Unit 1: Data Analysis and Programming

We look at how data can be used to create data visualisations, and how programming languages develop working software solutions. We apply methods and techniques for creating a working software solution using a range of processing features and data structures. We apply testing and debugging techniques to ensure the software solution works as intended.

Assessment

• A folio of exercises or software solutions and a written report
  
• A presentation (oral, multimedia, visual) to present findings or software solutions

Unit 2: Innovative Solutions and Network Security

We work collaboratively to develop an innovative solution to an identified need or opportunity. We investigate the use of digital devices and emerging technologies and their applications. The innovative solution may be a concept, prototype or product and you can choose to explore Artificial Intelligence, Internet of Things, Games Development, Virtual Reality, Blockchain or any other innovative digital solution.

We examine the capabilities and vulnerabilities of a network, design a network solution, discuss the threats to data and information, and propose strategies to protect the security of data and information.

Assessment

• A presentation (oral, multimedia, visual) of an innovative solution
  
• A written or annotated visual report
• A case study or the design of a wireless network or a working model

What sort of student would like Applied Computing?

Someone who:

• Would like to design and create digital solutions to emerging technologies
• Would like to pursue a career in programming & cybersecurity
• Is interested in learning about components of digital systems
• Would like to learn about the role of ethical hacking
• Enjoys analysing data and learning about the impact of current and emerging technologies.

Prerequisites

Nil. However, completion of any Year 9/10 Digital or Systems subject would be beneficial.

Other considerations

Applied Computing is a pathway into Units 3 & 4 Software Development which further develops your understanding of programming, analysis & design and software security or cybersecurity. This program may be offered in 2028.

Unit 1: Food origins

We  analyse the major factors that develop a global food supply and demonstrate adaptations of selected food from earlier cuisines through practical activities. You use indigenous ingredients as well as those introduced through migration and critique contemporary use of these ingredients through practical activities. Food production, processing, manufacturing industries and immigration are studied.

Assessment

• A range of practical activities with records on two - practical log books
• One additional task choosing from an oral presentation or practical demonstration (face to face, video, podcast) or a short written report (research inquiry or historical timeline)
• End of semester exam
  

Unit 2: Food makers

We investigate food systems in contemporary Australians. We use design briefs to design and create food products that have been adapted from a small-scale kitchen to a commercial context. Food Industries in Australia, producing high quality, safe food meeting the needs of consumers is also analysed. You use a range of ways to evacuate foods. You design new food products and adapt recipes according to particular needs.

Assessment

• Design and produce two practical food solutions for a need in the food industry/school community and a domestic or small-scale settling
• End of semester exam

What sort of student would like Food Studies?

Someone who:

• Is interested in foods
• Would like analysing what happens during cooking and using a variety of preparation methods
• Is curious about sustainable and ethical food issues, healthy eating, meal creation and nutrition.

Prerequisites

Nil. However, completion of any Year 9 or 10 Food Technology subjects and/or experience in food preparation at home or in the workplace is recommended but not essential.

Other considerations

This unit has a wide theoretical base and therefore makes up around 50% - 60% of total class time. The other 50-40% is practical based (testing and tasting foods and/or producing recipes).

Unit 1: Design Practices

In this unit, we work collaboratively to analyse and evaluate existing products and designs. You will learn to understand the importance of a design brief, learn about factors that influence design, and design processes.

In your practical work, you will explore and test materials, tools and processes while practising safe skill development when creating an innovative product. This is achieved through the development of a design portfolio and the use of prototypes to explore design options.

Assessment

• A record of evidence of research, development and conceptualisation of products, as well as a reflection on collaboration, teamwork and ways to improve in the future
• Practical work: a demonstration of graphical and physical product concepts, including prototyping and making final proof of concept, along with a finished product.
  

Unit 2: Positive impacts for end users

In this unit, we examine social and/or physical influences on design. We look at how designers research the diverse needs of end users to create innovative products. You will create a profile of an end user(s), research and explore the specific needs or opportunities of the end user(s) and make an inclusive product that has a positive impact on an individual and/or society.

We will explore cultural influences on design to develop an awareness of how Aboriginal and Torres Strait Islander peoples design and produce products. We will look at how sustainable design practices care for Country, and how traditions and culture are acknowledged in contemporary designs.

Assessment

• A folio with evidence of research, development of a product addressing a need or opportunity related to positive impacts for the end user(s)
• Practical work: demonstration of graphical and physical product concepts, including prototyping and making final proof of concept, along with the finished product, addressing a need or opportunity related to positive impacts for the end user(s)
• Case study analysis or research inquiry of a designer and end user(s) that explores the influence of culture in product design.
  

What sort of student would like Product Design and Technology?

Someone who:

• Is interested in designing and making products
• Likes working with wood and metals
• Would like to follow a building, engineering or designing career
• Would like to pursue tertiary qualifications in building, engineering or designing careers

Prerequisites

Any Year 9 or 10 Materials Technology subjects in Timber or Metal.

Unit 1: Design Practices - Textiles

Unit 2: Positive impacts for end users - Textiles

Assessment

• A folio with evidence of research and development of a textile product that addresses a need or opportunity related to positive impacts for the end user(s). 
• Practical work: Demonstration of design ideas through sampling, prototyping and production processes, leading to a final textile product addressing a need or opportunity for the end user(s). 
• Case study analysis or research inquiry into a designer and end user(s), exploring the influence of culture in textile design.
  

What sort of student would like Product Design & Technology – Textiles? 

Someone who: 

• Is interested in designing and making textile or fashion products
• Enjoys creativity, sewing, fabric manipulation and problem-solving
• Would like to follow a fashion, costume, interiors, textiles, merchandising or design career
• Would like to pursue tertiary qualifications in fashion, textiles, product design or related creative industries

Prerequisites

Any Year 9 or 10 subjects in Materials Technology – Fibre Technology, or related Design Technology studies, are recommended but not essential. 

Other considerations

Purchase of materials as required.

Unit 1: Electrotechnological systems design 

Students explore key electrotechnological concepts such as feedback systems, sensors, circuit diagrams, microcontrollers, and programming. They apply this knowledge through hands-on projects, using the systems engineering process to design and build solutions that may include mechanical components. The unit also develops project management, problem-solving, and teamwork skills, while examining how energy is used and converted in systems. 

What does this mean for me?

We study fundamental mechanical engineering principles, the motions performed, the elementary applied physics, and the mathematical calculations that can be applied in order to define and explain the physical characteristics. You apply knowledge and construct functional systems. ‘

Through applied research, you explore how these systems use or convert the energy supplied to them, and to related wider environmental and social issues.

Assessment

• Written tests
• Practical and research tasks
• End of semester exam

Unit 2: Mechanical systems design

Students explore fundamental mechanical engineering concepts, including subsystems, motion, and the physics and mathematics that explain how systems operate. They apply this knowledge to inclusive design challenges, using the systems engineering process to create functional mechanical systems that meet diverse user needs. The unit emphasises real-world problem solving, with opportunities to incorporate basic electrotechnological components, while investigating how energy is used, transferred, and converted within designed systems. 

What does this mean for me?

You study fundamental electro technology engineering principles, apply knowledge and skills to research, produce technical reports and construct an electro technology system.

Assessment

• Written tests
• Practical and research tasks
• End of semester exam

What sort of student would like Systems Engineering?

Someone who:

• Is looking for a sound basis for entry into a broad range of tertiary technology courses such as; engineering and applied sciences, skilled trades and vocational training, in the electro technology and automotive sectors
• Interested in gaining employment in technological enterprises.

Prerequisites

Year 9 or 10 Systems Engineering subjects, Year 10 Physics, or other electronics-based subjects would be beneficial.

Other considerations

A subject that complements Systems Engineering is Physics.