TAS
Years 7-10
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.
Years 7-8
Technology Mandatory
In Agriculture and Food Technologies students learn about the processes of food and fibre production and investigate the innovative and sustainable supply of agriculturally produced raw materials. Students are provided with opportunities to develop knowledge and understanding about food selection and preparation, food safety and how to make informed choices when experimenting with and preparing nutritious food.
The Digital Technologies context encourages students to develop an empowered attitude towards digital technologies, use abstractions to represent and deconstruct real-world problems, and implement and evaluate digital solutions. Students have the opportunity to become innovative creators of digital technologies in addition to effective users of digital systems and critical consumers of the information they convey. Students are provided with opportunities to develop fluency in a general-purpose programming language and use these skills to solve information problems and to automate repetitive tasks.
The Engineered Systems context focuses on how force, motion and energy can be used in systems, machines and structures. Students are provided with opportunities to experiment and develop prototypes to test their solutions. They are led to understand how forces and the properties of materials affect the behaviour and performance of engineered systems, machines and structures. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions.
The Material Technologies context focuses on the application of specialist skills and techniques to a broad range of traditional, contemporary and advancing materials. Students develop knowledge and understanding of the characteristics and properties of a range of materials through research, experimentation and practical investigation. These are applied when they produce products to satisfy identified needs and opportunities.
Yeas 9-10
Agriculture
The study of Agricultural Technology provides students with opportunities to experience aspects of an agricultural lifestyle through direct contact with plants and animals. The study of a variety of enterprises allows students to make responsible decisions about the appropriate use of agricultural technologies.
Students explore career opportunities in agriculture and related service industries and investigate the viability of Australian agriculture through management of issues relating to the sustainability of agricultural systems, as well as the relationships between production, processing and consumption.
Food Technology
The study of Food Technology provides students with a broad knowledge of food properties, processing, preparation, nutritional considerations and consumption patterns. It addresses the importance of hygiene, safe working practices and legislation in relation to the production of food. Students develop food-specific skills, which can be applied in a range of contexts enabling students to produce quality food products. The course also provides students with contexts through which to explore the richness, pleasure and variety food adds to life and how it contributes to both vocational and general life experiences.
Industrial Technology
The study of Industrial Technology provides students with opportunities to engage in a diverse range of creative and practical experiences using a variety of technologies widely available in industrial and domestic settings.
They develop knowledge and understanding of materials and processes. Related knowledge and skills are developed through a specialised approach to the tools, materials, equipment and techniques employed in the planning, development, construction and evaluation of quality practical projects and processes. Critical thinking skills are developed through engagement with creative practical problem-solving activities.
Textiles Technology
The study of Textiles Technology provides students with knowledge of the properties, performance and uses of textiles. They explore fabrics, yarns, fibres and colouration. Students examine the historical, cultural and contemporary perspectives on textile design and develop an appreciation of the factors affecting them as textile consumers.
Students investigate the work of textile designers and make judgements about the appropriateness of design ideas, the selection of materials and tools, and the quality of textile items. Textile projects give students the opportunity to be creative, independent learners and to explore functional and aesthetic aspects of textiles.
Course requirements
Years 7-8:
Technology Mandatory -
§ All four technology contexts must be delivered across Years 7–8.
§ Digital Technologies must be delivered for a minimum of 50 indicative hours.
§ At least four design projects must be produced across Years 7–8, one for each of the four contexts.
§ If technology contexts are combined, a single design project that addresses each context may be undertaken. This combined project must provide opportunities to assess student achievement of the specific context outcomes.
§ At least four design and production folios must be developed across Years 7–8.
Year 9-10:
Agriculture - To satisfy the requirements of the syllabus, students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences allow students to develop skills and confidence in the use of a range of equipment.
Food Technology - To satisfy the requirements of the syllabus, students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences allow students to develop skills and confidence in the use of a range of equipment.
Industrial Technology - Students should be provided with a range of theoretical and practical experiences to develop knowledge and skills in a selected focus area. A design and production folio or engineering report is required for each practical project completed and will form part of the overall assessment of each module.
Students with disability may require adjustments and/or additional support in order to engage in practical experiences.
Textiles Technology - To satisfy the requirements of the syllabus, students must undertake a range of practical experiences that occupy the majority of course time. Practical experiences allow students to develop skills and confidence in the use of a range of equipment.
Students with disability may require adjustments and/or additional support in order to engage in practical experiences.
Years 11 and 12
Through the study of technology courses, students engage in a diverse range of practical experiences and develop knowledge and understanding of contemporary and advancing technologies. They develop solutions to identified problems and situations, and explore the impact of technologies on the individual, society and the environment. Students can select from a range of board developed courses, including:
Agriculture
The Year 11 course incorporates the study of the interactions between the components of agricultural production, marketing and management, while giving consideration to the issue of sustainability of the farming system. This is an 'on-farm', environment-oriented course.
The Year 12 course builds upon the Year 11 course. It examines the complexity and scientific principles of the components of agricultural production. It places greater emphasis on farm management to maximise productivity and environmental sustainability. The Farm Product Study is used as a basis for analysing and addressing social, environmental and economic issues as they relate to sustainability.
Food Technology
The Year 11 course will develop knowledge and understanding about food nutrients and diets for optimum nutrition, the functional properties of food, safe preparation, presentation and storage of food, sensory characteristics of food, the influences on food availability and factors affecting food selection. Practical skills in planning, preparing and presenting food are integrated throughout the content areas.
The Year 12 course involves the study of: sectors, aspects, policies and legislations of the Australian Food Industry; production, processing, preserving, packaging, storage and distribution of food; factors impacting, reasons, types, steps and marketing of food product development; nutrition incorporating diet and health in Australia and influences on nutritional status. Practical experiences in developing, preparing, experimenting and presenting food are integrated throughout the course.
Industrial Technology
Industrial Technology at Stage 6 will develop a student's knowledge and understanding of a selected industry and its related technologies, highlighting the importance of design, management and production through practical experiences.
Industrial Technology Stage 6 consists of project work and an industry study that will develop a broad range of skills and knowledge related to the focus area chosen for the course.
Course requirements
Years 11-12:
Agriculture - Practical experiences should occupy a minimum of 30% of both Year 11 and Year 12 course time.
Food Technology -There is no prerequisite study for the 2-unit Year 11 course. Completion of the 2-unit Year 11 course is a prerequisite to the study of the 2-unit YEAR 12 course. In order to meet the course requirements, students study food availability and selection, food quality, nutrition, the Australian food industry, food manufacture, food product development and contemporary nutrition issues.
It is mandatory that students undertake practical activities. Such experiential learning activities are specified in the 'learn to' section of each strand.
Industrial Technology -In the Year 11 course, students must design, develop and construct a number of projects. Each project will include a management folio. Each project may emphasise different areas of the Year 11 course content. Students also undertake the study of an individual business within a focus area industry.
In the Year 12 course, students design, develop and construct a Major Project with a management folio. They will also undertake a study of the overall industry related to the specific focus area industry.
VET – Years 11 and 12
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.
NESA package and endorse courses based on qualifications from national Training Packages or accredited courses.
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.
Some VET courses include an HSC examination which provides the opportunity for students to have this HSC examination mark contribute towards the calculation of their Australian Tertiary Admission Rank (ATAR).
Cowra High School offer:
Sports Coaching (Certificate II)
Sport Coaching HSC VET courses count as Board Endorsed unit credit for the HSC but do not contribute towards an Australian Tertiary Admission Rank (ATAR). To facilitate flexibility of VET in the HSC, courses may be delivered as Preliminary, as HSC or as a combination of Preliminary and HSC units. The HSC credit units will be allocated to students’ Preliminary and/or HSC patterns of study as required.
The pattern of study (NESA course number) entered on Schools Online should reflect the delivery of the HSC VET course over successive years. For example, delivery of a 240 HSC indicative hour course over two years should be entered as 2 units x 2 years. Students will be credentialled for the HSC credit units entered each calendar year, provided they have satisfactorily completed the course requirements for that calendar year as determined by the school, college, or RTO.
Primary Industries
Australia remains a world leader in rural and related industries. These industries are key drivers of our state’s economy, and primary industries provide many social, environmental, cultural and economic benefits to the people of NSW. Sustainability of the country’s natural resources is the subject of regular debate in the Australian community. Our industry sectors operate in a dynamic environment shaped by a range of natural factors, and policy frameworks.
Construction
The Construction Curriculum Framework is designed to enable students to acquire a range of technical, practical, personal and organisational skills valued in and beyond the workplace. They will also acquire underpinning knowledge and skills related to work, employment and further training in the construction industry. Through the study of this subject, students will gain experiences that can be applied in a range of contexts, including work, study and leisure and that will assist them to make informed career choices.
Industry curriculum frameworks give students the opportunity to gain credit towards the NSW Higher School Certificate (HSC) and credit towards national vocational qualifications under the Australian Qualifications Framework (AQF).
Industry curriculum frameworks are based on nationally endorsed Training Packages. They specify the range of industry-developed units of competency from the relevant Training Packages which are suitable for the HSC. They also define how units of competency are arranged in HSC Vocational Education and Training (VET) courses to gain unit credit for the HSC.
Hospitality
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. The inter-related nature of hospitality means that many businesses operate across sectors within the industry and across complementary industries such as tourism, travel and events.
Services industries are characterised by a high casual workforce. They are a major employer, supporting the skill development of younger workers who are central to Australia’s economic and social development. 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.
Engineering (Certificate I)
Certificate I in Engineering & Statement of attainment towards MEM20413 Certificate II in Engineering Pathways enables students to gain skills towards a Certificate II by undertaking a core unit and elective units in Engineering. Students develop skills in metal fabrication and working safely in the industry.
Electives units further develop student skills in performing calculations, performing computations and working with a variety of hand tools and machinery.
Course requirements
The requirements for the completion of an HSC VET course are different to the requirements for AQF VET qualification completion. Registered Training Organisations (RTOs) need to ensure that delivery of courses meets HSC course requirements and complies with Training Package rules. For a course to count towards the HSC program of study, students must satisfy the course completion criteria as required by the NSW Education Standards Authority (NESA).
Sports Coaching (Certificate II) –
There must be sufficient evidence that the student has:
· followed the course developed or endorsed by NESA
· applied themselves with diligence and sustained effort to the set tasks and experiences
provided in the course
· achieved some or all of the course outcomes
· (where applicable) undertaken the mandatory work placement.
Primary Industries -
To receive AQF VET qualifications, students must meet the assessment requirements of the AHC Agriculture, Horticulture and Conservation and Land Management Training Package (training.gov.au). AQF VET qualifications are determined by the qualification rules for each Training Package, referred to as qualification packaging rules. The qualification packaging rules describe the number and range of core and elective units of competency required for eligibility for an AQF VET qualification. Units of competency should be selected to meet qualification packaging rules for the intended qualification pathway. Selection of units of competency should also be guided by the job outcome sought and local industry requirements.
Construction –
For a student to be considered to have satisfactorily completed a course within the Construction Curriculum Framework there must be sufficient evidence that the student has:
· followed the course developed by the NESA
· applied themselves with diligence and sustained effort to the set tasks and experiences
provided in the course by the school/RTO
· achieved some or all of the course outcomes
· undertaken the mandatory work placement.
Hospitality -
For a student to be considered to have satisfactorily completed a course within the Hospitality Curriculum Framework there must be sufficient evidence that the student has:
· followed the course developed by the NESA
· applied themselves with diligence and sustained effort to the set tasks and experiences
provided in the course by the school/RTO
· achieved some or all of the course outcomes
· undertaken the mandatory work placement.
· Undertake additional service periods working within the industry.
Engineering (Certificate I) -
There must be sufficient evidence that the student has:
· followed the course developed or endorsed by NESA
· applied themselves with diligence and sustained effort to the set tasks and experiences
provided in the course
· achieved some or all of the course outcomes
· (where applicable) undertaken the mandatory work placement.