12 minute read
Technologies
Design focuses on the application of design thinking to envisage creative products, services and environments in response to human needs, wants and opportunities. Designing is a complex and sophisticated form of problemsolving that uses divergent and convergent thinking strategies that can be practised and improved. Designers are separated from the constraints of production processes to allow them to appreciate and exploit new innovative ideas.
Students learn how design has influenced the economic, social and cultural environment in which they live. They understand the agency of humans in conceiving and imagining possible futures through design. Collaboration, teamwork and communication are crucial skills needed to work in design teams and liaise with stakeholders. They learn the value of creativity and build resilience as they experience iterative design processes, where the best ideas may be the result of trial and error and a willingness to take risks and experiment with alternatives.
Students learn about and experience design through exploring needs, wants and opportunities; developing ideas and design concepts; using drawing and low-fidelity prototyping skills; and evaluating ideas and design concepts. They communicate design proposals to suit different audiences.
Assessment Information
Internal assessment (75%) External assessment (25%)
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Summative internal assessment 1 (IA1): 15% Examination — design challenge. Summative internal assessment 2 (IA2): 35% Project.
Unit 4 Summative internal assessment 3 (IA3): 25% Project. Summative external assessment (EA): 25% Examination — design challenge.
Structure
Unit 1
Design in practice • Experiencing design • Design process • Design styles
Unit 2
Commercial design • Explore — client needs and wants • Develop — collaborative design
Unit 3
Human-centred design • Designing with empathy
Unit 4
Sustainable design • Explore — sustainable design opportunities • Develop — redesign
Student Learning Overview
By the conclusion of the course of study, students will: • describe design problems and design criteria • represent ideas, design concepts and design information using drawing and low-fidelity prototyping • analyse needs, wants and opportunities using data • devise ideas in response to design problems • synthesise ideas and design information to propose design concepts • evaluate ideas and design concepts to make refinements • make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.
Future Pathways
A course of study in Design can establish a basis for further education and employment in the fields of architecture, digital media design, fashion design, graphic design, industrial design, interior design and landscape architecture.
Subject Overview
Digital Solutions enables students to learn about algorithms, computer languages and user interfaces through generating digital solutions to problems. Students engage with data, information and applications to create digital solutions that filter and present data in timely and efficient ways while understanding the need to encrypt and protect data. They understand computing’s personal, local and global impact, and the issues associated with the ethical integration of technology into our daily lives. Students use problem-based learning to write computer programs to create digital solutions that use data, require interactions with users and within systems and affect people, the economy and environments. They develop solutions using combinations of readily available hardware and software development environments, code libraries or specific instructions provided through programming. Students create, construct and repurpose solutions that are relevant in a world where data and digital realms are transforming entertainment, education, business, manufacturing and many other industries.
Assessment Information
Internal assessment (75%) External assessment (25%)
Schools devise assessments in Units 1 and 2 to suit their local context. In Units 3 and 4 students complete four summative assessments. The results from each of the assessments are added together to provide a subject score out of 100. Students will also receive an overall subject result (A–E).
Unit 3 Summative internal assessment 1 (IA1): 20% Investigation — technical proposal. Summative internal assessment 2 (IA2): 30% Project — digital solution.
Unit 4 Summative internal assessment 3 (IA3): 25% Project — folio. Summative external assessment (EA): 25% Examination.
Structure
Unit 1 Unit 2 Unit 3 Unit 4
Creating with code • Understanding digital problems • User experiences and interfaces • Algorithms and programming techniques • Programmed solutions Application and data solutions • Data-driven problems and solution requirements • Data and programming techniques • Prototype data solutions Digital innovation • Interactions between users, data and digital systems • Real-world problems and solution requirements • Innovative digital solutions Digital impacts • Digital methods for exchanging data • Complex digital data exchange problems and solution requirements • Prototype digital data exchanges
Student Learning Overview
By the conclusion of the course of study, students will: • recognise and describe elements, components, principles and processes • symbolise and explain information, ideas and interrelationships • analyse problems and information • determine solution requirements and criteria • synthesise information and ideas to determine possible digital solutions • generate components of the digital solution • evaluate impacts, components and solutions against criteria to make refinements and justified recommendations • make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.
Future Pathways
A course of study in Digital Solutions can establish a basis for further education and employment in the fields of science, technologies, engineering and mathematics.
All subjects will run dependant on enrolment numbers. Due to timetable and staffing constraints, new subjects to our timetable in 2022 may not be taught by the assigned teacher for the 4 weeks of 2021. Where subjects are not offered within our timetable, a school-funded Distance Education offering can be discussed.
Subject Overview
Industrial Technology Skills focuses on the practices and processes required to manufacture products in a variety of industries.
Students understand industry practices; interpret specifications, including technical information and drawings; demonstrate and apply safe, practical production processes with hand/power tools and machinery; communicate using oral, written and graphical modes; organise, calculate and plan production processes; and evaluate the products they create using predefined specifications.
Students develop transferable skills by engaging in manufacturing tasks that relate to business and industry, and that promote adaptable, competent, self-motivated and safe individuals who can work with colleagues to solve problems and complete practical work.
Assessment Information
Internal assessment (100%) For Industrial Technology Skills, assessment from Units 3 and 4 is used to determine the student’s exit result, and this consists of four instruments, including: • at least two projects • at least one practical demonstration (separate to the assessable component of a project). Project A response to a single task, situation and/or scenario. A project consists of a product component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal non-presentation: 8 A4 pages max (or equivalent) presentation: 3–6 minutes • product: continuous class time. Practical demonstration A task that assesses the practical application of a specific set of teacher-identified production skills and procedures. Students demonstrate production skills and procedures in class under teacher supervision. Examination A response that answers a number of provided questions, scenarios and/or problems. • 60–90 minutes • 50–250 words per item
Structure
The approved QCAA Industrial Technology Skills course for CCC is outlined below.
Unit 1 Unit 2 Unit 3 Unit 4
Practical demonstration: Wooden candle stick. Project: Year 11 - outdoor bench seat. Year 12 - patio chair. Presentation: Digital portfolio. Practical demonstration: Scrolled Metal Bracket. Project: Year 11 - welding skills e.g. weather vane. Year 12 - complex piece e.g. metal clock. Presentation: Digital portfolio. Practical demonstration: iPhone holder. Project: Year 11 - side table. Year 12 - complex TV unit. Presentation: Digital portfolio. Practical demonstration: Metal lantern. Project: Year 11 - BBQ product. Year 12 - portable BBQ. Presentation: Digital portfolio.
Student Learning Overview
By the conclusion of the course of study, students should: • describe industry practices in manufacturing tasks • demonstrate fundamental production skills • interpret drawings and technical information • analyse manufacturing tasks to organise materials and resources • select and apply production skills and procedures in manufacturing tasks • use visual representations and language conventions and features to communicate for particular purposes • plan and adapt production processes • create products from specifications • evaluate industry practices, production processes and products, and make recommendations.
Future Pathways
A course of study in Industrial Technology Skills can establish a basis for further education and employment in manufacturing industries. Employment opportunities may be found in the industry areas of building and construction, and furnishing.
Subject Overview
Information & Communication Technology (ICT) focuses on the knowledge, understanding and skills related to engagement with information and communication technology through a variety of elective contexts derived from work, study and leisure environments of today. Students are equipped with knowledge of current and emerging hardware and software combinations, an understanding of how to apply them in real-world contexts and the skills to use them to solve technical and/or creative problems. They develop knowledge, understanding and skills across multiple platforms and operating systems, and are ethical and responsible users and advocates of ICT, aware of the social, environmental and legal impacts of their actions. Students apply their knowledge of ICT to produce solutions to simulated problems referenced to business, industry, government, education and leisure contexts.
Assessment Information
Internal assessment (100%) For Information & Communication Technology, assessment from Units 3 and 4 is used to determine the student’s exit result, and consists of four instruments, including: • at least two projects • at least one extended response. Project A response to a single task, situation and/or scenario. A project consists of a product component and at least one of the following components: • written: 500–900 words • spoken: 2½–3½ minutes • multimodal: 3–6 minutes • product: continuous class time. Extented response A technique that assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials. Presented in one of the following modes: • written: 600–1000 words • spoken: 3–4 minutes • multimodal: 4–7 minutes.
All subjects will run dependant on enrolment numbers. Due to timetable and staffing constraints, new subjects to our timetable in 2022 may not be taught by the assigned teacher for the 4 weeks of 2021. Where subjects are not offered within our timetable, a school-funded Distance Education offering can be discussed.
Structure
The Information & Communication Technology course is designed around: • core topics integrated into modules of work • using a problem-solving process • three or more elective contexts.
Core Topics Elective Contexts
• Hardware • Software • ICT in society • Animation • Application development • Audio and video production • Data management • Digital imaging and modelling • Network fundamentals • Online communication • Website production • Document production
Student Learning Overview
By the conclusion of the course of study, students should: • identify and explain hardware and software requirements related to ICT problems • identify and explain the use of ICT in society • analyse ICT problems to identify solutions • communicate ICT information to audiences using visual representations and language conventions and features • apply software and hardware concepts, ideas and skills to complete tasks in ICT contexts • synthesise ICT concepts and ideas to plan solutions to given ICT problems • produce solutions that address ICT problems • evaluate problem-solving processes and solutions, and make recommendations.
Future Pathways
A course of study in Information and Communication Technology can establish a basis for further education and employment in many fields, especially the fields of ICT operations, help desk, sales support, digital media support, office administration, records and data management, and call centres.
Subject Overview
The hospitality industry has become increasingly important economically in Australian society and is one of the largest employers in the country. It specialises in delivering products and services to customers, and it consists of different sectors, including food and beverage, accommodation, clubs and gaming.
Hospitality offers a range of exciting and challenging long-term career opportunities across a range of businesses. The industry is dynamic and uses skills that are transferrable across sectors and geographic borders. Hospitality Practices enables students to develop knowledge, understanding and skills of the hospitality industry and to consider a diverse range of post-school options.
The Hospitality Practices syllabus emphasises the food and beverage sector, which includes food and beverage production and service. Through this focus, students develop an understanding of hospitality and the structure, scope and operation of related activities in the food and beverage sector.
Assessment Information
Internal assessment (100%)
Students will complete the following assessments: • project • investigation • extended response • examination
Structure
Core Topics
1. Navigating the hospitality industry 2. Working effectively with others 3. Hospitality in practice
Elective Contexts
(Modules of work are developed from a minimum of 2 of the following electives) 1. Kitchen operations 2. Beverage operations and service 3. Food and beverage service
Student Learning Overview
The subject enables students to develop skills in food and beverage production and service. They work as individuals and as part of teams to plan and implement events in a hospitality context.
Students plan and implement at least one actual event in a hospitality context by midway through the course (end of Unit 2) and again by the end of the course (end of Unit 4). Events provide opportunities for students to participate in and produce food and beverage products and perform service for customers in real-world hospitality contexts.
As well, students examine and evaluate industry practices from the food and beverage sector. Students develop awareness of industry workplace culture and practices and develop the skills, processes and attitudes desirable for future employment in the sector. They have opportunities to develop personal attributes that contribute to employability, including the abilities to communicate, connect and work with others, plan, organise, solve problems, and navigate the world of work.
Future Pathways
A course of study in Hospitality Practices can establish a basis for further education and employment in the hospitality sectors of food and beverage, catering, accommodation and entertainment. Students could pursue further studies in hospitality, hotel, event and tourism or business management, which allows for specialisation.
