Applied Computing
Unit 1

 


Overview

This unit will teach you three skills that can be invaluable in many workplaces:

  • A way of understanding the requirements of users and of presenting your proposed solution.
  • Using spreadsheets and databases to store and retrieve data.
  • Writing computer programs

This unit is suitable for:

  • A student who is interested in developing skills in using spreadsheets and databases as a preparation for part-time work in office environments such as medical clinics.
  • A student who wants to know more about 鈥渄ata analytics鈥, a very 鈥渉ot topic鈥 at the movement
  • A student who wants an introduction to computer programming, another 鈥渉ot topic鈥, in an environment that does not assume much mathematical knowledge.

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Unit Assessment

A collection of tasks will be submitted, where you will demonstrate that you can:

  • Follow the problem-solving methodology
  • Manipulate data in a spreadsheet
  • Retrieve data from a database
  • Create data visualisations (charts)
  • Write simple computer programs

Pathways

This unit prepares you for Units 3, 4 Data Analytics.

Data Analytics
Unit 3+4

 


Overview

Data, data everywhere!

Whether your goal is to trace the spread of a virus, understand employment trends or argue that providing shelter for the homeless is good public policy, data is your friend. Knowing how to retrieve data from the web and analyse it has become an important skill in the 21st century workforce. New job titles have been created, like data analyst, data scientist and data journalist. and in data analytics are now all the rage.

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Unit Assessment

The tasks you will complete will involve:

  • Ask your own question such as:
      • How does social media influence the purchase of cosmetic products?
      • How did Covid-19 affect the online shopping habits of Australians?
  • Gather your own own data
  • Find large data sets available on the Internet
  • Analyse the data and present it using visual tools
  • Understand how organisations can keep their data safe from hackers

Pathways

Data analysis is now applicable to courses and jobs in:

  • Social sciences: Sociology, psychology etc.
  • Health policy and physiology
  • Experimental sciences, especially Genetics and Physics
  • Information Technology

Food Studies
Unit 1+2

 


Overview

Unit 1 | This unit focuses on food from historical and cultural perspectives with a particular emphasis on the origins and roles of food throughout time across the world.

Area of Study I explores how humanity has historically sourced food starting with the hunter-gatherers right through to today鈥檚 urban living and global trade, while Area of Study 2 focuses more on Australia, the impact of indigenous foods, European settlement and the changes in our food patterns over time as well as developing an understanding of what Australian cuisine involves.

Unit 2 | This unit focuses on food systems in contemporary Australia looking at commercial food production industries, small scale domestic settings and commercial production.

Area of Study 1 focuses on primary production and food processing, manufacturing and retail and food service, while Area of Study 2 explores food production on more domestic and small scale operation. In this unit students will apply their food skills to entrepreneurial projects that potentially may move their products from domestic or small-scale setting to a commercial context.

Unit Prerequisites

N/A

Areas of Study

  • Food Around the World
    Students should be able to identify and explain major factors in the development of a globalised food supply and demonstrate adaptations of selected food from earlier cuisines through practical activities.

  • Food In Australia
    Students should be able to describe patterns of change in Australia鈥檚 food industries and cultures, and use foods indigenous to Australia and those introduced through migration in the preparation of food products.

  • Food Industries
    Students should be able to describe Australia鈥檚 major food industries, analyse relationships between food suppliers and consumers, discuss measures in place to ensure a safe food supply and a design brief and a food product that demonstrates the application of commercial principles.

  • Food in the Home
    Students should be able to compare and evaluate similar foods prepared in different settings, explain the influences on effective food provision and preparation in the home, and design and create a food product that illustrates potential adaptation in a commercial context.

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Unit Assessment

Assessment for Unit 1 and Unit 2 will involve a range activities including short written reports, practical demonstrations, oral presentations as well as completing a range of practical activities with records that reflect the use of ingredients found in earlier cultures.

Food Studies
Unit 3+4

 


Overview

Unit 3 | This unit investigates the many roles and everyday influences of food including the science of food, our physical need for it and how it nourishes our bodies. The scientific rationale behind the Australian Dietary Guidelines and the Australian Guide to Healthy Eating including nutrient requirements for various lifespan stages are investigated and behavioural principles that assist in the establishment of dietary plans are developed.

Unit 4 | This unit focuses on examining debates about global and Australian food systems, issues about the environment, ecology, ethics, farming practices and the development and application of technologies. Individual responses to food information and misinformation and the development of food knowledge are explored to help empower consumers to make discerning food choices.

Unit Prerequisites

N/A

Areas of Study

  • The Science of Food.
    Students should be able to explain the processes of eating and digesting food and absorption of macronutrients, explain causes and effects of food allergies, food intolerances and food contamination, analyse food selection models and apply principles of nutrition and food science in the creation of food products.

  • Food Choice, Health and Wellbeing.
    Students should be able to explain and analyse factors affecting food access and choice, analyse the influences that shape an individual芒鈧劉s food values, beliefs and behaviours and apply practical skills to create a range of healthy meals for children and families.

  • Environment and Ethics
    Students should be able to explain a range of food systems issues, respond to a selected debate with analysis of problems and proposals for future solutions, apply questions of sustainability and ethics to the selected food issue and develop and create a food repertoire that reflects personal food values and goals.

  • Navigating Food Information
    Students should be able to explain a variety of food information contexts, analyse the formation of food beliefs, evaluate a selected food trend, fad or diet and create food products that meet the Australian Dietary Guidelines.

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Unit Assessment

  • Unit 3 SACs contribute 30% to the study score
  • Unit 4 SAC鈥檚 contribute 30% to the study score
  • End of Year Examination contributes 40%

Assessment for Unit 3 and Unit 4 will involve a range activities including short written reports, practical demonstrations, oral presentations as well as completing a range of practical activities with records that reflect the use of ingredients.

Product Design & Technology
Unit 1

 


Overview

Design Practices

In this unit, students analyse and evaluate existing products and current technological innovations in product design. They achieve this through understanding the importance of a design brief, learning about factors that influence design, and using the Double Diamond design approach as a framework.

Students explore and test materials, tools and processes available to them in order to work technologically, and they practise safe skill development when creating an innovative product. This is achieved through the development of graphical product concepts and the use of prototypes to explore and propose physical product concepts.

Unit Prerequisites

N/A

Areas of Study

  • Developing and conceptualising designs
  • Generating, designing and producing

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Unit Assessment

  • Folio of observational and visualisation drawings
  • Final presentations created using manual and digital methods
  • Case Study supported by Written notes and/or visual materials
  • Examination

Pathways

Graphic Design, Architecture, Landscape Architecture, Product Design, Industrial Design, Interior Design.

Product Design & Technology
Unit 2

 


Overview

Positive impacts for end users

In this unit, students specifically examine social and/or physical influences on design. They formulate 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 belonging, access, usability and/or equity.聽

Students also explore cultural influences on design. They develop an awareness of how Aboriginal and Torres Strait Islander peoples design and produce products, how sustainable design practices care for Country, and how traditions and culture are acknowledged in contemporary designs. Students also have opportunities to make connections to personal or other cultural heritages.

Unit Prerequisites

N/A

Areas of Study

  • Opportunities for positive impacts for end users
  • Designing for positive impacts for end users
  • Cultural influences on design

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Unit Assessment

  • Design – a design folio that contains a design brief, evaluation criteria, research, visualisations and design options, working drawings, scheduled production plan, and evaluation report
  • Production & Journal – product and records of production and modifications
  • Evaluation and Oral Report – an evaluation report on the finished product and an oral report as a team supported by notes
  • Examination

Product Design & Technology
Unit 3

 


Overview

Ethical product design and development

In this unit students research a real personal, local or global need or opportunity with explicit links to ethical considerations. They conduct research to generate product concepts and a final proof of concept for a product solution that addresses the need(s) or opportunities of the end user(s).

Students plan to develop an ethical product through a problem-based design approach, starting with a need or opportunity and using a design process and testing to problem-solve. The design brief, product concepts and the final proof of concept are developed through the Double Diamond design approach, using design thinking. Students undertake the role of a designer to generate, analyse and critique product concepts, with the chosen product concept becoming the final proof of concept.

Prerequisites

N/A

Areas of Study

  • Influences on design, development and production of products
  • Investigating opportunities for ethical design and production
  • Developing a final proof of concept for ethical productionStudents will critique examples of ethical product design and innovation within industrial settings.聽Students will investigate a need or opportunity that relates to ethics and formulate a design brief, conduct research to analyse current market needs or opportunities and propose, evaluate and critique graphical product concepts.Students will be able to evaluate product concepts related to ethical design, synthesise and apply feedback to justify a final proof of concept, and plan to make the product safely.

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Unit Assessment

  • Outcome 1 SAC contributes 10% total assessment.
  • Outcome 2 SAT U3 + Outcome 3 SAT U3 + Outcome 1 SAT U4 contributes 50% final SAT score.

Product Design & Technology
Unit 4

 


Overview

Production and evaluation of ethical designs

In this unit students continue to work as designers throughout the production process. They observe safe work practices in their chosen design specialisations by refining their production skills using a range of materials, tools and processes.聽

Students collect, analyse, interpret and present data, use ethical research methods and engage with end user(s) to gain feedback and apply their research and findings to the production of their designed solution. Students also focus on how speculative design thinking can encourage research, product development and entrepreneurial activity through the investigation and analysis of examples of current, emerging and future technologies and market trends.

Prerequisites

N/A

Areas of Study

  • Managing production for ethical designs
  • Evaluation and speculative design

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Unit Assessment

  • Outcome 1 SAT Contribute to Unit 3 SAT Assessment to 50%
  • Outcome 2 SAC contributes 10% total assessment
  • School-assessed Task for Units 3 and 4 contributes 50%.
  • Exam 30%

On completion of this unit, students will be able to use data to evaluate a range of products, including making judgments about the success of each product, and discuss product designs in regard to entrepreneurial activity, innovation, sustainability and/or other ethical considerations.

Students will also implement a scheduled production plan, using a range of materials, tools and processes and managing time and other resources effectively and efficiently to safely make the product designed in Unit 3.

Pathways

On completion of this unit the student should be able to compare, analyse and evaluate similar commercial products, taking into account a range of factors and using appropriate techniques.

On completion of this unit the student should be able to apply a range of production skills and processes safely to make the product designed in Unit 3, and manage time and resources effectively and efficiently.

On completion of this unit the student should be able to evaluate the finished product through testing and feedback against criteria, create end-user instructions or care labels and recommend improvements to future products.