--- title: Engineering Technology 7–10 subjects: - Engineering Technology - Technological and Applied Studies year_levels: - Year 7 - Year 8 - Year 9 - Year 10 official_source_url: https://curriculum.nsw.edu.au/learning-areas/tas/engineering-technology-7-10-2024/overview official_published_at: 2024 official_updated_at: 2024 --- # Engineering Technology 7–10 (2024) ## Implementation from 2027 The new Engineering Technology 7–10 Syllabus (2024) is to be implemented from 2027. The [Engineering courses (course codes: 1808 – 200 hours, 1809 – 100 hours, 1884 – 200 hours Life Skills)](https://www.nsw.gov.au/education-and-training/nesa/curriculum/tas/industrial-technology-7-10-2019) in the [Industrial Technology 7–10 Syllabus (2019)](https://www.nsw.gov.au/education-and-training/nesa/curriculum/tas/industrial-technology-7-10-2019) will not be available after December 2028. **2026** – Plan and prepare to teach the new syllabus **2027** – Start teaching the new syllabus School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual contexts. Schools may choose to implement the new syllabus during the planning and preparation phase. ## Overview ### Syllabus overview #### Organisation of Engineering Technology 7–10 The organisation of outcomes and content for Engineering Technology 7–10 highlights the connection of engineering processes and the application of technology. Outcomes and content are organised under focus areas. Figure 1 shows the organisation of Engineering Technology 7–10. [FIGURE] *Figure 1: The organisation of Engineering Technology 7–10* *Image long description:* The organisation of the *Engineering Technology 7–10 Syllabus* shows 4 focus areas in the centre of the diagram. The focus areas are Structures, Mechanisms, Control systems, and Engineering specialisation. Applying technology and Engineering process are linked by a continuous line which intersects with all 4 focus areas. #### Life Skills outcomes and content Students with disability can [access](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/accessing-curriculum) the syllabus outcomes and content in a range of ways. Decisions regarding curriculum options should be made in the context of [collaborative curriculum planning](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/collaborative-curriculum-planning). Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a student is [eligible](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/life-skills/eligibility) to undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5 outcomes, or prior stage outcomes if appropriate. This assistance may include a range of [adjustments](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/adjustments) to teaching, learning and assessment activities. Life Skills outcomes cannot be taught in combination with other outcomes from the same subject. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes. #### Protocols for collaborating with Aboriginal and Torres Strait Islander Communities NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people. It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities. Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities. Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices. #### Creating written texts supports learning The development of the *Engineering Technology 7–10 Syllabus* follows Recommendation 2: ‘Clarify and strengthen writing content in syllabus documents’ from [Teaching writing: report of the thematic review of writing](https://www.nsw.gov.au/education-and-training/nesa/about/research/reports/teaching-writing/teaching-writing-report) (NESA 2018). Creating written texts facilitates learning as it promotes explicitness, encourages the integration of ideas, supports reflection, fosters personal engagement and aids learners to think about the significance and implication of ideas. Each subject has particular and specific writing demands relevant for communicating within and about the discipline. Writing about content enhances understanding across subjects and stages. The secondary curriculum includes: - systematic development of expectations for creating written texts which align with the *English K–10 Syllabus* (2022) - explicit writing content to support students to become fluent creators of texts and to deepen their understanding of the subject area - opportunities to practise the process of creating written texts to develop and communicate knowledge, understanding and ideas - a focus on development of word consciousness and precise use of subject-specific terminology. Creating written texts refers to the act of composing and constructing a text for a particular purpose, audience and context. Various methods of transcription may be employed, and a student’s preferred communication form(s) should be considered when teaching. #### Balance of content The amount of content associated with a given outcome is not necessarily indicative of the amount of time spent engaging with the respective outcome. Teachers use formative and summative assessment to determine instructional priorities and the time needed for students to demonstrate expected outcomes. In considering the intended learning, teachers make decisions about the sequence and emphasis to be given to particular groups of content based on the needs and abilities of their students. ### Course description #### Courses The *Engineering Technology 7–10 Syllabus* includes 4 elective courses: - Engineering Technology 200-hour elective - Engineering Technology 100-hour elective - Engineering Technology Life Skills 200-hour elective - Engineering Technology Life Skills 100-hour elective. #### Focus of learning The *Engineering Technology 7–10 Syllabus* enables students to create solutions to solve problems applying engineering, scientific and mathematical processes. They investigate a range of engineering problems and solutions to determine how technologies and systems can be applied. Students engage in practical experiences and project work to develop project management, collaboration and communication skills to support their future learning. #### What students learn Students develop knowledge and understanding about engineering practices, including those used by Aboriginal and Torres Strait Islander Peoples. They are provided with opportunities to engage with engineering materials, technologies and production processes, both individually and collaboratively. Students investigate how the application of engineering technologies can impact sustainability and contribute to solving real-world challenges. Students learn and apply safe work practices when managing engineering projects and materials. Students explore innovative, sustainable engineering practices which enables them to understand the challenges, limitations and consequences of developing engineering systems and solutions. They explore how research and innovation can transform engineering practices and industries. Students analyse, design and demonstrate problem-solving to improve engineering systems and solutions. They learn to apply their knowledge to create models and projects, and document their findings through technical graphics and engineering reports. Through diverse, real-world learning experiences students engage with traditional, contemporary and innovative engineering technologies that have the potential to transform local and global systems and industries. Students learn to problem-solve and recognise career opportunities through an exploration of current and emerging engineering technologies and practices. #### Course requirements ##### Practical experiences and project work To satisfy the requirements of the syllabus, students undertake a range of practical experiences and project work. These experiences should be used to develop the skills of designing, investigating, using technology and communicating. Practical experiences must make up the majority of the course and should be designed to be accessible to all students. Practical experiences may include: - workshop activities - investigations - experiments - models and simulations - fieldwork. As part of project work, schools may choose to deliver a project that involves sustained engineering practice. This will provide students with the opportunity to demonstrate their interest and ability to integrate and apply technological concepts and skills. Students with disability may require [adjustments](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/adjustments) to engage in practical experiences and project work. ##### Safety and risk management Schools are required to ensure they follow [safety and risk management](https://curriculum.nsw.edu.au/use-the-curriculum/planning-supporting-student-learning/compliance-safety) protocols in delivering the *Engineering Technology 7–10 Syllabus*. #### 100-hour and 200-hour elective course requirements Engineering Technology 7–10 may be studied as a 100-hour or a 200-hour course. The content available for Stage 4 is identical to Stage 5. When teaching the course in Stage 4, the Stage 5 outcomes may be adjusted as appropriate to the needs of students in Years 7 and 8. [Advice is provided to support teachers](https://curriculum.nsw.edu.au/file/fc280e60-a3e3-440a-9c5e-30927133eaa1/engineering-technology-7-10-2024-suggested-stage-4-outcomes.docx). ##### 100-hour elective course requirements Students are required to undertake: - 2 focus areas - at least 2 projects - at least one collaborative activity. ##### 200-hour elective course requirements Students are required to undertake: - all 4 focus areas - at least 4 projects - at least one collaborative activity. #### Life Skills – 100-hour and 200-hour elective courses For Engineering Technology Life Skills: - Students are required to demonstrate achievement of one or more Engineering Technology 7–10 Life Skills outcomes. - Outcomes and content should be selected to meet the particular needs of individual students. - The focus areas provide possible frameworks for addressing the Engineering Technology 7–10 Life Skills outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students. - Where appropriate, students should have the opportunity to engage in practical learning or project work. Some students with disability may require [adjustments](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/adjustments) and/or additional support in order to engage in practical experiences. - Collaborative activities provide opportunities for students to develop communication and interpersonal skills. Where appropriate, students should have the opportunity to collaborate on tasks. Some students may require explicit teaching of collaboration skills. #### Course enrolment details ##### Engineering Technology – 200-hour elective - Course number: 1711 - Course hours: 200 - Enrolment type: Elective **Exclusions** - Engineering Technology Life Skills – 200-hour elective: 1713 - Industrial Technology (2019) – Engineering 200-hour elective: 1808 Students may not access Life Skills outcomes and other outcomes from the same subject. ##### Engineering Technology – 100-hour elective - Course number: 1710 - Course hours: 100 - Enrolment type: Elective **Exclusions** - Engineering Technology Life Skills – 100-hour elective: 1712 - Industrial Technology (2019) – Engineering 100-hour elective: 1809 Students may not access Life Skills outcomes and other outcomes from the same subject. ##### Engineering Technology Life Skills – 200-hour elective - Course number: 1713 - Course hours: 200 - Enrolment type: Elective **Exclusions** - Engineering Technology – 200-hour elective: 1711 - Industrial Technology Life Skills (2019) – Engineering 200-hour elective: 1884 Students may not access Life Skills outcomes and other outcomes from the same subject. ##### Engineering Technology Life Skills – 100-hour elective - Course number: 1712 - Course hours: 100 - Enrolment type: Elective **Exclusions** - Engineering Technology – 100-hour elective: 1710 - Industrial Technology Life Skills (2019) – Engineering 100-hour elective: 1864 Students may not access Life Skills outcomes and other outcomes from the same subject. #### RoSA information Information about [curriculum requirements](https://curriculum.nsw.edu.au/ace-rules/ace5/curriculum-requirements) for the RoSA are available on [Assessment Certification Examination (ACE)](https://curriculum.nsw.edu.au/ace-rules). ## Rationale Studying Engineering Technology enables students to create solutions to solve problems applying engineering, scientific and mathematical processes. Through the study of the *Engineering Technology 7–10 Syllabus*, students develop knowledge and practical skills to deepen their understanding engineering principles, materials and mechanical analysis. This includes learning about Aboriginal and Torres Strait Islander Peoples who have used their Cultural Knowledges over millennia to develop engineered solutions and opportunities in their Cultures. The exploration of engineering knowledge, principles and practices encourages students to investigate the social, ethical, and legal responsibilities inherent in the use of engineering processes to develop specialised solutions. Students learn to make informed, responsible decisions about the use of current and emerging technologies in engineering, with a focus on improving people's access to and participation in society. The *Engineering Technology 7–10 Syllabus* builds on the [Technology 7–8 Syllabus (2023)](https://curriculum.nsw.edu.au/learning-areas/tas/technology-7-8-2023/overview) and allows students to apply knowledge to new situations to develop their practical and technical skills. Students have the opportunity to improve their project management skills through planning, collaboration, communicating ideas and engaging in an engineering process. Equipped with knowledge and understanding about the complex relationships between engineered products, systems, environments and human activity, students consider the impact of engineering solutions on the individual and the environment. They expand their understanding of related industries and work environments, while developing skills that equip them for further education, vocational pathways and personal interests. ## Aim The aim of the *Engineering Technology 7–10 Syllabus* is to enable students to: - become safe, skilful and responsible users of technology who can design and produce engineered solutions - apply engineering knowledge and skills to creatively produce engineered solutions and innovate using technologies, tools and equipment - develop an understanding of the interrelationships between engineering, materials, technologies, society and the environment - apply knowledge and skills of engineering across a range of practical and technological contexts. ## Table of outcomes ### Secondary (7–10) | **Focus area** | **Stage 4** | **Stage 5** | **Related Life Skills for Stages 4/5** | | --- | --- | --- | --- | | **Structures** | **EGT4-ADJ-01**
in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 | **EGT5-SAF-01**
applies risk management and safe work practices in engineering contexts
**EGT5-COM-01**
communicates ideas, concepts and solutions for engineering practice
**EGT5-EVL-01**
investigates and evaluates engineering systems and solutions
**EGT5-IVT-01**
explains engineering practices and the influence of technologies used in engineering industries
**EGT5-GRP-01**
develops and applies technical graphics in engineering contexts
**EGT5-MEA-01**
applies mechanical analysis and practical testing to investigate engineering concepts
**EGT5-USE-01**
selects and applies materials for engineering projects
**EGT5-ENV-01**
analyses relationships between engineering design, production and sustainability | **EGTLS-SAF-01**
demonstrates safe work practices in engineering contexts
**EGTLS-COM-01**
communicates ideas and information for engineering practice
**EGTLS-PRD-01**
participates in producing structures, mechanisms or control systems
**EGTLS-IVT-01**
recognises the use of technology in engineering practices or industries
**EGTLS-GRP-01**
uses graphics to represent engineering ideas
**EGTLS-MEA-01**
uses numbers and measurements to solve problems in engineering contexts
**EGTLS-MEA-02**
uses strategies to test mechanical engineering concepts
**EGTLS-USE-01**
selects and uses materials, tools or equipment in engineering contexts
**EGTLS-ENV-01**
identifies sustainable practices used in engineering contexts | | **Mechanisms** | **EGT4-ADJ-01**
in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 | **EGT5-SAF-01**
applies risk management and safe work practices in engineering contexts
**EGT5-COM-01**
communicates ideas, concepts and solutions for engineering practice
**EGT5-EVL-01**
investigates and evaluates engineering systems and solutions
**EGT5-IVT-01**
explains engineering practices and the influence of technologies used in engineering industries
**EGT5-GRP-01**
develops and applies technical graphics in engineering contexts
**EGT5-MEA-01**
applies mechanical analysis and practical testing to investigate engineering concepts
**EGT5-USE-01**
selects and applies materials for engineering projects
**EGT5-ENV-01**
analyses relationships between engineering design, production and sustainability | **EGTLS-SAF-01**
demonstrates safe work practices in engineering contexts
**EGTLS-COM-01**
communicates ideas and information for engineering practice
**EGTLS-PRD-01**
participates in producing structures, mechanisms or control systems
**EGTLS-IVT-01**
recognises the use of technology in engineering practices or industries
**EGTLS-GRP-01**
uses graphics to represent engineering ideas
**EGTLS-MEA-01**
uses numbers and measurements to solve problems in engineering contexts
**EGTLS-MEA-02**
uses strategies to test mechanical engineering concepts
**EGTLS-USE-01**
selects and uses materials, tools or equipment in engineering contexts
**EGTLS-ENV-01**
identifies sustainable practices used in engineering contexts | | **Control systems** | **EGT4-ADJ-01**
in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 | **EGT5-SAF-01**
applies risk management and safe work practices in engineering contexts
**EGT5-COM-01**
communicates ideas, concepts and solutions for engineering practice
**EGT5-EVL-01**
investigates and evaluates engineering systems and solutions
**EGT5-IVT-01**
explains engineering practices and the influence of technologies used in engineering industries
**EGT5-GRP-01**
develops and applies technical graphics in engineering contexts
**EGT5-MEA-01**
applies mechanical analysis and practical testing to investigate engineering concepts
**EGT5-USE-01**
selects and applies materials for engineering projects
**EGT5-ENV-01**
analyses relationships between engineering design, production and sustainability | **EGTLS-SAF-01**
demonstrates safe work practices in engineering contexts
**EGTLS-COM-01**
communicates ideas and information for engineering practice
**EGTLS-PRD-01**
participates in producing structures, mechanisms or control systems
**EGTLS-IVT-01**
recognises the use of technology in engineering practices or industries
**EGTLS-GRP-01**
uses graphics to represent engineering ideas
**EGTLS-MEA-01**
uses numbers and measurements to solve problems in engineering contexts
**EGTLS-MEA-02**
uses strategies to test mechanical engineering concepts
**EGTLS-USE-01**
selects and uses materials, tools or equipment in engineering contexts
**EGTLS-ENV-01**
identifies sustainable practices used in engineering contexts | | **Engineering specialisation** | **EGT4-ADJ-01**
in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 | **EGT5-SAF-01**
applies risk management and safe work practices in engineering contexts
**EGT5-COM-01**
communicates ideas, concepts and solutions for engineering practice
**EGT5-EVL-01**
investigates and evaluates engineering systems and solutions
**EGT5-IVT-01**
explains engineering practices and the influence of technologies used in engineering industries
**EGT5-GRP-01**
develops and applies technical graphics in engineering contexts
**EGT5-USE-01**
selects and applies materials for engineering projects
**EGT5-ENV-01**
analyses relationships between engineering design, production and sustainability | **EGTLS-SAF-01**
demonstrates safe work practices in engineering contexts
**EGTLS-COM-01**
communicates ideas and information for engineering practice
**EGTLS-PRD-01**
participates in producing structures, mechanisms or control systems
**EGTLS-IVT-01**
recognises the use of technology in engineering practices or industries
**EGTLS-GRP-01**
uses graphics to represent engineering ideas
**EGTLS-USE-01**
selects and uses materials, tools or equipment in engineering contexts
**EGTLS-ENV-01**
identifies sustainable practices used in engineering contexts | Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 or Stage 5 outcomes. Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found on the [NESA website](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/life-skills). ## Outcomes and content for Stage 4 ### Structures #### Outcomes A student: - in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **EGT4-ADJ-01** #### Content ##### Engineering principles - Describe the function and purpose of [structures](https://curriculum.nsw.edu.au/resources/glossary/structure3), including how they provide access and shelter - Identify functional engineering components that provide structural integrity, such as foundations, beams and bracing - Outline regulations, codes of practice and standards for an identified structure in Australia - Apply scheduling, resource allocation and budgeting to plan and manage a structural engineering project - Outline the importance of [Indigenous Cultural and Intellectual Property (ICIP)](https://curriculum.nsw.edu.au/resources/glossary/indigenous-cultural-and-intellectual-property-icip) of [Aboriginal and/or Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) and how it is related to structures - Investigate and identify the impact of a range of structures on the physical environment in Australia - Identify and apply engineering principles and processes, including types of [forces](https://curriculum.nsw.edu.au/resources/glossary/force) and their effects, structural integrity and safety, to produce a functioning structure - Identify and implement safe work practices when producing a functioning structure - Discuss technical and enterprise skills used by structural engineers - Discuss sustainability and environmental considerations in structural or civil construction - Use spreadsheets to calculate material quantities and monitor project costs - Investigate engineered structures used by Aboriginal and/or Torres Strait Islander Peoples, such as shelters and fish traps ##### Materials - Apply safe work practices throughout the design, production and testing of models and projects for a structure - Classify engineering materials used in structures as pure metals, alloys, polymers and timbers - Identify the properties of a material, such as hardness, ductility, malleability, and tensile and compressive strength, that make the materials suitable for use in structures - Compare traditional and modern construction materials and describe their properties, such as timber versus laminates and rammed earth versus concrete - Identify how materials can be modified to improve properties, such as composite materials, laminates, heat treatment and reinforcement - Compare renewable and non-renewable resources and explain their advantages and limitations in the design and construction of structures - Test a range of materials to determine the properties of hardness, corrosion resistance and malleability, and record collected data - Select and test the suitability of materials by constructing a project - Investigate engineering materials used by Aboriginal and/or Torres Strait Islander Peoples, such as timber, resin and fibres ##### Structural analysis - Identify forces that act on structures, including [live loads](https://curriculum.nsw.edu.au/resources/glossary/live-load), [dead loads](https://curriculum.nsw.edu.au/resources/glossary/dead-load) and calculate weight force - Identify compressive and tensile forces acting on members in an identified structure - Construct pin-jointed structures using different shapes to explore basic structural concepts, such as force, [load](https://curriculum.nsw.edu.au/resources/glossary/load), reactions and equilibrium - Contrast destructive and non-destructive testing and how they are used to inform engineering decisions - Test and document the effects of identified forces on pin-jointed structures - Use the results of testing to modify pin-jointed structures - Build and test a working model of a structure for a specific purpose using appropriate tools and processes - Evaluate the use of structural elements in projects ##### Communication - Identify key components of an engineering drawing, and the standards from [AS 1100](https://curriculum.nsw.edu.au/resources/glossary/australian-drawing-standards-as-1100-as-1100) relevant to the engineering profession, when drawing structures - Produce a pictorial sketch of an identified structure, such as an isometric or oblique drawing - Develop an orthogonal engineering drawing of a structure, including 2 views and dimensions using third-angle projection - Produce a parts list to prepare materials for the construction of a structure - Document material selection and justification, structural analysis and test results in an engineering report - Apply data presentation techniques when presenting structural test results - Create written texts to explain and evaluate factors that influence the design and engineering of structures - Use subject-specific terminology to communicate concepts of engineering structures ### Mechanisms #### Outcomes A student: - in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **EGT4-ADJ-01** #### Content ##### Engineering principles - Describe the function and purpose of [mechanisms](https://curriculum.nsw.edu.au/resources/glossary/mechanism), including how they operate as part of a system or machine - Identify the functional components of a mechanism, such as axles, levers, pulleys, springs, [gears](https://curriculum.nsw.edu.au/resources/glossary/gear) and screws - Identify and use safe work practices when participating in testing and developing mechanical projects - Dismantle and reassemble a mechanism to outline its function - Apply scheduling, resource allocation and budgeting to plan and manage a mechanical engineering project - Investigate how [Aboriginal and/or Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) used levers and pulleys - Test the [mechanical advantage](https://curriculum.nsw.edu.au/resources/glossary/mechanical-advantage) and [efficiency](https://curriculum.nsw.edu.au/resources/glossary/efficiency) of [simple machines](https://curriculum.nsw.edu.au/resources/glossary/simple-machine), including a lever, wheel and axle, pulley, gear and spring - Describe key innovations based on simple machines to understand how mechanical engineering has evolved over time - Explain how simple machines work together in a mechanical system - Identify and apply linear, rotary, oscillating and reciprocating motion in various mechanical devices - Use and modify existing designs when completing projects - Construct a model of a mechanism that converts circular motion to linear motion - Discuss the application of precision measuring tools, such as micrometers and vernier calipers, to ensure accuracy in the production of mechanical parts - Calculate quantities and costs of materials and components used in the completion of mechanical projects - Investigate the role of mechanical engineering in the development of robotics used in automation - Discuss sustainability considerations in mechanical engineering, such as product life cycle and reusability of machine parts - Evaluate and use mechanical components to solve an identified problem in practical projects ##### Materials - Apply safe work practices throughout the design, production and testing of models and projects for a mechanism - Identify the properties of a material, including hardness, machineability and wear resistance, that make it suitable for use in mechanisms - Compare the general properties of traditional and modern materials used in manufacturing mechanisms, including metals and composites - Apply work hardening and heat treatment processes to modify a range of materials, and test how these processes change the properties of the material - Use data to assess the properties of a range of materials to evaluate their performance under identified conditions, such as temperature extremes and corrosive environments - Select and assess the suitability of materials used to construct a mechanism for an intended purpose - Investigate the effect of [friction](https://curriculum.nsw.edu.au/resources/glossary/friction) between materials, including how friction could be either an advantage or disadvantage in a mechanism - Test the factors that impact on the corrosion of a mechanical component - Outline and apply a range of processes and techniques, such as the application of finishes, to protect mechanical components from corrosion - Investigate the role of the waste hierarchy in material selection and use during the production of mechanisms ##### Mechanical analysis - Test a range of simple mechanisms, including levers, pulleys and gears, to determine their efficiency - Analyse the functional effect of [force](https://curriculum.nsw.edu.au/resources/glossary/force) and the related output of simple mechanisms, such as levers, pulleys and gears - Build and test a working model of a mechanism using appropriate tools and processes - Compare the forces acting on a model of a mechanism and assess their efficiency - Test and evaluate how mechanical systems relate to and interact with other systems to demonstrate their dependencies on each other - Apply an engineering process to produce a functioning mechanism based on mechanical principles - Identify and explain the concept of mechanical advantage (MA) in a simple mechanical system - Evaluate the use of mechanical elements in projects ##### Communication - Develop an engineering drawing using the [AS 1100](https://curriculum.nsw.edu.au/resources/glossary/australian-drawing-standards-as-1100-as-1100) for drawing mechanisms - Produce a pictorial drawing of a simple mechanical component, such as an isometric or oblique drawing - Develop an orthogonal engineering drawing of a mechanical component, including 2 views and dimensions using third-angle projection - Apply a sequence of skills to develop an engineering drawing using computer-aided design (CAD) software - Produce a parts list to prepare materials for the construction of a mechanism - Document material selection and justification, mechanical analysis and test results in an engineering report - Create written texts to explain and justify decision-making in the development of a solution - Use subject-specific terminology to communicate concepts of engineering mechanisms ### Control systems #### Outcomes A student: - in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **EGT4-ADJ-01** #### Content Content for this focus area is applied using one or more control systems contexts from the following options: - Electronic - Hydraulic - Pneumatic - Mechanical. ##### Engineering principles - Identify the types of [control systems](https://curriculum.nsw.edu.au/resources/glossary/control-system), including electronic, [hydraulic](https://curriculum.nsw.edu.au/resources/glossary/hydraulic), [pneumatic](https://curriculum.nsw.edu.au/resources/glossary/pneumatic) and mechanical - Describe how control systems are used to automate processes, improve [efficiency](https://curriculum.nsw.edu.au/resources/glossary/efficiency) and ensure safety in various applications - Define key terms used to describe the input, control and output principles of a range of control systems - Outline regulations, codes of practice, safety protocols and standards that apply in the design and production of an identified control system - Recognise the importance of [Indigenous Cultural and Intellectual Property (ICIP)](https://curriculum.nsw.edu.au/resources/glossary/indigenous-cultural-and-intellectual-property-icip) of [Aboriginal and/or Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) related to control systems - Apply scheduling, resource allocation and budgeting to plan and manage a control system project - Identify and apply engineering principles and processes to produce a functioning control system - Explain the difference between [open-loop](https://curriculum.nsw.edu.au/resources/glossary/open-loop-control-system) and [closed-loop control systems](https://curriculum.nsw.edu.au/resources/glossary/closed-loop-control-system) - Investigate advanced manufacturing methods to understand their applications, advantages and limitations in producing control systems, such as computer numeric control (CNC) machining, laser, plasma, water jet cutting or rapid prototyping - Compare renewable and non-renewable resources and explain their advantages and limitations in the design and development of control systems - Investigate innovative applications of a range of control systems, such as artificial intelligence (AI), internet of things (IoT) devices or robotics technologies, and how these may affect individuals, society or the environment **Option – Electronic** - Investigate the use of electronic control systems in everyday situations - Investigate input and output components used in electronic control systems, such as [actuators](https://curriculum.nsw.edu.au/resources/glossary/actuator) and controllers **Option – Hydraulic** - Investigate the use of hydraulic control systems in everyday situations - Investigate input and output components used in hydraulic control systems, such as reservoir, pump, valve and actuators **Option – Pneumatic** - Investigate the use of pneumatic control systems in everyday situations - Investigate input and output components used in pneumatic control systems, such as a valve, compressor, regulator and feed line **Option – Mechanical** - Investigate the use of mechanical control systems in everyday situations - Investigate input and output components used in mechanical control systems, such as input [force](https://curriculum.nsw.edu.au/resources/glossary/force), crank and selector ##### Materials - Apply safe work practices throughout the design, production and testing of models and projects for a control system - Explore engineering properties of materials suitable for control systems in relation to strength, toughness and durability - Test and evaluate the performance of materials used in control systems to determine if they meet required specifications and standards for safety, reliability and efficiency - Evaluate the advantages of the recycling and reuse of materials used in the development of control systems - Investigate and evaluate the processes used in the recycling of materials, such as metals or polymers **Option – Electronic** - Test the electrical properties of materials, such as conductivity and resistance, to identify their application in a control system **Option – Hydraulic** - Test the hydraulic properties of materials, such as resistance to pressure and fluids, to identify their application in a control system **Option – Pneumatic** - Test the pneumatic properties of materials, such as resistance to pressure and fluids, to identify their application in a control system **Option – Mechanical** - Test the mechanical properties of materials, such as resistance to wear and fatigue, to identify their application in a control system ##### Systems analysis - Use an engineering process to produce a functioning control system - Use collaborative work practices to improve efficiencies in a control system project - Design, construct and test a control system for a specific purpose using appropriate components and considering differences between inputs and outputs - Use a range of equipment, hand and power tools, and machines in the construction of projects or working models in control systems - Test control systems to determine efficiency - Assess the integration of motors in control systems to improve efficiency - Document troubleshooting processes and solutions to maintain a clear record of issues and their resolutions **Option – Electronic** - Test the fundamental principles of electricity, such as voltage, current and resistance, in series and parallel circuits, to explain how they are applied in the functioning of electronic control systems - Use a multimeter to test an electronic circuit to measure voltage and current and to determine resistance **Option – Hydraulic** - Test the fundamental principles of hydraulics, such as fluid pressure and flow, to explain how they are applied in the functioning of hydraulic control systems - Test a hydraulic system using a pressure gauge to assess the integrity of hoses and components **Option – Pneumatic** - Test the fundamental principles of pneumatics, such as air pressure and volume, to explain how they are applied in the functioning of pneumatic control systems - Test a pneumatic system using a pressure gauge to assess the integrity of hoses and components **Option – Mechanical** - Test the fundamental principles of mechanics, such as force, motion and energy, to explain how they are applied in the functioning of mechanical control systems - Use a block and tackle to test a mechanical system to determine the relationship between [load](https://curriculum.nsw.edu.au/resources/glossary/load) and effort to explain [mechanical advantage](https://curriculum.nsw.edu.au/resources/glossary/mechanical-advantage) ##### Communication - Produce annotated sketches of project components to visualise, communicate, understand and record ideas to develop a control system project - Develop, read and interpret technical diagrams to prepare materials for the production of a control system project - Modify and apply appropriate engineering drawings in the completion of a control system project - Create written texts to explain and evaluate factors that influence the design and engineering of control systems - Use subject-specific terminology to communicate concepts of control systems - Explain control system relationships using block diagrams - Document material selection and justification, systems analysis and test results in an engineering report when developing a control system solution ### Engineering specialisation #### Outcomes A student: - in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **EGT4-ADJ-01** #### Content This focus area provides students with the opportunity to investigate, report, communicate and implement their own ideas or skills in a specialised field of engineering. An Engineering specialisation project is an opportunity for schools to draw from a range of engineering fields to broaden student understanding or prepare students for further study. In addition to the content outlined, the knowledge and skills applied during the project may be drawn from the learning experienced in other focus areas. Specialised fields of engineering could include: - Aeronautical - Biomechanical - Biomedical - Electronics - Environmental - Mechatronics - Renewable energy - Transport. ##### Engineering principles - Examine the purpose of an identified field of engineering - Investigate the technical knowledge and skills required in engineering-related industries - Describe the impact of new and emerging technologies on careers and professions in the field of engineering - Outline engineering principles and processes used in an identified field - Develop an engineering brief that includes objectives and constraints for a project in a specialised field - Investigate and test multiple ways of solving an engineering problem during a project - Develop and conduct a risk assessment, including risk mitigation strategies, for an engineering project - Develop performance criteria to be used to evaluate issues and select viable solutions during a project - Test and evaluate to improve projects using performance criteria to develop a solution to an engineering problem - Evaluate the suitability of a range of energy sources, including the use of sustainable energy for use in an identified project - Apply scheduling, resource allocation and budgeting to plan and manage an identified project - Assess project goals and outcomes using feedback from stakeholders to inform decisions ##### Materials - Apply safe work practices throughout the design, production and testing of models and projects for an identified field - Research and test potential materials and components suitable for the project - Use test results to select suitable materials to solve an engineering problem - Investigate the environmental impact and sustainability of different materials to be used in the project - Compare the cost-effectiveness of various materials for specific applications within the development of the solution to an engineering problem - Investigate advancements in material science and their implications for engineering projects ##### Technical analysis - Develop an engineering drawing for a project using [AS 1100](https://curriculum.nsw.edu.au/resources/glossary/australian-drawing-standards-as-1100-as-1100) - Build a project using a range of tools, machines, equipment and materials - Use software to perform simulations and computational analysis to predict the success of the project - Test components, and record and analyse collected data to assess performance - Identify issues that inform decision-making in the development of engineering solutions - Use computer-aided design (CAD) software to develop and modify designs - Implement quality control measures to ensure the accuracy and functionality of the project - Investigate ways to incorporate computer-aided manufacturing (CAM) to automate and control manufacturing processes ##### Communication - Develop an engineering report using an appropriate format - Create written texts to explain and evaluate processes, challenges and solutions in engineering systems and practices - Produce, evaluate and document the completed product - Present findings and project outcomes - Communicate using appropriate data visualisation techniques to support reports and presentations - Use communication skills to engage in peer review to incorporate feedback and improve project outcomes - Use digital tools and platforms for collaborative project management and documentation ## Outcomes and content for Stage 5 ### Structures #### Outcomes A student: - applies risk management and safe work practices in engineering contexts **EGT5-SAF-01** - communicates ideas, concepts and solutions for engineering practice **EGT5-COM-01** - investigates and evaluates engineering systems and solutions **EGT5-EVL-01** - explains engineering practices and the influence of technologies used in engineering industries **EGT5-IVT-01** - develops and applies technical graphics in engineering contexts **EGT5-GRP-01** - applies mechanical analysis and practical testing to investigate engineering concepts **EGT5-MEA-01** - selects and applies materials for engineering projects **EGT5-USE-01** - analyses relationships between engineering design, production and sustainability **EGT5-ENV-01** **Related Life Skills outcomes:** EGTLS-SAF-01, EGTLS-COM-01, EGTLS-PRD-01, EGTLS-IVT-01, EGTLS-GRP-01, EGTLS-MEA-01, EGTLS-MEA-02, EGTLS-USE-01, EGTLS-ENV-01 #### Content ##### Engineering principles - Describe the function and purpose of [structures](https://curriculum.nsw.edu.au/resources/glossary/structure3), including how they provide access and shelter - Identify functional engineering components that provide structural integrity, such as foundations, beams and bracing - Outline regulations, codes of practice and standards for an identified structure in Australia - Apply scheduling, resource allocation and budgeting to plan and manage a structural engineering project - Outline the importance of [Indigenous Cultural and Intellectual Property (ICIP)](https://curriculum.nsw.edu.au/resources/glossary/indigenous-cultural-and-intellectual-property-icip) of [Aboriginal and/or Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) and how it is related to structures - Investigate and identify the impact of a range of structures on the physical environment in Australia - Identify and apply engineering principles and processes, including types of [forces](https://curriculum.nsw.edu.au/resources/glossary/force) and their effects, structural integrity and safety, to produce a functioning structure - Identify and implement safe work practices when producing a functioning structure - Discuss technical and enterprise skills used by structural engineers - Discuss sustainability and environmental considerations in structural or civil construction - Use spreadsheets to calculate material quantities and monitor project costs - Investigate engineered structures used by Aboriginal and/or Torres Strait Islander Peoples, such as shelters and fish traps ##### Materials - Apply safe work practices throughout the design, production and testing of models and projects for a structure - Classify engineering materials used in structures as pure metals, alloys, polymers and timbers - Identify the properties of a material, such as hardness, ductility, malleability, and tensile and compressive strength, that make the materials suitable for use in structures - Compare traditional and modern construction materials and describe their properties, such as timber versus laminates and rammed earth versus concrete - Identify how materials can be modified to improve properties, such as composite materials, laminates, heat treatment and reinforcement - Compare renewable and non-renewable resources and explain their advantages and limitations in the design and construction of structures - Test a range of materials to determine the properties of hardness, corrosion resistance and malleability, and record collected data - Select and test the suitability of materials by constructing a project - Investigate engineering materials used by Aboriginal and/or Torres Strait Islander Peoples, such as timber, resin and fibres ##### Structural analysis - Identify forces that act on structures, including [live loads](https://curriculum.nsw.edu.au/resources/glossary/live-load), [dead loads](https://curriculum.nsw.edu.au/resources/glossary/dead-load) and calculate weight force - Identify compressive and tensile forces acting on members in an identified structure - Construct pin-jointed structures using different shapes to explore basic structural concepts, such as force, [load](https://curriculum.nsw.edu.au/resources/glossary/load), reactions and equilibrium - Contrast destructive and non-destructive testing and how they are used to inform engineering decisions - Test and document the effects of identified forces on pin-jointed structures - Use the results of testing to modify pin-jointed structures - Build and test a working model of a structure for a specific purpose using appropriate tools and processes - Evaluate the use of structural elements in projects ##### Communication - Identify key components of an engineering drawing, and the standards from [AS 1100](https://curriculum.nsw.edu.au/resources/glossary/australian-drawing-standards-as-1100-as-1100) relevant to the engineering profession, when drawing structures - Produce a pictorial sketch of an identified structure, such as an isometric or oblique drawing - Develop an orthogonal engineering drawing of a structure, including 2 views and dimensions using third-angle projection - Produce a parts list to prepare materials for the construction of a structure - Document material selection and justification, structural analysis and test results in an engineering report - Apply data presentation techniques when presenting structural test results - Create written texts to explain and evaluate factors that influence the design and engineering of structures - Use subject-specific terminology to communicate concepts of engineering structures ### Mechanisms #### Outcomes A student: - applies risk management and safe work practices in engineering contexts **EGT5-SAF-01** - communicates ideas, concepts and solutions for engineering practice **EGT5-COM-01** - investigates and evaluates engineering systems and solutions **EGT5-EVL-01** - explains engineering practices and the influence of technologies used in engineering industries **EGT5-IVT-01** - develops and applies technical graphics in engineering contexts **EGT5-GRP-01** - applies mechanical analysis and practical testing to investigate engineering concepts **EGT5-MEA-01** - selects and applies materials for engineering projects **EGT5-USE-01** - analyses relationships between engineering design, production and sustainability **EGT5-ENV-01** **Related Life Skills outcomes:** EGTLS-SAF-01, EGTLS-COM-01, EGTLS-PRD-01, EGTLS-IVT-01, EGTLS-GRP-01, EGTLS-MEA-01, EGTLS-MEA-02, EGTLS-USE-01, EGTLS-ENV-01 #### Content ##### Engineering principles - Describe the function and purpose of [mechanisms](https://curriculum.nsw.edu.au/resources/glossary/mechanism), including how they operate as part of a system or machine - Identify the functional components of a mechanism, such as axles, levers, pulleys, springs, [gears](https://curriculum.nsw.edu.au/resources/glossary/gear) and screws - Identify and use safe work practices when participating in testing and developing mechanical projects - Dismantle and reassemble a mechanism to outline its function - Apply scheduling, resource allocation and budgeting to plan and manage a mechanical engineering project - Investigate how [Aboriginal and/or Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) used levers and pulleys - Test the [mechanical advantage](https://curriculum.nsw.edu.au/resources/glossary/mechanical-advantage) and [efficiency](https://curriculum.nsw.edu.au/resources/glossary/efficiency) of [simple machines](https://curriculum.nsw.edu.au/resources/glossary/simple-machine), including a lever, wheel and axle, pulley, gear and spring - Describe key innovations based on simple machines to understand how mechanical engineering has evolved over time - Explain how simple machines work together in a mechanical system - Identify and apply linear, rotary, oscillating and reciprocating motion in various mechanical devices - Use and modify existing designs when completing projects - Construct a model of a mechanism that converts circular motion to linear motion - Discuss the application of precision measuring tools, such as micrometers and vernier calipers, to ensure accuracy in the production of mechanical parts - Calculate quantities and costs of materials and components used in the completion of mechanical projects - Investigate the role of mechanical engineering in the development of robotics used in automation - Discuss sustainability considerations in mechanical engineering, such as product life cycle and reusability of machine parts - Evaluate and use mechanical components to solve an identified problem in practical projects ##### Materials - Apply safe work practices throughout the design, production and testing of models and projects for a mechanism - Identify the properties of a material, including hardness, machineability and wear resistance, that make it suitable for use in mechanisms - Compare the general properties of traditional and modern materials used in manufacturing mechanisms, including metals and composites - Apply work hardening and heat treatment processes to modify a range of materials, and test how these processes change the properties of the material - Use data to assess the properties of a range of materials to evaluate their performance under identified conditions, such as temperature extremes and corrosive environments - Select and assess the suitability of materials used to construct a mechanism for an intended purpose - Investigate the effect of [friction](https://curriculum.nsw.edu.au/resources/glossary/friction) between materials, including how friction could be either an advantage or disadvantage in a mechanism - Test the factors that impact on the corrosion of a mechanical component - Outline and apply a range of processes and techniques, such as the application of finishes, to protect mechanical components from corrosion - Investigate the role of the waste hierarchy in material selection and use during the production of mechanisms ##### Mechanical analysis - Test a range of simple mechanisms, including levers, pulleys and gears, to determine their efficiency - Analyse the functional effect of [force](https://curriculum.nsw.edu.au/resources/glossary/force) and the related output of simple mechanisms, such as levers, pulleys and gears - Build and test a working model of a mechanism using appropriate tools and processes - Compare the forces acting on a model of a mechanism and assess their efficiency - Test and evaluate how mechanical systems relate to and interact with other systems to demonstrate their dependencies on each other - Apply an engineering process to produce a functioning mechanism based on mechanical principles - Identify and explain the concept of mechanical advantage (MA) in a simple mechanical system - Evaluate the use of mechanical elements in projects ##### Communication - Develop an engineering drawing using the [AS 1100](https://curriculum.nsw.edu.au/resources/glossary/australian-drawing-standards-as-1100-as-1100) for drawing mechanisms - Produce a pictorial drawing of a simple mechanical component, such as an isometric or oblique drawing - Develop an orthogonal engineering drawing of a mechanical component, including 2 views and dimensions using third-angle projection - Apply a sequence of skills to develop an engineering drawing using computer-aided design (CAD) software - Produce a parts list to prepare materials for the construction of a mechanism - Document material selection and justification, mechanical analysis and test results in an engineering report - Create written texts to explain and justify decision-making in the development of a solution - Use subject-specific terminology to communicate concepts of engineering mechanisms ### Control systems #### Outcomes A student: - applies risk management and safe work practices in engineering contexts **EGT5-SAF-01** - communicates ideas, concepts and solutions for engineering practice **EGT5-COM-01** - investigates and evaluates engineering systems and solutions **EGT5-EVL-01** - explains engineering practices and the influence of technologies used in engineering industries **EGT5-IVT-01** - develops and applies technical graphics in engineering contexts **EGT5-GRP-01** - applies mechanical analysis and practical testing to investigate engineering concepts **EGT5-MEA-01** - selects and applies materials for engineering projects **EGT5-USE-01** - analyses relationships between engineering design, production and sustainability **EGT5-ENV-01** **Related Life Skills outcomes:** EGTLS-SAF-01, EGTLS-COM-01, EGTLS-PRD-01, EGTLS-IVT-01, EGTLS-GRP-01, EGTLS-MEA-01, EGTLS-MEA-02, EGTLS-USE-01, EGTLS-ENV-01 #### Content Content for this focus area is applied using one or more control systems contexts from the following options: - Electronic - Hydraulic - Pneumatic - Mechanical. ##### Engineering principles - Identify the types of [control systems](https://curriculum.nsw.edu.au/resources/glossary/control-system), including electronic, [hydraulic](https://curriculum.nsw.edu.au/resources/glossary/hydraulic), [pneumatic](https://curriculum.nsw.edu.au/resources/glossary/pneumatic) and mechanical - Describe how control systems are used to automate processes, improve [efficiency](https://curriculum.nsw.edu.au/resources/glossary/efficiency) and ensure safety in various applications - Define key terms used to describe the input, control and output principles of a range of control systems - Outline regulations, codes of practice, safety protocols and standards that apply in the design and production of an identified control system - Recognise the importance of [Indigenous Cultural and Intellectual Property (ICIP)](https://curriculum.nsw.edu.au/resources/glossary/indigenous-cultural-and-intellectual-property-icip) of [Aboriginal and/or Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) related to control systems - Apply scheduling, resource allocation and budgeting to plan and manage a control system project - Identify and apply engineering principles and processes to produce a functioning control system - Explain the difference between [open-loop](https://curriculum.nsw.edu.au/resources/glossary/open-loop-control-system) and [closed-loop control systems](https://curriculum.nsw.edu.au/resources/glossary/closed-loop-control-system) - Investigate advanced manufacturing methods to understand their applications, advantages and limitations in producing control systems, such as computer numeric control (CNC) machining, laser, plasma, water jet cutting or rapid prototyping - Compare renewable and non-renewable resources and explain their advantages and limitations in the design and development of control systems - Investigate innovative applications of a range of control systems, such as artificial intelligence (AI), internet of things (IoT) devices or robotics technologies, and how these may affect individuals, society or the environment **Option – Electronic** - Investigate the use of electronic control systems in everyday situations - Investigate input and output components used in electronic control systems, such as [actuators](https://curriculum.nsw.edu.au/resources/glossary/actuator) and controllers **Option – Hydraulic** - Investigate the use of hydraulic control systems in everyday situations - Investigate input and output components used in hydraulic control systems, such as reservoir, pump, valve and actuators **Option – Pneumatic** - Investigate the use of pneumatic control systems in everyday situations - Investigate input and output components used in pneumatic control systems, such as a valve, compressor, regulator and feed line **Option – Mechanical** - Investigate the use of mechanical control systems in everyday situations - Investigate input and output components used in mechanical control systems, such as input [force](https://curriculum.nsw.edu.au/resources/glossary/force), crank and selector ##### Materials - Apply safe work practices throughout the design, production and testing of models and projects for a control system - Explore engineering properties of materials suitable for control systems in relation to strength, toughness and durability - Test and evaluate the performance of materials used in control systems to determine if they meet required specifications and standards for safety, reliability and efficiency - Evaluate the advantages of the recycling and reuse of materials used in the development of control systems - Investigate and evaluate the processes used in the recycling of materials, such as metals or polymers **Option – Electronic** - Test the electrical properties of materials, such as conductivity and resistance, to identify their application in a control system **Option – Hydraulic** - Test the hydraulic properties of materials, such as resistance to pressure and fluids, to identify their application in a control system **Option – Pneumatic** - Test the pneumatic properties of materials, such as resistance to pressure and fluids, to identify their application in a control system **Option – Mechanical** - Test the mechanical properties of materials, such as resistance to wear and fatigue, to identify their application in a control system ##### Systems analysis - Use an engineering process to produce a functioning control system - Use collaborative work practices to improve efficiencies in a control system project - Design, construct and test a control system for a specific purpose using appropriate components and considering differences between inputs and outputs - Use a range of equipment, hand and power tools, and machines in the construction of projects or working models in control systems - Test control systems to determine efficiency - Assess the integration of motors in control systems to improve efficiency - Document troubleshooting processes and solutions to maintain a clear record of issues and their resolutions **Option – Electronic** - Test the fundamental principles of electricity, such as voltage, current and resistance, in series and parallel circuits, to explain how they are applied in the functioning of electronic control systems - Use a multimeter to test an electronic circuit to measure voltage and current and to determine resistance **Option – Hydraulic** - Test the fundamental principles of hydraulics, such as fluid pressure and flow, to explain how they are applied in the functioning of hydraulic control systems - Test a hydraulic system using a pressure gauge to assess the integrity of hoses and components **Option – Pneumatic** - Test the fundamental principles of pneumatics, such as air pressure and volume, to explain how they are applied in the functioning of pneumatic control systems - Test a pneumatic system using a pressure gauge to assess the integrity of hoses and components **Option – Mechanical** - Test the fundamental principles of mechanics, such as force, motion and energy, to explain how they are applied in the functioning of mechanical control systems - Use a block and tackle to test a mechanical system to determine the relationship between [load](https://curriculum.nsw.edu.au/resources/glossary/load) and effort to explain [mechanical advantage](https://curriculum.nsw.edu.au/resources/glossary/mechanical-advantage) ##### Communication - Produce annotated sketches of project components to visualise, communicate, understand and record ideas to develop a control system project - Develop, read and interpret technical diagrams to prepare materials for the production of a control system project - Modify and apply appropriate engineering drawings in the completion of a control system project - Create written texts to explain and evaluate factors that influence the design and engineering of control systems - Use subject-specific terminology to communicate concepts of control systems - Explain control system relationships using block diagrams - Document material selection and justification, systems analysis and test results in an engineering report when developing a control system solution ### Engineering specialisation #### Outcomes A student: - applies risk management and safe work practices in engineering contexts **EGT5-SAF-01** - communicates ideas, concepts and solutions for engineering practice **EGT5-COM-01** - investigates and evaluates engineering systems and solutions **EGT5-EVL-01** - explains engineering practices and the influence of technologies used in engineering industries **EGT5-IVT-01** - develops and applies technical graphics in engineering contexts **EGT5-GRP-01** - selects and applies materials for engineering projects **EGT5-USE-01** - analyses relationships between engineering design, production and sustainability **EGT5-ENV-01** **Related Life Skills outcomes:** EGTLS-SAF-01, EGTLS-COM-01, EGTLS-PRD-01, EGTLS-IVT-01, EGTLS-GRP-01, EGTLS-USE-01, EGTLS-ENV-01 #### Content This focus area provides students with the opportunity to investigate, report, communicate and implement their own ideas or skills in a specialised field of engineering. An Engineering specialisation project is an opportunity for schools to draw from a range of engineering fields to broaden student understanding or prepare students for further study. In addition to the content outlined, the knowledge and skills applied during the project may be drawn from the learning experienced in other focus areas. Specialised fields of engineering could include: - Aeronautical - Biomechanical - Biomedical - Electronics - Environmental - Mechatronics - Renewable energy - Transport. ##### Engineering principles - Examine the purpose of an identified field of engineering - Investigate the technical knowledge and skills required in engineering-related industries - Describe the impact of new and emerging technologies on careers and professions in the field of engineering - Outline engineering principles and processes used in an identified field - Develop an engineering brief that includes objectives and constraints for a project in a specialised field - Investigate and test multiple ways of solving an engineering problem during a project - Develop and conduct a risk assessment, including risk mitigation strategies, for an engineering project - Develop performance criteria to be used to evaluate issues and select viable solutions during a project - Test and evaluate to improve projects using performance criteria to develop a solution to an engineering problem - Evaluate the suitability of a range of energy sources, including the use of sustainable energy for use in an identified project - Apply scheduling, resource allocation and budgeting to plan and manage an identified project - Assess project goals and outcomes using feedback from stakeholders to inform decisions ##### Materials - Apply safe work practices throughout the design, production and testing of models and projects for an identified field - Research and test potential materials and components suitable for the project - Use test results to select suitable materials to solve an engineering problem - Investigate the environmental impact and sustainability of different materials to be used in the project - Compare the cost-effectiveness of various materials for specific applications within the development of the solution to an engineering problem - Investigate advancements in material science and their implications for engineering projects ##### Technical analysis - Develop an engineering drawing for a project using [AS 1100](https://curriculum.nsw.edu.au/resources/glossary/australian-drawing-standards-as-1100-as-1100) - Build a project using a range of tools, machines, equipment and materials - Use software to perform simulations and computational analysis to predict the success of the project - Test components, and record and analyse collected data to assess performance - Identify issues that inform decision-making in the development of engineering solutions - Use computer-aided design (CAD) software to develop and modify designs - Implement quality control measures to ensure the accuracy and functionality of the project - Investigate ways to incorporate computer-aided manufacturing (CAM) to automate and control manufacturing processes ##### Communication - Develop an engineering report using an appropriate format - Create written texts to explain and evaluate processes, challenges and solutions in engineering systems and practices - Produce, evaluate and document the completed product - Present findings and project outcomes - Communicate using appropriate data visualisation techniques to support reports and presentations - Use communication skills to engage in peer review to incorporate feedback and improve project outcomes - Use digital tools and platforms for collaborative project management and documentation ## Life Skills for Stages 4/5 ## Life Skills table of outcomes | **Focus area** | **Life Skills for Stages 4/5** | | --- | --- | | **Structures** | **EGTLS-SST-01**
recognises systems, structures or technologies used in everyday life
**EGTLS-SMC-01**
identifies features of structures, mechanisms or control systems
**EGTLS-IVT-01**
recognises the use of technology in engineering practices or industries
**EGTLS-ENV-01**
identifies sustainable practices used in engineering contexts
**EGTLS-PRD-01**
participates in producing structures, mechanisms or control systems
**EGTLS-GRP-01**
uses graphics to represent engineering ideas
**EGTLS-MEA-01**
uses numbers and measurements to solve problems in engineering contexts
**EGTLS-USE-01**
selects and uses materials, tools or equipment in engineering contexts
**EGTLS-MEA-02**
uses strategies to test mechanical engineering concepts
**EGTLS-SAF-01**
demonstrates safe work practices in engineering contexts
**EGTLS-COM-01**
communicates ideas and information for engineering practice
**EGTLS-IND-01**
engages with community activities, careers and/or industries in engineering technology | | **Mechanisms** | **EGTLS-SST-01**
recognises systems, structures or technologies used in everyday life
**EGTLS-SMC-01**
identifies features of structures, mechanisms or control systems
**EGTLS-IVT-01**
recognises the use of technology in engineering practices or industries
**EGTLS-ENV-01**
identifies sustainable practices used in engineering contexts
**EGTLS-PRD-01**
participates in producing structures, mechanisms or control systems
**EGTLS-GRP-01**
uses graphics to represent engineering ideas
**EGTLS-MEA-01**
uses numbers and measurements to solve problems in engineering contexts
**EGTLS-USE-01**
selects and uses materials, tools or equipment in engineering contexts
**EGTLS-MEA-02**
uses strategies to test mechanical engineering concepts
**EGTLS-SAF-01**
demonstrates safe work practices in engineering contexts
**EGTLS-COM-01**
communicates ideas and information for engineering practice
**EGTLS-IND-01**
engages with community activities, careers and/or industries in engineering technology | | **Control systems** | **EGTLS-SST-01**
recognises systems, structures or technologies used in everyday life
**EGTLS-SMC-01**
identifies features of structures, mechanisms or control systems
**EGTLS-IVT-01**
recognises the use of technology in engineering practices or industries
**EGTLS-ENV-01**
identifies sustainable practices used in engineering contexts
**EGTLS-PRD-01**
participates in producing structures, mechanisms or control systems
**EGTLS-GRP-01**
uses graphics to represent engineering ideas
**EGTLS-MEA-01**
uses numbers and measurements to solve problems in engineering contexts
**EGTLS-USE-01**
selects and uses materials, tools or equipment in engineering contexts
**EGTLS-MEA-02**
uses strategies to test mechanical engineering concepts
**EGTLS-SAF-01**
demonstrates safe work practices in engineering contexts
**EGTLS-COM-01**
communicates ideas and information for engineering practice | | **Engineering project** | **EGTLS-SST-01**
recognises systems, structures or technologies used in everyday life
**EGTLS-SMC-01**
identifies features of structures, mechanisms or control systems
**EGTLS-IVT-01**
recognises the use of technology in engineering practices or industries
**EGTLS-ENV-01**
identifies sustainable practices used in engineering contexts
**EGTLS-PRD-01**
participates in producing structures, mechanisms or control systems
**EGTLS-GRP-01**
uses graphics to represent engineering ideas
**EGTLS-MEA-01**
uses numbers and measurements to solve problems in engineering contexts
**EGTLS-USE-01**
selects and uses materials, tools or equipment in engineering contexts
**EGTLS-MEA-02**
uses strategies to test mechanical engineering concepts
**EGTLS-SAF-01**
demonstrates safe work practices in engineering contexts
**EGTLS-COM-01**
communicates ideas and information for engineering practice
**EGTLS-IND-01**
engages with community activities, careers and/or industries in engineering technology | ## Life Skills outcomes and content for Stage 4/5 ### Structures #### Outcomes A student: - recognises systems, structures or technologies used in everyday life **EGTLS-SST-01** - identifies features of structures, mechanisms or control systems **EGTLS-SMC-01** - recognises the use of technology in engineering practices or industries **EGTLS-IVT-01** - identifies sustainable practices used in engineering contexts **EGTLS-ENV-01** - participates in producing structures, mechanisms or control systems **EGTLS-PRD-01** - uses graphics to represent engineering ideas **EGTLS-GRP-01** - uses numbers and measurements to solve problems in engineering contexts **EGTLS-MEA-01** - selects and uses materials, tools or equipment in engineering contexts **EGTLS-USE-01** - uses strategies to test mechanical engineering concepts **EGTLS-MEA-02** - demonstrates safe work practices in engineering contexts **EGTLS-SAF-01** - communicates ideas and information for engineering practice **EGTLS-COM-01** - engages with community activities, careers and/or industries in engineering technology **EGTLS-IND-01** **Related Stage 4/5 outcomes:** EGT5-IVT-01, EGT5-ENV-01, EGT5-EVL-01, EGT5-GRP-01, EGT5-MEA-01, EGT5-USE-01, EGT5-SAF-01, EGT5-COM-01 #### Content ##### Engineering principles - Recognise types of engineered [structures](https://curriculum.nsw.edu.au/resources/glossary/structure3) in everyday contexts - Identify the purpose of a structure - Recognise terms used to describe structures - Explore safety rules or laws for an identified structure - Explore [Aboriginal and Torres Strait Islander Peoples’](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) Knowledges and Practices that are used to create structures - Identify the impact of different structures on the physical environment - Recognise the steps an engineer would follow to design a structure - Identify and use safe work practices when designing a structure, including when accessing data and information - Explore work and enterprise skills in structural engineering - Recognise the importance of sustainability in the construction of structures - Identify sustainable practices in the design and construction of structures - Explore the advantages or limitations of non-renewable or renewable resources used in the design of structures ##### Materials - Identify the parts of a structure - Recognise engineering materials used in structures - Organise engineering materials used in structures into appropriate groups - Investigate the properties of engineering materials used in structures - Select materials and use tools to safely participate in making a structure - Participate in testing how structural materials degrade in various environments - Investigate ways to change the properties of material used in structures ##### Structural analysis - Recognise ways to locate issues in structures - Identify the effect of [force](https://curriculum.nsw.edu.au/resources/glossary/force) on structures - Recognise the units of measurement used in the production of structures - Participate in using measurement when designing structures - Explore how a pin-jointed shape works in a structure - Participate in producing a model of a structure for an identified purpose - Engage in testing a model of a structure using appropriate tools and processes ##### Communication - Recognise key components of an engineering drawing of a structure - Use the design steps to develop engineering graphics for a structure - Communicate ideas to solve an identified problem with a structure - Engage with activities related to structures in the community ### Mechanisms #### Outcomes A student: - recognises systems, structures or technologies used in everyday life **EGTLS-SST-01** - identifies features of structures, mechanisms or control systems **EGTLS-SMC-01** - recognises the use of technology in engineering practices or industries **EGTLS-IVT-01** - identifies sustainable practices used in engineering contexts **EGTLS-ENV-01** - participates in producing structures, mechanisms or control systems **EGTLS-PRD-01** - uses graphics to represent engineering ideas **EGTLS-GRP-01** - uses numbers and measurements to solve problems in engineering contexts **EGTLS-MEA-01** - selects and uses materials, tools or equipment in engineering contexts **EGTLS-USE-01** - uses strategies to test mechanical engineering concepts **EGTLS-MEA-02** - demonstrates safe work practices in engineering contexts **EGTLS-SAF-01** - communicates ideas and information for engineering practice **EGTLS-COM-01** - engages with community activities, careers and/or industries in engineering technology **EGTLS-IND-01** **Related Stage 4/5 outcomes:** EGT5-IVT-01, EGT5-ENV-01, EGT5-EVL-01, EGT5-GRP-01, EGT5-MEA-01, EGT5-USE-01, EGT5-SAF-01, EGT5-COM-01 #### Content ##### Engineering principles - Recognise types of engineered [mechanisms](https://curriculum.nsw.edu.au/resources/glossary/mechanism) in everyday contexts - Identify the purpose of an engineering mechanism - Recognise terms used to describe mechanisms - Recognise the steps an engineer would follow to design a mechanism - Explore types of mechanisms used by [Aboriginal and/or Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) - Identify and use safe work practices when participating in testing or using a functioning mechanism - Recognise how [simple machines](https://curriculum.nsw.edu.au/resources/glossary/simple-machine), such as [gears](https://curriculum.nsw.edu.au/resources/glossary/gear) and pulleys, work together in a machine - Identify types of motion in a mechanism - Identify a machine that changes circular movement into straight movement - Identify types of simple machines - Investigate how simple machines can work together - Explore how machine parts can be reused to support sustainability in mechanical engineering ##### Materials - Recognise materials used in mechanisms - Recognise samples of materials, including timber, polymer, ceramic and composite - Investigate the properties of engineering materials used in the production of mechanical parts - Select and use tools and processes to safely participate in testing - Explore ways to protect materials in a basic mechanical system - Explore materials that are used to inform designs by Aboriginal and/or Torres Strait Islander Peoples - Select materials to construct a mechanism and test their performance - Engage in testing the properties of different materials to see how well they work in different conditions - Investigate how the properties of a material affect its suitability for different purposes - Explore how the surface of a material contributes to [friction](https://curriculum.nsw.edu.au/resources/glossary/friction) - Explore how mechanical materials wear out in various environments - Identify ways to protect mechanical parts from wearing out - Explore how long some materials last or why some materials last longer than others ##### Mechanical analysis - Identify ways to locate issues in mechanisms - Recognise units of measurement used in the building of mechanisms - Participate in using measurement when designing mechanisms - Participate in producing and testing a simple mechanism - Recognise push or pull [forces](https://curriculum.nsw.edu.au/resources/glossary/force) in a mechanism - Select and use appropriate tools and materials to construct a model of a mechanism - Participate in the construction of a mechanism ##### Communication - Recognise key components of an engineering drawing of a mechanism - Use the design steps to develop engineering graphics for a mechanical part - Communicate ideas to solve an identified mechanical problem - Engage with activities related to mechanisms in the community ### Control systems #### Outcomes A student: - recognises systems, structures or technologies used in everyday life **EGTLS-SST-01** - identifies features of structures, mechanisms or control systems **EGTLS-SMC-01** - recognises the use of technology in engineering practices or industries **EGTLS-IVT-01** - identifies sustainable practices used in engineering contexts **EGTLS-ENV-01** - participates in producing structures, mechanisms or control systems **EGTLS-PRD-01** - uses graphics to represent engineering ideas **EGTLS-GRP-01** - uses numbers and measurements to solve problems in engineering contexts **EGTLS-MEA-01** - selects and uses materials, tools or equipment in engineering contexts **EGTLS-USE-01** - uses strategies to test mechanical engineering concepts **EGTLS-MEA-02** - demonstrates safe work practices in engineering contexts **EGTLS-SAF-01** - communicates ideas and information for engineering practice **EGTLS-COM-01** **Related Stage 4/5 outcomes:** EGT5-IVT-01, EGT5-ENV-01, EGT5-EVL-01, EGT5-GRP-01, EGT5-MEA-01, EGT5-USE-01, EGT5-SAF-01, EGT5-COM-01 #### Content ##### Engineering principles - Recognise a variety of [control systems](https://curriculum.nsw.edu.au/resources/glossary/control-system) in everyday contexts - Identify the purpose of control systems - Recognise terms used to describe control systems - Explore the ways that electronic, [hydraulic](https://curriculum.nsw.edu.au/resources/glossary/hydraulic), [pneumatic](https://curriculum.nsw.edu.au/resources/glossary/pneumatic) or mechanical control systems work - Recognise hazards when working with control systems in everyday contexts - Follow procedures to respond to hazards safely - Explore safety regulations or laws that apply to the design and production of control systems - Communicate differences between renewable and non-renewable resources used in the design of control systems - Explore the advantages or limitations of non-renewable or renewable resources used in the design of control systems - Investigate how emerging technologies impact people, society or the environment ##### Materials - Recognise materials used in everyday control systems - Identify the basic principles of control systems - Explore the properties of materials used in control systems - Identify ways of using sustainable control systems in the future - Produce a diagram to represent how a control system works - Recognise the types of measurement used in the design of control systems - Participate in using measurements when designing control systems - Explore the advantages or limitations of materials in control systems ##### Systems analysis - Identify components that can be used to produce a basic model of a control system - Identify the steps used in an engineering process - Demonstrate safe work practices when handling materials, tools or equipment - Participate in the production and testing of an electronic, hydraulic, pneumatic or mechanical control system - Identify potential issues that can impact the performance of a control system model ##### Communication - Engage in planning a design for a control system model - Communicate the factors that influence how control systems work ### Engineering project #### Outcomes A student: - recognises systems, structures or technologies used in everyday life **EGTLS-SST-01** - identifies features of structures, mechanisms or control systems **EGTLS-SMC-01** - recognises the use of technology in engineering practices or industries **EGTLS-IVT-01** - identifies sustainable practices used in engineering contexts **EGTLS-ENV-01** - participates in producing structures, mechanisms or control systems **EGTLS-PRD-01** - uses graphics to represent engineering ideas **EGTLS-GRP-01** - uses numbers and measurements to solve problems in engineering contexts **EGTLS-MEA-01** - selects and uses materials, tools or equipment in engineering contexts **EGTLS-USE-01** - uses strategies to test mechanical engineering concepts **EGTLS-MEA-02** - demonstrates safe work practices in engineering contexts **EGTLS-SAF-01** - communicates ideas and information for engineering practice **EGTLS-COM-01** - engages with community activities, careers and/or industries in engineering technology **EGTLS-IND-01** **Related Stage 4/5 outcomes:** EGT5-IVT-01, EGT5-ENV-01, EGT5-EVL-01, EGT5-GRP-01, EGT5-MEA-01, EGT5-USE-01, EGT5-SAF-01, EGT5-COM-01 #### Content The engineering project provides students with the opportunity to explore, communicate and apply their ideas or skills towards developing a solution to an engineering problem. The project can be undertaken individually or as a collaborative group project. Students may undertake a whole project, part of a project or elements of the engineering project content as appropriate. Themes for projects could address activities including: - Solar-powered devices - Rainwater harvesting systems - Model for a bridge - Hydroponic gardens - Composting systems - Compressed air-powered vehicles. ##### Engineering processes - Identify the steps of an engineering design process - Identify an engineering problem - Identify factors that influence an engineering project - Modify designs or projects to meet the needs of an engineering problem ##### Planning and developing - Use a range of graphic communication techniques to represent project ideas - Select appropriate materials and components suitable for the project - Demonstrate safe work practices when handling materials, tools and equipment - Use units of measurement to develop graphics - Select a solution to an engineering problem - Use calculations to develop projects - Make models of the solution ##### Testing and evaluating - Participate in testing a model - Make judgements on ways to improve the solution against a set criteria - Identify modifications based on testing - Modify a model to improve solutions - Participate in the production of the completed product or solution to an engineering problem - Reflect on materials and processes used to produce a solution - Demonstrate work and enterprise skills when planning and managing projects - Explore community and employment opportunities in engineering contexts - Create an oral, visual, written or multimodal text to communicate information and ideas about the project