Home Economics
Technology (Mandatory) Stage 4 (Years 7-8)
The aim of this syllabus is to develop students' ability to design, produce and evaluate quality solutions that respond to identified opportunities and needs. It enables students to justify solutions and to responsibly, safely and creatively use and select materials, tools and techniques. Project work forms the basis of every unit studied. The skills learnt in years 7 & 8 form the basis to the elective subjects which are chosen for years 9 & 10.
Food Technology Stage 5 (Years 9-10)
The aim of the Food Technology syllabus is to actively engage students in learning about food in a variety of settings, enabling them to evaluate the relationships between food, technology, nutritional status and the quality of life. Practical activities are an important part of the course and are designed to refine and enhance student knowledge, understanding and skills about the nature of food and human nutrition. Skills are developed in experimenting and preparing food by applying theoretical concepts.
Textiles Technology Stage 5 (Years 9-10)
Textiles Technology is a 'hands on' practical subject where students learn skills in design and manipulation of textiles through the use of appropriate technologies. Students will actively engage in learning about the properties and performance of textiles to the development and manufacture of textile items. Project work forms the basis of every unit.
Child Studies Stage 5 (Years 9-10)
This elective has been developed for students who have an interest and concern for the welfare and development of children. It assists students to develop their potential intellectually, socially and psychologically through the skills of Child Care. Students develop confidence through their study of the core modules which include:
- Puberty to parenthood
- Prenatal development
- The new baby
- How babies develop
- Childcare units
The course has options to study which include: Play, Children with Special Needs, Behaviour & Discipline, Health & Safety of Children Students develop skills they can use as a future parent or link this elective study with further study at the senior & tertiary level.
Community and Family Studies Stage 6 (Years 11-12)
This course aims to develop in each student an ability to manage resources and take action to support the needs of individuals, groups, families and communities in Australian society. It is an interdisciplinary course that draws upon selected components of sociology, family studies, developmental psychology and the students general life experiences.
Food Technology Stage 6 (Years 11-12)
This course aims to develop an understanding about food systems in the production, processing and consumption of food and an appreciation of the impact on society. Students will also develop knowledge and understanding about the nature of food and human nutrition with an appreciation of the importance of food to health. Skills are developed in researching, analysing and communicating food issues.
Textiles and Design Stage 6 (Years 11-12)
Textiles and Design is designed to enable students to understand and appreciate the nature and significance of textiles and to develop confidence and competence in the selection, design, manufacture and application of textiles items. Negotiated textile projects enable students to be creative and explore functional and aesthetic aspects of textiles, demonstrate responsibility in decision-making and encourage expression of ideas. Units of work are developed to meet the needs and interests of the student. Areas of focus include "Apparel, Furnishings, Costume, Textile Arts and Non-apparel".
Vocational Education and Training
Assessment Requirements and Advice
Assessment is the process of gathering information and making judgments about student achievement for a variety of purposes. In the Higher School Certificate, those purposes include:
- assisting student learning
- evaluating and improving teaching and learning programs
- certifying satisfactory achievement and completion of courses
- reporting achievement in the Higher School Certificate.
VET courses also include assessment for the purpose of achieving Australian Qualifications Framework (AQF) qualifications and a certificate of Statements of Attainment.
Competency Based Assessment
The courses with the VET Curriculum Framework are competency-based courses. The Board of Studies and the Vocational Education and Training Accreditation Board (VETAB), require that a competency-based approach to assessment be used and that a record be held by the RTO of the competencies achieved. In a competency-based course, assessment of competencies is criterion referenced. This means that a participant's performance is judged against a prescribed standard - not against the performance of other participants in the course. A participant is judged either competent or not yet competent. Competency based assessment is based on the requirements of the workplace. Recognition for prior learning (RPL) may be given. This is subject to the participant providing proof of their experiences.
Higher School Certificate Exam
HSC components will be tested using the Higher School Certificate Examination. The HSC examination is independent of the competency-based assessment undertaken during the course and has no impact on student eligibility for AQF qualifications. The student may elect not to sit the HSC examination in this subject.
Work Placement
A minimum of 70 hours over two years is a compulsory component of this course. Students will need to have industry experience to achieve AQF qualifications.
