TECHNOLOGY FACULTY
Let the Word of Christ dwell in you richly, teaching and admonishing one another in all wisdom, singing Psalms and hymns and spiritual songs, with thankfulness in your hearts to God. And whatever you do, in word of deed, do everything in the name of the Lord Jesus, giving thanks to God the Father through him.
Colossians 3:16-17
Applied Computing
Food Studies
Product Design and Technology
System Engineering
APPLIED COMPUTING
UNIT 1 & 2
In Unit 1 students are introduced to the stages of the problem-solving methodology. Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of programming languages to develop working software solutions.
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In Unit 2 students focus on developing innovative solutions to needs or opportunities that they have identified, and propose strategies for reducing security risks to data and information in a networked environment.
APPLIED COMPUTING - DATA ANALYTICS
UNIT 3 & 4
In Unit 3 students apply the problem-solving methodology to identify and extract data through the use of software tools such as database, spreadsheet and data visualisation software to create data visualisations or infographics. The problem-solving methodology comprises the four stages of: analysis, design, development and evaluation.
In Unit 4 students focus on determining the findings of a research question by developing infographics or dynamic data visualisations based on large complex data sets and on the security strategies used by an organisation to protect data and information from threats.
APPLIED COMPUTING - SOFTWARE DEVELOPMENT
UNIT 3 & 4
In Unit 3 students apply the problem-solving methodology to develop working software modules using a programming language. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology.
In Unit 4 students focus on how the information needs of individuals and organisations are met through the creation of software solutions. They consider the risks to software and data during the software development process, as well as throughout the use of the software solution by an organisation.
In Area of Study 2 students examine the security practices of an organisation and the risks to software and data during the development and use of the software solutions. Students evaluate the current security practices and develop a risk management plan.
FOOD STUDIES
UNIT 1Â & 2
In Unit 1 students focus on food from historical and cultural perspectives. Students investigate the origins and roles of food through time and across the world. They consider the influence of technology and globalisation on food patterns. Throughout this unit students complete topical and contemporary practical tasks to enhance, demonstrate and share their learning with others.
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In Unit 2 students investigate food systems in contemporary Australia. Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the provision and preparation of food in the home, and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as small-scale food producers by exploring potential entrepreneurial opportunities.
FOOD STUDIES
UNIT 3 & 4
Unit 3 investigates the roles and influences of food. It explores our need for food and students investigate the physiology of eating and digestion. The functional properties of food and the changes that occur during food preparation and cooking are investigated. They analyse the Australian Dietary Guidelines and focus on influences on food choice. They learn how communities, families and individuals change their eating patterns. Students inquire into the role of food in shaping identity, food information and establishing healthy dietary patterns.
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Unit 4 focuses on the environment, ecology, ethics, and farming practices and how to support sustainable futures. Also, Individual responses to food information and misinformation and ways to assist consumers to make discerning food choices. Students consider how to assess information and draw evidence-based conclusions. They navigate contemporary food fads, trends and diets. They practice food selection skills by interpreting food labels. The food production repertoire will reflect the Australian Dietary Guidelines.
PRODUCT DESIGN AND TECHNOLOGY (WOOD)
UNIT 1Â & 2
In Unit 1 students focus on the analysis, modification and improvement of a product design with consideration of sustainability. Students consider the sustainability of an existing product, such as the impact of sourcing materials, manufacture, distribution, use and likely disposal. They consider how a redeveloped product should attempt to solve a problem related to the original product. Where possible, materials and manufacturing processes used should be carefully selected to improve the overall sustainability of the redeveloped product.
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In Unit 2 students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including end user(s) needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution.
In this unit students are able to gain inspiration from an historical and/or a cultural design movement or style and its defining factors such as ideological or technological change, philosophy or aesthetics.
PRODUCT DESIGN AND TECHNOLGY (WOOD)
UNIT 3 & 4
In Unit 3 students are engaged in the design and development of a product that meets the needs and expectations of a client and/or an end-user, developed through a design process and influenced by a range of complex factors. Design and product development and manufacture occur in a range of settings. Although a product design process may differ in complexity or order, it is central to all of these situations regardless of the scale or context. This unit examines different settings and takes students through the product design process as they design for others.
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In Unit 4 students engage with an end-user(s) to gain feedback throughout the process of production. Students make comparisons between similar products to help evaluate the success of a product in relation to a range of product design factors.
In Units 3 and 4, students will initiate and undertake a substantial and demanding major design and production task. This may be a single product over Units 3 and 4 or a product range.
SYSTEMS ENGINEERING
UNIT 1 & 2
Unit 1: Mechanical Systems
This unit focuses on engineering fundamentals as the basis of understanding concepts, principles and components that operate in mechanical systems. The term ‘mechanical systems’ includes systems that utilise all forms of mechanical components and their linkages. While this unit contains the fundamental physics and theoretical understanding of mechanical systems and how they work, the focus is on the creation of a system. The creation process draws heavily upon design and innovation processes.
Students create an operational system using the systems engineering process. The focus is on a mechanical system; however, it may include some electrotechnological components. All systems require some form of energy to function. Students research and quantify how systems use or convert the energy supplied to them. Students are introduced to mechanical engineering principles including mechanical subsystems and devices, their motions, elementary applied physics, and related mathematical calculations that can be applied to define and explain the physical characteristics of these systems.
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Unit 2: Electrotechnological Systems
In this unit students study fundamental electrotechnological engineering principles. The term ‘electrotechnological’ encompasses systems that include electrical/electronic circuitry including microelectronic circuitry. Through the application of the systems engineering process, students create operational electrotechnological systems, which may also include mechanical components or electro-mechanical subsystems. While this unit contains fundamental physics and theoretical understanding of electrotechnological systems and how they work, the focus is on the creation of electrotechnological systems, drawing heavily upon design and innovation processes. Electrotechnology is a creative field that responds to, and drives rapid developments and change brought about through technological innovation. Contemporary design and manufacture of electronic equipment involves increased levels of automation and inbuilt control through the inclusion of microcontrollers and other logic devices. In this unit students explore some of these emerging technologies. Students study fundamental electrotechnological principles including applied electrical theory, standard representation of electronic components and devices, elementary applied physics in electrical circuits and mathematical processes that can be applied to define and explain the electrical characteristics of circuits.
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This unit offers opportunities for students to develop, apply and refine their knowledge in the creation of an operational system.