Original source · Published 2010 · Updated 2018

1 The Higher School Certificate Program of Study

The purpose of the Higher School Certificate program of study is to:

provide a curriculum structure which encourages students to complete secondary education
foster the intellectual, social and moral development of students, in particular developing their:
knowledge, skills, understanding and attitudes in the fields of study they choose
capacity to manage their own learning
desire to continue learning in formal or informal settings after school
capacity to work together with others
respect for the cultural diversity of Australian society
provide a flexible structure within which students can prepare for:
further education and training
employment
full and active participation as citizens
provide formal assessment and certification of students’ achievements
provide a context within which schools also have the opportunity to foster students’ physical and spiritual development.

2 Rationale for Life Skills Courses in the Stage 6 Curriculum

The Government’s White Paper for the Higher School Certificate, Securing Their Future, included a commitment to extend the curriculum and reporting arrangements that were established for the School Certificate to HSC students with special education needs. This was in recognition of the principle that the post-compulsory years of schooling should cater for all students who choose to participate.

Stage 6 Life Skills courses were developed for the small percentage of students with special education needs for whom the regular outcomes and content of Board Developed and/or Board Endorsed courses are not appropriate. Each course stresses the application of knowledge and understanding, skills, values and attitudes to a range of environments that will be accessed by students.

Stage 6 Life Skills courses have Board Developed status and comprise a 2-unit Preliminary course and a 2-unit HSC course.

3 Continuum of Learning for Stage 6 Technology Life Skills Students

Stage 6	Stage 6	Stage 6
Board Developed Life Skills Courses Agriculture Life Skills Computing Technology Life Skills Design and Technology Life Skills Food Technology Life Skills Industrial Technology Life Skills Textiles and Design Life Skills Technology Life Skills*	Board Developed Courses Agriculture Design and Technology Engineering Studies Enterprise Computing Food Technology Industrial Technology Software Engineering Textiles and Design	VET Frameworks courses Content Endorsed Courses Computing Applications CEC Furnishing VET CEC Marine Studies CEC Screen and Media VET CEC Visual Arts, Craft and Design VET CEC

* Note

Technology Life Skills involves the study of outcomes and content drawn from two or more of the courses across the technologies.

4 Technology Life Skills in Stage 6

The Technology Life Skills course provides students with the opportunity to study outcomes and content drawn from two or more courses across the technologies. This includes courses from this syllabus, as well as Computing Technology Life Skills.

The Stage 6 Technology Life Skills Syllabus includes the following Board Developed Courses:

Agriculture Life Skills
Design and Technology Life Skills
Food Technology Life Skills
Industrial Technology Life Skills
Textiles and Design Life Skills
Technology Life Skills.

Each of these Life Skills courses can also be studied as a single course.

If a student undertakes the Technology Life Skills course and other course(s) from the syllabus, the Technology Life Skills course must not duplicate any of the outcomes and content being undertaken in the other course(s) being studied.

Each of the courses comprises a 2 unit Preliminary course and a 2 unit HSC course.

As with the study of all Board Developed courses, exclusions apply to the study of Life Skills courses such that students may not study more than one 240-hour course in the same subject. For example a student cannot include both Stage 6 Food Technology Life Skills and Stage 6 Food Technology in the pattern of study for the award of the Higher School Certificate.

5 Stage 6 Life Skills Courses: Guidelines for Schools

HSC rules and requirements

As detailed in the Assessment Certification and Examination (ACE), the eligibility requirements for the Higher School Certificate are the same for all candidates. Students must:

have gained the Record of School Achievement or other qualification as the NSW Education Standards Authority considers satisfactory
have attended a government school, an accredited non-government school, a school outside NSW recognised by the Board or a college of TAFE
have satisfactorily completed courses that comprise the pattern of study for the Higher School Certificate and
have undertaken and made a serious attempt at the required forms of assessment for each course.

Patterns of study

To qualify for the Higher School Certificate, all students, including those studying Stage 6 Life Skills courses, must complete a Preliminary pattern of study comprising at least 12 units and an HSC pattern of study comprising at least 10 units. Both patterns must include:

at least six units from Board Developed Courses
at least two units of a Board Developed Course in English
at least three courses of two units value or greater (either Board Developed or Board Endorsed Courses) and
at least four subjects *.

To satisfy pattern of study requirements for the Higher School Certificate a student may count a maximum of six units from courses in Science in each study pattern.

Students with special education needs can meet the requirements of the HSC using Board Developed courses (including Life Skills courses and Industry Curriculum Framework courses/options) or a combination of Board Developed courses and Board Endorsed courses (including Content Endorsed courses).

This flexibility allows schools to develop a pattern of study that challenges each student according to his or her needs and that facilitates a successful transition from school to adult life.

Stage 6 Life Skills courses have no HSC examinations and results cannot be used in the calculation of a student’s Australian Tertiary Admission Rank (ATAR).

* Note: Each course derived from the Stage 6 Technology Life Skills Syllabus is considered to be a separate subject for the purpose of the patterns of study.

Eligibility to enrol in Stage 6 Life Skills courses

Most students with special education needs will undertake regular course outcomes in Board Developed and/or Board Endorsed courses to meet the requirements of the Higher School Certificate. For some students with an intellectual disability, it may be determined that the regular Board Developed or Board Endorsed courses are not appropriate. For these students, it may be appropriate to develop a pattern of study that includes one or more Stage 6 Life Skills courses.

The decision to access one or more Stage 6 Life Skills courses is made collaboratively with the student, parents/carers and other significant individuals in the student’s life (eg teachers, learning support personnel and community service providers).

In general, students enrolling in Stage 6 Life Skills courses will have completed one or more courses based on Life Skills outcomes and content in Years 7–10.

In special circumstances, a student who has not undertaken one or more courses based on Life Skills outcomes and content in Years 7–10 may wish to enrol in Life Skills courses for Stage 6. These special circumstances might include situations where:

a student has attempted regular courses in Years 7–10 but has experienced significant difficulty
a student transfers from interstate or overseas
a student has a deteriorating condition.

In these and similar circumstances, schools should only enrol students in Stage 6 Life Skills courses as a result of careful planning. The planning should establish why options other than Stage 6 Life Skills courses, such as accumulation or disability provisions for the HSC examinations, are not appropriate.

The collaborative curriculum planning process

When entering students for Stage 6 Life Skills courses, the principal is certifying that the student is eligible and that the decision is the result of a collaborative curriculum planning process.

Collaborative curriculum planning is the process by which a team of people meet to discuss and make decisions about curriculum options that will lead to the award of the Higher School Certificate, and the adjustments that will enable a student with special education needs to access the curriculum and associated learning experiences.

When making decisions about curriculum options it is important to consider:

the student’s interests, strengths, goals and learning needs
the support and/or adjustments that may be necessary for the student to access course work and demonstrate achievement of outcomes
the transition needs of the student from school to adult life
how the student’s overall study pattern will meet the requirements for the award of the Higher School Certificate.

Principals are responsible for the manner in which this collaborative planning process is managed in schools. Consultation with the respective support personnel in schools is important when making decisions about the most appropriate curriculum options and adjustments for students with special education needs.

Schools do not need to send planning documentation to the NSW Education Standards Authority.

School planning for the implementation of Stage 6 Life Skills courses

When it has been decided that a student should undertake one or more Stage 6 Life

Skills courses, school planning to support the student in the learning process should:

involve appropriate personnel in the design and implementation of the student’s overall study pattern for the Higher School Certificate
select the Life Skills outcomes and content appropriate to the student’s needs that will form the basis of the student’s study in the Stage 6 Life Skills course(s)
identify the most appropriate contexts for the student to demonstrate achievement of outcomes, eg school, community or workplace
estimate the time needed for addressing outcomes and content
identify the resources required to assist the school in meeting the needs of the student
plan teaching strategies that are appropriate to the age and abilities of the student
identify adjustments that may be required to enable the student to access the Life Skills outcomes and content and demonstrate achievement of outcomes
identify strategies for monitoring the student’s progress
include ongoing collaborative planning to assist the student’s successful transition through school to adult life.

Schools may develop integrated programs that address outcomes from selected Stage 6 Life Skills courses to meet the needs of individual students. Schools will assess the student’s achievement of Life Skills outcomes from these courses for recording on the HSC Profile of Student of Achievement.

Satisfactory completion of Stage 6 Life Skills courses

A student will be considered to have completed a Stage 6 Life Skills course satisfactorily if, in the principal’s view, the student has:

followed the course developed or endorsed by the Board

applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school

achieved some or all of the course outcomes.

A Stage 6 Life Skills course comprises 240 hours indicative time – Preliminary course (120 hours) and HSC course (120 hours). Indicative time is the time expected for a typical student to achieve the objectives and outcomes of the course.

6 Aim

The aim of the Stage 6 Technology Life Skills Syllabus is to provide opportunities for students to engage with a range of technologies and acquire knowledge, understanding and skills which are transferable and facilitate lifelong learning.

Students will experience success in a diverse range of practical and creative activities using a variety of resources, materials, tools and techniques to solve problems and meet identified needs.

The syllabus modules provide students with opportunities to use a range of technologies in the context of a design process. These technologies may be used for researching, designing, manipulating and producing products, systems and environments.

7 Objectives

In studying one or more courses from the Stage 6 Technology Life Skills Syllabus, students will develop knowledge, understanding, skills, values and attitudes that reflect their priorities, needs and interests in the context of a design process. The objectives for each course will vary according to the selected outcomes and content. Teachers have the flexibility to determine the focus of a course of study and the depth to which outcomes and content are studied, based on the priorities, needs and interests of students.

Agriculture

Students will:

1 develop knowledge and understanding of a design process
2 develop knowledge and skills in a range of technologies for a variety of purposes in an agricultural enterprise
3 develop knowledge and understanding of the production process used in agricultural enterprises
4 apply knowledge, understanding and skills in the production, management and marketing of agricultural products
5 develop an appreciation of past and current issues impacting on Australian agricultural enterprises

Design and Technology

Students will:

1 develop knowledge and understanding of a design process
2 develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project

3 develop knowledge and understanding of the factors that impact on design

4 develop skills in the application of design processes to design, produce and evaluate quality design projects and satisfy identified needs
5 develop knowledge, understanding and appreciation of the interrelationship between design, technology, the individual, society and the environment

Food Technology

Students will:

1 develop knowledge and understanding of a design process

2 develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project
3 develop knowledge and understanding of the properties and characteristics of food for a range of applications
4 develop an understanding of the nature of food, nutrition and the relationship of food to health
5 develop skills in the selection and use of food, equipment and techniques to produce a variety of food items

6 develop an appreciation of the significant role of food in society

Industrial Technology

Students will:

1 develop knowledge and understanding of a design process

2 develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a project in a selected focus area

3 develop knowledge and understanding of a focus area industry

4 develop skills in producing quality products in a focus area industry

5 develop an appreciation of the relationships between technology, the individual, society and the environment

Textiles and Design

Students will:

1 develop knowledge and understanding of a design process
2 develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project
3 develop knowledge and understanding of the functional and aesthetic requirements of textiles for a range of applications
4 apply knowledge and understanding of the properties and performance of textiles
5 develop skills in the selection and use of textile materials, equipment and techniques to produce and care for textile items

6 develop an appreciation of the significance of textiles in society

8 Course Structure

The Stage 6 Technology Life Skills Syllabus contains seven courses. Students may undertake more than one course drawn from the Stage 6 Technology Life Skills Syllabus.

The structure of each course is detailed in the table below.

Course	Units	Indicative hours	Structure
Agriculture Life Skills	2	120 hours preliminary	Outcomes and content are selected from Agriculture Life Skills
Agriculture Life Skills	2	120 hours HSC	Outcomes and content are selected from Agriculture Life Skills
Design and Technology Life Skills	2	120 hours preliminary	Outcomes and content are selected from Design and Technology Life Skills
Design and Technology Life Skills	2	120 hours HSC	Outcomes and content are selected from Design and Technology Life Skills
Food Technology Life Skills	2	120 hours preliminary	Outcomes and content are selected from Food Technology Life Skills
Food Technology Life Skills	2	120 hours HSC	Outcomes and content are selected from Food Technology Life Skills
Industrial Technology Life Skills	2	120 hours preliminary	Outcomes and content are selected from Industrial Technology Life Skills
Industrial Technology Life Skills	2	120 hours HSC	Outcomes and content are selected from Industrial Technology Life Skills
Textiles and Design Life Skills	2	120 hours preliminary	Outcomes and content are selected from Textiles and Design Life Skills
Textiles and Design Life Skills	2	120 hours HSC	Outcomes and content are selected from Textiles and Design Life Skills
Technology Life Skills	2	120 hours preliminary	Outcomes and content are selected from two or more of the courses across the technologies
Technology Life Skills	2	120 hours HSC	Outcomes and content are selected from two or more of the courses across the technologies

In addition, outcomes and content from the courses below can be included in the Technology Life Skills course.

Computing Technology Life Skills	2	120 hours Preliminary	Outcomes and content are selected from the Computing Technology Life Skills Stage 6 Syllabus.
Computing Technology Life Skills	2	120 hours HSC	Outcomes and content are selected from the Computing Technology Life Skills Stage 6 Syllabus.

Outcomes and content are selected for each course based on the student’s priorities, needs and interests.

The content points form the basis of the learning opportunities for students. Any examples provided with the content points are suggested learning experiences only. Teachers may use the examples provided or develop other examples to meet the particular needs of individual students.

Course	Course Description
Agriculture Life Skills	This course provides opportunities for students to engage in the study of agricultural enterprises. Practical skills are developed in designing, producing and evaluating agricultural products in the context of an agricultural enterprise.
Design and Technology Life Skills	This course provides opportunities for students to engage in a design process and explore and develop technologies in the context of a design project. Design projects will involve the design, production and evaluation of a product, system or environment.
Food Technology Life Skills	This course provides opportunities for students to engage in a design process through the development of food products in a variety of settings. Practical skills are developed through the care and safe handling of equipment, food preparation activities, and through the design, production and evaluation of food solutions.
Industrial Technology Life Skills	This course provides opportunities for students to study a focus area industry and engage in a design process. Industry study and design projects should be selected from one of the following focus areas: Automotive Technologies Electronics Technologies Graphics Technologies Metal and Engineering Technologies Multimedia Technologies Timber Products and Furniture Technologies. Practical skills are developed in designing, producing and evaluating in the context of an Industrial Technology project.
Textiles and Design Life Skills	This course provides opportunities for students to engage in a design process in developing a design project. Practical skills are developed in the design, selection, production, evaluation and care of textiles in the context of a design project. Design projects should be selected from one or more of the following focus areas: apparel furnishings costume textile arts non-apparel.
Technology Life Skills	Technology Life Skills provides opportunities for students to engage in a design process across a range of technologies. The course of study is based on outcomes and content selected from two or more of the following courses: Agriculture Life Skills, Computing Technology Life Skills, Design and Technology Life Skills, Food Technology Life Skills, Industrial Technology Life Skills, and Textiles and Design Life Skills. Teachers have the flexibility to select outcomes and content from the courses based on the priorities, interests and needs of students.

Objectives and Outcomes

Agriculture

Objectives Students will	Outcomes A student	Outcomes A student
1. develop knowledge and understanding of a design process	ALS1	recognises that a process is used in agricultural enterprises
1. develop knowledge and understanding of a design process	ALS2	explores factors that influence agricultural enterprises
2. develop knowledge and skills in a range of technologies for a variety of purposes in an agricultural enterprise	ALS3	demonstrates awareness that technology can be used for a variety of purposes in agricultural enterprises
2. develop knowledge and skills in a range of technologies for a variety of purposes in an agricultural enterprise	ALS4	demonstrates skills in the context of an agricultural enterprise
2. develop knowledge and skills in a range of technologies for a variety of purposes in an agricultural enterprise	ALS5	uses a design process in the context of an agricultural enterprise
3. develop knowledge and understanding of the production process used in agricultural enterprises	ALS6	explores a farm as an agricultural enterprise
3. develop knowledge and understanding of the production process used in agricultural enterprises	ALS7	identifies animals and plants in agricultural enterprises
3. develop knowledge and understanding of the production process used in agricultural enterprises	ALS8	investigates environmental factors that affect agricultural enterprises
4. apply knowledge, understanding and skills in the production, management and marketing of agricultural products	ALS9	participates in the production process in an agricultural enterprise
4. apply knowledge, understanding and skills in the production, management and marketing of agricultural products	ALS10	demonstrates safe practices in the use and care of equipment and materials, and in the treatment and care of animals and plants
4. apply knowledge, understanding and skills in the production, management and marketing of agricultural products	ALS11	investigates marketing strategies for agricultural products
5. develop an appreciation of past and current issues impacting on Australian agricultural enterprises	ALS12	demonstrates an awareness of responsible agricultural practices
5. develop an appreciation of past and current issues impacting on Australian agricultural enterprises	ALS13	explores technological innovation and current issues in producing and marketing agricultural products

Design and Technology

Objectives Students will	Outcomes A student	Outcomes A student
1. develop knowledge and understanding of a design process	DTLS1	recognises that a process is used to develop design solutions
1. develop knowledge and understanding of a design process	DTLS2	explores factors that influence the development of design solutions
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project	DTLS3	demonstrates awareness that technology can be used for a variety of purposes in a design process
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project	DTLS4	demonstrates skills and techniques in the context of a design project
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project	DTLS5	uses a design process in the production of a project
3. develop knowledge and understanding of the factors that impact on design	DTLS6	explores the features of a range of designs
3. develop knowledge and understanding of the factors that impact on design	DTLS7	identifies materials, technologies and techniques for a range of applications
3. develop knowledge and understanding of the factors that impact on design	DTLS8	evaluates the suitability of design for a range of applications
4. develop skills in the application of design processes to design, produce and evaluate quality design projects and satisfy identified needs	DTLS9	selects and uses materials, tools and techniques in producing a design project
4. develop skills in the application of design processes to design, produce and evaluate quality design projects and satisfy identified needs	DTLS10	demonstrates safe practices in the use and care of tools and in the implementation of techniques
5. develop knowledge, understanding and appreciation of the interrelationship between design, technology, the individual, society and the environment	DTLS11	identifies and explores relationships between design and technology, the individual, society and the environment

Food Technology

Objectives Students will	Outcomes A student	Outcomes A student
1. develop knowledge and understanding of a design process	FTLS1	recognises that a process is used to develop food design solutions
1. develop knowledge and understanding of a design process	FTLS2	explores factors that influence the development of food design solutions
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project	FTLS3	demonstrates awareness that technology can be used for a variety of purposes in a food design process
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project	FTLS4	demonstrates skills and techniques in the context of a food project
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project	FTLS5	uses a design process in the production of a food project
3. develop knowledge and understanding of the properties and characteristics of food for a range of applications	FTLS6	identifies the sensory characteristics and functional properties of a range of food items
3. develop knowledge and understanding of the properties and characteristics of food for a range of applications	FTLS7	evaluates the suitability of the sensory characteristics and functional properties of food items for a range of applications
4. develop an understanding of the nature of food, nutrition and the relationship of food to health	FTLS8	recognises the nutritional value of a variety of foods
4. develop an understanding of the nature of food, nutrition and the relationship of food to health	FTLS9	applies knowledge of the nutritional value of foods to meet a range of dietary and lifestyle needs
4. develop an understanding of the nature of food, nutrition and the relationship of food to health	FTLS10	recognises the impact of food on health and makes informed food choices
5. develop skills in the selection and use of food, equipment and techniques to produce a variety of food items	FTLS11	selects and uses appropriate ingredients, equipment and techniques in producing quality food items
5. develop skills in the selection and use of food, equipment and techniques to produce a variety of food items	FTLS12	uses hygienic and safe practices in the selection, handling and storage of food
5. develop skills in the selection and use of food, equipment and techniques to produce a variety of food items	FTLS13	demonstrates safe practices in the use of equipment and appliances
6. develop an appreciation of the significant role of food in society	FTLS14	identifies and explores factors that contribute to the quality and role of food in society

Industrial Technology

Objectives Students will	Outcomes A student	Outcomes A student
1. develop knowledge and understanding of a design process	ITLS1	recognises that a process is used to develop design solutions
1. develop knowledge and understanding of a design process	ITLS2	explores factors that influence design
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a project in a selected focus area	ITLS3	demonstrates awareness that technology can be used for a variety of purposes in a design process
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a project in a selected focus area	ITLS4	demonstrates skills and techniques in the context of a project
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a project in a selected focus area	ITLS5	uses a design process in the production of a project
3. develop knowledge and understanding of a focus area industry	ITLS6	explores a range of industrial products and their features
3. develop knowledge and understanding of a focus area industry	ITLS7	identifies materials and technologies for a range of applications
3. develop knowledge and understanding of a focus area industry	ITLS8	investigates marketing strategies for industrial products
4. develop skills in producing quality products in a focus area industry	ITLS9	selects and uses appropriate materials, tools and processes in the production of a project
4. develop skills in producing quality products in a focus area industry	ITLS10	demonstrates safe practices in the use and care of tools
5. develop an appreciation of the relationships between technology, the individual, society and the environment	ITLS11	identifies and explores relationships between a focus area industry, the individual, society and the environment

Textiles and Design

Objectives Students will	Outcomes A student	Outcomes A student
1. develop knowledge and understanding of a design process	TDLS1	recognises that a process is used to develop textile design solutions
1. develop knowledge and understanding of a design process	TDLS2	explores factors that influence textile design
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project	TDLS3	demonstrates awareness that technology can be used for a variety of purposes in a textile design process
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project	TDLS4	demonstrates skills and techniques in the context of a textile project
2. develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project	TDLS5	uses a design process in the production of a textile project
3. develop knowledge and understanding of the functional and aesthetic requirements of textiles for a range of applications	TDLS6	explores a range of textiles and their features
3. develop knowledge and understanding of the functional and aesthetic requirements of textiles for a range of applications	TDLS7	identifies textiles for a range of applications
3. develop knowledge and understanding of the functional and aesthetic requirements of textiles for a range of applications	TDLS8	evaluates the suitability of textile features for a range of applications
4. apply knowledge and understanding of the properties and performance of textiles	TDLS9	selects fabrics, yarns and fibres for a specific purpose
5. develop skills in the selection and use of textile materials, equipment and techniques to produce and care for textile items	TDLS10	selects and uses appropriate materials, equipment and techniques in producing textile items
5. develop skills in the selection and use of textile materials, equipment and techniques to produce and care for textile items	TDLS11	selects and uses appropriate equipment and techniques in caring for textile items
5. develop skills in the selection and use of textile materials, equipment and techniques to produce and care for textile items	TDLS12	demonstrates safe practices in the use of equipment
6. develop an appreciation of the significance of textiles in society	TDLS13	identifies and explores factors that contribute to the quality and value of textiles in society

10 Content

Agriculture

Course description
This course provides opportunities for students to engage in the study of agricultural enterprises. Practical skills are developed in designing, producing and evaluating agricultural products in the context of an agricultural enterprise.
Objective 1
Students will develop knowledge and understanding of a design process.
Outcomes
ALS1 recognises that a process is used in agricultural enterprises
ALS2 explores factors that influence agricultural enterprises
Content
Students:
identify steps in a process for producing an agricultural product including:
identifying a need
generating ideas
exploring and researching the ideas (market research, feasibility study)
choosing a preferred idea
planning steps for producing the product
experimenting
producing the product
evaluating the process used to produce the product

explore factors that influence agricultural enterprises such as:

location
weather
soil
water
types of vegetation
accessibility to materials and services
selection of product(s) to be produced (eg plant/animal type)
finance.
Objective 2
Students will develop knowledge and skills in a range of technologies for a variety of purposes in an agricultural enterprise.
Outcomes
ALS3 demonstrates awareness that technology can be used for a variety of purposes in agricultural enterprises
ALS4 demonstrates skills in the context of an agricultural enterprise
ALS5 uses a design process in the context of an agricultural enterprise
Content
Students:

engage in a design process to develop an agricultural product

identify a need
generate ideas
research process and results
undertake experiments
make decisions
produce an agricultural product
manage the process
evaluate the agricultural product
evaluate the process used to produce the product

use techniques to communicate during a design process:

individual communication form or system
pictures/photographs
videos
computer graphics
discussions
diagrams
flow charts
object drawing
Computer Aided Design
written communication

document the steps during a design process

gather and communicate data using a range of technology such as:

scientific equipment for experimentation
the internet for research
data collation and reporting software.
Objective 3

Students will develop knowledge and understanding of the production process used in agricultural enterprises.

Outcomes
ALS6 explores a farm as an agricultural enterprise
ALS7 identifies animals and plants in agricultural enterprises
ALS8 investigates environmental factors that affect agricultural enterprises
Content
Students:
identify a range of farms, eg producing:
meat (beef, lamb, chicken, pork)
fibre (wool, alpaca)
dairy
crops (sugar, grain)
flowers, plants or trees
fish
poultry

identify plant types and animal breeds used in agricultural enterprises

identify some of the established rural industries such as:
eggs
chicken meat

experience aspects of a farm by visiting a selected farm or farms

identify the farm as an agricultural enterprise including:
the physical and biological environment of a farm (eg fences, water)
an enterprise production cycle (eg planting, growing, harvesting)
the cycle of activities associated with production on a farm (eg timing of shearing, ploughing etc)
the physical resources of a farm
agricultural record-keeping
measures of performance on farms (eg quality, quantity of produce)
problems associated with production on a farm (eg climate, disease, soil, finance, human resources)
the role of the farm manager
gather information on the physical resources of a farm, such as soil, vegetation, topography
identify environmental factors that affect plant production (eg temperature, sunlight, climate, soil type, drainage, rainfall, wind, water, pests, humidity, salinity, pH)
identify environmental factors that affect animal production (eg climate, temperature, shade, wind, water, rainfall, soil type)
investigate living things that affect plant production (eg insects, birds, bacteria, fungi, plant viruses)
experiment to show the effects of environmental factors (such as sunlight, temperature, water) on crops (eg compare the effects of sunlight on the germination of crops)
use measuring devices to collect data relating to yield or growth for an aspect of plant or animal production such as:
size and yield of a particular variety of tomato
comparative growth of bean plants in response to different fertilizers
identify land degradation problems on farms such as:
soil erosion from clearing
loss of soil nutrients (overuse, wind)
identify practices that contribute to long-term environmental sustainability such as:
replanting
water use
recycling
recognise technology used in management and production on the farm and in marketing the products of the farm
undertake a case study of an agricultural enterprise.
 Objective 4
Students apply knowledge, understanding and skills in the production, management and marketing of agricultural products
Outcomes
ALS9 participates in the production process in an agricultural enterprise
ALS10 demonstrates safe practices in the use and care of equipment and materials, and in the treatment and care of animals and plants
ALS11 investigates marketing strategies for agricultural products

Content

Students:

explore agricultural products and their uses such as:

food
natural fibres
food colourings and flavourings
fragrances
cosmetics
leather
timber
essential oils
flowers

identify the raw agricultural sources used to produce a range of products such as:

bread (from wheat)
sugar (from sugar cane)
milk (from cows, goats)
jumper (from sheep, alpaca)
smoked salmon (from salmon)
salt (from sea water)
pepper (from pepper plant)
leather/skin (from cow, sheep, crocodile)
socks (from cotton plant, bamboo tree, sheep)
eggs (from hens, quails or ducks)

participate in an agricultural production process

eg – seed planting

identify farm management practices such as:

resource management (time, finances, skills, materials)
plan for an enterprise production cycle
use a plan for an enterprise production cycle
experiment with production techniques such as:
depth of planting/spacing
growing conditions
feed
soil type
shade/light

identify and demonstrate care requirements for animals including:

animal welfare requirements (see the NSW Department of Education’s policy and guidelines on animal welfare)
demonstrate skills in the care of plants during a production process
gather data using appropriate instruments to measure environmental factors, such as:
weather/temperature
soil/quality
calculate measures of performance in agricultural production

investigate farm technology such as:

technology used in management and production on the farm
technology used in marketing the products of the farm

identify different marketing strategies used in agricultural enterprises, such as strategies for:

an existing agricultural product
a new/innovative agricultural product

identify the impact of consumers on marketing

develop promotional material for marketing an agricultural product

select transport, handling and packaging methods for marketing a chosen agricultural product

identify potential hazards in agricultural workplaces such as:

unsafe machinery
chemicals

use safe work practices in the agricultural workplace

apply WHS practices in handling and using a variety of materials

eg – using a mask and gloves when handling prepared potting mixes, fertilisers, pesticides and herbicides
handling and using hand tools, power tools and appliances
handling and using machines
working with materials and substances sensitive to temperature, light or air or dangerous if mixed with other substances
ensuring guards and devices are in place
identifying emergency stop procedures before use of machinery

use and care for machinery, appliances and tools appropriately and safely:

in accordance with design and manufacturers’ instructions
identifying maintenance and repair requiring professional attention.
Objective 5
Students will develop an appreciation of past and current issues impacting on Australian agricultural enterprises.
Outcomes
ALS12 demonstrates an awareness of responsible agricultural practices
ALS13 explores technological innovation and current issues in producing and marketing agricultural products
Content
Students:
explore one or more ethical issues related to agricultural production such as:
battery hens
use of pesticides
recognise the impact of European and Aboriginal practices on the development of Australian agriculture
compare agricultural practices of today with traditional Aboriginal land management practices
identify agricultural products used by Aboriginal people
identify the impact of agriculture in an identified region

identify social aspects surrounding agriculture such as:

the changing role of the family farm in Australian agriculture
the interaction between agriculture and Australian society

explore the research process used for the identification and/or development of agricultural products such as:

tea tree oil
kangaroo meat
alpaca fibre

research innovations in agricultural production such as:

genetically modified foods and their production systems
disease control in crops
identify a product where value adding and niche marketing strategies have been used to vary marketing opportunities.
Design and Technology
Course description

This course provides opportunities for students to engage in a design process and explore and develop technologies in the context of a design project. Design projects will involve the design, production and evaluation of a product, system or environment.

Objective 1
Students will develop knowledge and understanding of a design process.
Outcomes
DTLS1 recognises that a process is used to develop design solutions
DTLS2 explores factors that influence the development of design solutions
Content
Students:
identify steps in a design process including:
identifying a need
exploring ideas
choosing a preferred idea
planning steps for producing the design project
selecting materials, tools and techniques
producing the design project
evaluating the design project
compiling a design portfolio of the steps during a design process
explore factors that influence the design and the making of design projects such as:
technology
function (specific purpose)
aesthetics (enhancing the appearance of the design)
available resources (skills, tools, materials, time and money)
ergonomics
WHS
short-term and long-term environmental consequences (resources used, waste products)
social appropriateness
quality.
Objective 2
Students will develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project.
Outcomes
DTLS3 demonstrates awareness that technology can be used for a variety of purposes in a design process
DTLS4 demonstrates skills and techniques in the context of a design project
DTLS5 uses a design process in the production of a project

Content

Students:

engage in a design process to produce a design project

research areas of need (eg new and better solutions, requirements of end-users)
use an identified area of need or inspiration to generate ideas
develop ideas (eg research materials, processes and production methods, market research, criteria for success)
use gathered information to refine ideas
experiment by testing ideas and selected techniques
use technology throughout the process
modify and improve a design
produce the design project
manage the process (eg time management, safety)
document the process
evaluate the design process
evaluate the project against the need and intended use
experiment with a range of technology appropriate to a design project
investigate a range of techniques used for generating ideas such as:
mind mapping
sketching
modelling
group work/collaboration
use technology to gain information related to a design project
explore a range of techniques for communicating ideas such as:
modelling
visualising
prototypes
use techniques to communicate during a design process such as:
individual communication form or system
pictures/photographs
videos
computer graphics
discussions
object drawing
Computer Aided Design
written communication
use a portfolio to document the steps during a design process.

Objective 3

Students will develop knowledge and understanding of the factors that impact on design.

Outcomes

DTLS6 explores the features of a range of designs

DTLS7 identifies materials, technologies and techniques for a range of applications

DTLS8 evaluates the suitability of design for a range of applications

Content

Students:

compare a range of products for their aesthetic features
eg – select a product that is personally appealing (colour, texture, layout)
identify products that would appeal to a particular audience
compare a range of products for their functional features
eg – select a product according to size, shape
identify most useful product for a specific purpose
recognise that the design of a product, system or environment is related to its function and intended purpose
consider the design of everyday products, systems or environments and/or completed design projects in meeting their intended use, considering, for example:

function	stability
finish	ergonomics
appeal	construction
usefulness	safety
durability	materials used

compare a range of products in relation to their environmental impact, considering, for example:
packaging/materials
power use
waste management
biodegradability
explore processes used by designers

identify a range of tools appropriate to a design project

identify materials appropriate to the production of a design project
identify techniques appropriate to the development and production of a design project
explore the design processes used in the development and production of a product within an industrial or commercial setting
evaluate a completed design project

eg – using focus questions such as:

does the project meet the identified need?
what changes, if any, need to be made?
do I like it?

evaluate a design project in terms of marketability, considering for example:

– presentation
size
shape
colour
packaging
price/cost
safety
impact on individuals, society, the environment.

Objective 4

Students will develop skills in the application of design processes to design, produce and evaluate quality design projects and satisfy identified needs.

Outcomes

DTLS9 selects and uses materials, tools and techniques in producing a design project
DTLS10 demonstrates safe practices in the use and care of tools and the implementation of techniques
Content
Students:

compare the properties of a range of materials, for example:

strength
absorbency
transparency
rigidity

identify factors to be considered when selecting resources, for example :

safety
ethical issues
environmental issues

explore and access materials such as:

plastics
timbers
textiles

identify the use of a range of tools such as:

hand tools
power tools
small appliances
machinery
computer equipment

select materials according to their properties, for an intended use

use appropriate materials and tools when designing and producing a design project

experiment with materials, tools and techniques

use a range of techniques appropriate to a design project, for example:

– ideas-generating techniques
market research techniques
communication and presentation techniques
construction techniques

explore and compare marketing strategies used for a range of design solutions

plan a marketing strategy for a design project

plan promotional materials for a design project

identify risk factors in the design and production of a design project

apply WHS requirements

use and care for machinery, appliances and tools appropriately and safely:

in accordance with design and manufacturers’ instructions
identifying maintenance and repair requiring professional attention.

Objective 5

Students will develop knowledge, understanding and appreciation of the interrelationship between design, technology, the individual, society and the environment.

Outcomes

DTLS11 identifies and explores relationships between design and technology, the individual, society and the environment
Content
Students:

investigate a range of professions and career opportunities in design such as:

interior design
jewellery design
landscape design
environmental design
fashion design
architectural design

research the work of a designer and the focus of their work

investigate an industrial or commercial design project

explore the research process used for the identification and development of design projects

explore influences on designing and producing products such as:

cultural diversity
social trends
nature of work
technological change
ethics

explore the impact of design and innovation on aspects of society such as:

ethical
environmental
sustainability
intellectual property
new materials
ergonomics
explore examples of innovation (eg past, current, emerging) and their contribution to society

identify factors that influence the success or failure of an innovation, such as:

– timing
marketing
cost/finance
production/supply
investigate the impact of design and new and emerging technologies on individuals, society and the environment, such as the impact on:
personal values
social interactions and relationships
cultural beliefs
sustainability
safety and health
community needs and expectations
individual needs
equity
ethical issues
legal issues.

Food Technology

Course description

This course provides opportunities for students to engage in a design process through the development of food products in a variety of settings. Practical skills are developed through the care and safe handling of equipment, food preparation activities, and through the design, production and evaluation of food solutions.

Objective 1

Students will develop knowledge and understanding of a design process

Outcomes

FTLS1 recognises that a process is used to develop food design solutions

FTLS2 explores factors that influence the development of food design solutions

Content

Students:

identify steps in a design process when producing a food product including:

generating ideas
exploring and researching the ideas (market research, feasibility study)
choosing a preferred idea
planning steps to produce a food prototype
testing and evaluating the prototype through, for example sensory evaluation, consumer testing, packaging tests
making the food product
evaluating the food product

explore factors that influence the development of food products such as:

consumer demand and trends (eg convenience, health, cost)
market concerns and trends (eg health, the environment)
technological developments (eg processing equipment, packaging materials)
globalisation (eg global migration, the multicultural impact on consumer and market trends).

Objective 2

Students will develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project

Outcomes

FTLS3 demonstrates awareness that technology can be used for a variety of purposes in a food design process

FTLS4 demonstrates skills and techniques in the context of a food project

FTLS5 uses a design process in the production of a food project

Content

Students:

recognise the use of technology in food production and preparation such as:

fresh, canned, frozen, dried, puréed (fruit, vegetables and legumes)
fresh, powdered, UHT/long life, canned, grated/shredded, frozen (dairy products)
fresh, frozen, dried, smoked, marinated, processed (meat and fish)

explore and identify technology used in food production such as:

techniques, ingredients, machinery, skills used in food processing
emerging and innovative technologies

engage in a design process to produce a food product for a specific purpose (such as a nutritious snack food for an individual, school canteen or party, or a convenience food for a family/group)

identify a need
generate ideas
research process and results
undertake experiments
make decisions
develop a prototype
test and evaluate the prototype
make the food product
manage the process
evaluate the food product

use techniques to communicate during a design process such as:

individual communication form or system
pictures/photographs
videos
computer graphics
discussions
object drawing
Computer Aided Design
written communication

document the steps during a design process.

Objective 3

Students will develop knowledge and understanding of the properties and characteristics of food for a range of applications.

Outcomes

FTLS6 identifies the sensory characteristics and functional properties of a range of food items
FTLS7 evaluates the suitability of the sensory characteristics and functional properties of food items for a range of applications

Content

Students:

explore the sensory characteristics of a variety of foods such as their:

taste/flavour
texture
appearance/colour
odour

identify the sensory characteristics of a variety of food items such as:

taste (eg sour, salty, sweet, bitter)
texture (eg crisp, smooth, oily, rough, prickly)
appearance (eg colour, size, shape)
odour (eg freshness, distinctive smell)

use sensory assessment techniques (eg select preferred taste/texture/appearance/odour, group similarities, compare and contrast, rank) to evaluate the appeal of foods according to their sensory characteristics

explore changes to the sensory characteristics of food due to their functional properties being affected by preparation or processing, for example:
the texture and appearance (sensory characteristics) of eggs change as a result of foaming (preparation-beating) due to the role of proteins (functional properties)
the texture, taste, appearance and odour (sensory characteristics) of rice change as a result of water absorption (preparation-boiling) due to the role of carbohydrates (starch) (functional properties)
the texture, taste, appearance and odour (sensory characteristics) may change as a result of freezing, canning and smoking (processing)

identify the functional properties of food such as:

the role of proteins in foaming
the role of carbohydrates in caramelising
the role of starch in thickening
prepare a range of foods which demonstrate the functional properties of food
eg – toast bread
poach or boil an egg
beat egg whites for an omelette or pavlova
heat sugar for caramelising
store food items according to their functional properties, such as:
airtight containers for dry cereal products
refrigeration for perishable foods
freezer storage for frozen foods.

Objective 4

Students will develop an understanding of the nature of food, nutrition and the relationship of food to health.

Outcomes

FTLS8 recognises the nutritional value of a variety of foods
FTLS9 applies knowledge of the nutritional value of foods to meet a range of dietary and lifestyle needs
FTLS10 recognises the impact of food on health and makes informed food choices
Content
Students:

demonstrate an understanding that the human body needs a range of foods for good health including:

breads, cereals, rice, pasta and/or noodles
vegetables, legumes
fruit
milk, yoghurt, cheese
butter, oil, margarine
meat, fish, poultry, eggs, nuts, alternatives

recognise that foods have different nutritional values, for example:

fruit is more nutritious than chocolate
a milkshake is more nutritious than cola
wholegrain bread is more nutritious than white bread

recognise the role of food nutrients for health such as:

proteins and minerals for growth and development
proteins and vitamins for maintenance and repair
carbohydrates and fat for energy
water for hydration

select a range of foods suitable for a healthy diet

explore the value and/or use of dietary supplements

use current food models to evaluate their daily diet

use information found on food labels to assess the nutritional value and health impact of a range of foods including:

nutrition panel on packaging
order of list of contents
symbols
terms used on labels for marketing such as ‘lite’, ‘low fat’, ‘salt reduced’
food traces
food additives

identify the possible effects of foods on the body including:

energy
weight
skin condition
dental health
digestion
allergic reactions

recognise factors affecting food choice such as:

nutrition
cost
socioeconomic factors
convenience
taste
mass media/marketing
environmental impact
culture
peer influence
individual preference
special diet
technological developments (eg nutrient enriched food)
recognise that individuals require different amounts of food depending on their lifestyle, nutritional needs and age such as:
adolescents
athletes
young children
women/men
older people
survey the eating habits of a specific group such as:
adolescents
young children

identify traditional food sources used by Indigenous Australian communities such as:

bush foods
food sources used for medicinal purposes

plan and prepare nutritious meals for a range of purposes such as:

breakfast, lunch and dinner
special occasion (eg party, BBQ, formal dinner, buffet, picnic)
special dietary requirements (eg diabetic, food sensitivity/intolerance/allergies)

compare the nutritional value of a selection of convenience and take-away food options

apply knowledge of nutrition to personal food choices.

Objective 5

Students will develop skills in the selection and use of food, equipment and techniques to produce a variety of food items

Outcomes

FTLS11 selects and uses appropriate ingredients, equipment and techniques in producing quality food items
FTLS12 uses hygienic and safe practices in the selection, handling and storage of food
FTLS13 demonstrates safe practices in the use of equipment and appliances
Content
Students:

prepare a shopping list for a specific recipe or planned menu

identify outlets to buy a range of quality ingredients such as:

supermarket
specialty shops, delicatessen, fruit and vegetable shop
fish market
farmers’ market

consider quality, quantity and price when purchasing food items

eg – buying vegetables and fruit in season
choosing to buy in bulk
comparing unit value/pricing
buying items on special
considering the use-by date or best-before date on goods
comparing prices of similar goods and generic brands

identify the purpose of equipment (utensils, crockery, cutlery) in preparing and serving food such as:

chopping board for cutting up vegetables
wooden spoon to mix batter
grater for grating
cutlery and crockery for serving and eating food
microwave to defrost or reheat foods quickly
oven to bake

identify and use food preparation techniques and methods specific to a recipe

experiment with food preparation techniques for a specific purpose

demonstrate time management skills in the preparation of food

eg – identify tasks which should be completed in advance
follow order and time sequence outlined in a recipe
follow own plans to meet time frame for a meal
allow time for preparation and cleaning up

use specialty equipment appropriately and safely such as:

chef’s knife for chopping
paring knife for peeling fruit and vegetables
pizza cutter
ice-cream scoop
ladle for hot soup

use appliances appropriately and safely

eg – in accordance with instructions
using appropriate amounts of food and liquid
providing adequate attention and supervision
using appropriate cookware and covers

recognise risk factors for health in the preparation, serving and storing of food such as:

hygiene and cleanliness
cross-contamination
storage
shelf-life

identify and discard food that is unsafe for consumption using:

appearance (eg mould, shrivelled, rust, damage, colour)
smell (eg sour, offensive)
evidence of contamination (eg foreign objects, tamper)
infestation (eg weevils)
best-before or use-by date

discriminate between the shelf-life of different kinds of food such as:

dry food in opened and unopened containers
frozen and thawed food
cooked food for reheat
food in sealed or open packets

store food appropriately and safely considering:

container
level of moisture
temperature for storage
kinds of food such as fresh, frozen, thawed, dried

care for equipment appropriately including:

washing (eg dishwasher or by hand)
cleaning (eg products, cloths, scourers)
following the instructions for use

care for appliances including:

cleaning and cleaning products
maintenance
repair or service required by a professional

apply WHS requirements

use protective clothing as required, such as:

aprons
oven mitts

apply knowledge of hygiene and safe-handling in the production of food.

Objective 6

Students will develop an appreciation of the significant role of food in society.

Outcomes

FTLS14 identifies and explores factors that contribute to the quality and role of food in society

Content

Students:

demonstrate an understanding that food is a basic human need

recognise the social aspects of food preparation and consumption such as:

lifestyle
beliefs and traditions
social occasions

explore and research foods eaten in other cultures

explore cultural influences on preparing and serving food in terms of, for example:

courses
food presentation
table settings

plan meals with appropriate patterns as suited to a particular culture

apply knowledge of cultural and/or social practices in preparing and serving food in terms of, for example:

courses
food presentation
table settings

investigate the availability and selection of food for a culture

research the significance and role of food in Indigenous Australian cultures such as:

occurrence of and availability of resources
respect for and management of resources
knowledge of geographic location and seasonal indicators/relationships
traditions and spirituality
food preparation techniques
occasions/gatherings (eg middens, corroborees)

investigate food and health industry careers

visit, or do a virtual tour of, a food manufacturer
identify the effect of food manufacturing on, for example:
– individual decision-making
the industry
the environment.

Industrial Technology

Course Description
This course provides opportunities for students to study a focus area industry and engage in a design process. Industry study and design projects should be selected from one of the following focus areas:
Automotive Technologies
Electronics Technologies
Graphics Technologies
Metal and Engineering Technologies
Multimedia Technologies
Timber Products and Furniture Technologies.
Practical skills are developed in designing, producing and evaluating in the context of an Industrial Technology project.
Objective 1
Students will develop knowledge and understanding of a design process.
Outcomes
ITLS1 recognises that a process is used to develop design solutions
ITLS2 explores factors that influence design
Content
Students:
identify steps in a design process including:
identifying a need
exploring ideas
choosing a preferred idea
planning steps for producing the Industrial Technology project
selecting tools, equipment and materials
producing the Industrial Technology project
evaluating the Industrial Technology project
compiling a portfolio of the steps during the project
explore factors that influence the design and making of products in an industry such as:
technology
function (specific purpose)
aesthetics (enhancing the appearance of the design)
available resources (skills, tools, materials, time and money)
environmental impact (resources used, waste products)
identify the features of a product to meet an identified need such as:
aesthetics
function
materials
ergonomics
size
strength
cost
durability
portability
maintenance
safety
compare design solutions according to their features.
Objective 2
Students will develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a project in a selected focus area.
Outcomes
ITLS3 demonstrates awareness that technology can be used for a variety of purposes in a design process
ITLS4 demonstrates skills and techniques in the context of a project
ITLS5 uses a design process in the production of a project
Content
Students:

recognise that the design of a product is related to its function and intended purpose

engage in a design process to produce an Industrial Technology project

research areas of need
use an identified area of need to generate ideas
develop ideas
use gathered information to refine ideas
experiment by testing ideas and selected techniques
use technology throughout the process
create, modify and improve a design
produce the Industrial Technology project
manage and record the process
evaluate the project against the need and intended use
use techniques to communicate during a design process, for example:
individual communication form or system
pictures/photographs
videos
samples
prototypes
models
computer graphics
discussions
object drawings
Computer Aided Design
written communication
use a portfolio to document the steps during a design process.

Note: Design projects should relate to the focus area studied (Objective 4).

Objective 3:
Students will develop knowledge and understanding of a focus area industry.
Outcomes
ITLS6 explores a range of industrial products and their features
ITLS7 identifies materials and technologies for a range of applications
ITLS8 investigates marketing strategies for industrial products
Industry Study
Students will study the organisation and management of an individual business in the selected focus area.
Content
Students:
explore the range of products produced by businesses in the focus area
explore the features of a range of industry manufactured products
investigate the organisation and structure of a business including:
physical location(s)
resources (human, non-human)
financial management
production
marketing
workplace environment(s)

identify and consider the range of resources, processes and techniques used by a business

recognise the effects of business practices on the environment in terms of, for example:

sustainability
pollution
recycling/reusing

identify a range of marketing strategies for industrial products

experience aspects of a workplace, such as:

culture
work practices
working environments
employment opportunities

identify relevant WHS legislative requirements for the industry.

Objective 4
Students will develop skills in producing quality products in a focus area industry.
Outcomes
ITLS9 selects and uses appropriate materials, tools and processes in the production of a project
ITLS10 demonstrates safe practices in the use and care of tools
Design projects should be produced within the context of one of the following focus areas:
Automotive Technologies
Electronics Technologies
Graphics Technologies
Metal and Engineering Technologies
Multimedia Technologies
Timber Products and Furniture Technologies
Content specific to focus areas
Focus Area: Automotive Technologies
Note: All repairs/modifications made to motor vehicles must conform to government statutory regulations and guidelines.
Content
Students:

use a design process in producing an automotive project

identify different fuel types such as petrol, diesel, oils, gas

identify different engine types and their uses such as:

single cylinder 2 stroke
single cylinder 4 stroke
4 cylinder
diesel

identify the engine and its related components such as:

engine operation
piston assembly
cylinder heads
cylinder blocks
cylinder sleeves
valve and valve trains
crankshaft assembly

identify the function of engine components

dismantle and reassemble a variety of engine components and/or chassis and related components

for the systems (cooling, fuel, exhaust, ignition, electrical, braking, suspension, steering):

identify the components
outline the operations and/or principles
use basic fault-finding techniques
conduct basic routine maintenance
carry out basic repairs
Cooling system components such as:
radiator
water pump
radiator hoses
thermostat
fan
coolant
Fuel system principles such as:
the carburettor system
the fuel injection system
Intake and exhaust systems principles such as:
types of air cleaners
components of an exhaust system
Manual transmission principles such as:
purpose of transmission
types of gears
Ignition system components such as:
battery
distributor
spark plugs
Electrical system principles and components such as:
electrical circuit diagrams
electrical symbols
lamp bulbs
headlights
exterior lights
Braking system principles such as:
drum brakes
disc brakes
parking brakes
Suspension system principles such as:
leaf springs
coil springs
shock absorbers
Steering system components such as:
steering boxes
power steering
four wheel steering

identify and carry out basic body panel repairs

select and apply appropriate finishes such as:

spray painting
trim and accessories

identify types of wheels and tyres for their intended use

maintain and care for wheels and tyres

research motor vehicle design such as the use of materials and aerodynamics (body shape, wind resistance)

apply WHS requirements

eg – use equipment in accordance with design and instructions
workplace practices such as Personal Protective Equipment (PPE), signage, safe work practices
risk management

care for and maintain a vehicle following manufacturer’s instructions

eg – washing and polishing
servicing
checking oil and coolant/water
rust prevention
tyre pressure
garaging/protection

apply government and statutory regulations during any vehicle modification including:

Australian Design Rule (ADR) 37
Emission Control for Light Vehicles
child restraint design
registration
insurance

accurately complete forms for registration and insurance of a motor vehicle

develop promotional material for marketing an automotive project

use and care for tools and machinery appropriately and safely:

in accordance with design and manufacturers’ instructions
identifying maintenance and repair requiring professional attention.
Focus Area: Electronics Technologies

Note: any project using or developing voltages in excess of 32V must be inspected and approved in writing as safe by a qualified and accredited person in accordance with appropriate Australian Standards. All projects need to conform to government and statutory regulations and guidelines including work health and safety requirements.

Content

Students:

demonstrate an understanding of electrical safety in a range of contexts such as:
home
workplace
industry/commercial

use a design process in producing an electronics project

recognise power sources

identify safety issues with power sources

identify the basic electrical principles such as:

electrical potential
current flow (AC/DC)
resistance
power
electromagnetism
units and measurement
apply knowledge of electronics in a range of settings
eg – setting up an entertainment system
connecting a car audio system
connecting a security alarm system
maintaining home electronics (such as fuses)

identify relevant electronic materials and use them safely such as:

tin, lead and/or lead-free materials for soldering

use appropriate tools and equipment

identify components such as:

conductors
semi-conductors
insulators
resistors
inductive coils and relays
peripherals
capacitors

recognise component layouts

identify schematic diagrams

recognise circuit symbols

recognise parallel and series circuits

apply basic knowledge to complete simple circuits

use different circuit assembly techniques (eg soldering)

select and use appropriate circuit testing equipment

experiment with examples and applications of conductors, insulators and resistors

use and care for tools and equipment appropriately and safely:

in accordance with design and manufacturers’ instructions
identifying maintenance and repair requiring professional attention

apply WHS requirements, for example:

– use equipment in accordance with design and instructions
workplace practices such as Personal Protective Equipment (PPE), signage, safe work practices
risk management

develop promotional material for marketing an electronics project.

Focus Area: Graphics Technologies
Content
Students:

use a design process in producing a graphics project

sketch outlines of a range of products (eg using freehand, computer software)

develop sketches into a variety of 2D and 3D drawings

identify drawing types such as:

pictorial
- isometric
- oblique
- perspective
orthogonal

identify and use drawing instruments for an intended purpose

research features of Computer Aided Design (CAD) programs

use CAD programs to produce drawings for a variety of purposes

identify presentation principles and techniques such as:

composition/balance
colour
rendering
modelling
recognise and apply principles of composition and balance in developing well presented drawings
use colour and rendering techniques as a means of defining texture, shape and colour of materials
identify and practise orthogonal drawing to illustrate the shape and features of a variety of objects

construct pictorial drawings of simple product parts using mechanical and/or CAD techniques

identify engineering drawings for a specific project
identify examples of Australian architectural styles
research and sketch examples of early Australian architectural styles and/or details
identify architectural drawings such as plans, elevations, architectural details
construct pictorial drawings of simple architectural details using mechanical and CAD techniques
investigate the influences of American and European architectural styles and details on Australian architecture
use a range of materials to construct simple models of design
present drawings using a range of materials and equipment appropriate to the processes undertaken such as:
information and communication technology (ICT) to communicate a design solution
mechanical drafting equipment
photocopier
mediums (eg cardboards, papers, paints, pencils)
printers
laminators

use and care for equipment appropriately and safely:

in accordance with design and manufacturers’ instructions
identifying maintenance and repair requiring professional attention

apply WHS requirements

eg – use equipment in accordance with design and instructions
workplace practices such as Personal Protective Equipment (PPE), signage, safe work practices
risk management

develop promotional material for marketing a graphics project.

Focus Area: Metal and Engineering Technologies

Note: Teachers must adequately supervise the design and manufacture of projects where welding is involved. Design of welded projects must consider loadings and weld positioning. The structural design should be such that the welds do not carry the full load.

Content
Students:

use a design process in producing a metal and engineering project

identify the properties of a range of ferrous and non-ferrous metals in common usage such as:

strength
durability
ductility
malleability
lustre
hardness

recognise and use a range of ferrous and non-ferrous metals

identify a range of metals such as:

copper
brass
steel
silver
gold
aluminium

investigate the suitability of a particular metal for an application such as:

copper for wires
brass for taps
steel for building construction
gold for jewellery
aluminium for window frames

recognise the use of the various shapes and forms of ferrous and non-ferrous metals for particular applications such as:

sheet for cars/appliances
wire for fences
tube for pipes

apply skills and processes used for a variety of metals

eg – marking out
cutting
machining
fabricating
joining
modifying properties
colouring and finishing
consider a range of techniques to be used in producing a metal and engineering project

use various shapes and sections of metals in producing a project

select and use appropriate processes in the production of a design project

use and care for tools and machinery appropriately and safely:

in accordance with design and manufacturers’ instructions
identifying maintenance and repair requiring professional attention

apply WHS requirements

eg – use equipment in accordance with design and instructions
workplace practices such as Personal Protective Equipment (PPE), signage, safe work practices
risk management

develop promotional material for marketing a metal and engineering project

Focus Area: Multimedia Technologies

Content
Students:

use a design process in producing a multimedia project

explore a selection of commercially produced multimedia software such as:

computer games
animation software

select and use multimedia software in the context of a project

identify computers and related hardware components such as:

plug and socket types

recognise computer hardware typically used in multimedia computer systems such as:

processor speed
RAM
graphics cards
storage
motherboards
screen type and resolution
sound cards

identify multimedia software and related memory, processing and storage requirements

apply the procedures associated with the correct use of a computer system

identify and connect input and output devices such as:

input devices (eg keyboard, mouse, joystick, game controller, graphics tablet, microphone, scanners)
output devices (eg screens, printers (ink-jet and laser), projectors, internal and external storage devices)

use a range of printers and scanners in conjunction with specific multimedia software

use a range of storage devices in conjunction with specific multimedia software such as:

USB drives
compact disc
digital video disc
hard drives

set up and operate basic still and video cameras for use in small media production

identify and use communication devices such as:

modems
ethernet
bluetooth
wireless
infra-red
firewire
USB

investigate and use a range of software suitable for the creation, editing and publishing of multimedia projects

manipulate and integrate data between a range of software applications

produce and manipulate digital images

identify and use planning processes related to a range of multimedia presentations such as storyboarding

apply principles of design in the planning and production of multimedia presentations

recognise the features of multimedia presentations used to target a range of audiences

demonstrate an understanding of ethical practice and the responsible use of multimedia technologies

research the history, development and use of the internet, in terms of, for example:

targeted audience
type and appropriate usage
website design
age controls on usage
censorship of website material

use and care for equipment appropriately and safely:

in accordance with design and manufacturers’ instructions
identifying maintenance and repair requiring professional attention

apply WHS requirements

eg – use equipment in accordance with design and instructions
workplace practices such as Personal Protective Equipment (PPE), signage, safe work practices
risk management

develop promotional material for marketing a multimedia project.

Focus Area: Timber Products and Furniture Technologies
Content
Students:

use a design process in producing a timber or furniture project

explore the properties, characteristics and aesthetic features of a selection of timbers such as:

grain direction
texture
colour
strength
durability
weight
hardness

identify the various parts of a tree such as:

bark
growth ring
pith

recognise timber defects such as:

splits
warping
bowing
knots

recognise different sources of timber such as:

plantation
recycled/reused
exotic
native/imported

recognise manufactured boards such as:

plywoods
medium density fibreboards (MDF)
particle boards

identify and select materials for a project, such as:

timber
hardware
adhesives
paints and finishes
upholstery materials
metal
glass
plastic

identify and select appropriate fittings and allied materials for a project such as:

screws
nails
nuts
bolts
hinges
handles
knobs
staples/staple gun

identify purposes for a range of tools and machinery such as:

hand tools
power tools
machines

select tools and machinery appropriate to the materials and techniques being used for a project

select and use appropriate construction techniques

eg – measuring and marking
cutting
assembly of parts
joining/gluing
sanding
drilling
preparing surface
finishing

use timber industry terms in relation to timber selection such as:

grade
sizes of timber boards
manufactured boards

use and care for equipment appropriately and safely:

in accordance with design and manufacturers’ instructions
identifying maintenance and repair requiring professional attention

apply WHS requirements

eg – using tools and machinery in accordance with design and instructions
workplace practices such as Personal Protective Equipment (PPE), signage, safe work practices
risk management
working with materials and substances sensitive to temperature, light or air or dangerous if mixed with other substances

develop promotional material for marketing a timber and furniture project.

Objective 5
Students will develop an appreciation of the relationships between technology, the individual, society and the environment.
Outcomes
ITLS11 identifies and explores relationships between a focus area industry, the individual, society and the environment
Content
Students:

identify environmental factors that affect the design and development of products such as:

available resources
alternative resources
limitations on resources
recycling/reusing
pollution
government legislation

recognise the environmental issues specific to the focus area industry

recognise the sociological factors relating to a business such as:

workplace culture
personnel issues

research the impact of the focus area industry on a community

investigate the impact of off-shore manufacture on the focus area industry

research consumer demand for a focus area industry product through, for example:

school-based survey
published survey results

identify innovative and emerging technologies in the focus area industry

explore entry level training requirements for the focus area industry

investigate focus area industry careers

Textiles and Design

Course description

This course provides opportunities for students to engage in a design process in developing a design project. Practical skills are developed in the design, selection, production, evaluation and care of textiles in the context of a design project.

Design projects should be selected from one or more of the following focus areas:

apparel
furnishings
costume
textile arts
non-apparel.

Objective 1

Students will develop knowledge and understanding of a design process.

Outcomes

TDLS1 recognises that a process is used to develop textile design solutions
TDLS2 explores factors that influence textile design

Content

Students:

identify steps in a design process including:
identifying a need or inspiration
exploring ideas
choosing a preferred idea
planning steps for producing the design project
selecting tools, equipment and materials
producing the design project
evaluating the design project
compiling a design portfolio of the steps during a design process
explore factors that influence the design and making of a textile project such as:
function (specific purpose)
aesthetics (enhancing the appearance of the design)
available resources (skills, tools, materials, time and cost)
environmental impact (resources used, waste products)
identify the requirements of a textile item to meet an identified need, for example:
an oven mitt needs to be heat resistant, easy to wash, easy to use, fit a range of hand sizes
a swimming costume needs to be quick drying, non-transparent, comfortable, attractive
an apron for domestic purposes needs to be durable, non-flammable and easy to clean and an apron for industry purposes needs to meet industry standards.

Objective 2

Students will develop knowledge and skills in a range of technologies for a variety of purposes and in the production of a design project.

Outcomes

TDLS3 demonstrates awareness that technology can be used for a variety of purposes in a textile design process
TDLS4 demonstrates skills and techniques in the context of a textile project
TDLS5 uses a design process in the production of a textiles project

Content

Students:

recognise the use of technology in the design of a range of textile items such as:
marking and measuring tools, Computer Aided Design (tools and machinery)
sketching, modelling, proto-typing (techniques)
recognise the use of technology in the production of a textiles project such as:
manual sewing machine, computerised sewing machine, overlocker (tools and machinery)
cutting, gluing, stitching, hemming, overlocking, felting, quilting, patchworking, fabric decoration techniques (eg beading, embroidering) (techniques)
engage in a design process to produce a textiles project:
use an inspiration or an identified area of need to generate an idea
research areas of inspiration or need
develop ideas
use gathered information to refine ideas
experiment by testing ideas and selected techniques
determine solutions
make item
evaluate item against intended use
use techniques to communicate during a design process such as:
individual communication form or system
pictures/photographs
videos
samples
computer graphics
discussions
object drawing
fashion drawing
Computer Aided Design
written communication
use a portfolio to document the steps during a design process.

Objective 3

Students will develop knowledge and understanding of the functional and aesthetic requirements of textiles for a range of applications.

Outcomes

TDLS6 explores a range of textiles and their features
TDLS7 identifies textiles for a range of applications
TDLS8 evaluates the suitability of textile features for a range of applications

Content

Students:

identify features of fibres and yarns such as:

texture
strength
length
twist

select textiles for their function such as:

comfort (including absorbency)
colour in a safety uniform
durability (including strength and abrasion resistance)

select textiles for their aesthetics such as:

lustre
surface enhancement
texture
vertical and horizontal lines/fabric prints
resistance to fading, pilling
consider the influence of function in the design of a range of textile items such as:
weather (raincoat)
age (soft furnishings)
safety (protective clothing)
occasion (theatrical costume)

consider the influence of aesthetics in the design of a range of textile items such as:

elements of design (line and direction, shape and size, colour, texture)
principles of design (emphasis and proportion)
experiment with textile features for an intended use

examine factors determining appropriate design features for a range of applications such as:

colour
manufacturing techniques
application of decoration

identify features of textiles suitable for personal use and individual body shapes such as:

colour combinations
style
activity
occasion
protection

applies knowledge of textiles to personal decision-making.

Objective 4

Students will apply knowledge and understanding of the properties and performance of textiles.

Outcomes

TLS9 selects fabrics, yarns and fibres for a specific purpose

Content

Students:

recognise common types of fibres and fabrics such as:

calico (fabric)
wool (natural fibre)
polyester (man-made fibre)
cotton/polyester sheeting (natural fibre/man-made fibre)
denim (fabric)
fleecy knit (fabric)
felt (fabric)

recognise differences between fibres, yarns and fabrics

select fabrics for intended uses such as:

fabrics commonly used in clothing and household items
fabrics commonly used in industry or commercial applications

select fibres and yarns for intended uses such as:

yarns for knitting a piece of clothing
yarns for weaving a fabric
fibres for wadding in a cushion
fibres for spinning into a yarn

identify features of fabrics that affect their intended use such as:

absorbency
strength
flammability
ease of care
durability
texture/feel
stability, woven or knitted (stretch)
select fabrics according to their features and intended use

research the production of a natural and/or man-made fibre, and its properties for an intended use such as:

wool, from sheep to end use
cotton, from plant to end use
hemp, from plant to end use
polyester, from chemicals to end use.

Objective 5

Students will develop skills in the selection and use of textile materials, equipment and techniques to produce and care for textile items.

Outcomes

TLS10 selects and uses appropriate materials, equipment and techniques in producing textile items
TLS11 selects and uses appropriate equipment and techniques in caring for textile items
TLS12 demonstrates safe practices in the use of equipment

Content

Students:

identify textile equipment and the characteristics that could make them dangerous such as:

scissors (sharpness)
iron (temperature)
sewing machine (electrical connections, weight)

carry and transfer textiles equipment safely

eg – pass scissors
handle pins and needles
carry a heavy sewing machine
handle an iron

care for textile items by using suitable laundering and cleaning techniques

eg – hand wash
machine wash
dry
dry clean
steam
press

repair a textile item

eg – sew on buttons
mend a hem
darn holes in a garment
use patches and glues

use equipment to clean and care for a variety of textiles

eg – recognise clothes, home furnishings and floor coverings that require cleaning and care
identify appropriate cleaning and care techniques for clothing, home furnishings and floor coverings
identify and interpret symbols and directions on care labels
use washing machines, clothes dryers and irons in accordance with the care label instructions

use a range of appliances, equipment and cleaning products safely and appropriately

eg – clean lint filter and ensure appropriate ventilation before using a washing machine or clothes dryer
select correct temperature
set controls
demonstrate safe ironing techniques
- adjust ironing board to correct height
- iron at correct temperature
- turn off iron when not in use

use and care for textiles equipment and appliances appropriately and safely:

in accordance with design and manufacturers’ instructions
identifying maintenance and repair requiring professional attention

store equipment appropriately

eg – returning pins and needles to containers

select and use appropriate equipment to produce a textile project

use safe techniques in the context of a textile project

eg – apply safe cutting out procedures

cut out on a flat surface
ensure fabric scissors are used
check pattern layout before cutting
use safe sewing machine techniques
- thread machine before making electrical connection
- refrain from sewing over pins
- raise machine foot and needle before removing fabric from machine

use appropriate material and techniques to produce a textile item

eg – choose fabric, threads and any fasteners such as buttons or studs
measure and cut fabric
cut out fabric to a pattern
secure/pin correct fabric pieces together
use hand or machine sewing to assemble pieces
finish stitch to secure
press item.

Objective 6

Students will develop an appreciation of the significance of textiles in society.

Outcomes

TLS13 identifies and explores factors that contribute to the quality and value of textiles in society

Content

Students:

recognise influences on the quality of textiles such as:

design
fabric quality
quality of manufacture
cost
availability of resources

recognise factors contributing to the value of textiles such as:

uniqueness
heritage
handcrafted
designer label
culture
religion
social significance
identify the influence of marketing and trends on selection of textile items such as:
types of advertising
peer influence
shopping environments
labels and brand names
investigate the influence of culture on the design and production of textiles such as:
self-expression and communication between people
textile art forms
religious practices
resources available
equipment used
geographic location

research the work of a designer from one or more of the following:

apparel designers
interior designers
costume designers
textile art designers
non-apparel designers

identify sources of inspiration for designers

identify the factors that determine the success or failure of designers

explore changing fashion trends in society

visit or undertake a virtual tour of a textile manufacturer

identify the impact of textile design and manufacturing on, for example:

– individual decision-making
the industry (employment, skills, imports/exports)
the environment
identify innovative and emerging technologies in the manufacture of textiles.

11 Employability Skills

The employability skills build on and replace the Mayer key competencies (developed in 1992) which attempted to describe generic competencies for effective participation in work.

The Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), in consultation with other peak employer bodies, produced the Employability Skills for the Future report which was officially released in May 2002. The report indicated that business and industry required a broader range of skills than those in the Mayer Key Competencies Framework and recommended the following eight employability skills:

communication
teamwork
problem-solving
initiative and enterprise
planning and organising
self-management
learning
technology.

These employability skills are developed through the objectives, modules, outcomes and content of each of the Stage 6 Technology Life Skills courses, in ways which address individual student needs. The development of employability skills may also contribute to effective participation in other post-school environments, such as further education and community living.

12 Assessment and Reporting

12.1 Assessment

Assessment involves collecting evidence and reflecting on the student’s achievement in relation to the Life Skills outcomes selected for a particular course.

The content points listed with each outcome not only form the basis of the learning opportunities for students, but also provide opportunities for teachers to make judgements about student achievement in relation to outcomes.

Assessment should take account of the individual ways in which students demonstrate achievement in relation to outcomes. To cater for such individuality, a range of assessment strategies should be used. Such assessment strategies may include:

observation of engagement in learning experiences such as:
design creation and development activities
practical tasks
selecting and using technology
group work
discussions
observation of a physical response
responses using augmentative and alternate communication (AAC) systems
responses using assistive technology
videos and photographs
interviews and role-plays
investigations
class debates
visual displays
exhibitions
oral/written reports
presentations including oral, PowerPoint, multimedia
completed design projects
recording of activities and learning in a portfolio, book, diary or journal.

Evidence of achievement in relation to outcomes can be based on ongoing observations during teaching and learning or from assessment tasks specifically designed to assess individual student achievement at particular points.

Students may demonstrate the achievement of outcomes across a range of situations or environments including the school, home, community and workplace. Assessment should reflect the student’s ability to generalise the knowledge, skills, and values and attitudes to a range of environments. Stage 6 Life Skills courses have no HSC examinations and results cannot be used in the calculation of a student’s ATAR.

Students entered for Stage 6 Life Skills courses may achieve the designated outcomes independently or with support. The information following is designed to assist teachers in determining whether outcomes have been ‘achieved independently’ or ‘achieved with support’.

An outcome should be considered as ‘achieved independently’ if there is evidence that a student can demonstrate the achievement of an outcome either:

without adjustments or
with the adjustments that enable the student to access course work and/or demonstrate achievement during assessment opportunities. These adjustments will have been determined through the collaborative curriculum planning process.

Examples of such adjustments might include:

the positioning of a student in a classroom
additional time to communicate
use of assistive technology
provision of accessible/alternate formats, eg large print or Braille
provision of a reader or writer.

Some students will only be able to demonstrate achievement if they are provided with additional support. This type of adjustment is provided when a student requires assistance to demonstrate the achievement of an outcome. In such cases an outcome should be considered as ‘achieved with support’.

Examples of additional support include:

verbal prompts
visual prompts
physical assistance
provision of partial responses.

Provision has been made in the Profile of Student Achievement for teachers to record where an outcome has been achieved independently or with support. 12.2 Reporting

Life Skills courses are reported on the Higher School Certificate Record of Achievement without a mark and with the notation Refer to the Profile of Student Achievement.

The profile reports student achievement of syllabus outcomes identified in the planning process, indicating whether the student has achieved the designated outcomes independently or with support. Schools enter this information in Schools Online.

The Profile of Student Achievement is a permanent record of all Life Skills outcomes achieved by the student during Stage 6 and will be issued to the student as part of their Higher School Certificate credentials.

More detailed information on reporting using the Profile of Student Achievement can be found on the NSW Education Standards Authority website.

13 Glossary

Design	Process that uses a combination of aesthetic and functional components to create solutions for an identified need
Design project	A main learning activity in which a design process is followed and culminates in a design solution and documentation
Emerging technology	The new materials, tools and techniques that are the foundation of new designs
Product	Manufactured goods or items
Renewable	Resources that are able to be replaced within a time span that is relevant to humans
Resource	Something used to achieve a goal or purpose; can be human or non-human
Sustainability	Meeting the needs of the present without making it difficult for future generations to meet their needs, ensuring that the resources used can be replenished
Technology	Incorporates the tools, materials, techniques, design, management and communication strategies to meet identified needs

Agriculture

Agriculture	The range of activities aimed at producing food, fibre and other plant and animal derivatives to meet demands of society
Animal production	The raising of animals in order to acquire products used by society, eg raising sheep to produce meat and wool
Enterprise	An agricultural activity aimed at producing a particular commodity, eg the growing of carnations to produce cut flowers
Plant production	The growing of plants in order to acquire products used by society, eg the growing of cotton to be used as fibre for clothing
Seasonal indicators	An aspect of Indigenous knowledge systems (sometimes called Traditional Ecological Knowledge) about the diversity of and interactions between plants, animals, climate, landforms, watercourses and other features of the environment in a given place. Among other things, this knowledge alerts people to the availability of food and medicinal sources

Food Technology

Functional properties	A food’s functional properties control what happens to it when it is prepared or cooked
Sensory characteristics	Food triggers our senses. Factors such as appearance, odour, taste and texture combine to help us make the decision about whether we want to eat a particular food item.

Industrial Technology

Capacitor	Stores an electric charge
Ferrous metal	A metal which contains iron such as mild steel, tool steel and stainless steel
Isometric drawing	This type of drawing shows more of the top edge of the object
Oblique drawing	This type of drawing is used to show the front view of an object. The oblique lines are usually drawn at 45 degrees to the horizontal
Orthogonal drawing	This type of drawing has a number of 2D views. The drawing contains details such as dimensions, materials to be used, construction
Non-ferrous metal	A metal which does not contain iron, eg aluminium, copper
Perspective drawing	This type of drawing is based on the fact that lines appear to converge and meet at a vanishing point
Pictorial drawing	This type of drawing shows three dimensions from one view. There are three types of pictorial drawings: isometric, oblique and perspective
Resistor	Controls the current in a circuit
Schematic diagrams	Circuit designs and other systems can be drawn diagrammatically using standard symbols to represent components
Soldering	Joining metals by melting a non-ferrous alloy into the parts of the join. The chemical used to provide a good bond between the solder and the metal is called ‘flux’
Welding	Joining pieces of metal by melting the ends of them and providing a molten pool of metal at the join

Textiles and Design

Abrasion resistance	Ability to withstand rubbing or wear-and-tear
Aesthetics	Design that enhances appearance for a specific purpose
Apparel	An item that can be worn, is functional and can be easily cleaned
Costume	Clothing related to a particular culture, historical period or occasion, eg for a dance, party or theatre performance
Fibre	Fine threadlike, with a length at least one hundred times greater than the width
Furnishings	Textile items for the interior of the home, office or boat. Examples include cushions, bed linen, curtains
Non-apparel	Textile items that are functional, eg tents, sleeping bags, toys, umbrella
Stability	Inability to shrink or stretch
Textile arts	Textile item that is highly decorative: wall-hanging, cushions, wearable art