship of technologies, equipment and materials used in a variety of settings and develop skills through hands-on interaction with these in the design, planning and production of practical projects.

The Timber focus area provides opportunities for students to develop knowledge, understanding and skills in relation to the timber and associated industries. Core modules develop knowledge and skills in the use of materials, tools and techniques related to timber which are enhanced and further developed through the study of specialist modules in Cabinetwork and Wood Machining.

Practical projects undertaken should reflect the nature of the Timber focus area and provide opportunities for students to develop specific knowledge, understanding and skills related to timber-related technologies. These may include: furniture items, decorative timber products, storage and transportation products, small stepladders or similar storage and display units.

Assists students to develop the knowledge, understanding and skills to solve problems in real life contexts. Through experiential and collaborative tasks, students engage in processes of analysing, designing, producing, testing, documenting, implementing and evaluating information and software technology-based solutions. Creative, critical and meta-cognitive thinking skills are developed through students’ practical involvement.

Textiles have played a significant role throughout human history, satisfying both functional and aesthetic needs. Textiles continue to satisfy needs in society by being a means of self-expression, by having social meaning and cultural significance, and by performing specific functions in commercial, industrial and personal settings. Textiles Technology acknowledges and embraces an understanding of cultural diversity by examining the ways in which different groups have used textiles as an expressive and functional medium. These historical and cultural uses of textiles continue to influence contemporary designers today and students will examine design features characteristic of a variety of different cultures and use them as sources of inspiration in textile projects where appropriate. A study of Textiles Technology provides students with broad knowledge of the properties, performance and uses of textiles in which fabrics, colouration, yarns and fibres are explored.

The Preliminary course involves the study of design, communication techniques, manufacturing methods, fibres, yarns, fabrics and the Australian Textile Clothing, Footwear and Allied Industries. Practical experiences, experimenting and product manufacturing are integrated throughout the content areas and includes the completion of two preliminary textile projects.

These projects develop each student's creative abilities and skills in designing, manipulating, experimenting and selecting appropriate fabrics for an end use.

The HSC course builds upon the Preliminary course and involves the study of fabric colouration and decoration, historical design development, cultural factors that influence design and designers, contemporary designers, end-use applications of textiles, innovations and emerging textile technologies, appropriate textile technology and environmental sustainability, current issues and the marketplace.

This course involves the development of a Major Textiles Project, worth 50% of the HSC mark. The project is selected from one of the five focus areas and enables students to explore an area of interest. The project has two components: the supporting documentation and textile item/s.

Much of Australia’s economic, social and cultural development can be related to the capacity of our industries to develop and use technology in the manufacture of goods and services. The effective and responsible application of industrial technologies has a direct bearing upon the quality of our lives. For this reason, the study of industrial technology and its role in industry is relevant and purposeful for many students

Rapid technological change, particularly in the computer-based technologies, is influencing the nature of our industrial enterprises and the work that is undertaken in these enterprises. As a result, our industrial enterprises are becoming more globally competitive.

Industrial Technology seeks to raise students’ awareness of the interaction between technology, industry, society and the environment, and to develop their ability to make value judgements about issues, decisions and problems arising from this interaction. Students achieve this by applying practical experiences to the study of the technology, management and organisation of industry.

Industrial Technology Timber covers Timber and Timber products, properties and characteristics of hardwoods, Processes, tools and machinery.

Students complete a major externally marked project and folio

Industrial Technology Multimedia covers the Multimedia elements of Text, Images. Animation audio and video. Processes, techniques, hardware and software for Multimedia are also studied.

Students complete a major externally marked project and folio on and area of Multimedia of their choosing.

Information Processes and Technology is the study of information-based systems. It focuses on information processes performed by these systems and the information technology that allows them to take place. Social, ethical and non-computer procedures resulting from the processes are considered. Different types of information systems are studied. Through project work, students will create their own information system to meet an identified need.

Topics students study

• Information systems and database
  
• System Development
• Communications
• Options
• Decision support
• Multimedia

The role vocational education and training (VET) courses play in helping students prepare for further education, training, employment and lifelong learning is widely recognised by key stakeholders in education. Students in NSW have the option of studying VET courses at school or through TAFE NSW or other training providers. VET courses can only be delivered by registered training organisations (RTOs) that meet national standards and have the relevant qualification and units of competency on their scope of registration.

For NSW school students in Years 9–12 VET is ‘dual accredited’. Students receive recognition towards their school qualification (Record of School Achievement or HSC), as well as a nationally recognised VET qualification

The Framework also provides an HSC examination, which allows results from the Construction (240 indicative hours) course or Construction School-based Apprenticeship (240 indicative hours) course to contribute to the calculation of the Australian Tertiary Admission Rank (ATAR). Learning in each HSC course within the Construction Curriculum Framework provides opportunities for students to develop relevant technical, vocational and interpersonal competencies suitable for employment and further training in the construction industry. It also provides for the development of employability skills such as communication and teamwork which are transferable to other industry areas and are a key feature of each qualification available through the Framework.

The hospitality industry is one of the largest in Australia, predominately made up of small to medium businesses that provide a range of accommodation, food and beverage services. Services industries are characterised by a high casual workforce. They are a major employer.

For businesses in the service industries, employees are the most important asset. Recruiting and retaining skilled staff is fundamental for businesses. Occupations within the hospitality industry are diverse and include barista, chef, cook, front office clerk, housekeeping attendant, kitchen hand, manager, marketing and promotion officer and waiter.

Training needs to keep up with current practice, responding to changing technologies, emerging new markets and different business models. While there will always be a demand for specialised skills for particular job roles, customer service, cultural awareness, problem solving and decision-making are key industry skills. Currency of skills and knowledge provided to students is crucial to the success of the hospitality industry. Individuals need skills that are transferable across industry sectors, business models and product styles

Safety

SITXWHS001 Participate in safe work practices  

Hygiene

SITXFSA001 Use hygienic practices for food safety

Working in the hospitality industry and workplace

BSBWOR203 Work effectively with others

SITHIND002 Source and use information on the hospitality industry

Learning in each HSC course within the Construction Curriculum Framework provides opportunities for students to develop relevant technical, vocational and interpersonal competencies suitable for employment and further training in the construction industry. It also provides for the development of employability skills such as communication and teamwork which are transferable to other industry areas and are a key feature of each qualification available through the Framework .The construction industry is a significant employer of full-time (approximately 85%) and part-time (approximately 15%) employees. In the past ten years, the size of enterprises has reduced, but the number of enterprises has doubled. The construction industry has a low representation of women in the industry and female recruitment and skilling is a strategy being implemented to address labour needs in the construction industry.

A diverse range of occupations exists across the construction industry, such as carpenters, joiners, roof tilers, plasterers, bricklayers, painters and decorators, floor finishers and plumbers.

CPCCCM1012A Work effectively and sustainably in the construction industry

CPCCCM1013A Plan and organise work

CPCCCM1014A Conduct workplace communication

CPCCCM1015A Carry out measurements and calculations

CPCCCM2001A Read and interpret plans and specifications

CPCCCM2005B Use construction tools and equipment

CPCCWHS1001 Prepare to work safely in the construction industry

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry